digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 55
Table 4.7 Correlation result between stude
R Interpretation
0,01-0,20 0,21-0,40
0,41-0,60 0,61-0,80
0,81-0,99 1
No correlation Very weak
Weak Rather weak
Enough Strong
Very strong
-assessment and English learning achievement as it was obtained was 0.857 positive. However,
based on the table above, this correlation was strong. As results showed, the more students self-assessment, the more their
English learning achievement increased, it showed that self-assessment had significant effect in English learning achievement. It has been demonstrated
by other researchers Bozana and Irena that self-assessment is one of the main determining factors of success in getting good learning outcomes.
The finding also supports previous research by Huzein and Zainab. They found that self-assessment was si
proficiency and the result of Self-assessment was successful in EFL students.
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 56
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding and discussion resulted from the research conducted to the seventh grade students of SMP Pawiyatan Surabaya, it can be
concluded that: 1.
-assessment at seventh grade of SMP Pawiyatan Surabaya was high self-aseessment level. Because most
of them or about 69,1 of students got high self-assessment. 2. The level of English learning achievement among the students of
seventh grade of SMP Pawiyatan Surabaya was in good qualification. Since most of them or about 66,7 of the students got
very good qualification. 3. From the calculation of those data, it could be seen that there was a
-assessment and the English learning achievement at the students of SMP Pawiyatan. It
means that the better the students had high self-assessment, the better they were in English learning achievement and the
correlation was very significant in score range 0,857.
56
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 57
B. Suggestion
Based on the conclusion above, there are some suggestions as follows: 1. For the students
For the students, the result of correlation between self-assessment and English learning achievement showed high range correlation. After knowing
- make plan in their study to enhance their achievement especially in learning
English. 2. For the teachers and the curriculum designer
Since studying the relevant literature shows us that self-assessment
to help learners assessing their knowledge and skill using self-assessment and encourage them to expend greater efforts and time when facing failures rather
than to attribute all their failures to their lack of abilities. For curriculum designer, the result of this study can give an input to
design a student-centered language curriculum. It may help language learners assessing their skill range to solve their weakness and improve their strength.
3. For the next researcher For the next researchers who are interested in the same topic, it is
suggested to conduct a research about
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 58
1. Examining the assessment of learner achievement with other variables such as cognitive styles or learning strategies to better understand why and how
these variables have an impact on language learning. 2. Exploring sources of negative self-assessment about EFLESL learning.
The results of such studies can help teachers and strategy trainers to assist students in overcoming these learning more feasibly.
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
BIBLIOGRAPHY
Andrade, H.G. 2000. Using Rubrics to Promote Thinking and Learning. Educational Leadership, 57, 13-18.
Ary, Donald.Introduction to Research in Education, 8
th
Edition. Wadsworth: Cengage Learning, 2010.
Black Wiliam.Self-Assessment.Boekaerts:1991. Blanche, Patrick Merino, Barbara, J. Self assessment of foreign language skills:
Implications for teachers and researchers. LanguageLearning.1989. Blanchard,Karen and Christine Root, Ready to Write, New York: Pearson Education Inc.,
2003. Brown,H. Douglas, Teaching by Principle, San Francisco: Longman, 2001
Hattie,J. Visible Learning: A synthesis of over 800 meta-analyses relating to
achievement.London,UK:Routledge,2009. Johnston, P.H. Winograd, P.N. 1985. Passive failure in reading. Journal of Reading
Behavior, 174. Oscarson, A. Self-Assessment of Writing in Learning English as a Foreign Language. Acta
Universitatis Gothoburgensis:2009 Ngalimun, S.Pd., M.Pd,
Yogyakarta: Aswaja Pressindo, 2014
N.L Gage and David C. Berliner, Educational Psychology 4
th
edition, Boston: Houghton Mifflin Company, 1988
Kern, Richard, Literacy and Language Teaching, New York: Oxford University Press, 2000. ,J. Michael and Lorraine Valdez Pierce, Authentic Assessment for English
Language Learners. Practical Approaches for Teachers, Great Britain: Longman, 1996.
Rief, L. Finding the value in evaluation: Self-evaluation in a middle school classroom.Educational Leadership.1990
Schunk, D. H.. Goal and self-evaluative influences during childrens cognitive skill learning. American Educational Research Journal:1996
