The issues of inaccurate and invalid language assessment were mainly due to teachers’ lower level of assessment literacy and teachers' inadequate skills to design higher-order thinking skills (henceforth HOTS) based language assessments. Thus, this paper aims to mainly portray teachers’ HOTS-based language assessment literacy in English language teaching (ELT) classrooms after they participated in training on HOTS-based language assessment. A case study was employed, and forty-three ELT teachers from secondary schools voluntarily participated in the current study. Some of them were interviewed, and the test items they constructed were analyzed to examine if their HOTS-based language assessment literacy was reflected in the quality of the test items. The findings showed that ELT teachers who engaged in training gained the basic level of knowledge and comprehension of HOTS-based language assessment. However, their knowledge and comprehension are not parallel with their skills in constructing HOTS-based test items. The paper ends with recommendations for the stakeholders (school principals, educational authorities, and training providers) responsible for designing future training programs to enhance ELT teachers' language assessment literacy.
This study aimed to determined the consumption of various types of foodstuffs by the people in and around the Mutis Timau protected forest area, South Central Timor District Forest Management Unit. The method used was a survey method with a qualitative and quantitative approach with a sample of 353 farmer households distributed proportionally to each village which included Nunbena, Noebesi, Leloboko, Tunua, Ajaobaki, Nuapin, Nenas, Kuanoel, and Fatumnasi. The research was conducted through several stages which included the preparation stage, data collection and analysis phase. Methods of data collection in this study were conducted using structured questionnaires, in-depth interviews, field observations, and literature studies. The data obtained was processed by tabulating data and then analyzed qualitatively and quantitatively by a descriptive method. The results showed that consumption of various types of food per family per day varied in each village with an average consumption of rice 0.86 kg, corn 0.83 kg, cassava 0.25 kg, sweet potatoes 0.28 kg, green beans 0.10 kg and tourist nuts 0.09 kg. While the average consumption per capita per day for rice was 0.18 kg, corn was 0.17 kg, cassava was 0.05 kg, sweet potatoes were 0.06 kg, green beans were 0.02 kg and nuts were 0.01 kg. The number of households that consumed the type of food that was combined every time they cooked includes corn rice (BJ) 12.46%, sweet potato rice (BJU) 60.05%, corn sweet potato rice (BJUK) 24.92%, corn bean rice (BJK) 1.41% and sweet potato (BU) 1.13%. This combination of eating patterns showed that there were efforts made by households in the society to maintained family food resilience, and widely to maintained society food resilienceABSTRAK Penelitian ini bertujuan untuk mengetahui konsumsi berbagai jenis bahan makanan oleh masyarakat yang berada di dalam dan sekitar kawasan hutan lindung Mutis Timau, Kesatuan Pengelolaan Hutan Kabupaten Timor Tengah Selatan.Metode yang digunakan adalah metode survey dengan pendekatan kualitatif dan kuantitatif dengan sampel 353 KK petani yang terdistribusi secara proporsional pada setiap desa yang meliputi Nunbena, Noebesi, Leloboko, Tunua, Ajaobaki, Nuapin, Nenas, Kuanoel dan Fatumnasi. Penelitian dilakukan melalui beberapa tahapan yang meliputi tahap persiapan, tahap pengumpulan dan analisis data. Metode pengumpulan data dalam penelitian ini dilakukan dengan menggunakan kuesioner terstruktur, wawancara mendalam, observasi lapangan dan studi literatur. Data yang diperoleh diolah dengan melakukan tabulasi data dan selanjutnya dianalisis secara kualitatif dan kuantitatif dengan metode deskriptif. Hasil penelitian menunjukkan bahwa konsumsi berbagai jenis bahan makanan setiap keluarga per hari bervariasi pada setiap desa dengan rata-rata konsumsi beras 0,86 kg, jagung 0,83 kg, ubi kayu 0,25 kg, ubi jalar 0,28 kg, kacang hijau 0,10 kg, dan kacang turis 0,09 kg. Sedangkan konsumsi rata-rata per kapita per hari untuk beras 0,18 kg, jagung 0,17 kg, ubi kayu 0,052 kg, ubi jalar 0,058 kg, kacang hijau 0,02 kg, dan kacang turis 0,01 kg. Jumlah rumah tangga yang mengkonsumsi jenis bahan makanan yang dikombinasikan setiap kali masak meliputi beras jagung (BJ) 12,46%, beras jagung ubi (BJU) 60,05%, beras jagung ubi kacang (BJUK) 24,92%, beras jagung kacang (BJK) 1,41% dan beras ubi (BU) 1,13%. Kombinasi pola makan ini menunjukkan bahwa ada upaya yang dilakukan oleh rumah tangga di masyarakat untuk menjaga ketahanan pangan keluarga, dan secara meluas untuk menjaga ketahanan pangan masyarakat
Although prior studies have shown the pedagogical potential of short stories in language learning, only a few studies have investigated English teacher educators' perceptions and experiences with short stories in initial language teacher education courses. This narrative study aims to investigate how short stories are integrated into English language teaching in a teaching education institution. Empirical data were gathered through semi-structured interviews with three English teacher educators. This study used member-checking to ensure the validity of the data. Four steps were used to analyze the data in this study: 1) compiling, 2) disassembling, 3) reassembling, and 4) interpreting. Findings showed that the integration of short stories was carried out in two ways. First, short stories were used as teaching materials in extensive reading courses in the second semester. Second, short stories were used as the basis for creating learning activities. Eight classroom activities were identified from English teacher educators’ stories. Three challenges were encountered by English teacher educators in integrating short stories into English language learning, such as finding the “right” short stories, students' low interest in reading the short stories, and limited facilities and time to execute the planned activity. Generally, the findings imply that the selection of short stories appears to be an essential element, and if English teacher educators can successfully overcome the challenges they encounter, the integration process can be smoothly conducted. Hopefully, future studies will provide ways for teachers to select the right stories and develop learning activities based on the stories chosen.
This study aims to look into how EFL teachers use teaching strategies and how they use those strategies to help students improve their writing skills during online learning. A qualitatively guided phenomenological approach is used to study three teachers and students from senior high school. The research includes interviews, questionnaires, and document analysis. The researcher then analyzed the data using techniques such as data condensation, data display, and drawing conclusions or verification. The findings show that teachers used a variety of teaching strategies in teaching writing, such as demonstrating, motivating, providing feedback, and evaluating students' tasks. Moreover, the teachers used Google Meet to give students direct instruction about teaching materials, and they used collaborative teaching by assigning students tasks to complete individually or in groups or discussions. The final strategy that teachers employ is self-directed teaching, in which teachers assign students one specific material to study independently using an online source. Using those strategies, students were helped to improve their writing skills.
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