SELF-ASSESSMENT AND REFLECTION IN PORTFOLIOS ENHANCING EFL STUDENTS’ WRITING

Tengku Silvana Sinar, Liza Amalia Putri, Dian Marisha Putri

Abstract


ABSTRACT

Can self-assessment and reflection as a part of the writing process make EFL students enhance their writing? This article presents the findings of a semester-long study conducted at four universities in Medan, North Sumatera where writing portfolio including self-assessment and reflection practices were implemented to support students make their progress. Using pre- and post- test design, it was found that the writing performance of students who used portfolio mainly focusing on combination of self-assessment and reflection for their essay writing process over a semester more increased than students who did not. The growth of writing performance corresponded to students’ ideas of improvement in writing. EFL writers who were usually concerned with correcting surface-level errors (mechanics and vocabulary) rather than global errors (organization and content), in this study, partially focused on global errors.

 

Keyword: self-assessment, EFL students

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DOI: https://doi.org/10.24114/esjpgsd.v9i4.16381

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Elementary School Journal PGSD FIP UNIMED is licensed under a Creative Commons Attribution 4.0 International License.

 

Elementary School Journal PGSD FIP UNIMED. p-ISSN : 2407-4934 | e-ISSN : 2355-1747