Puisi Nasional dan Kepribadia Bangsa

Pendahuluan Perrine (1982: 9) menyatakan bahwa puisi berbeda dengan karya sastra lain seperti cerita fiksi dan drama. Perbedaan ini terdapat pada kemampuan puisi dalam menyampaikan banyak hal dengan kata-kata yang paling sedikit. Poetry is the most condensed and concentrated form of literature, saying most in the fewest number of words. It is language whose individual lines, either because of their own brilliance or because they focus so powerfully what has gone before, have a higher voltage that most language has. Puisi memberikan kesempatan bagi pembaca tidak hanya untuk mendapatkan kesenangan (amusement) tetapi juga pembelajaran akan hidup (fully realized life). Puisi menyampaikan nilai-nilai budaya yang tercermin dalam fenomena-fenomena kehidupan, keyakinan, moral, etika dan kepribadian bangsa secara nyata kepada pembaca. Nilai budaya menurut Koentjaraningrat (1992) merupakan konsepsi-konsepsi yang hidup dalam alam pikiran sebagian besar warga masyarakat mengenai hal-hal yang harus mereka anggap amat bernilai dalam hidup . Seperti halnya bahasa dalam karya sastra imaginative lain, bahasa yang digunakan dalam puisi tidak berfungsi sebagai bahasa praktis (practicel use of language) yang tujuannya untuk menyampaikan informasi; tetapi berfungsi sebagai bahasa sastra (literary use of language) yang tujuannya untuk menyampaikan pengalaman. Tujuan utama dari puisi adalah menyampaikan pengalaman dan bukan informasi. Puisi dibuat untuk memberikan kita rasa dan persepsi tentang kehidupan, untuk memperluas dan mempertajam sensitivitas kita terhadap sebuah eksistensi. Seorang pujangga menuliskan sebuah puisi bukan untuk menyampaikan informasi secara ilmiah tetapi untuk menyampaikan perasaan atau pendapat melalui pengalaman yang dipaparkan lewat untaian kata dalam puisinya. Pengalaman yang disampaikan tentu saja berdasarkan apa yang ia ketahui dan yang terjadi disekitarnya. Tanpa bisa dihindari hal ini menjelaskan kenapa unsur kepribadian suatu bangsa akan tercermin dalam puisi-puisi bangsa tersebut. Puisi-puisi nasional bangsa kita bukalah pengecualian. Puisi-puisi nasional ini mampu menyampaikan budaya nasional yang membentuk kepribadian bangsa. Hal ini sejalan dengan pendapat Moody (dalam Ardiana, 1990: 221) yang menyatakan bahwa sastra memiliki beberapa peranan dalam dunia pendidikan. Sastra itu berperan untuk menunjang keterampilan berbahasa, meningkatkan pengetahuan, mengembangkan cipta, karsa, dan rasa, serta mengembangkan pembentukan watak Puisi nasional yang dimaksud dalam makalah ini adalah puisi yang ditulis dalam bahasa Indonesia, walaupun banyak orang berpendapat bahwa puisi berbahasa daerah pun adalah bagian dari puisi nasional. Hal ini diputuskan karena terdapat keyakinan bahwa siapapun yang menulis puisi berbahasa Indonesia pastilah orang-orang yang menyampaikan pikirannya sebagai bagian dari Bangsa Indonesia, dan bukan secara ekslusif bagian dari satu daerah (lokal) tertentu. Ide utama dari makalah ini adalah untuk memperkenalkan bahwa kepribadian-kepribadian bangsa tercermin dari beberapa puisi-puisi nasional. Puisi-puisi yang dipilih adalah puisi-puisi yang kental menyampaikan kepribadian bangsa, jadi tidak dipilih berdasarkan ketenaran dari pencipta puisinya. Implikasi dari ide makalah ini adalah adanya upaya-upaya dari pendidik untuk memperkenalkan kepribadian bangsa melalui puisi-puisi nasional di kelas untuk membentuk kepribadian bangsa pada diri pelajar. Kepribadian Bangsa dalam Puisi Berikut adalah paparan beberapa (jadi tidak semua)kepribadian bangsa yang tercemin dari puisi-puisi nasional yang terpilih untuk dikaji dalam makalah ini. 1. Kesederhanaan dan Kebersamaan keluarga Puisi berjudul Taman karangan Chairil Anwar ini mencerminkan dua kepribadian bangsa kita yaitu kesederhanaan dan kebersamaan. Berikut ada TAMAN Chairil Anwar Taman punya kita berdua tak lebar luas, kecil saja satu tak kehilangan yang lain dalamnya Bagi kau dan aku cukuplah Taman kembangnya tak berpuluh warna Padang rumputnya tak berbanding permadani halus lembut dipijak kaki. Bagi kita itu bukan halangan. Karena dalam taman punya berdua Kau kembang, aku kumbang aku kumbang, kau kembang. Kecil penuh surya taman kita tempat merenggut dari dunia dan ‘nusia Kepribadian yang tercermin dalam puisi “Taman” karya Chairil Anwar ini adalah kesederhanaan. Tak perlu bermewah-mewah (kembangnya tak berpuluh warna// rumputnya tak berbanding permadani//) namun sudah bisa hidup bahagia (penuh surya taman kita//). Sebuah rumah (taman) yang kecil, namun didalamnya saling memiliki. Taman itu sudah cukup untuk berdua (kau dan aku) meskipun hiasannya tidak banyak, meskipun tidak ada permadani yang halus dan lembut tidak menjadi halangan karena mereka (kau dan aku) sudah saling menyayangi seperti kumbang dan kembang, sehingga meskipun rumahya kecil namun menjadi tempat yang penuh akan kebahagian dan bisa menjadi tempat untuk istirahat. Penyair menyampaikan kesederhanaan hidup dan pentingnya kebersamaan dengan keluarga. Jika ingin bahagia tidak harus memiliki rumah (materi) yang serba mewah. Meskipun dengan kehidupan yang sedehana asalkan disitu disertai dengan kebersamaan dan kasih sayang maka sudah cukup untuk menciptakan suatu kehidupan yang membahagiakan. Kesederhanaan hidup dan kebersamaan bersama keluarga merupakan bagian dari kepribadian bangsa Indonesia. Bangsa Indonesia lebih menilai keutuhan dan kebersamaan keluarga dibandingkan pemenuhan materi. Hal ini juga tercermin pada sebuah lagu yang dinyanyikan oleh grup Band SLANK, yang salah satu liriknya menyebutkan “makan-ga makan asal kumpul” Lirik lagu ini juga menyuarakan arti kebersamaan keluarga, yang ditempatkan jauh lebih tinggi dibandingkan kepentingan perut (pemenuhan materi). 2. Keiklasan, Keberanian Membela Negara dan Kepasrahan Menerima Takdir Asmaradana Goenawan Mohamad Ia dengar kepak sayap kelelawar dan guyur sisa hujan dari daun, karena angin pada kemuning. Ia dengar resah kuda serta langkah pedati ketika langit bersih kembali menampakkan bimasakti, yang jauh. Tapi di antara mereka berdua, tidak ada yang berkata-kata. Lalu ia ucapkan perpisahan itu, kematian itu. Ia melihat peta, nasib, perjalanan dan sebuah peperangan yang tak semuanya disebutkan. Lalu ia tahu perempuan itu tak akan menangis. Sebab bila esok pagi pada rumput halaman ada tapak yang menjauh ke utara, ia tak akan mencatat yang telah lewat dan yang akan tiba, karena ia tak berani lagi. Anjasmara, adikku, tinggalah, seperti dulu. Bulan pun lamban dalam angin, abai dalam waktu. Lewat remang dan kunang-kunang, kaulupakan wajahku, kulupakan wajahmu. Asmaradana adalah sebuah tembang macapat dari Jawa, biasanya ditujukan untuk pemuda-pemuda yang sedang mengalami masa pertumbuhan. Asmaradana dalam tembang macapat Jawa mengisahkan tentang cinta Damarwulan dan Anjasmara. Puisi Asmaradana ini menangkap momen ketika Anjasmara berpisah dengan Damarwulan, kekasihnya. Goenawan Mohamad melukiskan perpisahan itu dengan menyayat hati dan kepasrahan total. Ia dengar kepak sayap kelelawar dan guyur sisa hujan dari daun, karena angin pada kemuning. Ia dengar resah kuda serta langkah pedati ketika langit bersih kembali menampakkan bimasakti, yang jauh. Tapi di antara mereka berdua, tidak ada yang berkata-kata. Goenawan Mohamad melukiskan perpisahan ini dengan menggambarkan latar alam yang suram sekaligus romantik. Suasana sehabis hujan pada malam hari mempunyai misteri magis tersendiri untuk perasaan kita: dingin, mencekam, suram. GM menggambarkan pada saat itu ia dengar kepak sayap kelelawar dan guyur sisa hujan dari daun. Langit yang tadi gelap gulita karena hujan deras kembali cerah menampakkan galaksi bimasakti yang jauh, tetapi tetap saja suasana gelap karena sudah malam. Kuda-kuda meringkik resah. Mereka seolah bisa merasakan kegelisahan hati tuannya. Hati Damarwulan dan Anjasmara bergejolak, ingin menyampaikan banyak hal: kesedihan, tangis, kecemasan, dan ketidakberdayaan. Namun, mereka tidak ada yang berkata-kata. Bungkam. Lalu ia ucapkan perpisahan itu, kematian itu. Ia melihat peta, nasib, perjalanan dan sebuah peperangan yang tak semuanya disebutkan. Damarwulan tahu, nasibnya bagaikan buah simalakama. Jika ia menang melawan Minak Jingga, ia akan dianugerahi jabatan dan ia akan menjadi kaum elit kerajaan Majapahit. Ia pun akan diminta menikah dengan perempuan lain -yang lebih elit. Namun, pilihan itu terasa absurd karena Minak Jingga sangat tangguh. Ia sangat sakti. Kemungkinan yang paling besar adalah Damarwulan dan Minak Jinggo akan bertarung sampai mati. Maka, pertemuan ini adalah pertemuan yang terakhir bagi dua kekasih itu. Lalu ia tahu perempuan itu tak akan menangis. Sebab bila esok pagi pada rumput halaman ada tapak yang menjauh ke utara, ia tak akan mencatat yang telah lewat dan yang akan tiba, karena ia tak berani lagi. Namun, Damarwulan tahu Anjasmara adalah wanita yang tegar. Ia takkan menangis walaupun nanti pagi ada tapak kaki dirinya yang menuju utara -menuju medan perang. Ia buang semua masa lalu dalam kepalanya hingga ia tak punya lagi alasan untuk bersedih. Anjasmara, adikku, tinggalah, seperti dulu. Bulan pun lamban dalam angin, abai dalam waktu. Lewat remang dan kunang-kunang, kaulupakan wajahku, kulupakan wajahmu. Dalam remang-remang malam dikelilingi puluhan kunang-kunang, Damarwulan pun meminta Anjasmara untuk melupakannya, karena ia pun akan melupakan Anjasmara. Damarwulan meminta Anjasmara agar tunduk kepada takdir, pasrah. Puisi ini tidak hanya berbicara tentang asmara. Lebih dari itu, ia berbicara tentang kehidupan. Puisi ini mencerminkan kepribadian bangsa yaitu keberanian. Seorang lelaki untuk gagah berani maju berperang untuk membela negara walaupun untuk itu ia harus tewas dan meninggalkan keluarganya yang tenang tenteram. Selain itu puisi ini juga mencermikan kepribadian bangsa yang lain yaitu keiklasan. Para istri rela melepas suaminya untuk berjuang, walaupun untuk itu ia harus siap mendengar kabar kematian atau suaminya menikah dengan perempuan lain. Puisi ini mengingatkan kita akan masa penjajahan di bumi Indonesia. Para suami harus berani pergi dan keluar dari rumah untuk bergerilya sementara para istri dengan iklas merelakan kepergian suami mereka untuk membela negara. Puisi Asmaradana juga bermain dengan keiklasan menghadapi takdir. Hidup tidaklah selamanya mulus. Ada saat-saat di atas dan ada pula saat-saat di bawah. Ketika kita menghadapi saat-saat yang buruk dan tanpa harapan, kita harus tetap berani melangkah dengan tegar dan menghadapinya dengan hati yang lapang. Kita harus memainkan peran kita sebaik mungkin dalam hidup ini sampai kita mati. Secara tidak langsung, puisi ini membuat kita semakin menghargai arti kehidupan, perpisahan, keluarga, dan cinta 3. Kepercayaan pada Tuhan dan Kemauan Melakukan Pembaharuan (revolusi) Penyair Taufiq Ismail, mengungkapkan keberanian mahasiswa menentang penguasa yang semena-mena. Selain itu dalam puisinya Taufiq Ismail menyiratkan kepribadian bangsa kita yang memiliki kepercayaan kepada Tuhan yang sangat tinggi. Berikut adalah paparan dari puisi tersebut. Ketika Sebagai Kakek di tahun 2040, Kau menjawab Pertanyaan Cucumu Taufiq Ismail Cucu kau tahu, kau menginap di DPR bulan Mei itu Bersama beberapa ribu kawanmu Marah, serak berteriak dan mengepalkan tinju Bersama-sama membuka sejarah halaman satu Lalu mengguratkan baris pertama bab yang baru Seraya mencat spanduk dengan teks yang seru Terpicu oleh kawan-kawan yang ditembus peluru Dikejar masuk kampus, terguling di tanah berdebu Dihajar dusta dan fakta dalam berita selalu Sampai kini sejak kau lahir dahulu Inilah pengakuan generasi kami, katamu Hasil penataan dan penataran yang kaku Pandangan berbeda tak pernah diaku Daun-daun hijau dan langit biru, katamu Daun-daun kuning dan langit kuning, kata orang-orang itu Kekayaan alam untuk bangsaku, katamu Kekayaan alam untuk nafsuku, kata orang-orang itu Karena tak mau nasib rakyat selalu jadi mata dadu Yang diguncang-guncang genggaman orang-orang itu Dan nomor yang keluar telah ditentukan lebih dulu Maka kami bergeraklah kini, katamu Berjalan kaki, berdiri di atap bis yang melaju Kemeja basah keringat, ujian semester lupakan dulu Memasang ikat kepala, mengibar-ngibarkan benderamu Tanpa ada pimpinan di puncak struktur yang satu Tanpa dukungan jelas dari yang memegang bedil itu Sudahlah, ayo kita bergerak saja dulu Kita percayakan nasib pada Yang Satu Itu.. Pada puisi ini cerminan keberanian (mahasiswa) sangat jelas tersurat. Mahasiswa menentang masa pemerintahan lama yang selalu ingin diikuti dan tidak mau menerima pendapat orang yang berbeda terlihat pada kalimat berikut ini: Inilah pengakuan generasi kami, katamu Hasil penataan dan penataran yang kaku Pandangan berbeda tak pernah diaku Daun-daun hijau dan langit biru, katamu Daun-daun kuning dan langit kuning, kata orang-orang itu Kekayaan alam untuk bangsaku, katamu Kekayaan alam untuk nafsuku, kata orang-orang itu Puisi ini juga mengupas bagaimana sikap penguasa terhadap rakyat yang senantiasa dibodohi, sehingga mereka harus bergerak. Karena tak mau nasib rakyat selalu jadi mata dadu Yang diguncang-guncang genggaman orang-orang itu Dan nomor yang keluar telah ditentukan lebih dulu Maka kami bergeraklah kini, katamu Taufiq juga berhasil menyampaikan secara eksplisit bahwa mahasiswa harus bergerak walaupun tidak didukung oleh pemimpin ataupun yang memegang bedil (angkatan bersenjata). Jelas makna puisi ini pada keberanian Indonesia melakukan revolusi atau pembaharuan. Dan dengan luwesnya Taufiq mampu menyelipkan kepribadian bangsa kita yang lain yaitu kepercayaan pada Tuhan pada baris terakhir puisi ini. Kalimat terakhir ini ditandai dengan frase Yang Satu Itu, semuanya diawali dengan huruf kapital, yang jelas menyiratkan acuannya kepada Tuhan. Tanpa ada pimpinan di puncak struktur yang satu Tanpa dukungan jelas dari yang memegang bedil itu Sudahlah, ayo kita bergerak saja dulu Kita percayakan nasib pada Yang Satu Itu. Memperkenalkan Puisi Nasional didalam Kelas Beberapa pemerhati sastra dan pendidikan seperti Utami (2011), Finch (2003), dan Hollowel (1999), menyatakan bahwa puisi sangat perlu diperkenalkan di kelas Bahasa karena puisi mampu meningkatkan daya kreatifitas dan kepekaan bahasa yang menunjang penguasaan bahasa. Selain itu, Perrine (1982) mengungkapkan bahwa puisi mampu memperkenalkan ide lewat pengalaman yang dipaparkan. Ide yang dimaksud ini biasanya merupakan pesan moral. Pesan moral pada suatu bangsa tertentu biasanya merupakan kepribadian bangsa tersebut, yaitu tingkah laku yang diharapkan untuk diikuti oleh masyarakat. Karena tugas pendidik tidak hanya untuk mendidik pelajar pada bidang tertentu tetapi juga mendidik pelajar sebagai bagian dari masyarakat, maka mengajarkan etika, moral dan kepribadian bangsa sangatlah diperlukan. Sehingga, puisi bisa diperkenalkan dikelas apapun juga tidak terbatas pada kelas Bahasa. Misalnya, pada kelas sejarah pendidik bisa menggunakan puisi “Asmarandana” dari Goenawan Muhamad untuk memperkenalkan sastra nasional yang dihubungkan dengan keiklasan dan keberanian berperang untuk membela negara. Atau pada kelas matematika, ketika pelajar telah usai membahas semua materi, pendidik bisa menggunakan puisi untuk memecah rutinitas menghitung angka dengan pembicaraan sosial atau penyampaian pesan moral lewat puisi. Penutup Berdasarkan paparan diatas sangat jelas bahwa memperkenalkan puisi didalam kelas mampu membentuk kepribadian bangsa karena puisi mengandung pesan moral yang mengacu pada karakter bangsa. Pada makalah ini telah diungkap tujuh kepribadian bangsa yang tercermin dari puisi-puisi nasional kita seperti (1) kesederhanaan; (2) kebersamaan keluarga; (3) keiklasan; (4) keberanian membela negara; (5) Kepasrahan Menerima Takdir; (6) Kepercayaan kepada Tuhan dan; (7) kemamuan melakukan pembaharuan (revolusi). Tentu saja banyak kepribadian bangsa lain yang bisa diungkap dari puisi-puisi nasional dan tidak terbatas pada tujuh kepribadian bangsa yang disebut pada makalah ini. Makalah ini bersifat sebuah pemaparan ide bahwa kepribadian bangsa bisa diperkenalkan lewat puisi, sehingga pendidik bisa menggunakan puisi sebagai salah satu kegiatan didalam kelas. Penulis menganjurkan agar para pendidik tidak perlu ragu-ragu lagi untuk memperkenalkan puisi karena puisi sangat bermanfaat dalam membentuk karakter bangsa pada diri pelajar. Selain itu perspektif bahwa puisi adalah bagian dari pelajaran kelas bahasa perlu diperbaiki, karena puisi bisa diperkenalkan dikelas apapun, bisa digunakan sebagai pembuka topik atau pengisi waktu (filler) untuk memecah rutinitas didalam kelas. Daftar Pustaka Ardiana, Leo Idra. 1990. Pengajaran Drama: Berapresiasi dan Berekspresi . Makalah dalam buku Sekitar Masalah Sastra: Beberapa Prinsip dan Model Pengembangannya. Malang: Yayasan Asih Asah Asuh. Finch, A. (2003) Using Poems to Teach English. English Language Teaching. 15(2), 29–45 Hollowell, Karen. (1999). How To Teach English Through Poetry. Available on line at: http://www.ehow.com/how_4898352_teach-english-through-poetry.html#ixzz1Fg2C1Ohl Koentjaraningrat. 1992. Kebudayaan Mentalitas dan Pembangunan. Jakarta: Gramedia Pustaka Utama. Perrine, Laurence. 1982. Sound and Sense: An Introduction to Poetry. Toronto: Harcourt Brace Jovanovich, Publi Utami, I.G.A. Lokita Purnamika. 2011. The Importance of Introducing Poetry to EFL Students. Sebuah artikel yang dipresentasikan pada the 2011 Asia Creative Writing Conference: Creating Interactive Language Classroom Through Creativity, Exploration, & self Identity in the Asian Context di POLTEK Negeri Jember pada tanggal 31 maret-1 april 2011. http://puisiindonesiamodern.blogspot.com/ http://www.bangfad.com/Tags/puisi-nasional http://cabiklunik.blogspot.com/2008/11/oase-budaya-indonesia-dalam-bingkai.html http://id.shvoong.com/social-sciences/1776946-jejak-langkah-sastra-indonesia/

GENERATING POSITIVE HUMAN VALUES THROUGH PEER ASSESSMENT AS PART OF CHARACTER EDUCATION

I.G.A. Lokita Purnamika Utami, S.Pd., M.Pd
English Education Department, Language and Art Faculty, Ganesha University of Education
Jalan A Yani no 67, Singaraja, Bali- Indonesia
Email: lokita.purnamika@yahoo.com



ABSTRACT
Character education is defined as an instruction in basic human values and morals as part of school curriculum. Many scholars have put serious efforts in establishing ideal character through formal education at schools. These efforts can be in the form of modifying curriculum, teaching techniques, assessments, classroom activities, school environment which introduces local wisdom, culture, human values, as well as moral to the students. This paper is aimed at presenting the notion of character education and an idea that some positive human values that are similar to the traits of character education can be generated through peer assessment. Peer assessment is defined as an arrangement in which individuals consider the amount, level, value, worth, quality, or success of the products or outcomes of the learning of peers of similar status. In other words, it is a kind of assessment which involves the students to review, value and give comments and suggestions towards their peer’s work. Through the process of reviewing, valuing and giving comments and suggestion toward their peer’s work, the students subconsciously generate some positive human values such as respectful, helping and understanding, confident (self-esteem), independent, persistent, responsible and autonomous. As these positive human values generated through peer assessment, students are changed into active learner rather than passive learner as well as into autonomous learner rather than depended learner. Besides, peer assessment offers other academic benefits such as personal accountability, as well as interpersonal and collaborative skills that do not only help students academically but also socially as a member of society.
Keywords: peer assessment, human values, character education

INTRODUCTION
The notion of character education has awakened scholars to do many efforts to establish it properly. For instance, meetings discussing how to do character education are held, researches upon character education are conducted, articles and books about character education are written and so on.
Ideally character education should be done largely at schools and community involving all people i.e. scholars, instructors, students, parents, government, society, social service staff etc. In small scope, at schools for instance, all schools staffs do serious efforts to emphasis character education. Scholars meet to discuss about curriculum, classroom activities, assessment and typical school environment that support character education. They involve students with activities which provide them with character building experiences. The teacher may also use various instructional techniques which allows them emphasis character building. Also, teachers apply various assessment approaches that allow students to practice good values and character.
As teaching technique and preparing lesson plan, designing assessment is a very normal activity done by teacher. The main function of giving assessment is to figure out how well the students master the lesson that has been taught. Teacher may ask students to answer questions or test, draw pictures, sing a song, fill the blanks, write paragraphs, review their friend’s work and so on to see their mastery.
The type of assessment used may be varied. It depends on what purpose the teacher wants to achieve. It can be either formal or informal. Formal assessment is usually a written document such as a test, quiz, or paper. Formal assessment is given a numerical score or grade based on student performance. This type of assessment is used for teacher to have record on students’ achievement which later contributes their final score. Meanwhile, informal assessment does not contribute to a student's final grade. It usually occurs in a more casual manner, including observation, inventories, participation, peer and self evaluation, and discussion
Too many teachers believe that assessment is only used as a process of recording data of students’ progress. Only some critical teachers can see assessment as a tool to generate positive learning values that influence the students’ character. To generate these positive values the assessment should be used often and repeatedly. Thus, the assessment to be considered is the formative assessment - the assessment that is carried out throughout a course or project as to aid learning- which is in a learning context referred to as ‘assessment for learning’ instead of ‘assessment of learning’.
In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes (Hanna & Dettmer; 2004). When the peers provide feedback to each other work’s it is called peer assessment. Peer assessment involves the students to review, value and give comments and suggestions towards their peer’s work.
Peer Assessment is believed to improve students’ academic achievement as well as interpersonal skills. Utami (2010) found that through the process of reviewing and discussing one’s work with their peer, students train themselves not only academically but also socially. In line with this Sheppard (2000) states about an emergent constructivist paradigm in which close assessment of students’ understandings, feedback from peer would be a central part of the social processes that mediate the development of intellectual abilities, construction of knowledge (both are academically), and formation of students’ identities (socially). Thus, peer assessment can be considered as a social process that mediate the development of intellectual abilities, construction of knowledge and formation of students’ identities.
Therefore, in the new perspective of involving character education in school curriculum, teachers may consider to apply peer assessment as it is compatible with and supporting this new perspective. Through peer assessment students may form their identities as some positive human values are generated in themselves. Peer assessment allows students to train themselves to be respectful, helping and understanding (cooperative), confident, independent, persistent, responsible and autonomous. As these positive human values generated through peer assessment, students’ character are changed into active and responsive learner rather than passive learner as well as into autonomous learner rather than depended learner. These changes bear great influences to the students’ identity in the sense that they bring these characters not only in their academic life but also their social life as human beings who are autonomous, independent, cooperative, responsive, etc
The basic aim of this article is to discuss the notion of character education as well as to introduce the idea that peer assessment can generate some positive human values which greatly influence students’ character into favorable human beings. The followings are the notion of character education, and the discussion on how some positive human values that are similar to the traits of character education can be generated through peer assessment.
THE NOTION OF CHARACTER EDUCATION
The Definition of Character Education
Elkind & Sweet (2004) states that all people are actually character educators already, whether they are teacher, administrator, custodian, or school bus driver, they are helping to shape the character of the kids they come in contact with. It is in the way they talk, the behavior they model, the deeds they encourage, the expectation they transmit. Thus, it simply about whatever people do to teach their kids good values.
However, to put it more specifically let us take a look on Lickona’s definition of Character Education. Lickona (1991) states that “character education is the deliberate effort to help people understand, care about, and act upon core ethical values.” Furthermore, he assert that when people think about the kind of character they want for their children, it’s clear that they want them to be able to judge what is right, care deeply about what is right, and then do what they believe to be right—even in the face of pressure from without and temptation from within.
The benefits of character education as it is cited from the Character Education Informational Handbook and Guide(2002) are as follows:
• It promotes character development through the exploration of ethical issues across the
curriculum.
• It develops a positive and moral climate by engaging the participation of students, teachers and staff, parents, and communities.
• It teaches how to solve conflicts fairly, creating safer schools that are freer of intimidation, fear, and violence, and are more conducive to learning.

The Components of Character Education

After more than a decade of experience with diverse communities, educators learned that these components are critical to the lasting success of character education. These components are cited from Character Education Informational Handbook and Guide(2002):


• Community participation. Have educators, parents, students, and members of the community invest themselves in a consensus-building process to discover common ground that is essential for long-term success.
• Character education policy. Make character education a part of your philosophy, goal or mission statement by adopting a formal policy. Don’t just say it—put it in writing.
• Defined traits. Have a meeting of parents, teachers and community representatives and use consensus to get agreement on which character traits to reinforce and what definitions to use. Formally state what your school means by “courage” or “perseverance” before they are discussed with students.
• Integrated curriculum. Make character education integral to the curriculum at all grade levels.Take the traits you have chosen and connect them to classroom lessons, so students see how a trait might figure into a story or be part of a science experiment or how it might affect them. Make these traits a part of every class and every subject.
• Experiential learning. Allow your students to see the trait in action, experience it and express it. Include community-based, real-world experiences in your curriculum that illustrate character traits (e.g., service learning, cooperative learning and peer mentoring). Allow time for discussion and reflection.
• Evaluation. Evaluate character education from two perspectives: (1) Is the program affecting positivechanges in student behavior, academic achievement and cognitive understanding of the traits? (2) Is the implementation process providing the tools and support teachers need?
• Adult role models. Children “learn what they live,” so it is important that adults demonstrate positive character traits at home, school and in the community. If adults do not model the behavior they teach, the entire program will fail.
• Staff development. Provide development and training time for your staff so that they can create and implement character education on an ongoing basis. Include time for discussion and understanding of both the process and the programs, as well as for the creation of lesson plans and curricula.
• Student involvement. Involve students in age-appropriate activities and allow them to connect character education to their learning, decision-making and personal goals as you integrate the process into their school.
• Sustaining the program. The character education program is sustained and renewed through implementation of the first nine elements, with particular attention to a high level of commitment from the top: adequate funding; support for district coordination staff; high quality and ongoing professional development; and a networking and support system for teachers who are implementing the program.
How To Do Character Education
There are probably many ways offered by experts on character education. Lickona (1991) believes that a developmental process that involves knowledge, feelings, and action is required to provide an integrated foundation on which to structure a coherent and comprehensive Character Education effort. Thus, scholars need to engage kids in activities that make them think critically about moral and ethical questions, inspire them to become committed to moral and ethical actions, and give them ample opportunities to practice moral and ethical behavior.
Another approach is called Holistic Approach. Berkowitz as cited in Character Education Informational Handbook and Guide(2002) states that effective character education is not adding a program or set of programs to a school. Rather it is a transformation of the culture and life of the school. This is called Holistic approach that integrates character development into every aspect of school life. Here are some of the distinguishing features of the holistic model:
• Everything in the school is organized around the development of relationships between and among students, staff, and community.
• The school is a caring community of learners in which there is a palpable bond connecting the students, the staff, and the school.
• Social and emotional learning is emphasized as much as academic learning.
• Cooperation and collaboration among students are emphasized over competition.
• Values such as fairness, respect, and honesty are part of everyday lessons in and out of the classroom.
• Students are given ample opportunities to practice moral behavior through activities such as service learning (see below).
• Discipline and classroom management concentrate on problem-solving rather than rewards and punishments.
• The old model of the teacher-centered classroom is abandoned in favor of democratic classrooms where teachers and students hold class meetings to build unity, establish norms, and solve problems.
And if it is a way too difficult to restructure school environment and habit as a caring community, then there are still many activities that scholars can do to provide students with meaningful character building experiences. The activities can be done in the classroom so that the students can play an active role in shaping the culture and environment of the classroom, as well as of the school at large. These activities are using Smorgasboard Approach. Here are the activities that can be done to build character:
• Hold class meetings in which students establish group goals, decide on rules of conduct, plan activities, and solve problems.
• Have your students collaborate on academic tasks by working in cooperative learning groups. Give them regular opportunities to plan and reflect on the ways they work together.
• Organize a Buddies program in which younger and older students get together to work one-on-one on academic tasks and other kinds of activities.
• Teach conflict resolution and other social skills so that students become skilled at resolving conflicts fairly and peacefully.
• These strategies help students learn to establish and maintain positive relationships with others. They also turn the school into a laboratory where students practice the kinds of roles, and cope with the kinds of challenges, they will face in later life. (Schaps, Schaeffer & McDonnell, 2001)
Besides, the above approaches, scholar can also teach values through the curriculum. For example, teacher of literature may discuss about character in the story or moral values found in a poem (Utami, 2011). In science class students can be asked to discussed about ethical issues of things like genetic testing or the use of animals in research.
And the last approach is Direct approach. This approach means teaching the students about character education explicitly. The direct approach is to teach it as a subject in itself, by creating specific character education lesson plans. This approach is often organized around a list of specifically named virtues like respect, responsibility, integrity, etc., and typically involves the kids in reading, writing, discussing, role playing, and other kinds of activities that help them understand and apply these values.
PEER ASSESSMENT IN CHARACTER EDUCATION
Peer Assessment and Smorgasboard Approach
The idea of working with Peer assessment in the classroom is not for no reason. If we take a look again at the above list of activities based on Smorgasboard approach, we will find that the list shows activities that are actually done in Peer Assessment. To have a better understanding of how peer assessment is done the following is the general procedure of doing peer assessment (Utami, 2010):
1. The teacher set a rubric or a review guideline to be used as a reference later by the students.
2. The teacher make sure that the student understand the target of each component in the rubric. This can be done by providing a training session of reviewing. All students will learn about the goal or the target of the assignment, how to review and how to give value.
3. The student are assigned to do particular assignment
4. After finish doing the assignment, the teacher help them swap their work and make sure to hide the identity of the creator perhaps by writing only the initial of the creator’s name.
5. The students start reviewing and giving comments or suggestion on their peer’s work.
6. The students then decide the value of the work based on the rubric of assessment provided
7. The reviewer and the creator then discussed about the strengths and the weaknesses of the work. They also find solution or ways to revise the work into a more appropriate one. In this process the students learn to use their interpersonal skill such as arguing, stating opinion, refusing, respecting other’s opinion. They learn collaboratively and maintain a positive ad friendly atmosphere of learning
8. The teacher may help if necessary, especially if the students can’t decide what is the right thing or how to revise or solve the problem. The teacher can facilitate the students to solve problem fairly and peacefully by conducting a class conference that involving all students and teacher to solve particular problem or to highlight particular concept learn from mistakes done by the students.
The above procedures is not an exact sequence. Any scholars may add or reduce the step based on the purpose of the lesson she taught. However, whatever changes made, Peer Assessment is all about involving students in assessing their peer’s work.
From the above procedure, it is obvious that through peer assessment students will improve their knowledge as well as their interpersonal skill which is very important for them to play their role as a part of society.
The Parallelism of Peer Assessment and Eight Traits of Character Education
The Character Education Informational Handbook and Guide (2002) mentions about the eight traits of character education for inclusion in character education instruction, they are:
1. Courage. Having the determination to do the right thing even when others don’t; having
the strength to follow your conscience rather than the crowd; attempting difficult things that are worthwhile.
2. Good Judgement. Choosing worthy goals and setting proper priorities; thinking through the consequences of your actions; and basing decisions on practical wisdom and good sense.
3. Integrity. Having the inner strength to be truthful, trustworthy, and honest in all things;
acting justly and honorably.
4. Kindness Being considerate, courteous, helpful, and understanding of others; showing care, compassion, riendship, and generosity; and treating others as you would like to be
treated.
5. Perseverance. Being persistent in the pursuit of worthy objectives in spite of difficulty, opposition, or discouragement; and exhibiting patience and having the fortitude to try again when confronted with delays, mistakes, or failures.
6. Respect. Showing high regard for authority, for other people, for self, for property, and for country; and understanding that all people have value as human beings.
7. Responsibility. Being dependable in carrying out obligations and duties; showing reliability and consistency in words and conduct; being accountable for your own actions; and being committed to active involvement in your community.
8. Self-Discipline. Demonstrating hard work and commitment to purpose; regulating yourself for improvement and restraining from inappropriate behaviors; being in proper control of your words, actions, impulses, and desires; choosing abstinence from premarital sex, drugs, alcohol, and other harmful substances and behaviors; and doing your best in all situations.

In parallel with those eight traits above, Peer Assessment also offers similar positive human values such as
1. Confident in stating opinion or give comments (courage). Assigning the students to review their peer’s work “forces” them to learn the required concept to be able to review and give comments or suggestion on their peer’s work. To do this the students are trained to be confident stating their opinion or comments i.e. what they think is right or appropriate and what they think should be or should not be done.
2. Good judgment. In reviewing process the students think about whether the work is good, appropriate or need to be revised. They also need to decide in what way the work should be revised and how much value the work worth.
3. Honest and Objective (integrity). In reviewing the friendship factor is tried to be avoided to maintain the objectivity. This is by assigning the students to review a work without they know who the creator is. This will be done until they finished reviewing. They are going to be told later the creator of the work so that finally they can talk more deeply about the work. This process teaches the students to be objective and to be honest with what they think without being influenced by intimacy or friendship.
4. Helping and understanding (Kindness). After reviewing the students (both the reviewer and the creator of the work) are given time to discuss orally about the work. The reviewer may tell what he thinks, what should be done or what strength of the work is having. The creator will be listening and perhaps giving additional comments or reasons why he does the work in a particular way. Also, peer involvement in assessment helps students to learn not only from their mistakes but from the mistakes of others and makes economical and efficient use of the students' and the teacher's time (Falchikov, 2001). Both of the party will try to share knowledge they have based on the concepts or books they have read. In short, peer assessment let the students help each other on particular concept.
5. Persistent in learning (perseverance). The students automatically update their knowledge every time they have discussion session with their friends. Besides that, during the process of reviewing the student may learn from one’s mistakes and strengths. They also have great motivation to read books to justify the concept they perceived before, since they know that the knowledge will be valuable to share with their friends.
6. Respect. Again throughout the process of reviewing and assessing the students build up the feeling that everyone has value and opinion that they need to respect.
7. Autonomous learner (Responsible). Each of the students are given responsibility to review, to give comments or suggestion upon their peer’s work. They also become responsible with their own learning such as reading books, asking teacher or friends to improve their knowledge to be able to review one’s work. Moreover, Teo (2006) states that active involvement of students in the process of dealing with mistakes is important: it stimulates active learning; induces cooperative atmosphere; and develops autonomous learners.
8. Independent (Self-Discipline). Since peer assessment involves the students in assessing their peer’s work, the class becomes more students-centered rather than teacher-centered. The students learn more independently by given responsibility to do assignment and to review each other’s work. Hoque (2008) states that students should be given chance very frequently to correct each other work, which is very important because 'self-correction or peer assessment help to focus student attention on the errors and to reduce reliance on the teacher.

Moreover, as cited in the handbook of character education, Berkowitz mentions four supported practices to do character education. They are (1) Promoting student autonomy and influence; (2) Student participation, discussion, and collaboration; (3) Social skills training; (4) Helping and social service behavior. Again, these four practices can be also found in the implementation of Peer Assessment. By conducting peer assessment students are changed into independent and autonomous learner. The students work together in a discussion; help each other to solve the problem or to revise the inappropriateness in their work. Furthermore, automatically students practices their interpersonal skills which is one of social skills that aims at having a good social relation in the society. The students practices their communication and interpersonal skills such as arguing, giving opinion, refusing and respecting others. And the last, the students basically trained to help each other to learn. They subconsciously trained their social service behavior. The students review their peer’s work without thinking about any personal advantage. They do it because they feel responsible for it.
CONCLUSION

As it has been discussed in the previous pages, clearly peer assessment can help students to improve their academic achievement as well as to generate some positive human values in themselves. Peer assessment can be considered as a great tool to teach character education since students engage in collaborative learning and discussion. The students learn how to respect and value; to be independent and responsible with their own learning; to be persistent in learning; to be helpful and understanding etc. These positive human values generated by Peer Assessment do not stop only inside the classroom; instead, the students bring them along as they live their life as member of society. And living socially in real life setting with these positive characters is the most important target because a great intellectual is a little value before it is added with integrity, respect, responsibility and other positive human values.

ACKNOWLEDGEMENT
This article is financially supported by English Education Department, Ganesha University of Education. This article is developed based on the result of the observation in a research done by the author on peer assessment in writing in year 2010. Also, some important information in this article are derived from the following references.
REFERENCES
David H. Elkind, David H.; Sweet, Freddy. (2004). How To Do Character Education. Available online :http://www.goodcharacter.com/Article_4.html [ref type: article]
Falchikov, Nancy. (2001). Learning Together:Peer Tutoring in Higher Education. New York: Taylor and Francis [ref type: handbook]
Hanna, Gerald S. And Dettmer. (2004). Assessment For Effective Teaching: Using Context-Adaptive Learning. Boston: Pearson Education, Inc [ref type: handbook]
Hoque, M Enamul. Error Correction Preferences in of higher secondary students in Bangladesh: An Evaluation. http://www.articlesbase.com/languages-articles/error-correction-preferences-in-written-work-of-higher-secondary-students-in-bangladesh-an-evaluation-329528.htm [ref type: research report]
Lickona, Thomas. (1991). Educating For Character. New York: Bantam [ref type: Handbook]
Public School of North California; State Board of Education. (2002).Character Education Informational Handbook & Guide, North Carolina Dept. of Public Instruction (Raleigh, NC: http://www.ncpublicschools.org/charactereducation/handbook/pdf/content.pdf) [ref type: handbook]
Schaps, Eric; Schaeffer, Esther F & McDonnell, Sanford N. (2001). What’s Right and Wrong In Character Education Today. Published in Education Week, September 12, 2001. Available on line at www.edweek.org [ref type: article]
Shepard, H. Lorie. (2000). “The Role of Assessment in a Learning Culture”. Educational Researcher, Vol. 29, No. 7, pp. 4–1. [Ref Type : Journal]
Teo, Adeline. K. (2006). Using a Peer Assisted Activity to Promote ESL/EFL students’ narrative writing skill. The Internet TESL Journal, Vol. XII, No. 8, August 2006
http://iteslj.org/Techniques/Teo-PeerAssistedWriting.html [ref type: journal]
Utami, I.G.A. Lokita Purnamika. (2010). The effect of Peer Assessment on Students’ Writing Achievement with Differing Achievement Motivation. Unpublished Thesis [ref type: research report]
Utami, I.G.A. Lokita Purnamika. [2011] The Importance of Introducing Poetry to EFL Students. An article, presented in Asia Creative Writing Conference in Jember on 31 march 2011- 1 april 2011 [ref type: proceeding]

PENDIDIKAN KARAKTER DI KAMPUS: BAGAIMANA MEMULAI?

Setiap pagi sehabis mengabsen, saya akan segera menuju kelas yang harus saya ajar. Dalam perjalanan dari tempat parkir menuju ke kelas saya, biasanya saya akan berpapasan dengan para mahasiswa. Pernah suatu pagi, saya berpapasan dengan segerombolan mahasiswa dengan pakaian mereka yang unik, tapi bukan itu yang saya risaukan, yang saya risaukan adalah cara mereka menyapa dan cara mereka bersikap terhadap saya. Salah satu dari mereka mulai berkata “Pagi ibu, ajarin saya dong” dan sapaan ini diikuti dengan cara mereka menatap dengan gaya meremehkan dengan beberapa suitan suitan khas anak muda yang sangat tidak pantas. Saya menoleh dan menatap mereka, saya sempat bertanya-tanya dalam hati apakah mereka mahasiswa, atau memang orang “luar” yang iseng kebetulan ada di kampus. Tetapi lama kelaman, setelah sekian hari saya perhatikan rupanya mereka memang mahasiwa di fakultas tempat saya bekerja. Sebagai seorang dosen muda, saya menyadari bahwa mahasiswa cenderung menganggap saya “teman” dibandingkan “dosen”. Tetapi apakah memang begitu cara mereka berkomunikasi terhadap orang yang lebih tua, apalagi dengan status sosial-akademik yang lebih tinggi (sebagai pengajar)?
Saya harus mengakui bahwa perubahan adalah hal yang paling kekal. Perubahan pada fenomena-fenomena sosial juga demikian. Salah satu dari fenomena sosial yang berubah adalah cara mahasiswa berkomunikasi terhadap dosen pengajarnya, seperti yang saya ilustrasikan diatas. Dulu para mahasiswa sangat berhati-hati dalam memilih kata-kata untuk berbicara dengan dosennya. Sebelum bertemu atau bertandang kerumah dosen pengajarnya, mereka akan dengan sopan membuat janji bertemu. Selain itu para mahasiswa dulu selalu berusaha bersikap hormat dalam berkomunikasi dengan dosen pengajarnya, entah dalam menyapa “selamat pagi” atau menanyakan sesuatu yang berkaitan dengan mata kuliahnya. Tetapi sekarang mahasiswa bahkan tidak tahu bagaimana mengutarakan maksudnya dalam teks sms. Bahasa dengan tulisan “gaul” yang biasanya digunakan untuk teman digunakan juga dalam teks sms yang ditujukan ke dosen pengajar. Saya sudah berkali kali terkaget-kaget dengan sms mereka seperti “Ibuk dmna nieh? Saya sdh mencari ibuk k’mna2. Saya mo ktemu sma ibuk”
Rupanya keprihatinan ini sudah menjadi pembicaraan dikalangan para dosen pengajar. Saya sebagai salah satu dari komunitas ini mengamati perubahan fenomena sosial ini dan dampak yang dirasakan oleh para dosen pengajar. Kami sering berbincang bincang mengenai sikap-sikap para mahasiswa yang kurang tepat dalam tataran etika dan moral serta hal-hal yang mungkin menyebabkan terjadinya penurunan prilaku beretika dikalangan mahasiswa. Salah satu dari faktor yang diyakini berkontribusi pada penurunan prilaku beretika ini adalah semakin sedikitnya peran orang tua dirumah dalam memberikan pengaruh atau model prilaku yang diharapkan. Setelah memasuki masa sekolah, siswa cenderung menghabiskan banyak waktu diluar rumah, dan “menyerap” contoh-contoh prilaku teman-teman sebayanya. Sementara kesibukan orang tua berkarir menyebabkan mereka jarang ada dirumah untuk bisa berbincang dan “mengajarkan” hal-hal yang sesuai dengan etika dan moral. Sehingga saya pikir perlu ada usaha-usaha untuk membangkitkan pendidikan karakter di kampus, tempat dimana mahasiswa sering menghabiskan waktu mereka dan bersosialisasi. Yang menjadi pertanyaan sekarang adalah bagaimana memulai sebuah pendidikan karakter di kampus?
Saya meyakini bahwa universitas sebagai salah satu tempat pendidikan, tidak hanya memiliki kewajiban untuk membuat siswa pandai, tetapi ia juga memiliki sebuah “tugas” untuk mendidik para mahasiswa nilai-nilai moral dan etika sehingga bisa berprilaku yang baik di kehidupan mereka.
Pendidikan karakter dikampus, saya pikir, harus mampu mengajarkan mahasiswa untuk memahami, berkomitmen, dan bertingkah laku berdasarkan nilai-nilai etika, dengan kata lain, mahasiswa tahu hal yang benar, memiliki keinginan dan pandangan yang benar dan melakukan hal-hal yang benar. Nilai-nilai inti yang sangat dijunjung dalam pendidikan karakter adalah nilai-nilai seperti rasa hormat, tanggung jawab, kepercayaan, keadilan, kepedulian dan kemauan berpartisipasi dalam masyarakat.
Dalam pemikiran saya, kampus haruslah benar-benar memiliki komitmen tinggi pada pendidikan karakter dengan melakukan berbagai usaha-usaha. Usaha usaha tersebut seperti menekankan pentingnya pemberian model dari orang orang dewasa (pengajar, pegawai, seluruh warga kampus) tentang nilai-nilai etika baik didalam kelas maupun di interaksi sehari-hari. Hal ini sangat penting karena akan membantu para mahasiswa mengklarifikasi nilai-nilai moral atau etika yang mereka tahu. Sebagai contoh, staf pegawai selalu menggunakan bahasa yang sopan dan beretika dalam melayani kebutuhan mahasiswa. Hal ini penting untuk memberikan model berkomunikasi yang baik bagi mahasiswa. Contoh lain, dalam interaksi di kelas para dosen pengajar juga memberikan model penggunaan bahasa Indonesia yang baik dan beretika dalam berkomunikasi. Dosen pengajar harus mampu menggunakan bahasa yang tepat dan sopan dalam berbagai situasi, entah dalam memaparkan konsep maupun dalam memberikan kritikan atau teguran bagi mahasiswa yang berprilaku salah.
Selain itu, pemberian sesi sesi diskusi tentang fenomena-fenomena sosial seperti plagiatisme, tindak kekerasan disekolah, korupsi, aborsi, kehidupan seks remaja dan fenomena sosial lain yang menarik untuk dibahas perlu dilakukan. Hal ini sangat bermanfaat untuk melatih kemampuan mahasiswa untuk berpikir kritis, menyampaikan argumen mereka tentang batasan-batasan moral dan prilaku yang diharapkan. Para dosen juga bisa memberikan arahan tentang cara pandang mahasiswa terhadap fenomena fenomena sosial tersebut, sehingga mahasiswa akan mengerti tentang hal yang benar dan prilaku-prilaku yang sesuai etika dan moral
Selain usaha-usaha yang bisa dilakukan di dalam kelas, kampus atau universitas juga bisa menanamkan pendidikan karakter melalui berbagai kegiatan di luar kelas. Misalnya, dalam ulang tahun jurusan, fakultas atau lembaga (apapun lingkupnya) para mahasiswa dilibatkan dalam kegiatan pengumpulan dana untuk anak-anak miskin atau terlatar, kegiatan donor darah untuk PMI, kegiatan bakti sosial ditempat yang membutuhkan, kegiatan sukarelawan ditempat bencana alam dan kegiatan sosial lain. Hal ini akan membantu mengasah kepekaan sosial mereka, dan kepedulian terhadap sesama. Kampus harus berkomitmen dan benar-benar memberikan prioritas dan penghargaan bagi mahasiswa yang terlibat kegiatan-kegiatan tersebut. Misalnya, setiap kegiatan tersebut para pimpinan jurusan atau fakultas atau rektor menerbitkan SK atau sertifikat penghargaan yang memiliki poin tertentu yang bisa digunakan mahasiswa untuk mengajukan usulan beasiswa. Hal ini akan menunjukkan seberapa serius kampus menganggap kegiatan kegiatan semacam ini penting.
Beberapa usaha-usaha yang saya sebutkan diatas mungkin sudah ada yang dilakukan tetapi mungkin dengan tingkat keseriusan dan komitmen yang belum maksimal. Komitmen yang maksimal harus dimiliki tidak hanya oleh para pimpinan kampus tetapi juga seluruh warga di kampus seperti dosen, pegawai, mahasiswa, staf cleaning service, bahkan pegawai koperasi atau kantin. Saya yakin jika kampus berkomitmen dengan serius pada pendidikan karakter, hasil yang signifikan untuk pembentukan karakter yang baik dalam diri mahasiswa cepat atau lambat akan berbuah.

Never Forever

If anyone says
he understands love,
that he loves his fiancée very much,
that the world seems to be so sweet,
that he will do anything for his feeling,
that nobody can understand his feeling,
that he feels a great desire to always talk;
to always touch; to always think of his fiancée
I will believe him
But if he says
that he will only fall in love with his fiancée forever
that he will devote his life for her forever,
that he will only touch his fiancée forever
I will not believe him
Because I know the word ‘forever’
Is not an entry in the dictionary of love;
Because I know that the word ‘forever’
Is very imaginative and not true.

by:I.G.A. Lokita Purnamika Utami (27 sept 2011)

memperkenalkan kepribadian bangsa melalui puisi-puisi nasional

Pendahuluan
Perrine (1982: 9) menyatakan bahwa puisi berbeda dengan karya sastra lain seperti cerita fiksi dan drama. Perbedaan ini terdapat pada kemampuan puisi dalam menyampaikan banyak hal dengan kata-kata yang paling sedikit.
Poetry is the most condensed and concentrated form of literature, saying most in the fewest number of words. It is language whose individual lines, either because of their own brilliance or because they focus so powerfully what has gone before, have a higher voltage that most language has.
Puisi memberikan kesempatan bagi pembaca tidak hanya untuk mendapatkan kesenangan (amusement) tetapi juga pembelajaran akan hidup (fully realized life). Puisi menyampaikan nilai-nilai budaya yang tercermin dalam fenomena-fenomena kehidupan, keyakinan, moral, etika dan kepribadian bangsa secara nyata kepada pembaca. Nilai budaya menurut Koentjaraningrat (1992) merupakan konsepsi-konsepsi yang hidup dalam alam pikiran sebagian besar warga masyarakat mengenai hal-hal yang harus mereka anggap amat bernilai dalam hidup .
Seperti halnya bahasa dalam karya sastra imaginative lain, bahasa yang digunakan dalam puisi tidak berfungsi sebagai bahasa praktis (practicel use of language) yang tujuannya untuk menyampaikan informasi; tetapi berfungsi sebagai bahasa sastra (literary use of language) yang tujuannya untuk menyampaikan pengalaman. Tujuan utama dari puisi adalah menyampaikan pengalaman dan bukan informasi. Puisi dibuat untuk memberikan kita rasa dan persepsi tentang kehidupan, untuk memperluas dan mempertajam sensitivitas kita terhadap sebuah eksistensi.
Seorang pujangga menuliskan sebuah puisi bukan untuk menyampaikan informasi secara ilmiah tetapi untuk menyampaikan perasaan atau pendapat melalui pengalaman yang dipaparkan lewat untaian kata dalam puisinya. Pengalaman yang disampaikan tentu saja berdasarkan apa yang ia ketahui dan yang terjadi disekitarnya. Tanpa bisa dihindari hal ini menjelaskan kenapa unsur kepribadian suatu bangsa akan tercermin dalam puisi-puisi bangsa tersebut. Puisi-puisi nasional bangsa kita bukalah pengecualian. Puisi-puisi nasional ini mampu menyampaikan budaya nasional yang membentuk kepribadian bangsa. Hal ini sejalan dengan pendapat Moody (dalam Ardiana, 1990: 221) yang menyatakan bahwa sastra memiliki beberapa peranan dalam dunia pendidikan. Sastra itu berperan untuk menunjang keterampilan berbahasa, meningkatkan pengetahuan, mengembangkan cipta, karsa, dan rasa, serta mengembangkan pembentukan watak
Puisi nasional yang dimaksud dalam makalah ini adalah puisi yang ditulis dalam bahasa Indonesia, walaupun banyak orang berpendapat bahwa puisi berbahasa daerah pun adalah bagian dari puisi nasional. Hal ini diputuskan karena terdapat keyakinan bahwa siapapun yang menulis puisi berbahasa Indonesia pastilah orang-orang yang menyampaikan pikirannya sebagai bagian dari Bangsa Indonesia, dan bukan secara ekslusif bagian dari satu daerah (lokal) tertentu.
Ide utama dari makalah ini adalah untuk memperkenalkan bahwa kepribadian-kepribadian bangsa tercermin dari beberapa puisi-puisi nasional. Puisi-puisi yang dipilih adalah puisi-puisi yang kental menyampaikan kepribadian bangsa, jadi tidak dipilih berdasarkan ketenaran dari pencipta puisinya. Implikasi dari ide makalah ini adalah adanya upaya-upaya dari pendidik untuk memperkenalkan kepribadian bangsa melalui puisi-puisi nasional di kelas untuk membentuk kepribadian bangsa pada diri pelajar.
Kepribadian Bangsa dalam Puisi
Berikut adalah paparan beberapa (jadi tidak semua)kepribadian bangsa yang tercemin dari puisi-puisi nasional yang terpilih untuk dikaji dalam makalah ini.

1. Kesederhanaan dan Kebersamaan keluarga

Puisi berjudul Taman karangan Chairil Anwar ini mencerminkan dua kepribadian bangsa kita yaitu kesederhanaan dan kebersamaan. Berikut ada
TAMAN

Chairil Anwar

Taman punya kita berdua
tak lebar luas, kecil saja
satu tak kehilangan yang lain dalamnya
Bagi kau dan aku cukuplah
Taman kembangnya tak berpuluh warna
Padang rumputnya tak berbanding permadani
halus lembut dipijak kaki.
Bagi kita itu bukan halangan.
Karena
dalam taman punya berdua
Kau kembang, aku kumbang
aku kumbang, kau kembang.
Kecil penuh surya taman kita
tempat merenggut dari dunia dan ‘nusia

Kepribadian yang tercermin dalam puisi “Taman” karya Chairil Anwar ini adalah kesederhanaan. Tak perlu bermewah-mewah (kembangnya tak berpuluh warna// rumputnya tak berbanding permadani//) namun sudah bisa hidup bahagia (penuh surya taman kita//). Sebuah rumah (taman) yang kecil, namun didalamnya saling memiliki. Taman itu sudah cukup untuk berdua (kau dan aku) meskipun hiasannya tidak banyak, meskipun tidak ada permadani yang halus dan lembut tidak menjadi halangan karena mereka (kau dan aku) sudah saling menyayangi seperti kumbang dan kembang, sehingga meskipun rumahya kecil namun menjadi tempat yang penuh akan kebahagian dan bisa menjadi tempat untuk istirahat.
Penyair menyampaikan kesederhanaan hidup dan pentingnya kebersamaan dengan keluarga. Jika ingin bahagia tidak harus memiliki rumah (materi) yang serba mewah. Meskipun dengan kehidupan yang sedehana asalkan disitu disertai dengan kebersamaan dan kasih sayang maka sudah cukup untuk menciptakan suatu kehidupan yang membahagiakan.
Kesederhanaan hidup dan kebersamaan bersama keluarga merupakan bagian dari kepribadian bangsa Indonesia. Bangsa Indonesia lebih menilai keutuhan dan kebersamaan keluarga dibandingkan pemenuhan materi. Hal ini juga tercermin pada sebuah lagu yang dinyanyikan oleh grup Band SLANK, yang salah satu liriknya menyebutkan “makan-ga makan asal kumpul” Lirik lagu ini juga menyuarakan arti kebersamaan keluarga, yang ditempatkan jauh lebih tinggi dibandingkan kepentingan perut (pemenuhan materi).


2. Keiklasan, Keberanian Membela Negara dan Kepasrahan Menerima Takdir
Asmaradana
Goenawan Mohamad
Ia dengar kepak sayap kelelawar dan guyur sisa hujan dari daun, karena angin pada kemuning. Ia dengar resah kuda serta langkah pedati ketika langit bersih kembali menampakkan bimasakti, yang jauh. Tapi di antara mereka berdua, tidak ada yang berkata-kata.

Lalu ia ucapkan perpisahan itu, kematian itu. Ia melihat peta, nasib,
perjalanan dan sebuah peperangan yang tak semuanya disebutkan.
Lalu ia tahu perempuan itu tak akan menangis. Sebab bila esok pagi pada rumput halaman ada tapak yang menjauh ke utara, ia tak akan
mencatat yang telah lewat dan yang akan tiba, karena ia tak berani
lagi.
Anjasmara, adikku, tinggalah, seperti dulu.
Bulan pun lamban dalam angin, abai dalam waktu.
Lewat remang dan kunang-kunang, kaulupakan wajahku,
kulupakan wajahmu.
Asmaradana adalah sebuah tembang macapat dari Jawa, biasanya ditujukan untuk pemuda-pemuda yang sedang mengalami masa pertumbuhan. Asmaradana dalam tembang macapat Jawa mengisahkan tentang cinta Damarwulan dan Anjasmara. Puisi Asmaradana ini menangkap momen ketika Anjasmara berpisah dengan Damarwulan, kekasihnya. Goenawan Mohamad melukiskan perpisahan itu dengan menyayat hati dan kepasrahan total.
Ia dengar kepak sayap kelelawar dan guyur sisa hujan dari daun, karena angin pada kemuning. Ia dengar resah kuda serta langkah pedati ketika langit bersih kembali menampakkan bimasakti, yang jauh. Tapi di antara mereka berdua, tidak ada yang berkata-kata.
Goenawan Mohamad melukiskan perpisahan ini dengan menggambarkan latar alam yang suram sekaligus romantik. Suasana sehabis hujan pada malam hari mempunyai misteri magis tersendiri untuk perasaan kita: dingin, mencekam, suram. GM menggambarkan pada saat itu ia dengar kepak sayap kelelawar dan guyur sisa hujan dari daun. Langit yang tadi gelap gulita karena hujan deras kembali cerah menampakkan galaksi bimasakti yang jauh, tetapi tetap saja suasana gelap karena sudah malam. Kuda-kuda meringkik resah. Mereka seolah bisa merasakan kegelisahan hati tuannya. Hati Damarwulan dan Anjasmara bergejolak, ingin menyampaikan banyak hal: kesedihan, tangis, kecemasan, dan ketidakberdayaan. Namun, mereka tidak ada yang berkata-kata. Bungkam.
Lalu ia ucapkan perpisahan itu, kematian itu. Ia melihat peta, nasib,
perjalanan dan sebuah peperangan yang tak semuanya disebutkan.
Damarwulan tahu, nasibnya bagaikan buah simalakama. Jika ia menang melawan Minak Jingga, ia akan dianugerahi jabatan dan ia akan menjadi kaum elit kerajaan Majapahit. Ia pun akan diminta menikah dengan perempuan lain -yang lebih elit. Namun, pilihan itu terasa absurd karena Minak Jingga sangat tangguh. Ia sangat sakti. Kemungkinan yang paling besar adalah Damarwulan dan Minak Jinggo akan bertarung sampai mati. Maka, pertemuan ini adalah pertemuan yang terakhir bagi dua kekasih itu.
Lalu ia tahu perempuan itu tak akan menangis. Sebab bila esok pagi pada rumput halaman ada tapak yang menjauh ke utara, ia tak akan
mencatat yang telah lewat dan yang akan tiba, karena ia tak berani
lagi.
Namun, Damarwulan tahu Anjasmara adalah wanita yang tegar. Ia takkan menangis walaupun nanti pagi ada tapak kaki dirinya yang menuju utara -menuju medan perang. Ia buang semua masa lalu dalam kepalanya hingga ia tak punya lagi alasan untuk bersedih.
Anjasmara, adikku, tinggalah, seperti dulu.
Bulan pun lamban dalam angin, abai dalam waktu.
Lewat remang dan kunang-kunang, kaulupakan wajahku,
kulupakan wajahmu.
Dalam remang-remang malam dikelilingi puluhan kunang-kunang, Damarwulan pun meminta Anjasmara untuk melupakannya, karena ia pun akan melupakan Anjasmara. Damarwulan meminta Anjasmara agar tunduk kepada takdir, pasrah.
Puisi ini tidak hanya berbicara tentang asmara. Lebih dari itu, ia berbicara tentang kehidupan. Puisi ini mencerminkan kepribadian bangsa yaitu keberanian. Seorang lelaki untuk gagah berani maju berperang untuk membela negara walaupun untuk itu ia harus tewas dan meninggalkan keluarganya yang tenang tenteram. Selain itu puisi ini juga mencermikan kepribadian bangsa yang lain yaitu keiklasan. Para istri rela melepas suaminya untuk berjuang, walaupun untuk itu ia harus siap mendengar kabar kematian atau suaminya menikah dengan perempuan lain. Puisi ini mengingatkan kita akan masa penjajahan di bumi Indonesia. Para suami harus berani pergi dan keluar dari rumah untuk bergerilya sementara para istri dengan iklas merelakan kepergian suami mereka untuk membela negara.
Puisi Asmaradana juga bermain dengan keiklasan menghadapi takdir. Hidup tidaklah selamanya mulus. Ada saat-saat di atas dan ada pula saat-saat di bawah. Ketika kita menghadapi saat-saat yang buruk dan tanpa harapan, kita harus tetap berani melangkah dengan tegar dan menghadapinya dengan hati yang lapang. Kita harus memainkan peran kita sebaik mungkin dalam hidup ini sampai kita mati. Secara tidak langsung, puisi ini membuat kita semakin menghargai arti kehidupan, perpisahan, keluarga, dan cinta
3. Kepercayaan pada Tuhan dan Kemauan Melakukan Pembaharuan (revolusi)
Penyair Taufiq Ismail, mengungkapkan keberanian mahasiswa menentang penguasa yang semena-mena. Selain itu dalam puisinya Taufiq Ismail menyiratkan kepribadian bangsa kita yang memiliki kepercayaan kepada Tuhan yang sangat tinggi. Berikut adalah paparan dari puisi tersebut.
Ketika Sebagai Kakek di tahun 2040, Kau menjawab Pertanyaan Cucumu
Taufiq Ismail
Cucu kau tahu, kau menginap di DPR bulan Mei itu
Bersama beberapa ribu kawanmu
Marah, serak berteriak dan mengepalkan tinju
Bersama-sama membuka sejarah halaman satu
Lalu mengguratkan baris pertama bab yang baru
Seraya mencat spanduk dengan teks yang seru
Terpicu oleh kawan-kawan yang ditembus peluru
Dikejar masuk kampus, terguling di tanah berdebu
Dihajar dusta dan fakta dalam berita selalu
Sampai kini sejak kau lahir dahulu
Inilah pengakuan generasi kami, katamu
Hasil penataan dan penataran yang kaku
Pandangan berbeda tak pernah diaku
Daun-daun hijau dan langit biru, katamu
Daun-daun kuning dan langit kuning, kata orang-orang itu
Kekayaan alam untuk bangsaku, katamu
Kekayaan alam untuk nafsuku, kata orang-orang itu
Karena tak mau nasib rakyat selalu jadi mata dadu
Yang diguncang-guncang genggaman orang-orang itu
Dan nomor yang keluar telah ditentukan lebih dulu
Maka kami bergeraklah kini, katamu
Berjalan kaki, berdiri di atap bis yang melaju
Kemeja basah keringat, ujian semester lupakan dulu
Memasang ikat kepala, mengibar-ngibarkan benderamu
Tanpa ada pimpinan di puncak struktur yang satu
Tanpa dukungan jelas dari yang memegang bedil itu
Sudahlah, ayo kita bergerak saja dulu
Kita percayakan nasib pada Yang Satu Itu..
Pada puisi ini cerminan keberanian (mahasiswa) sangat jelas tersurat. Mahasiswa menentang masa pemerintahan lama yang selalu ingin diikuti dan tidak mau menerima pendapat orang yang berbeda terlihat pada kalimat berikut ini:
Inilah pengakuan generasi kami, katamu
Hasil penataan dan penataran yang kaku
Pandangan berbeda tak pernah diaku
Daun-daun hijau dan langit biru, katamu
Daun-daun kuning dan langit kuning, kata orang-orang itu
Kekayaan alam untuk bangsaku, katamu
Kekayaan alam untuk nafsuku, kata orang-orang itu
Puisi ini juga mengupas bagaimana sikap penguasa terhadap rakyat yang senantiasa dibodohi, sehingga mereka harus bergerak.

Karena tak mau nasib rakyat selalu jadi mata dadu
Yang diguncang-guncang genggaman orang-orang itu
Dan nomor yang keluar telah ditentukan lebih dulu
Maka kami bergeraklah kini, katamu

Taufiq juga berhasil menyampaikan secara eksplisit bahwa mahasiswa harus bergerak walaupun tidak didukung oleh pemimpin ataupun yang memegang bedil (angkatan bersenjata). Jelas makna puisi ini pada keberanian Indonesia melakukan revolusi atau pembaharuan. Dan dengan luwesnya Taufiq mampu menyelipkan kepribadian bangsa kita yang lain yaitu kepercayaan pada Tuhan pada baris terakhir puisi ini. Kalimat terakhir ini ditandai dengan frase Yang Satu Itu, semuanya diawali dengan huruf kapital, yang jelas menyiratkan acuannya kepada Tuhan.
Tanpa ada pimpinan di puncak struktur yang satu
Tanpa dukungan jelas dari yang memegang bedil itu
Sudahlah, ayo kita bergerak saja dulu
Kita percayakan nasib pada Yang Satu Itu.
Memperkenalkan Puisi Nasional didalam Kelas
Beberapa pemerhati sastra dan pendidikan seperti Utami (2011), Finch (2003), dan Hollowel (1999), menyatakan bahwa puisi sangat perlu diperkenalkan di kelas Bahasa karena puisi mampu meningkatkan daya kreatifitas dan kepekaan bahasa yang menunjang penguasaan bahasa. Selain itu, Perrine (1982) mengungkapkan bahwa puisi mampu memperkenalkan ide lewat pengalaman yang dipaparkan. Ide yang dimaksud ini biasanya merupakan pesan moral. Pesan moral pada suatu bangsa tertentu biasanya merupakan kepribadian bangsa tersebut, yaitu tingkah laku yang diharapkan untuk diikuti oleh masyarakat. Karena tugas pendidik tidak hanya untuk mendidik pelajar pada bidang tertentu tetapi juga mendidik pelajar sebagai bagian dari masyarakat, maka mengajarkan etika, moral dan kepribadian bangsa sangatlah diperlukan. Sehingga, puisi bisa diperkenalkan dikelas apapun juga tidak terbatas pada kelas Bahasa. Misalnya, pada kelas sejarah pendidik bisa menggunakan puisi “Asmarandana” dari Goenawan Muhamad untuk memperkenalkan sastra nasional yang dihubungkan dengan keiklasan dan keberanian berperang untuk membela negara. Atau pada kelas matematika, ketika pelajar telah usai membahas semua materi, pendidik bisa menggunakan puisi untuk memecah rutinitas menghitung angka dengan pembicaraan sosial atau penyampaian pesan moral lewat puisi.
Penutup
Berdasarkan paparan diatas sangat jelas bahwa memperkenalkan puisi didalam kelas mampu membentuk kepribadian bangsa karena puisi mengandung pesan moral yang mengacu pada karakter bangsa. Pada makalah ini telah diungkap tujuh kepribadian bangsa yang tercermin dari puisi-puisi nasional kita seperti (1) kesederhanaan; (2) kebersamaan keluarga; (3) keiklasan; (4) keberanian membela negara; (5) Kepasrahan Menerima Takdir; (6) Kepercayaan kepada Tuhan dan; (7) kemamuan melakukan pembaharuan (revolusi). Tentu saja banyak kepribadian bangsa lain yang bisa diungkap dari puisi-puisi nasional dan tidak terbatas pada tujuh kepribadian bangsa yang disebut pada makalah ini. Makalah ini bersifat sebuah pemaparan ide bahwa kepribadian bangsa bisa diperkenalkan lewat puisi, sehingga pendidik bisa menggunakan puisi sebagai salah satu kegiatan didalam kelas.
Penulis menganjurkan agar para pendidik tidak perlu ragu-ragu lagi untuk memperkenalkan puisi karena puisi sangat bermanfaat dalam membentuk karakter bangsa pada diri pelajar. Selain itu perspektif bahwa puisi adalah bagian dari pelajaran kelas bahasa perlu diperbaiki, karena puisi bisa diperkenalkan dikelas apapun, bisa digunakan sebagai pembuka topik atau pengisi waktu (filler) untuk memecah rutinitas didalam kelas.



Daftar Pustaka
Ardiana, Leo Idra. 1990. Pengajaran Drama: Berapresiasi dan Berekspresi . Makalah dalam buku Sekitar Masalah Sastra: Beberapa Prinsip dan Model
Pengembangannya. Malang: Yayasan Asih Asah Asuh.
Finch, A. (2003) Using Poems to Teach English. English Language Teaching. 15(2), 29–45
Hollowell, Karen. (1999). How To Teach English Through Poetry. Available on line at: http://www.ehow.com/how_4898352_teach-english-through-poetry.html#ixzz1Fg2C1Ohl
Koentjaraningrat. 1992. Kebudayaan Mentalitas dan Pembangunan. Jakarta: Gramedia Pustaka Utama.

Perrine, Laurence. 1982. Sound and Sense: An Introduction to Poetry. Toronto: Harcourt Brace Jovanovich, Publi
Utami, I.G.A. Lokita Purnamika. 2011. The Importance of Introducing Poetry to EFL Students. Sebuah artikel yang dipresentasikan pada the 2011 Asia Creative Writing Conference: Creating Interactive Language Classroom Through Creativity, Exploration, & self Identity in the Asian Context di POLTEK Negeri Jember pada tanggal 31 maret-1 april 2011.
http://puisiindonesiamodern.blogspot.com/
http://www.bangfad.com/Tags/puisi-nasional
http://cabiklunik.blogspot.com/2008/11/oase-budaya-indonesia-dalam-bingkai.html
http://id.shvoong.com/social-sciences/1776946-jejak-langkah-sastra-indonesia/

Peer Assessment, Achievement Motivation, writing Achievement

THE EFFECT OF PEER ASSESMENT ON STUDENTS’ WRITING ACHIEVEMENT WITH DIFFERING ACHIEVEMENT MOTIVATION

By I.G.A. Lokita Purnamika Utami

Abstract
The aim of this study was to prove whether the implementation of peer assessment and the students’ achievement motivation give a significant interactional effect to the students’ writing achievement. The results of the analysis are; first, there was a significant effect of peer assessment on the students’ writing achievement. Second, there was a significant interactional effect between the application of peer assessment and achievement motivation on students’ writing achievement. Afterwards the data was analyzed by using Tukey test to gain more specific result of the comparison between all means.
Keywords: achievement motivation, peer assessment, writing achievement

Abstrak
Tujuan dari penelitian ini adalah untuk membuktikan apakah implementasi dari asesmen rekan sebaya dan motivasi berprestasi siswa memiliki pengaruh interaksional yang signifikan terhadap prestasi menulis mahasiswa. Hasil analisis menunjukkan: pertama, asesmen rekan sebaya memberikan pengaruh yang signifikan terhadap prestasi menulis mahasiswa. Kedua, terdapat pengaruh interaksional yang signifikan antara asesmen rekan sebaya dan motivasi berprestasi terhadap prestasi menulis mahasiswa. Kemudian analisis data dilanjutkan dengan menggunakan tes Tukey untuk melihat perbandingan dari seluruh rata-rata kelompok.secara lebih spesifik.
Kata kunci: motivasi berprestasi, asesmen rekan sebaya, prestasi menulis

1. Introduction

Writing as one of the language skills is very important to be mastered. This is because people communicate not only in spoken but also written. Considering that rationale, teaching writing need to be taken seriously in class. Writing activity is a very personal activity. However, assessing writing is not. Students need others to help them assess their writing. And this can be done by their lecturer or by their peer.
Some researches have been conducted regarding the application of peer assessment in the writing class and the comparison between peer assessment and the conventional assessment used in writing class. However, this research investigated one more variable, it was achievement motivation students.
The students may be categorized into high achievement motivated and students with low achievement motivation. The theory says that motivation is one which influences human to attain their goals (Heckhausen & Heckhaussen, 2008). Therefore, theoretically students with high achievement motivation will improve their achievement better than students with low achievement motivation. However, there is a question related to the writing achievement improvement of particular level of achievement motivated students when they are treated by using peer assessment. Do students with high achievement motivation still do better than students with low achievement motivation? If they do, what make it so? This research tried to find out whether an interaction exist between peer assessment and achievement motivation in improving writing achievement.
Specifically, there were 6 objectives which were related with the statements of problems to be resolved in this research. They were: (1) finding out whether peer assessment give a significant effect on the students’ writing achievement; (2) finding out whether a significant interactional effect exists between peer assessment and students’ achievement motivation in improving the students’ writing achievement; (3) finding out whether a significant difference on the writing achievement of the students with high achievement motivation exists when their writings are assessed by using peer assessment and when their writings are assessed by conventional assessment; (4) finding out whether a significant difference on the writing achievement of the students with low achievement motivation exists when their writings are assessed by using peer assessment and when their writing are assessed by conventional assessment; (5) finding out whether a significant difference between the students’ writing achievement of the students with high achievement motivation and the students with low achievement motivation exists when their writings are assessed by using peer assessment; (6) finding out whether a significant difference between the students’ writing achievement of the students with high achievement motivation and the students with low achievement motivation exists when their writings are assessed by conventional assessment



2. Theoretical Review

2.1 L2 Acquisition Theories

Krashen (in Ellis, 1986) considers the notion of how affective factors relate to SLA. It is ‘affective’ because the factors which determine its stregth have to do with the learners’ motivation, self confidence and anxiety state. Learners with high motivation and self confidence and low anxiety have low filters and so obtain and let in plenty of input. Learners with low motivation, little self confidence and high anxiety have high filters and so receive little input and allow even less in. Another factors which influence the rate of SLA development is aptitude, the role of first language, routines and patterns, individual differences and age.
The theories above underpin certain strategies used by teacher to improve students L2 learning. These strategies may consist of involving students in contextual interaction or communication; enhancing students’ motivation by providing students with various activity, media and so on; introducing target language culture as it may enhance students’ favourable comparison betwen their ingroup and outgroup; and reducing students’ anxiety and heightening students’ self confidence in L2 class by involving students in the process of learning and assessment.

2.2 The Concept of Writing

Olshtain (2001) explains that writing is an act of communication, which suggests an interactive process takes place between the writer and reader via written text. In addition Orwig (1998) defines writing as a process of communicating thought of the writer through a medium of text. It is used for communicating indirectly, not face to face to others (Tarigan, 1994). The writer usually has a bound of time to think about what to say and how to say it.
Hakim (2004) states that writing is mainly an effort to express what we look, undergo, feel and think. Through writing we communicate to many people, we might otherwise never meet. Writers can explore their deepest thoughts and feelings, discover and explore their ideas, and confront their values. Writing can help us discover gaps in our understanding and flaws in our thinking. It is one of the ways of sharing or expressing thoughts, ideas, and feelings in the written form
To be a more effective writer, a writer should meet the understanding that writing is a process. As stated by Langan (2001) that writing is a process of discovery that involves a series of steps of practices. Therefore, the assumption that writing is a ‘natural gift’ should not be considered, since writing is a skill that can be trained.
Langan (2001) points out some steps in writing an effective composition. First, discovering a point and developing solid support for the point through prewriting. Second, organizing the supporting material and writing it out in a first draft. Third, revising and then editing carefully to ensure an effective, error-free paper
However, Gardner and Johnson (1997) believe that writing process is not a highly organized linear process, but rather a continual movement between the different steps of the writing model. Flower And Hayes (1981) believe that writing involves a cognitive process. They state that the model of Prewriting - Writing – Rewriting which was fundamentally believe as the three non-reversible linear stages in composing process, only model the growth of the product and do not explain how writers move from one stage to the next. It is clear that writers plan, write and revise repeatedly, in a way which cannot be divided into clearcut stages. They published “A Cognitive Process Theory of Writing” in 1981, providing the groundwork for further research into how thought processes influence the writing process.
Beside the theory of writing as a cognitive process, writing is also said as a creative process. Creativity is one of the important benchmarks for a writer. All writing flows out of some sort of creative process. Each writer is different and their creative process is also different. Works for one writer may not work for others (Brereton and Morgan, 1996).

2.3 Peer Assessment in Writing
Hanna & Dettmer (2004) states that assessment is often equated and confused with evaluation, but the two concepts are different. Assessment is used to determine what a student knows or can do, while evaluation is used to determine the worth or value of a course or program
]Assessment in writing can be done by involving students, this is know as peer assessment. Falchikov (2001) states that peer assessment is an assessment in which member of a class give feedback and grade the work or perfomance of their peers using relevant criteria. In peer assessment marks may be awarded by students or negotiated with teachers. Peer assessment has been long introduced as one of assessment in writing. This assessment involves students to review their peer’s paper and put notes or comments on grammar, ideas organization, vocabulary, structure, punctuation and so forth. This way students learn from each others in every dimension of writing, i.e. content accuracy, vocabulary knowledge, grammar and sentence structure and also ideas organization. In line with this, Falchikov (2001) points out that the objective to have students review their peer’s writing is to enable students to teach and learn from each other and also to develop writing skill. Moreover, more errors are corrected since more proof reading is carried out.
In addition, Ahmad (2001) found that peer involvement in writing class is very beneficial to be considered. He found that students are more challenged since they could give feedback on each other writings. Each students tries to write a good piece of writing, since they know that their writing will gain feedback from the others. Besides, students feel confident to write as they also learn that making mistake is something natural, something that their peer possibly do. Also, peer involvement in writing helps students to learn not only from their mistakes but from the mistakes of others and makes economical and efficient use of the students' and the teacher's time (Mcbride, 2006). In line with this, Zulharman (2007) states that assessment by peers give students chance to learn from the strength and weaknesses of other’s writing, since in peer assessment students are involved not only grading it but also in reviewing it.

2.4 Achievement Motivation

Motivation is defined by Rabideau (2005) as the driving force behind all the actions of an individual. The influence of an individual's needs and desires both have a strong impact on the direction of their behavior. Motivation is based on your emotions and achievement-related goals.
Generally motivation can be from the students’ inside factor, which is called internal motivation; and can be from outside factors, which is called external motivation. In other term, Heckhausen & Heckhausen (2008) states that motivation is a product of person and situation. An Individual’s motivation to aspire to a certain goal is influenced by person factors (internal factors) and by situation factors (external factors), including the anticipated outcomes. Those belong to the students’ external motivation (or as Heckhausen’s term the situation factors) are the students’ environment, facilities, parents support, their teacher or peer. And those belong to internal motivation or person factors are students need for achievement, students expectetion and another internal desire.
Achievement is undoubtedly the most thoroughly studied motive. Over the years behavioral scientists have observed that some people have an intense need to achieve; others, perhaps the majority, do not seem to be as concerned about achievement. It was first identified in Henry A. Murray’s list of psychogenic need as “n(eed) achievement”. It is describe in the following terms:
To accomplish something difficult. To master, manipulate or organize physical objects, human beings or ideas. To do this as rapidly and as independently as possible. To overcome obstacles and attain a high satndard. To excel one’s self. To rival and surpass others. To increase self regard by the succesful exercise of talent (Murray, 1938. P.164 in Hechausen, 2008)

Murray can also be considered a pioneer of achievement motivation research in another respect, namely, as the author of the Thematic Apperception Test (TAT). Later McClelland, Atkinson, Clark, and Lowell developed this instrument into one of the best known and most frequently used procedures for measuring people’s underlying motives. McClelland and associates (1953) as cited by Brunstein & Heckhausen (2008) defined Achievement Motivation as a behavior which involves competition with a standard of excellent. Similarly, Heckhausen & Heckhausen (2008) states that achievement motive can be defined as a recurrent concern to compete with standards of excellence and to exceed the previous levels of competence. People with achievement motivation will always try to increase their competence.

3 Research Methods
This research was done in the English Education Departement at Ganesha University of Education in Singaraja, Bali. The research was conducted in one semester, specifically in the odd semester of the academic year 2009/2010, which was started from September 2009 until January 2010.
The research design was a Posttest Only Control-Group Design using a 2x2 Factorial arrangement One group received the experimental treatment (peer assessment) while the other received a different treatment (conventional assessment). This study used 2 x 2 factorial arrangement. There were 3 variables to be studied, 2 independent variables and 1 dependent variable. The first independent variable was writing assessment (A) as treatment variables. In this study the treatment variables were classified into peer assessment and conventional assessment. While, the second independent variable was achievement motivation in studying English (B) as moderator variable. The moderator variable was also classified into high achievement motivation and low achievement motivation. And the last, the dependent variable was writing achievement (Y).
The study was done in English Education Department in Undiksha, in academic year 2009-2010. The population was all students who took writitng II course. The total number of the population was 4 classes, which altogether consisted of 140 students. And the sample were 60 students which were assigned by using Multi Stage Random Sampling.
The instrument to collect data were writing test, and achievement motivation scale in studying english. Both of the instruments had been tried out to ensure their validity and reliability.
Data for this study were collected by using test and non test. Data which were collected by using test is writing achievement data. To collect this data the students were assigned to write a paragraph upon a particular topic. Their writings were then analyzed and scored by two raters which were based on the analytical assessment rubric. There were three writing test i.e. narrative test, descriptive test and cause and effect test. The students’ writings were assessed by two raters. Then, to ensure the reliability of the raters’ score, the inter-rater reliability analysis was conducted for each test.
The second data was the data which were collected by using non-test instrument. This data were collected by using the scale of Achievement Motivation in Studying English. The samples were given the scale to be responded. They marked a cross on each item in the scale which fits their characteristics. Score for each item was then added up to obtain Achievement Motivation in Studying English Score of each student
The data were analyzed by using descriptive statistic and inferential statistic. The inferential statistic was done by using two ways ANOVA and continued by post hoc analysis namely Tukey test. However, since two ways ANOVA and Tukey test are parametric statistical test, before the reseracher further analyzing data, the data were tested in order to find out whether it had normal distribution and homogeneity of variance or not. From the test namely The Kolmogorov-Smirnov statistic to investigate the normality, it was found that the data was normally distributed. Also, Levene’s test of Equality of Error variance which was conducted in order to know the homogeneity of variance data, found that the data was homogeneous

4 Findings and Discussion

Based on the data analysis, some findings are resulted:
First, from the first hypothesis testing, it was found that FA was 4.678. This value (FA) was then compared to Fcv (1;56;0,04) which was 4.421. Since FA was higher than Fcv, then H0 was rejected. This means there was a significant difference in the students’ writing achievement between those whose writings are assessed by using peer assessment and those by using conventional assessment. And from the descrptive statistic analysis it was found that the students’ writing achievement of those whose writings were assessed by using peer assessment ( = 75.22) was higher than those whose writing were assessed by using conventional assessment ( = 70.91). From this result, it can be said that peer assessment gives a significant effect in improving students’ writing achievement.
Second, it was found that H0 of the second hypothesis was rejected. This was because the FAB (26.886) was higher than the Fcv (1;56;0,01) which was 7.110. This means that there was an interaction between the application of peer assessment and students’ achievement motivation in improving the students’ writing achievement.
Third, the average score of the group of students with high achievement motivation which were treated by using peer assessment was = 82.77. While the average score of the students with high achievement motivation which were treated by using conventional assessment was = 68.12. Moreover, the Tukey analysis found that the Qob was 7.351 and this value was higher than the Qcv(4;60;0.05) which equals to 3.74 and the Qcv(4;60;0.01) which equals to 4.59. This means the Qob was higher than the Qcv in both 0.05 and 0.01 level of significance, so H0 was rejected. This means that the difference between the students’ writing achievement of those with high achievement motivation when their writings were assessed by using peer assessment and conventional assessment was significant.
Fourth, the average score of the group of students with low achievement motivation which were treated by using peer assessment was = 67.68 While the average score of the students with low achievement motivation which were treated by using conventional assessment was = 73.70. Moreover, the third hypothesis found that the Qob was 3.021 and this value was lower the Qcv(4;60;0.05) which equals to 3.74. Therefore, H0 was accepted. This means that the difference between the low achievement motivated students’ writing achievement, when their writings were assessed by using peer assessment and conventional assessment was not significant.
Fifth, the students with high achievement motivation ( =82.77) had a better achievement than the students with low achievement motivation ( =67.68) when they were treated by using peer assessment. These scores were significantly different since the Qob was higher than the Qcv. It was found that the Qob was 7.572. From the q table it was found that the Qcv(4;60;0.05) was 3.74 and the Qcv(4;60;0.01) was 4.59. This means that there was a significant difference in the students’ writing achievement between the students with high achievement motivation and the students with low achievement motivation when their writings were assessed by using peer assessment.
Sixth, the students with low achievement motivation ( = 73.70) had a slightly better achievement than the students with high achievement motivation ( = 67.68). However the average scores of the two groups were not significantly different because the Qob was lower than the Qcv. it was found that the Qob was 2.799 while the Qcv(4;60;0.05) was 3.74. This means that there was no significant difference in the students’ writing achievement between the students with high achievement motivation and the students with low achievement motivation when their writings were assessed by using conventional assessment.
There are some reasons why peer assessment does well in writing class. Topping (2005, p. 640) asserts that “peer assessment can enhance self-assessment, and both can yield metacognitive gains.” He also suggests various other advantages to peer assessment. Peer Assessment can increase student responsibility and autonomy, also evaluative skill development; give insight into assessment procedures and expectations for high quality work; motivate students to work harder with the knowledge that they will be assessed by their peers; potential for providing increased levels of feedback without increased demands on tutors; encourages deep rather than surface learning; give a sense of ownership of the assessment process and improving motivation. Furthermore, peer assessment can be as part of learning so that mistakes are seen as opportunities rather than failures. Also, through peer assessment students can practise the transferable skills needed for life-long learning since it can be used as external evaluation to provide a model for internal self-assessment of a student's own learning (metacognition).
There are some parallelism between most of students with high achievement motivation characteristics and peer assessment design. Those characteristics are having orientation to success, being innovative, being responsive toward feedback, and being autonomous and responsible learners.
Peer assessment which is designed with the students actively involved in the assessment will work best with students who have high need of achievement. Having the students assessing their peer’s paper is not simple. First, the lecturer should make sure that the students understand what to assess, and the criteria used to assess. The students need to study the criteria and the indicators of good writing before they are ready to assess their peer paper. Second, the lecturer needs to provide the students with paragraph sample that allow the students to see its strength and weaknesses. The students are then asked to reviewed the paragraph sample and express about their opinion. To do these two steps, the students need spend some times to train themselves in assessing others paper. And this task absolutely requires students with high orientation of success, since they are very responsive toward any opportunities or any task to attain excellent achievement. Meanwhile, for students with low achievement motivation, who anticipate failure more than success, will find these steps somewhat dismotivating. Students with low achievement motivation will not take any risk to do failure. They are not confident to assess peer’s paper; they are afraid of making mistake in assessing their peer’s paper. In fact, they are afraid of the probability to be marked unfairly by their peer. Therefore, having their paper assessed by their peer is not what students with low achievement motivation will ever think.
High achievement motivation students are very innovative, this is the most determinant characteristics why they can work with peer assessment very well. With their innovation, they can be very independent and creative. In peer assessment, students are learning from each other. They evaluate each other work, i.e. giving comments and scoring their friends paper. These kind of activities will require students to be innovative. Student find a new way of learning to write as they need to learn about the guidelines to assess their peer’s paper. Students with low achievement motivation who are not as innovative as the high achievement motivation will find it difficult, and as they anticipate the failure more, they will unwillingly to do it since they are afraid of making failure. And even if they are asked to assess their peer, since they do insencerely, it will be effective to improve students’ writing achievement.
The characteristics of being responsive toward feedback is also strong poin why high achievement motivation students react very positively toward peer assessment, which may contribute to their writing achievement improvement. Students with high achievement motivation will do action immediately after they receive feedback. As the feedback is from their peer, the students become very competitive in a positive way. They want to show their best writing by taking the feedback from their peers seriously. This way the studenst are motivated to learn from their mistake and from others’ mistake.
Furthermore, students with high achievement motivation suit very well with the autonoumous learning provides by peer assessment. They always try to do their own innovation by themselves. They tend to do things that improve their success very independently, ie. asking leacturer on what they do not understand, seeking and reading book that may help their success, developing their own writing from draft until final product, listening to their friends’ feedback, assessing their friends’ paper with the help of the guidelines given by the lecturer. Meanwhile, students with low achievement motivation will hardly do those responsibilities independently.
The average score of students with high achievement motivation was higher than the students with low achievement motivation. Again, this result shows that students with high achievement motivation can work very well with peer assessment. To understand this, it is necessary to reveal what characteristics of high achievement motivation students have which may be activated by peer assessment.
Heckhausen & Heckhausen (2008) states that motivation is a product of person and situation. Therefore for students who has high achievement motivation, their aspire to a certain goal is influenced by person factors, i.e. their high need for achievement and by situation factors (external factors), including the anticipated outcomes. One of the example of external factor is classroom atmosphere. Peer assessment which enganges students in assessment, creates a more friendly situation, in which students promote their learning by helping and sharing to each other. The friendly situation influences the students’ enthusiasm in learning. It can be seen in the group which was treated by peer assessment. The students in that group talked freely to other friends. They often approached their friends and asked for confirmation on the feedback given to their paper. Students feel less pressure in expressing their opinion and thought towards their peer. Very often students were seen chatting very seriously about their paper. They did their own analysis on the review made by their friend. They also showed a great curiousity to know why their writing was criticized in a particular aspect. Therefore, the internal factor, the need of achievement, which works on the students with high achievement motivation is generated effectively by the situation factor, ie. the frindly classroom atmosphere created by peer assessment.
Moreover, Murray (1938. P.164) in Heckhausen & Heckhausen (2008) defined the need of achievement as the need to accomplish something difficult, to master, manipulate or organize physical objects, human beings or ideas and to do this as rapidly and as independently as possible. Therefore, autonomous learning generated by peer assessment is in accordance with the characteristic of students with high achievement motivation which tend to learn independently (without teacher as the only ionformation giver).
High achievement motivation students are usually characterized by their willingness to do things related to achievement and improvement. These students are very sensitive towards ways to achieve excellent achievement. With the self autonomous learning, students with high achievement motivation autonomously do things to improve their achievement. In the group with high achievement motivation students which was treated by peer assessment, students showed willingness to do things to improve their writing achievement. The students came to the lecturer and asked for things they didn’t understand. Also, they were found reading book about writing which helped them understand how to write a certain type of paragraph well. They compared some paragraph examples provided in the book by themselves to know their stregth and weaknesses. They also used the knowledge they know to assess other peer’s paper and explained it to them. Meanwhile, in the conventional group, the learning was restricted on the material provided by the teacher. The high achievement motivation students who were treated by conventional assessment can’t be as responsive as those who were treated by peer assessment.
Another characteristic is stated by Brunstein and Hoyer (2002) in Heckhausen & Heckhausen (2008). They believe that achievement motive was highly responsive to feedback on individual change in performance. They respond favorably to information about their work. They are not interested in comments about their personal characteristics, such as how cooperative or helpful they are. As soon as their performance decreased below the level expected on the basis of their previous performance, participants high in achievement motivation redoubled their efforts, and showed an immediate improvement in performance. This characteristic, which is very responsive toward feedback, is also parallel with the design of peer assessment which involves students in giving feedback. Although conventional assessment is also designed with teacher providing feedback, but for high achievement motivation students, which prefer autonomous learning, conventional assessment can’t be as effective as peer assessment to improve their achievement.
Another result showed that students with low achievement motivation who were treated by conventional assessment had a slightly better writing achievement than the students with low achievement motivation who were treated by using peer assessment and the students with high achievement motivation who were treated by using conventional assessment. Therefore, it is still important to discuss how students with low achievement motivation can work quite well with conventional assessment.
Unlike students with high achievement motivation, students with low achievement motivation tend to be depended on teacher assistant, since they are usually not as autonomous as students with high achievement motivation (Murray, 1938 in Heckhausen & Heckhausen, 2008). Therefore, conventional assessment which involves teacher more dominantly than the students, provides a perfect classroom atmosphere for students with low achievement motivation. Meanwhile, peer assessment which requires the students to be autonomous and more responsible toward their learning, creates an uncomfortable classroom atmosphere for students with low achievement motivation.
When conventional assessment was applied, students with low achievement motivation were not involve in assessment. The students depended on the teacher feedback only. Since the students with low achievement motivation were not responsive toward autonomous learning, having feedback from lecturer (without being involved in the assessment) worked very well on them. Students wrote certain paragraph and submitted their paper to be marked. They did not need to bother to review their peer’s paper.
Moreover, as the theory says, students with low achievement motivation are not as innovative as students with high achievement motivation. They prefer to choose very easy task in order to minimize risk of failure. Therefore, given less responsibility to them works perfectly on their learning achievement (Atkinson and Feather, 1966) . In contrast, when peer assessment was applied, students with low achievement motivation were required to be responsible to assess their peer paper. These students did the peer assessment but not as effectively as students with high achievement motivation. When they assessed their peer’s writing they did not try to give further example or solution on the problem appeared in the writing. They tended to avoid criticizing their peer’s writing. Most of them tended to write positive comments i.e. the idea is already well-arranged; the grammar is good, etc; despite many mistakes were found in the paper.
The above phenomenon is in line with some theory of achievement motivation. Kurt Lewin and David McClelland theorized that motivation can be oriented toward avoiding failure or toward achieving success. In relation to that, Atkinson (in Atkinson and Feather, 1966) theorized that people with a low need for achievement anticipate failure more than they do success, in contrast to people who seem to have a high need for achievement. This means that, students with low achievement motivation tend to do things to avoid failure. This explains why the low achievement students like to be depended on teacher assessment, because they do not want to make mistake in assessing their peer or to be assessed by their friends.

5 Conclusion, Implication and Suggestion
5.2 Conclusion
Based on the result of the data analysis, some conclusions can be stated as follows: (1) There is a significant effect of peer assessment on the students’ writing achievement; (2) there is a significant interactional effect between the application of peer assessment and students’ achievement motivation on the students’ writing achievement; (3) there is a significant difference between the students’ writing achievement of the students with high achievement motivation when their writings are assessed by using peer assessment and conventional assessment; (4) there is no significant difference between the students’ writing achievement of the students with low achievement motivation when their writings are assessed by using peer assessment and conventional assessment; (5) there is a significant difference between the students’ writing achievement of the students with high achievement motivation and the students with low achievement motivation when their writings are assessed by using peer assessment; (6) there is no significant difference between the students’ writing achievement of the students with high achievement motivation and the students with low achievement motivation when their writings are assessed by conventional assessment
5.2 Implication
The result of this research shows that students who are treated by using peer assessment have a significantly better achievement that the students who are treated by using conventional assessment. This means that some revisions on the writing syllabus need to be done, especially in terms of the type of learning assessment. Peer assessment needs to be considered as learning assessment in writing courses instead of conventional assessment.
Another result of this research is that the average score of the students with low achievement motivation is far below the average score of students with high achievement motivation when they are treated by using peer assessment. The implication for this finding is some efforts need to be done to generate students achievement motivation, since students with high achievement motivation can improve their achievement more greatly than students with low achievement motivation.
5.3 Suggestions
Writing lecturers are suggested to apply peer assessment in their classes to improve the students’ writing achievement Also, writing lecturers are suggested to consider particular condition in implementing peer assessment by having class conference and final revision phase at the end of their assessment.
For other researchers who are interested in improving writing achievement, it is suggested to investigate other approach than peer assessment approach and other achievement contributing factor than achievement motivation.





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