The Student’s Self-Assessemnt on Their English Language Learning at 5th grade in Madrasah Sumatera Thawalib Parabek

Authors

  • Putri Laila Ramadhani State islamic isntitute of Religion (IAIN) Bukittinggi, Indonesia
  • Lely Lismay State islamic isntitute of Religion (IAIN) Bukittinggi, Indonesia

Keywords:

Penilaian Diri Siswa, Pengaturan Diri Siswa, Pemebelajaran Bahasa Inggris

Abstract

Penelitian ini dilakukan karena sebuah masalah yang ditemukan dalam pembelajran Bahasa Inggris. Fenomena menujukkan bahwa siswa belum pernah melakukan penilaian diri sendiri terhadap pembelajaran Bahasa Inggris. Penelitian telah dilaksanakan di Madrasah Sumatera Thawalib Parabek pada tingkat Sekolah Menengah Atas.Penelitian ini dirancang sebagai penelitian kuantitatif dan kualitatif. Informan dalam pelitian ini adalah siswa kelas  5 Aliyah di Madrasah Sumatera ThawalibParabek. Peneliti menlakukan penelitian ini terhadap kelas lima Agama dua yang terdiri dari 33 orang siswa. Peneliti menggunakan angket sebagai media penelitian untuk mengetahui bagaimana siswa mengaplikasikan penilaian dirinya terhadap pembelajaran Bahasa Inggris.Dari  hasil penelitian menujukkan bahwa siswa kelas 5 Aliyah ternyata mampu melakukan penilaian diri mereka sendiri terhadap pembelajaran Bahasa Inggris. Hasil penelitian menyatakan dengan menentukan tujuan mereka belajar bahasa Inggris siswa kelas 5 dapat mengukur sejauh mana kemampuan bahasa Inggris yang telah mereka pelajari. Siswa tersebut juga memiliki tujuan yang kuat untuk mempelajar iBahasa Inggris

References

Alonso-Tapia, J. (2005). Motivar en la escuela, motivar en la familia. Madrid: Morata.

Andrade, H., &Valtcheva, A. (2009).Promoting learning and achievement through selfassessment.Theory Into Practice, 48(1),

Asdar.Students’ Self-Assessment on Their Spoken Interaction Using CEFR. (Indonesia,2017),

Boud, D. &Falchikov, N. (1989).Quantitative Studies of Self-assessment in HigherEducation: A Critical Analysis of Findings. Higher Education, 18(5)

Boud, D. (1995c), How can self-assessment be implemented? In D. Boud, Enhancing learning through self-assessment. New York: RoutledgeFalmer.

Brijandi, P. &Tamjid, N. (2012).The role of self- peer and teacher assessment in promoting Iranian EFL learners’ writing performance.Assessment & evaluation in Higher Education, 37(5)

Butter, Y. G & Lee, J. (2010).The effect of self-assessment among young learners of English.Language testing. 27 (1)

David Wilkinson & Peter Birmingham, Using Research Instruments: A Guide for Researchers. (London and New York; Rutledge Farmer. 2003)

de la Fuente, J., y Justicia, F. (2007). The DEDEPRO Model for Regulating Teaching and Learning: recent advances. Electronic Journal of Research in EducationalPsychology, 5(3)

Deci, E. L., & Ryan, R. M. (1985).Intrinsic motivation and self-determination in humanbehavior. New York: Plenum

Panadero and Alonso-Tapia.Self-assessment:Theoretical and Practical Connotations.When it happens, How is it Acquired and What toto to Develop it in our Students. (Universidad Autonoma de Madrid: Electronic Journal of Research in Educational Psychology,2013)

Falchikov, N. (2003). Involving students in assessment.Psychology Learning and Teaching, 3(2)

Fiona S. Meddings and Christine A. Dearnley, students self-assessment and its impact on learning – A pilot study.(United Kingdom: Nurse Education Today, 2006),

Fulcher, G. (2010). Practical Language Testing.London: Hodder Education Geeslin, K.L. (2003) student self-assessment in the foreign language classroom: The place of authentic assessment intruments in the Spanish language classroom. Hispania,86(4)

Downloads

Published

15-06-2021

How to Cite

Ramadhani, P. L. ., & Lismay , L. . (2021). The Student’s Self-Assessemnt on Their English Language Learning at 5th grade in Madrasah Sumatera Thawalib Parabek . Jurnal Pendidikan Tambusai, 5(2), 2511–2516. Retrieved from https://jptam.org/index.php/jptam/article/view/1226

Issue

Vol. 5 No. 2 (2021): 2021

Section

Articles of Research

Citation Check

License

Copyright (c) 2021 Putri Laila Ramadhani, Lely Lismay

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).