| dc.description.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 | en_US |
