THE USING OF OF SELF-ASSESSMENT IN WRITING CLASS: A CASE STUDY AT ABA DCC LAMPUNG

Abstract views : 90 , PDF downloads : 45
  • Novi Syefriwanti ITBA Dian Cipta Cendikia
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.

References

Alexander, O., Argent, S., & Spencer, J. (2008). EAP essentials. Reading Garnet.
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, 1(2), 17-38. Retrieved from https://jurnal.dcc.ac.id/index.php/JL/article/view/421
Section
Articles