<p> </p><p>Scoring writing is very subjective and mainly relies on a lot on teachers as raters. They play a significant role to meticulously carry out writing evaluations to adjudicate the linguistic and rhetorical features of their students' written responses. Based on the previous studies, the teachers’ factors of knowledge of basic writing assessment, efficacy in selecting assessment method, efficacy in scoring accuracy, and perception in practicing writing assessment can contribute a lot to the quality in teachers’ writing assessment. The 56 junior high school English teachers having at least five years of teaching experience, was invited to fill out the questionnaire and scoring paragraph writing. The results were examined with Multiple Linear Regression analysis. Amongst these factors, only the efficacy in scoring writing accuracy predicts the teachers’ scoring paragraph writing.</p>
This systematic review of the last seven years aims to identify and analyze emotional engagement in academic writing or undergraduate thesis. Referring to Pekrun's academic, emotional theory, the object focus in writing a thesis is loaded with emotional content besides cognitive and social aspects. The discrepancy between the error and the targeted plan evokes positive and negative emotions. Ten relevant studies in the literature search between 2016-2022 are included in the review, indicating that the research theme requires the attention of researchers to develop further studies. The results of the review show that anxiety is the dominant emotion students feel when writing their undergraduate thesis in various countries. The review results are grouped into theoretical basis, research methods, and relevant results. Implications for future research indicate that self-regulation and strengthening the social environment bring positive consequences in writing an undergraduate thesis. Meanwhile, the study’s limitations are related to the inclusion criteria that are too restrictive.
Menulis karya ilmiah merupakan hal yang sangat penting bagi para pendidik, terutama dalam hal kenaikan pangkat. Secara umum, pendidik menghadapi tantangan. Guru menghadapi banyak tantangan saat menulis karya ilmiah, termasuk kesulitan dengan pemilihan kata, sintaksis, orisinalitas, parafrase, dan referensi. Ini dapat dielakkan dengan memanfaatkan Grammarly untuk menangani pemilihan kata tata bahasa dan orisinalitas, Quillbot untuk paragraf, dan Mandeley untuk mencatat referensi dengan hati-hati. Oleh karena itu, bantuan teknis harus diberikan untuk pemanfaatan ketiga aplikasi tersebut. Dua orang dosen dari Program Studi Magister Pendidikan Bahasa Inggris, Sekolah Pascasarjana, Universitas PGRI Adi Buana Surabaya memberikan bantuan ini kepada pengajar SMPN 1 Taman, Siantarjo. Pelaksanaan pelatihan dan pendampingan ini sangat bermanfaat untuk mengembangkan kemampuan instruktur dalam menulis publikasi ilmiah. Selain itu, bantuan ini bermanfaat untuk meningkatkan pemahaman instruktur terhadap dunia publikasi ilmiah dan menghasilkan artikel berkualitas yang dapat dimuat di jurnal ternama nasional seperti jurnal Sinta. Writing scientific papers is crucial for educators, particularly in terms of promotions. In general, educators face challenges. Teachers confront numerous challenges when writing scientific papers, including difficulty with word selection, syntax, originality, paraphrasing, and referencing. This can be circumvented by utilizing Grammarly to handle grammar word selection and originality, Quillbot for paragraphs, and Mandeley to carefully record references. Therefore, technical help must be provided for the utilization of the three applications. Two lecturers from the Master of English Education Study Program, Postgraduate School, PGRI Adi Buana University Surabaya provided this help to the instructors of SMPN 1 Taman, Siantarjo. The implementation of this training and mentoring is extremely beneficial for developing instructors' capacity to write scientific publications. In addition, this help is useful for enhancing instructors' understanding of the world of scientific publications and the production of high-quality articles that can be published in nationally renowned journals such as the Sinta journal.
This study aims to assess pre-service and in-service teacher competency mastery in the Teacher Professional Education Program (PPG). Ultimately, teachers must integrate their pedagogy and content knowledge with technology or Pedagogical Technology content knowledge (TPACK) as a learning technique that highlights certain technologies and applications. Narrative inquiry case studies were used in this study to examine how 12 PPG members applied TPACK personally and publically, as well as their implementation experiences and disputes. In addition, this study confirms prior findings that technology integration improves the work efficiency of in-service EFL instructors. Finally, this study found that pre-service FLE teachers defined their experiences and stories using TPACK-related adjectives such as instructional, consistent with aims, appropriate to PPG targets, thought-provoking, and innovative.AbstrakPenelitian ini bertujuan untuk menilai penguasaan kompetensi guru prajabatan dan dalamjabatan pada Program Pendidikan Profesi Guru (PPG). Pada akhirnya, guru harus mengintegrasikan pengetahuan pedagogi dan kontennya dengan teknologi atau Pedagogical Technology content knowledge (TPACK) sebagai teknik pembelajaran yang menonjolkan teknologi dan aplikasi tertentu. Studi kasus penyelidikan naratif digunakan dalam penelitian ini untuk mengkaji bagaimana 12 anggota PPG menerapkan TPACK secara pribadi dan publik, serta pengalaman dan perselisihan implementasi mereka. Selain itu, penelitian ini menegaskan temuan sebelumnya bahwa integrasi teknologi meningkatkan efisiensi kerja instruktur EFL dalam pelayanan. Akhirnya, penelitian ini menemukan bahwa guru FLE pra-jabatan mendefinisikan pengalaman dan cerita mereka menggunakan kata sifat terkait TPACK seperti instruksional, konsisten dengan tujuan, sesuai dengan target PPG, merangsang pemikiran, dan inovatif.
Writing scientific papers and scientific publications are an integral part of teacher professional competencies. Thus, continuous improvement of their skills and abilities is essential. To actively participate in this development, the community service program team so-called Pengabdian Pada Masyarakat (PPM) took the initiative to provide training in collaboration with the management of the English as a Foreign Language (EFL) teacher of state junior high school (MGMP) in Surabaya. A team of speakers consisting of assisted lecturers delivered custom-made materials, specially composed to support EFL Teachers in a practical and applicable format. Fifty-four out of sixty-three invited EFL teachers have managed to participate in this offline training. The participants find the workshop positive and more than eighty percent of the teachers are willing to try and utilize the supporting software.
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