The Effect of Peer Assessment on Students’ Performance in Writing Narrative Essays

DOI

10.2991/assehr.k.200427.017How to use a DOI?

Keywords

peer assessment, students’ performance, writing

Abstract

This study is an attempt to investigate the effect of peer assessment in improving students’ performance in writing narrative essays at the university level. The participants were 95 first year students at the English department of a private university in Indonesia with mixed proficiency in English. During this study, they were divided into two different groups: control and experimental. Further, they are in the same semester and take the same course, which is ESP Writing. The control group received a teacher assessment of their writing, while the experimental group had peer assessment. Both groups were taught for eight meetings/weeks, including pre and posttest. For the duration of the treatment, the participants wrote one narrative essay every week. The students’ writings in the pre- and posttest were analyzed to compare the relative effect of the two treatments, namely, peer assessment and teacher assessment only. The result revealed that peer assessment had a greater influence on improving students’ ability in writing English essays than the teacher assessment method did.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Sonny Elfiyanto
PY  - 2020
DA  - 2020/05/01
TI  - The Effect of Peer Assessment on Students’ Performance in Writing Narrative Essays
BT  - Proceedings of the International Conference on English Language Teaching (ICONELT 2019)
PB  - Atlantis Press
SP  - 78
EP  - 82
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200427.017
DO  - 10.2991/assehr.k.200427.017
ID  - Elfiyanto2020
ER  -