THE USING OF OF SELF-ASSESSMENT IN WRITING CLASS: A CASE STUDY AT ABA DCC LAMPUNG
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Keywords:
self-assessment, students’ attitudes, essay writing
Abstract
Self-assessment has become a means of realizing the goals of learner-centered education. It is conducted to help students grow to be in-learner dependent learners. With regard to this point, this case study is aimed at investigating the implementation of the self-assessment as a learning tool in writing class. Its purpose is to examine students' reactions to the use of self-assessment checklist and how it helps them revise their essays. To do this, the data of (1) students' essays; (2) students' self-assessment checklist; and (3) students responses to the questionnaires on their attitudes towards self-assessment practice obtained from nine students were analyzed. The findings revealed that most students welcomed the use of self-assessment. Most students found the process of reflecting on one's own learning to be helpful. After the implementation of self-assessment, the students show that they can revise the essays at phrase level, surface level, content level, and lexical level. However, their grammatical accuracy did not progress significantly.
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Chammot, A. U., & OMalley, J. (1994). The CALLA handbook: Implementing the cognitive language learning approach. Reading, MA: Addison Wesley.
Chen, Y. (2008). Learning to self-assess oral performance in English: A longitudinal case study. Language Teaching Research, 12(1), 235-262.
Harris, M. (1997). Self-assessment of language learning in formal settings. English Language Teaching Journal, 51(1), 12-20.
Harris, M., & McCann, P. (1994). Assessment. Oxford: Heinemann.
Hasani, M., & Moghadam, C. (2012). The effect of self-assessment on Iranian EFL learners' writing skills. The Iranian EFL Journal, 32(6), 371-388.
Hunt, J., Gow, L., & Barnes, P. (1989). Learner self-evaluation and assessment-a tool for autonomy in the language learning classroom. N Bickley, Language teaching and learning styles within and across ui Pp. 207-217). Hong Kong: Institute of Language in Education, Education Department.
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Khodadady, E., & Khodabakhshzade, H, (2012). The effect of portfolio and Sel-assessment on writing ability and autonomy. Journal of Language Teaching and Research, 3(3), 518-524.
Klenowski, V. (1995). Student self-evaluation processes in student-centered Teaching and learning context of Australia and England. Assessment in Education, 2, 145-163.
Lam, R. (2010). The role of self-assessment in students' writing portfolios: A classroom investigation. TESL Reporter, 43(2), 16-34.
Li, F. Y. (1998). Implementing student self-assessment in a secondary four writing class of a local secondary school. (Master's thesis, The University of Hongkong, Hongkong).
Litz, D. (2009). Self-assessment in academic writing: A UEA case study. Learning and teaching in higher education: Gulf Perspectives, 6(2), 1-16.
Manuputy, R. (2000). An investigation of student self-assessment and writing progress in an English Composition course at Pattimura University, Ambon, Indonesia. (Master's Thesis, Simon Fraser University, Canada). Retrieved from Proquest Digital Dissertations.
Naeni, J. (2011). Self-assessment and the impact on language skills. Educational Research, 2(6), 1225-1231.
O'Malley, J., & Valdez. (1996). Authentic assessment for language learners. Reading, MA: Addison Wesley Publishing.
Oscarson, M. (1989). Self-assessment of language proficiency: rationale and implications. Language Testing, 6(1), 1-13.
Railton, D., & and Watson, P. (2005). Tcaching autonomy: Reading groups and the development of autonomous learning practices. Acthve Learning in Higher Education, 6(3), 182-193.
Schunk, D. (2004). Learning theories: An educational perspective. Upper Saddle River, N. J.: Merill Prentice Hall.
Sze, C. (2002). A case study of the revision process of a reluctant ESL student writer. TESL Canada Journal, 19(2), 21-36.
Zheng, H, Huang, J., & Chen, Y. (2012). Effects of self-assessment training on Chinese students' performance on college English Writing tests. Polyglossia, 23, 32-42.
Zimmerman, B. (2001). Theories of self-regulated learning and academic achievement: an overview and analysis. In B. Zimmerman, & D. Schunk, Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed) (p. 5). New Jersey: Laurence Erlbaum Associates.
Angelo, T., & Cross, K. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed). San Francisco, CA: Jossey-Bass.
Bachman, L. R. (2000). Learner-directed assesment in ESL. New Jersey Lawrence Erlbaum Associates, Inc.
Birjandi, P., & Siyyari, M. (2010). Self-assessment and pecr-assessment: A comparative study of their effect on writing performance and rating accuracy. Iranian Journal of Applied Linguistics, 13(1), 23-45.
Blue, G. (1994). Self-assessment of foreign language skills: Does it work? CLE Working Papers University of Southhampton). Retrieved from http://eric.ed.gov/ ?id=ED396569
Boud, D. (1995). Enhancing learning through self-assessment. London : Kogan
Brown, H. (2004). Language assessmeni: Principles and classroom practices. New York: Longman.
Butler, Y., & Lee, J. (2010). The effects of self-assessment among young leaners of English. Language Testing, 27(1), 5-31.
Candlin, C.N. (2001). Afterword: Taking the curriculum to task. In M Rn P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Secom language learning, teaching, and testing (Pp. 229-243). New York: Longman.
Chammot, A. U., & OMalley, J. (1994). The CALLA handbook: Implementing the cognitive language learning approach. Reading, MA: Addison Wesley.
Chen, Y. (2008). Learning to self-assess oral performance in English: A longitudinal case study. Language Teaching Research, 12(1), 235-262.
Harris, M. (1997). Self-assessment of language learning in formal settings. English Language Teaching Journal, 51(1), 12-20.
Harris, M., & McCann, P. (1994). Assessment. Oxford: Heinemann.
Hasani, M., & Moghadam, C. (2012). The effect of self-assessment on Iranian EFL learners' writing skills. The Iranian EFL Journal, 32(6), 371-388.
Hunt, J., Gow, L., & Barnes, P. (1989). Learner self-evaluation and assessment-a tool for autonomy in the language learning classroom. N Bickley, Language teaching and learning styles within and across ui Pp. 207-217). Hong Kong: Institute of Language in Education, Education Department.
Javaberbakhsh, M. (2010). The impact of self-assessment on lranian learners' writing skill. English Language Teaching, 3(2), 213-21
Khodadady, E., & Khodabakhshzade, H, (2012). The effect of portfolio and Sel-assessment on writing ability and autonomy. Journal of Language Teaching and Research, 3(3), 518-524.
Klenowski, V. (1995). Student self-evaluation processes in student-centered Teaching and learning context of Australia and England. Assessment in Education, 2, 145-163.
Lam, R. (2010). The role of self-assessment in students' writing portfolios: A classroom investigation. TESL Reporter, 43(2), 16-34.
Li, F. Y. (1998). Implementing student self-assessment in a secondary four writing class of a local secondary school. (Master's thesis, The University of Hongkong, Hongkong).
Litz, D. (2009). Self-assessment in academic writing: A UEA case study. Learning and teaching in higher education: Gulf Perspectives, 6(2), 1-16.
Manuputy, R. (2000). An investigation of student self-assessment and writing progress in an English Composition course at Pattimura University, Ambon, Indonesia. (Master's Thesis, Simon Fraser University, Canada). Retrieved from Proquest Digital Dissertations.
Naeni, J. (2011). Self-assessment and the impact on language skills. Educational Research, 2(6), 1225-1231.
O'Malley, J., & Valdez. (1996). Authentic assessment for language learners. Reading, MA: Addison Wesley Publishing.
Oscarson, M. (1989). Self-assessment of language proficiency: rationale and implications. Language Testing, 6(1), 1-13.
Railton, D., & and Watson, P. (2005). Tcaching autonomy: Reading groups and the development of autonomous learning practices. Acthve Learning in Higher Education, 6(3), 182-193.
Schunk, D. (2004). Learning theories: An educational perspective. Upper Saddle River, N. J.: Merill Prentice Hall.
Sze, C. (2002). A case study of the revision process of a reluctant ESL student writer. TESL Canada Journal, 19(2), 21-36.
Zheng, H, Huang, J., & Chen, Y. (2012). Effects of self-assessment training on Chinese students' performance on college English Writing tests. Polyglossia, 23, 32-42.
Zimmerman, B. (2001). Theories of self-regulated learning and academic achievement: an overview and analysis. In B. Zimmerman, & D. Schunk, Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed) (p. 5). New Jersey: Laurence Erlbaum Associates.
Published
2022-12-05
How to Cite
Syefriwanti, N. (2022). THE USING OF OF SELF-ASSESSMENT IN WRITING CLASS: A CASE STUDY AT ABA DCC LAMPUNG. Journal Lingua Cendikia, 18(2), 17-38. Retrieved from https://jurnal.dcc.ac.id/index.php/JL/article/view/421
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