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All Journal DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Journal of English Language Teaching and Literature (JELITA)
Ambo Dalle
Institut Agama Islam Negeri Parepare
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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The Use of VideoScribe Training to Improve Professional Competence of MTs EFL teachers in Pinrang Dwi Wulandari Ramadhanianti; Zulfah Fakhruddin; Ambo Dalle; Abdul Haris Sunubi; Magdahalena Tjalla
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 4 No. 2 (2024)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v4i2.742

Abstract

This study aims to improve the professional competence of teachers in designing English learning materials through VideoScribe training. This study was action research. The training was given to 5 English teachers at the Madrasah Tsanawiyah level (Islamic junior high school). Data were collected by using rubric, observation, and interviews. The results show that teachers can operate VideoScribe application after receiving learning technology training with training materials including: (1) creating teachers’ account, (2) designing background, (3) adding pictures and setting the time duration, (4) adding text and setting the time duration, (5) operating, copy, cut, paste, (6) adding scribe hands, (7) setting camera and clear element’s camera, (8) adding music or voiceover, and (9) downloading the scribe video. Indicators of the teacher’s professional competence in operating VideoScribe: (1) being able to understand all the features of VideoScribe, and (2) being able to independently, accurately, and speedily operate all the features in VideoScribe application.
Assessment Practice in EFL Classroom: Purpose, Methods and Scoring Miftahul Farid; Zulfah Fakhruddin; Ambo Dalle
JELITA Vol 5 No 2 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i2.758

Abstract

This research aims to describe teacher purposes, investigate teacher methods, and explain teacher scoring practices in EFL classrooms. The study employs a descriptive quantitative design, collecting data through checklist and observational analyses using Google Forms. The subjects comprise EFL teachers from senior high schools and vocational schools in the Pinrang region. Results reveal that teachers utilize multifaceted assessment practices for interconnected purposes: monitoring student progress, providing feedback, motivating learning, guiding instruction, facilitating differentiation, ensuring accountability, and reporting outcomes transparently. This underscores assessment's vital role in enhancing learning environments and informing teaching decisions. EFL teachers evaluate language proficiency across skills through varied assessments, including instructor-made tests, student tasks, and standardized exams. This approach enables comprehensive insights into students' abilities while addressing individual needs. Scoring practices demonstrate a commitment to fairness, consistency, and comprehensiveness, utilizing rubrics, clear instructions, and balanced evaluation of cognitive, affective, and psychomotor domains. The findings highlight educators' strategic use of assessment purposes and methods to continually improve teaching and learning processes, supporting students' language development. This research contributes to understanding EFL assessment practices in Indonesian secondary education, offering insights for teacher training and educational policy development.
Co-Authors Abdul Haris Sunubi Dwi Wulandari Ramadhanianti Magdahalena Tjalla Miftahul Farid Zulfah Fakhruddin