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All Journal International Journal of Evaluation and Research in Education (IJERE) EDULITE: Journal of English Education, Literature and Culture
Gunadi Harry Sulistyo
Universitas Negeri Malang
Education

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Affective engagement in academic reading: What EFL student teachers reveal Made Frida Yulia; Gunadi Harry Sulistyo; Bambang Yudi Cahyono
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20635

Abstract

Academic reading is an inescapable task in higher education. Due to its importance for study success, students are required to maintain their academic reading engagement. With engagement, they would be enabled to persevere and be more spirited in their reading efforts. However, not all students perceive academic reading positively, particularly in EFL learning environment where English reading is seen as something daunting. Academic reading engagement is essentially determined by a number of dimensions, one of which is affective dimension. This research aims to portray the affective dimension of the academic reading engagement among student teachers of English as a Foreign Language (EFL) in a teacher-training university in Indonesia. Eight EFL student teachers were selected from three classes of an English content course which required a lot of academic reading. These student teachers were interviewed using a semi-structured guide. The results show that many EFL student teachers’ efforts in coping with course-related reading materials were externally driven. They showed low liking for learning, demonstrated little enthusiasm, interest, enjoyment, and confidence in relation to academic reading. Also, they did not always understand the values of academic reading and text relevance for their development as teachers.
Technology-enhanced formative assessment in higher education: A voice from Indonesian EFL teachers Roghibatul Luthfiyyah; Aisyah Aisyah; Gunadi Harry Sulistyo
EduLite: Journal of English Education, Literature and Culture Vol 6, No 1 (2021): February 2021
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (230.005 KB) | DOI: 10.30659/e.6.1.42-54

Abstract

The integration of information communication and technology in language teaching has been intensely examined in literature works. However, the study which explicitly investigates the advancement of technology for language assessment in higher education level is still underexplored, particularly in a formative assessment area. To fill that gap, the present study aims at investigating the perceptions of EFL teachers towards technology-enhanced formative assessment and how they implement it in the classroom. This study employs a qualitative case study approach. Of three participants from different universities were voluntarily participated in a semi-structured interview. The interview seeks to investigate the perceptions of teachers towards technology-enhanced assessment, the roles of technology in formative assessment, and the impact of technology on language learning. The findings reveal that EFL teachers view formative assessment as well as technology in a positive perception. They admit that technology is a practical tool that has multiple roles and it is deemed as useful and meaningful platform for assessing students. Finally, technology-enhanced formative assessment gives an impact on students’ performance, particularly on language accuracy. The further implications are discussed in this paper. 
Alignment of English as a foreign language teachers’ understanding of classroom assessment practices Ida Ayu Made Sri Widiastuti; Katie Weir; Heru Sukoco; Gunadi Harry Sulistyo
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25492

Abstract

A comprehensive understanding of classroom assessment is essential for improving students’ learning and teachers’ professionalism. This study was conducted to gain better information about teachers’ understanding of classroom assessment compared to their classroom practices. Semi-structured interviews and classroom observations were employed to collect the data. The collected data were then analyzed comprehensively using comparative and argumentative methods. The results were then presented descriptively to establish the findings. The findings showed that some teachers’ classroom assessment practices were consistent with their assessment understanding, while others were inconsistent. The findings suggest that different contextual factors may influence teachers’ classroom practices. Furthermore, English as a foreign language (EFL) teachers need to be re-trained on comprehending the influencing contextual factors to utilize their understanding of assessment in the classroom effectively.
Co-Authors Aisyah Aisyah Bambang Yudi Cahyono Heru Sukoco Ida Ayu Made Sri Widiastuti Katie Weir Made Frida Yulia Roghibatul Luthfiyyah