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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra IJEE (Indonesian Journal of English Education) PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Abjadia, International Journal of Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JMM (Jurnal Masyarakat Mandiri) Voices of English Language Education Society EDUTEC : Journal of Education And Technology Amalee: Indonesian Journal of Community Research & Engagement J-REaLL Ethical Lingua: Journal of Language Teaching and Literature Tafkir: Interdisciplinary Journal of Islamic Education Munaddhomah: Jurnal Manajemen Pendidikan Islam International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Fikruna : Jurnal Ilmiah Kependidikan dan Kemasyarakatan Jurnal Penelitian, Pendidikan, dan Pembelajaran TELL - US JOURNAL Proceeding of International Conference on Humanity Education and Society Jurnal Penelitian Pendidikan Reflektika
Alfan Zuhairi
Universitas Islam Malang
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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STUDENTS’ PERCEPTION AUTHENTIC ASSESSMENT IN EXPLORING EFL READING CLASS Nurhasanah, Nurhasanah; Faizah, Maftuhatul; Mistar, Junaidi; Rafiqi, Iqbal
Reflektika Vol 16, No 1 (2021)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/reflektika.v16i1.569

Abstract

Self-assessment is one of the approaches to evaluate students’ reading skill in English. Through this test, students are permitted to find, know, and increase their reading skill. Reading is a challenging subject for many EFL students. They face various difficulties such as language barriers and lack of exposure to critically analyse the materials. This study aims to identify the students’ responses when they are asked to read in English. Further, a qualitative approach is applied, and data are collected from interview. The result of the study, students gradually respond favourably to the use of authentic assessment. They reveal that authentic assessment (1) motivates them to develop a reading routine so that they can learn more vocabulary and become more comfortable with English discourse, (2) aims to train them to exemplify their reading comprehension in more constructively such as writing reviews, presentations, and discussions, and (3) assists them in evaluating their own reading performance. In conclusion, most students admit that authentic assessment aids them in enjoying reading through a series of social practices, in this case, the use of authentic assessment components such as portfolios, performance assessment, and self-assessment.
THE STUDY OF TEACHERS’ FEEDBACK IN ONLINE WRITING ASSESSMENT Hasbullah, Saiyidi; Mistar, Junaidi; Riska Ekawati, Dian Tri
Reflektika Vol 15, No 2 (2020)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/reflektika.v15i2.591

Abstract

Writing is regarded one of the most pivotal English language abilities. Different researchers agree that writing in English as a second or foreign language (ESL/EFL) environment is a challenging process involving social, environmental, motivational, and perceptive concerns. This is really appropriate for the teachers to give some feedbacks to the learners who learn writing using online as the teachers can control and treat the learners based on the ability they have. teacher feedback is an essential part of the process method since it helps students discover their strengths and weaknesses while also motivating them during the writing process. The focus of this research is on the teacher’s feedback during the writing evaluation, as demonstrated by the form, types, platform, and reactions of the students and the reason for the feedback provided. A survey with a quantitative methodology was used in this study. This survey included English teachers from Blitar's vocational high schools. In this study, the purposive sampling approach is applied. Because of their diverse goals and techniques, the researchers chose eight vocational high schools to study. As a result, such schools’ student demographics were diversified. They also required the services of more than one English teacher. Twenty English teachers participated in the poll. Teachers were asked to fill out a questionnaire in order to submit the data. The researchers created closed-ended and open-ended surveys with Google Forms.
Co-Authors Abu Na’im Rohman Akhmad Sirojuddin, Akhmad Aprilia, Putri Kurniawan Ari Ambarwati Azizah, Nurul Busthomi, Yazidul Dwi Fita Heriyawati Dzul Fikri Dzulfikri Dzulfikri, Dzulfikri Eko Suhartoyo Elfianto, Sonny Elfiyanto, Sonny Eriyanto, Eriyanto Faizah, Maftuhatul Fatimatuz Zahro Hasbullah, Saiyidi Heriyawati, Fita Dwi Huda, M Alamul Ika Hidayanti Imam Wahyudi Karimullah Insani, Afra Nadya Putri Iva Yuanita Andriani Jamil, Awaludin Karmuji, Karmuji Kurniasih Kurniasih Madani Ahmadan Maskuri Maskuri Maskuri Moh.Rozak, Rozak Muhammad Riza Muhammad Waspul Hasyim Muhammad Yunus Mustofa, Mutmainah Mustofa, Mutmainnah Nurhasanah Nurhasanah Paisun Paisun Putra, Rizal Wahid Permana Rafiqi, Iqbal Rahmah, Dita Aulia Riska Ekawati, Dian Tri Rofiatul Hosna Rofiq, Irsyaddur Romadhon, M Galuh Elga Rona Laili Ulil Ishlah Roziqin, Zainul Saiful Anwar Siti Aisyah Siti Sumadiyah Sonny Elfiyanto Sri Wahyuni subarjo, Subarjo Sundari Sundari Sunismi . Syabilla, Zalsa Febrina Syarifah . Umam, Muhammad Khairul Uswatun Hasanah Wanda Siti Nurchaliza Yazid, S Rizal zafira Ramdayani SA. Kadir Zuhairi, Alfan Zuhairini, Alfan