The Effect of Self Assessment and Students’ Attribution in Teaching Writing on Students Writing Skill at Third Year English Department Students of STKIP Abdi Pendidikan Payakumbuh

The goal of teaching writing to college students is to prepare students to be able to write various kinds of academic writing. Students involvement can be done by incorporating self assessment in writing process This research was conducted to investigate the effect of self assessment and students‟ attribution on students‟ writing skill. The design of this research was quasi experimental research with 2x2 factorial. The population of this research was the third year students of STKIP Abdi Pendidikan Payakumbuh in 2015/2016 academic year. Writing test and attribution questionnaire were used as research instruments. Furthermore, the data were analyzed by t-test formula and Two Ways ANOVA. The result of this research shows that (1) the students who are taught writing by incorporating self assessment have better writing skill than those who are taught writing without incorporating self assessment. The result of the t-test which shows tobserved was higher than ttable, (2) the students who have internal attribution who are taught writing by incorporating self assessment have better writing skill than those who are taught writing without incorporating self assessment. (3) the students who have external attribution who are taught writing by incorporating self assessment have better writing skill than those who are taught writing without incorporating self assessment, and (4) there is no interaction between treatment and students‟ attribution on students writing skill. The finding confirmed that self assessment could not only be viewed as a tool for evaluating students‟ performance but also be regarded as efficient instrument for their writing skill. So, it can be suggested to writing lectures to incorporate self assessment in teaching writing.