scholarly journals The Students’ Perceptions of National Examination Washback: A Case Study at MTS Daarul ‘Ulya Metro

AL-TA LIM ◽  
2018 ◽  
Vol 25 (2) ◽  
pp. 153-162
Author(s):  
Ahmad Madkur ◽  
Dedi Irwansyah
Keyword(s):  
Qualitative Research ◽  
English Language ◽  
Standardized Test ◽  
Controversial Issues ◽  
Ministry Of Education ◽  
National Examination ◽  
Grade Requirement ◽  
English Competence ◽  
Passing Grade

Studies on washback of testing have been recently conducted. This demonstrates that there is a growing awareness that testing can have consequences beyond just the classroom. For one decade, Ministry of Education in Indonesia has administered National Examination (NE) as the standardized test for passing grade requirement. In spite of its good aim, NE has become one of controversial issues among educators, students and even parents. Some say yes while some others say no. This paper was mainly attempted to display some impacts, not all, of NE toward the test takers, the students. A qualitative research was employed where the data taken from observation and questionnaires to 20 students. The result of the study showed that most of the students felt unconfident with their score in National Examination due to the fact that their English competence was considered low. However, the difficulty of NE did not significantly affect their studying English language. In other words, the washback of NE on their study was negative.

scholarly journals Perspectives of Test Examiners of the Localized Speaking Assessment Framework: A Case Study in Vietnam

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Thi Nhu Ngoc Truong ◽  
Arshad Abd Samad ◽  
Thi Thanh Phan
Keyword(s):  
English Language ◽  
Standardized Test ◽  
Testing System ◽  
Proficiency Tests ◽  
Assessment Framework ◽  
Structured Interviews ◽  
Speaking Assessment ◽  
The Common ◽  
International English

The present study explores the test examiners'' perspectives on the role and qualitative aspects of the current localized speaking assessment framework used in Vietnam. A case study with two experienced test examiner-cum-English lecturers was conducted. Inductive content analysis was used to analyze the qualitative data findings obtained from individual semi-structured interviews. Drawbacks, merits, and standardization issues of the current localized speaking assessment frameworks, i.e., the Vietnamese Standardized Test of English Proficiency (VSTEP), were also discussed, especially in comparison to internationally recognized examinations and frameworks such as the International English Language Testing System (IELTS) and the Certificate in Advanced English (CAE) as well as the Common European Framework of Reference for Languages (CEFR). The study informed both English educators and policymakers to improve localized speaking assessment to suit the local teaching needs while still meeting the requirements of widely accepted international proficiency tests.

scholarly journals Using English to teach English: Classroom English competence of English language teachers in Vietnam

2017 ◽  
Vol 33 (4) ◽  
Author(s):  
Vu Hai Ha
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Language Teachers ◽  
English Competence ◽  
English Classroom ◽  
Language Teaching Methods

The National Foreign Language Project 2020 (Project 2020) has been laying its emphasis on the development of general English language proficiency and English language teaching methods of English language teachers in Vietnamese schools. This article argues that these focuses might overlook an area which is essential for these teachers to use English efficiently in the classrooms: the development of classroom English proficiency. This argument is corroborated by a case study with qualitative data collected from videotaping 113 teachers in their microteaching sessions. It reveals certain limitations in their classroom English competence, especially linguistic and strategic competence. The article concludes by putting forward certain suggestions for Project 2020 as well as future studies to explore other facets of this competence.

scholarly journals Evaluasi Materi Ajar Bahasa Inggris Cambridge IGCSE dan A/AS Level Sebagai Materi Acuan Program SBI tingkat SMA di Indonesia, Studi Kasus SMAN 70 Jakarta

2011 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Ria Herwandar
Keyword(s):  
High Schools ◽  
English Language ◽  
Ministry Of Education ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Educational Qualification ◽  
Material Evaluation

A law no 20/2000 paragraph 50, article 3 has been enacted by the Ministry of education concerning the implementation of International class in high Schools throughout Indonesia. The purpose of this regulation is to standardize the quality of the Indonesian students educational qualification to those of students abroad. As a result, Cambridge International Examinations IGCSE, A/AS Level have become popular to the majority of Indonesian High Schools, especially  for subjects such as Mathematics, English, Physics, Biology and Chemistry. This research will look upon the develompment of school implementation of IGCSE, A/AS Level of English Language in SMA N 70 jakarta as a case study. Through several assessments of students IGCSE, A/AS Level tests, interviews, questionners and material evaluation, a reliable findings will be identified. At the end, ways of effective learning and teaching of IGCSE, A/AS Level  for Indonesian High Schools will be suggested.

scholarly journals Exploring A Teacher Educator’s Experiences in Modeling TPACK to Create English Language Multimedia in Technology Courses

2018 ◽  
Vol 9 (5) ◽  
pp. 1041
Author(s):  
Iwan Setiawan ◽  
Ariffudin Hamra ◽  
Baso Jabu ◽  
Susilo Susilo
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
Project Based Learning ◽  
Data Collection Process ◽  
Integrate Technology

TPACK framework as an established term for describing what teachers need to know to integrate technology effectively into their teaching practices has been widely addressed by teachers and teacher educators and it has been a flourishing field of investigation. However, teacher educators’ model in the context of using varieties of software in exploiting the benefits of technology by looking at how the framework could be implemented is restricted. Therefore the aim of this study is to explore a teacher educator’s experiences in modelling his teaching and learning based on the TPACK framework using qualitative research into biographical case study narrative. Two data collection techniques (i.e; interview and observation) were used to support the data collection process. The findings of this study suggest that it is important for teacher educators to incorporate Project Based Learning in TPACK and to combine varieties of software for creating English language multimedia as it could develop both teacher educator’s and pre-service teachers’ knowledge on content, technology, and pedagogy and their intersections. Furthermore, the use of blended learning would allow pre-service teachers to directly see, learn, observe, and experience how to learn and how to teach English using technology.

scholarly journals An Analysis of English Language Education (ELE) Students' Motivation in Learning Pedagogical Courses

2020 ◽  
Vol 9 (1) ◽  
pp. 131
Author(s):  
Putu Yoga Sathya Pratama ◽  
I Gusti Ayu Lokita Purnamika Utami ◽  
Luh Diah Surya Adnyani
Keyword(s):  
Qualitative Research ◽  
English Language ◽  
Case Study Research ◽  
Language Education ◽  
English Language Education ◽  
Internal Reasons ◽  
Interactive Data Analysis ◽  
Interactive Data ◽  
External Reasons

Previous studies on motivation had been broadly researched, but little attention was given to learning pedagogical courses motivation. Thus, this qualitative research with case-study research design was conducted. This research aimed to describe ELE students’ motivation in learning pedagogical courses. The collecting data used were questionnaire, interview guidance, and human instrument. The obtained data were analyzed qualitatively through interactive data analysis. The result portrays there are more ELE students tend to be intrinsically motivated in learning pedagogical courses; the rest are identified to be extrinsically motivated, amotivated, and undefined motivation students. The reasons underlying their motivation in learning pedagogical courses can be categorized into: 1) internal reasons (mood, goals, passion, perspective, & personality) and 2) external reasons (parental, score, and lecturer).

scholarly journals Incorporating Controversial Issues in Critical Thinking Lesson: A Case Study of EFL Classroom

2018 ◽  
Vol 11 (9) ◽  
pp. 48
Author(s):  
Mannujan Mohini Sudha
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Educational System ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Lesson Plan ◽  
Well Being ◽  
Controversial Issues

This case study investigated the issue of incorporating controversial topics in EFL classroom of pre-university students and their attitude toward such controversial topics namely, E-stalking in terms of their own cultural background. The objective of the study was to bring a new dimension in language teaching and learning in Bangladeshi educational system by introducing controversial issues in critical thinking lesson plan. Bangladeshi educational system is solely dependent on the grammar-translation method where including the controversial issue in a language classroom is a completely new experiment for both the teacher and learners. BRAC Institute of Language (BIL) of BRAC University is trying to come out from this traditional teacher oriented methods by implementing new modern approaches and techniques for language learning. This case study was a part of teaching critical thinking, aiming to improve their English language learning. The rationale that the study adopts for introducing controversial topics in EFL curricula is based on the assumption that it helps learners in developing their linguistic and cognitive skills, social awareness, emotional well-being and critical thinking that are compatible with the new approaches and methods of teaching EFL. The present study analyzed data that was collected from the students of pre-university (pre-intermediate level) program and found that majority of the students welcomed the topic E-stalking and showed their positive attitude throughout the lesson. This paper also revealed the importance and possible challenges of incorporating controversial topics in EFL classroom. This study ended with some recommendations made by the researcher’s own observation while conducting the lesson.

scholarly journals In-Service Language Teachers' Perceptions on the National Bilingualism Program Implementation: A Case Study

2018 ◽  
pp. 193
Author(s):  
ALBERTO FAJARDO CASTAÑEDA ◽  
IVÁN RICARDO MIRANDA M.
Keyword(s):  
Qualitative Research ◽  
Educational System ◽  
Program Implementation ◽  
Language Teachers ◽  
Group Interview ◽  
Ministry Of Education ◽  
Current Policy ◽  
Teachers Perceptions ◽  
The Government

This paper reports on the insights of a case study carried out between 2012 and 2013 within the Municipality of Sogamoso, Boyacá state, Colombia. The study mainly sought the perceptions of in-service language teachers regarding the establishment of a national bilingual model in their local educational system. Furthermore, the project intended to contrast the policy adopted by the Ministry of Education of Colombia with what the language teachers think the implementation of the National Bilingualism Program should be. Under the principles of qualitative research, and by using a questionnaire and a group interview as data-collecting instruments, findings reveal a conspicuous tension between what it is proposed by the government and what is recognized by the participants of the study. As a consequence of the study, teachers' perceptions help delineate a proposal which consider current policy constraints and challenges and actions to be taken to establish a more participatory bilingualism model within their context.

scholarly journals English Language Learning Experience Among Iban Secondary ESL learners in A Rural Area

2021 ◽  
Vol 3 (3) ◽  
Author(s):  
Sandra Balentia Engkasan ◽  
Hamidah Yamat
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Experience ◽  
Structured Interview ◽  
Language Teachers ◽  
English Language Learning ◽  
Ministry Of Education ◽  
Majority Population ◽  
Esl Learners

English language learning has become a rising topic in the Malaysian Education system as it is unable to develop fluent users among Malaysians. This leads to a question on what are the reasons behind the retardation of Ministry of Education Malaysia regarding the learning of English as a Second Language (ESL) in the country. Hence, this study was carried out to explore English language learning experienced by Iban secondary ESL learners in Saratok, Sarawak, as the ethnic is one of the majority population in Malaysia. This is a case study, and the data were gained through semi-structured interview sessions. A set of interview questions comprise of 2 sections were distributed. English language learning and the process involved while acquiring and learning the language at school were explored among three Iban secondary ESL learners. The findings revealed that the Iban learners had a positive attitude towards English language learning by applying various strategies while learning the language in a supportive and convenience classroom’s environment. The findings of this study benefit the language teachers as their source of reference in planning their lesson by selecting appropriate approaches and strategies that cater to learners’ needs and preferences to facilitate their learning of English language.

scholarly journals IMPLEMENTASI KURIKULUM DARURAT COVID-19

2021 ◽  
Vol 5 (2) ◽  
pp. 94
Author(s):  
Didit Haryadi ◽  
Fitri Mahmudah
Keyword(s):  
Qualitative Research ◽  
Learning Outcome ◽  
Research Approach ◽  
Ministry Of Education ◽  
Competency Development ◽  
Technology Utilization ◽  
Analysis Techniques ◽  
Teacher Competency ◽  
The Government

The curriculum is at the heart of education. During the Covid pandemic, the government through the ministry of education and culture is working on making the current learning process run well and smoothly even though learning is carried out remotely or online. The latest policy issued by the Ministry of Education and Culture is an emergency curriculum for education units in special conditions. The objectives of the research on the implementation of this emergency curriculum is to knowing the readiness of the school for implementing the emergency curriculum This research uses qualitative research. This research approach is a case study. This research was conducted at SMP PGRI Taropo. Participants in this study were the principal, vice principal in curriculum, and teachers. Data collection techniques using interviews. Data analysis techniques used the Miles Huberman model and were analyzed using the Atlas.ti software version 8. Based on the results of the analysis, the implementation of the emergency curriculum at SMP PGRI Taropo has four important things in its implementation, namely: (1) Teacher Competency Development; (2) Learning Change; (3) Technology Utilization; and (4) Evaluating Learning Outcome

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

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