scholarly journals The Washback of Formative Assessment in EFL Instructions

2021 ◽  
Vol 11 (3) ◽  
pp. 308-314
Author(s):  
Rama Putra ◽  
Abdurrachman Faridi
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Language Use ◽  
Lesson Plan ◽  
Document Analysis ◽  
Critical Component ◽  
Systematic Instruction ◽  
Efl Teaching ◽  
Effective Assessment

Assessment is a critical component in the process of teaching and learning. Without an effective assessment, it is impossible to know whether students have learned the lesson. This research aimed to investigate the washback of a formative assessment in EFL instructions. This study was a case study conducted at SMA Negeri 2 Singkep. The data were collected by using observation guidelines, questionnaires, interviews, and document analysis. This study has findings: 1) Good perception of formative assessment. It was drawn from interview questions and observation guidelines which showed that the teacher claimed to have good experience in implementing formative assessment, teacher figured out assessment importance, and teacher assumed by using supported media to address formative assessment. 2) Positive washback on EFL teaching. It was drawn from document analysis, observation, and interview which the results showed that the teacher provided good attention on the lesson plan, the teacher was successful on students’ engagement, the teacher used systematic instruction and understandable language use. 3) Positive washback on EFL learning. It was drawn from questionnaires and observation which the results showed students had good participation in doing a task, students had responsibility in learning, and students and the teacher had a kind relationship in the classroom. In conclusion, it is recommended that the teacher should understand more the formative assessment and readiness of the students. We suggested teachers provide oral and written advice or feedback that is written down on students' writing tasks or another subject.

scholarly journals Penekanan Visi Dan Misi Pensyarah Cemerlang Pendidikan Islam Dalam Pelaksanaan Pengajaran Dan Pembelajaran (Emphasizing on the Vision and Mission of the Excellent Lecturers in Islamic Education throughout the Teaching and Learning Process)

2020 ◽  
Vol 7 (2) ◽  
pp. 29-39
Author(s):  
Ahmad Firdaus Mohd Noor ◽  
Kamarul Azmi Jasmi ◽  
Muhd Imran Abd Razak ◽  
Khairunnisa A Shukor ◽  
Mohd Zahirwan Halim Zainal Abidin ◽  
...  
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Document Analysis ◽  
Islamic Education ◽  
The World ◽  
Five Elements ◽  
Six Elements

This article discusses the importance of vision and mission of the Islamic Education Lecturers (IELs) in teaching and learning (TnL). This study was fully conducted through qualitative method via case study. Six IELs were selected as participants and willing to be interviewed, and the data from the interview were supported by three Heads of Islamic Education Unit, 12 lecturers and 12 students. The data were triangulated with the data obtained through observation and document analysis. The data were analysed through N’Vivo software to generate a pattern of themes and characteristics of the vision and mission in TnL. The result found that there were six elements of vision and mission emphasized by the IELs in TnL. Five of them had formed a pattern. That five elements were; students receiving and appreciating, TnL objective achieved, spreading da’wah, moulding students attidtude and thinking, and achieving success in the world and the hereafter. Therefore, a model which is named as Model of the Vision and Mission Practice for the Excellent Islamic Education Lecturers was deloped. From the overall view, the emphasis on achieving mission and vision helps the IELs to successfully conduct TnL inside and outside classroom.

scholarly journals Students’ and Teacher’s Belief About Their Classroom Interactions Toward Teaching and Learning English

2018 ◽  
Vol 6 (3) ◽  
pp. 285
Author(s):  
Martira Fifrilya Ningtyas ◽  
Dewi Rochsantiningsih ◽  
Handoko Pudjobroto
Keyword(s):  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Lesson Plan ◽  
Classroom Interaction ◽  
English Teacher ◽  
Cooperative Teaching ◽  
Positive Belief ◽  
Research Findings ◽  
Learning English

<p>Belief is an underlying case in human’s decision and attitude, including in the classroom interaction context. Its existence in classroom interaction is revealed in this article by identifying and describing the students’ and teacher’s belief about their classroom interaction toward teaching and learning English. The study was carried out using qualitative case study in Surakarta, at eighth grades student and their English teacher. The data were collected through questionnaire, interview, classroom observation, and teacher’s lesson plan which then reduced to find the smallest valuable unit, categorized based on similarity, and compared to find the relation between the categories thus hypothesis is constructed as the answer. The research findings show that: (1) students believe they have good classroom interaction; (2) the teacher believes that interaction is the students’ need facilitating media; then (3) the belief has affected the students’ paradigm, that now they like English, and has affected the teacher’s decision making on her social interaction and her way of teaching. Having positive belief is beneficial to support cooperative teaching and learning process.</p>

scholarly journals 'Fitting it in': A study exploring ICT use in a UK primary school

2007 ◽  
Vol 23 (3) ◽  
Author(s):  
Victoria Cartwright ◽  
Michael Hammond
Keyword(s):  
Grounded Theory ◽  
Primary School ◽  
Teaching And Learning ◽  
Document Analysis ◽  
Ict Use ◽  
Teaching And Learning Research ◽  
Learning Research ◽  
Effective Use ◽  
Theory Framework

<span>This paper presents a case study of a primary school which was seen as using ICT effectively to support teaching and learning. Research was carried out over two years (2003-2005) and included observation of lessons, document analysis, interviews, and questionnaires with staff at the school. It was found that 'fitting ICT in', rather than 'effective use of ICT', provided a more accurate description of the complex decisions and actions that were made regarding ICT use in the school. Using a grounded theory framework the paper describes the causal conditions; the contextual conditions; the intervening conditions and the consequences for staff and pupils associated with 'fitting ICT in'. The study argues for an approach to research which seeks to develop collaboration and understanding between researchers and practitioners.</span>

“I Cannot Dance Upon My Toes”: A Case Study Into Teacher Learning Through Participating in an English Teaching Contest in China

2017 ◽  
Vol 40 (4) ◽  
Author(s):  
Xu Yueting
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Lesson Plan ◽  
University Graduates ◽  
Legitimate Peripheral Participation ◽  
English Teaching ◽  
Differentiated Learning

AbstractThe professional development of College English (CE) teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continuous professional development (CPD) activities have been conducted (e.g., national teaching contest) to improve CE teachers’ teaching effectiveness, an essential component of teacher learning. However, it has remained unknown concerning how teacher learning takes place in these well-intended CPD activities, and what mediating factors play an important role in teacher learning. To address this gap, this case study reports on a CE teacher’s (Janna, pseudonym) experience in preparing for and participating in an English teaching contest. Drawing upon multiple sets of data such as teacher reflective journals, interviews, observations of group discussions, and video-recorded teaching demonstration and lesson plan presentation, the findings reveal that teacher learning takes place at a superficial level through legitimate peripheral participation, yet at a deeper level through identity crisis. Vulnerable teacher learning is also identified in the CPD activity, with differentiated learning possibilities created by the tensions between resources and power relations within the community and the teacher’s conceptions of teaching and learning. The study concludes with implications for research of teacher learning and practice for teacher professional development.

scholarly journals The Implementation of Authentic Assessment in English Language Teaching

2019 ◽  
Vol 6 (3) ◽  
pp. 270
Author(s):  
Indriyana Saputri ◽  
Joko Nurkamto ◽  
Dewi Sri Wahyuni
Keyword(s):  
Research Method ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
Authentic Assessment ◽  
Study Data ◽  
English Language Teaching

<p>This research aims to describe (1) teachers’ perceptions toward authentic assessment; (2) the implementation of authentic assessment; and (3) the effects of authentic assessment to the quality of English Language Teaching (ELT). The research method used in this study is qualitative research method, case study. The data were collected through in-depth interview with the teachers and the students, passive classroom observation, and document analysis toward syllabus, lesson plan, scoring rubric. The data were analyzed by using case study data analysis proposed by Yin (2002) consisting of examining, categorizing, tabulating, testing. The next step used in analysing the data was pattern matching. The findings of the research are: (1)teachers’ perception toward authentic assessment is assessment which can assess the students’ knowledge, skill, and attitude during the teaching and learning process; (2) the implementation of authentic assessment in English language teaching conducted in one of state senior high school in Surakarta includes types of authentic assessment, the steps of developing authentic assessment, documents used in implementing authentic assessment, teachers and students’ roles, teachers obstacles in implementing authentic assessment; (3) the implementation of authentic assessment affects to the quality of English language teaching. It can improve students’ motivation, interest, self-confidence, activeness, enthusiasm in learning English. The implementation of authentic assessment can also improve the students’ English ability and learning result.</p>

scholarly journals Improving Creative Writing for Young Learners using CTL Post COVID 19

2021 ◽  
Vol 11 (1) ◽  
pp. 35
Author(s):  
Elli Setiyo Wahyuni
Keyword(s):  
Creative Writing ◽  
Real World ◽  
Teaching And Learning ◽  
English Language ◽  
Lesson Plan ◽  
English Language Teaching ◽  
Learning Approach ◽  
Writing Skill ◽  
Contextual Teaching

The research aims to implement contextual teaching and learning approach in writing skill which is integrated in the lesson plan. The methodology conducted in the study is a case study taken in one of elementary school in Indonesia. The purpose is to investigate the improvement of students’ writing skill post covid 19.  There are five strategies of contextual teaching and learning approach, namely relating, experiencing, applying, cooperating, and transferring (REACT). The implementation is providing practices on descriptive and narrative writing. The assessment is the learning project related to real-world context and writing story telling. The results of the research are expected to give impact for enhancing the students’ creative writing, to provide learning process which is practical in real world situation, and to assign a lesson plan which is relevant with the current development in English language teaching. Keywords: contextual teaching and learning, creative writing, lesson plan, REACT

scholarly journals Teachers' Readiness in Inserting the 21st Century Skills in the Lesson Plan in Teaching English

2020 ◽  
Vol 53 (2) ◽  
pp. 168
Author(s):  
Ni Luh Ratih Luciana
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Lesson Plan ◽  
Document Analysis ◽  
English Teachers ◽  
City Area ◽  
Quantitative Results ◽  
Media And Technology ◽  
The City

The 21st-century learning outcomes are essential to be achieved by the students nowadays. A lesson plan is one of the mediums used to insert the skills of the 21st century, which needed to be improved by the students. This study examined English teachers’ readiness in inserting the 21st-century skills in planning the lesson in the city area and suburb area of Badung Regency. This study belonged to a case study and was conducted using a sequential embedded mixed-method, in which mixed the quantitative results with qualitative results to get more valid data. A questionnaire consisted of 17 items used to know the readiness of English teachers, combined with the results on document analysis. Based on the results of the investigation, it showed inconsistent answers of English teachers in the city area and suburb area based on the results on questionnaire and document analysis. English teachers perceived they were ready to insert the 21st-century skills but, based on results on document analysis, it showed English teachers mostly added learning and innovation skills and information, media, and technology skills in the lesson plan. It is suggested English teachers should be more ready by looking up at the standardization of the 21st-century education then combined it with attending seminars on related topics about the implementation of the 21st-century skills.

scholarly journals Amalan Induksi Set dalam Pengajaran dan Pembelajaran Guru Prasekolah bagi disiplin Ilmu Pendidikan Islam (Teaching and Learning Preparation Practice among Islamic Education Preschool Teachers)

2021 ◽  
Vol 8 (2) ◽  
pp. 67-77
Author(s):  
Sofiah Mohamed ◽  
Kamarul Azmi Jasmi
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
Preschool Teachers ◽  
Lesson Plan ◽  
Document Analysis ◽  
Research Process ◽  
Islamic Education ◽  
Teaching Aids ◽  
Long Duration ◽  
Different Sources

This study was conducted with the aim to explore the teaching and learning practice among preschool Islamic Education teachers. Eight participants from four public and four private preschools participated along the research process including interview, observation and document analysis throughout a number of teaching and learning sessions. This qualitative research had been done in the area of Johor Baharu district. Data were analysed using NVivo software version 12. The validity of the data was obtained through triangulation of different sources of data, long duration of data collection which was six months and validated by the participants of the research. Meanwhile, the reliability of the data was obtained through trail audit and experts validation based on Cohen Kappa correlation validation. From the finding, eight elements of teachers’ preparation before the teaching and learning sessions were found, and they are; preparing the Annual Lesson Plan, timetable, Daily Lesson Plan, referring to module, teacher and students’ classroom preparation, preparing activity, teaching aids and teachers’ personality. It is a hope that this Teaching and Learning Preparation Model will be a guide for teachers and lecturers in Malaysia.

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