Abstract:
Student Self-Assessment is defined as the student’s own assessment of personal progress in knowledge, skills, processes, or attitudes. Student Self-Assessment reflects on the student’s own learning. In fact, many students will initially find it quite uncomfortable as well as the teacher who rarely involves students in the assessment. This paper tries to describe an attempt to adopt student self-assessment in writing summaries of journal and newspaper articles after an extensive reading task. By having the students self-assess their familiar tasks or performances using clearly identified criteria, this quantitative study investigates how the students of the English Education Department-Universitas Lambung Mangkurat do the self-assessment of their summaries. The subjects are the students who take Advance Reading Course. They are obliged to read four to five journal articles and articles from The Jakarta Post during the semester. There were initially 10 students registered for the course; unfortunately, in the end of the semester, only seven students actively attended the class. The students were asked to self-assess their summaries based on the scoring rubrics given and the teacher also assessed the summaries using similar rubrics. The results show that in the beginning, the scores of Student Self-assessments tend to be higher than assessments undertaken by the teacher. Then, there are students who overrate themselves as well as students who are not confident enough by themselves. In conclusion, training the students to self-assess themselves is necessary for self reflection and building students’ critical thinking.
