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All Journal Wacana Akademika : Majalah Ilmiah Kependidikan Wiralodra English Journal (WEJ) Journal of English Education, Literature and Linguistics
Titi Lestari
Universitas Sarjanawiyata Tamansiswa
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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IMPLEMENTING PERFORMANCE-BASED FORMATIVE ASSESSMENT IN GRAMMAR CLASS DURING REMOTE TEACHING Titi Lestari; Dinar Martia Azizah
Wiralodra English Journal Vol. 5 No. 1 (2021): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v5i1.128

Abstract

Language assessment is as challenging as language teaching. This idea applies more significantly in this Covid-19 pandemic situation as teachers struggle to create rich learning experiences to the learners remotely. In grammar class of higher education context, some problems have occurred especially when it comes to assessment, or, more specifically, giving appropriate tasks or tests. Observations on the writer’s online grammar class result in concerns around cheating and other barriers such as low internet connection, poor devices and unmonitored presence of students. The backwash effect of multiple-choice, standardized-like task is mostly negative. This is a Classroom Action Research proposing alternative assessment called performance-based assessment to better assess students’ grammar mastery. Online class observation, documentation and interview were employed to collect the data. Analysis model of Miles, Huberman, & Saldana (2014) is used. Performance-based assessment was implemented through some activities i.e. self-introduction paragraph, short diary, writing a message, reading short story, telling unexpected moments, and short interview. These tasks indicate to promote learners to be able to notice and apply features of grammar in communicative, natural, and realistic contexts of use.
Analisis Penguasaan Literasi Digital Mahasiswa Widowati Pusporini; Devi Septiani; Titi Lestari
WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 6 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

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Abstract

The Research and Evaluation Program of Education, Science Education, and English Language Education is a study program with a different science focus which have similarities in the final learning objective of preparing graduates to compete in the 21st century. This research aims to provide an overview of the mastery of digital literacy of students in 3 study programs in Universitas Sarjanawiyata Tamansiswa.This study is a research survey conducted for 2 months; sampling selection is using purposive sampling techniques. Instruments in the form of e-questionnaires were used to assess the ability of the level of mastery of digital literacy of students. Data from the questionnaire were analyzed using the Miles & Huberman analysis model. Based on the results of the questionnaire analysis showed that digital literacy in all three Study Programs had reached an excellent category. The percentage of digital literacy of students of the English Education study program amounted to 79.04, IPA Education by 80.82, and The Graduate Program of Education Research and Evaluation of 84.14.
THE INTEGRATION OF HOTS-ORIENTED INSTRUCTION IN GRAMMAR CLASS Titi Lestari; Dinar Martia Azizah
Journal of English Education, Literature and Linguistics Vol 3 No 1 (2020): Journal of English Education, Literature and Linguistics
Publisher : STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (171.423 KB) | DOI: 10.31540/jeell.v3i1.873

Abstract

Commonly, grammar is seen as a rigid, boring course, even less contributing to the improvement of the other English skills. In fact, the purpose of learning grammar is to improve the quality of communication both oral and written. In other words, the better the grammar understanding, the more likely the other skills will increase. The problem found in the field is that grammar has been taught deductively. The accompanying exercises are still in the Lower Order Thinking Skills (LOTS) realm. In fact, there are many models of activities and exercises offered by various sources (textbooks) that support the integration of Higher Order Thinking Skills (HOTS), so that grammar learning is more contextual and communicative. Therefore, other macro skills will be promoted. This study describes how HOTS-oriented instruction in grammar class is implemented and how the implementation supports the improvement of students’ macro skills. This study belongs to an Action Research. The data collection techniques include observation, interviews, and documentation. The gained data were analysed using model from Miles, Huberman, and Saldana (2014) which includes data collection, data condensation, data presentation, and drawing conclusions. The results indicate that the HOTS principles were done through employing pictures, videos, brochures as the materials and the exercises designed in various activities such as giving opinion, dialogues, writing simple stories. The HOTS integration yields promotion on students’ macro skills such as writing, reading and speaking. Their works are more meaningful and reach the level of analyzing, not only at the level of remembering and understanding.
THE USE OF MIMIND APP TO SUPPORT WRITING PERFORMANCE OF SECONDARY STUDENTS Titi Lestari; Hasti Robiasih; Dinar Martia Azizah; Aqidah Danar Pambudi
Wiralodra English Journal Vol. 6 No. 2 (2022): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v6i2.164

Abstract

The present study explores how Mimind app is implemented and what strengths and challenges this app brings to the writing class of the seventh-grade students of a secondary school in Kroya. This is an Action Research involving 16 seventh grade students. Documentation, observations, and interviews were used to gain the necessary data. The collected data were analyzed using qualitative analysis model from Miles, Huberman, and Saldana (2014). The results indicate that: (1) The implementation of Mimind App in teaching learning activities was executed through the five stages of Scientific Approach and there were some activities such as giving picture, giving model text, giving individual work, group work, completing and developing a mind map, and creating a descriptive text. (2) Several strengths of using Mimind App as an online learning medium are: (a) an increase in motivation through the level of participation and activeness of students in online learning process, (b) the creation of an interesting and fun learning atmosphere for students, (c) and an increase in students writing performance, i.e., students’ writing ability. However, challenges deal with sufficient time management to explore the richly-provided features of the application.
Co-Authors Aqidah Danar Pambudi Devi Septiani Dinar Martia Azizah Dinar Martia Azizah Rr. Hasti Robiasih Widowati Pusporini