Empowering Students’ Writing Skill through Performance Assessment

I Made Suastra(1), Sebastianus Menggo(2*),

(1) Uniuversitas Udayana Denpasar
(2) Universitas Katolik Indonesia Santu Paulus Ruteng
(*) Corresponding Author

DOI: https://doi.org/10.26858/ijole.v4i3.15060


It is quite common to our understanding that classroom assessment outcomes are not sensitive to the goal of teaching and learning language skills. More specifically, the assessment cannot allow the students to present what they know and what they are supposed to do. The purpose of classroom assessment is to inform teaching and to improve learning. Performance assessment gives the students a chance to demonstrate their knowledge and absorb a wide variety of information on language teaching and learning activities. This study aims to analyze the implementation of performance assessment in improving students' writing skills and disclosing the students' psychological factors on implementing performance assessment in the writing learning process. This is a descriptive qualitative study that was carried out for three months, namely October-December 2018. The participants of the research were 28 English department students of Udayana University. The instruments used were writing rubric, questionnaires, and interviews.  These data were analyzed with the assistance of the excel chart data series software program and then followed by qualitative interpretation. The questionnaire data were displayed in the form of a percentage, while the data from the interviews were narrated in detail based on students' responses. The findings of the study reported a positive impact on students' writing skills (the mean post-test result = 78), boosts students' interest and awareness (92,85%), self-esteem (85,71%), and their motivation (78,57%). The practitioners are expected to implement performance assessment in enhancing students to be a competent English writer.


empowering, performance assessment, teaching and learning process, writing skill

Full Text:

PDF, 432-441


Al-jarf, R. (2011). Creating and sharing writing iRubrics. Asian EFL Journal, 51, 41–62.

Aliyu, M. M. (2020). Exploring the nature of undergraduates’ peer collaboration in a PBL writing process. International Journal of Language Education, 4(1), 11–23. https://doi.org/10.26858/ijole.v4i2.8406

Aubrey, S. (2011). Facilitating interaction in East Asian EFL classrooms: Increasing studentsʼ willingness to communicate. Language Education in Asia, 2(2), 237–245. https://doi.org/10.5746/LEiA/11/V2/I2/A06/Aubrey!

Çetin, Y. (2011). Reliability of raters for writing assessment: Analytic - holistic, analytic - analytic, holistic - holistic. Journal of Social Sciences Institute, 8(16), 471–486.

Efendi, Z. (2017). Improving students’ ability in writing English teaching by using portfolio assessment: An experimental study at SMKN 1 Blangpidie. Getsempena English Education Journal, 4(2), 152–163.

Espinosa, L. F. (2015). Effective use of performance-based assessments to identify English knowledge and skills of EFL students in Ecuador. Theory and Practice in Language Studies, 5(12), 2441–2447. https://doi.org/10.17507/tpls.0512.02

Genc, Z. S., & Aydin, F. (2017). An analysis of learners’ motivation and attitudes toward learning English language at tertiary level in Turkish EFL context. English Language Teaching Journal, 10(4), 35–44. https://doi.org/10.5539/elt.v10n4p35

Ghalib, T. K., & Al-Hattami, A. A. (2015). Holistic versus analytic evaluation of EFL writing: A case study. English Language Teaching, 8(7), 225–236. https://doi.org/10.5539/elt.v8n7p225

Javed, M., Juan, W. X., & Nazli, S. (2013). A study of students’ assessment in writing skills of the English language. International Journal of Instruction, 6(2), 129–144.

Kalanzadeh, G. A., Mahnegar, F., Hassannejad, E., & Bakhtiarvand, M. (2013). The influence of EFL students’ self-esteem on their speaking skills. The International Journal of Language Learning and Applied Linguistics World, 2(2), 76–83.

Kemenristekdikti. (2012). Kerangka kualifikasi nasional Indonesia. Jakarta: Kementerian, Riset,Teknologi dan Pendidikan Tinggi.

Khazrouni, M. (2019). Assessment for improving ESL learners’ writing skills among undergraduate students: A case study of Skyline University College. International Journal of English Language Teaching, 7(1), 30–44.

Lynch, R. (2003). Authentic, performance-based assessment in ESL/EFL reading instruction. Asian EFL Journal, 5(4), 1–28.

McKay, P. (2007). Assessing young language learners. Cambridge: Cambridge University Press.

Menggo, S. (2018). English learning motivation and speaking ability. Journal of Psychology and Instruction, 2(2), 64–69.

Menggo, S., Suastra, I. M., Budiarsa, M., & Padmadewi, N. N. (2019). Speaking for academic purposes course: An analysis of language functions. E-Journal of Linguistics, 13(2), 314–332. https://doi.org/10.24843/e-jl.2019.v13.i02.p10

Menggo, S., Suastra, I. M., & Padmadewi, N. N. (2019). Self-recording videos to improve academic English-speaking competence. The Asian EFL Journal, 25(5.2), 133–152.

Menggo, S., Suparwa, I. N., & Astawa, I. G. (2019). Hindering factors in the achievement of English communicative competence in tourism academy students. Aksara, 31(1), 137–152. https://doi.org/10.29255/aksara.v31i1.235.137-152

Murtini, W. N. M., Padmadewi, N. N., & Putra, A. J. N. (2013). The effect of performance assessment and grammar mastery upon the writing ability of the fourth semester students of the English study program of FKIP Unmas Denpasar in the academic year 2012/2013. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi Pendidikan Bahasa Inggris, 1, 1–8.

Ndiung, S., Dantes, N., Ardana, I. M., & Marhaeni, A. A. I. N. (2019). Treffinger creative learning model with RME principles on creative thinking skill by considering numerical ability. International Journal of Instruction, 12(3), 731–744. https://doi.org/10.29333/iji.2019.12344a

Nodoushan, M. A. S. (2014). Assessing writing: A review of the main trends. Studies in English Language and Education Journal, 1(2), 128–138. https://doi.org/10.24815/siele.v1i2.1831

O’Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. Massachusetts: Addison Wesley Publishing Company.

Palm, T. (2008). Performance assessment and authentic assessment: A conceptual analysis of the literature. Practical Assessment, Research & Evaluation, 13(4), 1–11.

Prasetiyowati, E., & Sa’adah, L. (2018). The use of self-assessment for teaching English for young learners. The Asian EFL Journal, 20(8), 298–310.

Prastikawati, E. F., Budiman, T. C. S., & Sodiq, J. (2016). Portfolio assessment’s impact on writing ability of English foreign language (EFL) learners. IOSR Journal of Research & Method in Education, 6(6), 11–18. https://doi.org/10.9790/7388-0606071118

Qutaishat, R. S., & Bataineh, A. M. (2014). The effect of performance based assessment on language accuracy of tenth grade English language students at Mafraq Borough directorate of education. Journal of Education and Practice, 5(15), 97–105.

Rukmini, D., & Saputri, L. A. D. E. (2017). The authentic assessment to measure students’ English productive skills based on 2013 curriculum. Indonesian Journal of Applied Linguistics, 7(2), 263–273. https://doi.org/10.17509/ijal.v7i2.8128

Setyowati, L., & Sukmawan, S. (2019). Authentic materials for teaching writing: a critical look. International Journal of Language Education, 3(2), 68–77.

Soto, S. T., Espinosa, L. F., Morales, M. A., Molineros, Y., Rojas, M. A., Moreira, W., & Intriago, E. (2017). Performance-based tasks as a mean to assess the speaking skills of learners of English as a foreign language. The Turkish Online Journal of Educational Technology, Special Issue for ITEC 2017588, 587–594.

Stecher, B. (2010). Performance assessment in an era of standards-based educational accountability. Stanford, CA: Stanford University, Stanforfd Center for Opportunity Policy in Education.

Tusyanah, T., Anissa, R. N., Chayatina, N., Sakitri, W., & Utami, S. (2019). Utilizing local guide to improve EFL students’ English writing skill: An outdoor learning process strategy. The Asian EFL Journal, 23(3.4), 22–51.

Vangah, F. P., Jafarpour, M., & Mohammadi, M. (2016). Portfolio assessment and process writing: Its effect on EFL students’ L2 writing. Journal of Applied Linguistics and Language Research, 3(3), 224–246.

Veloo, A., Aziz, N. H. A., & Yaacob, A. (2018). The most suitable scoring method to assess essay writing in ESL classrooms. Advances in Language and Literary Studies, 9(4), 9–25. https://doi.org/10.7575/aiac.alls.v.9n.4p.19

Yulia, M. F. (2018). Using performance assessment with EFL learners in pronunciation class. The Asian EFL Journal, 20(1), 47–56.

Article Metrics

Abstract view : 1658 times | PDF, 432-441 view : 285 times


  • There are currently no refbacks.

License URL: https://creativecommons.org/




Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.