The Effect of Self-Editing and Peer-Assessment on Writing Performance to The Tenth Grade Students of Man Lab UIN-Jogjakarta  

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Trisnawan

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 240-252.
Topik: Self-editing; Peer-Assessment; Writing
Fulltext: hal 240.pdf (15.04MB)

Isi artikel

Self editing and Peer assessment has been considered an important part of writing process that helps improving writing ability. Having a friend express opinions and provide certain guideline to improve the writing is analogous to a mirror reflecting the ability of the reviewer and the reviewed (Bostock, 2000). This presence study aimed at investigating the effect of self editing and peer-assessments by the tenth grade students of MAN LAB UIN Jogjakarta on the recount paragraph writing and the subjects’ attitudes towards the technique and being assessed by peer. Besides, this study reports investigation of possible friendship bias in peer assessment as well as the impacts of this practice on learners ‘attitudes towards it. The sample consisted of 32 students of grade X. It was found that after experiencing the writing instruction with self-editing and peer-assessment and being assessed by peer, the subjects’ writing ability improved significantly. The students have highly positive attitudes towards the teaching technique. Hence, it can be concluded that selfediting and peer-assessment are indeed effective in improving the writing performance of the students. In addition, based on others’ perspectives, they could make further revisions on text development, organization, or style (global revision). Through self-editing and peer-assessment, the students were willing to provide further support to peers and learn from each other in the process of writing.

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