seriously rather than if it is from the teacher. Next, it helps the better communication between the students and the teacher. In any condition, it is more
effective to complain about the difficulties of any subject by group voice rather than by individually. Also, peer-assessment helps the teacher to observe of what is
going on while the students are busy involved in the peer-assessment.
32
Tricia Hedge states the advantages of peer-assessment are: a. The editing which is immediately after the writing make it meaningful and
useful to the writer, b. Help students to recognize errors in theirs,
c. Students understanding about writing is redefined and clarified, d. They tend to think carefully about clarify and acceptability in writing.
33
In other hand, Spiller mentioned some advantages of peer-assessment are: a. Peer-assessment can encourage collaborative learning through interchange
about what constitutes good work b. Students can help each other to make sense of the gaps in their learning and
understanding c. The conversation around the assessment process is enhanced.
d. Student is being more participative in learning process e. Peer-assessment help students and teacher to make a link between them
f. Peer assessment can help the student to promote their development in learning
g. The immediate assessment make the formative learning can be enhanced.
34
3. The steps of peer-assessment
There are some steps in conducting peer assessment, which are: a. Guide the student in understanding of how they will do peer assessment
b. Manage the confidence of student and make sure that they are comfort to make an assessment of their friend’s work
c. Elaborate to the students what is the objective of peer assessment d. Prepare the score or grade of assessment as a guidance for the student
e. Make sure that the student in a same perspective of how they have to do in assessment process
32
Paul Black, loc. cit., p. 50.
33
Tricia Hedge, Writing, Oxford: Oxford University Press, 1988, pp. 158—159.
34
Dorothy Spiller, Assessment Matters: Self-Assessment and Peer Assessment, The University of Waikato, 2012, p. 10.
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.
35
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.
35
Louise Lutze-Mann,”Students Peer Assessment: Assessment Toolkit”. An Article of UNSW Australia, 2015. Download from:
http:teaching.unsw.edu.aupeer-assessment .
