Improving Students’ Ability Towrite Essays Through Self-Assessment  

Oleh:

Taufiqulloh

Jenis: Article from Proceeding
Dalam koleksi: 57th TEFLIN International Conference: Revitaziling professionalis in ELT as a response to the globlazed world, Bandung, 1-3 November 2010
Topik: Classroom Practices; essay writing; self-assessment; classroom action research
Fulltext: Taufiqulloh.pdf (112.51KB)

Isi artikel

This research proposed self-assessment as one of the techniques in teaching essay writing. It is an action research aimed at improving students’ ability and enhancing their interest and awareness to write essays. This research was conducted at English Department, Faculty of Teacher Training and Education of Pancasakti University, in the odd Semester of Academic year 2009/2010 starting from November 2009 until January 2010. The subject of this research was 21 third semester students of IIIA class attending English academic writing class who were selected at random. The data were gathered from four kinds of instruments: essay writing test, survey questionnaire of writing interest and awareness, checklist of writing strategies and observation sheet. The data were then analyzed in two ways: quantitative and qualitative analysis. The results showed that the students’ ability in writing essays improved from the pre-cycle, first and second cycles. The classical mean of students’ essay scores in pre-cycle was 62. It improved up to 71,6 in the first cycle and 80,3 in the second cycle. While students’ interest and awareness in essay writing also improved significantly. In pre-cycle, the average percentage of students’ responses toward this survey questionnaire was 35,2%. It improved in the first cycle up to 83,8% and 90, 2% in the second cycle. Moreover, students’ writing strategies on essay writing improved significantly from pre-cycle to the first and second cycle. In pre-cycle, the average percentage of students’ strategies on essay writing was 6,2%. After the treatment was conducted in the first cycle, it improved significantly up to 67,9% and 89% in the second cycle. The results of the observation in two cycles showed that both the lecturer and the students successfully conducted the teaching and learning process of essay writing through self-assessment. Therefore, self-assessment should be applied and developed in teaching academic writing in particular and other kinds of writing in general to university students.

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