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The practice of formative assessment by EFL teachers in secondary high schools in Indonesia
Full text linkLANGUAGE ASSESSMENT FOR YOUNG LEARNERS :A Descriptive Study of How Teachers at Three Elementary Schools in Eastern Part of Bandung Assess Their 4th Grade Students
No full textThe purpose of introducing English as foreign language to young learners is to stimulate learners’ interest in studying the language. Assessment should support this purpose instead of working against it. However, some studies reveal that only few English teachers comprehend the principles of teaching English to young learners. Consequently, if teachers were lack of competence in teaching young learners, it can be assumed that they are too lack of competence in assessing young learners.The objective of this study is to investigate how teachers carried out language assessment for young learners. Specifically, the aims of this study are; to identify teachers’ understanding of assessment in terms of purpose, aspect, and feedback of assessment; to identify techniques employed by teachers in assessing young learners; and to identify difficulties encountered by teachers during assessment process. This study is designed as qualitative and descriptive study. The research conducted in three elementary in eastern part of Bandung. Those elementary schools were chosen based on the assumption that they share similar features with many other public elementary schools. The features shared are: teachers must deal with a great number of students and English teachers come from various backgrounds (English and non-English background). Therefore English teachers from each elementary school are the participants of the research. The data for this study were compiled through questionnaire, interview and observation.This study reveals that respondents were well-informed of the benefit of assessment. Nevertheless, they were lack of understanding of how assessment should be carried out. Assessments conducted by the respondents were categorized as traditional assessment which is considered to be counter productive for young learners’ language development. Difficulties encountered by respondents during assessment process were mainly derived from a great number of students in their classroom
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
EMERGENCY REMOTE TEACHING IN INDONESIA: A MISSED OPPORTUNITY FOR GREATER LEARNER AUTONOMY
Full text linkThe sudden switch to learning from home during the COVID-19 pandemic impacted teachers across the world. In Indonesia, schools were closed from early March 2020 onwards. This paper presents the findings of a qualitative research project that investigated how Indonesian teachers of English responded to the challenges of Emergency Remote Teaching (ERT) and whether ERT would lead to greater learner autonomy. Ten teachers responded to an invitation to participate in focus groups and individual interviews on Zoom and to contribute examples of their lesson plans from the lockdown period. All teachers found that WhatsApp was the most efficient and effective platform for remote teaching, allowing synchronous and asynchronous sharing of audio, video and text-based materials. Despite the challenges of poor connectivity and lack of face-to-face contact, the teachers were able to continue involving their students actively in integrated, communicative tasks that pushed them to extend their communicative competence. Unexpectedly, however, the move to online teaching did not herald a shift towards greater learner autonomy. The data from this research shows that English language teaching in Indonesia is still firmly teacher-controlled despite the affordances of online learning
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
The critical challenge for ELT in Indonesia: Overcoming barriers in fostering critical thinking in testing-oriented countries
Full text linkIn recent years, the Indonesian government has put greater emphasis on promoting critical thinking in the education system, including the notion of critical thinking in national examinations, curriculum, and graduate outcomes for school education. Nevertheless, as in many testing-oriented countries, fostering critical thinking in the Indonesian context can be challenging, as the long-standing culture of testing, in which every answer is either correct or not, contradicts the concept of critical thinking. This paper focuses on identifying challenges in promoting critical thinking in English Language Teaching, especially in testing-oriented countries. The paper argues that critical thinking can be effectively fostered in students if teachers have a profound understanding of the notion. Demonstrating how critical thinking can be incorporated into teachers’ daily pedagogical activities and encouraging teachers to conduct collaborative action research about the teaching of critical thinking are suggested as two productive ways to boost teachers’ understanding of the notion of critical thinking
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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