The English Teacher’s Type and Strategy of Assessment in Writing Skill

Wahyuni, Ekowati Sri (2020) The English Teacher’s Type and Strategy of Assessment in Writing Skill. Masters thesis, UNIVERSITAS MUHAMMADIYAH PURWOKERTO.

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Abstract

This research aimed at investigating types and strategy of writing assessment used by English vocational teacher in Banjarnegara as the main objectives of this research and determining the dominant type and strategy of writing assessment among English vocational teacher in Banjarnegara. Fifty five English Vocational High school teachers were selected as respondents of this research. This research belongs to survey study, and there were two kinds of data, namely quantitative and qualitative data. Quantitative data was taken from questionnaire as the main data source and qualitative data were taken from the interview and document. Data collection techniques of this research were questionnaire, interview which was used structure interview and documents. There were some analysis data techniques. Quantitative data were analyze by scoring the result and made percentage. And for qualitative data from interview and document were analyzed by data reduction and data display. The result showed that teachers used all type of assessing writing with different frequency, namely imitative writing (65.37%), intensive writing (70.78%), responsive and extensive writing (70.27%), selected-response (74.55%) and constructed-response (68.36%). The dominant type of assessing writing was selected-response with the frequency 74.55% and belongs to high category. Besides that, the result also showed that teachers used all strategies in assessing writing with different frequency, they are planning (84.73%), make an item test (82.55%), use many types of writing (77.82%), edit the students‟ work (72%), ask students to observe the important idea (73.45%), give students opportunity to develop their idea (88%), and so on. The most popular strategy of assessing writing was give students opportunity to develop their idea when they are writing with the frequency 88% and belongs to very high category. Based on the findings, it is suggested that teachers have to apply many types and strategies in assessing writing in order to make students interest in writing, they also had to correct every students‟ work in order the students know about the result.

Item Type: Thesis (Masters)
Additional Information: Supervisor: Saefurrohman, Ph.D
Uncontrolled Keywords: Assessment, writing skill, writing assessment, types of writing assessment, assessment strategy in writing
Subjects: L Education > L Education (General)
P Language and Literature > P Philology. Linguistics
Divisions: Program Pascasarjana > Magister Pendidikan Bahasa Inggris
Depositing User: Amri Hariri, SIP.
Date Deposited: 05 Nov 2020 06:02
Last Modified: 06 Nov 2020 02:10
URI: http://repository.ump.ac.id/id/eprint/10191

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