Article Per Year (5 Year)
p-Index From 2021 - 2026
1.922
P-Index
This Author published in this journals
All Journal ETERNAL: English Teaching Journal Visipena JELL (Journal of English Language Learning) Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing Jurnal Educatio FKIP UNMA BERNAS: Jurnal Pengabdian Kepada Masyarakat Journal of Language Education (JoLE) SANISKALA: Jurnal Pengabdian Masyarakat
Rama Dwika Herdiawan
Universitas Majalengka
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Dentistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Veterinary Other

Published : 17 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : ETERNAL: English Teaching Journal

 1 
AUTHENTIC ASSESSMENT IN EFL TEACHING AND LEARNING Rama Dwika Herdiawan
ETERNAL (English Teaching Journal) Vol 9, No 1 (2018): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v9i1.2406

Abstract

The assessment has been regarded as the crucial element in instructional process which involeved the teacher and students ini it. In addition, it requires a number of aspects which are concerned on authenticity of how students do the task performatively. Therefore, authentic assessment is necessarily selected in order to reach the goal or objectives of teaching and learning process which focused on real-world tasks. The five dimensional framework proposed by Gulikers et.al (2004) need to be employed inside the implementation of authentic assessment which covers at least: tasks, physical context, social context, result or form, and criteria. The framework represents how the students are assesses authentically as well performatively in order that there are innovative product and also perfomance created by the students particularly. Beacuse authenticity is crucially needed to model of assessment recently and it also represents the authentic outcomes that are totally obtained in the teaching and learning process. Authentic assessment is a new assessment paradigm which contributesto significant alternative towards the existence of traditional assessment practices which are still used by most of the teachers in any levels. Regarding the paradigm, assessment is a process which supports as well as improve students’ learning (focuses on enhancing their cognitive skills) instead of only assessing the teaching and learning process.
AN ATTITUDINAL SYSTEM ANALYSIS OF TEACHER’S TALK IN EFL CLASSROOM INTERACTION Evi Septiani Rahayu; Rama Dwika Herdiawan; Eva Fitriani Syarifah
ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v11i2.7558

Abstract

This present study is intended to analyze the dominant type of attitudinal system that expressed by the teacher. This study utilized qualitative method with Critical Discourse Analysis (CDA) as research design. As for research sampling, this study involved an English teacher and one science class of eleventh grade students in one of secondary school in Majalengka. In order to collect the data, the researcher utilized the instrument of observation. Then, this data were analyzed by using Appraisal Theory that proposed by Martin and Rose (2007). As for the results, this research found that the dominant type of attitudinal system that expressed by the teacher is Affect category. It indicated that both the teacher frequently expressed his opinion, feeling and emotion through their talk. Furthermore, these talks mostly expressed in positive way. It indicated that the teacher always tried to build a positive atmosphere by saying positive talks in order to stimulate the students to become active in the classroom. Therefore, it can be said that it is very important for the teachers to pay more attention in managing their talk since it can affect students’ interaction in the classroom.
Co-Authors Afief Fakhruddin Afief Fakhrudin Agus Rofi’i Ai Rosidah Ayuning Tiyas Dadang Sudirno Dede Salim Nahdi Dedeh Hayati Eka Nurhidayat Esti Ristia Widiyarti Evi Septiani Rahayu Noermanzah, Noermanzah Raynesa Noor Emiliasari Syarifah, Eva Fitriani Yayah Nurhidayah