scholarly journals Authentic Assessment in Indonesian Language Learning

2018 ◽  
Author(s):  
Atmazaki Atmazaki
Keyword(s):  
Language Learning ◽  
Development Process ◽  
Language Skills ◽  
Authentic Assessment ◽  
Local Culture ◽  
Assessment Instruments ◽  
Third Stage ◽  
Preliminary Research ◽  
Effective Assessment ◽  
The City

This study aims at explaining the process of embedding authentic, valid, practical and effective assessment models in Indonesian language learning based on local culture contexts.The development process began with preliminary research, prototyping and assessment phases.The third stage involved three schools in the city of Padang, namely class X SMA 3, 7 and 10 Padang.The expected product is a number of assessment instruments as a model or sample that can measure the ability of the students to participat e in the school.The results of this study indicate that all the protocols, prototyping, to the assessment phases have been valid, practical and effective.This means that developed instruments can help students improve their language skills.

scholarly journals PELAKSANAAN PENILAIAN AUTENTIK DALAM PEMBELAJARAN BAHASA JEPANG DI KELAS X SMK NEGERI 1 SINGARAJA BERBASIS KURIKULUM 2013

2021 ◽  
Vol 7 (2) ◽  
pp. 171
Author(s):  
Kadek Apriliani ◽  
Gede Satya Hermawan ◽  
Yeni Yeni
Keyword(s):  
Language Learning ◽  
Performance Appraisal ◽  
Descriptive Analysis ◽  
Authentic Assessment ◽  
Knowledge Assessment ◽  
Japanese Language ◽  
Skills Assessment ◽  
Assessment Instruments ◽  
Attitude Assessment ◽  
Assessment Rubric

The purpose of this paper is to describe the implementation of authentic assessment and assessment instruments used in carrying out authentic assessments in Japanese language learning in class X SMK Negeri 1 Singaraja. Data collection methods used in this study were observation, interviews and document study. Data were analyzed using qualitative descriptive analysis. The subjects used in this study were class X SMK Negeri 1 Singaraja. The object of this research is the implementation and assessment instruments used for the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja. The results showed that the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja includes knowledge assessment using oral test techniques and assignments. Attitude assessment uses observation or observation techniques and attitude assessment journals. Assessment of skills using performance appraisal techniques. The assessment instruments used for the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja are online RPP, syllabus, knowledge assessment rubric, attitude assessment journal, speaking skills assessment rubric, writing skills assessment rubric and listening skills assessment rubric.

scholarly journals TEACHER GUIDANCE IN THE IMPLEMENTATION OF CURRICULUM 2013 (K-13) FOR EARLY CHILDHOOD EDUCATION IN THE LANGKAT REGENCY

2018 ◽  
Vol 2 (1) ◽  
pp. 143
Author(s):  
Sariana Marbun ◽  
Dorlince Simatupang
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Authentic Assessment ◽  
Monitoring And Evaluation ◽  
Educational Game ◽  
Local Culture ◽  
Assessment Instruments ◽  
Implementation Plan ◽  
Teacher Guidance ◽  
Childhood Education

Abstract The background of the study comes from the low ability of teachers in designing scientific-based learning implementation plan (RPPH) for the Scientific and Local Culture subject and carrying out the authentic assessment for early childhood education (PAUD) students. These activities aim to assist teachers developing Weekly Implementation Plan (RPPM) and RPPH on the aforementioned subject as well as to help teachers developing the authentic assessment instruments in measuring early child development outcomes. The activities were conducted in the Ananda Kindergarten and Early Childhood Education (School Partners) in the Sub-District of Gebang at the District of Langkat from July to September 2017. The participants were teachers in the Partner School and PAUD teachers around the School of Partners, amounting 20 teachers using discussion, questioning, group work and assignment as well as the monitoring and evaluation approaches. The results of the mentoring activities showed that: 1) Most teachers were able to develop RPPM and RPPH based on Scientific and Local Culture, and only a few teachers with senior secondary education background had difficulty in preparing the RPPH according to the guidelines; 2) Most teachers experienced difficulties in developing authentic assessment instruments, 3) Teachers of PAUD were enthusiast engaging in the mentoring activities validated by their presences and activities during processes. The results of these activities recommend that: 1) Do consistent and continuous monitoring of the implementation of learning in accordance with the lesson plans that have been prepared; 2) the need for special teacher assistance in the development of authentic assessment instruments for early childhood; 3) The need for special assistance in development and preparation of media and educational game tools in accordance with the needs of early childhood. Keywords: scientific-based learning implementation plan (RPPH), Scientific and Local Culture, early childhood education (PAUD) students, Weekly Implementation Plan (RPPM), District of Langkat

scholarly journals Pengembangan Perangkat Penilaian Autentik untuk Pembelajaran Matematika di Kelas VII Semester 1

2016 ◽  
Vol 11 (1) ◽  
pp. 69
Author(s):  
Rolina Amriyanti Ferita ◽  
Heri Retnawati
Keyword(s):  
Research And Development ◽  
Field Trial ◽  
Mathematics Learning ◽  
Authentic Assessment ◽  
Assessment Instruments ◽  
Preliminary Research ◽  
Math Class ◽  
Assessment Rubric

Penelitian ini bertujuan untuk menghasilkan perangkat penialaian autentik untuk pembelajaran matematika di kelas VII semester 1 yang autentik, reliabel dan valid meliputi instrumen dengan kompetensi dasar bilangan bulat, garis dan sudut, serta rasio dan perbandingan untuk penilaian KI 1, KI 2, KI 3, dan KI 4 berupa: indikator, instrumen penilaian, dan rubrik penilaian. Jenis penelitian ini adalah penelitian pengembangan (research  &  development).  Penelitian  ini  dilakukan  dengan  menggunakan  model  pengembangan  Plomp (2010) tiga tahap pengembangan yaitu preliminary research, prototyping phase, dan assessment phase. Aspek reliabilitas dari ujicoba lapangan. Aspek kevalidan perangkat pembelajaran ditinjau dari penilaian para ahli.Kata kunci: pengembangan,  perangkat  penilaian autentik, asesmen, matematika kelas VII Development Authentic Assessment Kit for Learning Math Class VII Semester 1AbstractThis research was aimed to produce authentic assessment’s learning kit in mathematics learning for 7th grade semester 1 which is authentic, reliable, and valid including instrument for basic competence in integers, lines and angles, also ratio and comparison for assessment of KI 1, KI 2, KI 3, and KI 4 consist of indicators, assessment instruments, and assessment rubric. This kind of research is a research and development. This research was conducted using Plomp (2010) model consist of preliminary research, prototyping phase, and assessment phase. The reliability aspect retrieved from field trial. The validity aspect of learning kit retrieved from experts judgment.Keywords: development, authentic assessment kit, assessment, mathematics for 7th grade

scholarly journals Exploring the principles of English assessment instruments

2021 ◽  
Vol 29 (111) ◽  
pp. 461-483
Author(s):  
Claudio Díaz Larenas ◽  
Alan Jara Díaz ◽  
Yesenia Rosales Orellana ◽  
María José Sanhueza Villalón
Keyword(s):  
Language Learning ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Language Assessment ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Assessment Instruments ◽  
Learning And Teaching ◽  
Traditional Assessment ◽  
Language Communication

Abstract The instruments language teachers employ to assess student learning are rarely studied and they constitute a significant source of input of how learning and teaching are conceived. The aim of this research is to analyze 205 assessment instruments created by English teachers. This is an exploratory case study, in which the assessment principles of Authenticity, Validity, Fairness, Reliability and Practicality were analyzed within the context of the assessment instruments. The 205 assessment instruments were analyzed by using an analytic rubric, which considered the language assessment principles as criteria. Through the different analyses, it is possible to conclude that traditional assessment was favoured over authentic assessment and four different clusters reveal that language assessment principles manifest in different degrees in each type of instrument. Interestingly, although language learning is mainly about how people try to communicate with others, teachers are still stressing the assessment of grammar and vocabulary knowledge instead of helping students develop the skill of foreign language communication through key authentic assessment, self-assessment and peer-assessment techniques and procedures.

scholarly journals The Developing of Application Web-Based to Academic Supervision Model

2020 ◽  
Vol 9 (4) ◽  
pp. 374-378
Keyword(s):  
Current Model ◽  
Field Testing ◽  
Average Score ◽  
Web Based ◽  
Emotional Relationships ◽  
Third Stage ◽  
Supervision Model ◽  
Effective Assessment ◽  
The City

This dissertation was written based on the preliminary study of implementation of academic supervision activities in the city of Bukittinggi has not worked effectively and efficiently. A number of technical and practical problems are faced by supervisors and teachers. Overlapping scheduling, class visiting caused disruption of the learning process and bring the psychological effects for the teacher, practical and effective assessment, weak archiving, and follow-up activities were not well targeted. The current model had not been able to overcome these problems, for this reason the writer has developed a a management model named web-based academic supervision as a solution to the existing problem. This research was research and development used Borg and Gall model with stages preliminary studies, development, field testing, and dissemination. The object of the research was supervisor and teachers of elementary school of Bukittinggi town. The data ware collected through questionnaires, validation sheets, and interviews. The final model of web-based academic supervision management was called Web-based Academic Supervision (WBAS). WBAS consists of three stages with 7 steps, they ware pre-observation stage with the steps developted emotional relationships, discussions/ conferences, and determine the supervision schedule. The second stage was observation consis of carrying out observations and evaluations of the class administrative documents, the implementation of lesson plans, and the implementation of learning. The third stage was post-observation consist of analysis/reflection, discussion/ conference, and follow-up activities. The validity of WBAS Model was obtained 4.17 with a valid interpretation, the average score of the practicality of the model was 85.14 with a practical interpretation, and the average score of the effectiveness of the model was 87.16 with a very effective interpretation.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

TATA RUANG KOTA CIAMIS PASCAPERDAGANGAN DUNIA ABAD KE-19 – 20

PANALUNGTIK ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 41-60
Author(s):  
Nanang Saptono
Keyword(s):  
20Th Century ◽  
Development Process ◽  
Industrial Area ◽  
Spatial Layout ◽  
Research Data ◽  
City Development ◽  
Descriptive Research ◽  
Economic Infrastructure ◽  
Ancient Maps ◽  
The City

The capital of Ciamis Regency has experienced several displacements. During the reign of Raden Adipati Aria Kusumadiningrat the development of the capital was encouraged to develop into a city. After the kulturstelsel era, many European capitalists invested in Ciamis. At the beginning of the 20th century economic infrastructure, especially the means of distribution of commodities is much needed. Building economic facilities have sprung up in several locations in Ciamis. Such conditions result in the development of the city. This study aims to get a picture of the spatial layout of Ciamis and the city development process. The research method applied descriptive research. Data collection is done through direct observation in the field and accompanied by the utilization of instrument in the form of ancient maps. In the area of Ciamis City there are still some old building objects that can be used as a spatial bookmark of the city. At a glance the city's development spontaneously, but visible on the basis of existing infrastructure, in the 20th century the city of Ciamis showed a planned city. The growth of Ciamis city is of course influenced by several factors including economic and geographical factors.Keywords: city, layout, planned, industrial area

scholarly journals Simulating language knowledge across the EU: language regimes, language learning and consequences for linguistic disenfranchisement

2021 ◽  
Author(s):  
Marco Civico
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Skills ◽  
Language Education ◽  
Skills Acquisition ◽  
Linguistic Distance ◽  
Education Policies ◽  
Policy Makers ◽  
The Impact ◽  
The Eu

AbstractThe objective of this paper is to develop an simulation model able to test different language education orientations and their consequences for the EU population in terms of linguistic disenfranchisement, that is, the inability of citizens to understand EU documents and parliamentary discussions should their native language(s) no longer be official. I will focus on the impact of linguistic distance and language learning. Ideally, this model would be a tool to help EU policy makers make informed decisions about language practices and education policies, taking into account their consequences in terms of diversity and linguistic disenfranchisement. The model can be used to force agents to make certain choices in terms of language skills acquisition. The user can then go on to compare different scenarios in which language skills are acquired according to different rationales. The idea is that, by forcing agents to adopt certain language learning strategies, the model user can simulate policies promoting the acquisition of language skills and get an idea of their impact. In this way, the model allows not only to sketch various scenarios of the evolution of language skills among EU citizens, but also to estimate the level of disenfranchisement in each of these scenarios.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

Sign in / Sign up

Export Citation Format

Share Document