SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2017

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A Correlational Study between the Scores Obtained from Teacher, Peer and Self-Assessment in the Speaking Class in the Senior High School Level

NUR DEBY PUTRI MAULIDYA

Abstrak


ABSTRAK

 

Speaking, as a language skill, has attracted a lot of researchers to conduct studies on it.One interesting topic in the research on speaking concerns with the use of self-assessment and peer assessment as an alternative assessment to support learner-centered activities. In this study, the researcher as a teacher of English Language Skill (ELS)class of SMAN 2 Probolinggo involved students in the process of assessing speaking by training them to conduct self-assessment and peer assessment. The objective of this study is to find out the correlation between the scores obtained from self-assessment, peer assessment and teacher assessment in speaking class. It also examines the students’ attitude toward the implementation of self-assessment and peer assessment in assessing speaking.

The design of the present study was correlational research design.Due to the limitation of access, the present study was conducted only in 10th Social 3 of SMAN 2 Probolinggo. The sampling technique was stratified random sampling. There were only 26 students participating in this study. The instruments used in this study were speaking scoring rubric and student questionnaire. The research instruments has already been tried out to make sure that the instruments were proper to be used. The speaking scoring rubric was used to collect the scores of teacher, peer and self-assessment. It was analyzed using Pearson Product Moment in IBM SPSS 20 for Windows. Meanwhile, the student questionnaire was used to examinethe students’ attitude toward the implementation of self-assessment and peer assessment. It was also analyzed using IBM SPSS 20 for Windows.

There are three main findings related to the correlation between self-assessment, peer assessment and teacher assessment in speaking class, that is (1) there is significant positive correlation between self-assessment and peer assessment (p-value = .049), with a low correlation coefficient (  value = .390); (2) there is significant positive correlation between self-assessment and teacher assessment (p-value = .005), with a fair correlation coefficient (  value = .538); and (3) there is significant positive correlation between peer assessment and teacher assessment (p-value = .000), with a very strong correlation coefficient (  value = .807). In terms of the students’ attitude, more than 75% of the students show positive perception in all aspects of the student questionnaire.

Based on the findings of this study, several suggestions are addressed to English teachers and future researchers. For English teachers, it is suggested that they develop a clear and understandable speaking scoring rubric based on the students’ level. It is also important to give clear explanation for every criteria in the scoring rubric followed by real examples taken from the students and give training as repeated practice which help the students to do self-assessment and peer assessment more objectively. For future researchers, it is suggested that they take a larger sample from different school. Besides, the use of more instruments to collect the data, such as teacher and students interview will also help future researchers to obtain more comprehensive understanding of how self-assessment and peer assessment may benefit language learners.