The Students’ Self-Assessment on Their English Language Learning

Authors

  • Lely Lismay University of Birmingham, United Kingdom, United Kingdom
  • Putri Laila Ramadhani State Islamic Institut of Bukittinggi (IAIN) Bukittinggi, Indonesia

DOI:

https://doi.org/10.30983/mj.v1i2.4891

Abstract

Abstrak  Penelitian ditujukan untuk menggali sejauhmana siswa mampu melakukan asesmen diri dalam mempelajari Bahasa Inggris. Terdapat tiga aspek yang digali melalui asesmen diri ini, yaitu penetuan tujuan dalam mempelajari Bahasa Inggris, menentukan kompetensi yang telah dicapai, dan menentukan kompetensi yang harus dicapai. Penelitian telah dilaksanakan di Madrasah Sumatera Thawalib Parabek, provinsi Sumatera Barat, Indonesia.  Penelitian ini dirancang sebagai penelitian kuantitatif. Informan dalam penelitian ini adalah 33 orang pelajar yang berasal dari kelas V jurusan Agama  di Madrasah Sumatera Thawalib Parabek.  Angket digunakan sebagai instrument untuk mengetahui sejauhmana para siswa mampu melakukan asesmen diri. Hasil penelitian secara umum menunjukkan bahwa 95% siswa menetapkan tujuan belajar bahasa Inggris untuk hal-hal akademis, 55% siswa belajar bahasa Inggris dengan tujuan lulus ujian masuk perguruan tinggi, dan 35% siswa belajar bahasa Inggris untuk mencari pekerjaan. Dalam hal mengukur ketercapaian kemampuan bahasa Inggris, 85 % siswa dapat menulis kalimat sederhana dengan benar, 55% siswa dapat berbicara bahasa Inggris dengan lancar tanpa malu dan takut melakukan kesalahan, 55% siswa dapat berbicara bahasa Inggris dengan tepat dan benar. kesalahan mereka dalam berbicara, 55% siswa dapat memahami tugas mendengarkan, dan 75% siswa dapat dengan mudah memahami informasi detail dalam bacaan. Dalam menentukan jenis kompetensi yang harus dicapai, 95% siswa menempatkan berbicara lancar sebagai kompetensi pertama yang harus dicapai. Kemudian, 95% siswa memilih kompetensi pengucapan yang harus ditingkatkan, 85% siswa cenderung menguasai kosa kata, 75% menjaga menulis paragraf, dan 55% siswa memperhatikan keterampilan membaca.  Disimpulkan bahwa para siswa mampu melakukan asesmen diri dalam mempelajari Bahasa Inggris. Asesmen ini tidak hanya untuk membimbing siswa untuk memiliki kesadaran dalam belajar, tetapi diharapkan berimplikasi terhadap peningkatakan kemampuan Bahasa Inggris mereka.    Kata Kunci: Penilaian Diri Siswa, Pengaturan Diri  Siswa, Pembelajaran Bahasa InggrisAbstractThe research is aimed at exploring the extent to which students are able to conduct self-assessment in learning English. There are three aspects that are explored through this self-assessment, namely determining goals in learning English, determining competencies that have been achieved, and determining competencies that must be achieved. The research has been carried out at Madrasah Sumatra Thawalib Parabek, West Sumatera, Indonesia. This research was designed as a quantitative research. The informants in this study were 33 students from class V majoring in Religion at Madrasah Sumatra Thawalib Parabek. Questionnaires were used as an instrument to determine the extent to which students are able to carry out self-assessments. The results of the research generally show that 95% of students set the goal of learning English for academic matters, 55% of students studied English with the aim of passing the college entrance exam, and 35% of students studied English to find work. In terms of measuring the achievement of English language skills, 85% of students could write simple sentences correctly, 55% of students can speak English fluently without being ashamed and afraid of making mistakes, 55% of students could speak English correctly and correctly their mistakes in speaking, 55% of students could understand the listening task, and 75% of students could easily understand detailed information in the reading. In determining the type of competency that must be achieved, 95% of students placed speaking fluently as the first competency that must be achieved. Then, 95% of students chose pronunciation competence that must be improved, 85% of students tend to master vocabulary, 75% kept writing paragraphs, and 55% of students paid attention to reading skills. It is concluded that the students were able to conduct self-assessment in learning English. This assessment is not only to guide students to have awareness in learning, but it is expected to have implications for improving their competency in English language.Keywords: Students’ Self-Assessment, Students’ Self-Regulatory, English Language Learning.

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Published

2021-12-31

How to Cite

Lismay, L., & Ramadhani, P. L. (2021). The Students’ Self-Assessment on Their English Language Learning. Modality Journal: International Journal of Linguistics and Literature, 1(2), 110–114. https://doi.org/10.30983/mj.v1i2.4891

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Vol. 1 No. 2 (2021): December 2021

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