Assessing Pragmatic Skills in Speech Act Production and Perception

This chapter offers an overview of the research on the assessment of pragmatic skills among L2 speakers, focusing on speech act production and reception. The main characteristics of the key variables involved in the assessment process are also outlined. These include: language users whose pragmatic skills are assessed; raters assessing language users' discourse; discursive phenomena being assessed; approaches adopted for collecting and assessing discursive data; and the criteria used as the standards for assessment. The overall aim of this chapter is to explore how inclusive the assessment of language use in its scope, methods and social relevance. The major trends challenges involved in pragmatic skills assessment practices are identified, implications are drawn from the findings, and suggestions for future research are offered.

Improving Student’s Communication Skills in Social Science Learning Through a Scientific Approach

The goal of this study is to see if using a scientific approach might help students enhance their communication abilities in social studies classes. A one-group pretest-posttest research design was adopted in this research. The research participants were students from SMP Negeri 46 Kerinci, with a total population of 95 students and a sample of 30 students from class VIII. The sampling approach used in this research was a random sample technique. Observation sheets and a communication skills assessment were used to collect data. IBM SPSS version 25 software was used to statistically analyze the research data. The findings imply that teaching social studies using a scientific approach has a significant influence on students’ communication skills. This is confirmed by the difference in average scores between the pretest and posttest tests. Also suggestive is a t-test significance value of 0.000 or less than 0.05.

Teacher Readiness in Assessing Students for Malay Language Writing: An Exploratory Study

This study explores the knowledge, understanding, and mastery of writing skills assessment among Malay language secondary school teachers in Malaysia. A total of 182 respondents from 91 secondary schools from seven different zones in Malaysia were selected using a purposive sampling technique. Survey design with a five-point Likert scale questionnaire instrument used in the study consisted of 117 items related to writing skills assessment. Statistical analysis is explained using standard deviation and mean score. The results of the study indicated that the determinants of the mastery level of writing skills assessment recorded the highest mean (M=3.92, SD=0.494). Then, it is followed by the second construct, which involves the implementation aspects of the evaluation was also rated highly (M=3.91, SD=0.482). The results also showed a significant and positive relationship between all respondents’ knowledge and their understanding of writing assessment implementation and their mastery of writing skills assessment. The findings showed that the role of teachers as school-based appraisers is established and consistent with the guidelines outlined by the Ministry of Education Malaysia. Future research focusing on the implementation of writing skill assessment is suggested to ensure that the evaluation done is systematic and reliable.

Neurodevelopmental Disabilities

An understanding of developmental disabilities requires a good understanding of normal childhood development. Developmental milestones are typically divided into different domains, such as gross motor, fine motor, language, and social/adaptive skills. Assessment of attained milestones across the developmental domains allows the examiner to evaluate potential cognitive outcome. Emotional development is also important at all ages.

Analysis of the Moodle application instrument with the exam browser to measure online learning outcomes in digital communication simulation subjects in class X Multimedia at SMKN 1 Lamongan

This study was used to determine the feasibility of the instrument before being used for further research. This study uses a quasi-experimental research design. In this study, to calculate the validation results from three validators who are experts in their fields using the arithmetic average, the validated instruments are: (1) the validation questions get 87.51% results; (2) validation of attitude assessment got 90.27% results; (3) validation of student skills assessment got 92.71% results; (4) the validation of the assessment of the Learning Implementation Plan (RPP) got 92.16% results; (5) validation of the syllabus assessment got 86.95% results; (6) Moodle assessment validation with browser exam got 87.25% results; (7) the validation of the student learning module assessment got 84.71% results; (8) the validity of the items is declared valid; (9) the reliability of the items is declared reliable; (10) the differentiating power of the items has very good criteria; and (11) the level of difficulty of the items showed that of the 40 items tested, the percentage was 35% (14 questions) in the medium category, and 65% (26 questions) in the easy category. From the calculation results that have been mentioned, the Moodle application instrument with a browser exam to measure online learning outcomes is declared feasible and can be used for further research.

Perbandingan hasil belajar trigonometri dengan model pembelajaran konvensional dan model pembelajaran kooperatif jigsaw

Selection of learning models is important for improving student learning outcomes. This study aims to compare the results of trigonometric learning with conventional learning models and Jigsaw cooperative learning models and also want to know results of trigonometric learning with conventional learning and Jigsaw cooperativ learning. This type of research is experimental research with quantitative methods. The data collected in this study include: 1) the value of the pre test experimental class 1 (Jigsaw cooperative learning model) and the experimental class 2 (conventional learning models), 2) the value of the two post test classes, 3) the assessment of the skills of the two classes. The results of the analysis of the combined difference in the value of post test and skills assessment with the two pre test values of the two classes using the 2 Sample Independent t-test showed that the sig (2-tailed) value was 0.003 or less than the significant level of 0.05. So it can be concluded that there are differences in learning outcomes by applying conventional learning models and Jigsaw cooperative learning models on trigonometric comparison material on right triangles in Batu city MAN. It is evident from the combined value difference between post test and skills assessment with the experimental class 1 pre test score of 65.86 while the experimental class 2 is 52.96. Pemilihan model pembelajaran adalah hal yang penting untuk meningkatkan hasil belajar siswa. Penelitian ini bertujuan untuk mengetahui perbandingan hasil belajar trigonometri dengan model pembelajaran konvensional dan model pembelajaran kooperatif Jigsaw serta ingin mengetahui hasil belajar trigonometri dengan diterapkan model pembelajaran konvensional dan model pembelajaran kooperatif Jigsaw. Jenis penelitian ini adalah penelitian eksperimen dengan metode kuantitatif. Data yang dikumpulkan pada penelitian ini meliputi: 1) nilai pre test kelas eksperimen 1 (model pembelajaran kooperatif Jigsaw) dan kelas eksperimen 2 (model pembelajaran konvensional), 2) nilai post test kedua kelas, 3) penilaian keterampilan kedua kelas. Hasil analisis dari selisih gabungan nilai post test dan penilaian keterampilan dengan nilai pre test kedua kelas menggunakan uji 2 Sample Independent t-test menunjukkan bahwa nilai sig(2-tailed) sebesar 0,003 atau kurang dari taraf signifikan yaitu 0,05. Sehingga dapat disimpulkan bahwa ada perbedaan hasil belajar dengan menerapkan model pembelajaran konvensional dan model pembelajaran kooperatif Jigsaw pada materi perbandingan trigonometri pada segitiga siku-siku di MAN kota Batu. Terbukti pada selisih nilai gabungan post test dan penilaian keterampilan dengan nilai pre test kelas eksperimen 1 sebesar 65,86 sedangkan kelas eksperimen 2 sebesar 52,96.