Factors Affecting Students’ Engagment In Peer Assessment In English Writing Class: A Study At Raitu Anole Secondary School

Abstract

This study aimed to identify factors that affect students’ engagement in peer assessment in English writing class at Raitu Anole Secondary School. Specifically, the study focuses on conditions offered for peer assessment, students’ peer assessment competence, students’ perception about peer assessment, and friendship effect in peer assessment. To achieve this aim, the study used two groups of participant.. They were 38 students and 2 English teachers. They were chosen by using simple random sampling method and purposive sampling method, respectively. A close-ended questionnaire and semi-structured interviews were the data gathering tools. The questionnaire was distributed to students and the filled questionnaire were collected and analyzed in table in the form of frequency and percentage quantitatively in number. The data obtained from students’ interview and teachers’ interview were interpreted and narrated qualitatively in words. The result of the study showed that lack of training, lack of guideline, lack of a clear explanation about the specific task. And students did not have adequate peer assessment competence to give and use feedback to improve their writing. In addition, the results revealed that students had negative perception about peer assessment is not important to improve their writing., Unwilling to show their writing to others, and students’ thought that a social interaction in peer assessment is competitive as well as students were not honest because of their friendship relation with peers were found in the study.. Based on the results of the study, lack of teachers’ inputs for peer assessment, lack of students’ peer assessment competence to give and use feedback, improper perception of students about peer assessment, and friend bias were found as factors for students’ negative attitude towards peer assessment.