SELF ASSESSMENT IN THE TEACHING OF ARGUMENTATIVE WRITING

Rahmawati Upa', Andi Mangnguntungi Sudirman

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This study investigated the effect of using self-assessment on Students’ argumentative writing. The purpose of this study was to find out whether or not the use of self-assessment as was effective in developing students’ English writing performance, argumentative writing processes specifically. The participants of this study consisted of 26 students chosen by using cluster random sampling. The results obtained from pre-test shows that students’ writing performance was poor. However, the results obtained from the post test showed improvement in English writing performance using self assessment technique. It is proven by the data of pre and posttest, where the mean score of the pretest is 48 and the posttest is 75. The p-Value (0.00) was lower than α (0.05). It indicated that the alternative hypothesis (H1) was accepted and null hypothesis (Ho) was rejected. It means that self assessment can significantly improve the students’ argumentative writing.

Key words: Self Assessment, students’ achievement, argumentative writing .

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Referensi


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