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All Journal Journal of English Literacy Education TLEMC (Teaching and Learning English in Multicultural Contexts)
Metty Agustine Primary
Siliwangi University
Education Languange, Linguistic, Communication & Media

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FACEBOOK AS A MEDIATION OF PEER ASSESSMENT: EXPLORING CHALLENGES AND BENEFITS IN AN EFL SPEAKING CLASSROOM SETTING Nita Puspitasari; Metty Agustine Primary
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 2 (2018): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v2i2.897

Abstract

The purpose of this study was to address students’ perceptions about integrating Facebook as the mediation of peer assessment in EFL Speaking Classroom. The participants of this study consist of four students in the fourth semester pursuing English Education major in an Indonesian university. The data was collected by semi-structured interview and then the data were analyzed qualitatively, and interpretively by using thematic analysis. The result indicates four emerging themes about the students’ perception on using FB as the mediation of peer assessment; challenges encountered by the students during FB-mediated peer assessment, the importance of being an autonomous learner, FB as a platform to build speaking learning motivation, and FB as a platform to build speaking learning confidence. This study provided language instructors with insights into the adoption of Facebook in an EFL context and supported them with better design tasks on FB.
REINFORCING ALTERNATIVE ASSESSMENT TO PROMOTE AUTHENTIC ASSESSMENT IN ENGLISH YOUNG LEARNERS’ CLASSROOM Metty Agustine Primary
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 2, No 2 (2015): Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v2i2.2315

Abstract

Abstract: This paper discusses the process of alternative assessment in English young learners‟ classroom. As regard with the assessment, it is a process which cannot be separated from the process of teaching learning. It is a fact that in Indonesia teacher usually assesses learners by focusing on summative test – also called as traditional test- a test for assessing learners after they accomplish the course. This also happens to English young learners‟ classroom. Young learners should be encouraged also to do formative assessment to see not only the result, but also the process of learning English. Alternative assessment consists of a method of finding out what a student knows or can do; it is intended to show growth and inform instruction, and it is an alternative to traditional forms of testing, namely multiple-choice tests . This paper describes some theories (library research) which underpin the assessment as integral part of teaching; it also presents the kinds of alternative assessment that can be utilized by teacher in the teaching learning process to promote authentic assessment for young learners .Key words: alternative assessment, authentic assessment, English young learners’ classroom
Co-Authors Nita Puspitasari