The Effect of Reflective Journal Authentic Assessment on Students’ Writing Competence and Motivation
DOI:
https://doi.org/10.30872/escs.v1i1.866Keywords:
Authentic Assessment, Reflective Journal, Writing Competence, MotivationAbstract
Several studies on Reflective Journal Writing (RJW) have highlighted the positive learning experiences either in writing skills or writing competence. However, most of them were for adult students. This study aimed to see it in high school students as demanded in the syllabus 2013. The respondents were 70 from the 360 population by using simple random sampling. A Mix-method approach answered the research questions with the writing competence, questionnaire, and interview instruments. The treatment group got the reflective journal writing while the control group without reflective journal writing six times. Pretest applied before the treatment and posttest after treatment and followed with a questionnaire and an interview. The data analysis used two-way manova, paired sample t-test, independent t-test, and Interview. The effect size shown in Eta Square for motivation was 86.4% or 0.864 categorized large effect and for writing 9.6% or 0.096 categorized moderate effect. RJW had a significant simultaneous effect on students’ writing competence and motivation. The correlation of students’ writing partially was .527. It was bigger than .05. RJW had a partial effect on students’ writing competence. For motivation, the significance value was 7.488 meant that RJW had a partial effect. It supported with Qual analysis that showed on students’ willingness, desires of doing something, fun activity, enjoyment activity, satisfaction, and effort of facing problems. In conclusion, RJW was significant to increase or improve either students’ writing competence or motivation.
Downloads
References
Al-Rawahi, N. M., & Al-Balushi, S. M. (2015). The effect of reflective science journal writing on students’ self-regulated learning strategies. International Journal of Environmental and Science Education, 10(3), 367–379. https://doi.org/10.12973/ijese.2015.250a
Bailey, K. M. (1998). Learning about assessment: Dilemmas, decisions, and directions. New York: Heinle and Heinle Publishers.
Ballantyne, R., & Packer, J. (1995). The role of student journals in facilitating reflection at doctoral level. Studies in Continuing Education, 17(1–2), 29–45. https://doi.org/10.1080/0158037950170104
Black, R., Sileo, T., & Prater, M. (2000). Learning Journals, Self-Reflection, and University Students’ Changing Perceptions. Action in Teacher Education, 21, 71–89. https://doi.org/10.1080/01626620.2000.10462982
Bolton, G. (2010). Reflective practice: Writing and professional development. Sage publications.
Boud, D. (2013). Enhancing learning through self-assessment. Routledge.
Callison, D. (1998). Authentic assessment. School Library Media Activities Monthly, 14(5), 42.
Cisero, C. A. (2006). Does Reflective Journal Writing Improve Course Performance? College Teaching, 54(2), 231–236. https://doi.org/10.3200/CTCH.54.2.231-236
Cooper, D. D. (1998). Reading, writing, and reflection. New Directions for Teaching and Learning, 1998(73), 47–56.
Dewey, J. (2010). How We Think A Restatement of the Relation of Reflective Thinking to the Educative Process What is Reflective Thinking ? 1933, 1–7.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(SUPPL. 1), 3–32. https://doi.org/10.1111/1467-9922.53222
Folse, K. S., Solomon, E. V, & Clabeaux, D. (2010). Great Writing 3: From Great Paragraphs to Great Essays. Heinle, Cengage Learning. https://books.google.co.id/books?id=g9_TQAAACAAJ
Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model (Vol. 10). Peter Lang.
Hess, M. E. (2010). Journal Keeping: How to Use Reflective Writing for Learning, Teaching, Professional Insight and Positive Change - By Dannelle D. Stevens and Joanne E. Cooper. Teaching Theology & Religion, 13(4), 384–385. https://doi.org/10.1111/j.1467-9647.2010.00656.x
Kerka, S. (2002). Journal Writing as an Adult Learning Tool. Practice Application Brief No. 22.
Kim, A. K. (2013). Reflective journal assessment: The application of good feedback practice to facilitating self-directed learning. Journal of Hospitality, Leisure, Sport & Tourism Education, 13, 255–259. https://doi.org/10.1016/j.jhlste.2012.04.004
Kolb, D. A. (1984). Experiential Learning: Experience as The Source of Learning and Development. Prentice Hall, Inc., 1984, 20–38. https://doi.org/10.1016/B978-0-7506-7223-8.50017-4
Kreishan, L. J., & Al-Dhaimat, Y. (2013). Intrinsic and extrinsic motivation, orientation and achievements in L2 of arab learners of english, French and German: A study from Jordan. International Education Studies, 6(12), 52–63. https://doi.org/10.5539/ies.v6n12p52
O’Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. New York: Addition. Wesley Publishing Company, Inc.
Olfos, R., & Zulantay, H. (2007). Reliability and validity of authentic assessment in a web based course. Journal of Educational Technology & Society, 10(4), 156–173.
Panadero, E., & Dochy, F. (2013). Student self-assessment: Assessment, learning and empowerment. Assessment & Evaluation in Higher Education, 39, 895–898. https://doi.org/10.1080/02602938.2013.871412
Perkins, K., & Brutten, S. R. (1990). Writing: A holistic or atomistic entity? Journal of Basic Writing, 9(1), 75–84.
Richards, S. (1993). Motivation in second language learning: A Hong Kong perspective. Department of English, City Polytechnic of Hong Kong.
Setyowati, L., Sukmawan, S., & El-Sulukiyyah, A. A. (2020). Exploring the use of esl composition profile for college writing in the Indonesian context. International Journal of Language Education, 4(2), 171–182. https://doi.org/10.26858/ijole.v4i2.13662
Shank, P. (2011). The online learning idea book: Proven ways to enhance technology-based and blended learning (Vol. 2). John Wiley & Sons.
Silva, V. (2020). 8 Factors that affect students ‘motivation in education, Build by me‖.
Stevens, D. D., Emil, S., & Yamashita, M. (2010). Mentoring through reflective journal writing: A qualitative study by a mentor/professor and two international graduate students. Reflective Practice, 11(3), 347–367. https://doi.org/10.1080/14623943.2010.490069
Taylor, B. P. (1981). Content and written form: A two‐way street. Tesol Quarterly, 15(1), 5–13.
VYGOTSKY, L. S. (2019). Front Matter. Mind in Society, 4, i–viii. https://doi.org/10.2307/j.ctvjf9vz4.1
Wiggins, G. (1998). Educative Assessment. Designing Assessments To Inform and Improve Student Performance. ERIC.
