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All Journal Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education Journal of English and Education Lingua Cultura ELTIN Journal: Journal of English Language Teaching in Indonesia PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Mimbar Sekolah Dasar EXPOSURE JOURNAL Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Journal of English Language Studies ELT Forum: Journal of English Language Teaching Indonesian Journal of Curriculum and Educational Technology Studies Tell : Teaching of English Language and Literature Journal POLYGLOT Indonesian EFL Journal UICELL Conference Proceeding Linguistic, English Education and Art (LEEA) Journal English Language and Literature International Conference (ELLiC) Proceedings Research and Innovation in Language Learning Voices of English Language Education Society JEES: Journal of English Educational Study Humaniora PROJECT (Professional Journal of English Education) ELT in Focus Journal of English Language Teaching Innovations and Materials (Jeltim) Elsya : Journal of English Language Studies Inspiring: English Education Journal J-REaLL Journal of Educational Experts (JEE) Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Linguistic, English Education and Art (LEEA) Journal ALLURE JOURNAL Jurnal Indonesia Sosial Teknologi Studies in English Language and Education TELL - US JOURNAL ICONESTH NaCoLET Jurnal Pendidikan Progresif
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Journal : ELTIN Journal: Journal of English Language Teaching in Indonesia

INVESTIGATING INDONESIAN TEACHERS’ STRATEGIES OF TEACHING ENGLISH IN MIXED ABILITY CLASSES Isry Laila Syathroh; Bachrudin - Musthafa; Pupung - Purnawarman
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 7, No 2 (2019): VOLUME 7, ISSUE 2, OCTOBER 2019
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (939.447 KB) | DOI: 10.22460/eltin.v7i2.p60-74

Abstract

Mixed-ability Class (MAC) is often unavoidable in the practice of education. MAC usually consists of many students with very different characteristics, in terms of their ages, proficiency, motivations, educational backgrounds, learning styles, etc. Despite the abundant research about teachers’ strategies in teaching English in homogenous classes, research of teachers’ strategies in teaching MAC is relatively unexplored. This study investigated the teaching strategies used by 10 (ten) English teachers in Cimahi as the respondents. Questionnaire was used as the instrument. Using descriptive analysis, the result showed that most lecturers perceive that teaching English in MAC gives advantages as well as disadvantages. Most of them admit that MAC provides greater opportunity for teaching innovation and creativity so they can develop themselves professionally. They are challenged to adopt many problem solving approaches to the difficulties they face in the classroom. However, many of them still have problems in managing the class such as: controlling students’ discipline, maintaining students’ interests, conducting effective learning, error correction and selecting classroom materials. The implementation of teacher training program, classroom action research and students’ placement test are recommended to avoid very diverse MAC. Keywords: Mixed Ability Classes, English Foreign Language, Teacher Strategies
INVESTIGATING THE ASSESSMENT PROCESS OF AN EFL TEACHER IN ASSESSING STUDENTS IN VOCATIONAL SCHOOL Yudi Lesmana; Pupung Purnawarman
ELTIN Journal Vol 12 No 1 (2024): VOLUME 12, ISSUE 1, APRIL 2024
Publisher : STKIP Siliwangi

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Abstract

Inconsistent evaluations may result from unreliable assessments, which in turn may result in unjust assessments of students' abilities. Marginalised groups, such as English language learners coming from diverse cultural contexts, may experience a disproportionate impact from this phenomenon. Inaccurate evaluations have the potential to perpetuate educational inequities, reinforce stereotypes, and restrict avenues for academic progress. Consequently, the purpose of this study is to describe how an English teacher evaluate English proficiency of their students. This study employs  descriptive qualitative method. The subject of this research was an English teacher with eleven years of experience at a vocational school located in Lembang. The data was gathered via semi-structured interviews. A number of processes are involved in the analysis of data, including collection, documentation, identification, and interpretation. The findings showed several strategies used by the teacher in developing assessment tools. First, learning objectives are used by the teacher in developing assessment tools. In addition, the data also revealead that there are three factors that need to be considered in developing assessment tools such as students ability, difficulty level and the effectiveness. Furthermore, feedback and and regular assessment should be provided.
EXPLORING EFL TEACHERS' FORMATIVE ASSESSMENT LITERACY: AN IN-DEPTH INVESTIGATION Hidayat, M. Fadhil; Purnawarman, Pupung
ELTIN Journal Vol 12 No 2 (2024): VOLUME 12, ISSUE 2, OCTOBER 2024
Publisher : STKIP Siliwangi

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Abstract

The usefulness of formative assessment in a teaching process is widely recognized, but there hasn’t been much attention paid on examining teachers’ literacy in formative assessment. Therefore, this study aims to investigate teacher’s literacy of formative assessment, namely conceptual, practical, and socio-emotional dimensions. The study employed a qualitative approach, using semi-structured interview that was adapted from Yan & Pastore (2022b) to collect data from two English private primary school teachers. Thematic analysis by Miles & Hubberman (1994) was applied to examine the interview data. The findings indicated that the teachers possess a significant literacy in formative assessment. They provided a comprehensive explanation of their understanding, practices, and beliefs regarding formative assessment. Conceptually, they demonstrate a solid grasp of formative assessment principles. Practically, they effectively implement key strategies associated with formative assessment. Socio-emotionally, they exhibit a positive attitude towards formative assessment, recognizing its impact and highlighting the significance of fostering a mutual understanding between teachers and students. This paper offers valuable insights, enhances understanding, and provides a foundation for assessment courses and professional development.
Co-Authors Abasa, Zulhasmi Agustin, Fitri Agustrianita, Agustrianita Ahmad Kailani, Ahmad Ai Fatmawati Alexandro, Marco Ari S. Shidiq Arigusman, Anggi Arigusman, Anggi Astuti, Elysa Ratna Atep R. Nurhadi Bachrudin Musthafa Basra, Sri Meiweni Berlin, Astri Winandari Cicih Nuraeni Delsi Mitra, Delsi Diah Royani Meisani Didi Suherdi Didi Suherli Didi Sukyadi Dini Dwi Apriani Elis Homsini Maolida Elysa Ratna Astuti Emi Emilia Erwin Pohan Fatmawati, Ai Hasbie Felayabi Hayuni R. Widarti Hidayat, M. Fadhil Husain, Balqis Iin Inawati Imelda Wahyuni Husein Indri Eka Pertiwi Iranita Sitohang Ismiati Purwaningsih Subiana Isra F Sianipar Isry Laila Syathroh Isry Laila Syathroh Kaniadewi Suci Lia Novita Lia Yulianti Marco Alexandro Maryono, Geby Devtiana Meekaeo, Panusak Muhammad Handi Gunawan Nabung, Adrianus Nahadi Nainggolan, Bernard Richard Nenden Sri Lengkanawati Nur Yusuf, Fazri Nurhaeni Nurhaeni Ode, Muhamad Acep Qurrotu A. Zahran Ramadhani, Fadhil Rani Aryanti Rukmana Refi Aksep Sativa Rojab Siti Rodliyah Romadhon Romadhon Ruswandi, Syilva Adisty Santoso, Nur Amanah Septiya Yuza Soraya, Kiky Sri Meiweni Basra Sri Setyarini Subiana, Ismiati Purwaningsih Sudana, Dadang Sudrajat, Winny Nur Ardy Suharno Suharno Suherdi, Didi Susilawati, Susilawati Syairofi, Ahmad Triannisa Rahmawati Triarisanti, Risa Tsara Desiana Akmilia Uun Muhaji Wachyu Sundayana Wachyu Sundayana, Wachyu Wahyu Permata, Indah Wardiman, Sri Setyarini Wibowo, Enggar Pangesti Winny Nur Ardy Sudrajat Wiwi Siswaningsih Yudi Lesmana Yuza, Septiya