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All Journal ARS: Jurnal Seni Rupa Dan Desain Jurnal Celtic IJoLE: International Journal of Language Education Elsya : Journal of English Language Studies
Izzah, Navisatul
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Exploring TESOL Teachers’ Perceptions of Project-Based Assessment in ELT Classroom Izzah, Navisatul
International Journal of Language Education Vol. 5, No. 2, 2021
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v5i2.16284

Abstract

This study explored the perceptions of TESOL teachers in Indonesia regarding the use of project-based assessment in their classrooms. As assessment has undergone massive development and shifting paradigms, there has been recognition for teachers to reconceptualise their assessment practice. There have been attempts made by some countries, including Indonesia, to introduce various assessment methods including project-based assessment. Since it has been introduced in Indonesia in 2016 through government document, little is known about TESOL teachers’ use of this assessment method. Furthermore, project-based assessment has mostly been used in science classroom, but not in ELT classroom. Research study regarding the use of project-based assessment in ELT classroom and how TESOL teachers in Indonesia perceive the use of project-based assessment would therefore be valuable additions to the field. This study used a qualitative case study as its methodology to gain an in-depth understanding of the emerging issue. Four ELT teachers around Surabaya were interviewed about their project-based assessment practice. The findings of this study revealed that teachers highly value the use of project-based assessment in their classroom despite the challenges they encounter. Hence, some implications and directions for further studies are also provided.Keywords: assessment method, classroom assessment, TESOL Teachers, project-based assessment, ELT in Indonesia.
Perancangan E-Booklet Tentang Pangan Jajanan Anak Sekolah (PJAS) Berbahaya Untuk Siswa SD Sri Wulandari; Restu Ismoyo Aji; Navisatul Izzah; Dian Eka Permanasari
Ars: Jurnal Seni Rupa dan Desain Vol 25, No 1 (2022): APRIL 2022
Publisher : Institut Seni Indonesia Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24821/ars.v25i1.6423

Abstract

Pangan Jajanan Anak Sekolah (PJAS) merupakan makanan atau jajanan yang sering dijumpai di lingkungan sekolah dan sebagian besar anak sekolah mengonsumsinya secara rutin. Jajanan adalah pangan tertentu yang beresiko tinggi terhadap kualitas sumber daya manusia dalam jangka panjang karena selain berhubungan dengan zat gizinya juga rawan terhadap kontaminasi bibit penyakit, akibat rendahnya kualitas makanan dan minuman serta tingkat kebersihan jajanan. Anak-anak yang berada di kelompok usia Sekolah Dasar, memiliki sifat unkonsistensi terhadap makanan, makanan yang mereka pilih umumnya berdasarkan apa yang mereka sukai atau tidak tanpa mempertimbangkan factor lain, misalnya factor keamanan makanan, kebersihan dan gizi dari makanan yang mereka konsumsi. Perlu adanya sosialisasi kepada anak sekolah khusunya sekolah dasar mengenai bahaya dari jajan sembarangan. Maka dari itu penelitian ini memfokuskan diri pada perancangan iklan layanan masyarakat berupa E-booklet mengenai PJAS berbahaya untuk SISWA Sekolah Dasar. Metode yang digunakan dalam penelitian ini ialah metode penelitian kualitatif deskriptif dengan menggunakan model perancangan procedural.  Hasil akhir dari penelitian ini berupa Ebooklet dengan desain yang disesuaikan dengan target audiens yaitu siswa Sekolah Dasar. 
BEYOND THE IMPLEMENTATION OF PROJECT-BASED ASSESSMENT IN ELT: BENEFITS, CHALLENGES, AND TEACHERS' STRATEGIES Navisatul Izzah; Laksmi Diana
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 8 No. 2 (2021): December 2021
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v8i2.18208

Abstract

There have been many assessment methods used in ELT classrooms, including project-based assessment. However, little is known about why this assessment method is suggested, what should be anticipated in the classroom, and how teachers overcome issues in the classroom.  Regarding those research gaps, this paper aims to investigate the benefits, emerging challenges, and strategies from the teachers’ point of view. This study uses a qualitative case study as the research method to investigate the topic raised in depth. The findings show four benefits offered by the project-based assessment such as the improvement of students’ collaboration and teamwork skills, students’ creativity, critical thinking skills and bonding between students. The challenges were students’ time management and free-riders. The teacher participants in this study overcame these challenges by grouping students, structuring the tasks and motivating students, collaborating with other subjects, and conducting self and peer-assessment.
TESOL Teachers’ Resilience to Encounter Challenges and Explore Opportunities during COVID-19 Pandemic: A Case Study Navisatul Izzah; Desty Febria
Elsya : Journal of English Language Studies Vol. 5 No. 3 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i3.14363

Abstract

The pandemic situation was not easy for teachers around the world. While they were forced to continue the learning process, many teachers did not get adequate support from the institutions such as the online learning platform and training related to the implementation of distance learning. There have been studies related to teachers’ resilience such as comparing teachers’ resilience in South Africa and United States, and factors affecting teachers’ resilience in Fiji, India and Malaysia. This study aims to explore teachers’ resilience in Indonesia to encounter challenges and take advantages from the opportunities that pandemic covid-19 offered. This study used a qualitative case study to explore this issue in depth. Three TESOL teachers from three different universities were invited to share about their experiences through semi-structured interview. The findings of this study revealed that TESOL teachers in Indonesia were resilient to teach the students even though there were many challenges such as internet connection issues and less supports from their institutions. The teachers facilitate their students with synchronous and asynchronous online classes. They also innovated their learning using applications such as Quizziz, Kahoot, Slido and Flipgrid. Furthermore, teachers were also resilient to explore opportunities offered by the pandemic-covid-19 such as developing their technology skills in using applications, video conferencing and social media use. . They also actively investigated emerging issues in pandemic covid-19 through conducting independent research. This research concluded that while the pandemic covid-19 brought some difficulties for teachers in Indonesia, teachers refused to give up on the situation, rather they were resilient, developed their skills, and explore the emerging opportunities offered.
Co-Authors Desty Febria Dian Eka Permanasari Laksmi Diana Restu Ismoyo Aji Sri Wulandari