ABSTRACT

Farida Noor Primadani. K2220033. Consultant: Drs. Muhammad Asrori, M.Pd. Investigating Students’ Use and Perception of Negative Peer Feedback in EFL Speaking Class: A Case Study. Thesis, Surakarta: Teacher Training and Education Faculty of Universitas Sebelas Maret, June 2024. 

The objectives of this study are: (1) to find out how the students use peer feedback in EFL speaking class; (2) to investigate EFL learners' perception of negative feedback. 

This study is carried out using case study as the methodology. The data of this case study are collected through observation, interview, and documentation. The sources of this data are: (1) research participants that consist of the students of Public Speaking class; (2) events, that is, the speaking activities in EFL Public Speaking classroom where the students engage in oral performance and use peer feedback. The techniques used to analyze the data cover data condensation, data display, and conclusion drawing or verification

The result of the research shows that: (1) The use of peer feedback employed both positive and negative feedback using the sandwich technique to maintain supportive relationships. Informants took notes during performances to identify weaknesses and offer corrections, ensuring their peers could improve. Constructive criticism was always preceded by an apology to prevent hurting feelings, and praise was used to soften criticism and encourage peers. Open discussions were encouraged if any suggestions seemed irrelevant; (2) EFL learners’ perceptions of negative peer feedback vary widely. Many students found negative feedback painful and demotivating, especially when delivered insensitively, often perceiving it as a personal attack that undermined their hard work, leading to feelings of failure and frustration. Conversely, other students viewed negative feedback as a valuable growth opportunity, using it as motivation to improve their performance.