S ING 1104789 Chapter1
CHAPTER I
INTRODUCTION
This introductory part of the paper presents background of the study, research
questions, purposes of the study, the scope of the study, the significance of the
study, clarification of terms, and the organization of the paper. The discussion of
the points above is elaborated in the following sections.
1.1 Background of the Study
Traditionally, teachers conduct tests with some criteria and standards at the end of
the semester to measure students’ skills. Then, the result of the measurement will
become students’ grades. However, many educators affirm that traditional
measures fail to assess significant learning outcomes and undermine curriculum,
instruction, and policy decisions (Dietel et al., 1991). Brown (2001) also reserves
that traditional assessment is not effective in measuring students’ language ability
since students only have few opportunities in showing their knowledge of the
lesson. Writing is one of the substantial skills which occurs to be assessed in
traditional way. Basically, the teacher only administers the task, which is making
some written texts, to the students. In fact, one of the standard competencies for
senior high school students in the first grade is understanding the meaning of short
functional text in the form of descriptive in the context of daily life. The students
have the urge to perform their abilities in writing by making descriptive text.
Then, the teacher assesses it based on some criteria which have been arranged.
Regardless, as O’Malley & Pierce (1996) asserts, writing assessment can be used
effectively if the instruction and the criteria for scoring are clear. It makes the
students able to see the relationship between what they have written and the
scores they have received. Thus, teachers need alternatives in evaluating the
students’ performances which are more appropriate.
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
2
Peer assessment is one of alternative forms as an evaluation method which
can increase student-students and student-teacher interaction and can be used to
enhance learners’ understanding about other students’ ideas during the learning
experience (Butler et al., 2001).It underlines the importance of involving students
into assessment procedure. The practice of peer-assessment in the classroom has
been influenced by major learning theories such as autonomous learning, intrinsic
motivation,
Those
cooperative learning,
theoretical principles
learner-centred,
are
underpinning
and
and
collaborative learning.
considering cooperative
learning as an extra asset of peer assessment (Brown & Hudson, 1998). As Boyle
and Nicol (2003) also argue that peer assessment brings some beneficial values;
improving
student
encouraging
motivation,
in-depth learning,
helping to
develop
a better understanding,
controllingthe autonomy of the process of
learning, treating assessment as part of the learning process, and increasing the
capacity for critical analysis.
A large number of studies also have examined the implementation of peer
assessment. Most of the studies found that peer assessment has contributed to the
learning process, improved quality, and also made students feel more motivated in
the subject (Wen & Tsai, 2006). Besides, students perceived that peer assessment
made them confidence and could enhancetheirknowledge. Reviews of the
previous research also reveal that peer assessment is able to develop students’
skills such as critical reflection in assessing others. Students can learn from
reflecting on and justifying what others have done (Liu & Carless, 2006). Thus,
the implementation of peer assessment in the classroom is consideredasa very
valuable experience for students.
However,
the implementation of peer-assessment is relatively a new
phenomenon in Indonesian classroom. Both teachers and students are unfamiliar
with the application of peer-assessment. Both of participants have their own
doubt. The way the teachers implement peer assessment in Indonesian classroom
setting is questioned. Meanwhile, as well as teachers, students also have similar
concerns;the
capability
of students in rating their peers objectively and
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
3
adequately. Thus, the issue of the implementation of peer assessment as a method
in assessing students’ descriptive textsis worth being investigated.
In attempt to see whether peer assessment could be implemented in high
school Indonesian learning environment, the implementation of this method was
investigated. Moreover, the investigation dealt with how this method was
implemented
in assessing students’ descriptive textand what the students’
perceptions are towards the implementation of peer assessmentas a method in
assessing students’ descriptive text.
1.2 Research Questions
This study is conducted to investigate:
1.
in what ways the peer assessment is implemented as a method in assessing
students’ descriptive text?
2.
what the students’ perceptions are towards the implementation of peer
assessment as a method in assessing students’ descriptive text?
1.3 Purposes of the Study
Considering the questions formulated above, this study aims at:
1.
describingthe implementation of peer assessment as a method in assessing
students’ descriptive text.
2.
finding outthe students’ perceptions towards the implementation of peer
assessment as a method in assessing students’ descriptive text.
1.4 Scope of the Study
The study covers two main parts of discussion. First, the study investigates the
implementation of peer assessment as a method in assessing students’ descriptive
text. Second, it investigates students’ perceptions towards the implementation of
peer assessment as a method in assessing students’ descriptive text,whereas the
result of the study cannot be generalized for all levels of learners. The research
site is limited with the students in senior high school in Cimahi. However, the
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
4
result of the study can still be valuable for researchers who would like to
implement an alternative assessment; peer assessmentas a method in assessing
students’ descriptive text.
1.5 Significance of the Study
The present research can be seen through several significances for theoretical,
practical, and professional perspectives.
1.
Theoretical perspective
Theoretically, this study is expected to enrich the literature about the
implementation of peer assessment and students’ perception towards the
implementationof peer assessment as a method in assessing students’
descriptive text. The research which focuses onthe implementation of peer
assessment
and
the
study
about
students’
perception
towards
the
implementation of peer assessmentas a method in assessing students’
descriptive text is still lack of number. The previous research which is
conducted by Hanrahan and Isaacs (2001), for instance, only focused on the
students’ perception in the university. The study was carried out with 233 of
college students.
2.
Practical significance
Practically, the result of the study is expected to give information about the
way in implementing peer assessment and give clear idea about students’
perception in using peer assessment as a method in assessing students’
descriptive text. This information enables teacher to be more focused on
assessing the students’ performance and found the appropriate technique for
assessing the students’ performances.
3.
Professional significance
This study is also expected to contribute to professional development. This
provides the insight of peer assessment as an alternative assessment which
can be used by the teachers in the classroom especially in senior high school.
1.6 Clarification of Terms
In order to avoid misunderstanding, some terms are clarified below:
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
5
1.
Assessment in this study refers toa method used to gather information about
students’ knowledge, ability, understanding, motivation and attitudes towards
the lesson in the classroom.
2.
Peer assessment in this study refers to the process whereby the students rate
their peers, and it involves various types of activities such as peer feedback
and peer learning.
3.
Descriptive Textin this study refers to the product of the students’ writing
which is going to be assessed by using peer assessment.
1.7 Organization of the Paper
The paper of the research will be organized as follows:
Chapter I presents brief introduction to the area of investigation. It consists
of an introduction which provides the information of backgroundof the problems,
the research questions, the purposes of the research, scope of the research,
significance of the research,
research design,
clarification of terms,
and
organization of the paper.
Chapter II elaborates several related theories and literatures related to
definition of peer assessment, types of peer assessment, benefits and limitations of
peer assessment, the procedure of implementing peer assessment, validity and the
reliability of peer assessment, the nature of writing, the aspects of good writing,
assessing writing, descriptive text, and related research reports.
Chapter IIIdiscusses the research methodology which deals with research
design, research site and participants, procedure in collecting the data, and data
analysis.
Chapter IV provides the result of the research and discussion of the research
findings
obtained
from
the
exploration
of
observation,
interviews,
and
questionnaire.
Chapter Vpresents the overview of all findings, consisting of conclusionand
suggestion for further research.
1.8 Concluding Remark
Sonia Destrie Pratidina, 2016
THE IMPLEMENTATION OF PEER ASSESSMENTAS A METHOD IN ASSESSING STUD ENTS’
D ESCRIPTIVE TEXT
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6
This chapter has discussed the background of the study, research questions,
purposes of the study, scope of the study, significance of the study, clarification of
terms, and organization of the paper. The next chapter will elaborate the
theoretical background which related to the research as the foundation in
developing a clear framework.
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
INTRODUCTION
This introductory part of the paper presents background of the study, research
questions, purposes of the study, the scope of the study, the significance of the
study, clarification of terms, and the organization of the paper. The discussion of
the points above is elaborated in the following sections.
1.1 Background of the Study
Traditionally, teachers conduct tests with some criteria and standards at the end of
the semester to measure students’ skills. Then, the result of the measurement will
become students’ grades. However, many educators affirm that traditional
measures fail to assess significant learning outcomes and undermine curriculum,
instruction, and policy decisions (Dietel et al., 1991). Brown (2001) also reserves
that traditional assessment is not effective in measuring students’ language ability
since students only have few opportunities in showing their knowledge of the
lesson. Writing is one of the substantial skills which occurs to be assessed in
traditional way. Basically, the teacher only administers the task, which is making
some written texts, to the students. In fact, one of the standard competencies for
senior high school students in the first grade is understanding the meaning of short
functional text in the form of descriptive in the context of daily life. The students
have the urge to perform their abilities in writing by making descriptive text.
Then, the teacher assesses it based on some criteria which have been arranged.
Regardless, as O’Malley & Pierce (1996) asserts, writing assessment can be used
effectively if the instruction and the criteria for scoring are clear. It makes the
students able to see the relationship between what they have written and the
scores they have received. Thus, teachers need alternatives in evaluating the
students’ performances which are more appropriate.
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
2
Peer assessment is one of alternative forms as an evaluation method which
can increase student-students and student-teacher interaction and can be used to
enhance learners’ understanding about other students’ ideas during the learning
experience (Butler et al., 2001).It underlines the importance of involving students
into assessment procedure. The practice of peer-assessment in the classroom has
been influenced by major learning theories such as autonomous learning, intrinsic
motivation,
Those
cooperative learning,
theoretical principles
learner-centred,
are
underpinning
and
and
collaborative learning.
considering cooperative
learning as an extra asset of peer assessment (Brown & Hudson, 1998). As Boyle
and Nicol (2003) also argue that peer assessment brings some beneficial values;
improving
student
encouraging
motivation,
in-depth learning,
helping to
develop
a better understanding,
controllingthe autonomy of the process of
learning, treating assessment as part of the learning process, and increasing the
capacity for critical analysis.
A large number of studies also have examined the implementation of peer
assessment. Most of the studies found that peer assessment has contributed to the
learning process, improved quality, and also made students feel more motivated in
the subject (Wen & Tsai, 2006). Besides, students perceived that peer assessment
made them confidence and could enhancetheirknowledge. Reviews of the
previous research also reveal that peer assessment is able to develop students’
skills such as critical reflection in assessing others. Students can learn from
reflecting on and justifying what others have done (Liu & Carless, 2006). Thus,
the implementation of peer assessment in the classroom is consideredasa very
valuable experience for students.
However,
the implementation of peer-assessment is relatively a new
phenomenon in Indonesian classroom. Both teachers and students are unfamiliar
with the application of peer-assessment. Both of participants have their own
doubt. The way the teachers implement peer assessment in Indonesian classroom
setting is questioned. Meanwhile, as well as teachers, students also have similar
concerns;the
capability
of students in rating their peers objectively and
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
3
adequately. Thus, the issue of the implementation of peer assessment as a method
in assessing students’ descriptive textsis worth being investigated.
In attempt to see whether peer assessment could be implemented in high
school Indonesian learning environment, the implementation of this method was
investigated. Moreover, the investigation dealt with how this method was
implemented
in assessing students’ descriptive textand what the students’
perceptions are towards the implementation of peer assessmentas a method in
assessing students’ descriptive text.
1.2 Research Questions
This study is conducted to investigate:
1.
in what ways the peer assessment is implemented as a method in assessing
students’ descriptive text?
2.
what the students’ perceptions are towards the implementation of peer
assessment as a method in assessing students’ descriptive text?
1.3 Purposes of the Study
Considering the questions formulated above, this study aims at:
1.
describingthe implementation of peer assessment as a method in assessing
students’ descriptive text.
2.
finding outthe students’ perceptions towards the implementation of peer
assessment as a method in assessing students’ descriptive text.
1.4 Scope of the Study
The study covers two main parts of discussion. First, the study investigates the
implementation of peer assessment as a method in assessing students’ descriptive
text. Second, it investigates students’ perceptions towards the implementation of
peer assessment as a method in assessing students’ descriptive text,whereas the
result of the study cannot be generalized for all levels of learners. The research
site is limited with the students in senior high school in Cimahi. However, the
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
4
result of the study can still be valuable for researchers who would like to
implement an alternative assessment; peer assessmentas a method in assessing
students’ descriptive text.
1.5 Significance of the Study
The present research can be seen through several significances for theoretical,
practical, and professional perspectives.
1.
Theoretical perspective
Theoretically, this study is expected to enrich the literature about the
implementation of peer assessment and students’ perception towards the
implementationof peer assessment as a method in assessing students’
descriptive text. The research which focuses onthe implementation of peer
assessment
and
the
study
about
students’
perception
towards
the
implementation of peer assessmentas a method in assessing students’
descriptive text is still lack of number. The previous research which is
conducted by Hanrahan and Isaacs (2001), for instance, only focused on the
students’ perception in the university. The study was carried out with 233 of
college students.
2.
Practical significance
Practically, the result of the study is expected to give information about the
way in implementing peer assessment and give clear idea about students’
perception in using peer assessment as a method in assessing students’
descriptive text. This information enables teacher to be more focused on
assessing the students’ performance and found the appropriate technique for
assessing the students’ performances.
3.
Professional significance
This study is also expected to contribute to professional development. This
provides the insight of peer assessment as an alternative assessment which
can be used by the teachers in the classroom especially in senior high school.
1.6 Clarification of Terms
In order to avoid misunderstanding, some terms are clarified below:
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
5
1.
Assessment in this study refers toa method used to gather information about
students’ knowledge, ability, understanding, motivation and attitudes towards
the lesson in the classroom.
2.
Peer assessment in this study refers to the process whereby the students rate
their peers, and it involves various types of activities such as peer feedback
and peer learning.
3.
Descriptive Textin this study refers to the product of the students’ writing
which is going to be assessed by using peer assessment.
1.7 Organization of the Paper
The paper of the research will be organized as follows:
Chapter I presents brief introduction to the area of investigation. It consists
of an introduction which provides the information of backgroundof the problems,
the research questions, the purposes of the research, scope of the research,
significance of the research,
research design,
clarification of terms,
and
organization of the paper.
Chapter II elaborates several related theories and literatures related to
definition of peer assessment, types of peer assessment, benefits and limitations of
peer assessment, the procedure of implementing peer assessment, validity and the
reliability of peer assessment, the nature of writing, the aspects of good writing,
assessing writing, descriptive text, and related research reports.
Chapter IIIdiscusses the research methodology which deals with research
design, research site and participants, procedure in collecting the data, and data
analysis.
Chapter IV provides the result of the research and discussion of the research
findings
obtained
from
the
exploration
of
observation,
interviews,
and
questionnaire.
Chapter Vpresents the overview of all findings, consisting of conclusionand
suggestion for further research.
1.8 Concluding Remark
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
6
This chapter has discussed the background of the study, research questions,
purposes of the study, scope of the study, significance of the study, clarification of
terms, and organization of the paper. The next chapter will elaborate the
theoretical background which related to the research as the foundation in
developing a clear framework.
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