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All Journal Edulitics (Education, Literature, and Linguistics) Journal Indonesian Journal of English Teaching
Musyarrofah, Hamdatul
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Education Languange, Linguistic, Communication & Media Other

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The Role of Vlog Project in Facilitating Authentic Speaking Assessment Habibah, Nur; Pradana, Agsan Widy Kirana; Febrianty, Ervina; Musyarrofah, Hamdatul; Pradana, Muhammad Ilham Adhi
Edulitics (Education, Literature, and Linguistics) Journal Vol 6 No 2 (2021): December, 2021
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v6i2.2468

Abstract

To date, video blog (vlog) has been identified as a convenient learning tool to develop learners’ speaking skill. In language assessment, especially speaking, vlog has met the criteria for assessing learners’ speaking skill authentically since it provides real-life situations in the process of creating the video. This study aimed at investigating how vlog facilitates authentic assessment in measuring students’ speaking skill. This study is guided under a descriptive qualitative method using interview guidelines to collect the data and observation checklist in analysing the data. Two lecturers and six tertiary students from spoken English class were involved. The findings illustrate that the vlog project has acquired the criteria of authenticity of a speaking assessment as well as students’ preference in speaking assessment. The vlog project, therefore, can be advantageous media to assess students’ speaking skills authentically.
EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK): Urban and Suburban Schools in East Java Musyarrofah, Hamdatul; Setiawan, Slamet; Munir, Ahmad
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 2 (2023): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

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Abstract

The advancement of technology encourages teachers to not only have great pedagogical and content knowledge but also technological knowledge to improve their teaching. In this study, the researcher aimed to measure the both urban and suburban teachers’ TPACK level, as well as the teaching activities they implemented. The researcher distributed questionnaire and conducted interview to collect the data. The findings indicated that there was not significantly difference between urban and suburban teachers. From 4-point scale, the total average scores were 3.3 for suburban teachers and 3.5 for urban teachers. The lowest score was 2.75 gained by suburban teachers in three items including monitoring their own writing for accuracy, monitoring their own speech for accuracy, and selecting authentic English language resources to suit students’ needs. They provided different kinds of activities namely reading kinds of texts and stories followed by exercises for example fill in the blanks, and question and answer sessions, listening to audio, song or video followed by retelling or doing exercises, and writing stories. All in all, teachers’ TPACK were already great but in several points they need to improve so that the teaching-learning process offer equal aspects.
Co-Authors AHMAD MUNIR Febrianty, Ervina Pradana, Agsan Widy Kirana Pradana, Muhammad Ilham Adhi Siswahyudianto SLAMET SETIAWAN