Designing Affective Instrument Based on Scientific Approach for English Language Learning

Maisarah, Ira; Zaim, M.; Syarif, Hermawati; Bentri, Alwen

doi:10.1051/shsconf/20184200068

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…The results of observations and interviews show that during this process the affective learning outcomes assessment with existing instruments are still in the ineffective category. The ineffectiveness due to (1) the affective assessment instrument that is not relevant if is used in brake systems learning; (2) The majority of the teachers find difficulties in using such instruments; and (3) the difficulty of teachers to develop affective assessment instruments because of too much teaching hour.…”

Section: Resultsmentioning

confidence: 99%

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Development of affective authentic assessment instruments for automotive engineering expertise in vocational school

Ariyanto

Munoto

Muhaji

2019

JTV

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Many factors influence Students' low abilities in the affective domain, especially at the level of vocational schools (VHS). The lack of ability of teachers to develop affective authentic assessment instruments be one of the factors that influence it. Besides, designing authentic assessment instruments is not as easy affective cognitive assessment. This research uses ADDIE development model as a reference in developing affective authentic assessment instruments. There are five stages of ADDIE models, include analysis; (2) design; (3) development; (4) implementations; and (5) evaluation. Based on data analysis is known that instruments developed are valid, reliable, and practical to use in the learning process. This is evidenced from (1) the results of the validation by 4, 50 with a valid category; (2) the reliability test results amounted to 0.985 with a special category; and (3) test results practicality of 3.06 with a practical category.

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Section: Resultsmentioning

confidence: 99%

“…Of course, designing an affective domain assessment instrument is not as easy as assessing the cognitive domain. In the affective domain, the assessment is carried out authentically based on students' attitudes during the learning process [2] .…”

Section: Introductionmentioning

confidence: 99%

Development of affective authentic assessment instruments for automotive engineering expertise in vocational school

Ariyanto

Munoto

Muhaji

2019

JTV

View full text Add to dashboard Cite

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The Development of Instrument to Assess Students' Affective Domain Based on Scientific Approach in English as a Foreign Language (Efl) Classroom

Maisarah

Noermanzah

Arsyad

et al. 2020

HSSR

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Purpose of the study: The objective of this research was to explain the results of the development of instruments to assess the students' affective based on scientific approaches in the EFL class. Methodology: This study used the ADDIE method that consists of five steps: (1) analyzing, (2) designing, (3) developing, (4) implementing, and (5) evaluating. There were some instruments of the research used to gather the data such as the expert's validation sheet and questionnaire. Statistical analyses used in this research were Alpha Cronbach, the test of normality Kolmogorov-Smirnov, the test of homogeneity Levene, the test of linearity, the test of correlational Pearson, test of regression, and Wilcoxon test. Main Findings: The result showed that the development of an instrument to evaluate students' affective based on scientific approach was considered by some items, e.g. phases in scientific approach, skills in English language teaching, learning experiences, affective aspects, and indicator of assessment. Finally, it can be stated that (1) the instrument was valid with the mean Score in rank between 1-124 is 114.8; (2) the instrument reliable with the Score is 0.754; (3) the instrument was tested with the Asymp. Sig score of 0.042. Applications of this study: This study proved that the instrument of affective assessment was valid, practice, and effective to be used by the English teachers in assessing the students' affective during the teaching and learning process at the EFL classroom. Novelty/Originality of this study: The success of a student is not only measured based on the cognitive aspect but also based on the affective aspect.

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Designing Affective Instrument Based on Scientific Approach for English Language Learning

Cited by 2 publications

References 8 publications

Development of affective authentic assessment instruments for automotive engineering expertise in vocational school

Development of affective authentic assessment instruments for automotive engineering expertise in vocational school

The Development of Instrument to Assess Students' Affective Domain Based on Scientific Approach in English as a Foreign Language (Efl) Classroom

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