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p-Index From 2020 - 2025
0.444
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All Journal Inspiring: English Education Journal International Journal of Health, Economics, and Social Sciences (IJHESS)
Zam-zam Adam
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Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Public Health Social Sciences

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Enhancing The Students’ Speaking Skill Through Peer and Self Assessment Method Zam-zam Adam; Ali Halidin
Inspiring: English Education Journal Vol 3 No 2 (2020): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (158.989 KB) | DOI: 10.35905/inspiring.v3i2.1462

Abstract

The purpose of this research was to find out the effectiveness of peer and self-assessment in enhancing students’ speaking skills at the second-grade students of SMA 3 Parepare. The subject of this research was the XI IPA 1 class which is consisted of 28 students. The sample was taken by using cluster sampling. The design of this research was pre-experimental with pre-test and post-test design. The researcher gave pre-test and post-test to know whether implementing peer and self-assessment methods can improve students’ speaking skills or not. The result of this research indicates that there was an improvement in the students’ speaking skills. It was shown in the students’ mean score of post-test (62.8) that was greater than the pre-test (19.5). Even, for the level significant (p) 5% and df = 27, and the value of the table is 1.703, while the value of the t-test is 1.825. It means that the t-test value is greater than the t-table (1.825 ≥ 1.703). Thus, it can be concluded that the students’ speaking skill is significant because previously the students’ speaking skill was low and after implementation peer and self-assessment methods there have been differences or development of speaking after getting the treatment. So, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted.
Teachers’ Way in Scoring Students Speaking Performance at School Parepare Zam-zam Adam; Zulfah Fakhruddin; Ambo Dalle; Abdul Haris Sunubi; Arqam
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 6 No. 4: October 2024
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v6i4.4823

Abstract

This result discusses how teachers give scores to students' speaking performances. In this case, the teacher who is the respondent has a different main assessment in giving scores to students' speaking performance. and each has its own challenges with 3 types of scoring assessments, namely holistic, analytical and using rubrics. The research method used is qualitative, data is collected through observation, in-depth interviews and also documentation. The subjects of this research consisted of several English teachers in Parepare. The results of this study indicate that teachers use various assessment theories in their evaluation practices. These theories include holistic, analytical, and use of rubrics, with different main assessment points.
Co-Authors Abdul Haris Sunubi Ali Halidin Ambo Dalle Arqam zulfah fakhruddin