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HOTS-BASED ASSESSMENT: THE STORY OF ENGLISH TEACHER’S KNOWLEDGE, BELIEFS, AND PRACTICES Anis Handayani; Septhina Shinta Sari; Sumardi Sumardi
Jurnal Bahasa Lingua Scientia Vol 11 No 2 (2019)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.2.273-290

High-Order Thinking skills have been a trend in recent years. Researchers studied on aspects of HOTS. Some studied on how to teach it to students while some are on how to assess it. However, the implementation of HOTS is strongly affected by the teacher’s beliefs –including knowledge, beliefs, and practices (Borg, 2001). The present study analyzes the teacher’s beliefs on HOTS-based assessment. It uses narrative inquiry as the research method. The data are gotten from the participant’s interview and document analysis –test items constructed by the participant. The data are then analyzed using short story analysis. The results show that the participants occupied the knowledge of HOTS-based assessment mainly through independent study. She believes that HOTS-based assessment can be applied in High School level. Furthermore, it gives benefits for the students. She practices HOTS-based assessment in her class by constructing HOTS items. However, some English teachers have not implemented it in their class.

MULTILINGUAL EDUCATION POLICY PRACTICES IN AN ISLAMIC BOARDING SCHOOL INDONESIA Muhammad Abdurrizal; Sumardi Sumardi; Kristian Adi Putra
UICELL No 5 (2021): UICELL Conference Proceedings 2021
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

This article explores multilingual education policy practices in an Islamic Boarding School context and how they translated multilingual language policy into their class. Researches on multilingual education policies have been widely conducted in public schools in many countries, but in Indonesia, the topic is relatively under-researched. Indonesia has an educational model born from local wisdom and applies multilingualism for student competence, namely Islamic boarding schools. This case exploratory study takes data from 3 teachers from various subjects such as (English, Religion, Biology) at an Islamic boarding school at the same level as senior high school. Thematic analysis is applied to analyze the phenomenon that occurs regarding the multilingual education policy practices. This study reveals that teachers as agents in multilingual education policies run classes based on beliefs and abilities. Data was collected by interviewing teachers as practitioners in implementing multilingual education policies. The implication of this research is to provide a reference for education practitioners in adjusting to the implementation of multilingual education. Keywords: Language Policy, Multilingual Education, Teaching Practices

An Academic Self-Efficacy as a Predicator of Senior High School Students’ Participation in English Debate Club Anggun Mukti Prima Bakti; Diah Kristina; Sumardi Sumardi
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Self-efficacy (SE) is defined as public belief in their capacity to attain intended goals via their actions. Within an academic setting, SE is frequently referred to as Academic Self-Efficacy (ASE), which impacts learner judgments about one's ability to effectively achieve educational goals. To succeed in an academic context, students must complete several academic tasks in a variety of subjects. Fear of public speaking is one of the most major challenges that students face. In an EFL context, where learners have few opportunities to practice public speaking in real-life circumstances, debate helps them to use the language to communicate their viewpoints coherently. This study is important to identify students' levels of academic self-efficacy and how they function as a predictor of academic achievement. The qualitative case study is used to explore the problem in-depth in natural setting. The data were collected from open-questionnaire and semi structured interview. The participants of the study were included nine senior high school students who are the members of Debate Club. According to the findings of this study, Academic self-efficacy influences students' motivation to join the debate club. Prior debate club experience of members became the most essential consideration for students who joined the debate club. Vicarious experience is the second most crucial aspect in students' decision to join the debate club. Then there's social persuasion, which is crucial since it serves as a role model for students. Seniors or peers who have accomplished a lot may use their success to encourage other students to join them. Another outcome is that members have strong emotional well-being, so even if they fail or have difficulties participating, they do not abandon all debate club activities. Another study was planned to involve more debate club members and to examine the teacher's role as debate supervisor.

English Teachers’ Teaching Strategies to Promote Students’ Writing Skills in Online Learning Circumstances Giyaning Rahma; Sumardi Sumardi; Endang Setyaningsih
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i2.3192

This study aims to look into how EFL teachers use teaching strategies and how they use those strategies to help students improve their writing skills during online learning. A qualitatively guided phenomenological approach is used to study three teachers and students from senior high school. The research includes interviews, questionnaires, and document analysis. The researcher then analyzed the data using techniques such as data condensation, data display, and drawing conclusions or verification. The findings show that teachers used a variety of teaching strategies in teaching writing, such as demonstrating, motivating, providing feedback, and evaluating students' tasks. Moreover, the teachers used Google Meet to give students direct instruction about teaching materials, and they used collaborative teaching by assigning students tasks to complete individually or in groups or discussions. The final strategy that teachers employ is self-directed teaching, in which teachers assign students one specific material to study independently using an online source. Using those strategies, students were helped to improve their writing skills.

HOTS-BASED ASSESSMENT: THE STORY OF ENGLISH TEACHER’S KNOWLEDGE, BELIEFS, AND PRACTICES Anis Handayani; Septhina Shinta Sari; Sumardi Sumardi
Jurnal Bahasa Lingua Scientia Vol 11 No 2 (2019)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.2.273-290

High-Order Thinking skills have been a trend in recent years. Researchers studied on aspects of HOTS. Some studied on how to teach it to students while some are on how to assess it. However, the implementation of HOTS is strongly affected by the teacher’s beliefs –including knowledge, beliefs, and practices (Borg, 2001). The present study analyzes the teacher’s beliefs on HOTS-based assessment. It uses narrative inquiry as the research method. The data are gotten from the participant’s interview and document analysis –test items constructed by the participant. The data are then analyzed using short story analysis. The results show that the participants occupied the knowledge of HOTS-based assessment mainly through independent study. She believes that HOTS-based assessment can be applied in High School level. Furthermore, it gives benefits for the students. She practices HOTS-based assessment in her class by constructing HOTS items. However, some English teachers have not implemented it in their class.

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