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All Journal Academic Journal of Educational Sciences (Jurnal Akademik bidang Ilmu-Ilmu Pendidikan)
FELIX, TANS
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IMPLEMENTATION OF FORMATIVE ASSESSMENT IN KURIKULUM MERDEKA BY ENGLISH TEACHER OF SMPK ADISUCIPTO PENFUI NONING, YULIANA A.; FELIX, TANS; BERA, LAURENSIUS K.
Academic Journal of Educational Sciences Vol 7 No 1 (2023): June
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v7i1.11723

Abstract

Learning assessment is an important part of the Implementation of Kurikulum Merdeka. This is because assessment is valuable for facilitating learning, providing comprehensive information about students, knowing students’ learning progress, and as feedback on the learning process both from the teacher's side and from the students’ side. Conducting an assessment helps teachers to determine the next steps to be taken in order to improve the quality of learning. In implementing learning assessment, teachers should understand the principles of assessment in Kurikulum Merdeka. This research aims at describing how English teachers implement learning assessment in the class at describing the level of English learning assessment implemented by English teacher of Sekolah Penggerak SMPK Adisucipto Penfui. The results of this research are (1) the implementation of learning assessment has been done well because English teachers are able to implement most of the assessment principles in learning activities in the class, (2) Even though most of the assessment principles have been implemented properly, there are a small number of assessment principles that have not been implemented optimally such as self-assessments, peer assessment, self-reflection and providing peer feedback.
AN OVERVIEW 0F WRITING TEACHING APPROACHES ajes, editor; Felix, Tans
Academic Journal of Educational Sciences Vol 7 No 2 (2023): December
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v1i1.14065

Abstract

In this essay, five major writing teaching approaches are described. The first is the controlled-composition approach. In this approach, writing is taught to improve students’ non-writing skills, that is, speaking, listening, reading, and other language aspects such as vocabulary and grammar. The second is the current-traditional rhetoric approach. In this approach, the aim is to improve students' writing by focusing on language components that are important to becoming a writer, including vocabulary, sentence structures, paragraph structures, and essay development. The third approach is the process approach, which views writing as an individual process. In that sense, the intervention of writing teachers in the teaching of writing should be minimal, if not absent altogether, unless student writers want their teachers' help in writing. The fourth approach is the genre approach. In this approach, writing is seen as a social phenomenon in which certain models of writing must be well-mastered by student writers so that they can later produce them within their society. The last is a contextual approach which combines both process and genre approaches. In this approach, the teaching and learning of writing are based on the writing teachers' analysis of their students' potentials, interests, and needs in writing. It is suggested that the contextual approach be applied in our schools because it is more relevant along our students' journey to becoming great writers.
Co-Authors ajes, editor BERA, LAURENSIUS K. NONING, YULIANA A.