Students’ Perception of Self-Assessment in Assessing Writing Skill during Online Learning

Made Astitiani; Ni Luh Putu Eka Sulistia  Dewi; .A. Gede Yudha  Paramartha

doi:10.23887/jpbi.v10i2.50007

Authors

Made Astitiani Universitas Pendidikan Ganesha
Ni Luh Putu Eka Sulistia Dewi Universitas Pendidikan Ganesha
.A. Gede Yudha Paramartha Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.23887/jpbi.v10i2.50007

Keywords:

Keywords: online learning, self-assessment, writing.

Abstract

Distance learning makes the assessment process in the classroom less effective, especially for assessing writing skills. Therefore, self-assessment is implemented to form independent and competent students in the field of writing. The results of initial observations showed that students had different perceptions regarding the application of self-assessment in assessing writing skills during online learning. This study aims to analyses the perceptions of 5^th semester students majoring English Language Education regarding self-assessment in assessing writing skill during online learning. To achieve this objective, the researcher used a mixed method with questionnaire and interview as research instruments. The results of the questionnaire analysis showed that the average of each dimension was 45.38 for the memory dimension; 53.35 for the evaluation dimension, and 35.74 for the impression dimension. From the results of the analysis, it can be seen that students have positive perceptions on the memory and impression dimensions, and negative perceptions on the evaluation dimensions. Based on these results, it is concluded that self-assessment provides advantages and disadvantages for students in assessing writing skills during online learning.

References

Astalini, A., Darmaji, D., Kurniawan, W., Anwar, K., & Kurniawan, D. A. (2019). Effectiveness of Using E-Module and E-Assessment. International Journal of Interactive Mobile Technologies, 13(9), 21–39. https://doi.org/https://doi.org/10.3991/ijim.v13i09.11016.

Bodenhausen, G. V., & Macrae, C. N. (2001). Social cognition: Categorical person perception. British Journal of Psychology, 92, 239–255. https://doi.org/10.1348/000712601162059.

Creswell, J. W. (2018). Creswell_Research_Design_ Qualitative, Quantitative, and Mixed Methods Approaches. In Sage Publications Inc.

Dewi, F. S., & Huda, M. C. (2020). An Analysis of Students ’ Errors in Writing Descriptive Text at Tenth Grade of SMAN 1 Tulungagung in Academic Year 2018 / 2019. A Journal of English Language Teaching, Linguistics, and Literature, 3(1), 11–20. https://www.academia.edu/download/87227928/1544-3105-2-PB.pdf.

Durga, Satya Sri & Rao, C. S. (2018). Developing Students’ Writing Skills in English-A Process Approach. Journal for Research Scholars and Professionals of English Language Teaching, 2(6), 1–5. https://www.researchgate.net/profile/V-Chandra-Rao/publication/325489625_Developing_Students’_Writing_Skills_in_English-A_Process_Approach/links/5b113854a6fdcc4611da2674/Developing-Students-Writing-Skills-in-English-A-Process-Approach.pdf.

Fatimah, A. S., & Santiana, S. (2017). Teaching in 21St Century: Students-Teachers’ Perceptions of Technology Use in the Classroom. Script Journal: Journal of Linguistic and English Teaching, 2(2), 125. https://doi.org/10.24903/sj.v2i2.132.

Gilbert, B. (2015). Online learning revealing the benefits and challenges. St. John Fisher College.

Gurbanov, E. (2016). The Challenge of Grading in Self and Peer-Assessment (Undergraduate Students’ and University Teachers’ Perspectives). Journal of Education in Black Sea Region, 1(2), 82–91. https://doi.org/10.31578/jebs.v1i2.21.

Hasanah, U. (2015). the Use of Self Assessment in Improving Students’ Ability in Writing English Skill. Ethical Lingua, 2(1), 16–26. http://www.journal.uncp.ac.id/index.php/ethicallingua/article/view/147.

Inayah, I. R. (2018). The Use of Self-Assessment in Teaching Writing Report Text to the Eleventh Grader of SMAN 1 Taman Sidoarjo. RETAIN, 6(3), 38–47. https://ejournal.mandalanursa.org/index.php/JIME/article/view/2389.

Jiwandani, M., Utami, I. G. . L. P., & Wahyuni, L. G. E. (2021). the Effect of Self- Assesment on Students ’ Self -. Prasi Jurnal Bahasa, Seni, Dan Pengajarannya, 16(01), 1–11. https://doi.org/10.23887/prasi.v16i01.31155.

Kamara, S. S., & Dadhabai, S. (2022). Assessment Factors Influencing Students’ Academic Achievement. Journal of Management Information & Decision Sciences, 25(1), 1–13. https://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=15247252&AN=154576612&h=ate4EgdNeUzun3NoY3nNY0tEgVjhF6fm3v0HYb3vIlcWV6K3eWLgp48qK6Q1WS2PyhfKlS%2B1milUG7TfVCwZSQ%3D%3D&crl=c.

Maba, W. (2017). Teacher’s perception on the implementation of the assessment process in 2013 curriculum. International Journal of Social Sciences and Humanities, 1(2), 1–9. https://doi.org/10.29332/ijssh.v1n2.26.

Madya, S. A., & Abdurahman. (2021). Online Learning Implementation During the COVID-19 Pandemic. Advances in Social Science, Education and Humanities Research, 539, 26–31. https://doi.org/10.2991/assehr.k.211110.092.

Mak, P., & Lee, I. (2014). Implementing assessment for learning in L2 writing: An activity theory perspective. System, 47, 73–87. https://doi.org/10.1016/j.system.2014.09.018.

Maryati, M., Zubaidah, E., & Mustadi, A. (2019). A content analysis study of scientific approach and authentic assessment in the textbook of Curriculum 2013. Jurnal Prima Edukasia, 7(2), 128–138. https://doi.org/10.21831/jpe.v7i2.26792.

Masruria, W. W. (2021). Exploring Self-Assessment of Speaking Skill By Efl High School Students. Linguistic, English Education and Art (LEEA) Journal, 4(2), 387–400. https://doi.org/10.31539/leea.v4i2.2285.

Miqawati, A. H. (2019). Self-Assessment to Assist Students in Writing Descriptive Texts. Journal of English in Academic and Professional Communication JEAPCo, 6(1), 9–21. https://publikasi.polije.ac.id/index.php/jeapco/article/view/1643.

Mukhsinah, A. F. (2020). The Use of E-Portfolio Assessment To Improve Students ’ Writing. RETAIN, 8(2), 164–170. https://www.researchgate.net/profile/Maliheh-Babaee/publication/236597517_Developing_Syntactic_Component_of_EFL_Learners’_Writing_Proficiency_through_E-portfolio_Assessment/links/0deec51833325799ed000000/Developing-Syntactic-Component-of-EFL-Learners-Writing-Proficiency-through-E-portfolio-Assessment.

Nasab, F. (2015). Alternative versus Traditional Assessment. Journal of Applied Linguistics and Language Research, 2(6), 165-178. http://www.jallr.com/index.php/JALLR/article/view/136.

Noguera, I., Guerrero-Roldán, A. E., & Masó, R. (2018). Collaborative agile learning in online environments: Strategies for improving team regulation and project management. Computers and Education, 116, 110–129. https://doi.org/10.1016/j.compedu.2017.09.008.

Papanthymou, A., & Darra, M. (2019). Student Self-Assessment in Higher Education and Professional Training: Conceptual Considerations and Definitions. European Journal of Education Studies, 6(3), 183–199. https://doi.org/10.5281/zenodo.3250341.

Paramartha, A. A. G. . (2016). Exploring the Role of Self-Efficacy in the Implementation of Self-Assessment for English Writing. JPI (Jurnal Pendidikan Indonesia), 5(1), 56–68. https://doi.org/10.23887/jpi-undiksha.v5i1.8930.

Pereira Ximenes, L., Fatima Guterres, C., & Pereira, S. (2019). A Study On The Ability Of 4 Th Semester Students’ Writing Skill Of English Study Program In The Academic Year 2018. ISCE Journal of Innovative Studies on Character, 3(1), 155–164. http://iscjournal.com/index.php/isce/article/download/57/50.

Purwanti, T. T. (2015). The Implementation of Self-Assessment in Writing Class: a Case Study At Stba Lia Jakarta. TEFLIN, 26(1), 97. https://doi.org/10.15639/teflinjournal.v26i1/97-116.

Reinking, James A., Osten, R. Von Der. (2017). Strategies for Successful Writing. In Pearson Education, Inc. (11th ed.). Pearson Education, Inc. https://doi.org/10.2307/357739.

Sadiku, L. M. (2015). The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour. European Journal of Language and Literature, 1(1), 29. https://doi.org/10.26417/ejls.v1i1.p29-31.

Shahroom, A. A., & Hussin, N. (2018). Industrial Revolution 4.0 and Education. International Journal of Academic Research in Business and Social Sciences, 8(9). https://doi.org/10.6007/ijarbss/v8-i9/4593.

Shatri, Z. G., & Zabeli, N. (2018). Perceptions of students and teachers about the forms and student self-assessment activities in the classroom during the formative assessment. Journal of Social Studies Education Research, 9(2), 28–46. https://doi.org/10.17499/jsser.51331.

Taufiqulloh, T., Yuvita, Y., & Sulistianingsih, E. (2018). Analysis of Student Attitudes to Develop a Self-Assessment Model of Genre-Based Writing Class. Lingua Cultura, 12(3), 253–258. https://doi.org/10.21512/lc.v12i3.4064.

Upa, R., Sudirman, A., & Suardi, M. (2018). Self Assessment In The Teaching Of Argumentative Writing. Prosiding Seminar Nasional, 04(1), 327–482. http://www.journal.uncp.ac.id/index.php/proceding/article/view/1388.

Windy, P., & Harus, F. (2022). The Effectiveness Of Self-Assessment On The Writing Performance Of EFL Students. ELEJ, 1(1), 43–51. http://jurnal.unikastpaulus.ac.id/index.php/elej/article/view/1044.

Wisnu, C., & Pradana, S. A. (2020). Students’ Self -Assessment in Article Writing Class. English Education: Jurnal Tadris Bahasa Inggris, 13(1), 15–31. https://doi.org/10.24042/ee-jtbi.v13i1.5700.

Wulandari, Y. (2022). Effective feedback to improve students’ writing skills. English Education, Linguistics and Literature Journal, 1(1), 10–17. https://jurnal.unupurwokerto.ac.id/index.php/educalitra/article/view/42.

Zhang, X. (2020). Assessment for learning in constrained contexts: How does the teacher’s self-directed development play out? Studies in Educational Evaluation, 66(November 2019), 100909. https://doi.org/10.1016/j.stueduc.2020.100909.