f. Exchange the students’ work randomly to avoid some friendship factors that
will be intrude the result g. Monitor the students’ work in giving score or comment
4. The Challenges of Peer-Assessment
In the applying of any method in learning process, there will be found some challenges to make it applied successfully. Such in applying peer-
assessment in the students’ learning process due to accomplish a benefit result for their understanding and improvement. Several challenges may appear during
implement peer-assessment. First, the students may undervalue the assessment because it is not contribute to their summative grade. The students lead to do the
best to make their summative grade become higher and may avoid doing the task that has not involved into it. So, they may avoid doing seriously. Second, some
students may think that they are not expert in giving mark or comment to their peer and the “expert” opinion may be valuable for their peer’s work. Third, peers
tend to give higher score for their friends rather than give comment and do tutor. Next, the students may be confused of being assessor because of unclear mark
design or assessment criteria. It often makes the students give mark based on the race, and the friendship. In other words, instead it is carefully design, but the
problems appear unavoidably.
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D. The Procedure of Teaching Recount Text through Peer Assessment
To attain the result what have planned before, the researcher is also take a part in giving the material until the process of conducting the experiment include
giving the pre- test, the treatment and posttest. Here the procedures of teaching recount text through peer assessment, briefly:
In the first meeting, the researcher will explain the material of recount text, such as the definition, the purpose, the generic structures, and language features
for 2 classes which contain of experimental group and control group. Next, the students will asked to write a recount text in minimum of three paragraphs, which
have to represent each part of generic structures. The theme of the recount text is “Experience” in a paper; the pre-test is ongoing for an hour. Those papers will be
collected in the end of meeting.
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Louise Lutze-Mann,”Students Peer Assessment: Assessment Toolkit”. An Article of UNSW Australia, 2015. Download from:
http:teaching.unsw.edu.aupeer-assessment .
In the second meeting, the researcher will give a treatment to the experimental group. The treatment is giving a concept about peer assessment and
also how to apply it. The researcher will ensure the understanding of the student by giving an example of recount text and asked them to analyze it. It is expecting
take 15 minutes. After that they will be asked to do the same in their friends’ paper. The researcher gives a command to the students to pay their attention in
giving mark, and ensure that they understand why they put that mark. The students will not be confused of how to give mark or comment, because the
researcher will give a guidance mark scheme. It is expecting take an hour. Differ with the experiment group; the control group will get the score directly from the
teacher without explanation more. In the third meeting, the researcher will ask both of groups to make a
recount text contains of three paragraphs. This meeting called post-test. The theme is “The most memorable event”. It will take an hour. After that, the researcher will
evaluate the papers by her own self and see whether the result point a different score or not.
E. Previous Studies
In conducting this research, the researcher is guided by some previous studies in order to make it aimed. Some studies that relevant to this research are
explain later as follow: 1. A skripsi “The Effectiveness of Peer Assessment Method on Students’
Narrative Writing Achievement at SMAN 11Tangerang Selatan” by Zein Zarkasih
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. The objective of the study was to know the scientific evidences of peer
assessment on students’ narrative writing achievement. The sample was 64 taken from the second grade of SMAN 11 Tangerang Selatan which had divided into
two groups, 32 from XI IPA 1 as the controlled group and the last 32 students from XI IPA 3 as the experimental group.
The method of the study was using a quantitative method which is specifically used quasi experimental design. As the experiment session, the
researcher was doing the activity of peer assessment by dividing the students into
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Zein Zarkasih,”The Effectiveness of Peer-Assessment Method on Students’ Narrative Writing Achievement, A Quasi-Experimental Study at the Second Grade Senior High School of
SMAN 11 Tangerang Selatan”. A Thesis of Syarif Hidayatullah State Islamic University Jakarta, 2014.
