scholarly journals DESIGNING ICT COMPETENCES-INTEGRATED ASSESSMENT INSTRUMENTS OF PRACTICAL KEY TEACHING COMPETENCES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

2019 ◽  
Vol 5 (1) ◽  
pp. 47-55
Author(s):  
Made Gede Dwi Susantha S. ◽  
Sri Sumarni
Keyword(s):  
21St Century ◽  
Integrated Assessment ◽  
Word Processing ◽  
Teaching Practice ◽  
Rapid Development ◽  
Language Education ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Study Program ◽  
Course Planning

The rapid development of information and communication technology (ICT) in this 21st century arises a new major challenge in education. 21st century learning challenges require the assessment instrument to be integrated with the ICT competences which is not yet accomplished by the existing assessment instrument. This study aims to design ICT competence-integrated assessment instruments of practical key teaching competences courses. This research adapted Design and Development Research (DDR). The used of DDR stages are need analyzing, designing. prototype and evaluation. The data were taken from the existing assessment instruments from seven different universities in Indonesia. The result of the research shows that first, the existing assessment instruments make use of ICT in extent of technology literacy where the ICT competences indicators that mostly used were using word processing software by following standard conventions, using ICT resources to enhance their productivity and download resources from websites. Second, based on the need analysis the researcher designed the procedures of integrating ICT competences into table of specification of practical key teaching competences. Third, the researcher designed the table of specifications of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice. Fourth the researcher designed the ICT competences- integrated assessment instrument test of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice. The last, the researcher designed the ICT competences-integrated assessment instrument non-test of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice.

scholarly journals DESIGNING ICT COMPETENCES-INTEGRATED ASSESSMENT INSTRUMENTS OF ENGLISH LANGUAGE ASSESSMENT AND LANGUAGE ASSESSMENT INSTRUMENT DEVELOPMENT OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

2019 ◽  
Vol 5 (1) ◽  
pp. 26-35
Author(s):  
Devitri Andini ◽  
Siti Drivoka Sulistyaningrum ◽  
Darmahusni
Keyword(s):  
Instrument Development ◽  
Integrated Assessment ◽  
English Language ◽  
Language Education ◽  
Language Assessment ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
English Language Education ◽  
Study Program ◽  
Education Study

This study aims at designing ICT competences – integrated assessment instruments of English Language Assessment and Language Assessment Instrument Development courses for English Language Education Study Program by analyzing the existing assessment instruments from five universities in Indonesia. The analysis involved the ICT competences proposed by UNESCO and Digital Media and Assessment Descriptors of English Profiling Grid (EPG). The study applied Design and Development Research (DDR) as the research design and qualitative as the research method. The used stages of DDR in this study are Identify Problem; Describe the Objectives, Design and Develop the Prototypes and Validate the Prototypes. The result of the study found that ICT competences are mostly integrated in the use of word-processing of the existing assessment instruments as a tool which use hardware such as computer, laptop and printer as well as software such as Windows/Mac and Microsoft Word by using features on them such as page layout, margins, table, font type and size, numbering, space and grammar checker. Then the researcher tried to provide the procedure of ICT competences integration and the design of ICT competences integrated – Language Assessment Instrument Development course.

scholarly journals Designing ICT Competences-Integrated Grammar Assessment Instruments for English Language Study Program

2020 ◽  
Vol 19 (1) ◽  
pp. 78-87
Author(s):  
Rinawati Pelawi ◽  
Sri Sumarni ◽  
Darmahusni
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Education ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
English Language Education ◽  
Study Program ◽  
Ict Competence ◽  
Education Study ◽  
Teaching Learning

Technological advancements affect many areas, including education. Proven to bring positive impacts in education, ICT is greatly expected in teaching, learning and assessment. Hence, there is a greater necessity for teachers and lectures to integrate ICT into their teaching, learning, and assessment. This study focuses on the assessment instrument for Grammar course of higher education for English Language Education Study Program. The analysis showed that the ICT Competences integration in the assessment instrument did not reach the levels that are meant for higher education based on standard frameworks UNESCO ICT Competency, EPG and the CEFR. This study aims to design ICT competences-integrated grammar assessment instruments for undergraduate English Language Education Study Program by using standard frameworks UNESCO ICT CFT, EPG and the CEFR. This study adapted Design and Development Research by Peffers. Based on the international standard frameworks, the results of the analyses suggest that the ICT competences of the existing assessment instruments are in the basic phase of EPG and knowledge acquisition level of UNESCO ICT Competency Framework. And the grammatical features are spread from level A2 to C1. Thus, the study proposed a design of ICT Competences-integrated grammar assessment instruments for English Language Education Study Program. Keywords: ICT competence; assessment instruments; UNESCO ICT; EPG.

DESIGNING ICT COMPETENCES-INTEGRATED ASSESSMENT INSTRUMENTS OF LISTENING (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM ASSESSMENT INSTRUMENTS)

2019 ◽  
Vol 5 (1) ◽  
pp. 36-46
Author(s):  
Deni Hidza Maulana ◽  
Muchlas Suseno
Keyword(s):  
Integrated Assessment ◽  
English Language ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Development Research ◽  
Design And Development ◽  
Study Program ◽  
Design And Development Research ◽  
Test Instrument ◽  
Integration Of Ict

The potential of ICT is to have access to the technology that simplify the education The integration of ICT competence into assessment instruments in fact asset to compete what has not yet been covered by the existing assessment instrument’s standards in language learning. This research adapted Design and Development Research (DDR). The model of Design and Development Research (DDR) used Richey and Klein (2007) model. The used of DDR stages are analyzing, Designing. Prototype and Evaluation. The design of the ICT competences-integrated assessment instrument of Listening Course through the process of analyzing existing assessment instruments of English Language Study Program from five different universities in Indonesia. An analysis was also conducted the ICT Competences-based English assessment instrument. The result of this research first, found that the ICT competences are mostly integrated in the test instrument components. For the ICT tools in the existing test instrument mostly used computer, laptop, speaker and word processing software. UNESCO competence in the existing test instrument mostly integrated implicitly and explicitly in technology literacy. Second, found the model and procedure of integrating ICT competences into table of specification that commonly used. Third, found the integration of ICT into test instrument component can be applied by infusing the ICT indicator into the table of specification. Fourth, found designing ICT competences-integrated assessment instruments of listening courses used the cloze-test, note taking and multiple choice for the type of listening test instrument.

21st CENTURY IN GERMAN LANGUAGE LEARNING : IMPLEMENTATION OF CYBERGOGY CONCEPT

2021 ◽  
Vol 7 (2) ◽  
pp. 122-135
Author(s):  
Eldaa Crystle Wenno
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Learning Process ◽  
Language Education ◽  
21St Century Learning ◽  
German Language ◽  
Learning Needs ◽  
Study Program ◽  
Descriptive Case Study ◽  
The Times

As a place for learning activities, educational institutions must adapt to the times to not be viewed as a threat in the current era of education 4.0. Along with 21st-century learning needs to foster students' creative, innovative and competitive attitudes by implementing technology as an auxiliary medium in the learning process to produce quality students. This research is a descriptive case study to explore the application of the cybergogy concept about facing the challenges of learning in the 21st-century, especially in lecturing German in the courses offered by students. The sample in this study were students in semesters II, IV, and VI of the German Language Education Study Program, with 35 students. The instruments used in this study were questionnaires, interviews, and document review. Data from questionnaires, discussions and document reviews were analyzed using descriptive statistics referring to the Milles and Huberman stages. The results showed that the concept of cybergogy had been applying 30% synchronously and 70% asynchronously. On average, 93-94% of students and lecturers have used technology-based media in the German language learning process because of the availability of teaching materials and supporting facilities for information and communication technology to face 21st-century learning.

scholarly journals PROGRAM GURU AYO MENULIS!!! UPAYA PENINGKATAN KOMPETENSI PROFESIONAL GURU MELALUI PENYUSUNAN INSTRUMEN PENILAIAN AUTENTIK

2021 ◽  
Vol 6 (1) ◽  
pp. 43
Author(s):  
Muhlis Fajar Wicaksana
Keyword(s):  
Professional Competence ◽  
Language Education ◽  
Authentic Assessment ◽  
Language Teachers ◽  
Assessment System ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Asking Questions ◽  
Alternative Solutions ◽  
Bahasa Indonesia

<p><strong><em>Abstract.</em></strong><strong><em> </em></strong>The authentic assessment system in applying the 2013 curriculum is one of the problems faced by Indonesian language teachers in Sukoharjo. Various problems arise in the hope of this authentic assessment. The purpose of this activity is: 1) fostering the enthusiasm of Indonesian language education teachers to develop their competence in the field of preparing authentic assessment instruments; 2) provide insights into knowledge about developing authentic assessment instruments; 3) introduce and assist teachers in developing authentic assessment instruments. The detailed training is divided into several activities, namely: (1) Presentation on the authentic assessment system and its characteristics; (2) Discussion of various problems in the application of authentic assessment; (3) assisting the teacher in preparing the assessment instrument for Indonesian subjects. After conducting a series of training, participants learned the importance of developing professional competence of teachers through the preparation of authentic assessment instruments. The participants were very enthusiastic about asking questions and discussing after the speakers gave their material. Most participants asked about alternative solutions to the problems faced in applying authentic assessment. It is hoped that from the training on the preparation of this authentic assessment instrument, Indonesian language teachers will no longer experience difficulties in preparing the assessment instruments.</p><p> </p><p><strong>Abstrak</strong><strong>.</strong><strong> </strong>Sistem penilaian autentik pada penerapan kurikulum 2013 menjadi salah satu permasalahan yang dihadapi oleh guru bahasa Indonesia di Sukoharjo. Berbagai permasalahan muncul pada penarapan penilaian autentik ini. Tujuan kegiatan ini adalah 1) menumbuhkan semangat guru pendidikan bahasa Indonesia untuk mengembangkan kompetensinya dalam bidang penyusunan instrumen penilaian autentik; 2) memberikan wawasan pengetahuan tentang pengembangan instrumen penilaian autentik; 3) mengenalkan dan membantu guru dalam menyusun instrumen penilaian autentik. Pelaksanaan pelatihan secara terperinci dibagi menjadi beberapa kegiatan yaitu: (1) Presentasi tentang sistem penilaian autentik dan karakteristiknya; (2) Diskusi tentang berbagai permasalahan-permasalahan pada penerapan penilaian autentik; (3) mendampingi guru dalam menyusun instrumen penilaian mata pelajaran bahasa Indonesia.<strong><em> </em></strong>Setelah melakukan serangkaian pelatihan, peserta mengetahui arti penting pengembangan kompetensi profesional guru melalui penyusunan instrumen penilaian autentik. Para peserta sangat antusias bertanya dan berdiskusi setelah pemateri menyampaikan materinya. Sebagian besar peserta bertanya tentang solusi alternatif dalam permasalahan yang dihadapai pada penerapan penilaian autentik. Diharapkan dari pelatihan penyusunan instrumen penilaian autentik ini, guru bahasa Indonesia tida lagi mengalami kesulitan dalam menyusun instrumen penilaian.</p>

scholarly journals DESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF PRACTICAL KEY TEACHING COMPETENCE FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

2019 ◽  
Vol 5 (1) ◽  
pp. 56-65
Author(s):  
Khilda Shopia ◽  
Ifan Iskandar
Keyword(s):  
Classroom Management ◽  
Learning Outcomes ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Teaching Practicum ◽  
Course Planning ◽  
Teaching Competence ◽  
Education Study

The needs of the ICT competences in education become the consideration in infusing ICT to the process of teaching and learning. This study was conducted to design the ICT competences- integrated syllabuses of Practical Key Teaching Competences for English Language Education Study Program. The analysis of ICT competences used UNESCO ICT Competences Framework, European Profiling Grid and International Society for Technology in Education. The design employed Richey and Klein, Borg and Gall, and Wademan model of DDR which were modified into four steps; need analysis, prototype syllabus design, evaluation and revision. Eight existing syllabuses of Practical Key Teaching Competence were analyzed. They are the syllabuses of Lesson Course Planning, Teaching Practicum and Classroom Management from some Universities in Indonesia. The findings showed that most of the existing syllabuses were not completely ICT competences integrated. ICT competences appeared only in learning outcomes, course learning outcomes, indicator, materials, teaching method, media of learning and assessment but not in basic information, course description, policy, grading and reference. The dominant level of ICT competences applied in the existing syllabuses was Technology Literacy. Then, it was found eleven steps of procedure to design syllabuses of Practical Key Teaching Competence integrated ICT competences. The prototype syllabuses integrated ICT competences were designed. The entire components of the designed syllabus infused ICT competences except Time Allocation. The proposed syllabuses implemented types of integrated syllabus for Lesson Course Planning and Classroom Management. Then, task based syllabus was used for Teaching Practicum that integrated by ICT.  Keyword : ICT- Competences, Practical key teaching Competence Syllabuses, EPG, UNESCO ICT Competences Framework for Teacher

scholarly journals Reflective Journal as a Self-Directed and Sustainable Professional Development Tool for Pre-Service Teachers: A Case Study in English Language Education Study Program

2019 ◽  
Vol 9 (2) ◽  
pp. 103-110
Author(s):  
Atalya Agustin
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Case Study Research ◽  
Language Education ◽  
Study Program ◽  
Reflective Journal ◽  
Development Tool

Teaching practice is one among many programs in teachers training which focuses on having a professional preparation for work. In this program, student-teachers are asked to improve their skills through teaching actual students and engaging with school environment. Moreover, they are also building their own knowledge based on the improved teaching and learning process. It is crucial for them as pre-service teachers to encounter such experience. This meaningful theory and experience-based insights are possible to obtain if the student-teachers possess the commitment of self-reflection. There is likely a big chance that this action will be perpetual because of this personal initiative. This study aims to analyze the use of reflective journal as pre-service teachers’ professional development tool, their attitude towards reflective journal, as well as the strength and challenges arise related to the use of reflective journal during their teaching practice. The type of the research is a qualitative case study research. The data collection techniques being used are questionnaire and Focus Group Discussion (FGD). Moreover, the technique of analyzing the data was Miles and Huberman concept of data reduction, data presentation, and conclusion drawing. The results of this research will be presented in a descriptive-narrative manner by describing and discussing the data of the research.

scholarly journals Arabic Computer Syllabus Model Based On 21-st Century Skills

2021 ◽  
Vol 5 (2) ◽  
pp. 127-151
Author(s):  
Ihwan Rahman Bahtiar ◽  
Chakam Failasuf ◽  
Siti Jubaidah
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Language Education ◽  
Arabic Language ◽  
State University ◽  
New Paradigm ◽  
Study Program ◽  
Team Assessment ◽  
Expert Team ◽  
Collection Methods

Globalization and the acceleration of technology in the 21st century create a new paradigm in education. Teachers are not only required to transfer knowledge but also to equip their students with various 21st-century skills. This study aims to produce a syllabus for Arabic Computer courses based on 21st-century skills at the Arabic Language Education Study Program, Faculty of Language and Arts, State University of Jakarta. This development research uses the Successive Approximation Models 1 (SAM1) model, combined with the Merdeka Belajar Kampus Merdeka syllabus model. This study used data collection methods through questionnaires for expert team assessment and interviews for one-on-one trials. Data analysis used the Guttman scale, namely a score of 1 for the answer "Yes" and 0 for "No." Based on the assessment results of a team of experts and supporting lecturers, the syllabus developed was considered very good and following the principles of developing 21st-century skills.

scholarly journals DESIGNING LIFE AND CAREER SKILLS-INTEGRATED SPEAKING SYLLABUSES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

2021 ◽  
Vol 2 (2) ◽  
pp. 145-162
Author(s):  
Muhammad Eka Zuwanda ◽  
Sri Sumarni ◽  
Siti Drivoka Sulistyaningrum
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
English Language ◽  
Educational Institution ◽  
Language Education ◽  
Educational Systems ◽  
Next Generation ◽  
Study Program ◽  
Qualitative Descriptive ◽  
Career Skills

Life and Career Skills (LCS) are already considered to be the essential skills to get equipped by the next generation in anticipating and facing complex challenges in life and work environment in the 21st century era. In preparing skillful and compatible next-generation, the educational institution has a responsibility to evolve fast by addressing the 21st century-skills into educational systems such as curriculum or syllabuses. In other hands, speaking skill has become a skill which is significant to master in utilizing language properly in various social context so that it has a function in understanding, composing, or interacting expressions, ideas, and opinion. Therefore, this study aims to design Life and Career Skills-integrated speaking syllabuses for ELESP by conducting a need analysis of Life and Career Skills towards nineteen syllabuses for speaking courses from six universities in Indonesia. The analysis is carried out by employing LCS indicators which are developed from some frameworks or theories of LCS proposed by the National Association of Colleges and Employers (NACE) (2019), Binkley et al. (2012), and Partnership for 21st Century Skills (P21) (2009). The design of this study is Design and Development Research (DDR) proposed by Ellis & Levi (2010); and Gall & Borg (2003) and qualitative descriptive as a research method used in this study. The findings reveal that Life and Career Skills have been integrated implicitly and explicitly into speaking syllabuses which appear mostly in syllabus components such as Course Description, Learning Objectives, Learning Outcomes, Materials, Teaching Methods, Learning Media, Assessment/Evaluation, and Course Policy. Oral/Written Communication and Critical Thinking competencies are the main LCS-indicators which are highly addressed in the existing speaking syllabuses. This study sets for the procedure of LCS integration and the design of Life and Career Skills-integrated speaking syllabuses; Speaking for General Purposes, Speaking for Professional Purposes, and Speaking for Academic Purposes. A skill-based syllabus is referred to design the proposed syllabuses.

scholarly journals Efektivitas Pemakaian Aplikasi Katakana Memory Hint Dalam Mata Kuliah Shokyuu Moji Goi Zenhan

KIRYOKU ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 46-53
Author(s):  
Rita Arni
Keyword(s):  
Rapid Development ◽  
Language Education ◽  
Japanese Language ◽  
First Year ◽  
Android Application ◽  
Study Program ◽  
First Year Students ◽  
Education Study ◽  
Research Findings ◽  
Smartphone Technology

This research is about the effectiveness of an Android application called the Katakana Memory Hint in learning Japanese letters during the Shokyuu Moji Goi Zenhan course. The course is taken by first-year students of the Japanese Language Education Study Program of Universitas Negeri Padang. This research focuses on one of the Japanese characters, the Katakana letters, because they are difficult to understand. For basic level learners, of course, they need media to help make it easier to learn the Katakana letters. Due to the rapid development of today's smartphone technology, Android applications have become a medium to help the learning process especially Japanese. This research is done to find out the advantages of an Android application called the Katakana Memory Hint designed by the Japan Foundation. This research applied the experimental method. The respondents were first-year students of the Japanese Language Education Study Program of Universitas Negeri Padang with the number of research sample of 30 people. The research findings show that the application is, as a matter of fact, effective in helping students to read and write the Katakana letters.

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