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All Journal ELTALL: English Language Teaching, Applied Linguistic and Literature Indonesian Journal of English Teaching Satya Dharma: Jurnal Ilmu Hukum
ni made anggi arlina putri
lampung university
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : Indonesian Journal of English Teaching

 1 
The Use of Facebook and Development of Students’ Writing Skills Putri, Ni Made Anggi Arlina
IJET (Indonesian Journal of English Teaching) Vol. 7 No. 2 (2018): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2018.7.2.140-145

Abstract

This qualitative study investigates the extent to which Facebook supports EFL teaching and learning, potential and challenges of using Facebook on English writing subject, and teacher and students’ responses toward Facebook implementation. Conducted at a junior high school in Surakarta, this study involved one EFL teacher and five students as participants. Data from classroom observation, interview, and documentation suggest that the use of Facebook as a technology-based media in English writing classroom enhances the discussion and participation in teaching-learning activities. After a class discussion on Facebook facilitated by the teacher has allowed the student to visit the Facebook and to have a group discussion. The social media has provided students with a better learning process through a variety of multi-media resources which enhance autonomous learning strategies and improves their achievement of English writing.
Authentic Assessment Implementation on Curriculum 2013: Types and Its Washback: Has it been relevance to the Curriculum 2013? Putri, Ni Made Anggi Arlina; Santosa, Riyadi; Rochsantiningsih, Dewi
IJET (Indonesian Journal of English Teaching) Vol. 10 No. 1 (2021): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2021.10.1.99-111

Abstract

A significant change in education instructional goals effects assessment techniques used to evaluate students’ progress. The root of this phenomenon highly offers to authentic assessment as an alternative assessment. This study deals with authentic assessment implementation and its effects within teaching and learning in the context of Year 7 English students. It employs case study to get a in-depth understanding of the case. Data of the study were gained from deep-interview, observation, and document analysis. While, the data were analyzed by using Interactive model involving data reduction, data displays and conclusions: drawing/verification. The study finds that the relevance of implementation of authentic assessment becomes the main factor of determining its washbacks. Since most the authentic assessment stages undertaken by teachers are in line with National Regulation on how the assessment is designed and implemented, it provides more positive washbacks for both teachers and students such as motivated to be more creative and innovative in teaching and learning process. Nevertheless, the administration of assessment as guided by the government had a negative effect to teachers since it makes them feel overburdened and stressed. Keywords: authentic assessment, curriculum, washback Effect
Co-Authors Akbarani, Rizqi Dewi Rochsantiningsih Riyadi Santosa