EFL Teachers’ Views on English Assessment in 2013 Curriculum

Teaching English as a foreign language in Indonesia faces several challenges not only from the teachers, students, facilities, teaching and learning process, but also how to assess the students. This present study purposed to investigate the English teachers’ views in conducting English assessments...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Yulnada Sari, Efit Eriani, Bambang Widi Pratolo
Formato:	article
Lenguaje:	EN
Publicado:	Universitas Cokroaminoto Palopo 2020
Materias:	English teachers’ views 2013 Curriculum English assessment Product assessment Skill assessment Knowledge assessment Language and Literature P
Acceso en línea:	https://doaj.org/article/8a05756bebc649bc825d8a491daf681d
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:8a05756bebc649bc825d8a491daf681d
record_format	dspace
spelling	oai:doaj.org-article:8a05756bebc649bc825d8a491daf681d2021-12-01T19:20:46ZEFL Teachers’ Views on English Assessment in 2013 Curriculum 10.30605/25409190.1212355-34482540-9190https://doaj.org/article/8a05756bebc649bc825d8a491daf681d2020-03-01T00:00:00Zhttps://ethicallingua.org/25409190/article/view/121https://doaj.org/toc/2355-3448https://doaj.org/toc/2540-9190 Teaching English as a foreign language in Indonesia faces several challenges not only from the teachers, students, facilities, teaching and learning process, but also how to assess the students. This present study purposed to investigate the English teachers’ views in conducting English assessments accordance in with 2013 curriculum. This study is a qualitative. The subject of this study is junior high school English teacher in Yogyakarta, Indonesia. The research data were collected through in-depth interview and observation. The results of the study suggested that before teaching, the teachers have prepared the lesson plans which included the rubric of the assessments in 2013 curriculum. English assessments that were used by the teachers were product, skill or knowledge assessment and attitude assessment. In product assessment, there were project and portfolio assessments, while skill or knowledge assessment consisted of writing, speaking, reading, and listening assessments. Thus, most of the teachers agreed with English assessment in 2013 curriculum because attitude assessment is separated from product, skill, and knowledge assessments. This study also revealed that the teachers encountered some problems in conducting the assessments dealing with student’s low motivation, lack of vocabulary, large amount of the student in the class, and shortage of teaching duration. Yulnada SariEfit ErianiBambang Widi PratoloUniversitas Cokroaminoto PalopoarticleEnglish teachers’ views2013 CurriculumEnglish assessmentProduct assessmentSkill assessmentKnowledge assessmentLanguage and LiteraturePENEthical Lingua: Journal of Language Teaching and Literature, Vol 7, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	English teachers’ views 2013 Curriculum English assessment Product assessment Skill assessment Knowledge assessment Language and Literature P
spellingShingle	English teachers’ views 2013 Curriculum English assessment Product assessment Skill assessment Knowledge assessment Language and Literature P Yulnada Sari Efit Eriani Bambang Widi Pratolo EFL Teachers’ Views on English Assessment in 2013 Curriculum
description	Teaching English as a foreign language in Indonesia faces several challenges not only from the teachers, students, facilities, teaching and learning process, but also how to assess the students. This present study purposed to investigate the English teachers’ views in conducting English assessments accordance in with 2013 curriculum. This study is a qualitative. The subject of this study is junior high school English teacher in Yogyakarta, Indonesia. The research data were collected through in-depth interview and observation. The results of the study suggested that before teaching, the teachers have prepared the lesson plans which included the rubric of the assessments in 2013 curriculum. English assessments that were used by the teachers were product, skill or knowledge assessment and attitude assessment. In product assessment, there were project and portfolio assessments, while skill or knowledge assessment consisted of writing, speaking, reading, and listening assessments. Thus, most of the teachers agreed with English assessment in 2013 curriculum because attitude assessment is separated from product, skill, and knowledge assessments. This study also revealed that the teachers encountered some problems in conducting the assessments dealing with student’s low motivation, lack of vocabulary, large amount of the student in the class, and shortage of teaching duration.
format	article
author	Yulnada Sari Efit Eriani Bambang Widi Pratolo
author_facet	Yulnada Sari Efit Eriani Bambang Widi Pratolo
author_sort	Yulnada Sari
title	EFL Teachers’ Views on English Assessment in 2013 Curriculum
title_short	EFL Teachers’ Views on English Assessment in 2013 Curriculum
title_full	EFL Teachers’ Views on English Assessment in 2013 Curriculum
title_fullStr	EFL Teachers’ Views on English Assessment in 2013 Curriculum
title_full_unstemmed	EFL Teachers’ Views on English Assessment in 2013 Curriculum
title_sort	efl teachers’ views on english assessment in 2013 curriculum
publisher	Universitas Cokroaminoto Palopo
publishDate	2020
url	https://doaj.org/article/8a05756bebc649bc825d8a491daf681d
work_keys_str_mv	AT yulnadasari eflteachersviewsonenglishassessmentin2013curriculum AT efiteriani eflteachersviewsonenglishassessmentin2013curriculum AT bambangwidipratolo eflteachersviewsonenglishassessmentin2013curriculum
_version_	1718404641913307136

EFL Teachers’ Views on English Assessment in 2013 Curriculum

Ejemplares similares