“I Use Multiple-Choice Question in Most Assessment I Prepared”: Efl Teachers’ Voice on Summative Assessment

Rachmat, Nadita Antania; Arfiandhani, Puput

doi:10.24252/eternal.v51.2019.a13

Cited by 4 publications

(2 citation statements)

References 16 publications

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“…First of all, the researcher selected the questions bank from the three basic aircraft components; cockpit, body, and tail. Then, close-ended questions as a summative evaluation in the form of multiple choice and matching were selected due to the rapid and easy scoring (Rachmat & Arfiandhani, 2019;Sabila et al, 2020).…”

Section: Figure 1 Experimental Research Proceduresmentioning

confidence: 99%

Identifying Basic Aircraft Structures Using Project-Based Learning in ESP Context: Is It Effective?

Pertiwi¹,

Purnami²

2022

Jur.Pend.Teo.Pen.Peng.

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<p><strong>Abstract:</strong> English for specific purposes (ESP) is a branch of English instruction prepared to facilitate the students master English used in a particular field. In aerospace field, one of the objectives of ESP is mastering basic aircraft structures as the fundamental knowledge for further development such as aircraft maintenance and management. Mastering a number of technical terms in aerospace is challenging since they are not commonly used in daily life. Thus, a strategy is needed. Project-based learning (PBL) is proposed as an appropriate technique for engineering students due to its advantages; facilitating communication, creativity, collaboration, and critical thinking. Nevertheless, identifying whether it really gives any impact and how much it gives impact are important. Therefore, an experimental study was carried out with one experimental group in mechanical engineering class and one controlled group in industrial engineering class. To investigate the effects, the achievement from the pre-test and post-test of employing the PBL in the experimental group and employing the conventional technique in the controlled group were investigated using t-test of SPSS. Based on the data analysis, the score in each group depicted the achievement increases however in comparing both groups the significant value of the experimental group was higher than in the controlled group. In conclusion, PBL is more effective in increasing the students’ achievement in identifying basic aircraft structures.</p>

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Section: Figure 1 Experimental Research Proceduresmentioning

confidence: 99%

Identifying Basic Aircraft Structures Using Project-Based Learning in ESP Context: Is It Effective?

Pertiwi¹,

Purnami²

2022

Jur.Pend.Teo.Pen.Peng.

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“…It is used to evaluate or summarize a student's learning and is often administered at the end of a course or unit of teaching. Additionally, it results in rapid and easy scoring, facilitates the evaluation of diverse language abilities, and encourages students to respond thoughtfully to the question (Rachmat & Arfiandhani, 2019;Sabila et al, 2020).…”

Section: Evaluating the Projectmentioning

confidence: 99%

Project-Based Learning for Mechanical Engineering Students in the Emergency Remote Teaching

Pertiwi¹,

Kusumaningrum²

2021

J. Engl. Lang. Teach. Fak. Pendidik. Bhs. Seni Program Studi Pe

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Covid-19 has changed a lot of life sectors, including education. The government’s policy to carry out emergency remote teaching (ERT) immediately switches the teachers’ and lecturers’ plans on successful classroom activities. One of the classroom’s activities is project-based learning (PBL). With several limitations, challenges should be taken on so that designing simple but meaningful projects can facilitate project-based learning. Thus, some adaptations should be made since some students are economically impacted. Online learning modes, either synchronous or asynchronous were held to communicate the project. A descriptive qualitative research method was employed by involving two classes of mechanical engineering students. Data were collected from learning platforms observations, interviews with students’ representatives, and questionnaires administered to all students. The project was conducted in four stages; beginning the infographic project, developing the project, closing the project, and evaluating the project. The research indicated that the students completed and engaged in the project successfully through some problems that came up, mainly when the students had to have group work and communicate using internet media since most students were back home with various internet connection access. However, some assessable applications were employed so that the project was well accomplished. In conclusion, conducting a PBL in emergency remote teaching was successfully conducted with some simple available and accessable applications since the students’ conditions varied significantly.

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The Development of a Four Tier-Based Diagnostic Test Diagnostic Assessment on Science Concept Course

Fakhriyah

Masfuah

2021

J. Phys.: Conf. Ser.

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A learning success could be seen from the material mastery and conceptual understanding inculcation obtained by the students. To find out how students’ misconceptions occur, it could be done by developing a diagnostic assessment. This research aims to develop and describe the instrument validity of the four-tier diagnostic test for diagnosing misconceptions by the Primary School Teacher Education program of Universitas Muria Kudus on Science Concept course. This research applies the Research and Development design. It consists of a preliminary study, diagnostic test development, and diagnostic test validation. This article discusses the development and four-tier diagnostic test instrument validation results. The developed instrument consisted of 40 question items. They were Physics and Biology materials. The validation stage involved content and face validities. The expert judgment results showed an average score of 93.09, with very valid criterion. Thus, the four-tier based diagnostic test was valid and could be implemented. The reliability calculation obtained the r-count score = 0.698, while the r-table score = 0.514. The r-count is higher than r-table, then the instrument was reliable. It showed that the instrument was valid and reliable and could be implemented for the students of Primary School Teacher Education. Based on the validation result, the Four-Tier based diagnostic test was valid and reliable to apply for diagnosing the students’ misconceptions in science concept course. Faculty of Universitas Muria Kudus that allowed us to conduct this research. Thanks to the executive team for assistance.

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“I Use Multiple-Choice Question in Most Assessment I Prepared”: Efl Teachers’ Voice on Summative Assessment

Cited by 4 publications

References 16 publications

Identifying Basic Aircraft Structures Using Project-Based Learning in ESP Context: Is It Effective?

Identifying Basic Aircraft Structures Using Project-Based Learning in ESP Context: Is It Effective?

Project-Based Learning for Mechanical Engineering Students in the Emergency Remote Teaching

The Development of a Four Tier-Based Diagnostic Test Diagnostic Assessment on Science Concept Course

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