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T .............................................................................................. i L
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1 ……… ... 6 n
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i x A L E R F O W E I V E R . I I R E T P A H
C TEDLITERATURE 01
1 .
2 Theoreitca lDescripiton……… .. 0. 1
1 . 1 .
2 Assessmen tinGeneral……… .. 01
2 . 1 .
2 P irnciple so fPee rAssessmen t……… ... 21 .
1 .
2 3Procedure so fPee rAssessment………. .. 31 4
. 1 .
2 Pee rAssessmen tandAssessmentf o rLearning……… ... 41 5
. 1 .
2 Pee rAssessmen ta C s ooperaitveLearning………. . 81
6 . 1 .
2 Pee rassessmen ta saPar to fFormaitveAssessmen t………….. 91 a
u l a v E r o f a ir e ti r C 7 . 1 .
2 itngSpeech……….. 20 2
.
2 Theoreitca lFramework……… .. 22
H C R A E S E R . I I I R E T P A H
C METHODOLOGY 25
1 .
3 ResearchMethod…..………... 5 .. 2
2 .
3 ResearchParitcipants……….. .. 62
3 .
3 ResearchI nstruments……….. .. 72
4 .
3 DataGatheirngTechnique……….. ... 92
5 .
3 DataAnalysi sTechnique……..……….. ... 33
6 .
3 ResearchProcedure………. .. 73
E R H C R A E S E R . V I R E T P A H
C SULTSANDFINDINGS 39 1
.
4 TheI mplementaitono fPee rAssessment………. .. 93 w
o H 2 .
4 Pee rAssessment HelpsI mproveStudents’ g
n i k a e p
ii x N
O I S U L C N O C . V R E T P A H
C SANDRECOMMENDATIONS 58 s
n o i s u l c n o C 1 .
5 ……… 85 5.2Recommendaitons……….. 95
S E C N E R E F E
ii i x
S E L B A T F O T S I L e
l b a
T Page
Table2.1 .14Pointsf o rPubilcSpeaking……….. 12 f
o n o it p ir c s e D e h T . 1 . 3 e l b a
T Da at Needed………... .. 03 o
it a t n e m e l p m I e h t f o n o it a v r e s b O e h t f o t l u s e R e h T . 1 . 4 e l b a
T no fPee r
… t n e m s s e s s
A ……… . 93 s
s e s s A r e e P f o n o it a t n e m e l p m I e h T . 2 . 4 e l b a
T ment( close-ended)……….. ... 40 s
t n e d u t S s p l e H t n e m s s e s s A r e e P w o H n o n o i n i p O ’ s t n e d u t S . 3 . 4 e l b a T
s o l c (. s ll i k S g n i k a e p S r i e h T e v o r p m
I e-ended)………. ... 54
n o it a t n e m e l p m I e h t n o n o i n i p O ’ s t n e d u t S e h t f o n o it a c if i s s a l C e h T . 4 . 4 e l b a T
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n o it a v r e s b O . 1 x i d n e p p
A Sheet……… ... 64 b
O e h t f o a t a D w a R . 2 x i d n e p p
A servaiton……….. ... 56
. 3 x i d n e p p
A Pee rAssessmen tRub irc……… .. 96
Q . 4 x i d n e p p
A uesitonnarie……… 71
5 x i d n e p p
A . BlueP irn to fQuesitonnarieResutl( Close-endedquesitons)… .. . 47
6 x i d n e p p
A . Students ’Response sont heOpen–endedQuesitonnarie
it s e u
Q ons……… ... 79
7 x i d n e p p
A . InterviewGuide……… ... 88
8 x i d n e p p
1
I R E T P A H C
N O I T C U D O R T N I
Thi schapte rdiscusse sthe inrtoduciton o fthe study which include sthe
h c r a e s e r , n o it a ti m il m e l b o r p , n o it a l u m r o f m e l b o r p , y d u t s e h t f o d n u o r g k c a b
.s m r e t f o n o it i n if e d e h t d n a , s e v it c e j b o
1 .
1 ResearchBackground
Assessment i san i mpo tran tpatr i n et h teaching l earning process . tIi sa
g n it e r p r e t n i d n a , g n ir o c s , g n i d r o c e r , g n it c e ll o c , g n i b ir c s e d , g n i v r e s b o f o s s e c o r p
s s e c o r p g n i n r a e l g n i h c a e t a n i t n e m s s e s s A . g n i n r a e l s ’t n e d u t s a t u o b a n o it a m r o f n i
e t y b e n o d y l n o t o n s
i acher sbu ti ti salso doneby the student sin a classroom .
s e s s a o t s t n e d u t s e h t y b e n o d s i h c i h w t n e m s s e s s
A st hei rclassmates ’pefrormance
. t n e m s s e s s a r e e p d e ll a c s i
Pee rassessmen tha simpo tran troles to play in formaitve assessmen tby
g n i v l o v n
i studentsi n j udging t hework oft hei rfirends .Besides ,pee rassessmen t
n a c t n e m s s e s s a r e e P . t n e m s s e s s a e v it a m m u s n i t n e n o p m o c a s a d e s u e b o s l a n a c
g n i n r a e l ’ s t n e d u t s e h t f o s s e c o r p e h t s a n e e s e b o s l
a in which students l earn by
. g n i s s e s s a
m s s e s s a r e e
P en tcanbecariredou tonone- ot -one,i nasmal lgroup ,andi n
. g n it t e s p u o r g e g r a
l On one- ot -one assessment , a students ’ performance i s
2 .
1 ResearchProblem
Thisr esearchwould ilket oaddresst woquesitons .Theyare:
.
1 How i spee rassessmenti mplementedi n PubilcSpeaking clas so ftheEngilsh
u d E e g a u g n a
L caitonStudyProgramo fSanataDharmaUniverstiy?
.
2 How doe spee rassessmen thelpi mprovestudents’(bothspeake randassessor)
g n i k a e p
s skills?
3 .
1 ProblemLimtia iton
Thi sstudy only focuse son the effor tto invesitgate the Pubilc Speaking
g n i k a e p S c il b u P n i t n e m s s e s s a r e e p f o n o it a t n e m e l p m i e h t n o n o i n i p o ’ s t n e d u t s
f o s s a l
c the Engilsh Language Educaiton Study Program o fSanata Dharma
i n
U verstiy and how i thelpsi mprove student sspeaking skills. Thi sstudy i salso
f o s t n e d u t s r e t s e m e s h tf if e h t o t d e ti m
il the Engilsh Language Educaiton Study
r e t s e m e s h tf if e s o h c r e h c r a e s e r e h T . 2 1 0 2 / 1 1 0 2 f o r a e y c i m e d a c a e h t n i m a r g o r P
h t e s u a c e b s t n e d u t
s eyaret akingPubilcSpeakingcourse.
4 .
1 ResearchObjecitve s
Throughi nvesitgaitngt he if tfh semeste rstudent so ftheEngilshLanguage
s i t n e m s s e s s a r e e p w o h d n if o t d e m i a s i y d u t s s i h t , m a r g o r P y d u t S n o it a c u d E
g n i k a e p S c il b u P n i d e t n e m e l p m
i clas sandhowi thelpsimprovestudent sspeaking
5 .
1 ResearchBeneif t
Student so fthe Eng ilsh Language Educaiton Study Program are requried
e v o r p m i o t s t n e d u t s r o f s y a w y n a m e r a e r e h T . g n i k a e p s n i e c n e t e p m o c e v a h o t
e n o ; s ll i k s g n i k a e p s r i e h
t o fthem i sthrough pee rassessmen tin the classroom.
n o t n e m m o c e d i v o r p n a c h c i h w n o it u b ir t n o c t s e g g i b s e v i g s r e e p m o r f t n e m s s e s s A
y a w e h t e v o r p m i o t k c a b d e e f r o n o it s e g g u s d n a h c e e p s a r e v il e d s t n e d u t s y a w e h t
s s i h t y ll u f e p o H . h c e e p s r i e h t r e v il e d y e h
t tudy can give contirbuiton to Engilsh
e g a u g n a
L Educaiton Study Program especially fo r the student s and othe r
.s r e h c r a e s e r
1 . 5 .
1 ForStudents
Through t hi sstudy, t hestudent swli lbeawaret ha tassessmenti sno tonly
a l li w s t n e d u t S . s e r u t c e l f o b o j e h
t lso reailze tha tpee rassessmen tin Pubilc
d n a h c e e p s g n ir e v il e d n i t s e b r i e h t o d o t m e h t g n i p l e h t a d e m i a s i s s a l c g n i k a e p S
r o f o s l a t u b r e v i e c e r e h t f o s ti f e n e b e h t r o f y l n o t o n s i t n e m s s e s s a r e e p t a h t e z il a e r
r e e P .t n e m p o l e v e d n w o r i e h t f o e s o p r u p e h
t assessmenti n Pub ilcSpeaking clas s
. g n i s s e s s a y b n r a e l o t s t n e d u t s e h t s p l e h
2 . 5 .
1 ForOther Rresearchers
n a c y d u t s s i h t y ll u f e p o
H bear eferencet o help t hef uturer esearcher swho
e b y a
m interested in the related topic .Thi sstudy provide ssome informaiton
6 .
1 Deifni itono fTerms
e v i g l li w r e h c r a e s e r e h T . y d u t s s i h t n i d e s u s m r e t e m o s e r a e r e h T
n o it a n a l p x
e o feach of t hem i n ordert o avoid misinterpretaiton .Thoset erm sare
r e e
p ,assessment ,pee rassessment ,pub ilc speaking ,and formaitve assessment .
:t r a p g n i w o ll o f e h t n i d e t a t s e r a s m r e t e s o h t f o s n o it a n a l p x e e h T
1 . 6 .
1 Peer
According Homby (1995) ,pee r(noun )i s“a person who i sequa lto
y ti li b a r o s u t a t s , k n a r r e h t o n
a ”(p.225).I nt hiss tudypeersr efert ot hes tudentsi na
t n e m s s e s s a s s a l c g n i k a e p S c il b u
P .
2 . 6 .
1 Assessmen t
6 0 0 2 ( t n e m y a
R ) descirbe s assessmen t a s a method and proces .s
e h t r a f w o h e r u s a e m o t g n i n r a e l n i d e s u d o h t e m a s i t n e m s s e s s a , r e h o t g n i d r o c c A
g n i h c a e
t -learning proces s happen ,also to gain and collec t feedback on the
g n i h c a e
t -learning proces .s Sheadds ,assessment i salso a proces so fevaluaitng
’ s t n e d u t s g n it n e m u c o d f o s s e c o r p e h t d n a t x e t n o c l a n o it a c u d e n a n i h ti w s t n e d u t s
. e d u ti tt a d n a , ll i k s , e g d e l w o n k
r e h t ,r e v e w o
H esearche rha she rown deifniitonabou tassessmen twhichi s
f o s s e c o r p e h t s i t n e m s s e s s a , r e h c r a e s e r e h t o t g n i d r o c c A . y d u t s s i h t n i d e s u
n i t n e m p o l e v e d d n a t n e m e v e i h c a r i e h t e r u s a e m o t g n i n r a e l ’ s t n e d u t s g n it a u l a v e
. g n i n r a e l ri e h t
5 . 6 .
1 Forma itveAssessment
Brown( 2004)stated t ha t“formaitveassessmen tevaluaitng student sint he
e h t g n i m r o f f o s s e c o r
p students’competencie sand skill swtih t hegoa lo fhelping
m e h
t to conitnue tha tgrowth process” (p.6) .In thi sassessmen tthe key to such
e h t y b d e r e v il e d s i n o it a m r o f n
i teache r and internailzed by the student s o f
. . g n i n r a e l f o n o it a m r o f e r u t u f e h t d r a w o t e c n a m r o f r e p n o k c a b d e e f e t a ir p o r p p a
In t hi sstudy ,formaitveassessment i sseen ast he proces so fforming t he
l o v n i h g u o r h t s ll i k s d n a s e i c n e t e p m o c g n i k a e p s ’ s t n e d u t
s ving the student sin
r a s t n e d u t S . s e c n a m r o f r e p ’ s r e e p r i e h t g n i s s e s s
a e involved to give comment so r
0 1
I I R E T P A H C
F O W E I V E
R RELATEDLITERATURE
a s i r e t p a h c s i h
T imed to discus sthe theory undelrying the study .Thi s l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t e r a y e h t s t n i o p n i a m o w t s r e v o c r e t p a h c
. k r o w e m a r
f
1 .
2 Theoreitca lDescripiton
h c s i h t n i r e h c r a e s e r e h
T apte rmake saneffo trt o gathert heo iresr elated t o t
n e m s s e s s
a in general, p irnciples fo pee r assessment , procedure o f pee r assessment , pee rassessmen tand assessmen tfo rlearning , p re ae ssessmen ta s cooperaitve learning, pee rassessmen ta sa par to fformaitve assessment, a nd crtieirafo revaluaitng speechest o suppo tr t heresearch .Thet heo ire swerestated
. g n i h c a e t e g a u g n a l n i s tr e p x e y b
1 . 1 .
2 Assessmen tinGeneral
Assessmen ti sthe proces so fgatheirng and discussing informaiton from e
s r e v i d d n a e l p it l u
m source sin orde rto develop a deep understanding o fwha t r i e h t f o t l u s e r a s a e g d e l w o n k r i e h t h ti w o d n a c d n a , d n a t s r e d n u , w o n k s t n e d u t s
.
d SummaitveAssessment
Summaitve assessmen taim sto measure ,o rsumma irze swha ta studen t e
s r u o c a f o d n e e h t t a s r u c c o y ll a c i p y t d n a d e p s a r g s a
h o runi tofi nsrtuciton . tIi s
r o m a r g o r p e h t f o d n e e h t t a g n i n r a e l f o l e v e l e h t k c e h c o t d e s
u uni tofi nsrtuciton.
s e l p i c n i r P 2 . 1 .
2 Po f eerAssessmen t
t a h t d e t a t s ) 3 9 9 1 ( ll e v r e m m o
S pee rassessmen tprovide sstudentswtih t he ri
e h t p o l e v e d o t y ti n u tr o p p
o own skill so frelfeciton ciritcally asses sthei rown t
c u d o r p l a n if e h t e c n a h n e d n a e c n a m r o f r e
p .Pee rassessmen talso provide sthe s
r e e p r i e h t m o r f n r a e l o t s t n e d u t s r o f y ti n u tr o p p
o .
n o s t n e d u t s r e h t o o t k c a b d e e f g n i d i v o r p s t n e d u t s s e v l o v n i t n e m s s e s s a r e e P
. k r o w r i e h t f o y ti l a u q e h
t Falchikov (2007 )stated t ha t“pee rassessmen trequrie s t c u d o r p a n o s r e e p r i e h t o t ) h t o b r o ( s e d a r g r o k c a b d e e f r e h ti e e d i v o r p o t s t n e d u t s
h c i h w t n e v e r o t c u d o r p t a h t r o f e c n e ll e x e f o a ir e ti r c e h t n o d e s a b , e c n a m r o f r e p r o
n e d u t
s t smayhavebeeni nvolvedi ndetermining” (p.132) .
According t o Qu &Yang i n Journa lo fLanguageTeachingand Research , 6
7 7 . p p , 6 . o N , 1 . l o
V -781 ,Novembe r2010 effecitve pee rassessmen tneed sa :
e r a y e h t s e l p i c n ir p t n e m s s e s s a e l b a n o s a e r
.
1 Thel earningt arget swhicharegoingt obeassessedmus tbeclea.r .
2 T heselectedassessmentt echnique sshouldservet heneed soft hel earner .s .
3 Bes uret ousemulitplei ndicator so fachievementf o reachl earningt arget. .
e e h t , t n e m s s e s s a r e e p f
o xpectaiton so fthem a smember sparitcipaitng in .
k r o w p u o r g s d r a w o t e t u b ir t n o c d l u o h s y e h t w o h d n a k r o w p u o r g
. 1 .
2 3 Procedureo fPeerAssessmen t
r e e P . t n e m s s e s s a r e e p s i t n e m s s e s s a g n i k a e p s n i a e r a g n i s i m o r p r e h t o n A
n r a e l , s l a o g g n i n r a e l r i e h t f o e r a w a e r o m e m o c e b s r e n r a e l s p l e h t n e m s s e s s a
t i e s u a c e b l u f e s u s i t n e m s s e s s a r e e P . r e h t o h c a e m o r f n r a e l d n a , n o it a u l a v e h u o r h t
a e t s w o ll
a cherst o sharesomeoft her aitng r esponsiblitiy wtiht hei rstudents ,and y b d e t a r fi g n i m u s n o c e m it s i h c i h w , t n e m s s e s s a g n i k a e p s n i l u f e s u y ll a i c e p s e s i ti
g n i d r o c c A . y l n o n o s r e p e n
o to Ballantyne ,Hughe s & Mylonas(2002 )thereare n
i o d f o s e r u d e c o r p e m o
s g ep e rassessmen.t .
1 Teache r he s lp student s learn to do the assessmne t task by giving detai l s
n o it c u rt s n
i .
.
2 Teache rengages andencourages studentstodoassessmentt ask .s .
3 Teache rdeifnet hecrtieirao fpee rassessments ot hatt hel earner scanuset hem. .
4 I ti sa good idea fo rteache rto inform tha tthe performance wli lbe assessed a
u g n a l , n o it a z i n a g r o , h c e e p s f o t n e t n o c n o g n i d n e p e
d ge used ,voice , itming
. y ti r g e t n i d n a e c n a r a e p p a , e d u ti tt a , g n i c a p d n a .
5 Teacherf unciton sast hemonito roft hepee rassessmen tacitv .ti y .
6 Wtihou tbeingasked thet eache ralsogive sdrieciton showt o doeffecitveand .
According to Spiller (2011) , there are some reasons rf o using pee r n
i t n e m s s e s s
a PubilcSpeaking. .
1 Pee r assessment can encourage collaboraitve learning through interchange .
e c n a m r o f r e p d o o g s e t u ti t s n o c t a h w t u o b a .
2 Student scanhelpeachothert omakesenseoftheril earningandunderstanding s
e c c o r p g n i n r a e l e h t f o p s a r g d e t a c it s i h p o s e r o m a t e g o t d n a .
3 Pee rassessment can be used effecitvely in the developmen to fstudents ’ .
e c n a m r o f r e p .
4 Student sengagedi ncommentaryont heworko fother scanheightent hei rown s
e c i o h c l a u t c e ll e t n i g n i k a m d n a t n e m g d u j r o f y ti c a p a c .
5 Student sreceiving feedback from t hei rpeer scan ge ta wide rrangeofi dea s e
t o m o r p o t k r o w r i e h t t u o b
a developmen tandi mprovemen.t .
6 The focu so fpee rassessment can be on process ,encouraging student sto .s
a e d i ri e h t y fi r a l c .
7 Pee rassessmen tproces scan help student slearn how to receive and give .s
t x e t n o c k r o w t s o m f o t r a p t n a tr o p m i n a s i h c i h w k c a b d e e f
2 .. 14 PeerAssessmne tandAssessmentf orLearning
I tmigh tbemonotonou s fit heassessmen tonlycomesf romt hel ectureri n e
p s c il b u p y r e v
e aking class . The sutdents need anothe r greate r vairety o f r
e h t o g n i s s e s s A . k c a b d e e f r o s t n e m m o c , s n o it s e g g u
s sperformance spreparest he
s r e h c a e t e b o t e c it c a r p o s l a y a m s t n e d u t s e h T . e c n a m r o f r e p n w o r i e h t r o f s t n e d u t s
y ti n u tr o p o e h
t i tprovidesf o rstudentst oh elpeachothe rwtihmulitpleperspecitve d
n
a consrtucitve suggesitons .Morir s(2001 )suggest stha tinvolving student sin g n i n r a e l e h t f o t r a p l a r g e t n i n a g n i m o c e b t n e m s s e s s a s e t a ti li c a f s s e c o r p e h t
s s a f o m r o f s i h T . s s e c o r
p essmen thas a valuable role in formaitve assessmen t o t r e h t o h c a e n o k c a b d e e f g n i d i v o r p s t n e d u t s n o s u c o f y e k e h t h ti w s e s s e c o r p
. ) 1 0 0 2 e c a R ( s ll i k s d n a e g d e l w o n k f o t n e m p o l e v e d r e h tr u f m r o f n i
There are some capabiilite swhich can be developed in student sby :
t n e m s s e s s a r e e p
.
a Increasedunderstandingoft hei rownl earnings tyle .
b Ciritca levaluaiton skill sthrough commen itng on othe rstudents ’work o r e
c n a m r o f r e p .
c Increasedawarenes so fpersonals ensiitvewhenr eceivingf eedback .
d Openmindednesst hroughoffeirngciritcism ,ss uggesitons ,predicitons
According to RMIT Universtiy (2008) ,example so fwhen to use pee r e
d u l c n i t n e m s s e s s
a s:
.
a Commenitngonothers ’performance .
b Pubilclygradingcolleagues ’presentaitons .
c Discussingands uggesitngi mprovement so fothers ’work.
Thepotenita lfo rpee rassessmentt o promotestudents’l earning ha sakey t
a i c o s s a s a e d i e h t n i e c a l
p ed wtih assessmentf orl earning o rassessmen tused fo r n
I . s e s o p r u p e v it a m r o
f the classroom assessmen t fo r studen t learning , the m
s s e s s
a en tproces sand ti sresul ttu rn into insrtucitona linterveniton swhich are n
g i s e
. e c n e d if n o
c Pee rassessment i salso avaluableassessmentf orl earning procedure e
h t n o e k a t y e h t s a d e t o m o r p s i g n i n r a e l t n e d u t s e s u a c e
b role so fteacher sand
t n e m s s e s s a f o e s n e s e k a m o t r e i s a e t i d n if s t n e d u t s d n a , r e h t o h c a e f o s r e n i m a x e
s t n e d u t s r e h t o f o k r o w e h t e n i m a x e y e h t fi a ir e ti r
c alongsidet hei rown (Black &
.) 6 0 0 2 , m a il li W
& s e m a
J Pedde r(2006 )explained t ha t “pee rassessmen tand assessmen t a
s e v l o v n i l a r e n e g n i g n i n r a e l r o
f changing role fo rstudents in which t hey are m n o i s i c e d d n a s s e c c o r p g n i n r a e l d n a g n i h c a e t f o t r a e h e h t o t n i t h g u o r
b aking”
(p.28 .) From t he explanaiton above , tii sclear t hat i n pee rassessment ,students t
n a tr o p m i y a l
p role sasteacherf o rother sanddecisionmake.r
According to Whtie (2009) ,p eer assessmen twhich involve sstudent sin s
e g a t n a v d a l a it n e t o p e m o s s a h t n e m s s e s s a f o s s e c o r p e h
t and disadvantages. T he
e e p f o s e g a t n a v d a s i d d n a s e g a t n a v d
a rassessmen tare men iton in the following :t
r a p
.
A Theadvantage so fpeerassessmnet
.
1 Assessmenti sapar tofl earning .
2 Helpss tudentst obecomemoreautonomou ,sr esponsibleandi nvolved .
3 Student sno tonly montio rthe studie so fother sbu talso make some ciritca l .s
i s y l a n a .
4 Help sclarfiyassessmen tcrtieira .
5 Givess tudent sawiderr angeoff eedback .
.
7 Severa lgroup scan be run a tonce a sno tal lgroup srequrie the lecturer’ s e
c n e s e r p
t n e m s s e s s a r e e p f o s e g a t n a v d a s i d e h T .
B
.
1 Student smayl ackt heablitiyt oevaluateeachother .
2 Student smaynott ake tis eirously
g n i e b f o y ti li b i s s o p e h t f o e s u a c e b g n i k r a m r e e p e k il t o n y a m s t n e d u t S . 3
d o o t s r e d n u s i m g n i e b , t s n i a g a d e t a n i m ir c s i
d .
.
4 Wtihoutl ectureri nterven iton,s tudent smaymisinformeachother
. 1 .
2 5 PeerAssessmen ta sCoopera itveLearning
According to Johnson & Johnson (1994 ,) cooperaitve learning can be s
a d e n if e
d “a learning where student sworking togethe rto accompilsh shared e
z i m i x a m o t d n a s l a o g g n i n r a e
l thei rown and thei rgroup-mate sachievement s ( .p227) .Accordingt oSalvin( 1995 ,)t hei deao fCooperaitveLearningi st ha t“ the
t a m m a e t ri e h t r o f e l b i s n o p s e r e r a d n a n r a e l o t r e h t e g o t k r o w s t n e d u t
s es ’as t hei r
n w
o ” 5(p. ) .Thegoa lof CooperaitveLearning tisefl ,accordingt o Slavin, i st ha t y e h t g n i d n a t s r e d n u d n a t p e c n o c , e g d e l w o n k r i e h t e v o r p m i o t e l b a e r a s t n e d u t s e h t
. y t e i c o s e h t o t n o it a m r o f n i e t u b ir t n o c d n a e l b a tr o f m o c l e e f , d e e n
Pee rassessmen ti sincluded a sone Cooperaitve Learning form by some e r a s t n e d u t s e h T . s t n e d u t s e h t g n o m a n o it a r e p o o c s e v l o v n i t i e s u a c e b s tr e p x e
o t e l b i s n o p s e r e r a s t n e d u t s e h t ,s p u o r g e s o h t n I .s p u o r g l l a m s n i k r o w o t d e n g i s s a
e m m o c e v i
. 1 .
2 7 Crtieriaf orEvalua itngSpeeches
Speaker sneedt oknowt hecrtie iraf o revaluaitngs peeche ssot hatt heycan i d e ri u q e r a ir e ti r c e h t l l a g n i h s il b a t s e y b h c e e p s r i e h t f o y ti l a u q e h t e v o r p m
i n
. h c e e p
s According to Hasilng (1988:13 ) there are eigh t crtieira needed fo r :
s e h c e e p s g n it a u l a v e
.
1 Content
t I . e c n a v e l e r d n a e c n a c if i n g i s e m o s e v a h t s u m h c e e p s e h t f o e c n a t s b u s e h T
. e c n e i d u a e h t f o s t s e r e t n i d n a s d e e n e h t o t l a e p p a t s u m .
2 Organizaiton f n i e h
T ormaiton mus tbe presented in some sor to flogica lsequence .The , s n o it n e t n o c n i a m r a e l c , e s o p r u p f o t n e m e t a t s a n i a t n o c d l u o h s h c e e p s
o p p u
s ritngi nformaiton .Andaconclusion. .
3 Language
, y lt c e r r o c s d r o w e c n u o n o r p , y l e v it c e ff e d r o w e s o o h c d l u o h s r e k a e p s e h T
.r a m m a r g e t a ir p o r p p a d n a r e p o r p e s u d n a , y lr a e l c .
4 Voice
t s u m r e k a e p s e h
T havesufifcien tvolumet o makesuret ha tal laudiencecan .r
a e h .
5 TimingandPacing
y lr a e l c o t e n o y r e v e s ti m r e p h c i h w e t a r a t a d e r e v il e d e b d l u o h s h c e e p s e h T
n a , e g a s s e m e h t d n a t s r e d n
u d i tshould conform to the itme ilmti so fthe .
.
6 Atttiude
d n a r e tt a m t c e j b u s e h t d r a w o t e d u ti tt a e v it i s o p e v a h d l u o h s r e k a e p s e h T
. e c n e i d u a e h t d r a w o t .
7 Appearance
c o e h t r o f y l e t a ir p o r p p a d e s s e r d e b d l u o h s r e k a e p s e h
T casion .The speake r
j o r p d l u o h
s ec tan ai ro fcon ifdence to the audience .Posture ,gesture ,facia l .
e g a s s e m e h t e c r o f n i e r d l u o h s t n e m e v o m d n a , n o i s s r p x e .
8 Integrtiy
e h t e r u s s a o t r e d r o n i y ti r g e t n i f o s e it il a u q t c e j o r p d l u o h s r e k a e p s e h T
a h t e c n e i d u
a t heors hei srtustwo trhy ,credible ,andresposible.
o s l a t n e m s s e s s a r e e p g n i o d n i , s t n e d u t s , e v o b a a ir e ti r c t h g i e e h t s e d i s e B
e s s a d e e
n ssmen trub ircs so they can easliy asses sthei rfirend’s pefrormance . o
t g n i d o r c c
A Yamashrio & Johnson (1997) ,there are fou treen point sfo rpubilc a
h t g n i k a e p
s tusedi npee rassessmentr ub irccrtieiron.
. 1 . 2 e l b a
T 14Pointsf o rPubilcSpeaking(fromYamashiro&Johnson ,1997) a
e r A g n i k a e p
S Point s fo r Pubilc g n i k a e p
S Comments
l o rt n o C e c i o
V 1. Projeciton Speaking loud enough (no t too tf
o s o o t r o d u o l .
2 Pace Speaking a ta good rate (no ttoo )
w o l s o o t r o t s a f .
3 Intonaiton Speaking using prope r ptich s
e s u a p d n a s n r e tt a p .
4 Diciton Speaking clealry (nomumbilng o r )t
n e c c a g n ir e f r e t n i e
g a u g n a L y d o
B 5. Posture Standing wtih back srtaigh t and d
e x a l e r g n i k o o l .
6 EyeContact Looking audience member sin the e
a e r A g n i k a e p
S Point s fo r Pubilc g n i k a e p
S Comments
.
7 Gesture Using few , well-itmed gestures , g
n it c a rt s i d g n i h t o n l
a r O f o t n e t n o C
n o it a t n e s e r
P 8. Inrtoduciton Ithnecsluisds intagteamtteenntiton-getitng device , .
9 Body Using academic wiritng srtucture s
n o it i s n a rt d n a .
0
1 conclusion Including restatemen/tsummaiton t
n e m e t a t s g n i s o l c d n a s
s e n e v it c e f f
E 11.Topic Choice picking a topic tha t i s e
c n e i d u a e h t o t g n it s e r e t n i .
2
1 LanguageUse Varying t ype so fclea rand correc t s
m r o f e c n e t n e s .
3
1 Vocabulary Using vocabulary appropirate to a
e h
t udience .
4
1 Purpose Fuflliilng the purpose o f the k
s a t g n i k a e p s
1 .
2 Theoreitca lFramework
g n i s u k r o w s ’ r e h t o h c a e s s e s s a s t n e d u t s t a h t s n a e m t n e m s s e s s a r e e P
t u b r e v i e c e r e h t f o s ti f e n e b e h t r o f y l n o t o n , k c a b d e e f e v i g d n a , a ir e ti r c t n a v e l e r
s o p r u p e h t r o f o s l
a e o fthei rown development .Consideirng the idea above the e
h t d n if o t d e t p m e tt a r e h c r a e s e
r answert o tworesearch quesitonst ha thavebeen o t d e r r e f e r r e h c r a e s e r e h t , n o it s e u q t s ri f e h t g n ir e w s n a n I . e n O r e t p a h C n i d e t a t s
.t n e m s s e s s a r e e p f o s e ir o e h t o w t
.
1 Theory o fpee rassessmen tbyQu andYangi n Journa lo fLanguageTeaching 6
7 7 . p p , 6 . o N , 1 . l o V , h c r a e s e R d n
a -781 ,Novembe r2010 which explained t
n e m s s e s s a r e e p e v it c e ff e f o s e l p i c n ir p e h
t .Using t het heo ire ,st her esearche r l
e h t y a w e h t e e s o t d e t p m e tt
a ectureri mplemented pee rassessmenti n Pubilc .s
.
2 Theory o fpee rassessmen tby Ballantyne ,Hughes & Mylonas (2002) .The n i d e r e d i s n o c e b d l u o h s t a h t s e r u d e c o r p e m o s e r a e r e h t t a h t d e n i a l p x e y r o e h t
.s s a l c g n i k a e p S c il b u P n i t n e m s s e s s a r e e p g n it n e m e l p m i
e h c r a e s e r e h t , n o it s e u q d n o c e s e h t r o
F rf ocused on somet heo ire so fpee r .
t n e m s s e s s a
.
1 The fris twa sthe theory o fpee rassessmen tby Sitggin s(2008 )which stated t
a h
t in pee rassessmen tstudent sare involved in montio irng and making ri
e h t f o t c e p s a t u o b a s t n e m e g d u
j peer’ sperformance. Pee rassessmen ti salso g
n i n r a e l t n e d u t s , e s a e r c n i o t d e n g i s e
d ,moitvaiton andcon ifdence .Thistheory .t
n e m s s e s s a r e e p n i s t n e d u t s e h t f o t n e m e v l o v n i e h t e v r e s b o o t d e s u s a w .
2 The second t heory wast heory o fpee rassessmen tby Race (2001 )abou thow t
n e m s s e s s a r e e
p can faclitiate behaviora l changed and the resul t o f pee r o
h e e s o t s a w t I . s t n e m e v o r p m i s e t a ti li c a f t n e m s s e s s
a w pee r assessmen t
o t d e t u b ir t n o
c students ’performancei nPubilcSpeakingclas .s .
3 Wh tie (2009 )stated tha tpee rassessmen twhich involve sstudents in the o t d e s u s a w y r o e h t s i h T . s e g a t n a v d a l a it n e t o p e m o s s a h , t n e m s s e s s a f o s s e c o r p
n o it a t n e m e l p m i e h t n o w e i v s t n e d u t s e h t e v r e s b
o o fpee rassessmenti n Pub ilc
Speakingclas .s .
4 The fo trh theory used in thi sresearch wa sthe theory o fpee rassessmen ta s cooperaitve learning .Pee rassessmen ti sincluded a sone of et h cooperaitve
e h t g n o m a n o it a r e p o o c s e v l o v n i t i e s u a c e b s tr e p x e e m o s y b m r o f g n i n r a e l
d n a t n e m s s e s s a r e e p o d s t n e d u t s e h t w o h e e s o t d e s u s a w y r o e h T s i h T . s t n e d u t s
p m i n i r e h t o h c a e p l e h y e h t w o
.
5 The if tfh theory usedi nt hisr esearchwa sat heoryo fpee rassessmen ta sapar t .t
n e m s s e s s a e v it a m r o f f
o Thi stheory wa sused to know the purpose o fpee r .s
s a l c g n i k a e p S c il b u P n i t n e m s s e s s a .
6 Anothert heory whic hi susedi nt hisr esearchi st het heoryaboutt hecrtieirao f h
c e e p s g n it a u l a v
e .Thist heorywa susedt oknowwhetert hestudent sareeasliy r
i e h t s s e s s a o t t o n r
o firend’sperformance. c s i d o t e r e w s e ir o e h t e s o h
T ove r how the students ’ respond to the p
f o n o it a t n e m e l p m
i ee rassessmenti nPubilcSpeakingclas so fEngilshLanguage m
a r g o r P y d u t s n o it a c u d
E o f Sanata Dharma Universtiy . Based on these e h t e z y l a n a l li w r e ti r w e h t , m e l b o r p h c r a e s e r e h t n o s e ir o e h t e h t f o s e c n a c if i n g i s
z i s e h t n y s d n a h c r a e s e r e h t m o r f d e tl u s e r a t a
d et heanswe roft her esearchproblem.
5 2
I I I R E T P A H C
Y G O L O D O H T E M
n i d e s u d o h t e m e h t t u o b a n o it a m r o f n i s t n e s e r p t r a p s i h
T thi sstudy .The
: s e v l o v n i n o i s s u c s i
d research method, r esearch paritcipants ,research i nsrtument ,s
s e u q i n h c e t g n ir e h t a g a t a
d ,anddataanalysist echnique.
1 .
3 ResearchMethod
In orde r to answe r the problems which are stated in the problem
d e y o l p m e r e ti r w e h t , n o it a l u m r o
f asurvey study . According t oA ry a tal(2002) ,
s
“ urvey i sar esearch techniquei nwhichdataaregathered by asking quesiton so f
a c s l a u d i v i d n i f o p u o r
g lled respondents“ (p.374) . Survey , in thi sstudy , wa s
t u o b a n o i n i p o ’ s t n e d u t s g n i k a e p S c il b u P d n if o t d e d e e
n the implementaiton o f
f o s s a l c g n i k a e p S c il b u P n i t n e m s s e s s a r e e
p t he Engilsh Language Educaiton
y d u t
S P gro ram o fSanata Dharma Universtiy. In this study the researche rused
n o it s e u
q n ea s ri ingatheirngdatat oanswert heproblemsf ormulatedi nt heproblem
h T . n o it a l u m r o
f ewrtier alsoconductedobservaitonandi nterviewi nt hisr esearch.
r e s b o e h
T vaiton wa sto observe how and when pee rassessmen tw s a done in
c s a w w e i v r e t n i e li h w s s a l c g n i k a e p S c il b u
P onducted to gain more informaiton
t u o b
a thei mplementaitono fpee rassessmenti nPubilcSepakingclas .s
3 .
3 ResearchI nstruments
To conduc tthe research ,the researche rmade use o fthree insrtument s
. w e i v r e t n i d n a , e ri a n n o it s e u q , n o it a v r e s b o y l e m a n
1 . 3 .
3 Observa iton
The observaiton wa sdonewtihin t heclas swhen t hestudent sweredoing
r e h t a g o t d e s u s a w n o it a v r e s b o e h T . s e c n a m r o f r e p ’ s r e e p r i e h t r o f t n e m s s e s s a e h t
e h t g n i o d e li h W . e n o d s a w t n e m s s e s s a r e e p f o n o it a t n e m e l p m i e h t w o h f o a t a d
n k o o t r e h c r a e s e r e h t , n o it a v r e s b
o ote s o f the stiuaiton in the clas s on the
e b o t t a h w t u o b a s t n i o p e m o s d e n i a t n o c t e e h s n o it a v r e s b o e h T . t e e h s n o it a v r e s b o
. d e v r e s b o
2 . 3 .
3 Quesitonnaire
The quesitonn ea s ri used fo rthi sstudy consiste d o ftwo pa tr squesiton ,they
n e p o d n a e s o l c e r e
w -ended quesitons .Thequesitonnaries wereused both t o ifnd
f o s s a l c g n i k a e p S c il b u P n i t n e m s s e s s a r e e p n o n o i n i p o ’ s t n e d u t s t u
o theEngilsh
e g a u g n a
L EducaitonStudyProgram SanataDharmaUniverstiy ,andalsot o give
r o t n e m m o c e v i g o t s t n e d u t s e h t r o f e c a p
s suggesiton on the implementaiton of
s s a l c g n i k a e p S c il b u P n i t n e m s s e s s a r e e
p and howi thelp sstudentsi mprovet hei r
s ll i k s g n i k a e p
s .Theclose-ended quesitons in t hequesitonnariewereusedt o ifnd
-r e e p f o n o it a t n e m e l p m i e h t n o n o i n i p o ’ s t n e d u t s e h t t u
o assessmen t whlie the
n e p
g u s r o t n e m m o
c gesiton on the implementaiton o f pee rassessmen tin Pubilc
. y ti s r e v i n U a m r a h D a t a n a S t a s s a l c g n i k a e p S
Ther esearche rusedLiker tscalewheret hevalueo feachcolumni sf rom1
e v it i s o p s t n e s e r p e r e u l a v h g i h d n a r e w s n a e v it a g e n s t n e s e r p e r e u l a v w o l e h T . 4 o t
: t n e m e e r g a g n i w o ll o f e h t d e n r e c n o c n m u l o c h c a e f o e u l a v e h T . r e w s n a
1wasf ors rtonglydisagree 2wasf o rdisagree
3wasf o ragree
4wasf ors rtonglyagree
The second par to fquesitonnarie(Par tII )wa sopen ended quesitons .The
n e p
o –ended quesiton swereused t o ifnd t hestudents ’commen to rsugesiton on
s s a l c g n i k a e p S c il b u P n i t n e m s s e s s a r e e p f o n o it a t n e m e l p m i e h
t .
3 . 3 .
3 Interview
s a w t I . d e t u b ir t s i d s a w e ri a n n o it s e u q e h t r e tf a e n o d s a w w e i v r e t n i e h T
e h t n i n o it s e u q e h t y fi r e v o t n e v i g s a w w e i v r e t n i e h T . s t n e d u t s e h t o t n e v i g
e h t , w e i v r e t n i e h t g n it c u d n o c n I . n o it a m r o f n i r e h tr u f n i a g o t e ri a n n o it s e u q
d e s u r e h c r a e s e
4 .
3 DataGatheringTechnique
There were some technique stha tthe researche remployed to obtain the
n o it s e u q g n it u b ir t s i d , n o it v a r e s b o g n i o d e r e w y e h T . d e d e e n a t a
d n ea sri , and
w e i v r e t n i g n it c u d n o
c s. The fris twa sdoing observaiton on tw o selected Pubilc
s s a l c g n i k a e p
S es. Theobservaiton swere aimeda tgathe irng i nformaiton o fhow
e h t n e h w s e s s a l c e h t n i h ti w e n o d s a w t I . m o o r s s a l c e h t n i e n o d s i t n e m s s e s s a r e e p
r o s ri a p n i d n e ir f r i e h t h ti w t n e m s s e s s a r e e p g n i o d e r e w s t n e d u t
s in group .s The
n o it a v r e s b
o s weredoneon 11 ,18, Septembe rand 16 November2011 ,a tweekly
g n it e e
m s o feachPubilcSpeakingclas .s
A tfe r gatheirng the fris t data through obseravaiton , the researche r
t s i d y b a t a d f o e p y t d n o c e s e h t d e t c e ll o
c irbuitngaquesitonn ea s ri todiscovert hei r
n o i n i p
o s on t hei mplementaiton o fpee rassessmenti n PubilcSpeakingclass .The
o it s e u
q nnaries distirbuted on 16 Novembe r2011 .The researche rcame to each
d e n i a l p x e r e h c r a e s e r e h T . s t n a p i c it r a p e h t t e e m o t s s a l
c wha tthe paritcipant s
o it s e u q e h t h ti w o d d l u o h
s nnarie .Thi saimed to make sure tha tal lparitcipant s
o it s e u q e h t n i s m e ti l l a f o g n i n a e m e h t d o o t s r e d n
u nnariesot hatt hepurposeoft he
n o it s e u
q nariecan beachieved and t o makesuret ha tallt hequesitonnariesheet s
e r e
w returned.
A er tf distirbu itng the quesitonnarie , the researche r explained the
n o it s e u q e h t t u o l li f o t e r u d e c o r p e h t d n a n o it c u rt s n
i narie .Researche rgave itme
o it s e u q e h t t u o l li f o t s t n a p i c it r a p e h t r o f s e t u n i m e v if y t n e w t t u o b
a nnarie .
Then ,on 23 ,Novembe r2011 the researche rconducted the interview .
e e r g a o h w s t n a p i c it r a p e h t d e t n e s e r p e r t a h t s e e w e i v r e t n i r u o f e r e w e r e h
e e r g a s i
d d wtih t hei mplementaiton o fpee rassessmnent i n pubilc speaking clas .s
r e h c r a e s e r e h
T usedat oo lfo rcollecitngt hedata;i twa sar ecorder .
1 . 3 e l b a T
d e d e e N a t a D e h t f o n o it p i r c s e D e h T
Q
R Componen t f o
n o it a g it s e v n i
d e d e e N a t a
D Insrtuments
n o it v a r e s b
O Quesiton ina e
r Interview 1 Pirnciple s o f
r e e p
t n e m s s e s s a
t e g r a t g n i n r a e l e h t s I
h
w ich i s going to be ?
r a e l c d e s s e s s a
1 . o n
d e t c e l e s e h t o D
s e u q i n h c e t t n e m s s e s s a
e h t f o s d e e n e h t e v r e s
? s r e n r a e l
2 . o
n n o.1
m s s e s s a e h t s a
W en t
o t r e d r o n i e d a m c ir b u r
d n a t s r e d n u s t n e d u t s t e l
e h t e g d e l w o n k c a d n a
r e e p ,
e s o p r u p
? t n e m s s e s s a
3 . o
n n o.2
e r u d e c o r
P o f
r e e p
t n e m s s e s s a
s e o
D the teache r give d n a n o it c u rt s n i r a e l c
o d o t w o h f o n o it c e ri d
? t n e m s s e s s a r e e p
4 . o
n no. 3
s e o
D the teache rdeifne e p f o a ir e ti r c e h
t e r
e h t t a h t o s t n e m s s e s s a
? m e h t e s u n a c s r e n r a e l
5 o n
s e o
D the teache rengage o d o t s t n e d u t s e h t
? k s a t t n e m s s e s s a
6 . o
n n o.4
a r o c n e r e h c a e t s e o
D g ge
o d o t s t n e d u t s e h t
? s a t t n e m s s e s s a
7 . o n
Moreover ,student swho had negaitve opinion on the implementaiton o f
y ll a t o t d n a e e r g a s i d e s o o h c o t d e d n e t , s s a l c g n i k a e p S c il b u P n i t n e m s s e s s a r e e p
t n e d u t s f o n o it a c if i s s a l c e m o s e d a m r e h c r a e s e r e h T . n m u l o c e e r g a s i
d s ’opinion
s n o it a c if i s s a l c e s e h t g n i k a m f o s e ir o g e t a c e h T . s tl u s e r e ri a n n o it s e u q e h t n o d e s a b
. n o it a r e d i s n o c g n i w o ll o f e h t n o d e s a b e r e w
Themaximumt otals coreoft otallyagreewas 108 (4X27) Themaximumt otals coreof agreewas 81( 3X27)
Themaximumt otals coreof disagreewa s54 ( 2X27) Themaximumt otals coreoft otallydisagreewa s27 (1X27)
The researche rmade three classi ifcaiton sof students ’opinion .The fris t
claci ifcaiton wa s to measure the opinion o f each respondent . The second
, t n e m e t a t s e ri a n n o it s e u q h c a e n o e s n o p s e r ’ s t n e d u t s e r u s a e m o t s a w n o it a c if i s s a l c
.s t n e d n o p s e r l a t o t f o n o i n i p o e h t e r u s a e m o t s a w n o it a c if i s s a l c d ri h t e h t d n a
1 . 5 .
3 Classi ifca itonofs tudents ’opinionbasedoneachrespondent.
From the tota lscore o feach quesitonnarie the classiifcaiton o fstudent s
i n o i n i p
o sdescirbedbelow:
2 - 77 4 :Verybadopinion 4 - 78 6 :Badopinion 6 - 78 8 :goodopinion
I tcould beclassiifed t hat t he studenthad posiitveopinion i fhis/her t ota l
w , x s a w e r o c
s here 68≤ x ≤108 and t he studentshad negaitve opinion i fhis/he r
7 2 e r e h w , x s a w e r o c s l a t o
t ≤x≤67
2 . 5 .
3 Classi ifca iton o f student s opinion based on each quesitonnaire t
n e m e t a t s
Totalr esponseo feachr esponser angedf rom55 ( i fallr espondent sanswe r
e h t l l a f i( 0 2 2 o t ) ) s t n e d n o p s e r 5 5 x 1 ( t n e m e t a t s e h t n o ” e e r g a s i d y ll a t o t “
e h T . ) ) s t n e d n o p s e r 5 5 x 4 ( t n e m e t a t s e h t n o ” e e r g a y ll a t o t “ r e w s n a s t n e d n o p s e r
o t r e d r o n i t n e m e t a t s h c a e f o e r o c s e s n o p s e r l a t o t e h t d e z y l a n a r e h c r a e s e
r see
f o n o it a c if i s s a l c e h T . d o o g y r e v r o , d o o g , d a b , d a b y r e v s a w e s n o p s e r e h t r e h t e h w
. s w o ll o f s a d e b ir c s e d s a w s e g n a r e s n o p s e r ’ s t n e d u t s
5 – 65 9 :verybadr esponse
9 – 87 1 3 :verybadr esponse 1 - 939 1 7 :goodr esponse 1 - 080 2 2 :verygoodr esponse
tI could beclassiifed t hatt hestuden thad posiitveopinion i fhis/he rscorewa sx ,
9 3 1 e r e h
w ≤x≤220andt hestuden twhohadnegaitveopinioni fhis/hert ota lscore
5 5 e r e h w , x s a
w ≤ x ≤138 .The classi ifcaiton wa sused to analyze the students ’
d e s a b n o i n i p
3 . 5 .
3 Classi ifca itonofs tudent sopinionbasedon t ota lrespondents
To conclude the students ’ opinion on the implementaiton o f pee r
d e z y l a n a r e h c r a e s e r e h t , I t r a p n i s s a l c g n i k a e p S c il b u P n i t n e m s s e s s
a the tota l
f i( 5 8 4 1 m o r f d e g n a r e r o c s e s n o p s e r l a t o t e h T . s t n e d n o p s e r e h t f o e r o c s e s n o p s e r
o t ) s t n e d n o p s e r 5 5 x s m e ti 7 2 x 1 ( ” e e r g a s i d y ll a t o t “ r e w s n a s t n e d n o p s e r e h t ll a
5 5 x s m e ti 7 2 x 4 ( ” e e r g a y ll a t o t “ r e w s n a s t n e d n o p s e r e h t l l a f i( 0 4 9 5
) ) s t n e d n o p s e
r .Thestudents ’opinionont hei mplementaitono fpee rassessmenti n
. l a v r e t n i g n i w o ll o f e h t g n i s u d e r u s a e m e b n a c s s a l c g n i k a e p S c il b u P
1485-2599 : verybadopinion 2600– 3712 :badopinion 3713-4826 :goodopinion 4827-5940 :verygoodopinion
Very bad and bad opinion swere considered a snegaitve opinion wh lie
d l u o c t I . n o i n i p o e v it i s o p s a d e r e d i s n o c e r e w s n o i n i p o d o o g y r e v d n a d o o
g be
e r e h w , x s a w e r o c s l a t o t r e h / s i h f i n o i n i p o e v it i s o p d a h t n e d u t s e h t t a h t d e if i s s a l c
3 1 7
3 ≤ x≤5940 and t hestuden thad negaitveopinion i fhis/hert ota lscorewa sx ,
5 8 4 1 e r e h
w ≤x≤3712 .Ther esearche rpresentedt hestudent sscoreo fpatrI i nt he
f o m r o
f table.
A tfe rprocessing the data from the quesitonnarie Par tI ,the researche r
n e p o s a w t a h t tr a p d n o c e s e h t o t e m a
c -endedquesitonnarier esutls .Ther esearche r
e m o s o t n i d e r e h t a g a t a d e h t g n i d o c d i d n e h t r e w s n a ’ s t n e d u t s e h t l l a d a e r
T . s e ir o g e t a
c hepercentage so fstudents’r esponse swerepresented i nt het ableand
Thenex tdatat obeanalyzedwast hedataf romi nterview .Ther esutlf rom
e i v r e t n
i wwasr ecordedi nt ableand ifnalyt irangulatedt hemwtiht heothe rdata
e s o l c h t o b s tl u s e r e ri a n o it s e u q e h t m o r
f -endedandopen-endedquesitonarie .s
6 .
3 ResearchProcedure
Thiss ecitonwa sabou thowt her esearche rconductedandmanagedt he
. e c n e u q e s n i h c r a e s e r
1 . 6 .
3 C oho singt hePar itcipants
Ther esearche rchooset heparitcipants;t heyweret he if tfhs emeste r
f o s t n e d u t
s et h Engilsh LanguageEducaitonStudyProgramSanataDharma
. e s r u o c g n i k a e p S c il b u P g n i k a t e r e w o h w y ti s r e v i n U
2 . 6 .
3 TheReviewo fLibraryData
e ir o e h t d e t a l e r d n if o t d e ir t r e h c r a e s e r e h
T s to the study to obtain the
o t n i d e if i s a l c e r e w s e ir o e h t e h T . n o it a l u m r o f s m e l b o r p e h t r o f d e d e e n n o it a m r o f n i
. d e z y l a n a e b o t m e l b o r p h c r a e s e r e h t n o d e s a b s tr a p e m o s
3 . 6 .
3 SurveyStudy
r e h t a g o t d e t c u d n o c s a w y d u t s s i h
T thei nformaiton f romt hesample .The
researche r designed the approp irate insrtumen t namely observaiton sheet ,
e ri a n o it s e u
4 . 6 .
3 Analtiy itca lStudy
n o it s e u q , t e e h s n o it a v r e s b o h g u o r h t a t a d e h t g n ir e h t a g r e tf
A naries ,and
, w e i v r e t n
i the researche rbegan to analyze the data .The data collected through
n o it s e u
q n ea s ri were analyzed by having the percentage o feach data obtained
e s o l c h g u o r h
t -ended quesiton wtih fou rop itona lanswers . The data gathered
s t n i o p n i a m f o s t s il o t n i d e t p ir c s n a rt e r e w s w e i v r e t n i h g u o r h
t o fthe interview .
n o i n i p o s ’t n e d u t s l l a r e v o e h t r e v o c s i d o t a t a d l l a d e z y l a n a r e h c r a e s e r e h t , n e h T
g n i k a e p S c il b u P n i t n e m s s e s s a r e e p f o n o it a t n e m e l p m i e h t n o s n o it s e g g u s d n a
f o s s a l
c the Engilsh Educaiton Study Program a tSanata Dharma Universtiy and
w o
