Assessing Non-english Department Students\u27 Mastery of Academic Content Area Reading

: Assessing Non English Department Students\u27 Mastery of Academic Content Area Reading. This study addresses mainly college students\u27comprehension on academic texts. It involves 400 respondents of three state and three private universities in Malang with study programs with ‘high, ‘fair\u27, and ‘low\u27 bases on the proportion of the study programs accredited A by the National Board of Accreditation (BAN). Quantitative data were analyzed descriptively and comparatively. The results show reading com­prehension of most respondents ranges from ‘avarage\u27 to ‘low\u27. Most word attack skills and text content attack skills are low. Text structure attack skills are not adequately mastered. The respondents\u27 compre­hension across state universities does not significantly differ, but there is a difference across private univer­sities, limited to certain private universities. A significant difference between the comprehension of stu­dents of state universities and private universities and a significant difference between the comprehension of science and social studies students are evidenced. Most respondents are not yet ready for academic comprehension of English

Detecting Anomalies in Assessment Devices for Cross-Cultural Use: Fairness Concerns

Assessment devices are developed with the undertaking of collecting data that will inform a valid and reliable crux of interest. Such information is mandatory as it will constitute a basis for responsible decision-making. In order to meet the projected function appropriately, any assessment device, let alone those for cross-cultural use, needs to be anomaly-free. While the use of assessment devices across nations has been ubiquitous worldwide, scrutinizing assessment devices for any existing covert defects is unavoidably imperative if fairness in the result interpretation is to be envisioned. This paper reviews briefly several concepts related with nuisances that potentially cause anomaly in assessment devices particularly for cross-cultural use

Reading Strategy's Failure to Deliver Toward Reading Comprehension

Penelitian ini bermaksud mengungkap hubungan antara Support Reading Strategy dan kemampuan memahami bacaan. Untuk itu, peneliti menggunakan metode penelitian regresi linear sederhana. Sementara itu, karena target populasi adalah seluruh siswa SMA negeri di Kota Malang, Jawa Timur, Indonesia, sampel penelitian berjumlah 301 siswa dari tiga sekolah yang berbeda. Berangkat dari analisis statistik parametrik yang mengolah data dari Survey of Reading Strategy (SORS) dan uji kemampuan membaca, temuan penelitian menunjukkan bahwa Support Reading Strategy tidak mampu membuktikan korelasi positif yang signifikan terhadap kemampuan siswa dalam memahami bacaan

Senior and Junior EFL Teachers' Pedagogical Knowledge: Levels and Areas of Mastery and Non-mastery

This study is intended to investigate the levels and areas of mastery and non-mastery of senior and junior EFL teachers' pedagogical knowledge (PK) in the Indonesian context. Involving 60 participants consisting of 24 senior EFL teachers of junior high schools and 36 junior EFL teachers who joined PPG, this study made use of a set of a questionnaire comprising 25 items. The data were analyzed quantitatively by employing Descriptive Statistics and T-Test. The data analysis shows that there is no statistically significant difference/level between senior and junior EFL teachers' pedagogical knowledge. Although their scores are not significantly different, senior EFL teachers know not better than those of junior EFL teachers. There are more aspects of PK they do not know. Senior EFL teachers are fully weak in dealing with the teaching profession, ELT theory, and research, while junior EFL teachers are fully weak in the teaching profession and ELT theory. Based on these findings, EFL teachers are suggested to join more workshops, training, and seminar to improve their pedagogical knowledge. Reading and writing activities are also useful to strengthen their knowledge and understanding of PK.  Keywords: senior and junior, EFL teachers, pedagogical knowledge&nbsp

Computerized Dynamic Assessment (C-DA) on Reading Comprehension for L2 Learners of Vocational High Schools

Penelitian ini fokus pada pengembangan prototipe program penilaian pada membaca komprehensif yang berdasarkan pada computerized dynamic assessment. Kemampuan membaca yang akan diukur pada tes ini, meliputi identifikasi topik, ide pokok, informasi rinci dalam teks, referensi, identifikasi anggapan, memahami makna persamaan kata, dan menyimpulkan. Produk asesmen ini terdiri dari dua tipe teS, yaitu pilihan ganda dan cloze procedures. Tes tersebut mengandung petunjuk/saran sebagai karakteristik dari dynamic assessment. Peserta yang terlibat pada penelitian ini terdiri dari 316 siswa kelas sebelas sekolah menengah kejuruan. Hasil dari pengembangan produk program penilaian computerized dynamic assessment sangat diterima dengan baik dan hampir dari seluruh peserta tidak mengenal program penilaian computerized dynamic assessment. Hal ini mengindikasikan bahwa pengembangan produk ini diterima oleh siswa terutama pada sekolah menengah kejuruan

Integrating Writing Process with Quantum Learning Framework in English Language Teaching

Rumitnya menulis membuat pengajaran bahasa Inggris lebih menantang bagi beberapa guru bahasa Inggris untuk membantu para pesertadidik menghadapi kesulitan dalam menulis. Dalam setiap laporan penelitian, beberapa siswa biasanya memiliki masalah dalam menemukan ide untuk menulis dan menyusun kalimat. Penelitian ini dimaksudkan untuk memecahkan masalah-masalah tersebut. Integrasi proses menulis dengan Quantum Learning adalah strategi yang diterapkan dalam penelitian ini. Hasil penelitian menunjukkan bahwa integrasi proses menulis dengan Quantum Learning dapat membuat tulisan siswa lebih baik dan memungkinkan siswa untuk berpartisipasi aktif selama proses belajar mengajar