Developing video-conferenced English speaking test (VEST) for classroom-based assessment in tertiary education

A proper speaking test may pose challenges to teachers due to suboptimal assessment literacy and the laborious administration of a speaking test. Technology can help alleviate the labor while enabling teachers to ascertain the accuracy and validity of the speaking test. In this direction, this study aims to develop a videoconferenced English-speaking test (henceforth VEST) with the aid of videoconferencing technology. Aligned with the empirics on the use of technology for speaking assessment, this study addresses the gapping void in how videoconferencing technology can be harnessed to escalate the practicality and positive impacts of a classroom-based speaking test in an Indonesian EFL setting. The development adhered to the ADDIE framework involving Analysis, Design, Development, Implementation, and Evaluation. The test prototype was evaluated using a test usefulness analysis framework. The evaluation results were coupled with reflection results of test takers’ experiences to guide test revision. Given the small sample size, this study has unveiled the potential of VEST to improve the praxis of speaking assessment and the resultant test takers’ experience. Implications and recommendations for future studies are also discussed

The efficacy of 4Cs-based reading to foster 21st-century learning competencies

The omnipresence of 4Cs at tertiary education has shifted the attention of language classroom teachings toward the mastery of multifaceted intelligences. Resultant teaching praxis subsequently calls forth students’ high literacy, which affects the nature and extent of success and failure. This study strived to scrutinize how the 4Cs approach in Reading courses scaffolds students’ multidimensional 21st-century learning competencies. Data were collected through online survey and focus group discussion, with deductive and inductive content analysis subsequently operative. The findings have shed lights on how 4Cs-based reading instructions help teachers to create learning environment commensurate with the demand of 21st-century learning, which aids students’ learning in gaining metacognitive tools for high literacy. With clear framework of collaborative work and scaffolding, teachers can trigger and further direct students’ achievement goals and social goals towards high literacy

Employing Blended Literature Circles to Foster Activating Academic Emotions of Struggling Readers

Grounded within academic emotion and transactional reading theory, the present study investigates the understudied struggling readers’ academic emotions after taking part in three blended literature circles in an English class at tertiary education. Thirteen Physics Education students partook in the research. Data were garnered by open-ended questionnaires and semi-structured interviews, the results of which were analyzed by directed content analysis bound to Academic emotion theory. The research findings explicate that blended literature circles pave the path to propelling reading-to-learn endeavors. Despite sub-optimal reading proficiency, the students’ academic emotions depict the efforts towards achievement goals, primarily laden with a mastery approach, and social goals through dialogic reading in blended literature circles.

Penerapan Metode Kerja Kelompok Untuk Meningkatkan Hasil Belajar Siswa Pada Pelajaran Matematika

Tujuan penelitian ini adalah untuk meningkatkan hasil belajar siswa pada pelajaran matematika materi pengukuran waktu dengan menerapkan metode kerja kelompok di kelas II SD NU 08 MA’ARIF dengan jumlah siswa 15 anak pada semester 2 tahun ajaran 2022/2023. Penelitian menggunakan pendekatan kualitatif, instrumen yang digunakan untuk pengumpulan data berupa tes dan observasi, dengan betuk penelitian tindakan kelas. Pada siklus I penerapan metode kerja kelompok pada pelajaran matematika materi pengukuran waktu belum memenuhi kriteria dengan keberhasilan belajar 66,6% masih belum memenuhi target. Pada siklus II penerapan metode kerja kelompok pada pembelajaran matematika menunjukkan peningkatan dengan jumlah ketuntasan mencapai 93,3%