Utilization of educational applications in assessing the reading skills of junior high school studentsGlobalization and the advancement of technology are giving a new challenge as well as opportunities for English educators around the globe. Indirectly, there are obstacles associated with learning English due to the fact that technology has become an integral aspect of human existence. The teaching of reading skill also faces the same challenge. Nowadays, reading is seen as more important than other skills, considering that reading has become one of the aspects of literacy. With regard to assessment, the availability of an educational application might be advantageous for teachers to assess students' reading skills. The current study investigates the types of application used by teachers in assessing students’ reading skill and the type of reading assessment that occur during the implementation of the application. Through open-ended interview and document analysis method, the research result indicates that the implementation of Google Form as an educational application to assess students reading skills demonstrated a reading assessment based on traditional assessment approaches with a focus on intensive reading. This study has shown the appropriate media for assessing students reading skill along with the reading focuses and assessment design that is suitable for it. In addition, in this study, Google Form dominates the most considerable use of media to assess students reading skills. Therefore, teachers could also save more time in assessing students’ reading by utilizing educational applications.Penggunaan aplikasi pendidikan dalam menilai ketrampilan membaca siswa SMPGlobalisasi dan kemajuan teknologi memberikan tantangan sekaligus peluang baru bagi pengajar bahasa Inggris di seluruh belahan dunia. Secara tidak langsung, terdapat kendala yang terkait dengan pembelajaran bahasa Inggris karena fakta bahwa teknologi telah menjadi aspek yang tidak terpisahkan dari keberadaan manusia. Saat ini, membaca dipandang lebih penting daripada keterampilan lainnya, mengingat membaca telah menjadi salah satu aspek literasi. Secara khusus, menentukan keterampilan membaca siswa menjadi sangat penting dalam pengajaran dan penilaian bahasa, dengan penambahan aplikasi pendidikan yang mungkin bermanfaat bagi guru untuk menilai keterampilan membaca siswa. Penelitian ini bertujuan mengidentifikasi aplikasi pendidikan yang dimanfaatkan untuk menilai ketrampilan membaca dan jenis-jenis ketrampilan membaca yang dinilai menggunakan aplikasi. Melalui metode wawancara terbuka dan analisis dokumen, hasil penelitian menunjukkan bahwa implementasi Google Form sebagai aplikasi pendidikan untuk menilai keterampilan membaca siswa menunjukkan penilaian membaca berdasarkan pendekatan penilaian tradisional dengan fokus pada membaca intensif. Penelitian ini telah menunjukkan media yang sesuai untuk menilai keterampilan membaca siswa beserta fokus membaca dan desain penilaian yang sesuai dengannya. Selain itu, dalam penelitian ini, Google Form mendominasi penggunaan media yang paling banyak digunakan untuk menilai kemampuan membaca siswa. Oleh karena itu, guru juga dapat menghemat lebih banyak waktu saat melakukan penilaian keterampilan membaca siswa.
Online learning is not always about using learning platforms explicitly designed for learning. This study aimed to reveal the students' perception of using one social media as the primary learning platform in an extensive reading subject as one of the language learning strategies. This case study used open-ended questionnaires and semi-structured interviews as the instruments to gather the data. There were 64 students (52 females and 12 males) from three classes and a lecturer, chosen using purposive sampling as the participants. The findings showed that the use of Facebook as one of the social media platforms for online learning was considerably effective and satisfying, and the students' questionnaire results and lecturer interviews revealed that Facebook has easy-to-use features and could be used as communication media. This study suggests that educators were expected to start broadening the use of their social media applications so those can also be used as platforms for their teaching activities in the classroom.
Psycholinguistic factors are part of internal factors which connect to the intellectual process. Social factors are part of external factors which connect to social interactions. This study aims to reveal the psychological and social factors in second language acquisition of elementary and secondary students in Indonesia. The research employs a qualitative methodology focused on library research. The data used documentation techniques to gather and analyse the data through the descriptive approach. Documentation data reveal that there are five psycholinguistic factors such as (1) attitude, (2) aptitude, (3) motivation, (4) personality qualities, and (5) biological processes. Also, this research found eight social factors such as (1) gender, (2) age, (3) social class, (4) motivation, (5) attitude, (6) cultural process, (7) students' characters and situation, and (8) economic status. No particular factor can be stated as dominant among psycholinguistic and social factors. Therefore, this research reveals the same element that occurred in psycholinguistic and social factors: motivation and attitude. This study suggests that teachers should pay extra attention to students' motivation and attitude since it relates to psychological and social factors, which could support their second language acquisition.
In the teaching-learning process, the lecturers usually play the role of dominant turn-takers. Meanwhile, students mostly perform as small turn-takers. In EFL classrooms, different turn-taking patterns are essential to analyze to identify the students' language politeness during the turn-taking process. The present study analyzed the turn-taking and relational work concerning politeness in online class discussions. For this study, a conversational analysis was performed on online class(es) discussions between students and lectures. A video recording of a classroom conversation between ELT and TEFL was employed. The study found that 16 out of 40 quotations displayed a turn-taking of the Appealing Strategy (AS). The relational work strategy of Being Cooperative (BC) was cited in 22 of 40 quotes. In relational work strategies, BC indicated that the students' responses related to what the lecturer mentioned. Turn-taking and relational work strategies could be one of the tools to determine the students' politeness by combining the characteristics as politeness indicators that focus on students' answers when speaking with the lecturer. Further investigations on gender disparities that use turn-taking and relational work to maintain politeness in online lecturer-student dialogues may prove insightful.
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