Students' Perception On Assessment Feedback In Writing  

Oleh:

Latifa, Intan Septia

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 14 : Konferensi Linguistik Tahunan Atma Jaya Keempat Belas, page 533-537.
Topik: Assessment feedback; Writing; Perception; Goals and standards
Fulltext: hal 533-537.pdf (18.75MB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 14 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

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The voice of students has been silent in the area of assessment feedback. There is no certainty whether assessment feedback they received especially in writing has met their need or not. Due to the importance of assessment which aims to improve learning, to certify that learning has taken place and to evaluate the quality of instruction (Brown, 2008), it is considered chiefly essential to know how the learners perceive the assessment feedback. Among some related studies regarding assessment, one study had discovered that students got most influenced from assessment rather than teaching. Therefore, conducting this study will hopefully assist teachers to understand the students’ perception on assessment feedback in order to improve the quality of assessment feedback itself. According to statement above, this study is objected to find out students’ perception on assessment feedback especially in writing task. It employs qualitative method by collecting qualitative data from questionnaire. 30 students of undergraduate study completed AQE (assessment questionnaire experience). The questionnaire contains 27 Liker scale items including two positive options (i.e. strongly agree and agree), two negative options (i.e. strongly disagree and disagree) and one neutral option (i.e. no idea). The finding revealed that the majority of participants showed positive responses to the assessment feedback in writing task calculated at 67.2% of the participants answered positively on assessment feedback they received in writing task. However, the teachers should still improve the quantity and quality of the feedback since in those two criteria, the learners tended to show low percentage. Furthermore, among some factors such as effort, syllabus, goals and standards, approach, examination and satisfaction, it discovered that goals and standard gave high influence on how students saw writing assessment feedback. The implication of the study offer suggestion for the English teachers to make necessary changes in the method to deliver the feedback to get students’ attention of the importance of assessment feedback for the successful of their writing development.

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