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All Journal Indonesian Journal of Applied Linguistics (IJAL) Indonesian Journal of EFL and Linguistics
Rizki Indra Guci
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Social Sciences

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Focus on Form and Focus on Forms in Implicit Grammar Teaching Strategy Rizki Indra Guci; Dewi Rochsantiningsih; Sumardi Sumardi
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 6(1), May 2021
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (222.439 KB) | DOI: 10.21462/ijefl.v6i1.347

Abstract

Grammar instruction in foreign language teaching has been identified by most studies as one aspect that plays an important role in promoting the learning process of reading, writing, speaking and understanding a foreign language. Consequently, secondary and foreign language teaching of grammar is seen as a topic of debate. So academics and teachers seem to have been willing to work out the proper way of teaching grammar. This condition contributes to a likely cause of uncertainty for teachers and students, and then brings researchers to a rigorous theoretical discussion on the question of how grammar should be presented: explicitly or implicitly. The purpose of the present case study was to gather information into the implementation of the implicit grammar teaching strategy enrolled in senior high school. To this extent, interview sessions and observation were used to obtain all the data required for the study. The results, in a broad sense, confirmed that the teacher showed positive views on the implementation of the implicit grammar teaching strategy. However, classroom practices were quite different from the findings of previous related research consistent with the supremacy of either Focus on Form or Focus on Forms in the delivery of lesson materials. As an implication, this study encouraged Indonesian English teachers to start considering the implementation of implicit grammar teaching strategy so that students could be directed to the language acquisition cycle instead of the language learning.
HOTS-based language assessment literacy: Challenges and prospects in English language teaching Sumardi Sumardi; Rizki Indra Guci
Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i3.44261

Abstract

The issues of inaccurate and invalid language assessment were mainly due to teachers’ lower level of assessment literacy and teachers' inadequate skills to design higher-order thinking skills (henceforth HOTS) based language assessments. Thus, this paper aims to mainly portray teachers’ HOTS-based language assessment literacy in English language teaching (ELT) classrooms after they participated in training on HOTS-based language assessment. A case study was employed, and forty-three ELT teachers from secondary schools voluntarily participated in the current study. Some of them were interviewed, and the test items they constructed were analyzed to examine if their HOTS-based language assessment literacy was reflected in the quality of the test items. The findings showed that ELT teachers who engaged in training gained the basic level of knowledge and comprehension of HOTS-based language assessment. However, their knowledge and comprehension are not parallel with their skills in constructing HOTS-based test items. The paper ends with recommendations for the stakeholders (school principals, educational authorities, and training providers) responsible for designing future training programs to enhance ELT teachers' language assessment literacy.
Co-Authors Dewi Rochsantiningsih Sumardi, Sumardi