Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.005
Darliza Listari, Yenni Rozimela
Information Communication and Technology (ICT) is a form of technology used for creating, displaying, storing, manipulating, and exchanging information to support teaching and learning activities. Since 2017, Universitas Negeri Padang using ICT as a teaching and learning media to improve the quality of teaching and learning activity. Unfortunately, studies about evaluation of user acceptance on using ICT in teaching and learning activity, very specifically ESP course, are still under-researched. Related to this issue, this present research has aim to describe the using ICT in ESP course at Faculty of Mathematics and Science of Universitas Negeri Padang, based on the perceptions of students. This is a qualitative research that describe students’ perceptions on using ICT in ESP Course. The subject of this research were the students of Faculty of Mathematics and Science that taken the ESP course in 2020/2021 academic year. The data were collected through a closed-ended questionnaire based on the Technology Acceptance Model (TAM). The findings reveal that a large majority of students have positive perceptions on using ICT in ESP courses as well as for their future careers.
{"title":"The Perception of Students in Using ICT in ESP Course at the Faculty of Mathematics and Science of Universitas Negeri Padang","authors":"Darliza Listari, Yenni Rozimela","doi":"10.2991/assehr.k.220201.005","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.005","url":null,"abstract":"Information Communication and Technology (ICT) is a form of technology used for creating, displaying, storing, manipulating, and exchanging information to support teaching and learning activities. Since 2017, Universitas Negeri Padang using ICT as a teaching and learning media to improve the quality of teaching and learning activity. Unfortunately, studies about evaluation of user acceptance on using ICT in teaching and learning activity, very specifically ESP course, are still under-researched. Related to this issue, this present research has aim to describe the using ICT in ESP course at Faculty of Mathematics and Science of Universitas Negeri Padang, based on the perceptions of students. This is a qualitative research that describe students’ perceptions on using ICT in ESP Course. The subject of this research were the students of Faculty of Mathematics and Science that taken the ESP course in 2020/2021 academic year. The data were collected through a closed-ended questionnaire based on the Technology Acceptance Model (TAM). The findings reveal that a large majority of students have positive perceptions on using ICT in ESP courses as well as for their future careers.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130099406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.036
Siti Mafulah, Y. Basthomi
Giving feedback both direct and indirect is believed to help students write better. This paper aims to investigate whether there is an effect of direct corrective feedback on students’ writing quality. There were 26 students as participants. Each student was exposed to two different types of feedback, they are direct and indirect feedback. After receiving each type of feedback, the students’ writings were analyzed. The individual score of the students were compared to know the effect of the given feedback. The stastical analysis showed that the students’ writings were better when they recieved direct feedback than the indirect one. Direct feedback helped students in revising their draft more accurate than when they received indirect feedback. It is suggested that the teachers apply direct corrective feedback to help students perform better in writings. Furthermore, future reasearchers intending to conduct similar study are recommended to use larger size of participants in order to confirm the effectiveness of different feedback types. A particular aspect of grammatical errors can be investigated further to know the effectiveness of each corrective feedback type.
{"title":"The Effect of Direct and Indirect Corrective Feedback on Students’ Writing Quality","authors":"Siti Mafulah, Y. Basthomi","doi":"10.2991/assehr.k.220201.036","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.036","url":null,"abstract":"Giving feedback both direct and indirect is believed to help students write better. This paper aims to investigate whether there is an effect of direct corrective feedback on students’ writing quality. There were 26 students as participants. Each student was exposed to two different types of feedback, they are direct and indirect feedback. After receiving each type of feedback, the students’ writings were analyzed. The individual score of the students were compared to know the effect of the given feedback. The stastical analysis showed that the students’ writings were better when they recieved direct feedback than the indirect one. Direct feedback helped students in revising their draft more accurate than when they received indirect feedback. It is suggested that the teachers apply direct corrective feedback to help students perform better in writings. Furthermore, future reasearchers intending to conduct similar study are recommended to use larger size of participants in order to confirm the effectiveness of different feedback types. A particular aspect of grammatical errors can be investigated further to know the effectiveness of each corrective feedback type.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121897552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.037
Siti Maulida Kamaliyah, Y. Zainil
The changes of the learning system from face-to-face classroom interaction to online learning system during the Covid-19 pandemic bring significant impact on the process of learning. Different activities of learning are required to be presented for the continuity of the learning process. These changes then lead to the different students’ needs in learning. This paper reports the result of finding out the need for students’ speaking activity on zoom through need analysis. The study has been conducted at the State Islamic University of North Sumatra. Students of the fourth semester in the academic year 2020/2021 were chosen as the participant of this study selected by using purposive sampling. The total number of participants was 74 students. The design of this study is qualitative research. The data will be obtained by distributing questionnaire to the students. The content of questionnaire is about need analysis specifically in target needs including lacks, necessities, and wants based on Hutchinson and Waters (1991). The result of this study revealed that students need to learn English speaking skill to improve their speaking ability in order to communicate actively and facilitate them to learn other skills of English. Referring to the students’ lacks of learning speaking on zoom application, 52% mentioned that the variation of speaking activity on zoom is limited. Further, the interaction to create good chemistry between students to teacher or students to students does not occur flawlessly. For about 81% students prefer to make a dialogue such as conversation and practice it in small group. Beside, discussing an interesting topic and experience, question and answer, storytelling, role play and games are what students’ wants in speaking activities. The significances of this study can be the reflection for the further learning process in online learning system especially in speaking activity on zoom application.
{"title":"Students’ Speaking Activity on Zoom Application: A Need Analysis","authors":"Siti Maulida Kamaliyah, Y. Zainil","doi":"10.2991/assehr.k.220201.037","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.037","url":null,"abstract":"The changes of the learning system from face-to-face classroom interaction to online learning system during the Covid-19 pandemic bring significant impact on the process of learning. Different activities of learning are required to be presented for the continuity of the learning process. These changes then lead to the different students’ needs in learning. This paper reports the result of finding out the need for students’ speaking activity on zoom through need analysis. The study has been conducted at the State Islamic University of North Sumatra. Students of the fourth semester in the academic year 2020/2021 were chosen as the participant of this study selected by using purposive sampling. The total number of participants was 74 students. The design of this study is qualitative research. The data will be obtained by distributing questionnaire to the students. The content of questionnaire is about need analysis specifically in target needs including lacks, necessities, and wants based on Hutchinson and Waters (1991). The result of this study revealed that students need to learn English speaking skill to improve their speaking ability in order to communicate actively and facilitate them to learn other skills of English. Referring to the students’ lacks of learning speaking on zoom application, 52% mentioned that the variation of speaking activity on zoom is limited. Further, the interaction to create good chemistry between students to teacher or students to students does not occur flawlessly. For about 81% students prefer to make a dialogue such as conversation and practice it in small group. Beside, discussing an interesting topic and experience, question and answer, storytelling, role play and games are what students’ wants in speaking activities. The significances of this study can be the reflection for the further learning process in online learning system especially in speaking activity on zoom application.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129824123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.032
Nikmah Hayati Tanjung, Muhammad Al Hafizh
Writing has a significant impact in determining students’ capability and quantity in academic activities in language learning at schools or colleges. One of the essays display in English academic writing is an argumentative essay. Writing an argumentative essay leads students to explore their opinions or arguments to convince the reader. Nevertheless, some studies pointed out the students faced some difficulties in writing an argumentative essay. Firstly, the students faced challenges referred to developing and organizing ideas. Secondly, the students encountered struggles in producing solid evidence in their writing. Therefore, they still cannot write an argumentative essay clearly and convincingly. In writing a good and readable argumentative essay, some aspects that need to consider by students involve scientific arguments or ideas, rhetorical features, and convince the reader to accept their point of view in writing. The objective of this study was to find out the students' ability in writing an argumentative essay properly. This study belongs to descriptive research with a qualitative approach. The data were taken from the final test of essay writing subject written by 25 students in the third semester of the English language and Literature Department at Universitas Negeri Padang. The data have been collected through document analysis. The data were analyzed by using Reinking and Osten’s (2017) theory. The research finding showed that the ability of students to write an argumentative essay was categorized as average, with a mean score of 68. The result indicated that the students were required to improve and develop their ability to write an argumentative essay correctly and convincingly.
{"title":"Undergraduate Students’ Ability in Writing Argumentative Essay at Universitas Negeri Padang","authors":"Nikmah Hayati Tanjung, Muhammad Al Hafizh","doi":"10.2991/assehr.k.220201.032","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.032","url":null,"abstract":"Writing has a significant impact in determining students’ capability and quantity in academic activities in language learning at schools or colleges. One of the essays display in English academic writing is an argumentative essay. Writing an argumentative essay leads students to explore their opinions or arguments to convince the reader. Nevertheless, some studies pointed out the students faced some difficulties in writing an argumentative essay. Firstly, the students faced challenges referred to developing and organizing ideas. Secondly, the students encountered struggles in producing solid evidence in their writing. Therefore, they still cannot write an argumentative essay clearly and convincingly. In writing a good and readable argumentative essay, some aspects that need to consider by students involve scientific arguments or ideas, rhetorical features, and convince the reader to accept their point of view in writing. The objective of this study was to find out the students' ability in writing an argumentative essay properly. This study belongs to descriptive research with a qualitative approach. The data were taken from the final test of essay writing subject written by 25 students in the third semester of the English language and Literature Department at Universitas Negeri Padang. The data have been collected through document analysis. The data were analyzed by using Reinking and Osten’s (2017) theory. The research finding showed that the ability of students to write an argumentative essay was categorized as average, with a mean score of 68. The result indicated that the students were required to improve and develop their ability to write an argumentative essay correctly and convincingly.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121061154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.046
Pipit Rahayu, Yenni Rozimela, Jufrizal Jufrizal
Public Speaking is an academic necessary for University Students. Public speaking is the process of giving the information, persuading the audience or attracting the hearers. This Paper reports the findings drawn from thirdsemester students’ skill in public speaking. The aims of this study were to reveal the extent of students’ skill in persuasive speech. Data were obtained from students’ public speaking test of 29 English students and analyzed and described in qualitatively. The finding came up with encouraging result where greater proportion of the samples reported significant number in good level of categories in persuasive skill. There was 51,72 % of students was in good level of accent, grammar, vocabulary, fluency, and Comprehension. Moreover, it could be noted that the highest score of students’ skill was in vocabulary bad comprehension aspect in rating scale. In short, students’ skill to change the habit, costume and social communication of others for a persuasive speech is already achieved.
{"title":"Students’ Public Speaking Assessment for Persuasive Speech","authors":"Pipit Rahayu, Yenni Rozimela, Jufrizal Jufrizal","doi":"10.2991/assehr.k.220201.046","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.046","url":null,"abstract":"Public Speaking is an academic necessary for University Students. Public speaking is the process of giving the information, persuading the audience or attracting the hearers. This Paper reports the findings drawn from thirdsemester students’ skill in public speaking. The aims of this study were to reveal the extent of students’ skill in persuasive speech. Data were obtained from students’ public speaking test of 29 English students and analyzed and described in qualitatively. The finding came up with encouraging result where greater proportion of the samples reported significant number in good level of categories in persuasive skill. There was 51,72 % of students was in good level of accent, grammar, vocabulary, fluency, and Comprehension. Moreover, it could be noted that the highest score of students’ skill was in vocabulary bad comprehension aspect in rating scale. In short, students’ skill to change the habit, costume and social communication of others for a persuasive speech is already achieved.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124192374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.059
A. M., Hermawati Syarif
Translation is an ability that has to be mastered by the students especially to translate report text from Indonesian into English. Report text is one of the genres that should be translated by the students. It aims to analyze students’ ability in translating report text. Translating report text is also one of forms in translation class. Translation ability has an important role in increasing students’ ability in translating Indonesian into English. Based on the explanation above, this study had a goal in order to determine the students’ translation ability in translating report text from Indonesian into English. Furthermore, the subjects of this study were English Education Department students of Universitas Negeri Padang. This study was descriptive research to describe and analyze the existed condition in the field. This study was conducted by translation test to gather students’ translation ability to translate report text from Indonesian into English. As a result of the study, the test of translation ability was identified and classified based on several indicators. It consisted of accuracy, acceptability, and readability. From the analysis it is revealed that there were three students’ level is good, only one student gained fairly good level, and the other three students obtained almost good level, and also three students obtained fair level, while no one students obtained poor level.In conclusion, in general that the students’ ability to translate report text is fairly good.
{"title":"The Level of Students’ Ability in Translating Report Text from Indonesian into English at Universitas Negeri Padang","authors":"A. M., Hermawati Syarif","doi":"10.2991/assehr.k.220201.059","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.059","url":null,"abstract":"Translation is an ability that has to be mastered by the students especially to translate report text from Indonesian into English. Report text is one of the genres that should be translated by the students. It aims to analyze students’ ability in translating report text. Translating report text is also one of forms in translation class. Translation ability has an important role in increasing students’ ability in translating Indonesian into English. Based on the explanation above, this study had a goal in order to determine the students’ translation ability in translating report text from Indonesian into English. Furthermore, the subjects of this study were English Education Department students of Universitas Negeri Padang. This study was descriptive research to describe and analyze the existed condition in the field. This study was conducted by translation test to gather students’ translation ability to translate report text from Indonesian into English. As a result of the study, the test of translation ability was identified and classified based on several indicators. It consisted of accuracy, acceptability, and readability. From the analysis it is revealed that there were three students’ level is good, only one student gained fairly good level, and the other three students obtained almost good level, and also three students obtained fair level, while no one students obtained poor level.In conclusion, in general that the students’ ability to translate report text is fairly good.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117159906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.027
Kurniasih Kurniasih, B. Cahyono, U. P. Astuti, N. Suryati
Research on writing anxiety has been widely done in an offline setting for many years. The results informed that students were at various levels of writing anxiety. Due to the global pandemic, language classrooms have been shifted into emergency remote learning. It is susceptible that students also experience writing anxiety in an online learning environment. This study investigates the students’ writing anxiety in an online setting. More specifically, it investigates the the levels and types of writing anxiety across gender. This study involved 215 EFL students from three universities in Indonesia. The SLWAI questionnaire was distributed via Google. The obtained data were analyzed using an independent sample t-test to figure out the difference and levels and types of writing anxiety across gender. The findings showed that EFL students experience writing anxiety in an online setting. The results showed that both groups had moderate anxiety levels. Female students’ average score (63.81) was slightly higher than male students (62.01). Statistical analysis showed that no statistical difference was observed in levels of anxiety across gender. In addition, male and female students experienced somatic anxiety, cognitive, and avoidance behavior. Cognitive anxiety and avoidance behavior anxiety were at moderate levels; however, the two groups experienced higher somatic anxiety in online writing activities. This indicates that students had unpleasant feelings as a result of the anxiety experienced.
{"title":"EFL Students’ Writing Anxiety in Online Learning Environment during the Covid-19 Pandemic","authors":"Kurniasih Kurniasih, B. Cahyono, U. P. Astuti, N. Suryati","doi":"10.2991/assehr.k.220201.027","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.027","url":null,"abstract":"Research on writing anxiety has been widely done in an offline setting for many years. The results informed that students were at various levels of writing anxiety. Due to the global pandemic, language classrooms have been shifted into emergency remote learning. It is susceptible that students also experience writing anxiety in an online learning environment. This study investigates the students’ writing anxiety in an online setting. More specifically, it investigates the the levels and types of writing anxiety across gender. This study involved 215 EFL students from three universities in Indonesia. The SLWAI questionnaire was distributed via Google. The obtained data were analyzed using an independent sample t-test to figure out the difference and levels and types of writing anxiety across gender. The findings showed that EFL students experience writing anxiety in an online setting. The results showed that both groups had moderate anxiety levels. Female students’ average score (63.81) was slightly higher than male students (62.01). Statistical analysis showed that no statistical difference was observed in levels of anxiety across gender. In addition, male and female students experienced somatic anxiety, cognitive, and avoidance behavior. Cognitive anxiety and avoidance behavior anxiety were at moderate levels; however, the two groups experienced higher somatic anxiety in online writing activities. This indicates that students had unpleasant feelings as a result of the anxiety experienced.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132520569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.028
L. Harahap, Desvalini Anwar
Writing as a productive language skill take a part important role in the curriculum of English. In academic field, ideas are mostly conveyed through writing instead of speaking, because they are more visible and last longer in written form. Argumentative essay is one of the genres studied by students of English education department at Universitas Negeri Padang. The students are commanded in creating and writing an argumentative essay. This research aimed to analyze the ability of students’ writing. argumentative essay. The subject in this study was the third-year students of English in Universitas Negeri Padang. Twenty five students were selected as samples. This study was used descriptive research. The research data came from the document of students’ writing final test to get the ability of students in writing an argumentative essay. There were twenty five documents that had been analyzed based on Brown’s indicators. It consists of content, organization, grammar, vocabulary and mechanics. The finding of this study showed that the ability of English education department students were good (68,7). It indicated that the students should increase their ability in writing argumentative essay properly.
{"title":"The Students’ Writing Ability of Argumentative Essay at English Department of Universitas Negeri Padang","authors":"L. Harahap, Desvalini Anwar","doi":"10.2991/assehr.k.220201.028","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.028","url":null,"abstract":"Writing as a productive language skill take a part important role in the curriculum of English. In academic field, ideas are mostly conveyed through writing instead of speaking, because they are more visible and last longer in written form. Argumentative essay is one of the genres studied by students of English education department at Universitas Negeri Padang. The students are commanded in creating and writing an argumentative essay. This research aimed to analyze the ability of students’ writing. argumentative essay. The subject in this study was the third-year students of English in Universitas Negeri Padang. Twenty five students were selected as samples. This study was used descriptive research. The research data came from the document of students’ writing final test to get the ability of students in writing an argumentative essay. There were twenty five documents that had been analyzed based on Brown’s indicators. It consists of content, organization, grammar, vocabulary and mechanics. The finding of this study showed that the ability of English education department students were good (68,7). It indicated that the students should increase their ability in writing argumentative essay properly.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131533831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.001
M. Zaim, Refnaldi, Yetty Zainil, Syifa Fauziah Irsyad
The 2013 curriculum required authentic assessment to assess students' achievement in any subjects, including reading skills as one of the four language skills in achieving English as a foreign language in Indonesia. However, teachers still have problems in using authentic assessment to assess reading skills. Therefore, implementation evaluation on authentic assessment needs to be done. The purposes of this research are to evaluate the authentic assessment implementation for assessing reading skills at senior high school in terms of the types of authentic assessment used by English teachers to assess reading skills, the type of texts used to assess reading skills, and the reading competencies tested in assessing students' reading skills. This research was descriptive. The respondents of this research were ten senior high school English teachers teaching in ten senior high schools in Padang, Padang Panjang, Bukittinggi, and Agam. The data were collected using questionnaires and document analysis. The research findings were that English teachers still preferred to use written assessments rather than other authentic assessments. The texts used to assess students' reading skills were descriptive text, announcement text, transactional interaction text, and recount text. Meanwhile, about 13 reading competencies were assessed, ranging from lower-order thinking skills, middle-order thinking skills, and higher-order thinking skills. In conclusion, senior high school teachers had implemented authentic assessment for assessing students' reading skills partly. It is suggested that teachers implement all types of authentic assessments to assess students' reading skills.
{"title":"The Implementation of Authentic Assessment for Assessing Students’ Reading Skills at Senior High School","authors":"M. Zaim, Refnaldi, Yetty Zainil, Syifa Fauziah Irsyad","doi":"10.2991/assehr.k.220201.001","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.001","url":null,"abstract":"The 2013 curriculum required authentic assessment to assess students' achievement in any subjects, including reading skills as one of the four language skills in achieving English as a foreign language in Indonesia. However, teachers still have problems in using authentic assessment to assess reading skills. Therefore, implementation evaluation on authentic assessment needs to be done. The purposes of this research are to evaluate the authentic assessment implementation for assessing reading skills at senior high school in terms of the types of authentic assessment used by English teachers to assess reading skills, the type of texts used to assess reading skills, and the reading competencies tested in assessing students' reading skills. This research was descriptive. The respondents of this research were ten senior high school English teachers teaching in ten senior high schools in Padang, Padang Panjang, Bukittinggi, and Agam. The data were collected using questionnaires and document analysis. The research findings were that English teachers still preferred to use written assessments rather than other authentic assessments. The texts used to assess students' reading skills were descriptive text, announcement text, transactional interaction text, and recount text. Meanwhile, about 13 reading competencies were assessed, ranging from lower-order thinking skills, middle-order thinking skills, and higher-order thinking skills. In conclusion, senior high school teachers had implemented authentic assessment for assessing students' reading skills partly. It is suggested that teachers implement all types of authentic assessments to assess students' reading skills.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123718102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.024
S. Yuliani, Rezky Purnama Sari M
The enforcement of online learning system has led new coercion of circumstances in education. No preparation in such condition got the teachers shocked, thus might had sudden actions to prepare their online class by preparing varieties of media. Webtoon short story was one of the alternative media used by teachers during covid-19. This paper discusses the findings of a study carried out to investigate the students’ perception on webtoon short story in English classroom. The focus of this article was on students’ point of view, students’ manners and the students’ thought in applying webtoon short story in English class. The sample was taken from three Senior High School in Pekanbaru at the grade eleventh. Questionnaire and interview were used to get the data. The findings of the study obtained from the quantitative showed that the statistical result indicated students’ perception and interest on webtoon short story were positive and significantly shown in high level while in qualitative approaches showed that webtoon short stories used in English class was interesting, motivating and enjoying.
{"title":"Webtoon Short Story in English Online Class: Students’ Perception","authors":"S. Yuliani, Rezky Purnama Sari M","doi":"10.2991/assehr.k.220201.024","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.024","url":null,"abstract":"The enforcement of online learning system has led new coercion of circumstances in education. No preparation in such condition got the teachers shocked, thus might had sudden actions to prepare their online class by preparing varieties of media. Webtoon short story was one of the alternative media used by teachers during covid-19. This paper discusses the findings of a study carried out to investigate the students’ perception on webtoon short story in English classroom. The focus of this article was on students’ point of view, students’ manners and the students’ thought in applying webtoon short story in English class. The sample was taken from three Senior High School in Pekanbaru at the grade eleventh. Questionnaire and interview were used to get the data. The findings of the study obtained from the quantitative showed that the statistical result indicated students’ perception and interest on webtoon short story were positive and significantly shown in high level while in qualitative approaches showed that webtoon short stories used in English class was interesting, motivating and enjoying.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123796806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：