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Revisiting Thompson’s Multicultural Disposition Index in preservice English teacher education in Indonesia Lusi Nurhayati; Suwarsih Madya; Nur Hidayanto Pancoro Setyo Putro; Sulis Triyono
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Despite the growing body of literature recognizing the importance of multicultural education in the 21st Century, little is known about the preservice English teachers’ (PSETs) multicultural disposition (MD) in the Indonesian setting. This survey study examined the Multicultural Dispositions Index (MDI) of PSETs. The 22 items of Thompson’s (2009a) MDI scales with four dimensions, i.e., cross-cultural competence, multicultural worldview, knowledge of professional and personal self, and professional skills and commitment, were adopted to explore the PSET MDI in this study. It was a nine-type self-report scale. The study involved 185 PSETs (aged 17–22 years; 146 females and 39 males) from one of well-established teacher education universities in Indonesia. A Confirmatory Factor Analysis was conducted to confirm the underlying MDI dimensions. The findings showed that the PSETs MDI was best represented by 18 items that emerged into the same four dimensions. It means the PSETs in Indonesia possess the four dimensions of multicultural dispositions, facilitating them to navigate school-level multicultural education. Four items from the original 22 items of MDI must be due to the cross-loading and low factor loading since the value was found to be more than 0.50. Therefore, it is strongly recommended that the MDI be revised when used in the Indonesian multicultural context.

Pre-service English teachers’ perception of authentic assessment practice in speaking classes Sukarno Sukarno; Ihtiara Fitrianingsih; Dwiyani Pratiwi; Nur Hidayanto Pancoro Setyo Putro
LITERA Vol 22, No 1: LITERA (MARCH 2023)
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v22i1.58864

There is a growing body of literature examining the significance of authentic assessment in enhancing teachers’ assessment literacy. This study set out to investigate pre-service English teachers’ perception of authentic assessment in their speaking class. This sequential explanatory study employed a set of questionnaires and semi-structured interviews in the data collection. A total of 46 pre-service English teachers in their final year participated in this study. They completed a web-based survey, and four of them who used authentic assessment in their speaking class were selected for an interview. The quantitative data were analyzed using descriptive analysis while the qualitative data were analyzed using thematic analysis. The findings showed that 71.74% of respondents were aware of what authentic evaluation entails as learned from various sources, primarily lecturers and tutors. More than 25% of respondents could not comprehend an authentic assessment, and fewer than a fifth (19.57%) of those surveyed had never taken a course on authentic assessment. The results from the survey and interview also showed that lack of time or the lengthy implementation time of authentic assessment, as well as the class size were reported to be the main challenges of the students in applying authentic assessment. Oral interviews, picture-cued descriptions or stories, information gaps, story/text retelling, role plays/simulations, oral reports, and debates were examples of the authentic assessment tools they normally used. This study implied the need for more authentic assessment trainings and or sessions for these pre-service English teachers in the future.Keywords: perception, authentic assessment, speaking

Eclectic approach: A search for more effective assessment ways to meet EFL assessment principles Nur Sehang Thamrin; Suwarsih Madya; Nur Hidayanto Pancoro Setyo Putro; Siti Salina Mustakim; Aminuddin Hassan; Heri Retnawati
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26682

The current EFL curriculum for high schools in Indonesia demands integrating cognitive, affective, and psychomotor domains in assessment. Therefore, teachers must consider these domains in designing assessment instruments and use them, including in a full-online class. In this type of class, they must choose effective methods with principled eclecticism that meet the assessment principles. This study examines the teachers’ assessment process, from constructing the assessment devices to implementing the test in virtual classrooms. The qualitative research approach was used to explore the online-based assessments involving 16 English teachers recruited through convenience sampling techniques. Accordingly, the data were collected using virtual semi-structured interviews through a WhatsApp call. The data were analysed descriptively through a thematic analysis integrated with an interactive technique to locate and identify common patterns of meaning in a data set. The findings show that teachers used several methods to design their tests in the planning stage, considering several aspects based on the eclectic approach principles for effective assessment practices. However, teachers need more assessment literacy regarding their knowledge of test quality. This research employed qualitative data from a small number of teachers, so future studies that include more teachers from different locations and consider different viewpoints, including those of students, families, and policymakers, on how to evaluate student achievement virtually are recommended.

Eclectic approach: A search for more effective assessment ways to meet EFL assessment principles Nur Sehang Thamrin; Suwarsih Madya; Nur Hidayanto Pancoro Setyo Putro; Siti Salina Mustakim; Aminuddin Hassan; Heri Retnawati
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26682

The current EFL curriculum for high schools in Indonesia demands integrating cognitive, affective, and psychomotor domains in assessment. Therefore, teachers must consider these domains in designing assessment instruments and use them, including in a full-online class. In this type of class, they must choose effective methods with principled eclecticism that meet the assessment principles. This study examines the teachers’ assessment process, from constructing the assessment devices to implementing the test in virtual classrooms. The qualitative research approach was used to explore the online-based assessments involving 16 English teachers recruited through convenience sampling techniques. Accordingly, the data were collected using virtual semi-structured interviews through a WhatsApp call. The data were analysed descriptively through a thematic analysis integrated with an interactive technique to locate and identify common patterns of meaning in a data set. The findings show that teachers used several methods to design their tests in the planning stage, considering several aspects based on the eclectic approach principles for effective assessment practices. However, teachers need more assessment literacy regarding their knowledge of test quality. This research employed qualitative data from a small number of teachers, so future studies that include more teachers from different locations and consider different viewpoints, including those of students, families, and policymakers, on how to evaluate student achievement virtually are recommended.

Revisiting Thompson’s Multicultural Disposition Index in preservice English teacher education in Indonesia Lusi Nurhayati; Suwarsih Madya; Nur Hidayanto Pancoro Setyo Putro; Sulis Triyono
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.22810

Despite the growing body of literature recognizing the importance of multicultural education in the 21st Century, little is known about the preservice English teachers’ (PSETs) multicultural disposition (MD) in the Indonesian setting. This survey study examined the Multicultural Dispositions Index (MDI) of PSETs. The 22 items of Thompson’s (2009a) MDI scales with four dimensions, i.e., cross-cultural competence, multicultural worldview, knowledge of professional and personal self, and professional skills and commitment, were adopted to explore the PSET MDI in this study. It was a nine-type self-report scale. The study involved 185 PSETs (aged 17–22 years; 146 females and 39 males) from one of well-established teacher education universities in Indonesia. A Confirmatory Factor Analysis was conducted to confirm the underlying MDI dimensions. The findings showed that the PSETs MDI was best represented by 18 items that emerged into the same four dimensions. It means the PSETs in Indonesia possess the four dimensions of multicultural dispositions, facilitating them to navigate school-level multicultural education. Four items from the original 22 items of MDI must be due to the cross-loading and low factor loading since the value was found to be more than 0.50. Therefore, it is strongly recommended that the MDI be revised when used in the Indonesian multicultural context.

Academic writing apprehension in higher education: A systematic review Joko Nurkamto; Lastika Ary Prihandoko; Nur Hidayanto Pancoro Setyo Putro; Oikurema Purwati
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.28928

Considering the crucial skill required in formal education, specifically in higher education, academic writing is a part of every academic writer’s life. However, some writers often feel that they have insufficient knowledge of source use and academic writing. Responding to this issue, this systematic review aims to untangle factors encountered by the writers while having academic writing and the solution to cope with the problems. A literature search supported by Publish or Perish application explored academic articles published in Scopus and Web of Science databases from 2014 to 2022. Employing the PRISMA method, 19 academic articles in qualitative, quantitative, and mixed-method designs were selected to explore the issue. Exploring the selected articles, this systematic review resulted in the following findings: (1) the factors influencing students’ writing apprehension include unfamiliarity with academic tone and style, beliefs about writing, cognitive and behavioral anxiety, and insufficient support for writing; and (2) to cope with this writing apprehension, students may seek help from others, improve their writing strategies, and effectively manage writing feedback. Furthermore, faculty members should provide more appropriate teaching techniques and opportunities for students to share ideas with their peers to reduce writing anxiety and apprehension. The implications for pedagogical practices and future research directions are further discussed.

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