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STUDENTS' RESPONSE TOWARD PEER ASSESSMENT TECHNIQUE IN WRITING CLASS AT ENGLISH DEPARTMENT OF UNIVERSITY OF MUHAMMADIYAH MALANG

FITRIANA, IHDA (2012) STUDENTS' RESPONSE TOWARD PEER ASSESSMENT TECHNIQUE IN WRITING CLASS AT ENGLISH DEPARTMENT OF UNIVERSITY OF MUHAMMADIYAH MALANG. Other thesis, University of Muhammadiyah Malang.

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Abstract

Writing is a language skill that needs to be taught to the students in teaching English as a second or foreign language (ESL/EFL). Writing is considered as the difficult skill since it involves several components such as content, rhetoric, vocabulary, grammatical structure and writing mechanic. The difficulty of writing can be seen from the students' difficulties in learning it. When given a composition, the students prefer asking questions to their friends whom they believe understand about their writing product than asking to the teacher. In this case, the writing teacher applied peer assessment technique. In this technique, the teacher involves the students to do the correction and assessment. Peer assessment allows every student to receive and write feedback about what their classmate have done. The main purpose of the study was to know the students' response toward peer assessment technique in writing class at University of Muhammadiyah Malang. This study used descriptive quantitative design as it deals with the current status and used statistical analysis of numerical data to explain phenomena. The data was collected by using questionnaire and interview. The questionnaire had five options namely: strongly agree, agree, doubtful, disagree, and strongly disagree. The sample of this study were 53 of the fifth semester students in two writing classes of English Department, and one English teacher who taught in that classes. Based on the result of data analysis, it was found that out of 53 students under investigation, 16 (30, 2 %) students got score between 84 to 100, that was categorized in very positive response; 32 students (60, 4 %) got score between 68 to 83, that was categorized in positive response; 5 students (9, 4 %) got score between 52 to 67, that was categorized in neutral response. Meanwhile, there was no student (0%) got score between 36 to 51 and between 20 to 35, that it was categorized in negative response and very negative response. The finding showed that the mean score of the students' responses score was 79, 71. The result showed that the students' responses toward peer assessment technique were positive.

Item Type: Thesis (Other)
Subjects: L Education > L Education (General)
Divisions: Faculty of Teacher Training and Education > Department of English Language Education (88203)
Depositing User: Mrs Ruli Alfi
Date Deposited: 09 May 2016 02:34
Last Modified: 14 Mar 2018 06:05
URI : http://eprints.umm.ac.id/id/eprint/29226

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