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