DETAIL JURNAL
FAOYAN AGUS FURYANTO
Vol.8 No.1 Maret 2016
Universitas Islam Kalimantan Muhammad Arsyad Al Banjari (MAAB)
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This study was aimed to investigate the students’ perceptions on peer assessment in speaking activity particularly speaking performance. It was a qualitative research and the subjects of the research were the sixth semester students of Islamic University of Kalimantan consisting of 20 students. The data were taken from observation, field notes and questionaire, and they were analyzed qualitatively. There were four stages to implement peer assessment in speaking class and those covered learning activities and students’ tasks to develope students’ speaking skill. Peer assessment lead positive students’ perception in learning speaking because it improved their skill in verbal communication, helped them to understand what other peers think, provided students with useful feedback about themselves performance, motivated students to learn speak English, helped students to develop a sense of participation, increased the teacher-students interaction and among students interaction, involved students in the development of peer assessment criteria. However, few students felt not better to assess themselves work. In conclusion, peer assessment is recommended to be imple-mented in speaking class
Keywords: peer assessment, students’ perception, speaking class
