Electronic Theses and Dissertation

Key words: Authentic Assessment, Self and Peer Assessment, Writing

Writing classes at Secretary Program in SMK Negeri 1 Lhokseumawe is considered very important based on the Curriculum 2004. It is stated that the students are expected to be able to communicate in English both in oral and written forms . For Secretary program, the students are trained to communicate through office corespondence such as writing a memo, agenda, curriculum vitae, minutes of meeting, phone messages, and simple business letters.
However, the teaching of writing has become a 'nightmare' tasks for both teachers and students. The students feel that they cannot write because they do not know how to write since they have never had sufficient practice to it. While the teachers are reluctant to carry out the lesson since it is time consuming in correcting the students' work; and to make it worse, most of students' works are in the category of poor writing. So far, the assessment on students' performance in writing has been based on the product only; therefore it needs such an assessment that covers the assessment of process which involves the students' participation in the process of assessment.
Unlike the traditional assessment, authentic assessment is a kind of assessment which focuses not only on the product but also on the process. Writing class is supposed to be given through a writing process covering pre-teaching, whilst-teaching, and post-teaching; and, the assessment recommended in the learning and teaching of writing is an authentic assessment which provides an ongoing process of assessment. An assessment which is done within an ongoing instructions becomes more natural and really shows students' performance.
This study is trying to investigate one model of authentic assessment: that is self assessment and peer assessment. The questions to be answered in this study are ( 1) How is the preparation of self- and peer- assessment in writing classes? (2) How is the implementation of self- and peer- assessment in writing classes? (3) How do the students feel about the implementation of self- and peer- assessment? To answer these questions, the researcher conducted research in the form of Classroom Action Research (CAR) at Secretary Program of SMK Negeri 1 Lhokseumawe.
The Classroom Action Research was carried out in 2 cycles, and every cycle was conducted in 4 meetings. This research was implemented in two phases, the preparation phase and the implementation phase. The researcher did this study together with a collaborating teacher. Before conducting the study, the researcher and the collaborating teacher made the preparation, namely specifying the objectives, selecting materials, preparing lesson plans, and carrying out training session.
From the two cycles it was found that the procedure of self and peer
assessment could be applied in the writing class under the condition that the students

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