Garuda - Garba Rujukan Digital

THE MAPPING OF MEDIATING NEGATIVE WASHBACK OF THE NATIONAL EXAMINATION Maya Puspitasari; Muhammad Arifin Pelawi
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 11, No 1 (2023): VOLUME 11, ISSUE 1, APRIL 2023
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v11i1.p87-98

The washback study is sorely necessary in the situation of the National Examination system, which selects candidates for the next level of education, due to its gatekeeping role in influencing test-takers' academic futures and supposedly life courses and in allocating power and instituting social order. This qualitative study explores the impact of the Indonesian national examination and how the washback interlinks students, teachers, and parents. The research aims to uncover (1) the objective of the national examination, (2) the washback impact of this high-stake test on students, teachers, and parents, (3) how teachers and parents perceived to be under pressure from the national examination while affecting the students as test-takers. This case study examined the three actors as stakeholders at play through the lens of the parents, teachers, and students as test-taker by conducting semi-structured interviews with teachers and parents and also focus group discussion with students. We probe their Indonesian National Examination experiences based on their beliefs and practices as individuals or professionals. The findings indicated that the objectives of the national examination for the participants were for determining not only the students’ future but also teachers and schools. It then led the participants to have high level of anxiety in facing the national examination. Their practices of teaching, learning and parents were heavily influenced by the national examination.

HIGH-STAKES TESTING IN NEOLIBERALISM ERA Maya Puspitasari; Muhammad Arifin Pelawi
ENGLISH Vol 17 No 1 (2023)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v17i1.11653

A high-stakes test has been indicated to be negatively linked to teachers and students in the classroom. However, little is known about the impact of such tests on the teachers and students or those who are involved indirectly in their lives. Using an individual interview with eight English teachers from eight junior secondary schools, this study examines the correlation between the high-stake test with performativity mechanism in the pincer of markets and neoliberalism. Thematic analysis was used to analyse the qualitative data taken from the interviews. The findings indicated how test results were used as a source of promotion by schools to give stakeholders the knowledge they needed to engage in the marketized educational system fully. For school administrators and policymakers, the conclusions of this article had significant ramifications. High-stakes assessments were logically sound and theoretically justifiable, but a reliance on them too much foreshadowed replacing traditional educational ideals with the market value of education. The study offered fundamental new insights into high stakes testing as a tool of social control and oppression for students, teachers, and schools for adopting a neoliberal paradigm in education. In addition to impeding learning and teaching, the employment of high-stakes tests as performativity mechanisms also altered the work of schools and teachers, who were the front liners of the educational system.

Optimalisasi Sumber Belajar Digital Dalam Meningkatkan Praktik Mengajar Guru EFL Bachtiar Mpd Bachtiar; Juhana Juhana; Maya Puspitasari; Widya Rizky Pratiwi
Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal Vol 6, No 2 (2023): April 2023
Publisher : STMIK Royal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33330/jurdimas.v6i2.1995

Abstrak : Teachers as educators are required not only to convey subject matter to students but also to be able to choose the right learning strategies and media. Many English teachers, including in the city of South Tangerang, still lack understanding of how to integrate technology into their teaching practice to optimize student learning outcomes. The purpose of this community service activity is to provide knowledge, skills and awareness to English as a Foreign Language (EFL) teachers about digital learning resources that can be utilized optimally to improve their learning outcomes and integrate technology into lesson plans. The method of implementing these activities is mainly through lectures, exercises, and giving assignments. The results showed that the participants experienced an increase in knowledge, skills and awareness in using digital learning resources with a creative common license. Results also indicated that EFL teachers' understanding of integrating technology into their lesson plans improved. Keywords: EFL teacher; general creative license; study plans; technology integration Abstrak: Guru sebagai pendidik dituntut tidak hanya menyampaikan materi pelajaran kepada siswa tetapi juga harus mampu memilih strategi dan media pembelajaran yang tepat. Banyak guru bahasa Inggris, termasuk di kota Tangerang Selatan, masih kurang memahami bagaimana mengintegrasikan teknologi ke dalam praktik mengajar mereka untuk mengoptimalkan hasil belajar siswa. Tujuan dari kegiatan pengabdian masyarakat ini adalah untuk memberikan pengetahuan, keterampilan, dan kesadaran kepada guru Bahasa Inggris sebagai Bahasa Asing (EFL) tentang sumber belajar digital yang dapat dimanfaatkan secara optimal untuk meningkatkan hasil belajar mereka serta mengintegrasikan teknologi ke dalam RPP. Metode pelaksanaan kegiatan tersebut terutama melalui ceramah, latihan, dan pemberian tugas. Hasil penelitian menunjukkan bahwa peserta mengalami peningkatan pengetahuan, keterampilan, dan kesadaran dalam menggunakan sumber belajar digital dengan creative common license. Hasil juga menunjukkan bahwa pemahaman guru EFL tentang mengintegrasikan teknologi ke dalam rencana pelajaran mereka meningkat. Kata kunci : guru EFL; lisensi kreatif umum; rencana belajar; integrasi teknologi

HIGH-STAKES TESTING IN NEOLIBERALISM ERA Maya Puspitasari; Muhammad Arifin Pelawi
ENGLISH Vol 17 No 1 (2023)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v17i1.11653

A high-stakes test has been indicated to be negatively linked to teachers and students in the classroom. However, little is known about the impact of such tests on the teachers and students or those who are involved indirectly in their lives. Using an individual interview with eight English teachers from eight junior secondary schools, this study examines the correlation between the high-stake test with performativity mechanism in the pincer of markets and neoliberalism. Thematic analysis was used to analyse the qualitative data taken from the interviews. The findings indicated how test results were used as a source of promotion by schools to give stakeholders the knowledge they needed to engage in the marketized educational system fully. For school administrators and policymakers, the conclusions of this article had significant ramifications. High-stakes assessments were logically sound and theoretically justifiable, but a reliance on them too much foreshadowed replacing traditional educational ideals with the market value of education. The study offered fundamental new insights into high stakes testing as a tool of social control and oppression for students, teachers, and schools for adopting a neoliberal paradigm in education. In addition to impeding learning and teaching, the employment of high-stakes tests as performativity mechanisms also altered the work of schools and teachers, who were the front liners of the educational system.

Carried out at the end of learning: Perceptions of the Formative Assessment Maya Puspitasari; Muhammad Arifin Pelawi
Indonesian Journal of Learning Education and Counseling Vol. 6 No. 1 (2023): September
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v6i1.2062

Formative assessment in language learning is inevitable. The differences between formative and summative assessment do not only lie in the time when the assessment is carried out. The differences might be examined by the purposes why the assessment is conducted. This study aims to gather information about the implementation of formative assessment in the classroom. Seven open-ended questions were distributed to 100 participants in an online survey. Eighty-three responses were gathered and analysed qualitatively. The findings showed that there are different perceptions of formative assessment from formative assessment on the policy. The participants indicated that the assessment practices focused more on gaining scores than on providing positive feedback to the students. The new curriculum that emphasises more formative assessment of the pedagogy practices might fail to be implemented in the classroom.

Peningkatan Pengetahuan Guru Bahasa Inggris SMP Kota Depok Terhadap Implementasi Asesmen Dalam Pembelajaran Maya Puspitasari; Juhana Juhana; Aminudin Zuhairi; Lidwina Sri Ardiasih; Bachtiar Bachtiar; Widya Rizky Pratiwi
Jurnal Pengabdian dan Peningkatan Mutu Masyarakat (Janayu) Vol. 4 No. 3 (2023): Jurnal Pengabdian dan Peningkatan Mutu Masyarakat (In Press)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/janayu.v4i3.28784

Purpose – In March 2023, Master of English Education, Universitas Terbuka initiated a program of community service to improve the English teachers’ competencies This program is carried out to guide the English teachers who teach at junior high schools in Kota Depok to improve their competence and students’ achievements, as well as efforts to create a generation that has good competitiveness. Design/methodology/approach – The method used in this community service includes three stages of interrelated activities to ensure maximum achievement of results, namely: (1) needs assessment and communication regarding partners' willingness to participate in training; (2) delivering material using lecture and question and answer methods; (3) carry out practice according to the material provided. Findings – The outcome of this program is demonstrated by the improvement of teachers in creating test items, switching from questions based on text to questions of higher-order thinking skills questions. Originality/value – One element mentioned by the Supervisor of English teachers and the Head of Musyawarah Guru Mata Pelajaran (MGMP) for English subjects is the implementation of assessment. This program provides English teachers with some new knowledge, insights and perspectives about assessment in English language learning.

Driving to communicative approach: the innovative teaching speaking methods in Indonesian English immersion program Widya Rizky Pratiwi; Heri Kuswoyo; Maya Puspitasari; Juhana Juhana; Bachtiar Bachtiar
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.25420

Students’ failure to be successful English learners is primarily due to uninteresting materials that lead to demotivation in learning. This research aimed to uncover the students’ motivation to study in the Indonesian English immersion program (IEIP) of Kampung Inggris Pare and to investigate the innovative methods of teaching speaking as a communicative approach in the IEIP at Kampung Inggris Pare. This qualitative study with a micro-ethnography approach was conducted in four English course institutions by associating ten students and four teachers as participants. By having the initial interviews, the results revealed that most students perceived learning English at formal schools as unsatisfied. In comparison, the two months of observation in “the daffodils, Mr. Bob, Kresna, and Peace” English course institutions found that the teachers taught speaking by integrating the other skills and utilizing some sources. They could regulate and deliver the materials attractively based on their methods. The communicative methods employed namely teaching speaking through writing practice (TSWP), teaching speaking through listening practice (TSLP), and teaching speaking through visual media or pictures (TSVM). This study supports students learning English at the IEIP because it fits the purpose of communicative goals, which directs the students’ success.

TECHNOLOGY INTEGRATION IN LEARNING IN THE 21ST CENTURY EFL CLASSROOM IN INDONESIA Bachtiar Bachtiar; Juhana Juhana; Aminudin Zuhairi; Lidwina Sri Ardiasih; Maya Puspitasari; Widya Rizky Pratiwi
BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol 6, No 1 (2024): BUDIMAS : Jurnal Pengabdian Masyarakat
Publisher : LPPM ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/budimas.v6i1.12817

This paper reports the outcomes of a ‘Community Service’ activity related to the integration of technology in English language teaching in Indonesia in the 21st century. The activity was conducted for junior high school English language teachers in Depok District, Indonesia. It outlines the opportunities and challenges faced by teachers in incorporating technology into their teaching and learning processes. Key themes emerging from the activity, include enhancing English language proficiency, increasing engagement and motivation, developing 21st-century skills, cultural exchange and global awareness, as well as the role of teachers and professional development. However, the effectiveness of technology integration heavily relies on the teachers' proficiency, availability of infrastructure, and pedagogical adaptation. The findings of the activity highlight the importance of comprehensive teacher training programs, improvements in educational infrastructure, and a pedagogical shift towards a curriculum more inclusive of technology. Recommendations include enhancing collaboration among stakeholders to support a technology-enriched learning environment to meet the evolving needs of learners in Indonesia.

Title

Found 8 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 8 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 8 Documents
Search