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All Journal Stairs: English Language Education Journal
Sri Sulastini
Universitas Negeri Jakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Alignment of Assessment Tasks with the Intended Learning Outcomes in “EPP” and “EMS” courses of ELESP UNJ: A Content Analysis Akbar, Intan Miutiara; Sulastini, Sri
STAIRS: English Language Education Journal Vol. 3 No. 1 (2022): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.3.1.4

Abstract

This study aims at investigating the extent to which assessment tasks (ATs) and intended learning outcomes (ILOs) in Phonetics & Phonology (EPP) and English Morphology & Syntax (EMS) courses of ELESP are well aligned, and how their alignment with the knowledge (KD) and cognitive process dimension (CPD) is. Deductive qualitative content analysis techniques were implemented on the RPS document and assessment tools. It was found that 83% of the ATs in the EPP course are well-aligned with the ILOs. They support the students’ ability to Remember (8,82%), Understand (20,59%), and Apply (41,18%) the Conceptual (82,35%) and Procedural (17,65%) knowledge, while Analyze and Evaluate cover 2,94% and 26,47% respectively. However, the ATs tested students’ ability to Understand (25%) and Apply (75%) Conceptual (95%), and Metacognitive (5%) knowledge resulting in a misaligned teaching and learning exercise. In the EMS course, three out of six items (50%) of ATs are partially aligned, while only one AT (17%) is well-aligned with the ILOs. The ILOs support the students’ ability to Understand (50%) Conceptual (66,67%) and Metacognitive (33,33%) knowledge while the Analysis covers 50%. However, the ATs tested students’ ability to Understand (66,67%) and Apply (33,33%) Conceptual (100%) knowledge was misaligned.
Exploring Secondary-school EFL Teachers’ Perception and Practices of Formative Assessment Sulastini, Sri
STAIRS: English Language Education Journal Vol. 3 No. 2 (2022): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.3.2.7

Abstract

Formative assessment is critical to effective classroom instruction and is widely acknowledged as a positive ‘facilitator’ of student learning and its careful implementation has powerful, positive effects on learning. This implies requirements for teachers to have an appropriate level of language assessment literacy or LAL since the effectiveness of teachers’ practices is much influenced by their perceptions or beliefs and related experiences. This study aims at obtaining better insights into English Foreign Language (EFL) teachers’ perceptions and practices of formative assessment. For this purpose, ninety-two EFL teachers of General and Vocational Secondary Schools in Jakarta and Bogor areas were involved as subjects of the study. The findings of the study reveal that teachers may not fully comprehend what FA is. This is reflected in the significant inconsistencies in their responses to the given questionnaires and interviews that suggest a misconception of FA. More rigorous study with better methodology is recommended as follow-up actions. In addition, the findings generate an urgent call for EFL teacher education programs to devise relevant professional development programs that can meet the actual needs of preset and inset program participants.
Vocational High School Teachers’ Perception of Project-based Learning Method in English Language Teaching: A Case Study Tanila, Melvira; sulastini, sri; Agustina, imas Wahyu
STAIRS: English Language Education Journal Vol. 5 No. 1 (2024): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.5.1.7

Abstract

As Vocational High School (VHS) students are prepared to work in certain fields, project-based learning (PjBL)becomes one of the teaching and learning methods that teachers can use to meet the expectations in the work field. Even though the effectiveness of PjBL implementation is related to how the teacher perceives the method, less attention is given to studies that focus on teachers' perceptions of the principles of PjBL. Therefore, this study aimed to investigate the English teachers' perception of the PjBL method in terms of the objectives, principles, and teachers' roles. The descriptive case study was employed as the research design to answer the formulated research questions. Semi-structured interviews with English teachers at SMKN 26 Jakarta were conducted to collect the data. The findings show that all teachers have a good perception of the objectives of the PjBL method. Most teachers fully understand their role in the PjBL method. However, there was some misunderstanding in teachers' perception of the principle of challenging problems/questions and public products. 75% of the teachers did not see sustained inquiry and reflection as the principle of the PjBL method. Therefore, teacher professional development training related to the principles of the PjBL method needs more attention.
Co-Authors Agustina, Imas Wahyu Akbar, Intan Miutiara Tanila, Melvira