Skripsi
THE EFFECT OF COLLABORATIVE ASSESSMENTS ON STUDENTS’ WRITING ACHIEVEMENT An Experimental Research to the Second Semester Students of English Education Department Faculty of Teacher Training and Education Pancasakti University Tegal in Academic Year 2016/2017
Keyword: collaborative assessment, paragraph-based writing, writing achievement.
This research is intended to build the students’ awareness to the writing guidelines through collaborative assessments as the solution to overcome the repeated mistakes made by them. The problems are formulated, as follows: (1) Is collaborative assessment effective to teach writing on paragraph-based writing for second semester students of English Education Department of Pancasakti University? (2) How effective is collaborative assessment to teach writing on paragraph-based writing for second semester students of English Education Department of Pancasakti University? (3) Is there any significant difference between students who are taught by collaborative assessment and those who are not?
The design of this research is an experimental research two-group design with pre-test and post-test. The number of sample is 30 participants which is divided evenly into experimental and control group. The participants are given eight meetings of treatment. The data of this research is collected through pre-test and post-test as the main data and questionnaire and interview as the supportive data. The participants are asked to compose a paragraph consisting of six sentences including a title topic sentence, supporting sentences, and concluding sentence in forty five minutes from the topic given in pre-test and post-test.
The findings show the increase of writing aspects achieved by the experimental group which is shown in every aspects on the writing guidelines, they are; vocabulary, punctuation, capitalization, spelling, grammar, organization, logical order of ideas, and number of sentences. Next, the score of the homework which are given every two meetings show that the experimental group have more stable increase rather than that of control group although the control group has the lead at first.
The result indicated that the writing achievement of experimental group outperformed that of control group. Furthermore, this result was led by the significant increase of awareness towards writing mechanics. Based on the result and feedbacks of participants through questionnaire and interview, it is concluded that the application of collaborative assessment is effective in teaching paragraph-based writing and there is a significant difference between students who are taught by using collaborative assessment and those who are not. It is suggested that the preparation of guidelines in collaborative assessment should be conducted beforehand.
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