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The steps taken were the same as last year, which
guided students to carry out peer responses and
explained the rules and how to respond to a peer
sakubun.
3.2 Student Assessment
When using Jiko hyoka in the Chukyu Sakubun II
class, the student revises the sakubun based on the
responses received from a peer and the student
conducts a jiko hyoka of his own sakubun. The first
time students assess their own sakubun, they focus
more on improving grammar, vocabulary, and kanji.
Students were not been able to assess their own
sakubun as a whole. Assessment of the sakubun itself
and the response of peers helped students to pay
attention to matters beyond grammar to the coherence
between sentences and paragraph structure.
The questions used in the student assessment of
the sakubun as follows,
6) Write down interesting points from the
sakubun.
7) Write down points that need to be revised or
added.
8) Write down the aspects of language that need
improvements such as grammar suitability of
vocabulary and kanji.
The answers to these questions were written in
Japanese and students responded to their peer
writings and assessed their own sakubun using
Japanese. This was performed so that students could
be trained to give responses in Japanese, and this is
also a writing exercise in Japanese.
The collected sakubun in the portfolio for half a
semester consisted of three sets of sakubun. Students
read and re-assessed the three sets of sakubun in the
midterm exam. The student's assessment of the
sakubun itself is a reference to provide the mid term
grade. At this stage, students begin to recognise the
strengths and weaknesses of sakubun beyond
grammar, vocabulary or kanji alone. Students also
found that their Japanese language skills were starting
to improve. This could also be seen from the increase
in vocabulary and kanji used in their sakubun.
Jiko hyoka in the Final Semester Examination not
only assessed three sets of sakubun collected after the
mid term assessment but also included the three sets
of sakubun before so that the number of sakubun to
be assessed was six sets. Students now had a portfolio
containing six sets of sakubun, each of which consists
of sakubun according to the theme given by the
teacher, the response of the peer, the sakubun that has
been revised, and the results of the weekly jiko hyoka.
The assessment aspects that are used remained the
same in each jiko hyoka process that is assessing
points of interest from sakubun, points that needed
improvement and grammar aspects. In addition a
question was added, which was the opinion of
students about the learning process using the method
of jiko hyoka. This one question forms a questionnaire
with an open question that asks what the student
thought about the learning process using with the
method of jiko hyoka.
After analysing the results of the questionnaire, it
was found that students did not only respond to the
jiko hyoka method but also about the peer response
method. This was because students had never
participated in learning using these two methods and
there was no questionnaire provided for peer response
learning methods from last year's research. So, The
questionnaire results also included the application of
these two methods.
The students' responses were divided into two
parts according to the points that were considered
when implementing jiko hyoka namely points of
interest, points that need improvement, and aspects of
language. Interesting points and points that need
improvement were in the form of student responses
that were appreciative of the learning process so that
these two points were combined into one, namely
1) Students are pleasant and enjoy attending class
because they understand good sakubun but not
after reading peer sakubun.
2) Students know their own strengths and
weaknesses and avoid repeating the same
mistakes by making a personal note about
what needs attention.
3) Students become more active in learning and
enthusiastic and feel motivated by seeing the
development of their sakubun so that a sense
of responsibility for the study being
undertaken arises.
4) Students feel grateful to peers who have
responded to their sakubun.
5) Students feel more excited about practicing
making good to advanced sakubun.
6) Students use peer responses as references to
improve their own sakubun.
As for grammar aspects, students responded as
follows,
1) Students realize that their knowledge of
Japanese is still lacking in grammar,
vocabulary, and kanji.
2) Students feel trained to read and assess
sakubun so that knowledge of grammar,
vocabulary, and kanji increases.
ICED-QA 2018 - International Conference On Education Development And Quality Assurance
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