Appraisal has been regarded as a way of negotiating the social relationship that also reflects how people feel about people and things. This current study presents the appraisal analysis through the ...system of meaning (attitude) in an article taken from BBC News. A discourse analysis was applied by evaluating the meaning behind discourse towards attitudinal perspective to figure the feelings out behind the discourse. The findings of this study revealed that effect of unhappiness was the most controlling attitude subsystems utilized and used in the BBC News’ article to convey the feeling of people and phenomena/events presented in the BBC News’ article. It was then followed by the realization of other attitude subsystems; judgment and appreciation. Point to the findings, those can be used as a teaching material of reporting news. Students may be taught how to write news using attitude words to show feelings.
Assessment is an ongoing process of evaluating learners’ ability or skill after process of teaching and learning. In English class, assessment also plays an important role. According to the facts ...found, assessment mostly used in English class is traditional assessment. English class needs more alternative assessments to set the goals of learning English. Curriculum 2013, which is used in Indonesia right now, emphasizes the use of authentic assessment, and performance – based assessment is to be a subset of authentic assessment. This article is trying to discuss the students’ responsess on the use of performance-based assessment applied by the English teachers. This study applied descriptive qualitative research design. The subjects of this research were 30 Senior High School students. To collect the data needed, this study used observation and interview as the instrument. The observation was used to discover performance-based assessments which had already been applied by the English teachers in school. The result of the interview was interpreted to clarify the students’ responsess on the use of performance-based assessment applied by the English teachers. Performance-based assessments which had already been applied were role-plays, writing sample, and retelling. From 6 classes, 3 classes (50%) applied role-plays. Moreover, 2 (33,3%) classes applied writing sample, and the rest applied retelling (16,66%). It means that role-plays was performance-based assessment which was mostly applied by the English teachers. Furthermore, the students’ responsess on the use of performance-based assessment was good. Almost of the 30 students considered that performance-based assessment can improve their English skills and confidence instead of traditional assessment. 24 of the 30 students also claimed that traditional assessment is still inadequate to activate their English skill. In short, 80% of 30 students gave a positive responsess on the use of performance-based assessment.
This paper explores the student’s perception on the application of Dyned Programme as Computer Assisted Language Learning (CALL) in English department of Universitas PGRI Semarang, Indonesia. This ...study is descriptive qualitative. Otherwise, it needs the statistical data in calculating the result percentage. It took 85 students of the first semester students who have already joined Integrated Course (IC) as the sample. IC is a subject which involves ICT-based learning. In this case, Dyned Programme is the ICT-based learning used as CALL. The result of this study shows that the students are satisfied with ICT facilities provided as the media in English teaching and learning. In addition, the use of Dyned Programme in English teaching and learning is well-accepted by the students. Moreover, it comes to the students’ perception that shows us how important the media of ICT in English teaching learning process in order to make the students interest in learning English.
In the context of assessment, performance-based assessment is one of the authentic assessments to be applied in the English classroom as the completion of the newest curriculum demands. Thus, ...teachers are suggested to implement this assessment in the English teaching and learning process. Concerning that fact, this current study aims at investigating the washback of the use of performance-based assessment in the English class and the barriers faced by the teachers in implementing performance-based assessment in the English learning process. This study applied a qualitative research design. Using purposive sampling, there were two teachers and 72 students who participated in this study. An open-ended questionnaire and semi-structured interview were carried out in collecting the data. The result showed that performance-based assessment affected positively to the teachers. They could identify the students’ real competence, improve their teaching quality, and assess students objectively. Further, it gives positive effects for the EFL learners in matters such as learning enthusiasm and self-confidence, boredom reduction, and skill improvement. In conclusion, the use of performance-based assessment is good at improving some teaching aspects both on teachers and students. This findings prove the importance of performance-based assessment to bost the teaching and learning quality.
This research is trying to figure out the students’ perceptions and difficulties arise in the application of SPADA (Sistem Pembelajaran Daring) UPGRIS. The method used in this research is descriptive ...qualitative research. There are 150 Indonesian students of the third semester in Universitas PGRI Semarang as the sample of the study. Those samples come from five different majors, namely English education department, Indonesian language education department, management department, engineering,department and law department of Universitas PGRI Semarang (UPGRIS). It is based on the fact that the third-semester students had joined SPADA UPGRIS platform as it was required by the lecturers. The finding shows that most students have positive feelings and perceptions of the application of SPADA UPGRIS. They consider SPADA UPGRIS as a new experience in learning which gains their capability in technology competence. On the other hand, some difficulties were faced by the students such as personal internet connection, less communication with friends, material file size provided, and inability in using a computer.
This study aimed to find out the word-formations in English slang utilized on Instagram captions posted by Justin Bieber. This study applied a descriptive qualitative method to capture the process of ...word-formation in Justin Bieber’s English slang. In this study, the writers used the theory of Yule about the word-formation process for analyzing the data of English slang. The writers obtained the data through reading, capturing, and understanding the captions posted during a year (June 2020 – June 2021). Based on the data analysis, seven out of ten types of word-formation processes in English slang were used by Justin Bieber in his Instagram caption. They are (1) Clipping, (2) Blending, (3) Acronym, (4) Borrowing, (5) Derivation, (6) Coinage, and (7) Multi Processes. The most frequent type of word formation process used by Justin Bieber on Instagram is clipping with the 47 data’s frequency (54%). This study implies that Justin Bieber frequently used clipping to make short the words on every posted video or photo so his followers can easily understand his feeling.
The integration of higher-order thinking skills (HOTS) in language learning assessments has become a crucial issue in 21st-century learning. However, not many teachers are aware of the need to ...incorporate HOTS in assessments due to their insufficient knowledge and the absence of good examples. Further, there is not much research and literature on HOTS-based formative assessment that can be used as references. This research aims to fill the existing gap by providing a model of higher-order thinking skills (HOTS)-based formative assessments for English learning, especially in junior high schools. By employing research and development design, this research describes the validation of the assessment model. The proposed model of assessment may be used as a prototype for assessing language learning.
Technology integration in language assessment has been regarded as a common strategy in an educational setting. However, teachers need to adjust the perception and cogency of assessment in an online ...setting as well as the concept of formative assessment in online environments. This research aimed to investigate the students' perception of online backchannel implementation as a formative assessment in improving the students' writing skills in an English classroom. For this purpose, a mixed-method was applied with a closed-ended questionnaire distributed to 32 students and semi-structured interviews carried out to 24 students at the eighth-grade students of a state junior high school in Semarang, Central Java, Indonesia. The collected data were then analyzed quantitatively using SPSS 23 and qualitatively. The findings revealed positive perceptions of online backchannel implementation as a formative assessment in improving their writing skills. They considered it a new and innovative process of an assessment that helped them get the maximum result of writing. Furthermore, students' motivation and confidence in writing were raised. This study's implication calls for the implementation of online backchannel in English class as a formative assessment during the writing process.
The spread of the pandemic COVID-19 has made many changes in educational policy such as the assessment in English teaching and learning process. The process and procedures in the assessment need to ...be adjusted from face-to-face assessment into blended and online assessments. Not only English teachers, pre-service EFL teachers are also required to be ready and adapt to the changes quickly. To adapt it, the integration of technology in the assessment process has been examined. However, the involvement of technology in the area of formative assessment remains underexplored, particularly in the teaching practicum conducted by pre service EFL teachers. The present study is trying to fill the gaps by investigating pre-service EFL teachers’ perception on technology-based formative assessment which is implemented in their teaching practicum. A total of 57 pre-service EFL teachers completed a Likertscale questionnaire. After fulfilling the questionnaires, there were 19 pre-service EFL teachers who agreed and volunteered to be in a semi-structured interview. The findings show that the involvement of technology in formative assessment is perceived positively by pre-service EFL teachers in their teaching practicum during the pandemic COVID-19. They confess that technology has played its practical role in helping them assess their students. Further, the implementation of technology-based formative assessments promotes the students’ performance.
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