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All Journal Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter Indonesian Journal of Applied Linguistics (IJAL) Englisia Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English PROCEEDING IC-ITECHS 2014 Jurnal Ilmiah Peuradeun LLT Journal: A Journal on Language and Language Teaching Visipena JURNAL SERAMBI ILMU At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam IJELR: International Journal of Education, Language, and Religion JL3T (Journal of Linguistics, Literature and Language Teaching) Journal of English Teaching and Linguistics Proceedings of International Conference on Multidiciplinary Research Prosiding Seminar Nasional Universitas Serambi Mekkah Studies in English Language and Education Proceeding of International Conference on Multidisciplinary Research Jurnal Serambi Ilmu
Marisa Yoestara, Marisa
Universitas Serambi Mekkah
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mechanical Engineering Public Health Social Sciences Other

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Journal : LLT Journal: A Journal on Language and Language Teaching

 1 
TEACHERS’ BEHALF ON LANGUAGE TEST CONSTRUCTION Ismail, Nyak Mutia; Yoestara, Marisa
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (868.461 KB)

Abstract

There are four steps necessarily to be conducted when designing multiple-choice test items, namely setting the objective, building both concise stems and options, determining one correct answer, employing item indices to accept or discarding items (Brown, 2004). As a matter of fact, most teachers in Aceh are not very well-informed about the fourth step and they accept all items as they are. This study focuses on high school teachers who undergo all of the steps offered in the framework when constructing multiple-choice items for English summative test(s). The qualitative method using framework analysis was used in obtaining the data. A questionnaire was distributed to 15 teachers. The analysis process was carried out through three-step analysis (Miles, Huberman, & Saldana, 2013). The results depict that the teachers hardly conduct the index determining step or try-outs when constructing a test. This implies that there is no empirical warrant that all items are worth tested and can be the fundamentals for decision-making when assessing and evaluating students’ test results. DOI: doi.org/10.24071/llt.2017.200201
COMPARING LEXICAL DENSITY IN TEACHER TALKS: ELEMENTARY SCHOOL AND HIGHER EDUCATION LEVEL Ismail, Nyak Mutia; Yoestara, Marisa; Jamilah, Sitti
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i1.4971

Abstract

Teacher talk must be specific, clear, concise, and comprehensible for students as the target interlocutors. This study aimed to characterize lexical density in teacher talks of elementary school teachers and university lecturers during teaching. A qualitative descriptive technique was used involving lexico-grammar analysis from an SFL perspective. The subjects of this study were three elementary school teachers (6th-grade teachers) and three university lecturers (English lecturers) who were voluntarily recorded during their teaching time; once for each. Hence, the object of this study is the transcriptions of teacher talks from these six research subjects which were then analyzed using documentation techniques of data analysis namely selection, categorization, classification, identification, and verification. The results show that the lexical density used in elementary school teacher talk is 42.65% (low) and that one employed at the university level is 36.76% (low). Unexpectedly, the rate for elementary school is somewhat higher than that for the university level. This case appears to have an intervening aspect because the elementary school is an international school. It is learned that an educational institution—regardless of its level—with a distinct learning target would certainly influence the lexical density employed in the teachers’ spoken discourse during classes.
TEACHERS BEHALF ON LANGUAGE TEST CONSTRUCTION Ismail, Nyak Mutia; Yoestara, Marisa
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017): October 2017
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v20i2.734

Abstract

There are four steps necessarily to be conducted when designing multiple-choice test items, namely setting the objective, building both concise stems and options, determining one correct answer, employing item indices to accept or discarding items (Brown, 2004). As a matter of fact, most teachers in Aceh are not very well-informed about the fourth step and they accept all items as they are. This study focuses on high school teachers who undergo all of the steps offered in the framework when constructing multiple-choice items for English summative test(s). The qualitative method using framework analysis was used in obtaining the data. A questionnaire was distributed to 15 teachers. The analysis process was carried out through three-step analysis (Miles, Huberman, Saldana, 2013). The results depict that the teachers hardly conduct the index determining step or try-outs when constructing a test. This implies that there is no empirical warrant that all items are worth tested and can be the fundamentals for decision-making when assessing and evaluating students test results.
Co-Authors A'la, Putri Nurul Fadlullah Faisal Faisal Faudi, Faudi Imam Firmansyah Ismawirna, Ismawirna Isnaini Putri Jamilah, Sitti Juwita Wahyuni Meta Keumala Meta Keumala Mohamed, Noorul Azra Muhammad Rizal Muhammad Usman, Muhammad Munawir Munawir Munawir Munawir Munawir Munawir Noorul Azra Mohamed Nurjannah, Cut Nyak Mutia Ismail Ridhallah, Rizky Septhia Irnanda, Septhia Syafruddin, Yuliana Angreini Yunisrina Q. Yusuf Zahratul Idami Zaiyana Putri Zaiyana Putri Zaiyana Putri Zaiyana Putri Zaiyana Putri Zaiyana Putri Zaiyana Putri Zaiyana Putri, Zaiyana Zulfadli A. Aziz