Assessment and feedback practices in the EFL classroom

This study explored the implementation of Language classroom assessment and feedback within the English as a Foreign Language (EFL) classroom. This research was conducted using a qualitative research design and the obtained data were analyzed descriptively. Data were collected by conducting direct classroom observation using observation checklists and in-depth interviews with the three professional English instructors using an observation guide. The data were transcribed and coded according to their categories. The findings of the study indicated that the students learning progress were assessed through a short question-answer and completion test. Verbal feedback merely provided by the teachers, and feedback was given only occasionally. The teacher hardly provided any follow-up action in order to modify their way of teaching. Consequently, there was a slow, gradual improvement of the students' learning achievement. Therefore, teachers were recommended to utilize various classroom language assessments to assess the students' learning. The teachers should provide both verbal and written feedback for their students to enhance the students' achievement continually.

The characteristics of chemistry test items on nationally-standardized school examination in Yogyakarta City

This study aimed to describe the characteristics of chemistry test items in Nationally Standardized School Examination or Ujian Sekolah Berstandar Nasional (USBN), consisted of discrimination index, difficulty index, and question reliability. The data was collected by using documentation of the answers of 194 students. The type of research was descriptive exploratory with quantitative and qualitative approaches. Quantitative data analysis was performed by using classical test theory approach and item response theory with 1 logistical parameter. Meanwhile, qualitative data analysis was conducted in order to describe the items that were categorized as difficult and bad categories. The results showed that according to classical test theory, USBN Chemistry item test had an average level of difficulty of 0.57 which was categorized as moderate. Regarding to the discrimination index, the average of different test power obtained were equal to 0.146, and belonged to the good category. Based on the item response theory, the average of difficulty index of -0,00086 was categorized as moderate. The results of the estimated reliability of the questions amounted to 0.48 included in the moderate category. The results of the qualitative analysis showed that the items which belonged to difficult category were the items on salt hydrolysis material, acid-base titration, the concept of periodicity, manufacture and use of chemical compounds according to classical test theory. Meanwhile, according to the theory of response, items which belonged to difficult category were found in acid-base titration material, the solution colligative phenomenon, and the concept of periodicity of the main metal elements.

Hierarchical linear modeling for determining the effect of ICT literacy on mathematics achievement

This study aims to identify the effect of ict literacy on mathematics achievement in grade 8 by using Indonesian Student Competency Assessment’s (AKSI) 2019 questionnaire data. A multistage probability sample of 13,079 students was analyzed using a two-level hierarchical linear model (HLM) with which student achievement scores are the first level laid in schools as the second level. The results of the analysis revealed that SES, the students' smartphones and computers, the availability of digital devices at home and school, the use of digital devices for education, and perspective on the benefits of ICT have positive influence on mathematics achievement, while the easiness of access to use of digital devices in schools has negative influence at the student level. At the school level, the high mathematics achievement of students are influenced by the location of the school and the number of certified teachers. School accreditation and completeness of learning facilities in schools are not factors upon better students toward their mathematics achievement. However, the interaction between the easiness of access to use of digital devices in schools and the completeness of learning facilities in schools have an influence in increasing students' mathematics achievement. Based on the diversity component, it is known that the diversity of students' mathematical achievement explained by the student level and school level variables are 33.24 and 0.18, respectively.

Evaluating the implementation of the character education strengthening program of vocational high schools in Yogyakarta City

The research aims to evaluate the implementation of the character education strengthening program (CESP) of vocational high schools (VHS) throughout Yogyakarta City. The evaluation is carried out in the functions of (1) planning, (2) implementation, and (3) evaluation. It is descriptive qualitative research. In this study, the researchers collected information related to the implementation of CESP that was available at the time of the research. The subjects are school principals, vice principals, and teachers. The determination of the subjects was carried out by using the snowball sampling technique. The evaluation uses the discrepancy model, which looks for the gap between planning and implementation. The research sample is four vocational high schools in Yogyakarta City. The data were collected through observation, interviews, and documentation. The data validation used the source and collection triangulation. The data analysis used the descriptive techniques, carried out during data collection and after completing data collection within a certain period. The findings show that: (1) the CESP planning consists of elements of: initial assessment, CESP socialization, vision and mission, policy design, and CESP design, with an average score of 2.74, which means that it is good; (2) the implementation the CESP consists of the elements including: development of CESP in learning, development of school culture, community participation, and implementation of the main values of CESP, with an average score of 2.98, which means that it is in a good category; and (3) the evaluation of the CESP has an average score of 2.50, which means that it is in a good category. The results of this study are recommended as the material for the consideration for mapping the implementation of CESP, determining education office policies related to character education, developing CESP models, as a reference for character research, and as materials for discussions regarding character education.

From an international English language assessment framework to a teacher-based assessment: A study of primary English teachers’ agentive perspectives and projections

This study explores four primary English teachers' agentive perspectives about assessment in their school. Given the challenges brought by the abolition of International Standard School (ISS), the changed status of the school and the exclusion of English from the 2013 National Education Curriculum (NEC), a teacher-based assessment was the only solution to the unavailability of assessment guidelines and the unsuitability of assessment materials and methods. Employing teacher agency theory, this study examines the agentive sides of the teachers' perspectives as they would represent the teachers' strategic solutions toward the school's emerging problems. The teacher-based assessment was expected to accommodate the school's context, the students, and the subject taught. This instrumental case study's data was collected through semi-structured interviews and focus group discussion, which was then analyzed through six phases of thematic analysis and by employing nVivo12 software. The study indicates that the challenges brought by the changed educational policies reinforced collaborative work amongst the teachers. The teachers' perspectives also represent their agentive projections toward English language assessment which was heavily shaped by the teachers' previous assessment experiences during ISS and their ultimate teaching objectives. The findings are expected to provide insightful knowledge about how English teachers responded to shifted educational policies and projected to accommodate the school's specific contexts of assessment. The findings are also expected to explain how people's perspectives can be examined from an agency perspective.

Evaluation of learning process: Knowledge of ICT integration among pre-service English language teachers

This research aims at investigating the knowledge of ICT integration among the students of English Language Education Study Program at a particular university in Yogyakarta. By employing the quantitative method, this ex-post facto research involved 70 English Department students who had taken microteaching as respondents in a survey to gather the data using a questionnaire. The questionnaire was taken from the model developed by one of the researchers based on the TPACK framework. There are five domains in the questionnaire. Four domains measure TPACK perceptions: Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). One domain measures the pre-service teachers’ perceptions on their ICT-related learning experiences. Demographic questions are included to identify the characteristics of the respondents in order to understand gender differences or relationships between teachers who have access to technologies at home and those who do not. The closed-ended questions applied a five-point Likert-type scale ranging from 1=strongly disagree to 5=strongly agree. Correspondingly, it contains 1 open-ended questions in the TPACK domain. Descriptive analysis and MANOVA were conducted for the quantitative data analysis. The result of this study showed that the pre-service students possess a high self-confidence in the application of TK (Technological Knowledge), TPK (Technological Pedagogical Knowledge), and TCK (Technological Content Knowledge). However, their TPACK appears to need further development. The results from MANOVA showed that the pre-service teachers’ related learning experiences significantly differed by the students’ gender, with male students reporting more experiences than female students.

English as a Foreign Language (EFL) learning assessment in single-sex and co-educational classrooms

This study investigates the effects of Single-Sex and Co-educational classrooms on English learning outcomes. This study is a causal-comparative study in ex post facto design. Three classes consisting of 73 students (boy and girl-single-sex classes and a co-educational class) from a private secondary school in Central Java, Indonesia, are the sample. An integrated English test, equating the material from the 2013 curriculum and CEFR for English, was used. It tested four skills in English consisting of Listening, Speaking, Reading and Writing. Expert judgments already checked the instrument through face validity. Item internal consistency from all skills was good, and the reliability was too in a good category. This study indicates that organizing a Single-sex classroom in the English learning process has a positive and significant effect on English achievement. Being in a Single-Sex classroom benefitted the students in their outcomes in learning English. This study also implies that teachers, especially English teachers, must understand their students' learning strategies to implement the appropriate learning strategies. It is because male and female students learn something in different ways.

Evaluation of reading pleasure character in SMPN 19 and SMP Adhyaksa 1 of Jambi City

This study was conducted to determine the reading pleasure of junior high school (sekolah menengah pertama or SMP) students through 4 indicators. The research was conducted with a total sample of 281 students from grades VII, VIII, and IX in junior high schools. The sampling technique used was purposive sampling. The research design used is an explanatory design. The quantitative instrument in the form of a reading pleasure instrument consists of 40 statements, while the qualitative instrument is in the form of interviews with 10 students, 4 teachers, and 2 of the head of the library. The data collection technique was carried out by survey (field research). The results of this study indicate that the indicators of general attitudes towards reading are on a neutral scale, the indicators of reading preferences are on a neutral scale, the indicators of the effects of reading on ability are on the agreeing scale, the indicators of students' negative views on reading are on the disagree scale. The results of interviews with the teacher can be seen that the teacher has reminded students to always read books other than in face-to-face activities in class, then the results of interviews with the head of the library can be seen that junior high school students have high enthusiasm for reading and borrowing books in the library, the results of interviews with male student and female student show that female student have better reading pleasure than male.

Curriculum evaluation of French learning in senior high school

This research aims to evaluate the planning, implementation, and learning outcomes of French in Senior High School Sleman Regency based on Permendikbud Number 22 Year 2016 and Permendikbud Number 4 Year 2018 about Teaching and Learning Assessment based on 2013 Curriculum at Senior High School/Madrasah Aliyah. This evaluation research uses a quantitative descriptive approach with a countenance model from Stake. Respondents in this research were teachers and students at Senior High School of 1 Kalasan, Senior High School of 1 Depok and Senior High School of AngkasaAdisucipto. Data collection techniques use, research lesson plans, questionnaires, and documentation. The results of this research indicate that: (1) French learning planning is included in the excellent category with results of Lesson Plan reaching 88.9% and the results of the teacher questionnaire of 26.6 who entered in the very good category. Then it has been found that there is a compatibility between the Lesson Plan with the applicable process standards; (2) the implementation of French Learning included in both categories with the acquisition of a total score of 77 and a student questionnaire of 66.19 and there is a match between the implementation of learning with the standard of learning implementation; (3) learning results show good results with an average of 86.38 and the results of the teacher questionnaire of 65.7 which is above 61. Student scores are obtained from the results of the middle Semester Assessment and teacher questionnaire.

Developing instruments for measuring the level of early childhood development

The aims of the study were to: (1) develop a set of instruments to measure the level of early childhood development (kindergarten group B), and (2) assess the quality of the developed instruments. This study is developmental research. The samples of the study were the students of kindergarten group B. The developed instrument was a set of questionnaires. Instrument testing was carried out in three stages with the number of subjects increased on each stage. The validity analysis of the questionnaire used confirmatory factor analysis (CFA). The reliability estimation of the questionnaire used composite reliability. The results of the study are in the form of instruments for measuring the level of early childhood development, which consists of an instrument to measure religious morality, social-emotional, language, cognitive, and physical-motor development. Based on field study, all instruments have a good fit model, construct validity, and reliability that meet the academic requirements of early childhood education.