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All Journal English Language Education Reviews Tefla Journal (Teaching English as Foreign Language and Applied Linguistic Journal)
Saadillah
Universitas Islam Negeri Antasari Banjarmasin
Humanities Education Languange, Linguistic, Communication & Media

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Unpacking Writing Assessment Tasks for Junior High School Students: A Comprehensive Analysis Hidayah Nor; Saadillah; Nada Afifi
ELE Reviews: English Language Education Reviews Vol. 3 No. 1 (2023): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v3i1.6979

Abstract

This research addresses the issue of using course books as the sole source for writing assessment tasks in junior high schools without considering students’ diverse learning needs and capabilities. The study aims to identify and describe the assessment tasks employed by teachers to evaluate the writing skills of junior high school students and investigate students’ perceptions of these tasks. A descriptive qualitative method was used, focusing on MTs Hidayatullah Bahaur in Central Kalimantan as the research setting. Two English teachers and ten students of Class VIII from MTs Hidayatullah Bahaur participated in the study. The data collection techniques included observation, interviews, and documentation. The findings reveal that the English teachers primarily used two categories of assessment tasks: imitative writing, encompassing handwriting, spelling, and punctuation tasks, and intensive writing, which involved grammatical transformation, picture cues, vocabulary assessment, ordering, short-answer, and sentence-completion tasks. Furthermore, interviews with student representatives indicated that the overall quality of the assessment tasks was satisfactory. However, students emphasized the importance of teachers actively explaining the task requirements, as understanding the tasks was crucial for successful completion. Consequently, this study highlights the significance of well-designed assessment tasks accompanied by clear explanations to ensure students’ comprehension and accurate task execution.
COMMON ERRORS OF ENGLISH FINAL CONSONANT CLUSTERS BY ADVANCED ENGLISH EDUCATION STUDENTS Luthfy Al Razieb; Saadillah; Sovia Rahmaniah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 2 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i2.1063

Abstract

Student of English Education Department as a teacher candidate have to be good in producing English sounds, because they will be a teacher in the future which is students will imitate what they are saying. But, in reality mispronunciation is still frequently found in students of English Education Department, moreover to the advanced English education students. This research was using descriptive quantitative approach. And the objectives of this research were to know advanced English education students’ ability in pronouncing English final consonant clusters and what are the factors influences. The result showed that there were 44 pronunciation errors from 50 final consonant clusters that has been tested. Furthermore, many Advanced English Education students are unable to pronounce particular final consonant clusters. They tend to make error when they pronounce words containing /nd/, /mp/, /rst/, and /kst/ final consonant clusters. Based on the findings and discussion, it can be concluded that many of Advanced English Education students are still unable to pronounce English final consonant clusters correctly. They tend to get rid one sound at the end of the word because of interlingual factor, their friendship circle and their efforts in exploring the target language.
Co-Authors Hidayah Nor Luthfy Al Razieb Nada Afifi Sovia Rahmaniah