410 http://sosains.greenvest.co.id

JURNAL

SOSAINS

JURNAL SOSIAL DAN SAINS

VOL 2 NO 3 2022

P-ISSN 2774-7018, E-ISSN 2774-700X

IMPROVING THE SELF-ASSESSMENT TOOLS FOR TRAINING IN

SPEAKING TO GRADE SEVEN STUDENTS OF JUNIOR HIGH SCHOOL

F.Simatupang

, Y.Salamanang

, A.Tampubolon

, F.Sianipar

dan N.Sinaga

English Language Education Program of HKBP Nommensen, University Pematangsiantar, Indonesia

Corresponding Author : F.Simatupang

Email : [email protected], yvatricia@gmail.com, [email protected],

[email protected], Nopaulinasinaga@gmail.com

Article Info :

Accepted : February, 28

2022

Approved : March, 11

2022

Published : March, 15

2022

Keywords:

Self-assessment

Tool, Speaking

Competency

ABSTRACT

The main purpose of this study was to improve a self-assessment tool for speaking

competency of the seven grade students of junior high school. The focus of this study

was specifically on; 1) finding out the types of self-assessment needed to be improved;

2) Improving the prototype of a self-assessment tool; and 3) examining the quality of

the improved self-assessment tools. This study used R&D method of Gall & Borg

(2003) as design model. The subjects of this study were six English teachers and a

syllabus for the seven grade students of junior high school. The data were obtained

through questionnaire, interview, observation and syllabus analysis. The results

revealed that there were two form of self-assessment tools needed to be developed,

namely linguistic aspect and non-linguistic aspect self-assessment. The prototype of

self-assessment tools were improved by considering the need analysis results and

grand theory. The tools were validated and revised by two expert judges and user

judges. Based on the validation from expert judges and user judges, the quality of the

improved self-assessment tools was categorized as excellent instruments with very high

validity.

INTRODUCTION

The improvement of approach and methods in the area of education is in line with

the improvement of evaluation systems in education and learning itself. Therefore,

teaching, learning, assessment and evaluation are inseparable aspects that affect school

communities in many ways (Suchyadi et al., 2020). In school, the assessments of

students’ learning and classroom instruction serve multiple purposes. The information

obtained from an assessment activity can be used to monitor students‟ progress and the

effectiveness of the instruction (Chng & Lund, 2018). In fact, assessment and instruction

can be integrated purposefully by constructing assessments appropriately, interpreting

assessment information effectively, evaluating students’ achievement wisely, and

providing feedback helpfully to students and their families at conference time

(Constantinou & Wijnen-Meijer, 2022).

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F.Simatupang, Y.Salamanang, A.Tampubolon, F.Sianipar dan N.Sinaga 411

In the context of English teaching and learning, the assessment should cover the

four language skills, namely: listening, speaking, reading, and writing skills. However,

for many years, those four skills have not been assessed equally (Sparks, 2021). There has

been a tendency to put emphasis on assessing reading and writing skills. Permendiknas

No. 34, 2007 concerning “National Examination and Standard Competency of Passing-

Grade” clearly stated that the final examination on English subject only covered the

reading and writing skills. That is why, most of the teachers focused on those reading and

writing skills in the teaching learning process and neglect listening and speaking skills

(Rao, 2019). The ignorance of assessing speaking skill in the foreign language learning

consequently affected students’ ability. More importantly, it also affected teachers’ ability

in assessing speaking skill (Al-Sobhi & Preece, 2018).

The ability to speak \ English is very important for the students because speaking is

the basic language skill for communicating, and the ability to speak well will allow the

students to follow the progress of globalization easily. As a part of communication

speaking is regarded more as representing what the speaker wants to say (Tan, Jospa,

Mohd-Said, & Awang, 2021). Meanwhile, states that speaking is the form of oral

language that is inevitably used to communicate ideas and feelings no matter what the

language is (Nasir, Yusuf, & Wardana, 2019). Furthermore, stated that speaking usually

involve two or more people who use a language for interactional or transactional

purposes. It is not the oral expression of written language (Meena, 2020). According to

these definitions, it can be concluded that speaking is an interaction between two people

or more (Humprecht, 2019). The achievement of good speaking activity is when the

people who interact can understand each other. One obvious example of speaking activity

is the interaction between teacher and students. In the interaction, the teacher should have

good speaking competence because he or she has to bring all of his or her students to

understand the material through his or her speech (Rao, 2019).

Besides, the EFL teachers should be good speakers; they also have to be competent

in assessing their students. Nevertheless, in reality, the English teachers of Junior High

School or “Sekolah Menengah Pertama” (henceforth: SMP) in Pematangsiantar have

faced problems in assessing their students, especially in assessing students’ speaking

ability. The teachers have realized that the weaknesses of the assessments have affected

the results of the students’ achievements (Dietrich et al., 2020). It can be seen from the

output of SMP students, which cannot speak English well. They have failed to

communicate well because of bad English. Meanwhile, it was known that in School SMP

Based Curriculum (KTSP), assessment plays a very significant role since it influences the

students‟ competency significantly (Siagian, 2020). It emphasizes the improvement of

competence through the tasks with specific performance standards so students can

perceive the results as a mastery of a set of specific competencies.The Process standard

which is applied to the latest curriculum (Curriculum 2013) also emphasizes more on the

authentic assessment (Permendikbud No. 81A 2013). Here, authentic assessment is

considered necessary to measure the overall learning outcomes of students (Martin,

Ritzhaupt, Kumar, & Budhrani, 2019). It is because these assessments evaluate the

progress of learning, not merely the result but also the process and other aspects in

different ways. In other words, the assessment system would be fairer to students as

learners, because every effort, which the students produce, will be more appreciated

(Landers, Armstrong, Collmus, Mujcic, & Blaik, 2021). However, there were many

obstacles faced by the teachers in improving authentic assessment especially self-

assessment in the teaching learning process at the school. From the preliminary interview

and questionnaire, it was found that most of the teachers did not implement self-

assessment, especially in speaking skill. The teachers faced problems in implementing

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self-assessment of speaking skill because most of the students did not understand the use

of self-assessment. Besides, most of the teachers did not have enough knowledge and

self-assessment’s instrument to be used in speaking class. They also said that they did not

have proper guidance for the implementation of authentic assessment, especially self-

assessment in speaking skill. Most of them admitted that they were really lacking

information about self-assessment. This condition made the teachers feel unwell to

implement the self-assessment of speaking skill. They also expect to have a correct and

good guidance of authentic assessment especially self-assessment for teaching speaking.

Finds the problems about the assessment on teaching speaking. From her study, it

was found that teachers found some obstacles in implementing assessment, especially

authentic assessment (Zaim & Arsyad, 2020). First, teachers did not have instruments to

equip themselves in implementing authentic assessment. Second, some teachers have the

instruments, but they are not able to use them. Third, teachers did not have enough

knowledge about authentic assessment. One type of authentic assessment that could help

teachers and students to see and know the results of learning and teaching tasks is self-

assessment.

Self-assessment is what the students see from their own perspectives. Enabling

students to self-monitor their learning practice is regarded as a way to help students

develop knowledge through conscious control over that knowledge or to develop

metacognitive awareness of knowledge and thought. Meanwhile, define self-assessment

as a process of formative assessment during which students reflect on and evaluate the

quality of their work and their learning, judge the degree to which they reflect explicitly

stated goals or criteria, identify the strengths and weaknesses in their work, and revise

accordingly. In conclusion, self-assessment is a method where the students are asked to

assess themselves and to identify their strengths and weaknesses (Febriyanti, Dewi,

Ratna, & Dewi, 2018).

Smith explains the benefit of Self-Assessment is to encourage the students to know

their own strengths and weaknesses. The students can reflect their competency, which is

already achieved, and give them self-motivation toward their learning process, thus they

will be more stand-alone and honest. Considering the importance of self-assessment for

assessing speaking, it was needed to improve self-assessment instruments. In this study,

to make the self-assessment instruments easier to be understood and implemented, it is

considered important to supplement the lesson plan and the speaking task (Borg &

Edmett, 2019). States that lesson plan is important because it provides a structured

“route” through to the lesson so that the teachers can be sure of meeting the lesson

objective(s) and lesson plan also gives the teachers a guideline of what they are doing.

This research was conducted to find out the type of self-assessment which is needed to be

developed for assessing teaching speaking to the eighth grade students of Junior High

School and to improve the prototype of self-assessment instruments as the result of need

analysis. This study also intends to examine the quality of the improved self-assessment

instruments for teaching speaking to the seven grade students of Junior High School.

RESEARCH METHODS

The subjects of this study were 6 English teachers in Pematangsiantar and syllabus

for the second grade students of junior high school. The object of this research was self-

assessment instruments improvement for speaking competency. Since the aimed of this

research was to design a new product of self-assessment instrument for the seven students

of Junior High School in SMP Negeri 5 Pematangsiantar in the academic year of

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F.Simatupang, Y.Salamanang, A.Tampubolon, F.Sianipar dan N.Sinaga 413

2021/2022 in the terms of the quality of the improved self-assessment instruments to

assess speaking competency of the Seven Grade Students of Junior High School. It was

shown in figure below.

Figure 1 An Elaboration Model of R&D

Meanwhile, there were several methods of data collection used in this study such as

observation, interview, questionnaire, document study, and experts and users judgment.

Besides, in collecting the data, the researcher was equipped with some instruments. Those

instruments were observation sheet, note, and questionnaires. The quality of the

instruments improved was measured through its validity (content, construct and criterion

validity) and reliability. Expert judges and user judges did it. The result from the expert

judges was analyzed using the formula of Gregory in. Results of user judges were

analyzed using formula adopted.

RESULTS AND DISCUSSION

1. Self-assessment needed to be Improved for speaking competency of Seven Grade

Students of Junior High School

There were several activities, which were done by the researcher in need analysis.

Those were: (1) Syllabus analysis, (2) Giving questionnaires to the English teachers of

Junior High School and (3) Interview. Based on the result of the data, it was found from

the syllabus analysis, there were eight basic competencies covered by 23 topics for one

academic year. Meanwhile, from questionnaire and interview, it can be seen that the

application of speaking assessment in school is less than the expectation. There are many

teachers, who still use traditional assessment to assess their students. Students often only

assessed by using short answer or multiple-choice questions. Students are assessed only

on a limited number of tasks that may not conform to what is done in the classroom. In

addition, many teachers still lack about authentic assessment knowledge, particularly the

use of self-assessment.

Many teachers expect to have an appropriate assessment instruments that they can

use later to assess students’ speaking ability. Teachers want to use a self-assessment

instrument as an alternative to assess students' ability in speaking because the teachers

hope that linguistics and non-linguistics aspects of self-assessment in speaking will help

students know their own improvement from the previous meeting. Based on the need

analysis, It can be concluded that the self-assessment needed to be developed for

speaking competency of grade eight students of Junior High School is self-assessment

instruments including self-assessment rubric (linguistic and non-linguistic).

2. Prototype of Self-assessment tools in Speaking Skills for Seven Grade of Junior

High School

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The prototype of self-assessment instruments for assessing students’ speaking

ability was develop based on the result of need analysis, basic competencies that should

be covered and grand theory, the design of prototype could be draw as follows:

Figure 2. Prototype of Self-assessment Instruments

The prototype was designed based on the need analysis, curriculum and syllabus

analysis. The prototype of the assessment product as displayed in the figure above

covered basic competency, which was distributed to some indicators. There were eight

basic competencies covered for teaching speaking for the seven grade students of Junior

High School for the whole one year. From the basic competencies, it could be seen that

there were 23 topics for teaching speaking for seven grade students of Junior High

School. However, in this study there were 17 topics that would be equipped by self-

assessment tools. It was because of some topics, which appeared twice .

Meanwhile, from the indicators, it can be seen that there were two speaking types,

namely monologue and dialogue. The self-assessment instruments were also improved by

including some aspects, namely assessment task, non-linguistics aspects, and linguistics

aspects. There are five kinds of assessment tasks that students are expected to carry out in

classroom. Those are imitative, intensive, responsive, interactive and extensive.

Meanwhile, the product of self-assessment instruments improved into two forms, namely:

1) linguistic aspect which includes comprehension, fluency, vocabulary, grammar, and

pronunciation; 2) non-linguistics aspects of self-assessment which covers competence to

follow the lesson, integrity/honesty, competence to do self-reflection, identifying self-

improvement and describing the learning outcome.

3. The Quality of the Improved Self-Assessment tools

To find out the quality of the improved self-assessment instruments, the validation

was occurred. The expert and user judges did the validation of the product. From the five

categories, all self-assessment instruments improved in this study belong to the first

category, 0.76 ≤ X ≤ 1.00. It means that the instruments were categorized as very high

validity. Meanwhile, both of the user judges stated that the quality of self-assessment

instruments was categorized as excellent instruments.

Self-assessment tools for speaking competency were improved by using model of

R&D proposed by Gall, Gall & Borg. The instruments were based on the criteria of good

assessment proposed. In improving the self-assessment instruments, the researcher started

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from the first step, research analysis and need assessment. Then it was continued with

syllabus analysis, product planning and design, product development, validation product

from expert and user judges, and final product revision. As explained previously, the very

first thing in improving the self-assessment instruments were identifying the type of self-

assessment needed to be improved from teachers’ perspective where these would be used

as considerations in improving self-assessment instruments. Previous researcher as the

very basic source in developing products also conducted identifying the type of what will

be improved.

He identified the type of performance assessment needed during the

implementation of preliminary observation where the results then were used as the

considerations in improving the products. What the researcher did in this study was also

the same. From the result of preliminary observation, it was found that the application of

speaking assessment in school is less than the expectation. There were many teachers,

which often assessed their students by using short answer, or multiple-choice questions. It

also found that the teachers still lack about authentic assessment knowledge, particularly

the use of self-assessment.

The teachers also stated that they expect to have an appropriate assessment

instrument that they can use to assess speaking students. Most of the teachers want to use

a self-assessment instrument as an alternative to assess students' ability in speaking

because the teachers hope that linguistics and non-linguistics aspects of self-assessment in

speaking will help students know their own improvement from the previous meeting.

Summarizing, it is obvious that self-assessment will help students in identifying their

strengths and weaknesses, gives a positive impact toward the students’ competency and

gives self-motivation toward their responsibilities in their learning process. Also as stated

in empirical review, result of study revealed that self-assessment was one of the effective

ways to improve the students‟ ability in English. Therefore, looking at the problems

found during the preliminary observation and relate to the theory of self-assessment, the

researcher tried to improve self-assessment instruments. This study was emphasized on

improving self-assessment instruments because up until now, the study about self-

assessment was only limited on finding how effective self-assessment was used to

improve students’ competency.

Here, the improved self-assessment instruments were instruments for assessing

speaking competency of the seven grade students of junior high schools in

Pematangsiantar. Besides, the researcher tried to use simple language in the self-

assessment instruments because it will be used for the students in junior high schools. It

had been adjusted with the seven graders’ language proficiencies. The self-assessment

instruments was hoped to be able to encourage the students to know their own strengths

and weaknesses. The students can reflect their competency which is already achieved,

giving self-motivation toward their responsibilities in their learning process so, they will

be independent and honest. By using these instruments, it hopes to give a positive impact

toward the improvement of students,personality, especially the problem that the students

face during their learning process.

During the improvement, the researcher designed the self-assessment instruments

based on the new syllabus constructed as the result of Syllabus Analysis and the Need

Analysis. The syllabus consisted of four competence standards and eight basic

competencies. Besides, the self-assessment instruments were also designed by

considering the linguistics aspect and non-linguistics aspect of self-assessment. Because

according, to be successful in English speaking, learners should master the linguistics

aspect and possess the non-linguistics aspect. They both correlate each other. So, English

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speaking ability here not only focuses on knowledge of language that the learners have,

but also focuses on the personality dimension that will affect them in presenting their

knowledge of English and they know how and when to present it. In accordance of that,

the instruments were made based on linguistics aspect. According to Marhaeni (2008),

the non-linguistic aspects covered five indicators; such as Competence to follow the

lesson, Integrity/Honesty, Competence to do self-reflection, Identifying self-

improvement, and Describing the learning outcome. Meanwhile, stated that the linguistics

aspects of the self-assessment included comprehension, fluency, vocabulary, grammar,

and pronunciation.Comprehension aspect required a subject to respond to speech as well

as to initiate it. Fluency aspect required a subject to speak fluently and pauses properly.

Vocabulary aspect required a subject to use related vocabulary. Pronunciation aspect

required a subject to pronounce the word with correct sounds, tones and the voice was

clear and easy to hear. In grammar aspect, it was required the use of correct sentence

pattern. The self-assessment instruments in this study were also being improved from the

speaking type. In regards to the theory, the self-assessment instruments in this study were

divided into two speaking types, namely dialogue and monologue.

The differences were only in the statement. For example in dialogue speaking type

for non-linguistic aspects, the statement was “Saya bercakap-cakap dengan baik dan

penuh tanggung jawab” (I communicate well and full of responsibility). Meanwhile, in

the monologue speaking type, the statement was “Saya menyampaikan teks monolog

dengan baik dan penuh tanggung jawab” (I convey the monologue text well and full of

responsibility). In addition, in the linguistic aspect for dialogue speaking task, the

statement was “Saya bisa mengucapkan kata-kata untuk keperluan meminta/

memberi/menolak barang/jasa orang lain dalam bahasa Inggris dengan jelas dan tepat”

(I can say the words for asking/giving/refusing service/goods in English clearly and

accurately).

Meanwhile, the statement for monologue speaking type was “Saya bisa

mengucapkan kata-kata untuk keperluan menyampaikan sebuah pesan

singkat/undangan/pengumuman dalam bahasa Inggris dengan jelas dan tepat” (I can say

the words for telling a short message/invitation/announcement in English clearly and

accurately). It can be seen that from the content of each statement in the self-assessment

instruments improved in this study, it was made to be specific and simple.

The reason for improving each statement to be specific and simple rather than to be

general or complicated was to avoid confusion for the students. Since the instruments are

intended for seven junior high school level, it was considered that each statement should

be delivered as specific as well as simple as possible. To know the quality of a product, it

cannot be judged as having excellent quality when it is seen only from the contents

involved. However, it must be seen from other points such as the validity (Content and

construct) of the product. According to Nieven in Nieven et al (2007), validity of the

product can be seen from its content and construct validity. She explained that content

validity is about theory/literature review gathered in preliminary observation while

construct validity is about the steps that had been conducted during the development of

the product. In this study, the product can be said that it had fulfilled the content and

construct validity.

The development of the product had been based on the teachers and students‟ need.

Some literature reviews had been used as the considerations and sources in improving the

prototype. Besides that, the instruments had been based on the criteria of good

assessment. In other words, it can be said that the product used some theories as the basis

of its improvement. The product can also be said to have fulfilled the construct validity

where the improvement itself consisted of some steps, which had to be followed. The first

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step had connection with the second step and the next steps. The result of each step was

used as the basis of revision toward the product and its supporting components. In other

words, the development of the product followed some steps chronologically, between

one-steps with another steps had close relationship, and interconnected.

The expert judgment toward the product had been conducted to complete the

explanation above. The result from the expert judges categorized the improved self-

assessment instruments as the instruments with a very high validity. However, there were

some aspects of the instruments suggested to be revised by the expert judges. Meanwhile,

the result from the user judges indicated the similar things that all self-assessment

instruments improved in this study were categorized as excellent instruments. Based on

the discussions above, it can be said that the improved self-assessment instruments are

considered as excellent instruments with very high validity for assessing speaking

competency of the seven grade students of junior high school.

CONCLUSION

Based on the findings and discussions, it can be concluded that the self-assessment

needed to be improved for speaking competency of grade seven students of Junior High

School is self-assessment tools including self-assessment rubric (linguistic and non-

linguistic). The prototype of self-assessment tools for assessing students’ speaking ability

was improved based on the result of need analysis, basic competencies that should be

covered and grand theory. The type of self-assessment tools needed to be improved for

speaking competency of grade seven Junior High School was made based on linguistics

and non-linguistics aspects of speaking competency.

For the quality of the improved self-assessment, expert judges and user judges

validated instruments. The expert judges were the lecturers of post-graduate program of

English Education Department, HKBP Nommensen University of Education and the user

judges were the English teachers in Junior High School. The expert judges stated that the

quality of self-assessment tools could be interpreted into the first category, 0.76 ≤ X ≤

1.00. It means that the instruments were categorized as very high validity. Meanwhile,

both of the user judges stated that the quality of self-assessment tools was categorized as

excellent tools. Thus, it is suggested for English teachers to use this product to assess the

students’ speaking process.

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