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All Journal English Language and Literature International Conference (ELLiC) Proceedings INTERACTION: Jurnal Pendidikan Bahasa
Sarlita D. Matra
Universitas Pekalongan
Education Environmental Science Languange, Linguistic, Communication & Media Other

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English Student Teachers’ Reflections on E-Portfolio Assessment Sarlita D. Matra
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: 'Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1113.386 KB)

Abstract

Assessment in teacher education has the primary goal of developing English student teachers as self-monitoring and self-assessing professionals who are able to learn reflectively from their experiences and practices. We need an assessment tool that enhances the capacity of English student teachers for self-assessment and reflection on their levels of developing knowledge and practice. E-portfolios engage students in authentic assessment that allows them to see how and what they are learning, and how they are progressing over time. E-portfolios acknowledge the value in diverse approaches to learning and students have the opportunity to use multiple strategies for demonstrating their knowledge. In this study, the E-portfolio offers a rare opportunity to conduct an in-depth exploration of, and reflection on learning. It allowed students to practice, self-evaluate, and make adjustments or corrections before completing their final work. Several English student teachers noted that the technology gave them the opportunity to be reflective in ways they could not, prior to employing the E-portfolio.
The Effectiveness of ZEP QUIZ-Based Assessment on Students’ Synonym Vocabulary Mastery Difa Amini Harliana; Sarlita D. Matra
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 3 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i3.5996

Abstract

This study investigated the effectiveness of ZEP QUIZ-based assessment in improving synonym vocabulary mastery among eleventh-grade EFL students at MAS Simbang Kulon, Indonesia. A quasi-experimental design with a non-equivalent control group was employed involving 62 students. Data were collected through pre-tests and post-tests and analyzed using the non-parametric Mann-Whitney U test on the students’ normalized gain (N-gain) scores. The findings revealed a significant difference in vocabulary improvement rates between the experimental and control groups (Asymp. Sig. < .001), with the experimental group achieving significantly higher mean N-gain score (85.37%, categorized as Effective) than the control group (28.71% categorized as Ineffective). These results indicate that ZEP QUIZ-based assessment is more effective than conventional assessment in enhancing students’ synonym vocabulary mastery. The study highlights the potential of gamified assessment as an engaging and effective tool for vocabulary learning in EFL classrooms.
Co-Authors Difa Amini Harliana