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All Journal Educalingua Journal
Makmuroh, Umniyyatul
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Education Languange, Linguistic, Communication & Media

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Performance-Based Assessment in Assessing the Students’ Evaluating Skill: How is the implementation in English Learning? Makmuroh, Umniyyatul; Abimbowo, Yusuf Olatunji; Agoro, Samira
Educalingua Journal Vol. 2 No. 1 (2024): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i1.394

Abstract

Performance-based assessment (PBA) enables teachers to determine learners’ genuine language competency and promote critical thinking skills. The students applied their knowledge in practical ways during the teaching and learning process. Evaluating skill is one of the higher-order thinking abilities (HOTS) every individual should strive to master. Some research have indicated that this competence is under-evaluated. This study intends to elucidate the utilization of Performance-Based Assessment for evaluating students' skills in learning English. A qualitative research design was used to recruit an English teacher who met the study requirements and was teaching ninth-grade students at SMPN 2 Semarang. Information was collected through classroom observation, document analysis, and interviews. The study revealed that the teacher utilized probing questions in process-oriented assessment while applying performance-based assessment to evaluate students' skills in evaluating English acquisition. Challenging questions were asked during the learning activities to challenge students to think critically about their answers. The teacher led the pupils in a thorough discussion of the learning materials. The assessment questions were primarily open-ended WH questions designed to engage higher-order thinking skills
EFL in a Multilingual Nation: Balancing Bahasa Indonesia and English in the Elementary Classroom Coloquit, Lorie Mae; Makmuroh, Umniyyatul
Educalingua Journal Vol. 3 No. 2 (2025): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v3i2.2888

Abstract

Indonesia’s multilingual landscape poses both opportunities and challenges for English language learning in primary education, where Bahasa Indonesia serves as the main instructional language alongside the introduction of English. Grounded in Vygotsky’s Sociocultural Theory and Translanguaging Theory, this study explored how fifth-grade students and their teacher at SD Hj. Isriati Baiturahman 1 Semarang navigate the interplay between Bahasa Indonesia and English in the classroom. Using a qualitative case study design, data were collected through classroom observations, interviews, and document analysis. Findings revealed that students used Bahasa Indonesia as a cognitive and emotional scaffold to support English comprehension, while English was employed primarily for structured classroom tasks and oral practice. Translanguaging emerged as a natural learning strategy that facilitated meaning-making, confidence, and participation. Students demonstrated positive attitudes toward bilingual instruction, perceiving it as both supportive and empowering. The study concludes that balanced bilingual practices enhance engagement, promote additive bilingualism, and nurture linguistic identity among young learners. The implication highlights the need for EFL teachers and policymakers in Indonesia to embrace multilingual pedagogy that integrates Bahasa Indonesia strategically to foster inclusive, meaningful, and culturally responsive English learning.
Co-Authors Abimbowo, Yusuf Olatunji Agoro, Samira Coloquit, Lorie Mae