Eksplorasi Persepsi Mahasiswa Bahasa Inggris Sebagai Bahasa Asing Terhadap Penilaian Diri Dan Penilaian Teman Sebaya Dalam Penulisan Akademik: Studi Di Universitas Tadulako

Dhea Agustianingsih, (A12122151). “Exploring EFL Students’ Perception on
Self and Peer Assessment in Academic Writing: A Study at Tadulako
University,” Undergraduate Thesis, English Education Study Program,
Department of Language and Arts, Fculty of Teacher Training and Education,
Tadulako University, under the supervision of Wahyudin, S.Pd., M.Pd. and Andi
Patmasari, S.Pd., M.Pd.
This study aims to describe students’ perception of the implementation of self-
assessment and peer-assessment in academic writing classes at Tadulako
University. The study population consisted of 248 third-semester students in the
English Language Education Program for the 2025/2026 academic year. The
study sample comprised 100 students selected using purposive sampling. This
study employs a descriptive quantitative design. Data were collected via a closed-
ended questionnaire consisting of 18 questions using a five-point Likert scale.
Data were analyzed using descriptive statistics, specifically frequency and
percentage, with the assistance of SPSS. The results indicate that students
generally hold positive perceptions toward self-assessment and peer-assessment.
The overall results show that 43% of students selected “agree” and 25% “strongly
agree” that these two assessment methods are beneficial in improving academic
writing skills. Regarding self-assessment, students felt that this method helps them
identify the strengths and weaknesses of their writing, correct errors, and increase
their awareness of the writing process. In peer assessment, students believe that
feedback from peers helps them identify errors, improve the quality of their
writing, and develop critical thinking skills. However, a significant number of
students about 27% gave neutral responses, indicating that some students remain
skeptical about the effectiveness of this method due to limited experience, a lack
of confidence, or unclear instructions. In conclusion, self-assessment and peer-
assessment are perceived as beneficial and effective strategies in supporting the
development of students’ academic writing skills. However, additional guidance,
clearer rubrics, and continuous practice are needed so that students can understand
and apply these assessment methods optimally.
Keywords: Students’ Perception, Self-Assessment, Peer-Assessment, Academic
Writing, EFL Students.