Strengths and Limitations of SmallTalk2Me App in English Language Proficiency Evaluation

This paper explores the strengths and limitations of the SmallTalk2Me App, an AI-driven language assessment tool, in evaluating English language proficiency. The study adopts a mixed-method approach, combining interviews with three experienced English teachers and a comprehensive literature review to provide a comprehensive analysis of the app's performance. The research begins with an exploration of the app's strengths, which include its objective and consistent evaluation metrics. The app's automated nature ensures that all test takers are assessed based on the same predefined criteria, reducing human bias and enhancing the reliability of evaluations. Also, it offers immediate feedback, allowing learners to identify their areas of improvement promptly and adapt their learning strategies accordingly. Conversely, the limitations of the SmallTalk2Me App are also discussed. One notable limitation is the challenge of replicating the complexity of real-life communication contexts. App-based assessments may not fully capture the intricacies of natural conversations. Additionally, the app's pronunciation assessment may struggle with accurately recognizing variations in accents and speech patterns, leading to potential inaccuracies in pronunciation evaluation. The insights from the interviews and literature review contribute to a comprehensive understanding of the app's performance, offering valuable implications for its effective use in language teaching and learning settings

MUHAMMADIYAH INTERNATIONAL CLASS ORIENTATION PROGRAM: EPP ASSESSMENT EXPERIENCE

Muhammadiyah develops International Class Orientation as the approach to improve the quality of Education. It is because Muhammadiyah as private organization has a challenge how to convince society that its education is really qualified. Since 2013, Muhammadiyah makes the memorandum of understanding with ACT Education Solution on EPP (English Proficiency Program). For the purpose of improving quality, 4 (four) Muhammadiyah Schools implement English Proficiency Program in East Java. This program has special way of assessment called assessment folder in which consists of writing program, interactive role play, unit tests, mid-program test, portfolio, individual oral presentation, group project, and end of program test. Muhammadiyah International Class Orientation has experiences regarding those types of assessment for several years. The research on Muhammadiyah International Class Orientation regarding EPP Assessment Experience was conducted since the other research hasn’t explored by others. The study is using qualitative research by identifying 4 schools as the places of the study. It gives insight to other teachers in assessing students’ learning in a various way

Exploring teachers’ approaches In teaching English Grammar: a comparative study of International And Regular Classes

Teaching grammar frequently relates to different approaches and method in each school as they have different program and students’ ability in perceiving the knowledge. Consequently, there are some significant differences in teaching grammar both in approaches and method. This study is conducted in order to analyze the teachers’ approach and possible method used by teacher in international and regular classes at SMA Muhammadiyah 2 Surabaya. The subject of this study is three teachers who teach at both programs by having at least 2 years experienced working as a teacher. This study used qualitative descriptive method that collected data by having an interview with three teachers. The findings show that teachers at both classes applied the same approach which are literacy and inductive approach. Teachers also apply the same method which are direct method, audio-lingual method, communicative, and grammar in context. The rationale by applying the same approach and method is on the curriculum and lesson plan which require the teacher to apply the similar approach even though both two classes have significant difference ability in English. The teaching process distinguishes on giving the number of examples, the students’ ability in demonstrating the rules and creating new sentences, students’ participation, the given text, teachers’ guidance in writing process, and the teachers’ instruction in revising the written task. The finding imply that the same approach and method can still be applied in two different programs even though they have different ability