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The Impact Of Using Scoring Rubric In Peer Assessment On Promoting Iraqi EFL Learners' Speaking Skill In The University Level
Abstract
In the mid 1990s, the field of assessment and evaluation witnessed a shift from traditional assessment to alternative assessment. The shift presented a number of new practices aiming at linking teaching and learning processes with assessment process for the sake of making the most of the assessment benefits. Among those practices, scoring rubrics and peer assessment have been found to have positive impacts on learners, teachers, and curricula. In addition, rubrics are found to be more effective in assessing the skills that are usually assessed subjectively, like the speaking skill. Thus, the primary goal of the study is to investigate the impact of using scoring rubrics on promoting the EFL learners' speaking skill in conversation classes.
Being used in the study as a mere assessment tool, no real effect was found of the scoring rubric on the students' performance. Therefore, the rubric was used in the students' peer assessment inside the classrooms. Accordingly, the study hypothesizes that, firstly, the scoring rubric, when used in peer assessment in conversational classes, has a positive impact in promoting the students' speaking skill inside the classroom. Secondly, when the two practices are implemented with the group work technique, they can be effective in creating students-centered classrooms. Thirdly, a well-formed rubric can achieve high reliability among different raters.
In order to test the hypotheses of the study, firstly, the researcher followed a pretest- posttest technique between which she applied the three practices of alternative assessment (i.e. rubric, peer assessment, and group technique) to a convenience sample of EFL students (N=74) in the Department of English Language, College of Education for Humanities, University of Basrah. To check the results, a paired t-test analysis was implemented showing positive impacts of the rubric and peer assessment on the performance of the participants. Secondly, it was clear that the alternative assessment practices helped creating an interactive student-centered classroom with highly motivated students. And thirdly, being tested through Cronbach's alpha reliability test, the rubric of the study achieved a high reliability of .934. To sum up, following the study findings, the methodology of the study is found to be successful in achieving the aims of the study.
Supplementary resource (1)
... Moreover, the scenario of this strategy follows Hidayati's procedure (2015:32-33) which includes preteaching, pre-speaking, speaking activity, and post-activity. The rubric scoring is prepared by the researcher, such as Daulay's perspective (2018) in 75 is the minimum score of success, speaking rubric by Auda (2013), and observation sheet and field note for the observer. And the questionnaire is also prepared by the researcher, for example, the questionnaire about the student's achievement in the pre-test and post-test. ...
... In this section, the students also use body language to support their presentation. Moreover, based on the rubric (Auda, 2013), twenty students have control in intonation. It shows that they make an improvement in comprehension and fluency. ...
This study investigated the implementation of the Pair Work Technique in ESP class (speaking class) at UNISBA. A Class Action Research is utilized by the researcher to overcome the class's problem of Public Administration program study at Balitar Islamic University. There are two cycles in this study in order to meet the minimum score of the rubric. Based on the rubric in speaking and the table of scoring, it can be concluded that the students of ESP class make improvements in comprehension and fluency. Those improvements affect the student's performance in the presentation of the themes which have been prepared by the researcher. Finally, this strategy has a positive impact on a student's presentations by 76% of students meet the minimum score of the speaking rubric.
... The writer prepares the strategy which is suggested by Latief (2012). It includes the result of preliminary study and solution to solve the problem according to Latief (2012), lesson plan, observation checklist which is suggested by Herawati (2018), observation checklist for observer, questioner which is suggested by Herawati (2018), scoring rubric (Auda, 2013), and minimum standard of success in speaking (HamidahDaulay, 2018). ...
This present research aims to enhance students' speaking skills three-step interview For Business Administration to The Students at Balitar Islamic University. The study used Classroom Action that is promoted by Latief (2012) and this methodology is used by the researcher in order to answer the student problems which are found in his preliminary study. The subject is the second semester of business administration study program or ESP class. After doing two cycles in his study, the findings show that implementing strategy could give a good contribution to the student speaking skills. It means that this strategy can help them performing a good speaking session by reducing tension in speaking in public, reduce afraid, and shy feeling based on speaking rubric which is used by the researcher in this study.
ABSTRAK Pengajaran Bahasa Inggris untuk mahasiswa ESP adalah sebuah tantangan untuk seorang dosen Universitas Islam Balitar karena dia harus menjawab tantangan deskripsi mata kuliah yang ada. Dalam pengajarannya di jurusan Ilmu Komunikasi, dia menemukan mahasiswanya (80%) sulit untuk memulai berbicara dalam Bahasa Inggris berdasarkan fakta di studi awal yang dia lakukan. Akhirnya penulis menyelesaikan masalah tersebut dengan metode penelitian tindakan kelas dengan strategi ice breaker. Dalam studinya, penggunaan strategi ini efektif dalam menigkatkan nilai berbicara dalam berbahasa Inggris meski melalui beberapa fase pembelajaran. Oleh karena itu, hasil studi yang dilakukan oleh penulis semoga dapat memberikan informasi yang cukup untuk peneliti lain di ketrampilan ESP yang berbeda. Kata kunci: Berbicara, Ilmu komunikasi, Ice Breaker Dosen Tetap Universitas Islam Balitar
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