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All Journal Magister Scientiae
Bartholomeus Budiyono
Widya Mandala Catholic University Surabaya
Languange, Linguistic, Communication & Media

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Expressions of Epistemic Possibility in Academic Writing in English as a Foreign Language Bartholomeus Budiyono
Magister Scientiae No. 48 (2020)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v2i48.2803

Abstract

Epistemic possibility operates with may and interchangeably with might that introduce a direct-unobservable effect in a modalized causal relation that reveals a semantic cause-and-effect compatibility. It also operates with could to introduce a direct-unobservable cause without any authoritative evidential, may to introduce a cause derived from an authoritative (indirect-unobservable) assumption through an informal fallacy. The presence of the possibility level is reinforced by other operators. The operator possible is used to introduce a direct-unobservable cause without any help of an authoritative evidential, a direct-unobservable cause derived from an authoritative assumption through an informal fallacy, a causal relation between direct-observable evidentials as commentary on an authoritative theory after factive causality. The operator seem also introduces direct-unobservable cause, but also falsifies a prima facie perception. In addition to the epistemic uses, the same operators also indicate factivity, i.e., factive may, factive might, factive possibility, neutral-factive could. Finally, there are cases of a simultaneous use of possibility operators. Throughout the analysis of the data, epistemic possibility is characterized with non-factivity and optionality, i.e., proposing a non-factive option or an array of options. It may also be identified as presenting criticism of an assumption, criticism of the data, criticism of the ongoing learning situation, threat, and appreciation of the data. Criticism may be very salient when it is followed by a relevant suggestion.
ASSESSMENT LITERACY IN PPG BATCH 2020 Bartholomeus Budiyono
Magister Scientiae Vol. 49 No. 2 (2021)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v49i2.3456

Abstract

One of the four competencies for professional teachers is the pedagogical competency that includes the ability to assess learning outcomes. This requirement should apply to teachers enrolled in teacher certification program (PPG). PPG Batch 20, however, did not provide teachers with any module for assessment literacy. This study administered a test to explore these teachers’ assessment literacy. The finding indicates that they belonged to the unacceptable-to-inadequate levels. An updated assessment literacy module is recommended to meet the purpose of assessment-literate teachers. 
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