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All Journal OKARA: Jurnal Bahasa dan Sastra JURNAL Al-AZHAR INDONESIA SERI HUMANIORA TELL - US JOURNAL
Adrian, Merry
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring the Ethical Dimensions of Testing and Assessment: An Investigation Into Grade Inflation Among EFL Teachers Wibowo, Enggar Pangesti; Lestari, Ayu; Adrian, Merry; Firdausiyah, Kanaya Salsabila; Islamiy, Jiaul Haque; Putri, Raudhah Diara; Kemal, Taufiq; Kurniawan, Eri
OKARA: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2024): OKARA: Jurnal Bahasa dan Sastra
Publisher : Center of Language Development, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v18i1.12676

Abstract

Concerns over grade inflation have been raised since teachers tend to give students higher grades than they should. If the level of achievement does not correspond to an appropriate improvement in quality, it can raise concerns about the value of grades as a meaningful measure of academic achievement as well as the integrity and effectiveness of the education system. This research aims to find out how EFL teachers perceive grade inflation and what procedures and ethical considerations they follow in the grade inflation process. A descriptive qualitative study was employed using structured questionnaires and semi-structured interviews with two high school EFL teachers in Bandung. The result showed that although academic performance remains a central consideration, unconscious biases may influence grading when student behavior is factored into assessments. Moreover, teachers acknowledge the dilemma of doing grade inflation where they actually get pressure implicitly from the assessment system, which often takes the form of minimum competency standard (KKM/KKTP). However, they approach it positively, viewing it as an opportunity to enhance student abilities. Despite employing different procedures and assessment criteria in their grade inflation practices, both teachers incorporate ethics. This highlights the need for all teachers to understand and implement ethical grading practices.
A Comparative Analysis of Theme and Thematic Progression in Descriptive Texts Lestari, Ayu; Wibowo, Enggar Pangesti; Adrian, Merry
JURNAL Al-AZHAR INDONESIA SERI HUMANIORA Vol 9, No 2 (2024): Juli 2024
Publisher : Universitas Al Azhar Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36722/sh.v9i2.2830

Abstract

This study aims to analyze the theme and thematic progression and compare both student’s and standardized descriptive texts. Additionally, the research would delve into the pedagogical implication in teaching a descriptive text. A text from a student of a senior high school in Semarang, Indonesia and a TOEFL Practice text were collected in the document analysis. Thematic analysis was done by applying SFL principles. The result showed that both texts employed textual and topical theme system mostly with model’s text using an interpersonal theme once. the student’s descriptive text had few missing themes which also indicated that it had grammatical mistakes that need to be given attention when teaching language to learners. Both texts served the thematic progression of zig-zag and reiteration as descriptive text aims to describe and identify an object. Although, the student had chosen few multiple patterns and seldom had no pattern in the text. Furthermore, the integration of thematic system studies and thematic development towards a descriptive text through modeling and construction activities can contribute greatly to providing substantial learning benefits to promote language proficiency and efficient communication skills.Keywords - Theme progression; SFL; Descriptive text; ELT.
A Comparative Analysis of Transitivity System in Model and Student Descriptive Texts Wibowo, Enggar Pangesti; Lestari, Ayu; Adrian, Merry
JURNAL Al-AZHAR INDONESIA SERI HUMANIORA Vol 9, No 2 (2024): Juli 2024
Publisher : Universitas Al Azhar Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36722/sh.v9i2.2831

Abstract

Researches on ideational meaning have been widely reported, but rarely do they compare transitivity analysis systems on two similar texts. The aim of the study deals with the transitivity system of the descriptive texts of the model text taken from a TOEFL exercises book and the student’s text written by a tenth grade student of SMA Islam Al Azhar 15 Semarang. It also explores how the understanding of experiential grammar informs pedagogical practices. The research approach of the study was descriptive qualitative completed by textual analysis using Halliday’s SFL theory. The result of the transitivity system shows that the model text and the student’s text employed different types of processes. However, both texts present a similar transitivity pattern in the dominance of material processes and circumstances of location. One incomplete clause in the student’s text caused the attributive process not to appear. All in all, the main linguistic features of descriptive text, relational processes, are not accurately employed in the texts. Knowledge of experiential grammar brings potential benefits for both learning and teaching. It enhances student learning by providing an understanding of authorial intent and grammatical structure, and empowers educators to create useful instructional approaches to improve students' writing and critical thinking skills.Keywords - Descriptive Text, Ideational Meaning, SFL, Transitivity System.
ANALYSIS OF “ENGLISH ON SKY” TEXTBOOK FROM THE PERSPECTIVE OF DIFFERENTIATED INSTRUCTION: A TEACHER’S PERSPECTIVE Adrian, Merry; Wirza, Yanty
TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i2.9142

Abstract

Each student has a unique set of learning needs, learning styles, and background of knowledge, concerns have been expressed about differentiated instruction. Differentiated instruction is a teaching strategy that modifies lessons to meet the needs of each individual student, improving learning and motivation. Traditional instruction frequently fails to meet the requirement for struggling and advanced learners because it tent to focus on ordinary students.  Using the framework proposed by Thomlinson (2014), this study evaluates the potential use of the textbook English on Sky to assist differentiated instruction as evidenced by the occurrence of differentiated instruction elements: content, process and product contained in the textbook. This descriptive qualitative study collected data through a three-type categorization of differentiated instruction from Thomlinson (2014) and an interview conducted to an English teacher using the textbook. The findings reveal that the textbook does not support any differentiated instruction content, process and product. The teacher also has adequate understanding about DI. The study leads to the conclusion that English on Sky does not have potential to assist differentiated instruction considering that the book was not written for an emancipated curriculum. To accommodate different students' interests and learning styles, it is recommended that teachers switch to textbooks that offer differentiated instruction in terms of content, process, and product.
Co-Authors AYU LESTARI Eri Kurniawan Firdausiyah, Kanaya Salsabila Islamiy, Jiaul Haque Kemal, Taufiq Putri, Raudhah Diara Wibowo, Enggar Pangesti Yanty Wirza