STUDENTS’ PERCEPTIONS OF CRITERION-BASED ASSESSMENT RUBRICS IN WRITING TASKS AT JUNIOR HIGH SCHOOL

Abstract

Writing is an essential skill in English learning that requires clear guidance and appropriate assessment criteria to support students’ writing development. Therefore, the use of criterion-based assessment rubrics is important to help students understand writing expectations and improve their writing performance. This study aims to investigate students’ perceptions of the use of criterion-based assessment rubrics in writing tasks at SMPN 2 Sumbang. This study employed a mixed-methods approach, consisting of quantitative and qualitative methods. Quantitative data were collected through a questionnaire administered to 209 eighth-grade students to examine their cognitive, affective, and behavioral perceptions. Qualitative data were obtained through interviews to support and clarify the questionnaire results. The findings reveal that students’ perceptions of criterion-based assessment rubrics are generally positive. The cognitive aspect shows that 76% of students agree that the rubric helps them understand writing objectives, content, and structure. The affective aspect indicates that 71% of students feel more confident, motivated, and comfortable when using the rubric. Meanwhile, the behavioral aspect demonstrates that 77% of students become more careful and systematic in organizing ideas, applying grammar, and using appropriate punctuation in their writing tasks. Interview results reinforce the survey findings that rubrics help students understand structure and develop ideas, although there was initially some confusion. The results show that the use of criterion-based assessment rubrics plays a significant role in enhancing students’ understanding, motivation, and writing performance. Therefore, English teachers are encouraged to implement clear and detailed assessment rubrics in writing tasks to facilitate better learning outcomes.