DOWNLOAD HERE: THE EFFECT OF PEER ASSESSMENT AND ANXIETY ON WRITING COMPETENCY OF GRADE X STUDENTS OF SMA NEGERI 5 DENPASAR
Jurnal Bahasa Inggris | The aim of this study was to prove whether there was any significant difference effect of peer-assessment on the writing competency; there was any significant effect of the interaction between peer-assessment and anxiety on the writing competency; there was any significant difference on the writing competency of high anxiety students who were assessed by using peer-assessment and those who were assessed by using conventional assessment; there was any significant difference on the writing competency of low anxiety students who were assessed by using peer-assessment and those who were assessed by using conventional assessment. The study was experimental study by applying 2x2 factorial designs which one group received experimental treatment, whereas the other did not. The population was 10 classes which total number of population were 346 students of grade X of SMA Negeri 5 Denpasar. The total sample was 80 students which assigned into two groups i.e. experimental group and control group by using Cluster Random Sampling Technique. Quantitative and qualitative data were obtained in this study. The quantitative data was obtained through writing test and anxiety questionnaire which analyzed by using Statistical Two-Way Anova And Tukey test. The qualitative data was obtained through anecdotal record. The results showed that, first, there was any significant difference effect of peer-assessment on the writing competency, in which the students who were assessed by using peer-assessment had better writing competency than those who were assessed by using conventional assessment. Secondly, there was any significant effect of the interaction between peer- assessment and anxiety on the writing competency. Third, there was any significant different on writing competency between high anxiety students who were assessed by using peerassessment and those who were assessed by using conventional assessment, in which high anxiety students who were assessed by using peer-assessment had lower writing competency than those were assessed by using conventional assessment. Fourth, there was any significant difference on writing competency between low anxiety students who were assessed by using peer-assessment and those who were assessed by using conventional assessment, in which low anxiety students who were assessed by using peer-assessment had better writing competency than those who were assessed by using conventional assessment.
Keywords: anxiety, peer-assessment, writing competency.
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