SELF-ASSESSMENT AS A STRATEGY TO ENHANCE EFL LEARNERS’ SPEAKING PERFORMANCE IN INDONESIAN SENIOR HIGH SCHOOL
DOI:
https://doi.org/10.22460/eltin.v14i1.p129-138Keywords:
self-assessment, speaking skills, EFL learners, fluency, learner autonomyAbstract
Many learners struggle with speaking fluency and confidence due to limited classroom practice and insufficient feedback. To address this, structured self-assessment activities were integrated into speaking instruction to promote reflection and learner autonomyThis study explores the effectiveness of using self-assessment in improving EFL students’ speaking performance in an Indonesian senior high school context. his is an experimental study involved eleventh-grade students (N=70), divided into control and experimental groups. Both groups completed pre-tests and post-tests assessing four aspects of speaking: fluency, pronunciation, grammar, and speaking style. While the control group followed teacher-led instruction, the experimental group applied self-assessment process guided by student-rubrics as the self-assessment guideline and reflection tasks. The findings revealed that students in the experimental group showed significantly greater improvement, particularly in fluency and speaking style. These results suggest that self-assessment enhances metacognitive awareness, reduces speaking anxiety, and supports learners’ communicative competence. The study highlights the pedagogical value of integrating self-assessment into speaking activities to foster independent and reflective language learning.
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