THE IMPLEMENTATION OF PEER ASSESSMENT IN SPEAKING SKILL AT THE TENTH GRADE STUDENTS OF SMK PGRI 4 KEDIRI

Fisabil, Dani Nur Illa Hidiana and KENCANAWATI, DEWI and RIWAYATININGSIH, RIKA (2023) THE IMPLEMENTATION OF PEER ASSESSMENT IN SPEAKING SKILL AT THE TENTH GRADE STUDENTS OF SMK PGRI 4 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

English is a crucial language in international communication and is studied in schools and universities worldwide. It is essential for Indonesian education to enrich students' knowledge about other languages. Teachers aim to use appropriate methods to empower learners' senses and build good English skills. Speaking is the most important skill in studying English, demonstrating a deep understanding of the language. However, both teachers and learners may face difficulties in studying English, such as finding appropriate learning strategies and translating English meanings into Indonesian. Assessment is a systematic process that collects, analyzes, and interprets information to determine how far learners can reach their education goals. There are three types of assessment: self-assessment, peer assessment, and self-peer assessment. This research focuses on the implementation of peer assessment in speaking skills among tenth-grade students at SMK PGRI 4 Kediri. The research approach is qualitative, focusing on understanding social phenomena from the perspective of the people involved in the research. The research focuses on the use of peer assessment in speaking skills, focusing on the problems found by students in the class. The findings show that students are actively involved in the Peer Assessment process in speaking skills in grade ten, and the grading rubric used provides clear guidance. However, students face obstacles in providing constructive feedback, such as a lack of understanding of assessment criteria, inability to provide specific suggestions for improvement, low communication skills, and personal biases. Despite these challenges, Peer Assessment provides valuable benefits for student development, such as learning from English-speaking peers, gaining insight into strengths and weaknesses, and providing feedback to improve speaking skills. However, there is still room for improvement in providing constructive feedback. Overall, Peer Assessment is a beneficial method for student development in speaking skills, with room for improvement in providing constructive feedback.

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• THE IMPLEMENTATION OF PEER ASSESSMENT IN SPEAKING SKILL AT THE TENTH GRADE STUDENTS OF SMK PGRI 4 KEDIRI. (deposited UNSPECIFIED)
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