Students' View on Peer Assessment in Academic Writing

Abstract

This study sought to explore students' view toward peer assessment within the context of writing activities, specifically focusing on their academic writing performance. Employing a qualitative approach, the research involved 9 second-semester students from UNISKA Kediri who followed Academic Writing class. Data collection comprised through survey by using open-ended questionnaire. The implementation of peer assessment in the academic writing class unfolded across four stages, encompassing various learning activities and tasks aimed at enhancing students' academic writing skills. The findings indicate a generally positive view among students towards peer assessment, as it contributed to improvements in their academic writing proficiency, facilitated understanding of peers' views, provided valuable feedback on their own performance, fostered motivation to engage with English language learning, cultivated a sense of active participation, enhanced teacher-student and peer interactions, and engaged students in the formulation of assessment criteria. Nonetheless, a minority of students expressed reservations about assessing their own work. In conclusion, the study advocates for the integration of peer assessment practices within academic writing classes.