PEER AND SELF-ASSESSMENT IN TEACHING WRITING OF DESCRIPTIVE TEXT: A CASE OF THE TENTH GRADE STUDENTS OF SMAN 1 RANDUBLATUNG IN THE ACADEMIC YEAR 2021/2022

Pina Icha Nurmala, Suwandi Suwandi, Sri Wahyuni

Abstract


This research was conducted because it was found that most of the students of SMA N 1 Randublatung had difficulty using the correct grammar, spelling form, and vocabulary. Therefore, peer and self-assessment are used in this study. The main objective of this research is to find out if there is a substantial difference in the mean score of experimental group I, which is taught by peer assessment, and experimental group II, which is taught by self-assessment in teaching writing of descriptive text. The researcher employed a quasi-experimental design with nonequivalent control or comparison group designs in this study. In this quasi-experimental design, there were two groups: the first was the experimental group I, which was assessed by peer assessment. The other one was experimental group II, which was assessed by self-assessment. The results of the post-test scores of both classes using the Mann Whitney test. Sig value or P Value is 0.906. Because of the P value ˃ 0.05, there was no significant difference between the two groups. The answer of the statistical hypothesis there was no significant difference between student learning outcomes applied by peer and self-assessment.


References


Auliyah, A., & Flurentin, E. (2016). Efektifitas penggunaan media film untuk meningkatkan empati siswa kelas VII SMP. Jurnal Kajian Bimbingan dan Konseling, 1(1), 19-26.

Bossone, R. (1981). Book One English Proficiency, Developing Your Reading and Writing Power. USA: McGraw-Hill, Inc.

Cunningsworth, A. (1995). Choosing your coursebook. London: Macmillan Publisher.

Dickinson, L. 1987. Self-instruction in language learning. Cambridge: Cambridge University Press.

Engel, R. J., & Schutt, R. K. (2014). Group experimental designs. Fundementals of Social Work Research, 400.

Harmer, J. (2004). How to teach writing. England: Pearson Education Limited.

Hyland, K. (2003). Second Language Writing. New York: Cambridge University Press.

Iskani., A. (2015). Pengukuran Skala Guttman Secara Tradisional (Cross-Sectional). Ejournal Poltektegal, 5. Retrieved from http://ejournal.poltektegal.ac.id

Islamiati, D., Mentara, H., & Marhadi, M. (2019). Hubungan dismenore primer terhadap aktivitas olahraga remaja putri di SMP Negeri 1 Banawa Tengah. Tadulako Journal Sport Sciences and Physical Education, 7(1), 52-66.

Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction, 20(4), 344-348. https://doi.org/10.1016/j.learninstruc.2009.08.005

Muijs, D. (2012). Doing Quantitative Research in Education with SPSS. Doing Quantitative Research in Education with SPSS. SAGE Publications, Ltd. https://doi.org/10.4135/9781849209014

Nopianti, S. T. (2016). TEKNIK SYMBOLIC MODELING UNTUK PENGEMBANGAN EMPATI PESERTA DIDIK:(Eksperimen Kuasi pada Peserta Didik Kelas VIII SMP Negeri 1 Lembang Tahun Ajaran 2015/2016) (Doctoral dissertation, Universitas Pendidikan Indonesia).

Pusat Kurikulum Balitbang Depdiknas. (2003). Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas dan Madrasah Aliyah (2004 curriculum: Competence standards of English language subject for senior high school and madrasah aliyah). Jakarta: Department of National Education, Indonesia.

Sharma, R., Jain, A., Gupta, N., Garg, S., Batta, M., & Dhir, S. (2016). Impact of self-assessment by students on their learning. International Journal of Applied and Basic Medical Research, 6(3), 226. https://doi.org/10.4103/2229-516x.186961

Strijbos, J., & Sluijsmans, D. (2010). Unravelling peer assessment: Methodological, functional, and conceptual developments. Learning and Instruction, 20(4), 265-269. https://doi.org/10.1016/j.learninstruc.2009.08.002

Tan, K., & Keat, L. (2005). Self and Peer Assessment as an Assessment Tool in Problem-based Learning. Problem-Based Learning: New Directions and Approaches, 162-175.




DOI: https://doi.org/10.26877/lej.v1i2.9635

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Linguistics and Education Journal



Linguistics and Education Journal by Magister Pendidikan Bahasa Inggris, Universitas Persatuan Guru Republik Indonesia Semarang is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.