Vol.
6 No.
02 Tahun 2019 TATIK MUFLIHAH.
NAILUL AUTHAR
Implication of English Vocabulary Instruction through Pictures for Elementary Students NOVI RAHMANIA AQUARIZA.
SYAFIAoUL ANAM.
PRATIWI RETNANINGDYAH
10 Minutes Extensive Reading and Its Effect for LearnerssAo Writing and Speaking Skill ROSI ANJARWATI.
IMA CHUSNUL CHOTIMAH,
LAILATUS SAAoADAH
StudentsAo Order Thinking Skill in Learning English
DANIAR SOFENY
Self Assessment in Writing Skill of Introverted Students KHUSNUL KHOTIMAH A Study of Language Styles Used in the Queen Movie LAILI MAHBUBAH.
FATIH AL FAUZI.
DIHLIZA BASYA
Examining Guided Note Taking Method to Assist Listening Skill at Madrasah Aliyah Arrisalah Curah Kates Ajung
MUHAMMAD MUJTABA MITRA
Origami: An Alternative Media to Teach Procedure Text in Speaking Diterbitkan oleh:
Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Lamongan Vol.
6 No.
02 Tahun 2019
DEWAN REDAKSI
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Ayu Oktaviani.
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(STKIP Lubuk Lingga.
PENERBIT Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Lamongan KANTOR Fakultas Keguruan dan Ilmu Pendidikan Gedung A Universitas Islam Lamongan Jl.
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Email: fkipunisla@gmail.
Vol.
6 No.
02 Tahun 2019 TATIK MUFLIHAH.
NAILUL AUTHAR
Implication of English Vocabulary Instruction through Pictures for Elementary Students NOVI RAHMANIA AQUARIZA.
SYAFIAoUL ANAM.
PRATIWI RETNANINGDYAH .
10 Minutes Extensive Reading and Its Effect for LearnerssAo Writing and Speaking Skill ROSI ANJARWATI.
IMA CHUSNUL CHOTIMAH,
LAILATUS SAAoADAH .
StudentsAo Order Thinking Skill in Learning English DANIAR SOFENY .
Self Assessment in Writing Skill of Introverted Students KHUSNUL KHOTIMAH A Study of Language Styles Used in the Queen Movie LAILI MAHBUBAH.
FATIH AL FAUZI.
DIHLIZA BASYA
Examining Guided Note Taking Method to Assist Listening Skill at Madrasah Aliyah Arrisalah Curah Kates Ajung
MUHAMMAD MUJTABA MITRA
Origami: An Alternative Media to Teach Procedure Text in Speaking E-Link Journal Vol.
6 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156
SELF ASSESSMENT IN WRITING SKILL OF INTROVERTED STUDENTS
Daniar Sofeny daniarsofeny@unisda.
Pendidikan Bahasa Inggris.
FKIP.
Universitas Islam Darul AoUlum
ABSTRACT
Self assessment is one of parts in assessment process.
This process helps the students evaluate their own work and learning process.
This study try to implement one of self assessments, namely Type Token Ratio (TTR).
It calculates word repetition by deviding the total number of words in a text .
by the number of individual words.
This self assessment will be used to only one type of personalities, namely introverted students.
The aims of the study are describing the types of token that most used by the introverted students, describing the types of token rarely used by the introverted students, and describing the introverted studentsAo opinion about Type Token Ratio (TTR) for their writing.
The descriptive qualitative method was implemented in this study.
the sources of the data were taken from twenty students of first semester in English Educational Program of UNISDA Lamongan.
The findings showed that types of token most used by the introverted students are: nouns appear 466 times, verbs appear 266 times, pronouns appear 266 times and prepositions appear 251 times.
Whereas, they rarey used: adverbs appears 171 times, determiners appears 159 times, conjunctions appear 123 times, adjectives appear 94 times and interjections appear 7 times.
Based on the result, it can be concluded that the introverted students most often use noun and most rarely use interjection in their writing.
Almost all of students think that TTR is good and help them to measure their vocabulary variety.
Key words: Self Assessment.
Writing Skill.
Introverted INTRODUCTION Writing is the 4th language skill that learners need to work hard on to ItAos the mirror that reflects/ shows oneAos knowledge about a language (Faraj, 2015, p.
Writing is considered as the most complicated and challenging language skill compared to the other three ones as it has to produce correct and appropriate text.
Writing also needs the processes of planning, drafting, editing, revising, and evaluating.
More efforts are required to produce meaning through writing than through the other skills.
(Widosari, et all, 2017, p.
There are many language components need to be included in writing such as vocabulary, grammar, punctuation and spelling.
Recount text is the genre that chosen by the researcher as this genre could engage students to write creatively and enrich their writing by many kinds of Asking students to write about their own lives and experiences become one of tips to encourage young learners to write (Widosari, et all, 2017.
Furthermore, evaluating the vocabulary variety is necessary to measure how far studentsAo understanding in mastering vocabulary.
The lecturers should know the development of studentsAo ability in mastering vocabulary.
They need to do an evaluation to measure studentsAo One of the measurement that can be used is Type Token Ratio (TTR).
(Thomas, 2005: Knight, et al.
, 2016.
Syarif, 2017.
Tatiana, et al.
, 2.
Some advantages that can be got from self assessment, those are: it reinforces the progress of the learning process of students, it can grow up self confidence and responsibility for students themselves, it can explore spiritual values, morals, attitudes and even motoric and cognitive aspects of students, and it builds honest character in students .
ijayanti, 2017:.
There are some relevant previous studies that deal with Using Type Token Ratio (TTR) as Self-Assessment in E-Link Journal Vol.
6 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 StudentsAo Recount Text Writing.
The first previous study was done by Ahmad Syarif .
entitled Kekayaan Leksikal pada Karya Tulis Akademis oleh Mahasiswa Pembelajar Bahasa Inggris Strata 1 lintas Gender.
This study addresses two main topics: lexical density and gender The second previous study was conducted by Retno Yuliastuti .
entitled A Study on the StudentsAo Vocabulary Mastery at the Second Grade of MTSN Ngemplak Boyolali.
The research aims at measuring studentsAo vocabulary mastery of the second grade students in MTSN Ngemplak Boyolali using two written test form.
Those are word meaning test and the sentences construction test.
In this study, the type token ratio as self assessment is implemented in the introverted students.
The researcher tries to boost the writing skill of introverted As based on some result studies showed that the introverted students are better in writing skill than the extroverted The formulation of this study are:
describing the types of token that most used by the introverted students, describing the types of token rarely used by the introverted students, and describing the introverted studentsAo opinion about Type Token Ratio (TTR) for their writing.
METHOD
This study is conducted by using descriptive-qualitative The method is a way that put researcher to come to the end of the study.
(Alwasilah, 2009: .
The research method gives directions what and how research is conducted, the procedure adopted, the source of the data used, and how the data are collected and analyzed.
As Qualitative research is an approach for exploring and understanding the meaning individuals or groups ascribe, to a social or human (Creswell, 2014:.
The process of research involves emerging questions and procedures, data typically collected in the participant's setting, data analysis inductively building from particulars to general themes, and the researcher making interpretations of the meaning of the data.
The final written report has a flexible Those who engage in this form of inquiry support a way of looking at research that honors an inductive style, a focus on individual meaning, and the importance of rendering the complexity of a situation.
Qualitative researcher focuses on context analysis, explores the deeplyrooted causes of phenomena, and highlights the explanations of what (Alase, 2017:.
This study employs a descriptive qualitative method because it describes and analyses the using of Type Token Ratio (TTR) as self assessment in students recount text The data of this study are studentsAo recount text writings and studentsAo Type Token Ratio (TTR) score.
In collecting the data, firstly the researcher asks the students to make a recount text writing based on their own experiences.
Then, the researcher introduces about Type Token Ratio (TTR) formula and its function to the students, after the students understand about the steps and formula of TTR its self.
The researcher then asks the students to count their TTR score based on the writings they make.
As it is selfassessment, so the researcher only helps and guides them to evaluate their writings using TTR, the students count and evaluate their TTR by their selves.
After counting TTR score, to collect their opinion about TTR, in the subsequent meeting the researcher gave the questionnaire to the students to describe their views about using Type Token Ratio (TTR) as self assessment in recount text writing.
The kind of question used by the researcher are open ended question, closed ended question and multiple choice question.
(Williamson.
The questionnaire contains of 8 questions.
Self Assessment in Writing Skill of Introverted Students E-Link Journal Vol.
6 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 The next step conducted by the researcher is analyzing the qualitative data.
Firstly, after the students count their Type Token Ratio (TTR) score as self assessment, the researcher starts to analyze the result of their Type Token Ratio (TTR) Here are the steps in formulating Type Token Ratio (TTR) score: counting the total number of the words in the text or itAos called by Tokens, counting the individual words or itAos called by Types, finding the Type Token Ratio (TTR) score by dividing the total number of Types by the total number of Tokens.
In analyzing the data, the researcher found the average of Type Token Ratio (TTR) score of 20 students then analyze the score in each element of word classes or itAos often called by Part of Speech.
Those nine elements are: nouns, pronouns, adjectives, verbs, adverbs, conjunctions, prepositions, interjections and determiner.
(Hathorn.
, et al, 2.
This point is to answer the first formulation of the study.
Secondly, after analyzing the Type Token Ratio (TTR) score, the researcher then analyzes the vocabularies used by the students in their recount text writings.
The vocabulary is categorized as nine word classes or itAos often called by Part of Speech.
Those nine are: nouns, pronouns, adjectives, verbs.
The researcher then analyzes what kind of vocabulary most used by the students as the answer of second formulation of the study and kind of vocabulary rarely used by the students as the answer of third formulation of the study.
Thirdly, the researcher analyses the result of questionnaire given to the The questionnaires contain questions about how the studentsAo opinion about using Type Token Ratio (TTR) as self assessment in their recount text writing are.
The main points of the questionnaire are to describe their experience in using Type Token Ratio (TTR) Type Token Ratio (TTR) and to describe the role of Type Token Ratio (TTR) in helping them to measure their vocabulary variety.
The researcher then takes a conclusion from it.
This point is to answer the fourth formulation of the study.
Based on the calculation, the researcher finds the average tokens number is 201.
Then, the types which have total tokens 201 above are included in most type of tokens used and the types which have tokens less than 201 are included in less type of tokens used.
The researcher finds there are four types of tokens which have total tokens 201 above.
In order to know what types of tokens most used by the students are, consider the table below.
Table 1.
Number of Tokens Most Used No.
Name
BMDA
GEF
TDM
Number of Tokens PRON
VERB
ADJ ADV CONJ INTER DET
PREP
E-Link Journal Vol.
6 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156
DFK
AMM
MRAT
ASN
AIS
EDS
RAA
PAA
FAS
TOTAL
The researcher gives the yellow colour in each column of types which indicates the highest number of tokens Researcher takes four types of tokens which have the highest number of tokens.
From the table above, it can be concluded that from four types part of speech which most used by the students, the researcher takes 10 samples of word which often appear in studentsAo writings.
In order to know some samples of types of tokens most used by the students, consider the table below.
Table 2.
Sample Types of Tokens Most Used Four Types of Tokens Most Used Noun Verb Pronoun Freq Words Freq Words Freq Words Friends Went School Visited Experience Want Time Family Name Arrived Share You For From Place Parents Home Study Cooked Them Our They With Until Day Forgot Table above provides some examples of types of tokens most used by the students.
There are 10 sample tokens which have high frequency in students recount text writings.
After finding the four types of tokens most used by the students, on the contrary, in this point the researcher finds Freq Preposition Words the types of tokens rarely used by the Based on the calculation in the previous point above, the types which have total tokens less than 201 are included in types of tokens rarely used.
In order to know the number of tokens rarely used by the students, consider the table below.
Self Assessment in Writing Skill of Introverted Students E-Link Journal Vol.
6 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 Table 3.
Number of Tokens Rarely Used No.
Name
BMDA
GEF
TDM
DFK
AMM
MRAT
ASN
AIS
EDS
RAA
PAA
FAS
TOTAL
PRON VERB
As the result of the calculation, there are five types of tokens which have total tokens less than 201.
Same as the previous point, the researcher gives the yellow colour for each column of types Number of Tokens ADJ ADV CONJ INTER
DET
PREP
which rarely used.
From the table above, it can be concluded from five types of tokens above, then researcher sums up the sample tokens that most appear in studentsAo recount text writings in the table below.
Table 4.
Sample Types of Tokens Rarely Used Five Types of Token Rarely used Interjection Adjective Conjunction Determiner Adverb Words Freq Words Freq Words Freq Words Freq Words Freq Hm.
Happy 8 And 57 The 78 There Ouch.
Beautiful 6 Because 13 A 26 Very Ohh.
Close 5 But 8 That Good 4 Then 7 Many 14 Really Various 4 If 4 An Late 3 After 3 This 5 often Crowded 3 Although 2 More 3 Immediately Afraid 3 Besides 2 Several 1 Here Sad 2 Until Happily Cool 1 Or Precisely Table above provides some examples of types of tokens rarely used by the students.
There are 10 sample tokens which have high frequency in students recount text writings.
But for interjection, the researcher only can find three samples because this type is the most not used by the students.
For the determiner as well, researcher only can find 8 samples because those types are the only types used by the students in their writings.
The table below is the studentsAo answer for the third formulation of the study.
E-Link Journal Vol.
6 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 Table 5.
Questionnaire Result Respondent Student 1 Student 2 Student 3 TTR itu mudah dipahami dan membuat saya menambah wawasan tentang vocab Saya suka TTR karena menurut saya TTR dapat mempermudahkan kita dalam mengukur penilaian TTR dapat mempermudah saya dalam mengukur kekayaan kosakata dan sangat mudah untuk Student 4 TTR bisa membantu saya dalam menggunakan dan mempelajari kosa kata Student 5 TTR is motivate me to learn vocab and motivate me write more Student 6 TTR bisa membantu saya untuk membantu dalam mengukur kekayaan kosakata baru Student 7 Student 8 Menurut saya, penggunaan TTR membantu saya dalam mengukur kosakata saya agar saya lebih mempelajari kosakata lebih banyak dan lebih baik lagi Saya sebelumnya belum mengerti tentang TTR.
Dan saya setuju TTR sebagai tambahan skor karna TTR mudah diaplikasikan Student 9 Saya suka sekali karena TTR itu sangat mudah untuk mendapatkan poin-poin Student 10 Menurut saya TTR membantu dalam mengukur kekayaan kosakata dan mudah untuk diaplikasikan Student 11 Bagus dan mudah diaplikasikan, sangat membantu proses belajar mengajar khusunya bahasa Inggris Student 12 Menurut saya TTR itu bagus karena penggunaan TTR bisa menambah wawasan kosa kata Student 13 Menurut saya penggunaan TTR sedikit membantu untuk saya lebih giat menulis Student 14 Dengan adanya TTR kita jadi lebih mudah untuk menghitung nilai kita sendiri.
Dan bagus jika Student 15 Dengan adanya TTR kita dapat memotivasi untuk mempelajari kosakata lebih lanjut Student 16 TTR bisa membantu dan mempermudah saya dalam menghitung vocab Student 17 TTR bisa membantu saya belajar kosakata Student 18 Menurut saya, penggunaan TR mudah dipalikasikan sehingga membuat saya tahu seberapa skor TTR yang saya peroleh Student 19 Menurut saya TTR itu senang dan menantang karena bisa membuat orang bingung kalau tidak faham Student 20 Tidak sulit, menambah wawasan, bagus juga dilaksanakan ipelajaran tiap minggunya.
From the result of the questionnaire, most of the students like the using of Type Token Ratio and most of them think that TTR can help them to measure their vocabulary variety.
Much further.
TTR is also easy to be implemented, the formula is easy to be applied, so the students do not find much difficulties in applying that formula.
In summary, based on the result of the questionnaire, it can be concluded that: .
all the students have never used the formula of Type Token Ratio before, so this study is the first time for them to know what is Type Token Ratio.
From the calculation of studentsAo votes, most of the students think that the using of Type Token Ratio gives good feedback for .
The using of Type Token Ratio really helps the students to measure their variety of vocabularies level.
From the result, the students voted the positive It means the implementation of Type Token Ratio is easy and the students had no difficulties in apply that formula.
From 20 students, 14 students voted vote the positive answer .
trongly agree or agre.
, it means their vocabulary variety level was good and 6 students voted negative answer .
isagree or strongly disagre.
it means they got the low level of vocabulary variety.
CONCLUSION
The researcher finds there are four types of tokens which have total Self Assessment in Writing Skill of Introverted Students E-Link Journal Vol.
6 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 tokens 201 above.
Those are .
nouns, which appear 466 times .
verbs, which appear 266 times .
pronouns, which appear 266 times and .
prepositions which appear 251 times.
Each of them appear in students writing above the average number.
There are five types of tokens rarely used by the students.
Those are .
adverbs which appear 171 times .
determiners, which appear 159 times .
conjunctions, which appear 123 times .
adjectives, which appears 94 times and .
interjections which appear 7 times.
Each of them appear in students writing below the average number The students voted the positive It means the implementation of Type Token Ratio is easy and the students had no difficulties in apply that formula.
From 20 students, 14 students voted vote the positive answer .
trongly agree or agre.
, it means their vocabulary variety level was good and 6 students voted negative answer .
isagree or strongly disagre.
it means they got the low level of vocabulary variety.
The researcher suggests the teachers and lecturers to implement TTR as self assessment in the introverted studentsAo writing skill and the other researchers to analyze similar studies to improve the analysis using of Type Token Ratio in measuring vocabulary variety.
REFERENCES