A Result and Discussion of the Dynamic Assessment Approach in Language Teaching: A Literature Review Study

Dynamic assessment is conceptually based on the sociocultural theory of Lev Vygotsky in the Zone Proximal Development. This paper aimed to discuss dynamic assessment in assessing students` reading comprehension. The limitation of this article will only discuss the definition of dynamic assessment, the historical framework of dynamic assessment, teacher roles in dynamic assessment, dynamic assessment in a foreign language, dynamic assessment of writing, dynamic assessment of reading comprehension, and the advantages and disadvantages of dynamic assessment. Based on literature studies, the dynamic assessment approach is effective in English teaching. It can conclude that this approach can be adopted and developed by English teachers to encourage students` motivation and participation in learning English.           &nbsp

The Problem with the Implementation of Cooperative Learning in Speaking Classes for Elementary School

Despite the well-established benefits of cooperative learning, implementation remains a challenge. This research aims to know the problems teachers face in implementing cooperative learning in speaking classes in elementary school. This study used a qualitative design with an interview approach with teachers to investigate problems in implementing cooperatives. This study report involves one teacher who has participated and has implemented cooperative learning for at least three years. The current study uses the interview data collection method to investigate the implementation of cooperative learning in MI TPI Keramat. The result indicates some problems the teacher faced in implementing cooperative learning in the classroom. The main problem faced by students in cooperative learning is group conflict

UTILIZING DEBATE METHOD IN EFL CLASS TO IMPROVE THE ARGUMENTATIVE WRITING ABILITY OF THE STUDENTS

Argumentative writing is a crucial part of the language learning process. Nevertheless, many students find writing, especially argumentative, a problematic English skill. Therefore, the researchers want to know the use of the debate method to improve students' argumentative writing ability in Islamic Boarding School. The objective of this research referring to the research problem is to find out the use of the debate method to improve argumentative writing ability. The design of this research is Qualitative and descriptive. The research subject is the ten alumni of modern Islamic Boarding Schools, consisting of 7 women and three men who had learned the debate method in argumentative writing. The data collection techniques used in this study are interviews and documentation. The finding is that improving students' ability to write argumentative paragraphs by applying debate techniques. Students feel facilitated and motivated in the learning process, so students' ability to write argumentative paragraphs increases