Self-Assessment in Exploring EFL Students’ Speaking Skill

Alek, Alek; Marzuki, Abdul Gafur; Farkhan, Muhammad; Deni, Rahma

doi:10.15548/jt.v27i2.613

Cited by 18 publications

(16 citation statements)

References 22 publications

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“…According to (Alek et al, 2020a), self-assessment is one of the different approaches to assess students' speaking skills in English language. They concluded in their study that selfassessment helps increase future oral production as well as motivation.…”

Section: Why To Apply Self-assessment?mentioning

confidence: 99%

Self-Assessment to improve speaking skills: a brief action research

Mendoza

Avila

2022

SIJIS

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The present study aims to demonstrate that “Self-assessment” technique applied with EFL (English as a foreign language) students can improve their speaking skills as well as their self-confidence when speaking. The research was conducted with 34 young male students from the Ecuadorian Navy from Ecuador. The students were trained on how to self-assess their speaking skills focused on the content, grammar, vocabulary, pronunciation, and interaction. They self-assessed using a checklist and the teacher used a rubric to evaluate them. The design of the research was applied through a pretest and a posttest. Between the pretest and a posttest, the researcher implemented an innovation called “The Backward Design” to help students focus on the target, which is having a casual conversation in pairs about daily topics in English with self-confidence. A mixed method was used since the data collected during this study were quantitative and qualitative. The results compare the grades from the pretest and the posttest to determine if self-assessment improved or did not improve the students’ speaking skills and their self-confidence at the end of the innovation. Finally, an argument at the end of the research takes place to discuss the similarities and differences with other investigations.

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Section: Why To Apply Self-assessment?mentioning

confidence: 99%

Self-Assessment to improve speaking skills: a brief action research

Mendoza

Avila

2022

SIJIS

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“…The use of language, particularly the use of verb tenses, should be emphasized while writing an abstract (Paltridge & Starfield, 2007). Having widespread recognition in a variety of fields, it's expected that English has become the most often used language in formal and scientific research (Alek, et al, 2020). Another point to consider while writing an abstract is the abstract's generic structure/elements/move, which includes an introduction to the research, the study's objective, the reason for the study, the design utilized in the study, and the study's findings (Paltridge & Starfield, 2007).…”

Section: Introductionmentioning

confidence: 99%

Move structures found in the final project abstracts written by Indonesians and Filipinos

Utomo

Kurniati

Rokhayani

et al. 2022

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This study was conducted to investigate the move structures of the final project report abstracts produced by the undergraduate students of the English Education Department (EED-UMK) Indonesia and by the Secondary Education undergraduate students of Central Bicol State University of Agriculture (CBSUA) Philippine. This study employed the content analysis method. Sample final project reports from EED-UMK and CBSUA were gathered and analyzed. The findings of this research revealed that the abstracts of EED-UMK and CBSUA used different move structures patterns. The majority of EED-UMK abstracts (80%) referred to Hyland's five move structures, which consisted of introduction, purpose, method, product, and conclusion (I-P-M-Pr-C). Meanwhile, one of the CBSUA abstracts (20%) applied Bathia�s four move structures consisting of purpose, method, result, and conclusion (P-M-R-C). The remaining of the EED UMK and CBSUA abstracts did not address either Bathia's or Hyland's styles. This study concludes that the two Universities have different style structures in writing the final report abstracts. This study suggests that students use the move structure style consistently in their abstracts.

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“…One way to measure and assess Arabic speaking proficiency is to use self-assessment (SA). Selfassessment will encourage students to participate more actively in speaking activities in class, encourage class participation by promoting independent learning and personal goal setting, and by increasing students' awareness of their learning [25]- [29]. The suitability of perceptions between teachers and students can affect the success or failure of learning.…”

Section: Introductionmentioning

confidence: 99%

Student speaking skill assessment: Techniques and results

Sanjaya¹,

Hidayat

2022

IJERE

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<span lang="EN-US">This paper describes the learning techniques of Arabic subjects and the results of the evaluation of students' Arabic speaking skills. This study involved 51 Arabic language teachers and 395 State Madrasah Aliyah students in Jambi Province, Indonesia. This study obtained quantitative and qualitative data. The research instrument used a questionnaire, checklist, and oral test. The data were analyzed descriptively (frequency, percentage, mean and standard deviation), and qualitatively. The results showed that the technique of speaking skills from students' perceptions was at a sufficient level. Likewise, the speaking skill assessment technique from the teacher's perception is at a sufficient level. The results of observations on speaking skills assessment techniques showed that teachers use techniques that do not require prior preparation. The students' Arabic speaking skills are at a sufficient level. Further research needs to explore other techniques in Arabic speaking skills.</span>

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Self-Assessment in Exploring EFL Students’ Speaking Skill

Cited by 18 publications

References 22 publications

Self-Assessment to improve speaking skills: a brief action research

Self-Assessment to improve speaking skills: a brief action research

Move structures found in the final project abstracts written by Indonesians and Filipinos

Student speaking skill assessment: Techniques and results

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