STUDENTS’ PEER FEEDBACK IN PRESENTATION PERFORMANCE AT SMK TELKOM 1 MEDAN

This thesis investigates the dynamics of peer feedback and the role of instructors
in motivating students during presentations at SMK Telkom 1 Medan. The
objectives of the investigation are to ascertain the forms of peer feedback that
students employ and to provide an account of the ways in which instructors
influence and facilitate this process. Video recordings of classroom presentations,
transcriptions of interactions, and interviews with educators were implemented to
accumulate data. These results indicate that peer feedback can be classified into
five categories: positive, specific, neutral, negative, and general. Positive peer
feedback was the most common, accounting for 33.3% of all instances. It was
characterized by the affirmation of presenters' strengths and the provision of
encouragement. Detailed critiques and suggestions for development were
provided in specific peer feedback, which accounted for 23.8% of the total.
Objective observations without strong opinions were provided by neutral peer
feedback, which accounted for 19.2%. Negative peer feedback, which accounted
for 14.2% of the total, emphasized deficiencies and errors, providing valuable
insights for enhancement. General peer feedback, which was the least prevalent at
9.5%, consisted of general comments or inquiries. In 92.3% of interactions,
teachers as facilitators, guiding discussions, and encouraging student participation,
which was a critical role in this process. Occasionally, teacher as counselors
(7.7%), providing direct solutions to presentation challenges. The significance of
teacher support and balanced feedback in improving students' learning outcomes
and presentation skills is emphasized by the study.