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All Journal Voices of English Language Education Society Yavana Bhasha : Journal of English Language Education
Imansyah, Imansyah
IKIP Mataram
Education Languange, Linguistic, Communication & Media

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An Analysis on the EFL Teachers’ Perception about Authentic Assessment Imansyah, Imansyah; Utama, I Made Permadi; Sumarni, Baiq
VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (347.808 KB) | DOI: 10.29408/veles.v2i2.845

Abstract

This research was aimed in attempt to analyze and describe the EFL Teachers’ Perception about Authentic Assessment. The EFL teachers at MA DI PUTRA NURUL HAKIM were taken as subjects of this research. Descriptive research design with quantitative data was applied since the method of gathering the data was questionnaire with interview as the supporting method. In relation to the problem proposed, the current study found that the EFL teachers at MA DI PUTRA NURUL HAKIM had positive perception about authentic assessment. It was proven that the EFL teachers had positive knowledge, point of view, belief, feeling, and behaviour towards authentic assessment.
THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN MA DI PUTRA NURUL HAKIM IN THE ACADEMIC YEAR 2017/2018 Imansyah, Imansyah; Utama, I Made Permadi; Sumarni, Baiq
Yavana Bhasha : Journal of English Language Education Vol 1, No 2 (2018): Yavana Basha: Jounal of English Language Education
Publisher : Institut Hindu Dharma Negeri Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (160.445 KB)

Abstract

This research was conducted in attempt to analyze and describe the types ofauthentic assessment implemented by the EFL Teachers at MA DI PUTRA NURULHAKIM. This research applied a descriptive research designsince it was aimed at analyzingand describing the types of authentic assessment practiced by the EFL teachers in Englishclasses in MA DI PUTRA NURUL HAKIM. The method of gathering the data wasobservation supported with document study and interview to get more deeply. In relationto the problem raised, the current study found that there were various types of authenticassessment used by the EFL teachers. They were oral presentations and dramatizations,story telling, reading aloud,demonstration, constructed response items, writing samples,and peer assessment. The researcheralso found that the EFL teachers integrated one skillwith others since one single method of assessment can be used to assess more than one skill,and one skill was assessed by using some types of assessement
THE IMPLEMENTATION OF INQUIRY-BASED LEARNING STRATEGY TO ENHANCE STUDENTS’ WRITING ABILITY IN DESCRIPTIVE TEXT Imansyah, Imansyah; Terasne, Terasne; Hartina, Khorida Yan
Yavana Bhasha : Journal of English Language Education Vol 2, No 1 (2019)
Publisher : Institut Hindu Dharma Negeri Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1009.834 KB)

Abstract

This research was aimed at knowing whether Inquiry-Based Learning strategy enhanced students’ writing ability in descriptive text or not. The research was a classroom action research. The data collected through quantitative and qualitative ways. Quantitative data was gained from the result of pre-test and post-test from writing test. Meanwhile, qualitative data was gained from the result of observation sheets toward students’ and teachers activity. The instrument used by the researcher were test and observation sheet. The finding of the research shows that the strategy can improve the students’ writing ability in descriptive text. the improvement can be seen from the mean score of students from pre-test, post-test one, and post-test two. The mean score of pre-test was 69.5 (35%), there were seven students who passed the minimum passing grade, in the post-test one, 72.2 (60%), twelve students passed the minimum passing grade and in the post-test two, 78.25 (85%),  seventeen students passed the minimum passing grade (KKM) from twenty students.
Co-Authors Hartina, Khorida Yan Sumarni, Baiq Terasne, Terasne Utama, I Made Permadi