Assessment is central and holds essential role in language learning from which the result of the teaching and learning are derived. It shows that the ability of language teachers in assessing their students is crucial. This study explored the assessment literacy of in-service TEYL teachers in Bogor by employing narrative case study. The subjects of the study were 19 English teachers around Bogor. In collecting the data, CALI (Classroom Assessment Literacy Inventory) and FGD (Focus Group Discussion) were employed. The data gathered from CALI were then scored and analyzed, and FGD data were coded based on the assessment literacy standards from which conclusion were derived. The findings reveal that teachers have poor level of assessment literacy. Consequently, teachers must update themselves by conducting continuing professional development. HIGHLIGHTS: Assessing Young Learners is complicated and challenging for Indonesian teachers because of the demand of the Curriculum 2013. Assessment literacy is central in English language learning from which teachers can assess their students and communicate the results to the stakeholder. Continuing Professional Development is an important action that can be done by teachers to increase their assessment literacy.
Changes in Curriculum lead to changes in teaching and learning processes as well as new ways to demonstrate best practices for increasing students’ achievement. The Curriculum 2013 suggests teachers to use authentic materials and requires them to apply authentic assessments. It is quite challenging for English teachers because this condition creates problems especially for novice teachers. Therefore, they need to have prior knowledge and personal experience related to teaching practice and situation. In this study, authentic materials and authentic assessments were implemented in pre-service-English-teacher classroom at a university in Bogor, specifically in listening class, in order to familiarize them to the kind of materials and assessments. Action research was employed where documentation, observation, questionnaire, and interview were used to collect the data. The result shows that the integration of authentic materials and authentic assessment in EFL classroom helped the students in understanding the nature and the use of authentic materials and authentic assessment for their future needs of profession.
Speaking is an activity in an English classroom in which students must integrate not only higher order thinking skills but also confidence. As a result, it can be problematic for students because they feel shy or reticent. This study aimed at finding out the cause of students’ reluctance in speaking activities. The study was framed by using classroom action research in which 2 cycles were employed. Each cycle consisted of four stages: planning, action, evaluation, and reflection. There were 40 students in the 7th grade of junior high school in Bogor as the participants of the study. The data was collected through documentation, observation, and semi-structured interviews. The results showed that the causes of students' reluctance in speaking class were shy, lazy, afraid and ignorance. Giving more students’ talk time as a teaching strategy in English speaking activity can be done to reduce students’ reticence.
This research was conducted with a descriptive-qualitative approach with a case study as the research design. Data was collected by conducting interviews via Google Form with open-ended questions, the number of students who were used as respondents was 30 students from the Department of English Education. This study aims to examine the assessment process in the summary of assignments for the Seminar Proposal course for the English Education Department. This rapidly growing world of technology also affects aspects of education, education can be run online without the need for face-to-face meetings. Especially at this time where the world is being hit by the Covid-19 virus which increasingly requires people to stay at home. Learning is done entirely at home by relying on online learning. Even so, teachers still need to pay attention to choosing the right assessment for students in order to produce a positive washback effect from each given task. The results of this study indicate that the assignment has a positive washback effect because it is considered capable of improving students' English skills and abilities.
Kuliah Kerja Nyata (KKN) adalah kegiatan mahasiswa dalam mengabdi kepada masyarakat dengan pendekatan lintas keilmuan dan sektoral pada waktu dan daerah tertentu. Dalam pelaksanaan kegiatan KKN ini dilakukan proses perencanaan sekaligus aksi program pendampingan masyarakat baik pada aspek sosial, ekonomi, kesehatan, pendidikan dan agama maupun teknologi tepat guna secara terpadu. Pelaksanaan kegiatan KKN berlangsung sejak tanggal 7 Agustus sampai 5 September 2019 dan bertempat di Desa Sibanteng, Kecamatan Leuwisadeng, Kabupaten Bogor. Permasalahan yang ditemukan di Desa Sibanteng antara lain keterbatasan air bersih karena sedang memasuki musim kemarau, kurangnya kesadaran masyarakat untuk menerapkan perilaku hidup bersih dan sehat (PHBS), serta perlunya peningkatan dalam bidang pendidikan dan pemberdayaan masyarakat. Solusi yang ditawarkan untuk masalah yang ditemukan antara lain membantu warga Desa Sibanteng dalam penyaluran bantuan air bersih, melakukan berbagai kegiatan untuk meningkatkan kesadaran masyarakat untuk menerapkan PHBS (melaksanakan cek kesehatan, nonton bareng film dokumenter lingkungan, penyuluhan cuci tangan, kerja bakti membersihkan lingkungan), serta melakukan berbagai kegiatan untuk peningkatan dalam bidang pendidikan dan pemberdayaan masyarakat (melaksanakan bimbingan belajar, membantu mengajar di sekolah, melakukan renovasi bangunan majelis, pelatihan pembuatan celengan dan dompet koin, serta pembuatan kotak amal untuk masyarakat). Dengan adanya kegiatan KKN ini diharapkan dapat membantu masyarakat dalam mengatasi berbagai permasalahan yang dihadapi.
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