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All Journal Ethical Lingua: Journal of Language Teaching and Literature Indonesian Journal of English Language Teaching and Applied Linguistics
Eriani, Efit
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Humanities Education Languange, Linguistic, Communication & Media

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EFL Teachers’ Views on English Assessment in 2013 Curriculum Sari, Yulnada; Eriani, Efit; Pratolo, Bambang Widi
Ethical Lingua: Journal of Language Teaching and Literature Vol. 7 No. 1 (2020)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (261.952 KB) | DOI: 10.30605/25409190.121

Abstract

Teaching English as a foreign language in Indonesia faces several challenges not only from the teachers, students, facilities, teaching and learning process, but also how to assess the students. This present study purposed to investigate the English teachers’ views in conducting English assessments accordance in with 2013 curriculum. This study is a qualitative. The subject of this study is junior high school English teacher in Yogyakarta, Indonesia. The research data were collected through in-depth interview and observation. The results of the study suggested that before teaching, the teachers have prepared the lesson plans which included the rubric of the assessments in 2013 curriculum. English assessments that were used by the teachers were product, skill or knowledge assessment and attitude assessment. In product assessment, there were project and portfolio assessments, while skill or knowledge assessment consisted of writing, speaking, reading, and listening assessments. Thus, most of the teachers agreed with English assessment in 2013 curriculum because attitude assessment is separated from product, skill, and knowledge assessments. This study also revealed that the teachers encountered some problems in conducting the assessments dealing with student’s low motivation, lack of vocabulary, large amount of the student in the class, and shortage of teaching duration.
Investigating the Use of Corpus-Informed Grammar Materials in Indonesian EFL Classrooms Oktavianti, Ikmi Nur; Eriani, Efit; Rolyna, Ifa; Prayogi, Icuk
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i2.1415

Abstract

Despite the growing recognition of corpus in language teaching and learning, the importance of teaching materials informed by corpus investigation has not been widely acknowledged, especially in the EFL context. In teaching grammar, it is essential to provide authentic materials for the learners indicating both grammaticality and appropriateness. This study investigates students’ perceptions of the use of corpus-informed grammar materials and the strengths and drawbacks of these materials. The participants were 40 Basic Structure students at their first-year university level. The data were collected using questionnaires and interviews after the participants attended seven meetings with Real Grammar as the book used in the classroom. The data were then coded, categorized, and analyzed to describe how the students perceived the materials. The present study showed that most students have a positive attitude toward the corpus-informed grammar book since it enables them to know the appropriate context of use related to the register (spoken or written). Corpus-informed materials have several strengths, such as describing the register-specific and frequency information, improving language learning awareness, learning motivation, critical thinking, and many more. However, corpus-informed materials should not be the only thing to rely on, so lecturers or instructors should provide adequate explanations for the materials and corpus research. These results show that it is necessary to promote the use of corpus-informed materials in EFL classrooms, including grammar classes. However, the teachers should also be trained on how corpus works, and corpus-related terms and the use of corpus-informed materials should be reconsidered for the lower level of learners.
Co-Authors Bambang Widi Pratolo Icuk Prayogi Ikmi Nur Oktavianti Rolyna, Ifa Sari, Yulnada