Exploring Peer-Assessment Practice  in Graduate Students� Academic Writing

Dewi, Ema Wilianti; Nurkamto, Joko; Drajati, Nur Arifah

doi:10.24071/llt.v22i1.1776

Cited by 4 publications

(9 citation statements)

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“…This research found out that Indonesian EFL teachers are prompted to promote more pleasurable academic writing learning activities for university learners to continuously motivate them to practice their academic writing and critical thinking skills. In the second study, Dewi et al, (2019) highly encouraged Indonesian EFL teachers to utilize peer-assessment activities in their academic writing classes to help learners enrich each other's understanding more efficiently regarding academic writing conventions and increasingly improve their critical thinking skills concurrently. Husin and Nurbayani (2017) prompted Indonesian EFL teachers to continually instill more interactive academic writing activities to preserve their volition to rehearse their academic writing skills meaningfully.…”

Section: Introductionmentioning

confidence: 99%

English Education Master Students’ Perceptions on Developing Critical Thinking Skills in Academic Writing

Wijaya¹

2022

SAGA

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One of the essential factors strongly supported university EFL learners’ academic writing skills development is critical thinking. With the supports of critical thinking skills, university EFL learners will be capable of synthesizing, analyze, and evaluate their ideas to be written effectively in their academic writing products. This present small-scale qualitative study was conducted with the support of qualitative content analysis to obtain clearer data based on the specific phenomenon told by the research participants. 10 items of the Likert-scale questionnaire as well as 5 open-ended written narrative inquiry questions were administered to 16 English Education Master Students batch 2019, Sanata Dharma University, Yogyakarta. Based on the obtained research results, the utilization of critical thinking skills progressively enabled graduate university EFL learners to be more strategic, analytical, and proficient academic writers. In addition, the participants also acknowledged that critical thinking skills should be practiced intensively in a long-lengthy process to foster their academic writing skills as well. It is expectantly hoped that these obtained results will shed more enlightenment on the further utilization of critical thinking skills for the betterment of academic writing learning activities in the future. Keywords: Critical Thinking Skills, Academic Writing, English Education Master Students

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Section: Introductionmentioning

confidence: 99%

English Education Master Students’ Perceptions on Developing Critical Thinking Skills in Academic Writing

Wijaya¹

2022

SAGA

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“…The students involved in the assessment gave the score to their peers, guided by the teacher's criteria. The students' critical thinking is needed during peer assessment activities because they are required to criticize their peers' writing (Dewi et al, 2019). By involving students in assessment, teachers can enhance students' learning through showing the students as the writer to assume criteria in assessing their writing (Crusan & Matsuda, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Self-and peer-assessments are involved in the previous study, which has a powerful influence on the students. Those alternative assessments are believed to help students to write with better compositions (Dewi et al, 2019). The research by Iraji et al (2016) comparing non-experimental and experimental groups shows a significant change in the experimental group.…”

Section: Introductionmentioning

confidence: 99%

“…Teachers can help their students to find and realize their weaknesses and strength by developing strategies in their learning, including involving alternative assessments in their class. The peer-assessment strategy also leads to students' autonomous learning (Dewi et al, 2019). Autonomous learning means students play a role in controlling one's learning.…”

Section: Introductionmentioning

confidence: 99%

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Graduate Students’ Voices Toward Peer Assessment in Academic Writing Class

Dewi¹

2022

AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal)

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Peer assessment is the alternative assessment used by a teacher/ lecturer in assessing process and product in English language teaching and learning. The practice of peer assessment in higher education fosters graduate students more actively in the assessment process. This article aimed to explore graduate students' perceptions of the practice of peer assessment in an academic writing class conducted in the first semester of the English department graduate program at a University in Surakarta. This research was a case study, and the sampling technique in this research was purposive sampling, where 24 graduate students in academic writing class participated. A focused interview was conducted to explore graduate students' views on the practice of peer assessment for academic writing, which covered the feeling and challenges during peer assessment activity. The data were analyzed through the stages of examining, categorizing, tabulating, and recombining data. This study's result reveal that the peer assessment practice in academic writing class helps graduate students find the weaknesses in their writing that the they could not see by themselves. Feedback from peers during peer assessment practice completed the understanding of things the graduate students needed for revision. This research is expected to contribute to educational development by encouraging English writing lecturers' awareness to optimize peer assessment practice for assessing students writing.

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“…In the context of higher education, the practice of peerassessment in academic writing is believed to contribute to students' writing. Studies have shown that peer assessment plays an important role in the writing process (Dewi et al 2019;Casas et al 2018;Woodhouse & Wood 2020).…”

Section: Introductionmentioning

confidence: 99%

Improving Assessment and Evaluation Strategies on Online Learning

Wonorahardjo¹,

Karmina²,

Habiddin³

2022

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ICLI is an annual International Conference on Learning Innovation (ICLI) hosted by Universitas Negeri Malang, Indonesia in collaboration with the Islamic Development Bank (IsDB) and Indonesian Consortium for Learning Innovation Research (ICLIR) as well as Univerisiti Teknologi MARA Cawangan Perlis, Malaysia serving as co-organizer this year. The conference aims to gather researchers, practitioners, students, experts, consultants, teachers and lecturers to share their insights and experiences on research not only in constructing innovations in learning but also the knowledge of learner's capability. The learners who are characterized as creative and competent by having the ability to understand what they have learned and capable of taking initiative and thinking critically. In addition, ICLI is organized on the basis of the trend in the 21st century, categorized by the increasing complexity of technology and the emergence of a corporate restructuring movement.This book is the proceeding of ICLI 2021, containing a selection of articles presented at this conference as the output of the activity. Various topics around education are covered in this book and some literature studies around specific topics on learning and education are covered as well. This proceeding book will be beneficial to students, scholars, and practitioners who have a deep concern in education. It is also futuristic with a lot of practical insights for students, faculty, and practitioners, and also a description of the Indonesian educational system in today's era.

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Exploring Peer-Assessment Practice in Graduate Students� Academic Writing

Cited by 4 publications

References 0 publications

English Education Master Students’ Perceptions on Developing Critical Thinking Skills in Academic Writing

English Education Master Students’ Perceptions on Developing Critical Thinking Skills in Academic Writing

Graduate Students’ Voices Toward Peer Assessment in Academic Writing Class

Improving Assessment and Evaluation Strategies on Online Learning

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