The Effectiveness of RPT (Repetitive-Practice Technique) In Teaching Speaking Ability

This research aims to know the significant effect of RPT (Repetitive-Practice Technique) in teaching speaking at the tenth-grade students of SMA Al-Hasaniyah NW Jenggik in 2016-2017. This research was designed as pre-experimental with pretest and posttest design. The study population was 27 and 27 as the sample in X chosen by purposive random sampling it means the sample was taken purposively because the sample is representative. Speaking tests and analytical scoring rubric were used to collect the data. Then the data were analyzed using descriptive statistics and paired sample t-test to test the hypothesis, and it was performed by SPSS 22 for windows. The descriptive statistics analysis showed that RPT (Repetitive-Practice Technique) was effective in teaching speaking ability. It was proven by improving students' scores from 40.89 in Pre-Test and 58.96 in Post-Test. While the result of hypothesis testing using paired sample t-test at significance (2-tailed) value level was .000, it was lower than .05. RPT (Repetitive-Practice Technique) is significantly effective in teaching speaking ability. It was suggested that speaking in RPT (Repetitive-Practice Technique) is suitable for teaching speaking.

Policy in Practice: Teachers’ Conceptualizations of L2 English Oral Proficiency as Operationalized in High-Stakes Test Assessment

Assessment of foreign/second language (L2) oral proficiency is known to be complex and influenced by the local context. In Sweden, extensive assessment guidelines for the National English Speaking Test (NEST) are offered to teachers, who act as raters of their own students’ performances on this high-stakes L2 English oral proficiency (OP) test. Despite guidelines, teachers commonly construct their own NEST scoring rubric. The present study aims to unveil teachers-as-raters’ conceptualizations, as these emerge from the self-made scoring rubrics, and possible transformations of policy. Data consist of 20 teacher-generated scoring rubrics used for assessing NEST (years 6 and 9). Rubrics were collected via personal networks and online teacher membership groups. Employing content analysis, data were analysed qualitatively to examine (i) what OP sub-skills were in focus for assessment, (ii) how sub-skills were conceptualized, and (iii) scoring rubric design. Results showed that the content and design of rubrics were heavily influenced by the official assessment guidelines, which led to broad consensus about what to assess—but not about how to assess. Lack of consensus was particularly salient for interactive skills. Analysis of policy transformations revealed that teachers’ self-made templates, in fact, lead to an analytic rather than a holistic assessment practice.

Developing a rubric for the assessment of student performance in compounding and dispensing practical

Objectives: To study the impact of assessment using a scoring rubric on the compounding and dispensing skills of the students. Methods: A rubric was prepared to evaluate the students’ psychomotor performance and attitude in compounding and dispensing. The rubric was applied by the teacher, the students themselves, and their classmates instead of the earlier used dichotomous checklist. Scores were compared pre- and post-implementation of the rubric. The students’ learning experience and outcomes were assessed through regular course evaluation surveys. Results: Student performance was improved from the baseline to the mid and end of term. The number of harmful scorings was reduced, and the number of admissible scorings was increased. Conclusion: The pharmaceutical compounding rubric showed to be a quantitative evaluation instrument for teachers. It also helped identify the challenging areas. The implementation of the rubric helped minimise errors.

The Analysis of University Student’s Critical Thinking in Writing Argumentative Essays in the English Department of UNESA

Background: An argumentative essay is a reflection of students' critical thinking. Writing an argumentative essay means practicing critical thinking.Objective: To describe how critical thinking is reflected in argumentative writing and to find out how students respond in applying critical thinking in an argumentative essay.Methods: This research is descriptive qualitative as a research design. To obtain the data, the instrument used by the researcher was an assessment rubric and a questionnaire.Results: This shows that students' critical thinking skills in argumentative writing are pretty good, and they can solve the problems they face by relying on their critical thinking. In conclusion, most of the students apply their critical thinking in writing argumentatively well.Conclusion: This study found that the argumentative essays written by the research subjects were reasonable based on the scoring rubric used in this study. Students are also able to use their critical thinking in developing an argumentative essay

TEACHERS’ PERCEPTION ON WRITING ASSESSMENT BASED ON 2013 CURRICULUM AT MAN 2 KEDIRI

This research is purposed to describe teachers’ perception on writing assessment based on 2013 curriculum at MAN 2 Kediri. This research used descriptive qualitative as the approach. The subject of this research is six English teachers of MAN 2 Kediri. There are two tools that were used to get the data namely questionnaire and interview. The results of this research are (1) in attitude assessment, almost all teachers of MAN 2 Kediri arrange the instrument in the right way, but the scoring rubric was not appropriate with 2013 curriculum (2) in knowledge assessment, all teachers of MAN 2 Kediri arrange the question and scoring rubric appropriately with 2013 curriculum (3) in psychomotor assessment, teachers arrange the question in psychomotor assessment in the right way but the choosing of question is not suitable for psychomotor assessment. For the scoring, all teachers use analytic rubric, but, do not concern the criteria in the scoring rubric. (4) most of teachers do not have any problems in the writing assessment. For the suggestions, teachers should add the description in scoring rubric for attitude assessment as the same with 2013 curriculum. Next, in choosing the question/task should be appropriate with the aspect that will be assessed. The last, teachers should determine the criteria for scoring rubric in knowledge and psychomotor assessment.

IMPLEMENTING MICROSOFT OFFICE 365 FOR INNOVATION ELT PRACTICES FACING COVID 19

ABSTRACT: This study deals with teaching English by using Microsoft office 365 for innovation ELT Practices in Students in Junior High School in facing Corona 19. As one of the communicative skills, reading should be achieved by the student to be able understand English. Unfortunately, some students have difficulties to study English at school when Covid 19 spreads in Indonesia. Students have to stay at home to stay safe. Therefore, implementing Microsoft Office 365 for innovation ELT practices facing Covid 19 of students in eight grade of Junior High School are expected to increase students ‘ability to understand English about general truth. The objective of this study are to find out how the teacher implement Microsoft Office 365 and how the students’ ability to understand general truth by using Microsoft Office 365. The assessment of implementing Microsoft Office 365 for innovation ELT Practices in Students of Junior High School was analyzed by using Microsoft Office 365‘s scoring rubric which consists of analysis students’ answer. The results of this research can be formulated as follows: 1) Students can answer questions of general truth well based on Microsoft Office responses from students.2) Students’ scoring analysis to answer general truth is described Microsoft Office 365 that most students achieve 90 when they answered general truth questions that can be found in Microsoft Office 365 of students ‘response.

IMPLEMENTING OF POLYTECHNIC STUDENTS’ ABILITY OF WRITING APPLICATION LETTERS

Writing an English application letter is one of ‘Job Getting’ materials. The writing results can measure the students’ writing ability in English. This study aims to describe the writing quality of English application letter made by State Polytechnic of Balikpapan students. It also tries to explain frequent errors in the application letter. The research method used is descriptive qualitative. The data obtained were assessed based on a scoring rubric adapted from Cohen (1994). There are four criteria assessed including Content, Organization, Grammar, and Mechanic. The data results are presented in the tables, graphs, and description. The results show (1) Most of the students' abilities are at Scale 4 and none has the ability at Scale 1. The average number of each component is Content 3,95; Organization 3,89; Grammar 3,38; and Mechanic 3,30. (2) Errors made in writing application letters can be found in all components. Most mistakes were made by students in all components, respectively, mechanic, grammar, organization, and content.