Students’ perceptions on the use of peer feedback in enhancing speaking fluency in English classroom at 10th grade students of SMA Pembangunan Laboratorium UNP
DOI:
https://doi.org/10.24036/jelt.v15i2.80Keywords:
Students’ Perception, Peer Feedback, Speaking FluencyAbstract
This study aims to explore students’ perceptions of the use of peer feedback in enhancing speaking fluency in an English classroom. Speaking is considered one of the most challenging skills for students due to factors such as anxiety, lack of confidence, and limited opportunities to practice. Therefore, peer feedback is implemented as a collaborative learning strategy to support students’ speaking development. This research employed a quantitative descriptive design. The population consisted of all tenth-grade students of SMA Pembangunan Laboratorium UNP in the academic year 2025/2026, and one class (X4) was selected as the sample using cluster random sampling, consisting of 31 students. A 15-item questionnaire with a Likert scale from 1 (strongly disagree) to 4 (strongly agree) was used to gather the results. With a mean score of 3.27, the results demonstrated that students' opinions of peer feedback were classified as highly positive. The results show that students' speaking performance, fluency, confidence, and critical thinking are all much enhanced by peer evaluation. Peer review also fosters a positive learning environment that lowers anxiety and promotes involvement. But the survey also revealed that students still require assistance in giving more thorough feedback, particularly when it comes to content. All things considered, peer feedback is a useful tactic for improving speaking fluency and encouraging student-centered learning.
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Copyright (c) 2026 Ririn Callista, Carbiriena Solusia (Author)
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