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Fatmawati
Universitas Katolik Indonesia Santu Paulus Ruteng

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The Effectiveness of Self-Assessment on the Writing Performance of EFL Students Patricia Windy Harus; Fatmawati
English Language Education Journal (ELEJ) Vol. 1 No. 1 (2022): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v1i1.1584

Abstract

Self-assessment is one of the strategies used to help students improve their writing abilities. By including this self-assessment into the writing lesson, students will become more self-aware and encouraged to revise further. This study used a quasi-experimental design with a post-test to examine the difference in scores between students who self-assessed and those who did not self-assess. This study gathered data from seventy respondents. Thirty-three respondents were assigned to the experimental group, which received instruction via self-assessment, and 37 to the control group. Two types of tools were used to collect data: a writing exam and a self-assessment rubric. SPSS 24's non-parametric statistic, the Mann-Whitney U test, was used to analyze the data. The study's findings reveal that there are significant differences between students who are assessed by self-assessment and those who are not. The Mann-Whitney U test revealed that the Sig. 2 tailed is 0,000. This means that the p-value at the 95% confidence level (5%) was 0.0000.05. The null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted based on the Mann-Whitney U result. This indicates that self-assessment is an excellent method for students to improve their writing ability. As a result, teachers are encouraged to incorporate self-assessment into their classroom instruction in order to develop their writing skills.
Implementing Self-Assessment in Writing Course at Higher Education: Is It Challenging? Leonardus Par; Fatmawati; Maria Magdalena De Passi
English Language Education Journal (ELEJ) Vol. 3 No. 2 (2024): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v3i2.2491

Abstract

The purpose of this research is to investigate how students of English as a Foreign Language (EFL) view self-assessment (SA) in writing and the challenges they encounter while implementing it. A mixed-method approach is utilized in this study. The overall number of participants in the study was 115, all of whom were students majoring in English language teaching. The quantitative data was collected using a questionnaire that consisted of 15 statements. The questionnaire addressed the question linked to the students' perspectives on SA. In the meantime, 20 students of varying cognitive levels participated in a focused group discussion to gather qualitative data. The results show that students generally have a reasonable opinion toward their self-evaluations. Students learning autonomy, responsibility, and motivation are all significantly impacted by SA, while teacher evaluation anxiety is much reduced. However, because this is their first time utilizing self-assessment, they struggle when attempting to use it in their work. The difficulties occurred because it was a new concept for them. According to the findings of this study, more practice should be put into adopting self-assessment in ELT, not just in writing but also in other language skills.
Co-Authors Leonardus Par Maria Magdalena De Passi Patricia Windy Harus