Designing and Evaluating the Use of Smartphones to Facilitate Online Testing in Second-Language Teacher Education (SLTE): An Auto-Ethnographic Study

Abstract—This paper reports on an auto-ethnographic study of the use of smartphones to facilitate online testing in the context of second-language teacher education (SLTE). A total of 54 pre-service teachers participated in the study. Preliminary data were collected through observation and written reflection, and additional data were gathered from interviews and students’ web activity logs to enable triangulation. Thematic analysis was carried out on the qualitative data. The findings show that smartphones are a viable electronic tool to facilitate online testing in an SLTE context. More importantly, using Moodle as an online test platform meets both teachers’ and students’ needs with respect to aspects such as design, test structure and online testing activity. The study also highlights some benefits and challenges of employing sequential and multiple- attempt test modes and providing delayed feedback on online tests. The implications of these findings are discussed, with suggestions for further research in the field

Designing and Evaluating the Use of Smartphones to Facilitate Online Testing in Second-Language Teacher Education (SLTE): An Auto-Ethnographic Study

This paper reports on an auto-ethnographic study aiming to identify insights into the practice of using smartphone to facilitate online testing in context of second language teacher education (SLTE). In total of fifty-four pre-service teachers participated in the study. Two methods were employed to collect data, including observation and written-reflection. Additional data gathered from interview and students’ activity logs on the website were also used to triangulate the data collected through the initial methods. A thematic analysis were carried out to analyse the qualitative data. Findings of the study show that smartphone is viable as an electronic tool to facilitate online testing in SLTE context. More importantly, the use of Moodle as an online test platform fits both the teacher and the students’ needs on several aspects such as design, test structure, and online test activity. The study also highlights benefits and challenges of employing sequential and multiple attempt test modes and delayed feedback on online tests. Implications of the findings on the practice of online testing using smartphone in context of SLTE and further research in the field are also discussed

Designing and Evaluating the Use of Smartphones to Facilitate Online Testing in Second-Language Teacher Education (SLTE): An Auto-Ethnographic Study

This paper reports on an auto-ethnographic study aiming to identify insights into the practice of using smartphone to facilitate online testing in context of second language teacher education (SLTE). In total of fifty-four pre-service teachers participated in the study. Two methods were employed to collect data, including observation and written-reflection. Additional data gathered from interview and students’ activity logs on the website were also used to triangulate the data collected through the initial methods. A thematic analysis were carried out to analyse the qualitative data. Findings of the study show that smartphone is viable as an electronic tool to facilitate online testing in SLTE context. More importantly, the use of Moodle as an online test platform fits both the teacher and the students’ needs on several aspects such as design, test structure, and online test activity. The study also highlights benefits and challenges of employing sequential and multiple attempt test modes and delayed feedback on online tests. Implications of the findings on the practice of online testing using smartphone in context of SLTE and further research in the field are also discussed

The Usage of Online Assessment Moodle LMS and Google Classroom Environment for English Language Teaching

Moodle and Google Classroom learning management systems (LMSs) generally operate in higher education and are accommodating when shifting from traditional face-to-face instruction to online courses. The study aims to examine and analyze online assessment or testing in Moodle and Google Classroom for English language learning. The study concentrated on the mixed method and the convergent parallel design. This research reveals methods to construct, adapt, and evaluate online assessments or testing in Moodle or Google Classroom. Moodle scores higher than Google Classroom in the Automated evaluation and Submission for Items evaluation aspect. On the other hand, Discussions on the Platforms and Share and Publication have a better experience with Google Classroom educators. English language lecturers or instructors exposed that Moodle comprehended Item Mean scores of 2.43, 2.42, and 2.41. it exposed those quizzes are the most common automated evaluation. Interactive multimedia applications may also be practical for online learning and assessment. However, the mean scores of 2.09, 2.16, and 2.18 revealed that comes to online learning, Moodle instructors who consider it an inadequate Google Classroom are out of touch with reality. Moodle and Google classroom scored low for the teacher aspect as implementation differences, and the finding elaborates on the opportunities and challenges of online assessment and testing. The participants noticed increased English language learners’ accomplishments and improved English lecturers’ online technical abilities. These results support the transition toward the future introduction of more online English language online course

PELATIHAN MENULIS ARTIKEL ILMIAH PADA GURU-GURU SD NEGERI MEKARWANGI 02 CIKARANG

Menulis karya ilmiah merupakan keharusan bagi guru sebagai upaya pelaksanaan dan pengembangan profesi guru yang tertuang dalam Peraturan Menteri Negara Pendayagunaan Aparatur Negara dan Reformasi Birokrasi Nomor 16 Tahun 2009 tentang Jabatan Fungsional Guru dan Angka Kreditnya, yang mencantumkan syarat jika naik pangkat harus memiliki artikel ilmiah berstatus publikasi ilmiah. Sementara, keadaan yang ada memperlihatkan bahwa beragam permasalahan yang hadir membuat beberapa guru tidak produktif dalam menulis artikel ilmiah. Pendampingan menulis artikel ilmiah ini dilakukan guna mengembangkan kemampuan dan kreativitas guru dalam menulis sesuai dengan kaidah-kaidah ilmiah dan dapat dimanfaatkan sebagai pengembangan profesi guru dalam kenaikan pangkat

Designing and Evaluating the Use of Smartphones to Facilitate Online Testing in Second-Language Teacher Education (SLTE): An Auto-Ethnographic Study

This paper reports on an auto-ethnographic study aiming to identify insights into the practice of using smartphone to facilitate online testing in context of second language teacher education (SLTE). In total of fifty-four pre-service teachers participated in the study. Two methods were employed to collect data, including observation and written-reflection. Additional data gathered from interview and students’ activity logs on the website were also used to triangulate the data collected through the initial methods. A thematic analysis were carried out to analyse the qualitative data. Findings of the study show that smartphone is viable as an electronic tool to facilitate online testing in SLTE context. More importantly, the use of Moodle as an online test platform fits both the teacher and the students’ needs on several aspects such as design, test structure, and online test activity. The study also highlights benefits and challenges of employing sequential and multiple attempt test modes and delayed feedback on online tests. Implications of the findings on the practice of online testing using smartphone in context of SLTE and further research in the field are also discussed