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All Journal Jurnal As-Salam PROJECT (Professional Journal of English Education) Pendekatan Kebijakan Publik dalam Politik Pendidikan Islam
Sereyrath Em
University of Szeged
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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TEACHERS' AND LEARNERS' PERCEPTIONS OF FORMATIVE ASSESSMENT PRACTICE IN ENHANCING LEARNING IN EFL COURSES Ravy Nhor; Sina Pang; Sereyrath Em
Jurnal As-Salam Vol. 6 No. 2 (2022): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/assalam.v6i2.434

Abstract

Assessment is inevitable in education. Formative assessment plays a crucial role in enhancing students' learning and performance. With the growing understanding of the role of formative assessment, many countries in the world have considered formative assessment as the primary mechanism of assessment reform in education. In Cambodia, a shift in focus to formative assessment as its assessment reform aimed at enhancing students has been noticed. The present study employed a quantitative method to examine teachers' and learners' perceptions of formative assessment practices in enhancing learning in Cambodian EFL courses. The participants of this study were 30 teachers (3 females) and 50 students ( 22 males). They are teaching and learning English as a Foreign Language. The results revealed that the respondents have a more positive perception of formative assessment. It highlighted a better understanding of formative assessment concepts, purposes, and development strategies. The results also indicated that participants' perceptions about formative assessment enhance learning in EFL courses through various roles of feedback. The results showed that respondents perceived that it is demanded of assessors or teachers to have higher knowledge about formative assessment to assess students in formative ways. Time-consuming was also perceived as a challenge in formative assessment practice. The findings also revealed that participants were more likely to use formative assessment in their EFL courses in the future. Future studies with many participants, mixed method approaches, and cross-disciplinary research in Cambodia should be conducted in either private or public HEIs.
CAMBODIAN GRADE-12 STUDENTS’ PERCEPTIONS OF PUBLIC ENGLISH TEXTBOOK AND EXAM PAPERS Sereyrath Em; Nel Nun
PROJECT (Professional Journal of English Education) Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, JULY 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v5i4.p909-917

Abstract

English is a native language of some countries, a foreign language for many countries, and an international language for the whole world. English textbook is one of the most important learning and teaching materials in learning and teaching this language to succeed. This article aimed to examine students’ perception of their high school English textbook toward high school national exam papers. The article also aimed to examine students’ perceptions of English textbook that they want so that their needs for English, like daily activities and high school exams, are fulfilled. The study employed a qualitative design. 20 students participated in the study. The findings show that the current textbook is out of date. All the students wanted a new textbook providing them with the daily needs of English and the keys to passing their high school exams. A bigger sample size might be used in a future investigation. It is strongly suggested that the impact of English textbook on students' learning achievements be investigated. It is also suggested that teachers' attitudes toward English textbooks be examined. Keywords: Cambodia, English Textbook, Grade-12 Student, High School Exam
TEACHERS' AND LEARNERS' PERCEPTIONS OF FORMATIVE ASSESSMENT PRACTICE IN ENHANCING LEARNING IN EFL COURSES Ravy Nhor; Sina Pang; Sereyrath Em
Jurnal As-Salam Vol. 6 No. 2 (2022): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/assalam.v6i2.434

Abstract

Assessment is inevitable in education. Formative assessment plays a crucial role in enhancing students' learning and performance. With the growing understanding of the role of formative assessment, many countries in the world have considered formative assessment as the primary mechanism of assessment reform in education. In Cambodia, a shift in focus to formative assessment as its assessment reform aimed at enhancing students has been noticed. The present study employed a quantitative method to examine teachers' and learners' perceptions of formative assessment practices in enhancing learning in Cambodian EFL courses. The participants of this study were 30 teachers (3 females) and 50 students ( 22 males). They are teaching and learning English as a Foreign Language. The results revealed that the respondents have a more positive perception of formative assessment. It highlighted a better understanding of formative assessment concepts, purposes, and development strategies. The results also indicated that participants' perceptions about formative assessment enhance learning in EFL courses through various roles of feedback. The results showed that respondents perceived that it is demanded of assessors or teachers to have higher knowledge about formative assessment to assess students in formative ways. Time-consuming was also perceived as a challenge in formative assessment practice. The findings also revealed that participants were more likely to use formative assessment in their EFL courses in the future. Future studies with many participants, mixed method approaches, and cross-disciplinary research in Cambodia should be conducted in either private or public HEIs.
Co-Authors Nel Nun Ravy Nhor Sina Pang