ESTD PERPUSTAKAAN UNTAD
ESTD PERPUSTAKAAN UNTAD
| JudulEksplorasi Persepsi Mahasiswa Bahasa Inggris Sebagai Bahasa Asing Terhadap Penilaian Diri Dan Penilaian Teman Sebaya Dalam Penulisan Akademik: Studi Di Universitas Tadulako |
| Nama: DHEA AGUSTIANINGSIH |
| Tahun: 2026 |
| Abstrak Dhea Agustianingsih, (A12122151). “Exploring EFL Students’ Perception on Self and Peer Assessment in Academic Writing: A Study at Tadulako University,” Undergraduate Thesis, English Education Study Program, Department of Language and Arts, Fculty of Teacher Training and Education, Tadulako University, under the supervision of Wahyudin, S.Pd., M.Pd. and Andi Patmasari, S.Pd., M.Pd. This study aims to describe students’ perception of the implementation of self- assessment and peer-assessment in academic writing classes at Tadulako University. The study population consisted of 248 third-semester students in the English Language Education Program for the 2025/2026 academic year. The study sample comprised 100 students selected using purposive sampling. This study employs a descriptive quantitative design. Data were collected via a closed- ended questionnaire consisting of 18 questions using a five-point Likert scale. Data were analyzed using descriptive statistics, specifically frequency and percentage, with the assistance of SPSS. The results indicate that students generally hold positive perceptions toward self-assessment and peer-assessment. The overall results show that 43% of students selected “agree” and 25% “strongly agree” that these two assessment methods are beneficial in improving academic writing skills. Regarding self-assessment, students felt that this method helps them identify the strengths and weaknesses of their writing, correct errors, and increase their awareness of the writing process. In peer assessment, students believe that feedback from peers helps them identify errors, improve the quality of their writing, and develop critical thinking skills. However, a significant number of students about 27% gave neutral responses, indicating that some students remain skeptical about the effectiveness of this method due to limited experience, a lack of confidence, or unclear instructions. In conclusion, self-assessment and peer- assessment are perceived as beneficial and effective strategies in supporting the development of students’ academic writing skills. However, additional guidance, clearer rubrics, and continuous practice are needed so that students can understand and apply these assessment methods optimally. Keywords: Students’ Perception, Self-Assessment, Peer-Assessment, Academic Writing, EFL Students. |