No abstract

No abstract

No abstract

In implementing Performance-Based Assessment (PBA), teachers should have sufficient knowledge and skills to avoid potential bias of scoring which can lead to less objective and unreliable results of assessment. Yet, how teachers conduct and administer this method of assessment might be conditional in the real implementation. Hence, this study aims to find out the EFL teachers' beliefs and experiences in implementing PBA as well as their perception towards the concept of how to plan and execute effective PBA. To investigate the issue, this study used qualitative research method specifically case study research design which employed questionnaires, in-depth interviews and classroom observations to collect the data. Twenty secondaryschool teachers responded to the questionnaires, three teachers were selected into interviews and classroom observations were conducted in two secondary schools in Bandung and Cimahi. The results revealed that teachers believe PBA has positive impact on students because it can create valuable learning experience, represent the students' speaking ability, and contribute to the betterment of students' speaking skills. In the implementation, some teachers were able to design scaling criteria and assess students' performance based on the criteria. However, they pointed out that the criteria are inadequate to diminish subjectivity particularly toward students' group performance. They also still encountered difficulties in managing individual feedback for students.

Despite the growing body of literature on the role of Mobile Instant Messaging (MIM) in supporting educational practice, little comprehensive understanding could be gained on how to scrutinize dialogue between teacher and students in MIM for the sake of students’ meaning-making. Thus, this study explored the process of teacher-students dialogic interaction in a MIM group as a viable pedagogical activity in fostering students’ establishment of voice in argumentative writing. Particularly, it focused on the construction of Engagement resources (Martin White, 2005) as the realization of voice in the students’ writing. To reach the objectives, a qualitative case study with multiple data sources were employed, i.e., the records of instant messaging conversation, students’ argumentative text, interview, and observation. The findings revealed that the teacher-students’ discussions in the instant messaging space were enjoyable activities that could support the students’ awareness of Engagement resources because they allowed the discovery of repertoires through reasoning, problem-solving, and peer learning. Furthermore, although there were various uptakes of Engagement resources in the students’ text, most students showed progressive achievements in applying the sources effectively in their writing.