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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Journal of Education and Learning (EduLearn) Harmonia: Journal of Arts Research and Education
Raqib Chowdhury
Monash University
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Mini-seminar project: An authentic assessment practice in speaking class for advanced students Afrianto Daud; Raqib Chowdhury; Mahdum Mahdum; M. Nur Mustafa
Journal of Education and Learning (EduLearn) Vol 14, No 4: November 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (501.585 KB) | DOI: 10.11591/edulearn.v14i4.16429

Abstract

This paper reports one best-practice in assessing the public speaking performance of advanced students at an Indonesian public university. The study involves an English course for an advanced class which was primarily related to public speaking skills. Considering that speaking is a productive skill that should be assessed through authentic assessment principles, the lecturers decided to assign the students with a mini-seminar project as part of their final examination. This project required the students to conduct a real-life contextualised seminar in which the organisers, speakers, and audience are composed of the students themselves. This paper discusses the rationale behind the planning and implementation of this successful project which involved a synthesis of assessment of, for, and as learning and critically evaluates the procedures of the assessment, the rubric developed therein, and the challenges experienced by the lecturers within the classroom. After the implementation, it can be concluded that this mini-seminar project as a doable alternative authentic assessment model that is applcable in a speaking class which focuses on the development of students’ public speaking skills. This mini-seminar project is recommended not only because it can be used as an alternative assessment model, but also it encourages students to work together in teams, and encourage them to work creatively, create something new in order to perform better.
Padlet-Based Collaborative Writing: Enhancing EFL Students’ Paragraph Coherence and Engagement Yusak Suharno; Testiana Deni Wijayatiningsih; Eko Andy Purnomo; Raqib Chowdhury
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 16, No 1 (2026)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.16.1.2026.18-38

Abstract

This current research scrutinized the implementation of collaborative writing on Padlet to enhance students' coherence in writing paragraph and their engagement in the learning process. This current research employed a quasi-experimental one-group pretest-posttest design and a descriptive qualitative approach to examine students' learning processes and interactions. Twenty-five first-year college students at one of the private universities in Indonesia who joined a writing paragraphs course. Quantitative data were gathered via paragraph-writing assessments and analyzed using paired-samples t-tests, whilst qualitative data were collected through observations, questionnaires, and student reflections. According to the study, students' paragraph coherence greatly improved, with mean scores rising from 68.40 to 81.24 (p < 0.05). Additionally, throughout the six-week intervention, engagement data showed a significant shift toward more content-focused peer criticism, as well as increased participation in posting, commenting, and editing activities. The results show that lines written in groups on Padlet are easier to understand and that students are more interested in writing in English as a second language. However, since this study employed a one-group design without a control group, the findings should be interpreted cautiously. Future studies are needed to further the effectiveness of Padlet-based collaborative writing in improving students’ coherence and engagement through more rigorous experimental designs.
Gambang Semarang and Chinese-Indonesian Identity: Implications for Multicultural Education Eko Raharjo; Fathur Rochman; Raqib Chowdhury; Hafid Zuhdan Bahtiar; Antonius Edi Nugroho
Harmonia: Journal of Arts Research and Education Vol. 26 No. 1 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/harmonia.v26i1.44654

Abstract

This study examines how the Gambang Semarang group, a mix of Chinese and Javanese performing arts from Semarang, Indonesia, helps Chinese-Indonesians find their identity and teaches about cultures. The research took six months. Used many methods, such as watching the group perform, talking to people, reviewing papers, and discussing with groups. These activities took place in a school, two community places, and 18 shows, with 42 people taking part. The study draws on Bhabha’s ideas on space and Banks’s five parts of multicultural education. It finds three ways people deal with their identity. First, mixing music styles. This is not equal because some groups have more power. Second, using language to help deal with memories. Third, showing who they are in temples, government places, and festivals. The study shows that the mix of cultures in Gambang Semarang is not equal but is a negotiated deal due to differences between Javanese and Chinese people. The group can help teach about cultures in many ways, but this is not always done well because schools do not adequately support it, and teachers are not prepared. The study contributes to the study of space by explaining how cultural mixing operates across domains such as history, rules, symbols, and personal relationships. It also introduces the idea of “hybridity,” which connects cultural mixing with teaching. It offers ideas for incorporating mixed arts into teaching in Southeast Asia. It argues that teachers need training and guidelines that recognize mixed arts as important for learning and identity formation.  
Co-Authors Afrianto Daud Antonius Edi Nugroho Eko Andy Purnomo Fathur Rochman Hafid Zuhdan Bahtiar Mahdum Mustafa, M. Nur raharjo, eko raharjo Testiana Deni Wijayatiningsih Yusak Suharno