S ING 1104789 Chapter5

CHAPTER V
CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of the research and suggestions for
further research. It is drawn from the interpretation of the findings and discussions
in the previous chapter.

5.1

Conclusions

Peer assessment can be implemented in classroom as one of the methods in
assessing students’ performances to give the students opportunities to participate
in English teaching and learning process. The result of study shows that peer
assessment was implemented by the teacher through series of stages. The teacher
covers two schemes of peer assessment implementation as Falchikov (2002)
proposed. The first phase is called pre-implementation phase where the teacher
implemented several stages; preparation, students’ training, assessment criteria
and percentage, and methods of measurement. The second phase is called
implementation phase which is divided into two stages; implementation and
evaluation. The teacher demonstrates the way to conduct peer assessment to the

students, then monitors the peer assessment process and make adjustment, after
that discusses issues and concerns, then monitors the quality of peer feedback,
then promotes peer discussion, and finally emphasizes in giving constructive
feedback. The teacher omits the post implementation phase.
By

implementing

peer

assessment,

the

students’

collaborative

and

cooperative learning are built. It is showed by the fact that the students have to
discuss together in order to construct knowledge. As regards, it enhances the
students’ connectivity and social engagement in the learning process. Besides that,
peer assessment also offers the students the new knowledge and point of view of
English lesson since they could learn from other’s weaknesses and strengths. It is
also believed that peer assessment can build the students’ critical thinking which
Sonia Destrie Pratidina, 2016
THE IMPLEMENTATION OF PEER ASSESSMENTAS A METHOD IN ASSESSING STUD ENTS’
D ESCRIPTIVE TEXT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

69

helps them in their lifelong learning since they have to assess their friends’ work.
It is in accordance with Brown et al. (1994) who asserts that encouraging the
students to take responsibility for their own learning will develop the students as
autonomous learners.
Almost

all of the students have positive perceptions towards the

implementation of peer assessment in the classroom. From the students’ point of
view, peer assessment implementation in the classroom make the students’ skills
improves since they cam learn from others’ weaknesses and strengths. Peer
assessment also promotes the students’ cooperative learning, self-confidence, and
autonomous learners.
However,

in

implementing

peer

assessment,

there may be several

difficulties that the students and the teacher have. One of the obstacles that the
students had is being objective assessors towards their friends’ work. It happens

because they are hesitant to give the lower score to the poor works. In addition, it
is found that there is also anxiety among the students, in which several of them are
worried about their capabilities in being an assessor.
There are also negative perceptions from the students related to the anxiety
which appears that the students are not confident enough to assess other’s works.
They feel afraid of giving lower score to the works of peer which were poor if
they are not close enough. Besides that, there is also anxiety about their
capabilities in assessing their friends’ works, whereas if the teacher can prepare a
clear and understandable criteria to the students, the anxieties can be solved
(Falchikov, 2001). Moreover, the teacher also can help by encouraging motivating
them to eagerly assess their friends’ works. Therefore, the implementation of peer
assessment in the classroom is progressively producing positive and effective
learning experience.

5.2

Suggestions

There are several suggestions for the teachers and the next researchers who are
interested to the peer assessment implementation.

Sonia Destrie Pratidina, 2016
THE IMPLEMENTATION OF PEER ASSESSMENTAS A METHOD IN ASSESSING STUD ENTS’
D ESCRIPTIVE TEXT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

70

For the teachers, it is suggested that the teachers should discuss the
assessment criteria along with the students in order to alter students’ needs in
teaching and learning process. Then, it is very important to have students’ training
of peer assessment. As regards, the students will not find the anxiety in being
assessors since they have accustomed with the method. The teachers also have to
be concerned in building the students’ confidence in being assessors. After
implementing the peer assessment, the teachers should also review and evaluate
whether the peer assessment implementation can be continued or not by
considering related factors.
Then, for the next researchers who are interested in the field of peer
assessment implementation are suggested to focus on other aspects in English
teaching and learning process. Peer assessment can be implemented to assess
other language skill; speaking skill. Besides that, peer assessment can also be

implemented in different contexts and level of students. The next researchers are
also suggested to make quantitative research to see how effective the peer
assessment implementation in motivating the students as active learners in
learning activity. Accordingly, the students will obtain the beneficial values of
peer assessment implementation.

Sonia Destrie Pratidina, 2016
THE IMPLEMENTATION OF PEER ASSESSMENTAS A METHOD IN ASSESSING STUD ENTS’
D ESCRIPTIVE TEXT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu