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Varied Assessments Used to Measure Students’ Achievement in Introduction to Literature Class 文学导论课学生学习成绩的不同评价方法
EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Pub Date : 2019-09-05 DOI: 10.32503/EDULINK.V1I2.605
N. Ain
{"title":"Varied Assessments Used to Measure Students’ Achievement in Introduction to Literature Class","authors":"N. Ain","doi":"10.32503/EDULINK.V1I2.605","DOIUrl":"https://doi.org/10.32503/EDULINK.V1I2.605","url":null,"abstract":"This paper reported types of assessments and assessment practices used in Introduction to Literature (ITL) class. Looking at the context and the purpose of the assessment, the principles of classroom learning are to be applied in planning, constructing and administering the tests. The test was also constructed to contain a representative sample of the course, the relationship between the test items and the course objectives to keep up with the content validity. The test has two forms of assessment as dealt in learning contract that are spoken and written forms. The results of students’ assessment can be categorized into several categories: the first category is the students who have good achievement both in spoken and written performances; the second one is for category which the students have great range of different between spoken and written performances; the third category is the students who have the little range of differences between spoken and written performances; and the last category is the students who have got fair achievement both in spoken and written performances.","PeriodicalId":272242,"journal":{"name":"EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132471887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teachers’ and Student’s Scaffolding in Second Language Learning 第二语言学习中教师和学生的框架
EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Pub Date : 2019-09-05 DOI: 10.32503/EDULINK.V1I2.604
Aziza Restu Febrianto
{"title":"Teachers’ and Student’s Scaffolding in Second Language Learning","authors":"Aziza Restu Febrianto","doi":"10.32503/EDULINK.V1I2.604","DOIUrl":"https://doi.org/10.32503/EDULINK.V1I2.604","url":null,"abstract":"The aim of this paper is to show how scaffolding from teacher to students and that from students to students work during a sequence of language learning in which communication skills and fluency are the goals to reach. Pedagogical sequence that includes the roles of teacher in facilitating students involved in various types of learning activity and tasks has been analysed to find educational implications of the theories. Based on the data of some empirical studies, it shows that the strategy used by teacher to facilitate the activities and give corrective feedbacks is very helpful to make students focus on the goals. This is how scaffolding from teacher works efficiently in classroom learning. Pair and group work interactions among students with different characteristics also prove how scaffolding from students to students are present and contributes to the communication skills development. However, not all students can provide useful scaffolding for others due to their different personality. In conclusion, the teacher’s scaffolding and students’ scaffolding occur in different patterns (Storch 2002: 119-158). Teacher’s scaffolding comes in a various range of support, while student’s scaffolding might be helpful, but not as significantly as that of the teacher.","PeriodicalId":272242,"journal":{"name":"EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125685588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Material Critique for Touchstone 3rd Edition: on corpus analysis and spoken grammar 试金石第三版材料批判:关于语料库分析和口语语法
EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Pub Date : 2019-09-05 DOI: 10.32503/EDULINK.V1I2.606
Entusiastik
{"title":"Material Critique for Touchstone 3rd Edition: on corpus analysis and spoken grammar","authors":"Entusiastik","doi":"10.32503/EDULINK.V1I2.606","DOIUrl":"https://doi.org/10.32503/EDULINK.V1I2.606","url":null,"abstract":"This paper analysed the use of corpus and spoken language features in the English Language Teaching (ELT) coursebook “Touchstone”. The corpus analysis was carried out by using the British National Corpus (BNC) which was chosen for its easy and free access. In doing the spoken language analysis, I refer to McCarthy and Carter’s (2015, p.5) argument which take the grammar of conversation as ‘the benchmark for a grammar of speaking’ by considering features such as ellipsis, heads and teailsm lexical bundles, and vagueness. The analysis indicated that the language used in this coursebook signified a certain level of authentic and natural language, although areas of improvement were also found.","PeriodicalId":272242,"journal":{"name":"EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133866984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
HELPING STUDENTS WRITE NARRATIVE TEXTS USING SMS (STORY MODIFICATION STRATEGY) 帮助学生使用SMS(故事修改策略)写叙事性文本
EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Pub Date : 2019-04-13 DOI: 10.32503/EDULINK.V1I1.454
B. Yulianto
{"title":"HELPING STUDENTS WRITE NARRATIVE TEXTS USING SMS (STORY MODIFICATION STRATEGY)","authors":"B. Yulianto","doi":"10.32503/EDULINK.V1I1.454","DOIUrl":"https://doi.org/10.32503/EDULINK.V1I1.454","url":null,"abstract":"One of the problems faced by students in writing a narrative text (story) is that they have no ideas to develop into a full story. They usually spend so much time to think of what to write about that they finally run out of time to complete the task. Meanwhile, there is a fact that stories in movies are sometimes derived from fairy tales the setting of time and place of which have been made different. This has given me inspiration that students do not have to make a completely new story in order to write a narrative text. As students are familiar with tales, legends, or fables, what they need is only to make some modifications to the existing stories they already know. In other words, in order to be able to write a new story they actually only need to “cook” the “ingredients” they have in mind. Thus, there is no more reason for them not to write a story because of having no ideas to write. This paper will give a model of helping students using the strategy called SMS or Story Modification Strategy.","PeriodicalId":272242,"journal":{"name":"EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128555968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
PEKERTI TRAINING TO IMPROVE LECTURERS’ INSTRUCTIONAL QUALITY AS PROFESSIONAL ACADEMICS 佩克蒂培训提高讲师作为专业学者的教学质量
EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Pub Date : 2019-04-13 DOI: 10.32503/edulink.v1i1.453
A. Prasetya
{"title":"PEKERTI TRAINING TO IMPROVE LECTURERS’ INSTRUCTIONAL QUALITY AS PROFESSIONAL ACADEMICS","authors":"A. Prasetya","doi":"10.32503/edulink.v1i1.453","DOIUrl":"https://doi.org/10.32503/edulink.v1i1.453","url":null,"abstract":"Social phenomena in the higher education environment currently sees competition for academic staffs to obtain functional positions in order to obtain social status and recognition as lecturers. Academic staffs are required to have the following competencies namely pedagogical, academic, social, personal, professional and to improve their competencies by participating in trainings such as Aplied Approach (AA) training. By participating in AA training, an academic staff is required to understand what must be possessed as a lecturer especially in making Lecture Even Unit or Tutorial Program Design and Tutorial Event Unit. The objective is to carry out technical training so that the lecturer understands instructional basic techniques such as teaching methodologies, understanding teaching and learning techniques, teaching evaluation, understanding and being able to make the Tutorial Program Design and Tutorial plan, so that they become professional academic personnel. namely affective social actions, specific social actions, social actions on the basis of values ​​and traditional social actions. The expected final results with AA-type training, the ability of lecturers to manage teaching learning process is more quality so that professional academics are created, besides being one of the certification requirements.","PeriodicalId":272242,"journal":{"name":"EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128417380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
THE REPRESENTATION OF BASUKI TJAHAJA PURNAMA AND ANIES BASWEDAN IN THE GUARDIAN AND THE TIMES’ ARTICLES OF UNOFFICIAL QUICK COUNT RESULTS OF JAKARTA GOVERNOR ELECTION 《卫报》和《泰晤士报》对雅加达省长选举非官方快速点票结果的报道中，basuki tjahaja purnama和anies baswedan的代表
EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Pub Date : 2019-04-13 DOI: 10.32503/edulink.v1i1.450
Diana Kurniawati
{"title":"THE REPRESENTATION OF BASUKI TJAHAJA PURNAMA AND ANIES BASWEDAN IN THE GUARDIAN AND THE TIMES’ ARTICLES OF UNOFFICIAL QUICK COUNT RESULTS OF JAKARTA GOVERNOR ELECTION","authors":"Diana Kurniawati","doi":"10.32503/edulink.v1i1.450","DOIUrl":"https://doi.org/10.32503/edulink.v1i1.450","url":null,"abstract":"The aim of this paper is to present a critical discourse approach to compare two articles about unofficial quick count results of Jakarta Governor Election in The Guardian and The Times. Firstly, I will begin with the background analysis of why this issue is investigated and then I will explain how The Guardian and The Times represent social actors, social actions and visual representation of the social actors in their articles. Finally, I will discuss the content evaluation of these articles and end it with a conclusion. It can be concluded that both The Guardian and The Times use similar representational strategy to represent the main social actors. In their articles, Basuki Tjahaja Purnama is more activated and more prioritised despite being overtly described as a minority.","PeriodicalId":272242,"journal":{"name":"EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132790409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
HOW SCAFFOLDING CONCEPT IS REALISED THROUGH THE USE OF FEEDBACK: A SOCIOCULTURAL PERSPECTIVE 如何通过使用反馈来实现脚手架概念:社会文化视角
EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Pub Date : 2019-04-13 DOI: 10.32503/EDULINK.V1I1.451
entusiastik
{"title":"HOW SCAFFOLDING CONCEPT IS REALISED THROUGH THE USE OF FEEDBACK: A SOCIOCULTURAL PERSPECTIVE","authors":"entusiastik","doi":"10.32503/EDULINK.V1I1.451","DOIUrl":"https://doi.org/10.32503/EDULINK.V1I1.451","url":null,"abstract":"The aim of this paper is to discuss how the metaphor of scaffolding is realised through the use of feedback in an ESL class in the US. In doing the analysis, I look at three types of feedback (self-feedback, peer feedback, and teacher feedback) and how each type help to shape the learning process in the learning context which is discussed. A number of experimental researches indicate that L2 learners would benefit from corrective feedback -regardless of the type of the feedback (Alfaajreh and Lantolf, 1994; Caroll and Swain, 1992). In the same vein, from this learning context, it can be concluded that each type of feedback can potentially serve as a mediation tool to scaffold students’ learning process.","PeriodicalId":272242,"journal":{"name":"EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127504636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
USING TEAM PAIR SOLO TO IMPROVE STUDENTS’ READING COMPREHENSION TOWARD THE ELEVENTH GRADE OF IIS-4 SMAN 4 运用小组结对独奏提高高一学生的阅读理解能力
EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Pub Date : 2019-04-13 DOI: 10.32503/edulink.v1i1.452
Lely Setyawati
{"title":"USING TEAM PAIR SOLO TO IMPROVE STUDENTS’ READING COMPREHENSION TOWARD THE ELEVENTH GRADE OF IIS-4 SMAN 4","authors":"Lely Setyawati","doi":"10.32503/edulink.v1i1.452","DOIUrl":"https://doi.org/10.32503/edulink.v1i1.452","url":null,"abstract":"This research aimed to apply Team Pair Solo technique to improve students’ reading problemof XI IIS-4 of SMAN 4 Kediri. This research design was a Classroom Action Research. The researcher used several instruments; such as observation checklist, field notes, and reading comprehension test. The finding showed that by using Team Pair Solo technique can improve students’ comprehension in than when they were taught by using previous method. The improvement of students’ reading comprehension was due to the use of Team Pair Solo as the technique in teaching reading.It showed that by using Team Pair Solo, students’ motivation and accommodate students to be well prepared to the reading passage by discussing in team, pair with other student, and finally they have great self-esteem to stand by their self in reading class. It was suggested to all English teachers to apply this technique as one of the methods to increase students’ motivation in English class and also could be used to increase students’ reading skill.","PeriodicalId":272242,"journal":{"name":"EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115649461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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