JELITA最新文献_第2页

An Analysis of The English Summative Test: EFL Teacher-Made Test 英语总结性测试分析：英语教师自制测试

JELITA Pub Date : 2024-02-19 DOI: 10.56185/jelita.v5i1.618

Yessicka Noviasmy, Risma

{"title":"An Analysis of The English Summative Test: EFL Teacher-Made Test","authors":"Yessicka Noviasmy, Risma","doi":"10.56185/jelita.v5i1.618","DOIUrl":"https://doi.org/10.56185/jelita.v5i1.618","url":null,"abstract":"This study aims to determine the quality of the multiple-choice summative test items for senior high school EFL teachers in Parepare. The analysis consisted of validity, reliability, level of difficulty, and distractors. The type of research used in this research was quantitative descriptive. The subjects in this study were 33 students. The data in this study was collected using documentation techniques. Data analysis in the form of item analysis was carried out using the Biserial point correlation. The results of the study showed that the valid category was 80% and invalid are 20%. Included in the unreliable test with KR-20 < 0.70 or 0,6. The difficult category was 1 item, the moderate category was 8 items, and easy category was 1 item. Distractors function very good was 70%, good category was 20%, and the quite good category was 10%. It can be resumed that the final multiple-choice test made by EFL teacher has very good quality of item validity, unreliable test, good quality level of difficulty, and very good quality distractor. Based on the result analysis of test items, it can be concluded that several good test items can still be used for the future summative test, and several test items should be revised.","PeriodicalId":517512,"journal":{"name":"JELITA","volume":"18 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140451885","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

Challenge and Opportunities: A Qualitative Exploration of Junior High School English Language Educators' Perspectives on Implementing Differentiated Instruction 挑战与机遇：初中英语教育工作者实施差异化教学的定性探索

JELITA Pub Date : 2024-01-28 DOI: 10.56185/jelita.v5i1.597

R. Rahmaniar, Zulkifli Surahmat, Ahmed Sardi, Ihfa Indira Nurnaifah

引用次数: 1

Empowering Reading Comprehension in EFL Vocational School Students through Folktale 通过民间故事提高英语职业学校学生的阅读理解能力

JELITA Pub Date : 2024-01-26 DOI: 10.56185/jelita.v5i1.596

Nurul Hasanah, Syahban Mada, Ali

{"title":"Empowering Reading Comprehension in EFL Vocational School Students through Folktale","authors":"Nurul Hasanah, Syahban Mada, Ali","doi":"10.56185/jelita.v5i1.596","DOIUrl":"https://doi.org/10.56185/jelita.v5i1.596","url":null,"abstract":"Recognizing the imperative of enhancing students' comprehension in reading, especially within the context of vocational schools, the need for innovative learning approaches becomes crucial. This research aimed to assess the effectiveness of employing folktales to enhance the reading abilities of eleventh-grade students at SMK Tiwikrama Mamuju. Conducted through a pre-experimental design, the study incorporated both pretest and posttest assessments with an intervention in between. The research was conducted during the academic year 2022/2023, involving three classes comprising a total of 105 students. Utilizing purposive sampling, a sample size of 23 students was selected for the study, with the reading test serving as the primary research instrument. The data analysis unveiled a noteworthy improvement in students' mean scores, escalating from a pre-test score of 48 (categorized as very poor) to a post-test score of 75 (categorized as good). The calculated t-test value of 21.09 exceeded the critical t-table value of 2.074 at a significance level of α=0.05. This higher t-test value led to the rejection of the null hypothesis and the acceptance of the alternative hypothesis. Consequently, the utilization of folktales demonstrated a significant enhancement in the reading abilities of eleventh-grade students at SMK Tiwikrama Mamuju.","PeriodicalId":517512,"journal":{"name":"JELITA","volume":"10 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140493109","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

Analysis of English Listening Materials and the Compatibility to Curriculum 英语听力材料分析及与课程的兼容性

JELITA Pub Date : 2024-01-23 DOI: 10.56185/jelita.v5i1.591

Zulfah Fakhruddin, Arqam Arqam, Irma Maming

引用次数: 0

Teachers’ Questioning Strategies in Classroom Interaction 教师在课堂互动中的提问策略

JELITA Pub Date : 2024-01-20 DOI: 10.56185/jelita.v5i1.589

Andi Khaerun Niza

{"title":"Teachers’ Questioning Strategies in Classroom Interaction","authors":"Andi Khaerun Niza","doi":"10.56185/jelita.v5i1.589","DOIUrl":"https://doi.org/10.56185/jelita.v5i1.589","url":null,"abstract":"This research aimed to find out the questioning strategies in teaching EFL classroom. This research employed qualitative research. The participants of this research were two English teachers of SMP NEGERI 40 MAKASSAR. The data of this research were collected by employing audio recording, observation notes, and interview. The result if this research revealed that the teacher used Question-Planning Strategy (ask question relevant to the students, used closed question, used follow-up question, used yes/no question, used display question) and Question-Controlling Strategy (Repeat the question, modified the question, call on students’ name to answer the question) as the strategy to ask the question in EFL classroom interaction. The teachers used the questioning strategy in order to check about students understanding, to attract student’s attention, to recall back students’ memory and as an intermezzo to make the students not feel bored. By seeing to the student’s response, the students give more positive responses (yelled at the same response, answer correctly, enthusiatic when answering and respond the question spontaneously) than negative response (did not give response/ keep silent and give the wrong answer) for the teachers’ questioning. Therefore, the use of questioning strategy in the classroom interaction are very important in order to affect the students’ learning process.","PeriodicalId":517512,"journal":{"name":"JELITA","volume":"6 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140502143","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