1,720,957 research outputs found
REINFORCING ALTERNATIVE ASSESSMENT TO PROMOTE AUTHENTIC ASSESSMENT IN ENGLISH YOUNG LEARNERS’ CLASSROOM
No full textAbstract: This paper discusses the process of alternative assessment in English young learners‟ classroom. As regard with the assessment, it is a process which cannot be separated from the process of teaching learning. It is a fact that in Indonesia teacher usually assesses learners by focusing on summative test – also called as traditional test- a test for assessing learners after they accomplish the course. This also happens to English young learners‟ classroom. Young learners should be encouraged also to do formative assessment to see not only the result, but also the process of learning English. Alternative assessment consists of a method of finding out what a student knows or can do; it is intended to show growth and inform instruction, and it is an alternative to traditional forms of testing, namely multiple-choice tests . This paper describes some theories (library research) which underpin the assessment as integral part of teaching; it also presents the kinds of alternative assessment that can be utilized by teacher in the teaching learning process to promote authentic assessment for young learners .Key words: alternative assessment, authentic assessment, English young learners’ classroo
THE USE OF FIRST LANGUAGE (L1) IN EYL CLASSROOM : A Case Study at Three Elementary Schools in Tasikmalaya
Get PDFThis study focuses on the use of L1 in English for young learners (Teaching English to Young Learners). In this study, three English teachers and three classes of the third grade of three elementary schools in Tasikmalaya were involved as participants. The purpose of the study is to get insights in what stage (pre-, whilst, or post activities) of English teaching learning process that L1 is used, the functions of L1 in the teaching of English to young learners, and the teachers’ reasons for using L1 in TEYL. Research design used in this study was a case study. The data were collected through fifteen times classroom observations and interviews with the three teacher respondents. Data from classroom observations were coded, categorized and analyzed based on the occurrence of L1 used by teachers in the English instructions. Data from interviews were also categorized based on the teachers’ reasons for using L1 in the classrooms. The result of this study indicates that most of the teachers used L1 in all three stages of teaching process, pre-, whilst and post activities. This study confirms previous research which categorizes the functions of L1 into ten categories (Allwright, 1988) – asking questions, introducing new words, reviewing, giving information, giving directions, lecturing, praising, criticizing students, encouraging, and responding to students’ activity or statement. Generally, the functions can be categorized into three purposes: instructional, managerial, and affective purposes. Furthermore, the reasons for L1 use include facilitating communication, facilitating teacher-student relationships, and facilitating the learning of L2. In conclusion, the use of L1 in TEYL can benefit students in learning English
Program evaluation of English language learning for EYL curriculum development in Indonesia: teachers
Get PDFProgram evaluation (henceforth PE) is a phase of curriculum development in the ELT context and is precious for improving curriculum reform. However, more research needs to be undertaken to investigate PE as a part of the English curriculum development for young learner
Demotivated Students during Online English Learning in Covid-19 Pandemic: Voices from Indonesian Students
Get PDFThe COVID-19 pandemic has forced all sectors to stop their activities. As a result of this, learning activities were suddenly changed to online methods. Seeing the phenomena that occur around researchers, the decreasing of students' motivation during online English learning can be a serious matter. If the demotivating factor cannot be known, it will be difficult for the teacher to overcome it. To fill this gap, the researcher intends to look for the factors that cause demotivation in students during online English learning. An exploratory case study was employed as the research design and semi-structured interviews were selected as the data collection technique. The data were analyzed using thematic analysis based on demotivating factors (learning contents and materials, teachers’ competence and teaching styles, inadequate school facilities, and lack of intrinsic motivation). Research reveals that there are two major factors of demotivation experienced by students: (1) internal factors; (2) external factors. Internal factors consist of lack of interest; undirected study goals; negative habits, and external factors consisting of surrounding elements; teaching style; teaching materials and teaching content; learning facilities; sudden transition. In conclusion, the teaching and learning practices should encourage students to have positive experiences and not demotivate them in learning English such as using interesting online tasks
Investigating Self-Assessment as a Platform of Student-Teacher’s Reflection in EFL Teaching Practice
Get PDFThis reflective practice study aims to investigate how self-assessment as a platform for self-reflection functions to promote student teacher’s professional development. This study involves the researcher herself as a student teacher who completed a teaching practice in a senior high school in Indonesia. To collect the necessary data, this study uses self-assessment, which consists of nine points of self-reflection, including (1) Organization, rules, and procedures; (2) Preparing students for new learning; (3) Positive relationship; (4) Deeping Learning; (5) Presenting new learning; (6) Helping students reflect on and celebrate learning; (7) Culture of thinking and learning; (8) Applying learning; (9) Engagement and Enjoyment. Then, the collected data are analyzed by using thematic analysis. The results showed that there are two main functions of self-assessment in a student teacher’s professional development, which are (1) to improve classroom management skill, and (2) to improve teaching strategy. To sum up, reflection by using self-assessment, which consists of nine assessed points related to the student teacher’s classroom teaching practices, can facilitate reflection on many things related to the teaching and learning process, which in turn can help the student teacher to improve her professional development
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Variations on the Author
Get PDF“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
Get PDFWe 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
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe 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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