SUPPORTING STUDENT ORAL PRESENTATIONS IN HIGHER EDUCATION THROUGH TEACHER FEEDBACK
Abstract
Using various feedbacks for encouraging student oral presentations performance seems to be effective in motivating students to learn in higher education institution. This study examines feedback processes given by the teacher while monitoring students’ oral presentation performance using an open and closed-ended question in interview. This narrative inquiry offers the analysis of personal stories form the teachers themselves. Results demonstrate that teacher feedback really support student oral presentation performance. The teachers commented both oral and written on student oral presentations. It showed that through oral feedback, the teachers focused on commenting about content, voice, and eye contact. Whereas, in written feedback, the teacher focused on commenting students visual aids like their PowerPoint slide design.References
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