THE USE OF EMAIL AS AN ALTERNATIVE WAY IN GIVING TEACHER FEEDBACK EVALUATION THE USE OF EMAIL AS AN ALTERNATIVE WAY IN GIVING

TEACHER FEEDBACK EVALUATION Pikir Wisnu Wijayanto, M.Hum. Telkom Polytechnic Bandung pww@politekniktelkom.ac.id This research aimed at finding the effectiveness of using email as an alternative way in term of giving teacher feedback evaluation in order to motivate and enhance the achievement to the students speech performance in English Presentation Class. The research took place at Information and Technology Department at Telkom Polytechnic Bandung. The methods used in this study were participant observation and mark documents. The participants were 40 (forty) students from Computer Engineering Study Program, from the 4th (fourth) semester who took English Presentation Class as the subject. The students performed the presentation in a group that consists of 4 (four) members for each with two times opportunities to perform in class presentation. The results findings indicated that after teacher gave the feedback evaluation by email to their first performance, most of students got improvements in their second performance of speech, in terms of organizational presentation, vocabulary building, and speech production in fluency, accuracy, pronunciation, and form. They could also explore the ideas with their own sentences and had courageous in their previous speech performance. They also gave positive responds about the teacher feedback evaluation sent into their email by giving a good reply to the teacher in a good writing and they also shared about the problems related with their first performance. They were willing to make a better performance for the second chance given for presentation. Therefore, the use of email could be as an alternative way to give teacher feedback evaluation in order to improve or enhance the achievement of students English proficiency, in term of speech performance in their presentation performance. Keywords: Email, teacher feedback, speech performance.

THE USE OF EMAIL AS AN ALTERNATIVE WAY IN GIVING TEACHER FEEDBACK EVALUATION I. INTRODUCTION This chapter is proposed to introduce the research and give explanation for the necessity to conduct it. A brief description of the context where the research is conducted related with speech performance of Computer Engineering students in term of English proficiency in presentation class. This chapter consists of six main parts, namely the background of the study, problem identification, problem limitation, problem formulation, research goals, and research benefits. A. Background The use of online media in teaching English is a common way for teacher in order to develop the language competency of students, especially for non-English department students. Teacher must create an appropriate way to motivate and enhance the achievement of students language proficiency. In term of giving the feedback evaluation, teacher sometime doesnt have enough time to evaluate students progress individually, because the time allotment for each meeting is not enough. Teacher also has to consider his or her students characteristics as adults learners that most of them felt inconvenient when teacher was giving it directly in a verbal feedback after they performed in front of their classmates. Therefore, to eliminate this problem, the use of email could be an alternative way in order to give the teacher feedback evaluation for students speech performance. This research aimed at finding the effectiveness of using email as an alternative way in term of giving teacher feedback evaluation to motivate and enhance the students achievement of their speech performance in English presentation class. B. Problem Identification The main issue discussed in this study was the effectiveness of the use of email as an alternative way in term of giving teacher feedback as the evaluation to improve the speech performance in their English presentation class. C. Problem Limitation In doing limitation of the research achievement, the research only focused on the improvements or the enhancements for their speech performance achievement in English Presentation Class. D. Problem Formulation The research problems are formulated as follows: 1. How does email as a feedback evaluation used by teacher enhance the speech performance of students? E. Research Objectives The research had been conducted to serve some objectives, namely: 1. to know the effectiveness of email as the alternative way for teacher in giving a feedback evaluation in order to enhance the speech performance of students. F. Research Benefits By conducting this research, it is hoped that by focusing on the effectiveness of using email as an alternative way in giving a feedback evaluation from teacher to the students speech performance, it will help students in developing their proficiency and competency in English and improving their speech performance in presentation

THE USE OF EMAIL AS AN ALTERNATIVE WAY IN GIVING TEACHER FEEDBACK EVALUATION II. THEORETICAL REVIEW AND FRAMEWORK This chapter aims to review the theories underlying this study that become the bases for the discussion. The discussion consists of two main parts, namely, theoretical review and theoretical framework. A. THEORETICAL REVIEW The related theoretical review mainly discusses about email, teacher feedback as an evaluation, and speech performance. 1. Email Electronic mail or commonly called email is a method of exchanging digital messages from an author to one or more recipients. Recently, email operates across the internet or other computer networks. Some early email systems required that the author and the recipient both be online at the same time. Email servers accept, forward, deliver and store messages. Neither the users nor their computers are required to be online simultaneously; they need connect only briefly, typically to an email server, for as long as it takes to send or receive messages (wikipedia.com). 2. Teacher Feedback as an Evaluation Teacher feedback is considered one of the most powerful instructional variables in terms of enhancing student achievement (Hattie 2007). In teaching and learning activities there are relational processes; teachers are both sources and receivers of feedback ( Classroom StudentTeacher Interaction). Teachers have to provide feedback to their students about their learning and teachers also receive feedback from their students about their teaching. Ilgen et al. (1979) defined feedback from a source to a recipient as information about the correctness, accuracy, or appropriateness of the recipient's past performance. As sources of feedback, teachers can encode and convey verbal and nonverbal messages to students either face-to-face or through some form of mediation, such as written comments, regarding students past or previous performance. As receivers of feedback, teachers can also receive and decode messages from students either face-to-face (i.e., students responsive behaviors) or through some form of mediation (i.e., teacher evaluations) regarding teachers past or previous performance. Peddie (2000), in his evaluation of the MOE Assessment for Better Learning professional development programmers from 1995 to 1998, claims future focus needs to be placed on formative assessment and feedback to students and parents (p.5). He also found teachers responses to How do teachers actually give feedback to students? lacked detail and warranted further investigation. Feedback is conceptually complex and a logistical challenge for classroom teachers. 3. Speech Performance Many students and professionals are required to hold some sort of speech performance either regularly or at some point in their educational span or career. In learning English proficiency process, for the example, speech performance from students is the essential part in learning process, beside the material or topic delivered, especially in English presentation class. The purpose of speech performance itself is how to deliver the information of the multi-faceted arts of verbal communication effectively. Therefore, in English

THE USE OF EMAIL AS AN ALTERNATIVE WAY IN GIVING TEACHER FEEDBACK EVALUATION presentation class, the students have to practice of showing and explaining the content of a topic to an audience or other learners. In evaluating the speech performance, there are some indicators could be used, such as content which includes organizational, vocabulary, and ideas. Next indicator is about speech production such as voice intonation, pronunciation, fluency, and accuracy. Then, is form which includes grammar. The last indicator is about performance which includes confidence, interaction to the audience, manner and gestures.
Table 2.1 The Blue Print Indicators Used for Evaluating a Speech Performance Speech Performance Indicators Poor Average Excellent Organizational (steps in presentation) Vocabulary Building (words choice) Exploring ideas (words, statements, and opinions) Speech production (voice intonation of pronunciation, fluency, and accuracy) Form (Grammar) Performance (confidence, interaction to the audience, manner and gestures)

No 1 2 3 4 5 6

The parameter of mark for poor performance is 64; average performance is 65; and excellent performance is 75 B. THEORETICAL FRAMEWORK Giving feedback to the students is a hard way for teachers. Teachers must find an appropriate way in order to enhance the students achievement in term of their speech performance in presentation class. Teachers must consider the characteristics towards students when giving the feedback, because not all the students feel convenient in getting the verbal feedback in front of their classmates. Therefore, teacher can use an online media such as email as an alternative way to facilitate it. Then, teacher can make a kind of personal evaluation or assessment toward student by sending them a message to their personal email address. The main target here is how to achieve and enhance the students English proficiency in term of speech performance in presentation.

THE USE OF EMAIL AS AN ALTERNATIVE WAY IN GIVING TEACHER FEEDBACK EVALUATION III. METHODOLOGY This chapter discusses the methodology used to conduct the research. This chapter consists of method, the nature of data, pilot study, data setting and source, data gathering instruments, data collection, data analysis, and data validation. A. Methods The research was quantitative method. The quantitative method is a research technique that is used to gather quantitative data and information dealing with numbers and anything that is measurable. Statistics, tables and graphs, are often used to present the results of these methods. Quantitative Research focuses in counting and classifying features and constructing statistical models and figures to explain what is observed. This research was concerned the effectiveness of email usage as an alternative way for teacher in giving the feedback as an evaluation to the students in English Presentation Class, in order to enhance their speech performance in presentation. B. Nature of Data The nature of the research data of this research was quantitative data. The data were quantitative inquiries used numerical of students mark and statistical processes to answer specific questions. Therefore, the obtained data described the improvement in term of speech performance of the students in Computer Engineering Study Program of Information and Technology Department. The department needs to improve their speech performance in English by joining the language course; therefore, the students are able to successfully perform their proficiency and competencies activity in order to communicate in global era. The data were investigated and generated from the result of observation activity and the mark documents. C. The Pilot Study A pilot study was previously conducted before conducting the research. Pilot study was defined as a trial run with a few subjects to assess the appropriateness of the data instruments and procedures (Ary et.al. 2002: 565). In other words, pilot study was conducted to know whether the study was feasible and worthwhile to continue. D. Data Setting and Source The research was conducted from September 2010 until January 2011 in Computer Engineering Study Program of Information and Technology Department at Telkom Polytechnic Bandung. It was done by conducting the participant observation and mark documents in learning process in the classroom with students. Source of data used in this research was the Computer Engineering Study of Information and Technology Department students. The teacher conducted the learning process and made the feedback evaluation of their speech performance after they were giving the presentation for the first and second opportunities. The data was the progress and a kind of note of students speech performance which could be analyzed clearly. E. Data Gathering Instruments The current research implemented three data gathering instruments; they were participant observation and mark documents. F. Data Collection The research took place at Information and Technology Department at Telkom Polytechnic Bandung. The methods used in this study were participant observation and mark documents. The participants were 40 (forty) students from Computer Engineering Study Program, from the 4th (fourth) semester who took English

THE USE OF EMAIL AS AN ALTERNATIVE WAY IN GIVING TEACHER FEEDBACK EVALUATION Presentation Class as the subject. The students performed the presentation in a group that consists of 4 (four) members for each, so there would be approximately 8 groups for each class, with two times opportunities to present. G. Data Analysis According to Hopkins (2002), there were two types in quantitative data analysis. They were summarizing data and generalizing from sample to population. Data analysis used in this research was quantitative data analysis with the type of summarizing data analysis The type of summarizing data analysis is drawn in schema as follows:
Variables

Complex models

Summarizing Data

Simple statistics

Effect statistics and statistical models

Figure 3.1 Type of Summarizing Data Analysis Scheme (Source: Hopkins WG (2002).

H. Data Validation In order to ensure the internal validity and reliability, this research used data verification to check the validity of data that used other source(s) for checking or comparing data. The purpose of data verification was to check the data validation, therefore the research findings are real based on the reality and condition in research setting. The process of data verification in this study were by comparing and confirming the data gathered from one informant to other informant. IV. RESEARCH RESULTS This chapter presents the results of the research instruments in gathering data as well as data analysis in order to answer the research problems. A. The Effectiveness of Email as The Alternative Way in Giving Feedback Evaluation The short description of this subject is talking about technical presentation skills. Throughout the course, the students are going to be evaluated from their presentation performances. The expected outcome from this subject is the ability of students to make their presentation in good English. There are two general objectives from this subject; the first, the students are able to understand and implement the principles in presentation, and second, the students are able to perform in a good way in presenting the topic or material. Therefore, the main purpose of this subject is that to enchance or improve the speech perfromance in presentation activity with the knowledge of the principles of presentation. In English presentation class, the teacher gave 2 (two) opportunities to the students to perform. The teacher would give them a feedback evaluation as their speech performance in presentation class. The teacher aksed each student to write their email address in the form and used it as a media in giving the feedback to the students. The main consideration of using email is to give a personal assessment or

THE USE OF EMAIL AS AN ALTERNATIVE WAY IN GIVING TEACHER FEEDBACK EVALUATION evaluation for each student in order to enhance them in term of speech performance. Giving feedback evaluation by email could be an alternative way in effectiveness, because if the evaluation was given in verbal or oral it would be not effective and it needed much time to allocate it. Another reason is about understanding the characteristic of students as adults learners. Most of them would fell inconvinient when their classmates knew about their weaknesses or negative point of their speech performance given by the teacher. The research results in complete mark of students speech performace after the teacher gave a feedback evaluation by email could be seen in Appendix 1. The marks progress of student performance could be illustrated in figure 4.1 bellow.
Figure 4.1 Marks of Students Performance

Marks of Students' Performances

100 80 60 40 20 0 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 Students Mark

1st Performance

2nd Performance

According to figure 4.1 above, it could be explained that most of the students got enhancement or improvement in their speech performance in the second opportunity after they got a feedback evaluation from the teacher for their first performance. In detail, the figure 4.1 could be analyzed clearly on the table 4.1 and table 4.2 bellow.
Table 4.1 The Results of First Speech Performance of Students Speech Performance Indicators Poor Average Excellent Organizational (steps in presentation) Vocabulary Building (words choice) Exploring ideas (words, statements, and opinions Speech production (voice intonation of pronunciation, 12/40 16/40 12/40 fluency, and accuracy) or 30% or 40% or 30% Form (Grammar) Performance (confidence, interaction to the audience, manner and gestures)

No 1 2 3 4 5 6

THE USE OF EMAIL AS AN ALTERNATIVE WAY IN GIVING TEACHER FEEDBACK EVALUATION

According to table 4.1, in the first performance, there were 12 (twelve) students who performed in a poor speech performance or 30% from the total numbers of students. In average speech performance, there were 16 (sixteen) students or 40%. There were only 12 (twelve) students who performed in an excellent speech performance or 30% from the total numbers of students.
Table 4.2 The Results of Second Speech Performance of Students Performance Indicators Poor Average Excellent Organizational (steps in presentation) Vocabulary Building (words choice) Exploring ideas (words, statements, and opinions Speech production (voice intonation of pronunciation, 0/40 or 5/40 or 35/40 or fluency, and accuracy) 0% 12,5% 87,5% Form (Grammar) Performance (confidence, interaction to the audience, manner and gestures)

No 1 2 3 4 5 6

According to table 4.2, in the second performance, there were no students who performed in a poor speech performance or 0%. In average performance there were still 5 (five) students or 12,5% from the total numbers of students. The improvement for students who performed in an excellent performance increased significantly from 12 (twelve) students or 30% became 35 (thirty five) students or 87,5% of the total numbers of students. The students also gave a good respond in giving a reply to the teachers feedback. They could make a consultation and suggestion by asking their progress or weaknesses of their first performance in presentation.

THE USE OF EMAIL AS AN ALTERNATIVE WAY IN GIVING TEACHER FEEDBACK EVALUATION

V. CONCLUSIONS AND RECOMMENDATIONS This chapter deals with two parts, namely conclusions and recommendations. The first part deals with the presentation of the conclusions of the study. The second part deals with the recommendations for the teachers, the students, and further research. A. Conclusion 1. Email as an Alternative Way in Giving Teacher Feedback Evaluation According to the research results, most of students could enhance or improve their speech performance in their second opportunity in class presentation after teacher gave them a feedback evaluation into their personal email. The enhancement of their speech performance was in terms of organizational presentation, vocabulary building, and speech production in fluency, accuracy, pronunciation, and form. They could also explore the ideas with their own sentences and had courageous in their previous speech performance. They also gave positive responds about the teacher feedback evaluation sent into their email by giving a good reply to the teacher in a good writing and they also shared about the problems related with their first performance. They were willing to make a better performance for the second chance given for presentation. Therefore, the use of email could be as an alternative way for teacher in giving feedback evaluation in order to improve or enhance the achievement of students English proficiency, in term of speech performance in their presentation performance.

B. Recommendation Teaching English as a foreign language need some strategies and varieties in giving the students feel comfort or convenient to learn, especially for no-English department students. Teacher must create a good atmosphere in learning process to the students, especially when giving them a feedback evaluation to their performance. Teacher may use some online media such as email, social networks, blogs, and so on to facilitate them in order to get an improvement or progress of students English proficiency and competency. Using email could be as an alternative way to interact with the students personally, by sending them the message related to the progress of students, therefore it could maintain the privacy of them. Teachers also have to know the characteristics of students as adult learners such as they need privacy for getting some evaluation about their learning progress from their teacher especially for teaching English as a foreign language.

THE USE OF EMAIL AS AN ALTERNATIVE WAY IN GIVING TEACHER FEEDBACK EVALUATION

Bibliography Hattie, J., & Timperly, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. Holliday, A. 2002. Doing and writing qualitative research. London: Sage Publications. Hopkins WG (2002). Quantitative data analysis (Slideshow). Sportscience 6, sportsci.org/jour/0201/Quantitative_analysis.ppt (2046 words) Ilgen, D. R., Fisher, C. D., & Taylor, S. M. (1979). Consequences of individual feedback on behavior in organizations. Journal of Applied Psychology, 64, 349-371. Peddie, R. (2000). Evaluation of the assessment for better learning professional development programmers. Auckland Uniservices Limited: University of Auckland. See at Wikipedia, Email. <http://en.wikipedia.org/wiki/Email> accessed on March 29 , 2011 Waschull, S.B. (2001). The online delivery of psychology courses: attrition, performance, and evaluation. Teaching of Psychology, 28, 143 147.

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THE USE OF EMAIL AS AN ALTERNATIVE WAY IN GIVING TEACHER FEEDBACK EVALUATION Wholey, J., Hatry, H., & Newcomer, K. (eds). (2004). Handbook of practical program evaluation. San Francisco, CA. Jossey-Bass.

Appendix 1 The Mark Report of Students Speech Performance No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 NIM 30208014 30208018 30208030 30208033 30208046 30208061 30208064 30208077 30208084 30208098 30208115 30208122 30208132 30208144 30208146 30208149 30208152 30208169 30208172 Email Address of Students megi.afriyadi@gmail.com pce0801@gmail.com swaxers_3adtys90@yahoo.com hafidz_adiatma@yahoo.co.id billqisindah@gmail.com ninaherlinayani18@gmail.com baskaraadi_n@gmail.com artyas.farlani10@gmail.com ronaldo30208084@gmail.com ax745i@gmail.com gtpl.89@gmail.com 19.a.aziz@gmail.com verry.soon@gmail.com debbiembi@gmail.com wahyu85@gmail.com safirmalalanis@gmail.com jonisaputro9@gmail.com ega_kharisma@rocketmail.com dyfrig.violent@gmail.com P1 70 60 75 65 80 63 75 78 75 68 70 60 70 80 78 75 60 55 70 P2 80 75 80 80 85 85 75 80 85 75 70 80 70 88 85 85 80 75 75 Range 10 15 5 15 5 22 0 2 10 7 0 20 0 8 7 10 20 20 5 75 67.5 77.5 72.5 82.5 74 75 79 80 71.5 70 70 70 84 81.5 80 70 65 72.5 Mark Letter A B A B A B A A A B B B B A A A B B B

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THE USE OF EMAIL AS AN ALTERNATIVE WAY IN GIVING TEACHER FEEDBACK EVALUATION

20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 30208193 30208210 30208231 30208247 30208249 30208257 30208262 30208263 30208273 30208282 30208283 30208291 30208293 30208294 30208302 30208313 30208325 30208326 30208343 30208348 30208354 linux_angga@yahoo.co.id dizh_dimarzioevo2@yahoo.com fakherday@gmail.com kania247@gmail.com de.ul.ajah@gmail.com iamakbarmaulana@gmail.com harisafriansyah@gmail.com cahyo.bonz@gmail.com akhmadrezha@yahoo.com hp34057@gmail.com blackpiok@gmail.com rk_bayu@yahoo.com randy.viruz@gmail.com putri_chr@gmail.com pethonk.oke@gmail.com luckiprasetia@gmail.com chandra89ok@gmail.com adunadunai@yahoo.com ardi.krenz01@gmail.com viperthehero@gmail.com oline.advensia@gmail.com 63 65 75 68 80 70 55 63 65 75 73 65 60 63 65 67 60 63 65 70 88 85 78 82 80 90 75 85 80 75 85 80 80 85 78 68 78 80 68 75 73 90 22 13 7 12 10 5 30 17 10 10 7 15 25 15 3 11 20 5 10 3 2 74 71.5 78.5 74 85 72.5 70 71.5 70 80 76.5 72.5 72.5 70.5 66.5 72.5 70 65.5 70 71.5 89 B B A B A B B B B A A B B B B B B B B B A

Mark Range: A 75 B 65

C 55

D 40

E0

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