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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Indonesian Journal of Applied Linguistics (IJAL) LingTera Journal on English as a Foreign Language (JEFL) Journal of English and Education E-Structural Jurnal Bahasa Lingua Scientia International Journal of Pedagogy and Teacher Education Wiralodra English Journal (WEJ) Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Learning (JETLE) Borneo Educational Journal (Borju) Education and Linguistics Knowledge Journal (Edulink)
Rochma, Anis Firdatul
Universitas Negeri Yogyakarta
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : LingTera

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Implementation of peer-assessment system in speaking courses Rochma, Anis Firdatul; Suharso, Suharso; Sudiyono, Sudiyono; Fitriana, Rahma
LingTera Vol. 11 No. 2 (2024)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v11i2.76154

Abstract

The ability to speak effectively refers to an individual's capacity to convey thoughts and ideas orally. Various teaching strategies are employed to enhance speaking skills, with traditional methods primarily relying on teacher-driven assessments. However, incorporating peer assessment has emerged as a valuable approach that enables students to identify their strengths and areas for improvement, promoting the development of language proficiency, metacognitive awareness, and related skills. This study aims to implement peer assessment as an alternative evaluative method in the Speaking in Academic Contexts course, which includes both informative and persuasive speech tasks. Quantitative data were analyzed descriptively, with mean and standard deviation calculations comparing peer assessment scores to those assigned by the instructor. The Wilcoxon Signed Ranks Test was applied to determine statistically significant differences between the two sets of scores. Qualitative data, derived from students' reflections, were analyzed using thematic analysis. Overall, students in the Speaking in Academic Contexts course reported positive perceptions of peer assessment, recognizing its potential to enhance their language skills and foster learner autonomy.
Assessing undergraduate students' level of independent learning as a manifestation of learner autonomy Rochma, Anis Firdatul
LingTera Vol. 10 No. 1 (2023)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v10i1.59870

Abstract

Previous studies related to learner autonomy have been conducted, yet those studies seem to focus on formative assessment as a guarantee for the development of learner autonomy. This study is projected to assess the undergraduate students' level of independent learning since learner autonomy tends to manifest itself in various degree of independence. A questionnaire related to independent learner was adopted as the main instrument. The data were analyzed both quantitatively and qualitatively. The quantitative data were obtained to assess the students' level of independent learning while the qualitative data were gained to reveal the students' perceptions and thoughts about independent learning. The results show that most of the students have moderate independence. Moreover, most of the students are considered able to relate the concept of independent learning with various degrees of independence that are included in the notion of learner autonomy. Nevertheless, the findings also show that some students tend to have low interest in their studies, low expectation about what they want to learn, and low possibility in questioning what they are told. It is important for the teachers to enhance the students' moderate independence into high independence by providing the access to a number of learning opportunities. Thus, the students are able to critically reflect on their own learning and effectively develop awareness to help them learn constructively.
Co-Authors A. Ashadi, A. Akhyari, Muhammad Wafa Anita Triastuti Basikin Basikin Dzul Rachman, Dzul ENDANG NURHAYATI Erna Andriyanti Fitriana, Rahma Jeane Tuilan Murtafi'ah, Banatul Paulus Widiatmoko Pratomo Widodo Sudiyono Sudiyono Suharso Suharso Sulis Triyono Sutrisna Wibawa Tadkiroatun Musfiroh Zudianto, Hardian