EFL Students’ Self Assessment on Their Speaking Skills

Abstract

This research explores the difficulties encountered when teaching and evaluating English speaking abilities in Indonesia, specifically in large classes where there is limited time for individual assessment. The author suggests an alternative approach of self-assessment to determine the credibility of students' self-evaluations of their own speaking skills, encompassing aspects such as grammar, vocabulary, pronunciation, and fluency. The aim of the study is to investigate the dependability of students' self-assessment scores in relation to their speaking abilities. Additionally, the research aims to establish the reliability of students' self-assessment scores across various facets of speaking skills, including grammar, vocabulary, pronunciation, and fluency.. A quantitative methodology is employed in the study to investigate the dependability of students' self-evaluation scores regarding their speaking abilities, encompassing grammar, vocabulary, pronunciation, and fluency. The participants of this study are tenth grade students of SMK As-Syafi’i. Data was collected using a self-assessment rubric, self-assessment scores from students, and assessment scores from teachers. Correlation-based statistical analysis was utilized to examine the concordance between self-assessment ratings and teacher evaluations, aiming to assess the reliability of the students' self-assessment scores. The objective of this analysis was to ascertain the level of dependability exhibited by the students' self-assessment scores pertaining to their speaking skills and the associated components. The research revealed a lack of correlation between the students' self assessment scores and the teachers' assessment scores for various aspects of speaking skills, including grammar, vocabulary, fluency, pronunciation, and communication skills. Consequently, the study concludes that the students' self assessment scores cannot be entirely relied upon and are deemed unreliable. In summary, the findings indicate that there is no correlation between students' self-assessments and teachers' assessments of their speaking skills, including grammar, vocabulary, fluency, pronunciation, and communication skills. This lack of correlation can be attributed to factors such as students' lack of familiarity with self-assessment practices. Therefore, it is crucial to promote self assessment as an effective tool for evaluating students' English proficiency, particularly in speaking, while addressing specific areas that require improvement