THE IMPLEMENTATION OF SELF-ASSESSMENT IN TEACHING WRITING RECOUNT TEXT ON TENTH GRADE STUDENTS OF ATMA WIDYA SENIOR HIGH SCHOOL

Retain: Journal of Research in English Language Teaching
Vol 4 No 3 (2016): Vol 4 Nomer 3 (2016)

THE IMPLEMENTATION OF SELF-ASSESSMENT IN TEACHING WRITING RECOUNT TEXT ON TENTH GRADE STUDENTS OF ATMA WIDYA SENIOR HIGH SCHOOL Narita Permata Sari English Department, Languages and Arts Faculty, State University of Surabaya [e-mail] Arik Susanti, S.Pd., M.Pd. English Department, Languages and Arts Faculty, State University of Surabaya [e-mail] Abstrak Self-assessment (SA) adalah salah satu macam assessment yang bias membantu guru dan siswa untuk mencapi tu juan dari kegiatan pembelajaran dengan error yang minim (Williams, 2004) (Hargreaves &Fulla,1998).SA membantu menstimulasi siswa untuk menulis lebih baik dengan meningkatkan ketelitian melalui pembelajaran secara langsung yang berbasis pengalaman (Hilgers, Hussey, &Stitt-Bergh, 2000; Kanfer, 1975) (Bellack, Rozensky, & Schwartz, 1974). Di Indonesia, self-assesment jarang diaplikasikan karena membutuhkan waktu yang lebih lama untukmengaplikasikannyadibandingkan assessment guru. Namun, beberapa penelitian tentang self-assessment pada mahasiswa menemukan bahwa self-assessment sangatlah bermanfaat(Purwati, 2015; Maharani, Tantra, &Artini, 2013; Kastrati, 2013). Oleh karena itu, dengan menggunakan deskriptif kualitatif, penelitian ini bertujuan untuk mendeskripsikan penggunaan self-assessment di SMA AtmaWidya Surabaya dan menganalisa hasil tulisan siswa. Data yang dikumpulkan pada field notes menunjukkan bahwa guru telah menerapkan self-assessment sesuai dengan urutan yang telah dianjurkan oleh para peneliti sebelumnya Bruce (2001), Purwati (2015), Iraji, Enayat and Momeni (2016) and Maharani, Tantra and Artini (2013). Selain itu, hasi lanalisa tulisan siswa menunjukkan bahwa para siswa telah mampu menulis dengan lebih baik lagi setelah penerapan self-assessment. Maka, SA telah diterapkan dengan cara yang sesuai secara teori dan praktek pada kemampuan menulis siswa dan dengan sukses telah mampu membuat siswa untuk dapat menulis dengan lebih baik. Kata kunci: indirect corrective feedback, karangansiswa, teksdeskriptif Abstract Self-assessment (SA) is one of the assessment types which can help teachers and students to reach the objective of learning activity with minimum errors (Williams, 2004) (Hargreaves &Fulla, 1998). It helps stimulate students to write better by raising students’ awareness through direct conscious learning experience (Hilgers, Hussey, &Stitt-Bergh, 2000; Kanfer, 1975) (Bellack, Rozensky, & Schwartz, 1974). In Indonesia, self-assessment is rarely used since it takes longer time than teacher assessment. However, some research about self-assessment on university level found that it is an advantageous assessment type (Purwati, 2015; Maharani, Tantra, &Artini, 2013; Kastrati, 2013). Hence using descriptive qualitative research design, this study was aimed to portray the implementation of SA in AtmaWidya Senior High School and analyse students’ written works. The data from the field-notes show that the teacher implemented SA in such an order proposed by Bruce (2001), Purwati (2015), Iraji, Enayat and Momeni (2016) and Maharani, Tantra and Artini (2013). Furthermore, the analysis of students’ written works revealed that they wrote better after the implementation of SA. To sum up, SA had been well implemented on students’ writing skill since it successfully followed the previous researchers’ order and stimulated students to write better. Keywords:Self-assessment, writing recount text