THE USE OF SELF-ASSESSMENT TOWARDS STUDENTS’ READING BEHAVIOR : A case study in A Private Senior High School in Bandung.

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THE USE OF SELF-ASSESSMENT TOWARDS STUDENTS’ READING BEHAVIOR

(A case study in A Private Senior High School in Bandung)

A RESEARCH PAPER

Submitted to the English Education Department of Universitas Pendidikan Indonesia

in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

By: L I A N I S Y A

0907199

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION UNIVERSITAS PENDIDIKAN INDONESIA

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STATEMENT OF AUTHORIZATION

I hereby certify that this paper entitled “The Use of Self-Assessment towards

Student’s Reading Behavior” is fully my original work. This paper contains no material from other works of any degree or diploma at any institutions and I am fully

aware that I have quoted some statements and acknowledged properly in this paper.

Bandung, January 2014

Lianisya

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PAGE OF APPROVAL

THE USE OF SELF-ASSESSMENT TOWARDS STUDENTS’ READING BEHAVIOR

A Research Paper By

Lianisya 0907199

Approved by Main Supervisor

Prof. Fuad Abdul Hamied, M. A., Ph. D. NIP. 195008211974121001

Co-Supervisor

Fazri Nur Yusuf, S. Pd., M. Pd. NIP. 197308162003121002

Head of English Education Department Faculty of Language and Arts Education

UniversitasPendidikan Indonesia

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The Use Of Self-Assessment Towards Students’ Reading Behavior

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

ABSTRACT

This study intends to investigate the use of self-assessment towards students’ reading behavior using KWL (Know-Want-Learnt) framework. Besides, this study also intends to discover the students’ responses towards the use of self -assessment in students’ reading behavior of twelfth grader students of a private high school in Bandung. To meet the purposes, this study employs qualitative approach as the method to analyze the data gathered. Specifically this research meets the characteristics of a case study. The data are obtained from the interviews and the classroom observations. For the framework of text analysis, this study draws on the self-assessment theory developed by Brown (2006), Gardner (2000), and Harris (1997). Moreover the data is analyzed based on the theories of KWL framework from Ogle (1992) and Westwood (2001). This study reveals that the use of self-assessment in classroom can motivate them to be actively involved in learning process, especially in reading activity. To some extent the teacher already followed the procedure of conducting self-assessment in the classroom as suggested by Westwood (2001) in terms of leading students to activate their prior knowledge. However, to some extent the teacher also violated the procedures in terms of the inconsistency in conducting self-assessment in the classroom. Furthermore, from the interview it is found that the students give positive responses to self-assessment since it can help them to maintain their reading behavior. Nevertheless, there are some negative response from students who stated that they did not know what exactly a function of self-assessment. Based on the findings, it is suggested that further researchers can investigate the use of self-assessment towards students’ reading behavior by developing a questionnaire to gather the data of students’ responses.

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CHAPTER IV FINDING AND DISCUSSION

4. 1 . The Use of Self-Assessment Towards Students’ Reading

Behavior

4. 1. 1.Data from Interview

4. 1. 2.Data from Classroom Observation

4. 1. 2. 1. Types of Self-Assessment

4. 1. 2. 2. The Administration of Self-Assessment

4. 1. 2. 3. Implementation of Self-Assessment

4. 1. 2. 4. Feedback

4. 2 . Students’ Response towards The Use of Self-Assessment in Student’s Reading Behavior

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5. 1 . Conclusion

5. 2 . Suggestion

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LIST OF TABLES

PAGE Table 2.1. Traditional and Authentic Assessment 7 Table 2.2. The Role of Teacher in Self-Assessment 11 Table 2.3 The Example of KWL Procedure in Reading Skill 17 Table 3.1. Classroom Observation Sheet 28 Table 3.2.

Table 4.1

The Example of Data Display Teacher’s Instruction

30

35

Table 4.2. The Procedure of Conducting Self-Assessment Using KWL Framework

39

Table 4.3. The Teacher Led The Students to Activate Their Prior Knowledge

40

Table 4.4. Table 4.5. Table 4.6. Table 4.7.

The Teacher Asked The Students to Do The Task

Teacher Ask The Students to Make Some Questions

The Teacher Asked the Students to Write a Summary

Interview Result of Students’ Responses of Self -Assessment’s Function

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LIST OF FIGURES

PAGE Figure 2.1. The Benefits of Self-Assessment 9

Figure 2.2. The Example of KWL Sheet 14

Figure 2.3. The Procedure of KWL Framework 16 Figure 4.1. The Teacher Distributed Self-Assessment Form to The

Students

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CHAPTER I INTRODUCTION

This chapter presents the introduction of this paper. It covers background of

the research, statement of the problems, aims of the study, significance of the

research, clarification of terms and organization of the paper.

1. 1. Background of The Research

Teachers have recognized for a long time that motivation is the main problem

they facein teaching (Gambell et al., 1996). A study conducted by Veenman (1984,

cited in Gambell et al., 1996) proves that motivating students is the primary concern

of a teacher. Moreover, Gambell et al. (1996) mentions that some researches findthat

creating interest in reading seems to be an important area to be examined.

Many of the research on reading only focused on cognitive aspects of reading

itself, such as how to use reading strategy, word recognition, and reading

comprehension. Yet, many students can choose to do reading activity or not, whether

they are interested in the reading material or not. Reading is simply defined as an

effortful activity that students can choose to do or not to do oftenly (Baker &

Wigfield, 1999)which is also requires behavior and motivation.

A highly motivated reader is self-determining and generates his own reading

opportunities (Gambell et al., 1996 p.518; Baker & Wigfield, 1999). This kind of

reader knows that they want to read and choose to read with personal reasons. He

already had his self-concept of reading. To find out the level of students reading

behavior, some researchers have conducted research in this field. However, the main

focus of this researh is how an assessment can affect students’ reading behavior. It

focuses on the effect of using self-assessment towards students’ reading behavior

since self-assessment can help students with their own learning.

One of the most effective ways to assess students’ understanding and integrate

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assessment as an instrument (McMillan, 2007). In line with the statement above,

Harris (1997) states that self-assessment is a key learning strategy for students to achieve the present education demand as an autonomous learner. “One of the fundamental elements of self-directed language learning is the opportunity for learners to assess their own progress and thus help them to focus on their own learning.”(1997 p.1).Thus, when students are engaged with the process of their own learning, they will reflect on their accomplishment, evaluate their works, plan

revision, set goals, and develop positive perception of their competence by

themselves (Paris & Ayres, 1994 p.7).

In addition, the process of assessing students by using self-assessment will

give students chance to get involved in the learning process. Students are involved

deeply in the evaluation of work. Also, the teacher can give some immediate

feedback which can be used to improve learning. Moreover the emphasis of self-assessment is on the progress and mastery of knowledge to increase students’ confidence and motivation in learning (McMillan, 2007; Genesee & Upshur, 1996)

especially in reading.

Chamot&O’Malley (1994, cited in Harris, 1997) saythat, self-assessment will

make the students realize the huge responsibility of the process of their learning.

Also, self-assessment has a big role to help learners locate their own strengths and

weaknesses. Then after they know about that, self-assessment can help them to think

about what they need to do. Harris (1997) also mentions that self-assessment helps to

direct students to summarize and decide what the best strategy for their learning is.

Consequently, self-assessment can increase the awareness of the communication

strategies they use.

In line with those statements, Genesee and Upshur (1996) mention some kinds

of self-assessment which can be used by the teachers and learners. They are utilizing

journal, conferences, portfolios, rating scale, questionnaires and many more.

Thus this research focuses on self-assessment in the form of self-assessment

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Framework. Students are expected to answer three statements related to the

frameworkalso to sum up their own understanding. Those statements are:

1. What I already know

2. What I want to know

3. What I have learnt

Furthermore, the data gathered from this self-assessment will be used to

monitor the impact of using self-assessment on students’ reading behavior.

1. 2. Statement of The Problems

This research is designed to answer these following questions:

1. How can self-assessment be used towards students’ reading behavior?

2. How are students’ responses about the use of self-assessment on students’ reading

behavior?

1. 3. Aims of The Study

Based on the problem of the research, this research focuses on finding out the

effect of using self-assessment towards students’ reading behavior. Specifically, this

study is aimed at:

1. Investigating the impact of using self-assessment on students’ reading behavior.

2. Discovering students’ responses about the use of self-assessment on students’

reading behavior.

1. 4. Significance of The Research

This research has three significances for theoretical, practical, and

professional benefits. Theoretically, this research’s findings can be used as one of the

theories concerning the research on the self-assessment applied in reading skill.

Especially, this research is designed for the twelfth grader in Indonesia.

Practically the research findings will be useful for students, teacher, and even

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area of assessment and reading behavior. For students, this research will inspire them

to be an autonomous learner who is able to make all decisions concerning their own

learning. For teachers, this research will encourage them to involve their students in

the learning process. Moreover for those who are interested in English Education, the

findings will present the alternative technique in assessing reading skill or another

skill which can be used in the classroom. While professionally, the findings can help

teachers to create a good atmosphere between teachers and students.

1. 5. Clarification of Terms

Some variables are used in this research as seen in the title and imply on this

research. Those terms are the most important keywords of this research. Hence, to

avoid some misunderstanding, the following are the clarification of four important

terms of this research.

1. 5. 1 Self-Assessment

Self-assessment is defined as the tool to assess students’ comprehension by

involving them in the process of evaluation. It has been popular since 1990s since it

was considered as a tool for assisting learners (Kato, 2009). In line with that,

self-assessment provides a real role to be played by learners themselves to assess their

own language learning and also it has a great role in helping learners focus on their

learning process (Genesee & Upshur, 1996; Harris, 1997). Moreover, by using

self-assessment in their learning process, language learners will have some responsibility

in locating their own strengths and weaknesses (Harris, 1997).

1. 5. 2 KWL Framework

This framework has been developed by Ogle since 1996. This framework is

widely used by some language educators all over the world as a kind of assessment

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framework is designed to help students construct their nature of reading and learning

(Shelley, Anne Croutet al., 1997).

1. 5. 3 Reading Behavior

Reading behavior comes from individual’s self-concepts and the value the individual places in reading (Gambrell et al., 1996). Thus, student who perceives

reading as valuable and important and who has personally relevant reasons for

reading will engage reading in more planned and effort full manner. Those kinds of

students are called highly motivated readers.

1. 6. Organization of The Paper

This paper will be presented in five chapters, as follows:

CHAPTER I : INTRODUCTION

This chapter provides the background of the research, statement of the

problems, aims of the study, research methods, significance of the research, and

organization of paper.

CHAPTER II : THEORETICAL FOUNDATION

This chapter provides the related theories of this research. It covers some

theories about self-assessment and reading behavior. Some of theories used in this

research are based on the related previous research in this field.

CHAPTER III : RESEARCH METHODOLOGY

This chapter gives clear discussion about how the study will be conducted and

analyzed. It clarifies design of the research, data collection, and data analysis.

CHAPTER IV : FINDINGS AND DISCUSSION

This chapter consists of findings and discussion which portrays the result of

the research.

CHAPTER V : CONCLUSION AND SUGGESTION

This chapter will present the conclusion and suggestions of the study based on

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodological aspects of the research. It covers

statement of the problems, research design, site and participants of the research, data

collection techniques, and data analysis of this research.

3.1. Statement of the Problems

This research is designed to answer these following questions:

1. How can self-assessment be used towards students’ reading behavior?

2. How are students’ responses about the use of self-assessment on students’ reading

behavior?

3.2. Research Design

This research employs qualitative approach as the method to analyze the data

gathered. This approach is chosen since this research works toward in-depth

understanding to the effect of using self-assessment towards students’ reading

motivation. Qualitative approach is applied when a researcher wants to get a more

holistic depiction of what actually goes on in a particular setting or situation

(Fraenkel, Wallen, & Hyun, 2012).

A descriptive case study method was applied in this study to attain the data.

Ary et al. (2010) argues that a qualitative case study is one type of qualitative

research method which provides in-depth, reach, and holistic description. It has

multidisciplinary roots, and one of them is education with focusing on a single unit,

in my case a classroom. The data is obtained by using more than one technique.

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3.3. Site and Participants of the Research

This study took place in one private high school in Bandung, West Java,

Indonesia. The rationale of this place being taken as the site to conduct the research is

because it supports the main objectives of the research which is to examine the effect

of using self-assessment towards students’ reading behavior. Besides, the participant

carried out the KWL framework to assess learners’ performance in language learning.

Furthermore, this research involved some participants. The participants were

an English teacher and 30 students of twelfth grade. The English teacher was chosen

with an assumption that she was already familiar with self-assessment and practiced it

in her classroom. Also she regularly uses this assessment, especially in teaching

reading. Meanwhile, the twelfth grader is chosen because they had to engage with

some reading texts that obligate them to develop their reading skill.

3.4. Data Collection Techniques

To achieve the objective of this study, the researcher needs to collect some

data. Thus, two different kinds of data collection techniques were used by the

researcher as mentioned below.

3. 5. 1. Interview

Interview is used to gather some opinions, beliefs, and feeling related to the

use of self-assessment towards students’ reading behavior. Besides, this technique is

used to complete the data from classroom observation (Aryet al.,2010; Alwasilah,

2008). From the interview, the researcher can gather in-depth information directly

from the participant.

The English teacher and the twelfth grade students were the interviewees.

There were two different groups of questions, one for each, related to the topic. The

English teacher had some questions concerning the reason and the processes of using

self-assessment. Meanwhile, the students got the questions associated with their

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Audio recorder was used to help the researcher comprehend and transcribe the

result of the interview. Bahasa Indonesia and English were used in the process of

interview. The interview conducted once for each participant.

As mentioned before, there were two participants to be interviewed. In order

to dig up the deep information, the interview was divided into two groups of

questions. The first questions group was given for the English teacher, while the

second questions group was given to the students. These are the following questions:

a. Question for the first participant (the English teacher)

1. Would you like to explain the reason of using self-assessment in your

classroom rather than other assessments?

2. What factors encourage you to implement this kind of assessment?

3. What benefits do you find out in implementing this assessment?

4. Is there any improvement you feel from your students in terms of their

reading behavior along the implementation of this assessment technique?

Would you please explain it?

5. What challenges do you face during the assessing process?

b. Question for the second participant (the students)

1. Have you ever seen this form? Would you like to explain it?

2. Why do you think your teacher give it to you?

3. What do you feel when you use this form? Do you feel that you are being

forced to use this form?

4. In the second column, “what I want to know” you fill it with questions, right?

Is there any effort to find the answer or not? What is it?

5. Is it beneficial for you or not? Why?

6. What happened with your language skills after you use this form, especially

your reading skill? What are they?

3. 5. 2. Classroom Observation

This technique is used to gain the exact data with complete description of

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purpose of using observation is to explore the process of self-assessing used by the

teacher and students directly. Then, to get a good comprehension of the classroom

observation, the researcher decided to utilize video as a tool.

The type of this observation is a nonparticipant observation. It means that, the

researcher has the role as a complete observer. As mentioned by Ary et al.(2010) the

observer with this role is typically stay in public setting observing public behavior

without participating in the setting. To answer the research question the researcher

conducts two observation and take some field notes with some description inside.

The data from observation process were also documented in observation

sheet. The observation sheet consists of the indicators that the researcher would like

to know regarding to type of self-assessment used by the teacher, teacher’s

instruction, steps in conducting self-assessment, also feedback type given by the

teacher (see table 3.1.).

Table 3.1. Classroom Observation Sheet

No. Indicators Yes No Notes

1. Using KWL Framework in assessing reading skill.

2. Type of self-assessment used by the teacher in classroom (choose the appropriate one):

a. Performance-oriented / direct assessment of performance

b. Development oriented / indirect assessment of competence

c. Metacognitive assessment d. Socioaffective assessment e. Students’ generated test 3. Teacher’s instruction:

a. Defining the task clearly

b. Guiding the students to do the task c. Monitoring the process of

assessing

d. Support and motivate the learners in using self-assessment

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everything related to the self-assessment—e. g. teacher’s role,

student’s role, the function of self -assessment, and the benefits in using self-assessment

4. How self-assessment is administered in classroom?

a. Teacher-prepared assessment b. Learner-prepared assessment c. Generic assessment

5. Step in conducting self-assessment use KWL framework in classroom:

a. Teachers distributes the form b. Teacher gives instructions (see

point no.4)

c. Teacher leads the students to make real connection between their prior knowledge and the topic. (Ogle, 1992)

d. Teacher asks student to discuss, elicit, and elaborate the specific question in the second column. e. Teacher asks the student to reflect,

consolidate, evaluate, and

summarize what they have learnt from the text.

f. Teacher only asks student to do it without guides them how to do it. 6. Teacher provides feedback for him/her

students (choose one appropriate feedback below):

a. Cheerleading feedback (by directly

celebrate students’ works).

b. Instructional feedback (by suggesting a strategy to the students)

c. Reality-check feedback (by helping students to set a realistic

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3.5. Data Analysis

The data collected from the classroom observation and interview

wereanalyzed by using frameworks of self-assessment (Brown, 2006; Gardner, 2000;

Harris, 1997). Moreover the data were analyzed based on the theories of KWL

Framework (Harris, 1997; Shelley et.al., 1997; Westwood, 2001).

The data from the videos were watched and transcribed. After the process of

transcription is finished, some unnecessary data was reduced. Furthermore, coding

and categorization are employed to analyzed the consistency of similar phenomenon.

Coding data, as mentioned by Alwasilah (2008) and Ary (2010), is the process of

segmenting and lebelling the data which is aimed at narrowing it into a few

categories. The result of the analysis is fully and comprehensively desribed in

Chapter IV.

To ensure the validity of the data, the researcher choose three techniques,

triangulation, feedback and member checks.Trianguliation is used by the qualitative

researcher to avoid bias from the data (Alwasilah, 2008). This research employed

classroom observation to survey the implementation of self-assessment in classroom.

To avoid the bias data from classroom observation, the researcher also employed

interview to be a comparison data of the research.

Feedback is a method used by qualitative researcher to avoid some data bias,

non-valid assumption and validity issue of the data (Alwasilah, 2008). In line with

that, Fraenkel, Wallen & Hyun (2012) states that this kind of technique can be used to

gather some advices or review from others regarding the data gather. In this case,

researcher got some feedback related to this research from the supervisors, experts,

and researcher’s peers.

Member checks are used to avoid misunderstanding in interpreting the data

and to confirm the data gathered (Alwasilah, 2008). The researcher asked the

respondent to check the data after the data gathering technique was done by

reconfirmed all data from the classroom observation and interview to the participant

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Moreover, the data from the interview and classroom observations are

displayed in the form of table. It is aimed at showing the analyzed data in an excerpt

form and to make it easier to be analyzed and compared with the framework used.

Table 3.2 below is the example of data display used in this research.

Table 3.2 The Example of Data Display

Interaction Description

T:

Ss:

T:

(06.10)

“Hariini, seperti yang telah disampaikan kemarin kan yah, kita akan bahas tentang

discussion text. Sebelumnya disini ada

sebuah text mengenai credit card. Have you ever seen credit card?”

“Yes”

“Kalian tahu fungsinya apa? Nah hari ini, we will talk about credit card. Kita akan

bicara tentang credit card. Sebelumnya

kalian isi dulu seperti biasa di kertas ini,

nama kalian dan topiknya credit card, yah?

Di kolom ini, what I know, tulis apa yang

kalian tahu soalcredit card, for shopping

for example. Tulis disini yah”

“Di kolom kedua, what I want to know, you write your question tentang kartu kredit

disini yah. Misalkan untungnya pakai kartu

kredit apa? Seperti itu, mengerti? Kerjakan dulu dua kolom itu. I give you 10 minutes.”

Teacher informed students about today’s material, also she asked students a question related to the

material.

Students answered

The teacher gave the instruction to fill the “what I know” column. She also gave examples to guide the

students to fill the column.

The teacher asked students to

develop questions related to the topic

of the text. She provided the example

of questions which can be used by

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T:

(40.56)

“sekarangkan sudah tahu apa itufunction of credit card yah. Keuntungan, kekurangan.

Sekarang kalian lihat kolom ketiga what I

have learnt. You write here, what you have

learnt about credit card and discussion text

here. Ok? I give you 5 minutes. Jangan lupa

cocokan dengan 2 kolom sebelumnya, yah.”

The teacher asked students to review

and summarize what they have learnt

and matched the content of last

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This final chapter highlights two sections, conclusions and suggestions. The

conclusion is a brief description based on the findings and discussions of the

research. The suggestions part consists of recommendations to the teacher and for

further research.

5. 1. Conclusions

The research focused on the use of self-assessment towards students’ reading behavior. This study was aimed at investigating the use of self-assessment

towards students’ reading behavior and discovering students’ responses about the use of self-assessment on students’ reading behavior.

Based on the findings, this study concluded that self-assessment helped the

students in their learning activity, especially reading. To some extent the teacher

already followed the procedure of conducting self-assessment in the classroom as

suggested by Westwood (2001) (e. g. activating students’ prior knowledge, leading the students to extract some questions, and asking the students to make a

summary) in terms of leading students to activate their prior knowledge. However

to some extent the teacher also violated the procedures in terms of her

inconsistency in conducting self-assessment in the classroom. There were three

main procedures of self-assessment using KWL (Know-Want-Learnt) framework,

which were used by the teacher. The procedures were activating student’s prior knowledge by stimulating them with questions related to the topic, guiding

students to frame and develop questions based on the topic, and asking students to

review and summarize what they have learnt. Furthermore, self-assessment could

help students to maintain their reading behavior since self-assessment motivated

and encouraged them to be actively involved in their own learning process.

The students also gave positive responses and attitude about the impact of

using self-assessment. Nevertheless, there are some negative response from

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assessment. The analyzed data present that they were motivated to read an

extensive text, asked some questions, and found out another source to solve their

question.

5. 2. Suggestions

In line with the topic of the study, this research was conducted with

observations and interviews. Therefore, the findings will not be as rich as the

research conducted with various data collection techniques. Regarding those

factors, there were some suggestions for further research.

Firstly, it would be more useful for further researcher to develop a

questionnaire to gather the data of the students’ responses. It would help the reliability issue of the research and also could obtain richer data.

Secondly, in conducting the observation, the researcher needs to pay

attention to every single thing that happens in the classroom, not only the process

of using self-assessment but also the student’s activity in assessing themselves. This is necessary to find out whether the students are successfully doing their

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