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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
s r e b m e m e h t y b d e s s e s s a s i e c n a m r o f r e p ’ s t n e d u t s a , p u o r g l l a m s a n I .r e e p a y b
a p u o r g e g r a l n I . p u o r g e h t f
o ssessment ,as tudents ’performancei sassessedbyal l
e h
t member soft heclas .s Thepracitceo fpee rassessmen tha sbeenr ecognizeda s
g n i v a
h beneftis in term so flearning gain ,and i sincreasingly used in highe r
l e v it c a e r o m s t n e d u t s e v l o v n i o t n o it a c u d
e y in the assessmen tproces s(Race &
. ) 5 0 0 2 , h ti m S
The involvemen t o fthe student s in assessmen tproces s through pee r
e h t s s e s s a s t n e d u t s n e h W . g n i n r a e l n o t c a p m i d n u o f o r p a s a h t n e m s s e s s a
o r i e h t o t e t u b ir t n o c y e h t s u h t ,s r e e p r i e h t f o e c n a m r o f r e
p wnl earning .Doing pee r
s , t n e m s s e s s
a tudent s can be moitvated fo r learning; student s take more
g n i n r a e l n w o r i e h t r o f y ti li b i s n o p s e
r .Besides ,they consider mistakes no ta s
y ti n u tr o p p o s a t u b e r u li a
f forr e-learning.
n
I the Engilsh Language Educaiton Study Program fo Sanata Dharma
n i s i m e h t f o e n o ; s e s r u o c e m o s n i d e t n e m e l p m i s i t n e m s s e s s a r e e p , y ti s r e v i n U
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 . e s r u o c g n i k a e p S c il b u P
y b s ll i k s g n i k a e p s c il b u p r i e h t e v o r p m i s t n e d u t s p l e h o t s m i a e s r u o c g n i k a e p S
assessing othe rstudents ’performance .s Assessing peers ’performance shelp t he
f o s t n e d u t
s the Engilsh Language Educaiton Study Program o fSanata Dharma
y ti s r e v i n
U to plan and deilve rthei rown performance sbetter .Through pee r
l b u P f o s t n e d u t s , t n e m s s e s s
a ic Speaking course also pracitce to develop thei r
b a t n e m s s e s s
a li . tiy Pee rassessmen talso i nvolve sachangingr olef o rstudent .s I n
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 t h g u o r b e r a s t n e d u t s t n e m s s e s s a r e e p
Beside ,s pee rassessmen ti shelpfu lfo rboth presente rand assessor .I t
t e v o r p m i h t o b s p l e
h hei rskills .The expeirence o fcommenitng on the work o f
t n e m s s e s s a o t n o it a l e r n i y ti v it c e j b o f o e e r g e d e m o s p o l e v e d s t n e d u t s s p l e h s r e e p
o t d e il p p a e b n a c h c i h w , a ir e ti r
c thei rownwork.
’ s t n e d u t s g n i v l o v n i y g e t a rt s a s a d e b ir c s e d e b n a c t n e m s s e s s a r e e P
s t n e d u t s n e h w r u c c o y ll a c i p y t d l u o w t a h t k r o w s r e h t o t u o b a s n o i s i c e
d come
r e h t e g o
t on a cooperaitve learning acitviites . The purpose o f using pee r
g n i h c a e t a n i t n e m s s e s s
a learning processi st o i ncreasestudents’ i nvolvementi n
s u c o f o t , s r e h t o n i t s u rt d n a s n o it c a r e t n i l a i c o s e s a e r c n i o t , s s e c o r p g n i n r a e l
e h t n i t n e d u t
s processr athe rthanint heproduc.t
e r o f e r e h
T , in orde rto make the implementaiton o fpee rassessmen tin a
y ll a i c e p s e m o o r s s a l
c in PubilcSpeaking coursework well ,student smus thavea
e e p t a h w t u o b a g n i d n a t s r e d n u r e tt e
b rassessmenti sand ti spurpose .Thel earning
e l b a tr o f m o c l e e f t s u m s t n e d u t S . e v it r o p p u s e b t s u m m o o r s s a l c e h t n i t n e m n o ri v n e
e n o t s u rt d n
a anotheri n ordert o providehones tand consrtucitvef eedback .They
. k r o w ’ s r e e p r i e h t n i r o f k o o l y e h t t a h w f o g n i d n a t s r e d n u r a e l c a e v a h t s u m
Pee rassessmen tin Pub ilc Speaking clas si salso one o fthe form so f
e d u t s t a h t s n a e m t I . g n i n r a e l e v it a r e p o o
c nt sasses seachother’ sperformanceusing
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
o k i h c l a F ( 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 r o f o s l
a v 2001) .According to
n o s n h o
J & Johnson (1994) ,cooperaitve learning i “ e s a l arning stiuaiton where
r i e h t 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 d e r a h s h s il p m o c c a o t r e h t e g o t k r o w s t n e d u t s
p u o r g r i e h t d n a n w
t e r e h w d o h t e m d l o e h t e s u a c e b d e p o l e v e
d eache ris the cenrta lo flearning and
informaiton source i sconsidered no trelevan tany more wtih the teaching and
. s y a d a w o n n o it a u ti s g n i n r a e l
y e h T . fl e s ti g n i n r a e l e h t f o r e t n e c e h t e m o c e b s t n e d u t s , t n e m s s e s s a r e e p n I
n e t n e s , n o it a z i n a g r o ; t n e t n o c e r a t a h t s t n e m e l e t n a tr o p m i e h t d n if o t e v a
h ce
e b o t d e m u s s a e r a h c i h w s e c n a m r o f r e p ’ s r e e p r i e h t f o e c i o h c d r o w d n a , e r u t c u rt s
w o h g n i c n e ir e p x e f o e l b a p a c e r a y e h t o s d e v o r p m
i to asses sothers ’performance
, s e u q it ir c ’ s r e h t o o t n e p o g n i e b o s l a e r a y e h t ,s e d i s e B . w e i v f o t n i o p r i e h t m o r f
s n o it s e g g u
s o rcomments .Tha twli lmake them expeirence no tonly being a
.r e h c a e t a g n i e b o s l a t u b t n e d u t s
Incooperaitvel earning ,sucha spee rassessmenti nPubilcSpeaking class ,
i n r a e l s r e e p r i e h t r o f e l b i s n o p s e r e b d l u o h s d n a r e h t e g o t k r o w s t n e d u t
s ngast hei r
5 9 9 1 , n i v l a S ( n w
o ) . I tmeanst hat t hestudent sarer equ riedt o bei ndependenti n
e h t t c e f f a l li w o d y e h t t a h w e s u a c e b e l b i s n o p s e r e b o s l a d n a s s e c o r p g n i n r a e l e h t
g n i n r a e l d e t n a h c n e e t a e r c n a c h c i h w g n i n r a e l e v it a r e p o o C .s r e h t
o atmospherei n
a l c e h
t s scanalsocreatemo itvaitont ol earnandhelpt ol earnamongs tudent .s
Thi sstudy enable sthe researche rto invesitgate a speciifc setitng and ti s
c il b u P n o s e s u c o f e r e h d e tr o p e r n o it a g it s e v n i e h T . t x e t n o c n i s t n a p i c it r a p
o i n i p o ’ s t n e d u t s g n i k a e p
S n on t he implementaiton o fpee rassessmen tin Pub ilc
f o s s a l c g n i k a e p
S the Engilsh Language Educaiton Study Program o fSanata
y ti s r e v i n U a m r a h
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
3 . 6 .
1 PeerAssessmen t
d r o c c
A ing to Black & Wliilam (2006) ,pee rassessmen ti sa valuable
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 e r u d e c o r p g n i n r a e l r o f t n e m s s e s s a
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 d n a s r e h c a e t f o s e l o r e h t n o e k a t
c 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 rtieira i fthey examine the work o fothe r
t n e m s s e s s a r e e P . n w o r i e h t e d i s g n o l a s t n e d u t
s si considered uniquely valuable
n i l u f e r a c e r o m e b o t s t n e d u t s s e t a v it o m t i e s u a c e
b the work they do ,involve s
s t n e d u t
s ’ paritcipaiton in the learning process ,and improve sstudents ’learning.
e r o m g n i k a t n i s t n e d u t s e v l o v n i o t y g e t a rt s y e k a o s l a s i t n e m s s e s s a r e e P
. g n i n r a e l n w o r i e h t r o f y ti li b i s n o p s e r
g n i n r a e l e v it a r o b a ll o c f o e p y t a s a d o o t s r e d n u e b n a c t n e m s s e s s a r e e P
p m i s t I . d e ti m il e r o m s i t u b , ) 1 0 0 2 , v o k i h c l a F
( ly meanst ha tstudent sasses seach 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 g n i s u k r o w s ’ r e h t o
.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 r o f o s l a t u b r e v i e c e r e h t
4 . 6 .
1 Pub ilcSpeaking
Acording ot Webste r(1993) ,pubilc speaking si “the ac to rprocces so f
g n i k a
m aspeech i n pubilcusingora lcommunicaiton wtih an audience”( p .944).
A studen tpresentaiton i nf ron to fagroupo fpeersi salsoapubilcpefrormance.I t
. e c n e i d u a n a e r o f e b t n e l a t r o l li k s f o g n i w o h s a s
i PubilcSpeaking i soneoft he
n i d e r e ff o s e s r u o c y r o s l u p m o
c theEngilshLanguageEducaitonStudy Programo f
y ti s r e v i n U a m r a h D a t a n a
S which rtainsthestudentst obeablet o communicatei n
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
Accordingt oBrown( 2004)t herearef ou rcrtieirao fassessment .Theyare :
.
a Informa lAssessment
Informa lassessmen tcan t akeanumbe roff orms ,staritng wtih i ncidental ,
u t p m o r p m i r e h t o d n a g n i h c a o c h ti w g n o l a , s e s n o p s e r d n a s t n e m m o c d e n n a l p n u f o l a e d d o o g a ” ! k r o w d o o G “ ” ! b o j e c i N “ g n i y a s s a h c u s s t n e d u t s e h t o t k c a b d e e f l a m r o f n i s ’ r e h c a e
t assessmenti salsoembeddedi nclassroomt askdesign t oeilci t
a t u o b a s t n e m g d u j d e x if g n i k a m d n a s tl u s e r g n i d r o c e r t u o h ti w e c n a m r o f r e p . e c n e t e p m o c s ’t n e d u t s .
b Forma lAssessment
Forma lassessment i sexercise so rprocedure sspeci ifcally designed to t ap
g n il p m a s d e n n a l p , c it a m e t s y s e r a y e h T . e g d e l w o n k d n a l li k s f o e s u o h e r o t s o t n i t n e d u t s f o l a s i a r p p a n a t n e d u t s d n a r e h c a e t e v i g o t d e t c u rt s n o c s e u q i n h c e t . t n e m e v e i h c a .
c FormaitveAssessment
r u d r o g n i n n i g e b e h t t a e n o d n e tf o s i t n e m s s e s s a e v it a m r o
F ing aprogram ,
a n i g n i n r a e l t n e d u t s r o f e c n e d i v e e t a i d e m m i r o f y ti n u tr o p p o e h t g n i d i v o r p s u h t a t a r o e s r u o c r a l u c it r a
p paritcula rpoin tin a program .The purpose o fthi s
r o e v it a u l a v e e b t o n d l u o h s d n a g n i n r a e l t n e d u t s f o y ti l a u q e v o r p m i o t s i e u q i n h c e t s s e c o r p e h t n i s t n e d u t s s e t a u l a v e t n e m s s e s s a e v it a m r o F . s t n e d u t s g n i d a r g e v l o v n i e u n it n o c o t m e h t g n i p l e h f o l a o g e h t h ti w s ll i k s d n a s e i c n e t e p m o c r i e h t g n i m r o f f o r i e h t y fi t n e d i s t n e d u t s p l e h o t s d n e t n i t n e m s s e s s a e v it a m r o F . s s e c o r p h t w o r g t a h t s h t g n e rt
s and weaknesse sandguidestudentst owardt heachievement sofl earning
.
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.
.
4 Be sure tha t the assessmne t rub irc wa s made in orde r to le t student s
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 rrange ofi 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
d n e ir f n w
o i scricleandt heywli lpromotet hei rownacitvel earning.Brew( 1999 )
,t a h t s e t a t s e m a s e h t d n a e n o s a d e w e i v e b y l g n i s a e r c n i t s u m g n i n r a e l d n a t n e m s s e s s A . . s s e c o r p 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 e m o c e b t s u m t n e m s s e s s a ; y ti v it c a t n e m s s e s s a f o s s e c o r p e h t s t n e d u t s r i e h t h ti w e r a h s s r e h c a e t n e h W . . -
giving up conrtol ,shairng powe rand leading student sto take on the s e v l e s m e h t s s e s s a o t y ti r o h t u
a - the professiona ljudgmen to fboth i s
t I . s t n e d u t s o t e n o d g n i h t e m o s t o n s e m o c e b t n e m s s e s s A . d e c n a h n e s e m o c e
b anacitv tiydonewtihs tudents (p.169).
m o r
F the statemen tabove ,i tcan be seen tha tpeer assessmen ti sthe
. g n i n r a e l n w o r i e h t r o f y ti li b i s n p e r e r o m g n i k a t n i s t n e d u t s e v l o v n i o t y g e t a rt s d n a e c n e ir e p x e g n i n r a e l e h t g n i c n a h n e f o s n a e m a s r e ff o t n e m s s e s s a s i h T t n e d u t s n i s e it il i b a p a c y e k g n i p o l e v e
d s .In pee rassessment ,student sneed t o see
o t t n a tr o p m i s i tI . r e h c a e t ri e h t r o f s n i a g e h t n a h t r e h t a r s e v l e s m e h t r o f e u l a v e h t p o l e v e d o t d n a d n a g n i n r a e l e v o r p m i o t s t n e d u t s e h t o t t n e m s s e s s a r e e p e c u d o rt n i .s ll i k s w e n e t a t s ) 8 0 0 2 ( s n i g g it
S s tha tin epe rassessmen tstudent sare involved in
t c e p s a t u o b a s t n e m e g d u j g n i k a m d n a g n ir o ti n o
m s o fthei rpeer’ slearning o r
u o b a h t o b s ll i k s n o it a u l a v e g n o l e fi l e p o l e v e d n a c s t n e d u t s , e c n a m r o f r e
p t thei rown
ri f r i e h t e k a t n a c y e h t , s r e h t o s a l l e w s a g n i k n i h t d n a k r o
w s tstep stoward s
e s a b s e i g e t a rt s g n i n r a e l g n i p o l e v e d y b g n i n r a e l s u o m o n o t u a d n a t n e d n e p e d n
i d on
y l e v it c u rt s n o c y b y lt c e ri d n r a e l n a c y e h t , n o it a u l a v e r i e h
t c quirit eing theri own
.l e ll a r a p n i k r o w ’ s r e h t o d n
a Pee rassessmen ti salso designedt oi ncrease ,studen t
. e c n e d if n o c d n a n o it a v it o m , g n i n r a e l
Pee rassessmen tkeepst hestudentsf ocussingoni mprovementr athert han
r e e p f o t if e n e b y e k e h T . t n e m p o l e v e d l a n o s r e p r o f e n o l a t n e m e g d u
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
i n r a e l e v it a r e p o o c
“ ng involve s student s learning from each othe rin groups”
. ) 4 6 1 . p (
From t he statemen tabove ti i sclear t ha tpee rassessment i sone form o f
n r a e l s t n e d u t s h c i h w n i g n i n r a e l e v it a r e p o o
c mfro eachotheri ngroups .Theyhelp
r o s t n e m m o c g n i v i g y b r e h t o h c a
e sugesitons .Here ,both the assessee and the
s a h c u s g n i k a e p S c il b u P n i s e u s s i t n a tr o p m i e m o s f o e r a w a e b n a c r o s s e s s a
e v o r p m i o t e l b a e r a y e h t o s g n i s o h c d r o w , t c a t n o c e y e , e g a u g n a l y d o b , t n e t n o c
.r e tt e b e b o t ll i k s g n i k a e p s ri e h t
m s s e s s A r e e P 6 . 1 .
2 en ta saPar to fForma itveAssessment
e h t n i y lr a e t n e m s s e s s a e v it a m r o f s a d e d n e t n i y ll a u s u e r a s t n e m s s e s s a r e e P
s e c o r p g n i n r a e
l s( Johnson ,2004 .) Pee rassessmen tacitviitesshould bescheduled
f e r p d n a l li k s r o t p e c n o c a g n i n r a e l n i g e b s t n e d u t s s a n o o s s
a erably before any
r o r r e l li k
s sare habtiuated .Teacher suse pee rand sefl-assessmen tto enhance
s t n e d u t s . g . e ( s s e c o r p g n i n r a e l e h t n i t n e m e v l o v n i t n e d u t s e s a e r c n i o t ) 1 ( : g n i n r a e l
d n a s n o it c a r e t n i l a i c o s e s a e r c n i o t ) 2 ( , ) s e it il i b i s n o p s e r g n i h c a e t e m u s s
a rtus tin
e h t n o s t n e d u t s s u c o f o t ) 4 ( d n a , k c a b d e e f l a u d i v i d n i e t a ti li c a f o t ) 3 ( , s r e h t o
s n o it a u l a v e e v it a m r o f s a d e s u s t n e m s s e s s a r e e P . t c u d o r p e h t n a h t r e h t a r s s e c o r p
g n i n r a e l e h t e c n a h n e h t o b n a c d n a n o it c u rt s n i p u o r g h ti w l u f e s u y ll a i c e p s e e r a
n e ir e p x
. 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
