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All Journal English Journal Literacy Utama ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Tedi Rohadi
UIN Sunan Gunung Djati
Humanities Education Other

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DIGITALIZING FORMATIVE ASSESSMENT QUESTIONS BANK WITH QUIZZIZ Tedi Rohadi; Shofia Mardhiyah
English Journal Literacy Utama Vol. 8 No. 1 (2023): English Journal Literacy UTama
Publisher : Universitas Widyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33197/ejlutama.v8i1.225

Abstract

Some teachers have always been encountering difficulties in writing an assessment especially a formative assessment. It is apparent that assessment is necessary to measure the achievement of learning objectives in teaching and learning to meet today's needs. This study aims to scrutinize the current books of question bank products as a benchmarking and attempt later on to design a preliminary digitalized question bank form to help teachers conduct formative assessments. The study uses research and development model and qualitative approach. It applied three phases of Borg & Gall's theory: research and information gathering, planning, and preliminary product development. Documentary data collection techniques are used to identify the characteristics and limitations of the question bank. A critical literature review and qualitative item analysis were used to analyse the data. Twenty-six question bank indicators were identified from a review of related literature. Twenty-six indicators are used to investigate weaknesses in current question bank products. Ten shortcomings were identified in both products meanwhile the second product has fewer defects than the first. The preliminary form of the digitalized question bank was designed by adapting existing products and overcoming their shortcomings. Forty entries were written and displayed in a test. The developed items are characterized to be more relevant to higher-level thinking which is analysis level cognitive domain about 48%. In addition 52.5% of the developed items are identified as medium difficulty.
TO SPEAK OR NOT TO SPEAK? THE WILLINGNESS TO SPEAK ENGLISH AMONG ENGLISH DEPARTMENT STUDENTS Shofwa Azzahra; Muhsiyana Nurul Aisyiyah; Tedi Rohadi; Fadillah Sandy
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 1 (2024): JUNE 2024
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i1.19070

Abstract

Adapting to the habits of communicating in English poses a significant challenge for freshmen of English Education Department in Indonesian context. They are required to listen to their lecturers’ explanation in English as well as to use English during classroom discussion. This research aims to explore the factors influencing the willingness to speak English. This study used mixed methods with the explanatory design. The quantitative data were collected by means of survey. As many as 40 first-year students majoring in English education in an Islamic state university in Cirebon filled in the questionnaire. The qualitative data were collected by interviewing 8 students. The quantitative data were analyzed with descriptive statistics while the qualitative data was used to corroborate the analysis of the quantitative findings. The results showed that the factors influencing students' willingness to speak are task type, topic of discussion (topics of familiarity, topics of interest, and topic preparation), interlocutor, students' personal characteristics (fear of negative evaluation, fear of correctness of speech, personality (shyness), self-confidence, teacher's role, and seating location.
Co-Authors Fadillah Sandy Muhsiyana Nurul Aisyiyah Shofia Mardhiyah Shofwa Azzahra