scholarly journals Online Peer Assessment in Nurturing Students Writing Skill

2021 ◽  
Vol 2 (2) ◽  
pp. 293-308
Author(s):  
Mahardhika Pradana
Keyword(s):  
Peer Assessment ◽  
Writing Skills ◽  
Data Retrieval ◽  
Teaching Writing ◽  
Effective Technique ◽  
Assessment Of Learning ◽  
Depth Interview ◽  
The Subject ◽  
Online Peer Assessment

This study aims to investigate the process of online peer assessment implementation in a writing activity and to find out the students’ responses toward the implementation of online peer assessment in learning writing skills. This research uses a qualitative approach and case study as the research design. The data were collected with the triangulation data by observation, interview, and documentation. Observation checklist, in-depth interview, and documentation used as data retrieval instruments. The subject of this study is an English teacher and students of class XI TKJ 1 at SMKN 1 Rawamerta. The result of this study shows that the implementation of peer assessment in writing skills is very effective to help the students in learning writing and evaluating learning process. Before the implementation of peer assessment, the students were not able to recognize their mistakes in detail, they could only find out about the numerical score, and did not know about how to assess. Based on the result obtained, it is concluded that teaching writing to the students’ responses toward the use of peer assessment was positive. It can be seen from the attitude and enthusiasm. Students agreed that peer assessment is a very effective technique used in writing activities. It can be concluded that online peer assessment can be applied both in writing and speaking as well as an important part of the move towards more forms of participatory learning. There is a need to apply it in the schools and universities since it is more adaptable to modern developments in the assessment of learning outcomes.

scholarly journals Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

2017 ◽  
Vol 10 (9) ◽  
pp. 208
Author(s):  
Tunku Mohani Tunku Mohtar ◽  
Charanjit Kaur Swaran Singh ◽  
Napisah Kepol ◽  
Ahmad Zainuri Loap Ahmad ◽  
Sasigaran Moneyam
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
Instructional Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Writing Skills ◽  
Teaching Writing ◽  
Language Needs ◽  
Teacher's Beliefs

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

scholarly journals A Case Study of Communicative Language Learning in Teaching Writing in a Rural School Environment

2019 ◽  
Vol 1 (4) ◽  
pp. 1-5
Author(s):  
Muhammad Z.M Qaddoura ◽  
Rajeh Almasradi
Keyword(s):  
Language Learning ◽  
School Environment ◽  
Writing Skills ◽  
Rural School ◽  
Teaching Writing

The case study was done at a rural school in Simpang Renggam, Johor. The study aims to identify the effects of using Communicative Language Learning (CLL) on students’ writing skills. CLL is one of the methods commonly used by teachers to teach English at school. This is due to its non-threatening way between the teacher as a counselor and the students as clients. The researchers interviewed the teacher and from the interview, CLL is commonly used. Thus, the researchers also analyzed five essays from each student and identify if they manage to write throughout the whole year of learning using CLL. The results are discussed in the latter section of the paper.

scholarly journals EFL Students’ Coherence Skill in Writing: A Case Study of Third Year Students of Bachelors in English Language

2020 ◽  
Vol 13 (8) ◽  
pp. 120
Author(s):  
Enas Abdelwahab Eltom RahmtAllah
Keyword(s):  
English Language ◽  
Research Question ◽  
Writing Skills ◽  
Efl Learners ◽  
Writing Test ◽  
Study Results ◽  
Efl Students ◽  
The Subject ◽  
Undergraduate Programs

Writing is considered an essential learning tool for all content areas. However, to master and have excellent writing skills for EFL students of undergraduate programs is challenging. Cohesion and coherence are both crucial textual elements to master writing. The present study examined coherence in English essays written by 46 female Saudi EFL third year at Unaizah College of Sciences and Arts, Qassim University. Examination of essays by the subject group designed to answer the research question. 1.) To what extent are EFL students competent in achieving coherence in writing skills? Each student was asked to write two essays (a writing test that included two essay questions). The data were analyzed through SPSS. The study results demonstrated that learners are not competent in achieving coherence in their writing tasks. In light of these results, recommendations are presented. The results also recommend further studies to investigate coherence and action research to improve this crucial skill among undergraduate Saudi EFL learners.

scholarly journals Enhancing Technopreneurship Project Management System with Coaching and Mentoring Features

2017 ◽  
Vol 8 (4) ◽  
pp. 235
Author(s):  
Stephanus Eko Wahyudi ◽  
Kartika Gianina Tileng
Keyword(s):  
Information Systems ◽  
Data Collection ◽  
Research Design ◽  
Asynchronous Communication ◽  
Collection Method ◽  
Project Management System ◽  
Exploratory Case Study ◽  
Depth Interview ◽  
The Subject

This research aimed to find the system features for remote, synchronous, and asynchronous communication and collaboration among the students. The research design was through an exploratory case study. The data collection method was in-depth interview with experienced supervisors and the subject coordinators. The result of the research is the necessary features to be included in the updated version of the information systems. The various coaching and mentoring features can support subject coordinators, supervisors, and students and allow them to complete the subject on time and in accordance with the standards

scholarly journals The Teacher’s Beliefs and Practices on the Use of Digital Comics in Teaching Writing: A qualitative case study

2019 ◽  
Vol 3 (1) ◽  
pp. 45-60
Author(s):  
Muflikhatun Nisa Muyassaroh ◽  
Abdul Asib ◽  
Sri Marmanto
Keyword(s):  
Time Management ◽  
English Language ◽  
Qualitative Case Study ◽  
Teaching Writing ◽  
Vocational Students ◽  
Teacher Belief ◽  
Study Approach ◽  
The Subject ◽  
Teacher's Beliefs

In the industrial era 4.0, the use of digital comic as a multimodal teaching medium is seen as the new trend in EFL classrooms. Although many teachers had already used this medium, so far, there was not any study which inquires the use of comic in another setting such as vocational high schools. Considering this gap, this study aimed to explore teacher belief, practice, and problems in implementing digital comics to teach writing for vocational students. This study used a qualitative case study approach. The subject was an experienced English teacher who held M. A. in English language. As the findings, the teacher believed that the implementation of comics-manga was the best method to switch the vocational students’ stereotype on English; from English as the most difficult subject to English as the enjoyable subject. This medium was implemented by using the genre approach. However, as the consequence, the combination of digital comics and process approach confronted a major challenge, namely time management.

scholarly journals Irritable Bowel Syndrome: A Case Study

2016 ◽  
Vol 31 (4) ◽  
pp. 180-191
Author(s):  
Nadia Sutanto ◽  
Edgar Jeremy
Keyword(s):  
Irritable Bowel Syndrome ◽  
Psychological Symptoms ◽  
Gastrointestinal Symptoms ◽  
Psychosocial Stressors ◽  
Depression Anxiety Stress Scale ◽  
Psychological States ◽  
Depth Interview ◽  
The Subject ◽  
Irritable Bowel

Irritable Bowel Syndrome (IBS) is a functional disorder marked by some gastrointestinal symptoms frequently associated with extradigestive symptoms with unknown organic causes. In this study the authors investigated whether IBS causes psychological symptoms or vice versa. Data were collected through an in-depth interview (anamnesis), a hetero-anamnesis, and the Depression Anxiety Stress Scale (DASS-21). The subject was a 20-year-old student (D) diagnosed with IBS since the age of 15. Results showed that the subject had an extremely severe anxiety and stress, and moderate depression. The main obstacle faced by the subject was his escape-avoidance coping strategies which were not appropriately applied in solving problems.This situated the subject in a vicious cycle between recurrent IBS, helplessness, avoidance of responsibility, and anxious/stressful conditions. The subject’s type of personality which tended to be introverted and neurotic made him experience difficulties in overcoming psychosocial stressors, such as academic demands and lack of social relationships. The psychological factors influenced the psychological states of the subject that resulted in the recurrence of IBS.

scholarly journals Peer feedback: moving from assessment of learning to assessment for learning

2016 ◽  
Author(s):  
Sigrun M Wagner
Keyword(s):  
Peer Assessment ◽  
Peer Feedback ◽  
Assessment For Learning ◽  
Student Feedback ◽  
Formative Feedback ◽  
Final Exam ◽  
Feed Forward ◽  
Assessment Of Learning ◽  
Learning Development

The following case study showcases a model of academic peer learning that has demonstrated clear links to learning development in final year students. The paper discusses the introduction of a new assessment structure for a 15 credit course unit usually taken by 90 students in the form of a short discursive essay (500 words) due early in the first teaching term. This essay is peer assessed in groups of four students. The peer feedback and tutor mark then serve as formative feedback (feed forward) for the main, longer essay (2-2,500 words) due in the second teaching term. Following the outline of the case background, details of the peer assessment are provided, including its development and structure. The new assessment structure has resulted in deeper learning, positive student feedback, fewer student complaints with regard to grades received for the main essay, and better preparation for the final exam. Reflections are offered in the conclusion.  

Design and Manufacture of Interactive Multimedia Modules Based on Macromedia Director MX in Simulation and Digital Communication Subjects

KOMTEKINFO ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 92-101
Author(s):  
Rini Sefriani ◽  
Jhon Veri
Keyword(s):  
Research And Development ◽  
Interactive Multimedia ◽  
Digital Communication ◽  
Data Retrieval ◽  
Development Stage ◽  
Design Stage ◽  
Test Results ◽  
Assessment Of Learning ◽  
The Subject ◽  
Design And Manufacture

This research and development aims to produce products in the form of Learning Media Interactive Multimedia Module Based on Macromedia Director MX for Class X in SMK-SMAK Padang. This research uses the Research and Development (R&D) research method which refers to the 4D Model with the stages passed in this research are the definition stage, the design stage, the development stage, and the deployment stage. Data retrieval is done to the user of the Interactive Multimedia Module. The research sample consisted of 33 people consisting of 32 students and 1 teacher of the subject of Simulation and Digital Communication (SIMKOMDIG) SMK-SMAK Padang. Validity test results by experts Overall assessment of the validator test on Learning Media Interactive Multimedia Module Based on Macromedia Director MX is 90.35%, so that the level of validity can be interpreted very validly used. Overall practicality assessment of learning media Interactive Multimedia Module Based on Macromedia Director MX is 87.72%, so that the level of practicality can be interpreted very practically used. For effectiveness test Overall assessment of the effectiveness of learning media Interactive Multimedia Module Based on Macromedia Director MX at 85.51%, so that the level of effectiveness can be interpreted effectively used. MX has been tested for eligibility, is practically used and is effectively used in the learning process in Simulation and Digital Communication (SIMKOMDIG) subjects at SMK-SMAK Padang

scholarly journals Problematika pada pelaksanaan penilaian pembelajaran Kurikulum 2013

2017 ◽  
Vol 5 (1) ◽  
pp. 58
Author(s):  
Kamiludin Kamiludin ◽  
Maman Suryaman
Keyword(s):  
Qualitative Research ◽  
Elementary Schools ◽  
Primary Schools ◽  
Learning Assessment ◽  
Interactive Analysis ◽  
Learning Assessments ◽  
Assessment Of Learning ◽  
The Subject ◽  
Main Instrument

Penelitian ini dimaksudkan untuk mengetahui pelaksanaan penilaian pembelajaran, problema guru dalam melaksanakan penilaian pembelajaran, dan langkah guru dalam menyiasati problema pelaksanaan penilaian pembelajaran Kurikulum 2013 di SD Negeri Ungaran dan SD Negeri Serayu. Penelitian ini merupakan penelitian kualitatif dengan jenis studi kasus.Subjek penelitian enam guru kelas IV yaitu tiga guru SD Negeri Ungaran dan tiga guru SD Negeri Serayu. Instrumen utama penelitian ini adalah human instrument. Instrumen pendukung menggunakan, pedoman wawancara, alat rekam, dan pedoman observasi. Teknik analsis data menggunakan analisis interaktif Miles Huberment (pengumpulan data, reduksi, display, dan verifikasi/membuat kesimpulan). Hasil penelitian ini menunjukkan bahwa 1) Pelaksanaan penilaian pembelajaran Kurikulum 2013 belum sesuai standar. Enam guru yang menjadi informan, hanya satu guru yang berhasil melaksanakan sesuai standar yakni GS3,2) Problematika pelaksanaan penilaian pembelajaran Kurikulum 2013 meliputi; waktu, pemahaman guru, produktivitas guru, kepedulian guru dan mindset guru, 3) Bentuk siasat guru dalam mengatasi problematika yaitu siasat kolektif dan individual.Kata Kunci: pelaksanaan penilaian pembelajaran, dan Kurikulum 2013 Problems on the learning assessment of Curriculum 2013 AbstractThis study aimed to investigate the implementation of learning assessment of Curriculum 2013, the problems teachers in conducting learning assessments of Curriculum 2013, and teachers step in negotiating the problems encountered in the implementation of Curriculum 2013learning assessment in primary schools Serayu and Ungaran. This was a qualitative research with a case study. The subjects of the research were six teachers of grade IV, Three of Ungaran and Three of Serayu Elementary Schools. The main instrument was the human instrument. While supporting instruments used interview guid, tape recorder, and observation sheet. The data were analysed using interactive analysis Miles Huberment (data collection, reduction, display, and verification/conclude). These results indicate that 1) the implementation of learning assessment of Curriculum 2013 has not met standards. However, of the six teachers who became the subject of study, only one teacher managed to carry out met standards that GS3, 2) the problems of learning assessment of Curriculum 2013include; time, teachers’understanding, teachers’ productivity, teachers’ awareness and teachers’mindset, 3) the teachers strategy in addressing the problemis the teacher collective and individual strategy.Keywords: assessment of learning and Curriculum 2013

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