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All Journal ELT Worldwide: Journal of English Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Jurnal PTK dan Pendidikan Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Academic Journal Perspective : Education, Language, and Literature
Syafi'ul Anam
Universitas Negeri Surabaya
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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EFL Teachers’ Perceptions Towards the Implementation of Online Formative Assessment Amidst the Covid-19 Pandemic Fitri Rahmawati Astiandani; Syafi'ul Anam
ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v8i2.21326

Abstract

During the pandemic era, the educational system has made several adaptations, including the ways of assessing students. One type of assessment that teachers frequently use is formative assessment. A large number of online platforms can be used as formative assessment tools at this time. Thus, this study explores the EFL teachers’ perceptions of their implementation of online formative assessment, its affordances and constraints during its implementation, as well as ways to overcome constraints. A qualitative research design is employed in this study. Data was gained from six Indonesian secondary EFL teachers through an open-ended questionnaire. Findings revealed the same perceptions of both groups, namely positive. Even though teachers are from public or private schools, they experience the same affordances and constraints when implementing online formative assessment. Moreover, they also shared several ways to deal with the constraints and conveyed their suggestions to the stakeholders in the educational sector. The findings of this study will encourage educational stakeholders, especially teachers, to enhance the quality of the education system by ameliorating the assessment aspects in the teaching and learning process.
Secondary EFL Teachers’ Views Towards the Implementation of Peer Assessment: Between Opportunities and Challenges Fatma Rahayu Nita; Syafi'ul Anam
ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v8i2.21338

Abstract

As the previous studies lack proof of teachers' experience and perceptions, especially in secondary school; thus, this current study concerns teachers’ knowledge of the implementation of peer assessment. This study attempts to answer the three research questions: (1) What are EFL teachers' perceptions and experiences towards implementing peer assessment in speaking skills? (2) What are the reasons EFL teachers utilize peer assessment in speaking skills? (3) What are the obstacles faced by EFL teachers in using peer assessment in speaking skills? This current study employed a qualitative approach. It examined the narratives of eight teachers who give responses on the questionnaire and a virtual interview. The results reveal that most teachers gain positive experience in implementing peer assessment in the classroom. It sheds light on three themes of opportunities and five pieces of challenges that have been matched with the literature. Eight teachers encounter more challenges since they don’t commonly use peer assessment in the class. Most importantly, a peer assessment provides an opportunity to enhance student’s learning, and it should be applied to give a chance for the students to develop their skills. Therefore, educational institutions for secondary EFL teachers should consider incorporating peer assessment into their instructional designs so that they are experienced and make peer assessment a precious alternative to language assessment.
Between Practice and Perception: Formative Assessment Used by EFL Novice Teachers and Students’ Responses toward the Implementation in Offline Classroom Mode Zahrotuz Zainiah; Syafi'ul Anam; Tengsoe Tjahjono
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 5, No 2 (2021): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v5i2.21412

Abstract

Abstract. This study aims to 1) investigate the ways of EFL novice secondary school teachers conducted Formative Assessment (FA) in offline classroom mode 2) investigate its implementation based on the five key strategies of FA 3) reveal students’ responses toward teachers’ implementation of FA in the classroom. The participants of this study were five EFL novice teachers and five students of several secondary schools in East Java, Indonesia. This study employed qualitative research and semi-structured interview to collect the data. Results showed that teachers use various ways to conduct the FA in the classroom, such as giving quizzes, observing the students’ attitudes, asking the students to make learning diary, and asking them to do self-assessment. It is also noted that the teachers employed the five keys strategies of FA, even though there is still a limitation found in the first strategy. Furthermore, students perceive the teachers’ implementation of FA both in positive and negative ways. Students also found that there are benefits of FA that they can grasp such as the awareness of their capability, as well as the sense of achievement that maybe helpful to grow their sense of responsibility to their learning experience.Keywords: EFL Classroom; EFL Novice Teachers; Formative Assessment; Students’ Perception
The Influence of Students’ Level Ability of Reading Comprehension on The Students’ Translation Ability Fita Faridah; Syafi'ul Anam
Jurnal PTK dan Pendidikan Vol 8, No 1 (2022): Januari - Juni
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/ptk.v8i1.5767

Abstract

This study focused on the influence of reading comprehension ability on translation ability, and we classify reading based on score into three categories they are low, moderate, and high. The data analysis used the statistical formula of SPSS; the data tests were normality and homogeneity tests. Hypothesis testing in this study was carried out using a one-way analysis of variance (One Way ANova). The finding of this study was there was a significant effect on reading level into translation. Therefore, it could be concluded that Ho was rejected, meaning that there was a significant difference between the students’ reading level into translation ability. Implication research for helping teacher for reading comprehension this effect translation.
AN INQUIRY INTO EFL LEARNERS PERCEPTIONS OF WHATSAPP FOR ORAL PEER ASSESSMENT Ika Wulandari; Oikurema Purwati; Slamet Setiawan; Syafi'ul Anam
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 9, No 1 (2021)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (608.022 KB) | DOI: 10.33603/perspective.v9i1.4502

Abstract

The current global pandemic triggers English teachers to be innovative and competent in delivering teaching instructions in online classrooms. Even though Mobile-Assisted Language Learning (MALL) is widely used to support online language teaching and learning, nonetheless, the integration of Mobile-Assisted Language Assessment (MALA) in speaking skills has not been immensely examined. Thus, this current study aimed to scrutinize Indonesian EFL learners perceptions of the use of WhatsApp as a tool for peer assessment in an online speaking class, as well as its potential benefits and drawbacks. This qualitative study employed a semi-structured interview to gain the data which were then analyzed by using phenomenological analysis. Fourteen secondary learners participated in two sessions of an online class by assessing their peers oral performances via the WhatsApp application. In the end, they were interviewed regarding their views on the method employed to assess their oral skills. The results indicated the participants positive perceptions towards the method along with various benefits and drawbacks they encountered during the process which were divided into technical and academic aspects. The results suggested that WhatsApp as a tool for mobile-assisted language assessment was not supposed to be perceived as a single major assessment for speaking skills, rather as an alternative to complement traditional assessments.
The Effect of Indonesian EFL Senior High School Students’ Anxiety on Their Writing Achievement in Explanation Text Karisma Kurniawati; Syafi'ul Anam
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 7, No 2 (2023): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v7i2.47997

Abstract

Abstract. Writing is considered to be one of the most challenging skills to learn. Accordingly, some issues appeared and may be faced by the students while writing. One of the writing issues that can be a serious problem is writing anxiety. Hence, in this study, the researcher tried to find out the eleven graders students' writing anxiety levels and investigate the significant difference of writing anxiety on students' writing achievement in an explanation text writing. This study used quantitative approach with ex-post facto research design. The researcher conducted this study at one of the public senior high schools in Gresik. There were 30 eleven graders taken as subjects from one class. Then, to gather the data, two instruments were used. First were the Second Language Writing Anxiety Inventory (SLWAI) close-ended questionnaires. Second was students' writing scores in an explanation text writing. To analyze the data, the researcher used both descriptive statistics and inferential statistics (ANOVA). The results found that the eleven grades’ students had a moderate level of writing anxiety. And the somatic anxiety was dominant had by them. Another result revealed that there is no significant difference in each type of writing anxiety on the students' writing achievement in explanation text. And only cognitive anxiety had a moderate size effect on the student's scores. So, based on this study, the writing anxiety did not influence whether the students succeed in their explanation text writing. Keywords: Writing Anxiety, Writing Achievement, Explanation Text
Parental Involvement Effects in Promoting Students’ Self-Efficacy and Learner Autonomy of The English Language Daffa Putra Amrullah Sigit; Syafi'ul Anam
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 11, No 2 (2024)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v11i2.12468

Abstract

This research investigated the effects of parental involvement in promoting EFL students’ self-efficacy and learner autonomy. A total number of 204 students at the high school level in Surabaya with each representing parent of each student participated in this study. Students participating in this research filled out two close-ended questionnaires measuring their self-efficacy, incorporating a scale of 1 to 100 with the increments of 10, and a 5-point Likert scale for their learner autonomy levels. One representative parent for each student also completed a close-ended questionnaire with 5-point Likert scale to measure their parental involvement towards students’ home-based English learning activities. Using quantitative methods, both students’ self-efficacy and learner autonomy levels were descriptively analyzed, revealing that there were more students in the low levels of both variables rather than in the moderate and high levels. Moreover, comparisons of those levels were made among varying parental involvement levels as the independent variable where students’ self-efficacy and learner autonomy were regarded as the dependent variable. Post hoc comparisons revealed that parental involvement significantly affected both students’ self-efficacy and learner autonomy with a great magnitude. The mean differences further showed that the impact was significant between all levels of low and moderate, moderate and high, as well as low and high parental involvement. This study therefore provides support to Bandura’s triadic reciprocal determinism in the context of promoting EFL students’ self-efficacy and learner autonomy through the scope of the extents to which parents are involved to the students’ English language learning at home.
Co-Authors Daffa Putra Amrullah Sigit Faridah, Fita Fatma Rahayu Nita Fitri Rahmawati Astiandani Ika Wulandari Karisma Kurniawati Oikurema Purwati SLAMET SETIAWAN Tengsoe Tjahjono Zahrotuz Zainiah