RETAIN https://ejournal.unesa.ac.id/index.php/retain <p><img src="/public/site/images/adminjlh/retain_cover_-_rev_-_resize_L3.jpg" alt=""></p> en-US RETAIN 2356-2617 EFL Student's Attitude towards Writing Peer Assessment https://ejournal.unesa.ac.id/index.php/retain/article/view/38432 <p><strong>Abstrak</strong></p> <p><em>Penilaian alternatif telah menjadi pusat perhatian ketika paradigma penilaian mulai berubah ke metode yang lebih integratif yang menggabungkan penilaian sumatif dan formatif. Implementasi penilaian sejawat di kelas menulis pendidikan tingkat lanjut jurusan bahasa Inggris sebagai bahasa asing adalah salah satu contoh penggunaan penilaian alternatif. Penilaian sejawat dipraktikkan secara luas dalam kelas menulis dan telah terbukti secara empiris melalui sejumlah studi bahwa penilaian sejawat secara signifikan terbukti efektif dalam mempromosikan keterampilan menulis siswa bahasa inggris sebagai bahasa asing di perguruan tinggi di samping keterampilan berpikir tingkat tinggi seperti keterampilan kritis dan analitis. Menghasilkan dampak yang luar biasa seperti itu sangat bergantung pada beberapa faktor, salah satunya adalah sikap siswa dalam penilaian sejawat. Sikap siswa dianggap penting dalam keberhasilan implementasi penilaian sejawat karena menentukan kualitas penilaian sejawat dari tingkat umpan balik dan ketepatan penilaian. Artikel ini bertujuan untuk meninjau secara kritis berbagai hasil yang disarankan dalam literatur terkait yang mempelajari sikap siswa pendidikan tingkat lanjut terhadap penggunaan penilaian sejawat dalam kelas menulis. Mengikuti tujuan ini, artikel ini juga akan mencoba membuat panduan konklusif berdasarkan implementasi pedagogis dari penilaian sejawat.</em></p> <p><em>Kata kunci: Penilaian alternatif, penilaian sejawat, kelas menulis, sikap siswa</em></p> <p><strong>Abstract</strong></p> <p>Alternative assessment has been in the spotlight of attention as the paradigm of assessment begins to shift into a more integrative style that incorporates both summative and formative assessment. The implementation of peer assessment in EFL higher education writing classrooms is among the examples of alternative assessment use. Peer assessment is widely practiced in writing classrooms and it has been empirically evident through scores of studies that peer assessment is significantly effective in promoting EFL higher education student’s writing skill in addition to high order thinking skills such as critical and analytical skills. Having generated such remarkable impact crucially depends on some factors, one of which is student’s attitude in peer assessment. Student’s attitude is deemed important in a successful implementation of peer assessment as it determines the quality of peer assessment by the level of feedback and grading’s accuracy. This article aims to critically review the various results suggested in related literature which studied higher education student’s attitude toward the use of peer assessment in a writing classroom. Following this objective, this article used library study as a method and critical analysis to the data gathered to form an insightful evidence-based qualitative review. Lastly, it will also try to make a conclusive guide based on the pedagogical implementation of peer assessment.</p> <p><strong>Keywords: </strong>Alternative assessment, peer assessment, writing classroom, student's attitude</p> Pradipta Nahdah Adiyani ##submission.copyrightStatement## 2021-09-04 2021-09-04 9 03 1 10 The Use of Quick Response Codes for Listening Comprehension in Junior High School https://ejournal.unesa.ac.id/index.php/retain/article/view/40292 <p><em>The study aims is to describe the use of QR Codes in listening comprehension for Junior High School and students’ responses toward the use of QR Codes in listening comprehension for Junior High School. This study used a descriptive qualitative method applied to eight grades of Junior High School through observation, interview, and questionnaire. The instruments used to collect the data among them are field notes, interviews sheet, and questionnaire in Google form. The results of the data showed that QR Codes are an appropriate medium to promote students’ listening skills because the use of QR Codes are simple and effective. Besides that, the use of QR Codes in learning listening in the class also got a positive response from students.</em></p> nurul hidayati ##submission.copyrightStatement## 2021-09-04 2021-09-04 9 03 11 17