Employing A Self-Assessment Rubric on the EFL Students’ Writing Activities: Is It Effective?

Abstract

Self-assessment is the process of students evaluating their work. It can help students learn a language better in writing class. This study aims to investigate the impact of self-assessment on EFL students’ writing performance. To this end, the study used a post-test quasi-experimental design. The study included 72 respondents. The experimental group consisted of 36 students who used a self-assessment rubric, while the control group consisted of 36 students who used a conventional assessment. The data were collected using a test. The data were analyzed using the non-parametric Mann-Whitney method utilizing SPSS version 24. The findings show a significant difference in scores between students who self-assess and those who do not. The Mann-Whitney U test result shows sig. 2 tailed is 0,015, meaning the p-value is less than alpha. The alternative hypothesis is accepted based on the U test result. The findings also show that students are aware of their responsibility and can identify their own writing's strengths and weaknesses. Thus, promoting self-assessment as a method for improving student writing performance is advised.