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All Journal Litera EDUKASI REiD (Research and Evaluation in Education) JOLLT Journal of Languages and Language Teaching Jurnal Bilingual
Sukarno Sukarno
Universitas Negeri Yogyakarta
Education Languange, Linguistic, Communication & Media Social Sciences Other

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HAKIKAT BAHASA, NASIONALISME, DAN JATIDIRI BANGSA DALAM KEBIJAKAN PENDIDIKAN BAHASA Sukarno Sukarno
EDUKASI Vol 19, No 1 (2021): Edisi Mei 2021
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.edu.v19i1.3199

Abstract

Indonesia as a large archipelagic country causes Indonesia to have the largest number of regional languages in the world. Each region has its own regional language, so for the purposes of communication that unites the nation, a unified language is needed, Indonesian. Meanwhile, for the purposes of international relations, foreign languages, especially English, are vital. Thus, languages in Indonesia are categorized into regional languages, national languages, and foreign languages. As a means of communication, the language used reflects the function and character of the speaker. This paper discusses the nature of language, nationalism, national identity in language education policy.
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, Arts, and Culture Universitas Negeri Yogyakarta

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

Abstract

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 
Item analysis of reading comprehension questions for English proficiency test using Rasch model Henda Harmantia Dewi; Siti Maftuhah Damio; Sukarno Sukarno
REID (Research and Evaluation in Education) Vol 9, No 1 (2023)
Publisher : Sekolah Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v9i1.53514

Abstract

The need to take English as a foreign language proficiency test (known as TOEFL [Test of English Language Proficiency]) has been gaining popularity in Indonesia. The increasing demands for such a test and its expensive cost have reinforced many institutions to develop TOEFL instruments and administer the test internally. However, constructing a test instrument is a complex process that makes conducting item analysis become more challenging. Meanwhile, item analysis is crucial to assess the items’ quality. Therefore, this study reported the results of statistically analyzing 20 questions of TOEFL reading comprehension that were analyzed in terms of the test reliability, the item and person fit, and the items’ difficulty level. Thirty-eight members of the English Department Students’ Association of a state university in West Java participated in this study by taking the reading test. The data were analyzed using the Rasch model by utilizing the Quest program. The results showed that four items (36.8%) did not fulfill the ideal criteria of a valid test because they were too easy and too difficult to be given to the target test takers; thus, they needed to be discarded. Meanwhile, 16 items (63.2%) are of good quality and can be used immediately in the proficiency test, especially to measure reading comprehension skills, because they have fulfilled the standard requirements for a valid test. The findings have provided insight into the importance of item analysis in validating test instruments to improve the test quality for future administrations.
DEVELOPING STUDENTS’ MACRO LANGUAGE SKILLS INTEGRATEDLY BY INTERCONNECTING THE TARGET CULTURE AND LOCAL WISDOM IN TEFLIN/TEGL/TEIL Sukarno Sukarno; Saiful Latif
Jurnal Bilingual Vol 13, No 2 (2023): Jurnal Bilingual EDISI OKTOBER 2023
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.bilingual.v13i2.7495

Abstract

The goal of teaching English as a foreign language in Indonesia (TEFLIN), or in a wider context–teaching English as a global language (TEGL) or teaching English as an international language (TEIL), is that the students are able to “authentically” communicate with others using the target language in real life situations: attending lectures or seminars, having a chat via Internet, discussing TV programmes, bargaining items in markets, etc. When the communication takes place, the four macro language skills are integratedly employed to convey and receive messages as the contents of communications. This vividly seems that language in use must have contents because language itself merely consists of symbols, grammatical rules in the forms of patterns, and skills. In TEFLIN or TEGL/TEIL, therefore, the teachers/lecturers of English should cater the students with meaningful contents appropriate for them to develop their four macro language skills in meaningful learning atmosphere. The contents encompass the target culture and students’ local wisdom related to their real-life situations. The target culture is employed as meaningful input texts for receptive skills: listening and reading. The input texts are then employed to explore and elaborate on local wisdom related to the target culture for productive skills: writing and speaking. The steps proposed are as follows: 1) warming the students up with relevant situation to the topic, 2) presenting input texts about the target culture to discuss (listening or reading), 3) analysing the ways of expressing ideas used in the target language –English, 4) analysing and discussing the language elements, and 5) employing the learned ways of expressing ideas in productive skills (writing and speaking) about local wisdom related to students’ real life situations in the target language.
International Students Experiences and Identity Development while Joining Study in Indonesia: Narrative Inquiry in Magister Study Level R. Muhammad Satria Gyas Mustagis; Sukarno Sukarno
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11394

Abstract

International students choose Indonesia as a destination for their studies for various reasons, and they face unique challenges while studying abroad in the country. The purpose of this study is to explore the experiences of master's students who participate in study abroad programs in Indonesia. By understanding these experiences, the study aims to provide insights that can enhance the support and structure of such programs. To achieve this, the researchers employed a narrative inquiry methodology, focusing on the stories of two international participants in the program. This approach allows for an in-depth understanding of the participants' personal experiences and the meaning they derive from them. Through the analysis of their narratives, the study highlights the value of studying overseas for a student’s overall development. The findings emphasize that studying abroad in Indonesia offers significant benefits, contributing to the students' personal and academic growth. The experiences shared by the participants reveal how they navigated the cultural, social, and academic challenges encountered during their time in Indonesia. These challenges, while initially daunting, ultimately contributed to their resilience and adaptability. In conclusion, the study underscores the importance of international study programs in fostering global understanding and cooperation. By sharing the narratives of the international participants, the research highlights both the challenges and the profound benefits of studying abroad. These insights are crucial for universities aiming to provide enriching and supportive study abroad experiences that contribute to the personal and professional development of their students.
Co-Authors Dwiyani Pratiwi Henda Harmantia Dewi Ihtiara Fitrianingsih Nur Hidayanto Pancoro Setyo Putro R. Muhammad Satria Gyas Mustagis Saiful Latif Siti Maftuhah Damio