Improving Students’ Self Efficacy in Speaking English by Using Group-Presentation

Atayeva, Merjen; Basikin,; Kassymova, Gulzhaina K.; Sydyk, L.; Triyono, Mochamad Bruri; Arpentieva, М. R.; Dossayeva, S. K.; Klepach, Yuliya V.; Kivlenok, Tatiana V.

doi:10.32014/2019.2518-1467.165

Cited by 2 publications

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“…Students are assigned to perform what they have learned by themeselves in front of other friends as audiences. Some studies about presentation as PBA (Performance-Based Assessment) have been conducted for many times, a study of students' behaviour in a group presentation (Fekry etc, 2019), assessing oral presentation performance (Van Ginkel etc, 2017), students' efficay of English speaking skill (Atayeva, 2019). This means that doing presentation in group have been considered as an assessment which are frequently done in many classess.…”

Section: Introductionmentioning

confidence: 99%

Students' Perception of Perfomance-Based Assessment Application in Higher Education

Umam

Mauludi

Wardana

2021

JELL

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Learning process needs to be well-planned by the teachers in 21 st century. It aims to build the students' character to be more professional facing social-life problem. To evaluate, Performance-Based Assessment (PBA) has been implemented by many states which emphasizes the performance-skills of demonstrating ideas such as presentations, debate, making papers, shows etc. Its function of engaging students' interest in subject and as teachers' way of assessing students' capability. For college students, doing group presentation has been done in many times and mostly implemented as assignments. However, students' opinions toward this assessment must be important case for teachers' evaluation. This paper is made to find out and analyze students' perception on PBA in university level.

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Section: Introductionmentioning

confidence: 99%

Students' Perception of Perfomance-Based Assessment Application in Higher Education

Umam

Mauludi

Wardana

2021

JELL

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Exploring Efl Student Teachers Readiness and Gender Differences of Learner Autonomy

et al. 2020

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Despite its importance for successful English as a Foreign Language (EFL) language learning and the abundance of scientific works of learner autonomy, this construct has not received decent attention in the Indonesian context. Further, gender differences in learner autonomy as an essential variable that has not been well-researched were also included in this study. The authors conducted a mix-method study to explore the fourth-year student teachers’ conceptualization, attitudes, and readiness for learning autonomy by employing a 43 items questionnaire survey adapted from Karabiyik (2008) to a total of 120 participants (156 male and 164 female) and interview questions to 6 volunteers. The qualitative data implied that the participants had an insufficient understanding of learner autonomy even though they exhibited a positive attitude towards this construct. The overall results of quantitative data suggested that the student teachers were not ready for learner autonomy indicated by the tendency to teacher-centered teaching which might be accounted for by low proficiency in English reflected by low engagement virtually in the majority of the autonomous learning activities. Furthermore, in terms of gender differences in learner autonomy, the t-test results demonstrated that no significant differences between male and female student teachers in terms of the responsibilities of autonomous learning, decision-making abilities, and engagement of autonomous learning outside the class. However, a significant difference was found between genders and engagement in autonomous activities in class which favored male students than their female counterparts suggesting that the male students performed more than male students in asking questions to teachers and taking opportunities to practice their English with their peers. The authors concluded that the student teachers were not ready for autonomous learning even though they had a positive attitude. Thus, the authors recommended the teachers to implement teaching methods, for instance, Project-Based Learning which might help to promote learner autonomy in the Indonesian context.

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Improving Students’ Self Efficacy in Speaking English by Using Group-Presentation

Cited by 2 publications

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Students' Perception of Perfomance-Based Assessment Application in Higher Education

Students' Perception of Perfomance-Based Assessment Application in Higher Education

Exploring Efl Student Teachers Readiness and Gender Differences of Learner Autonomy

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