S ING 1104789 Chapter5

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Sonia Destrie Pratidina, 2016

THE IMPLEMENTATION OF PEER ASSESSMENTAS A METHOD IN ASSESSING STUDENTS’ D ESCRIPTIVE TEXT

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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

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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

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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