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All Journal PROJECT (Professional Journal of English Education) J-REaLL
Santy Christinawati
Universitas Nasional Pasim Bandung, Indonesia
Languange, Linguistic, Communication & Media Social Sciences Other

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STUDENTS’ PERSPECTIVES OF BOOK CREATOR-BASED E-MODULE FOR LEARNING TOEIC PRACTICE Dien Novita; Santy Christinawati
PROJECT (Professional Journal of English Education) Vol 6, No 1 (2023): VOLUME 6 NUMBER 1, JANUARY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i1.p176-186

Abstract

Learning English is highly desired and essential for EFL learners. Students are expected to be able to demonstrate their language skills via a language proficiency test. TOEIC is a language proficiency test that most EFL students, particularly vocational students, must learn and master. However, students frequently encounter difficulties when administering the TOEIC test. Improving students' comprehension of the TOEIC test practice requires a good strategy. The English 1 class is considered to be the class that discusses TOEIC strategies, and the Book Creator-based e-module is one of the suitable media to encourage students' ability to comprehend. The study's goal is to learn about students' perspectives on using the Book Creator-based e-module and the implementation of the Book Creator as an e-module for learning TOEIC practice. This study used a descriptive quantitative approach with one group of 28 students from the first semester of Polytechnic LP3I Bandung. The findings showed that students responded positively to the Book Creator as an e-module, and the Book Creator can encourage the learning process and improve students' enthusiasm to practice the TOEIC test. Keywords:  Students’ Perspectives; Book Creator; E-Module; TOEIC Practice
Perceptions of teachers and students on the application of testportal for TOEIC practice testing Dien Novita; Gina Yulistiati; Santy Christinawati
Journal of Research on English and Language Learning (J-REaLL) Vol. 4 No. 2 (2023): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i2.20124

Abstract

Assessment has always been an important part of education. However, with the recent advent and popularity of online education, teachers must devise new methods and tools for engaging online learners in examinations. Regrettably, there are limited applications available to be implemented quickly on flexible assessments. The purpose of this study is to discover how teachers and students understand this online assessment program, Testportal, for summative assessment. This is a mixed-method study. Three English teachers and 70 students from three English 1 sessions were recruited and agreed to participate in the study. A closed questionnaire, interviews, and nonparticipatory observation were used to collect data. The findings revealed that teachers' and students' perceptions of the Testportal's use were positive. The biggest obstacles that teachers and students experience when accessing Testportal are slow internet connections and teachers' difficulty in operating digital examinations. The challenges that prohibit language teachers from incorporating technology for assessment objectives originate from a lack of rules for planning, technology training, practice, and school and student equipment. Language instructors with understanding of technology and assistance from related sources should be given the opportunity to put their knowledge into practice, be watched by teacher educators, and receive feedback on their progress. The Testportal provided teachers with up-to-date information regarding online exams that support students' learning processes through dynamic assessment feedback cycles, such as teaching, assessing, and modifying different instructions to fit students' learning needs.
Co-Authors Dien Novita Dien Novita Gina Yulistiati