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All Journal Jurnal Pendidikan (Teori dan Praktik) Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya Linguists: Journal of Linguistics and Language Teaching
Ike Dian Puspita Sari
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Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media

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Development of Test Instruments Based Computer- Higher Order Thinking (CBT-HOT) in Intermediate Reading Courses Indrawati Pusparini; Ike Dian Puspita Sari
Linguists : Journal Of Linguistics and Language Teaching Vol 6, No 1 (2020): JULY
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v6i1.3069

Abstract

This  research developed  product of test instruments based computer -High Order Thinking (CBT-HOT)  in intermediate reading courses in Ikip Budi Utomo Malang. Test instruments based computer -High Order Thinking (CBT-HOT) in intermediate reading courses are high-level test package that are provided online by using a website as a basis for students who access it, so it is suitable to campus vision that must use ICT technology. The product consists of five test packages compiled with high-level criteria according to Taxonomy Bloom , those are package A, B, C, D and E. The design of this research adapts from the Borg and Gall model with the following steps (1) need analysis, (2) planning, (3) product development, (4) expert validation, (5) product revisions and (6) product trials. The objectives of this study are: (1) to produce scientific articles published in reputable national journals; (2) to produce scientific article published in international scientific journals; (3) produce CBT-HOT based test computer products that will be certified. The average value on material validation showed good results,  which the average score 2,81. The average value of media  validation also shows good results, which is 2.86. The average value in test instruments is 2.87.
Autocrat E-Assessment as Digital Transformation of Writing Cover Letter Ike Dian Puspita Sari; Indrawati Pusparini
Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya Vol 29 No 3 (2023): Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Publisher : IKIP Budi Utomo Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/paradigma.v29i3.3411

Abstract

The AutoCrat E-Assessment (AE-A) is an assessment instrument providing students with a clear understanding of the purpose and components of a cover letter, as well as the importance of personalization and professionalism. Students should also learn how to identify their relevant qualifications and skills, and how to effectively communicate them to potential employers. By teaching students how to write a compelling and customized cover letter, they will be better prepared for the job application process and more likely to secure interviews and job offers. The AE-A refers to instructional objectives of cover letter writing. Students should understand that a cover letter is a document that accompanies a job application and serves as an introduction to the potential employer. The cover letter should highlight the candidate's qualifications and skills relevant to the job. Students should learn about the key components of a cover letter, such as the introduction, body, and conclusion. The procedure of making AE-A were started by analyzing instructional objectives. Then, the writing prompt, scoring rubric, and AE-A scoring templete were dveloped by considering previous stage. Validation was done by peer teacher to consider revision of the final product. A valid cover letter should effectively highlight the candidate's skills and experiences that are relevant to the position, and convey a genuine interest in the job and company. Furthermore, reliability can be evaluated by assessing whether different readers interpret the letter in the same way. A reliable cover letter should convey the same message to different readers, regardless of their background or experience.
NOVICE EFL WRITERS' INTERFERENCES IN MULTICULTURAL CLASS: FEELINGS OF ANXIOUS TO THE WRITING PERFORMANCE Ike Dian Puspita Sari; Pusparini, Indrawati; Rachman, Anita Kurnia
Jurnal Pendidikan (Teori dan Praktik) Vol 9 No 2 (2024): Vol. 9 No. 2 (2024): Volume 9, Nomor 2, September 2024
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v9n2.p113-119

Abstract

In writing academically, EFL students experience different levels of anxiety for each EFL student. This study aims to measure the general level of writing anxiety experienced by EFL students. In addition, it will specifically measure whether there is an influence on the level of writing anxiety of EFL students with several factors, such as gender, length of study, and region. There are other things to look for, which are related to the type of writing anxiety experienced by EFL students, as well as what factors have a major contribution to this writing anxiety. This study used a quantitative approach by conducting a survey of 58 EFL students divided into 3 academic years, where they took basic writing, intermediate writing and advanced writing courses. The results show that the level of student anxiety is average, with cognitive anxiety (M=18.93) being the highest among somatic anxiety (M=18.30) and avoidance behavior anxiety (M=17.96). Then, the factor that most influenced EFL students' writing anxiety was the problem of linguistic factors (9.3%), which was then followed by writing process under constraint (8.5%). However, EFL students did not feel anxious tothe writing test and writing assessment which percentage of each issue was 7.3%.
Co-Authors Indrawati Pusparini Indrawati Pusparini Pusparini, Indrawati Rachman, Anita Kurnia