Utilization of educational applications in assessing the reading skills of junior high school students

Didin Nuruddin Hidayat, Yatni Fatwa Mulyati, Nida Husna

Abstract


Utilization of educational applications in assessing the reading skills of junior high school students

Globalization and the advancement of technology are giving a new challenge as well as op­portunities for English educators around the globe. Indirectly, there are obstacles associated with learning English due to the fact that technology has become an integral aspect of hu­man existence. The teaching of reading skill also faces the same challenge. Nowadays, read­ing is seen as more important than other skills, considering that reading has become one of the aspects of literacy. With regard to assessment, the availability of an educational ap­plication might be advantageous for teachers to assess students' reading skills. The current study investigates the types of application used by teachers in assessing students’ reading skill and the type of reading assessment that occur during the implementation of the ap­pli­cation. Through open-ended interview and document analysis method, the research result indicates that the implementation of Google Form as an educational application to assess students reading skills demonstrated a reading assessment based on tradi­tional assessment approaches with a focus on intensive reading. This study has shown the appropriate media for assessing students reading skill along with the reading fo­cus­es and assessment design that is suitable for it. In addition, in this study, Google Form dom­inates the most considerable use of media to assess students reading skills. Therefore, teachers could also save more time in assessing students’ reading by utilizing educational applications.

Penggunaan aplikasi pendidikan dalam menilai ketrampilan membaca siswa SMP

Globalisasi dan kemajuan teknologi memberikan tantangan sekaligus peluang baru bagi pengajar bahasa Inggris di seluruh belahan dunia. Secara tidak langsung, terdapat kendala yang terkait dengan pembelajaran bahasa Inggris karena fakta bahwa teknologi telah men­jadi aspek yang tidak terpisahkan dari keberadaan manusia. Saat ini, membaca dipandang lebih penting daripada keterampilan lainnya, mengingat membaca telah menjadi salah satu aspek literasi. Secara khusus, menentukan keterampilan membaca siswa menjadi sangat penting dalam pengajaran dan penilaian bahasa, dengan penambahan aplikasi pendidikan yang mungkin bermanfaat bagi guru untuk menilai keterampilan membaca siswa. Peneliti­an ini bertujuan mengidentifikasi aplikasi pendidikan yang dimanfaatkan untuk menilai ketrampilan membaca dan jenis-jenis ketrampilan membaca yang dinilai menggunakan ap­likasi. Melalui metode wawancara terbuka dan analisis dokumen, hasil penelitian me­nun­jukkan bahwa implementasi Google Form sebagai aplikasi pendidikan untuk menilai keter­ampilan membaca siswa menunjukkan penilaian membaca berdasarkan pendekatan peni­laian tradisional dengan fokus pada membaca intensif. Penelitian ini telah menunjukkan media yang sesuai untuk menilai keterampilan membaca siswa beserta fokus membaca dan desain penilaian yang sesuai dengannya. Selain itu, dalam penelitian ini, Google Form men­dominasi penggunaan media yang paling banyak digunakan untuk menilai kemampuan membaca siswa. Oleh karena itu, guru juga dapat menghemat lebih banyak waktu saat melakukan pe­nilaian keterampilan membaca siswa.


Full Text:

PDF

References


Afsyah, S. (2019). WhatsApp application in English Language Teaching (ELT) context: Media to describe people. Utamax : Journal of Ultimate Research and Trends in Education, 1(1), 23–28. https://doi.org/10.31849/utamax.v1i1.2743

Alwasilah, C. (2015). Pokoknya studi kasus: Pendekatan kualitatif. Kiblat Buku Utama.

Ammanni, S., & Aparanjani, U. (2016). The role of ICT in English Language Teaching and Learning. International Journal of Scientific and Engineering Research, 7(7), 1–7.

Anshari, M., & Alas, Y. (2015). Developing pervasive online learning resources: Case mobile learning. International Conference for Case Studies on Development Administration. https://doi.org/10.13140/RG.2.1.1261.1286

Ardianti, T. M., & Mauludin, L. A. (2017). Students’ responses on the application of authentic assessment in EFL reading class. The Journal of English Language and Literature, 1 (2), 110-122. https://doi.org/10.31002/METATHESIS.V1I2.470

Bhooth, A. M., Azman, H., & Ismail, K. (2015). Investigating the reading practices of EFL Yemeni students using the Learning by Design framework. TESOL Journal, 6(3), 418–446. https://doi.org/10.1002/tesj.148

Boubris, A. A., & Haddam, F. (2020). Reading assessment: A case study of teachers’ beliefs and classroom evaluative practices. Arab World English Journal, 11(4), 236–253. https://doi.org/10.24093/awej/vol11no4.16

Boudah, D. (2018). Evaluation of intensive reading strategies intervention for low-performing adolescents with and without learning disabilities. Insights into Learning Disabilities, 15(2), 195–205.

Calvin, Y. (2022). The exploration of Indonesian students’ attributions in EFL reading and writing classes. Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni dan Pengajarannya, 50(1), 1–16.

Cheng, L., & Fox, J. (2017). Assessment in the language classroom: Teachers supporting student learning. Palgrave Macmillan UK.

Chzhen, Y., Rees, G., Gromada, A., Cuesta, J., & Bruckauf, Z. (2018). An unfair start: Inequality in children’s education in rich countries. In UNICEF Office of Research - Innocenti. Tech. Rep.

Clark, C., & Medina, C. (2016). How reading and writing literacy narratives affect preservice teachers’ understandings of literacy, pedagogy, and multiculturalism. Journal of Teacher Education, 51(1), 63–76. https://doi.org/10.1177/002248710005100107

Creswell, J. W. (2012). Educational research. In P. A. Smith (Ed.), what is the title of the book and which page?). Pearson Education, Inc.

Díaz-Ducca, J. A. (2015). Working with documentaries in the EFL classroom: Successful strategies for decreasing anxiety during oral tests. Revista de Lenguas Modernas, 23. https://doi.org/10.15517/rlm.v0i23.22348

Dikli, S. (2003). Assessment at a distance: Traditional vs alternative assessments. The Turkish Online Journal of Education Technology, 2(3), 13–19.

Djamdjuri, D. S., & Kamilah, A. (2020). Whatsapp media in online learning during Covid-19 pandemic. English Journal, 14(2), 69. https://doi.org/10.32832/english.v14i2.3792

Faoziah, O., Jubaedah, S. I., Kodir, A., & Syarifah, E. F. (2020). The use of ICT in EFL classroom. Journal of English Language Learning (JELL). https://media.neliti.com/media/publications/318824-the-use-of-ict-n-efl-classroom-ce5e38de.pdf

Fitriani, N. (2021). The students’ perception of reading examination using Google Form. E-Journal of Linguistics, 15(1), 47–58. https://doi.org/https://doi.org/10.24843/e-jl.2021.v15.i01.p06

Fola-Adebayo, T. J. (2019). Perceptions of undergraduates on the relationship between exposure to blended learning and online critical literacy skills. Reading & Writing, 10(1), 1–9. https://doi.org/10.4102/rw.v10i1.200

Fučeková, M., & Metruk, R. (2018). Developing English skills by means of mobile applications. Information Technologies and Learning Tools, 66(4), 173. https://doi.org/10.33407/itlt.v66i4.2376

Fullan, M., Quinn, J., & Mc Eachen, J. (2018). Deep learning: Engage the world change the world (Vol. 1). Corwin.

Harmer, J. (2007). How to teach English. Pearson Longman.

Hawanti, S. (2014). Implementing Indonesia’s English language teaching policy in primary schools: The role of teachers’ knowledge and beliefs. International Journal of Pedagogies and Learning, 9(2), 162–170. https://doi.org/10.1080/18334105.2014.11082029

Helmers, J. R. (2017). Using technology to support reading comprehension. [Master’s Thesis, Northwestern College, Orange City, IA], 38.

Hidayat, D. N., Lee, J. Y., Mason, J., & Khaerudin, T. (2022). Digital technology supporting English learning among Indonesian university students. Research and Practice in Technology Enhanced Learning, 17(1), 23. https://doi.org/10.1186/s41039-022-00198-8

Himawan, M. H. (2018). Designing online reading materials using Canvas platform for eighth grade students of SMP Maria Assumpta Klaten. Sanata Dharma University, Yogyakarta.

Ingram, N. B. (2020). The use of e-books, computers, and tablets to enhance reading skills. [Doctor of Education in Teacher Leadership Dissertations, Kennesaw State University]

Khan, B. (2012). Relationship between assessment and students’ learning. International Journal of Social Sciences & Education, 2(January), 576–588.

Maulidya, R. A., Atasyah, N. F., Husna, N., Hidayat, D. N., & Hamid, F. (2021). The implementation of communicative media for teaching English as a Foreign Language (EFL) during pandemic of Covid-19 in Indonesian senior high schools. Faktor: Jurnal Ilmiah Kependidikan, 8(1), 73–92.

Nation, I. S. P., & Waring, R. (2019). Extensive reading in English Teaching. Routledge. https://doi.org/10.4324/9780367809256

Nihayati, A., & Indriani, L. (2021). EFL students’ perspective on Whatsapp as media of online teaching and learning in Covid-19 pandemic. Journal of Research on Language Education, 2(1), 44. https://doi.org/10.33365/jorle.v2i1.898

Nuraeni, C., & Nurmalia, L. (2020). Utilizing WhatsApp application in English language learning classroom. Metathesis: Journal of English Language, Literature, and Teaching, 4(1), 89. https://doi.org/10.31002/metathesis.v4i1.2289

OECD. (2018). Equity in education: Breaking down barriers to social mobility. In OECD. OECD Publishing.

Padilla, Y., Andrade, J. L., & Mena, J. (2019). Assessment of intensive reading as a bridge in comprehension and learning of English as a foreign language. International Journal of Latest Research in Humanities and Social Science (IJLRHSS), 02(12), 76–82.

See, B. H., Gorard, S., Lu, B., Dong, L., & Siddiqui, N. (2021). Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools. Research Papers in Education, 00(00), 1–33. https://doi.org/10.1080/02671522.2021.1907778

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance foundations of distance education, Sixth Edition. Information Age Publishing, Inc.

Sylvia, S., & Widiati, U. (2017). The effect of written retelling technique on students’ reading comprehension across personality learning styles. Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni dan Pengajarannya, 45(1), 027–039. https://doi.org/10.17977/um015v45i12017p027

Taxitari, L., Cappa, C., Ferro, M., Marzi, C., Nadalini, A., & Pirrelli, V. (2020). Using mobile technology for reading assessment. Colloquium in Information Science and Technology, CIST, 2020-June, 302–307. https://doi.org/10.1109/CiSt49399.2021.9357173

Toohey, K. (2016). Are the lights coming on? How can we tell? English language learners and literacy assessment. The Canadian Modern Language Review, 64(2), 249–268. https://doi.org/10.3138/cmlr.64.2.249

Waring, R. (2011). Extensive reading in English teaching. In H. Widodo & A. Cirocki (Eds.) Innovation and creativity in ELT methodology. Nova Publishers.

Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview language teaching. 31, 57–71.

Wijayanti, S. (2020). Indonesian students’ reading literacy. Proceedings of the International Conference on Research and Academic Community Services (ICRACOS 2019), 390(Icracos 2019), 61–65. https://doi.org/10.2991/icracos-19.2020.13

Yundayani, A., Susilawati, & Chairunnisa. (2019). Investigating the effect of Canva on students’ writing skills. Journal of English Education, 7(2), 169–176. https://doi.org/10.25134/erjee.v7i2.1800.Received

Yunita, F. (2019). The use of Google Form application as media for students’ assessment. Proceedings (International Conference on English Language Teaching), 3(1), 118–127.




DOI: http://dx.doi.org/10.17977/um015v50i22022p247

Refbacks

  • There are currently no refbacks.



Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya is licensed under
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Web
AnalyticsView My Stats
Based on the Official Letter from the Director General of Higher Education, Research, and Technology, the Ministry of Education, Culture, Research, and Technology No 158/E/KPT/2021, dated December 27, 2021, Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni dan Pengajarannya is granted RANK 2 JOURNAL SCIENTIFIC ACCREDITATION PERIOD I YEAR 2021. This rating status is valid for 5 (five) years up to Vol 53, No 1, 2025.

Editorial Office:
Gedung D16 Lantai 2 Fakultas Sastra UM Jl. Semarang 5 Kota Malang, Jawa Timur, Indonesia 65145

Publisher:
Fakultas Sastra, Universitas Negeri Malang, Indonesia
JPtpp is licensed under