The Efficacy of Peer Assessment in The Teaching of English Pronunciation  

Oleh:

Sukarini, Ni Wayan ; Indrawati, Ni Luh Ketut Mas

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 458-462.
Topik: attitude; efficacy; peer assessment; teaching of English pronunciation.
Fulltext: hal 458.pdf (15.04MB)

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This paper aims at discussing students’ attitudes towards peer-assessment and the efficacy of peer assessment in the teaching of English pronunciation. The research was carried out in the English Phonetics and Phonemics class in the third semester, in the English Department, faculty of Letters and Culture, Udayana University. This study made use of Classroom Action Research (CAR) therefore the observation carried out in this study was done during the action. Peer assessment was applied after the mid-test. After discussing the production and characteristics of the English phonemes through cooperative learning, students were given English texts containing phonemes that do not exist in Indonesian to be transcribed, read and recorded. Both the transcription and recordings were peer-assessed using the check list rubrics provided by the teacher. To find out the attitudes towards peer-assessments, questionnaires were randomly distributed to the students and to investigate the efficacy of peer assessments in the teaching of English pronunciation, the result of the students’ mid-tests were used as students’ pre-existing ability in English pronunciation and the scores of the final test were used as comparisons and combined with the result of the questionnaires. The result showed that students had positive attitudes towards such assessments and peer assessment was very effective in improving students’ pronunciation.

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