Needs Analysis of Literacy Assessment Using Blended Learning for Beginner EFL Learners

Padmadewi, Ni Nyoman; Artini, Luh Putu; Ratminingsih, Ni Made; Utami, I.G.A. Lokita Purnamika; Marsakawati, Ni Putu Era

doi:10.17507/jltr.1302.27

Cited by 6 publications

(9 citation statements)

References 12 publications

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“…It involves being able to judge friends based on information found on the internet and using critical thinking to evaluate the information found through digital media. It is in line with the opinion who stated that the success of teaching literacy in English classes must be done by providing an appropriate assessment where students can learn, and teachers can check on their progress (Padmadewi et al, 2022). In addition, the evaluation must also give students a chance to think about what they've learned, either by themselves or with their peers.…”

Section: Discussionsupporting

confidence: 66%

Peer Assessment-based Digital Literacy, EFL Students’ Reading Competency, and Engagement

Lailiyah

Ratminingsih

Utami

et al. 2022

JERE

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In the 21st century, students must master digital literacy. During the COVID-19 pandemic, many students could still not use online learning support facilities. It has an impact on decreasing reading competence and student engagement. This study aims to determine the effect of peer assessment-based digital literacy on reading competency and engagement of EFL students during the post-COVID-19 pandemic. This research utilized a quasi-experimental design. A total of 10 groups of students participated in this study. Two groups of students were selected using cluster random sampling; 30 participants were assigned to the experiment, and 30 were assigned to the control group. The data instruments used two post-tests and a questionnaire. The dataset was statistically analyzed using One-way ANOVA and MANOVA, with assistance from SPSS version 26.0. The findings of this study implied that there was a significant effect of peer assessment-based digital literacy on the reading competency of EFL students; and there was a significant effect of peer assessment-based digital literacy on the EFL students' engagement. There is a simultaneous effect of peer assessment-based digital literacy on EFL students' reading competency and engagement. This study found that peer assessment-based digital literacy is one of the best ways to improve EFL students' reading competency and engagement. It is suggested that more research be done on this topic, not just on how well students read, but also on how motivated students are to learn, how students and parents see each other, how involved parents are, and what factors help and hinder students.

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Section: Discussionsupporting

confidence: 66%

Peer Assessment-based Digital Literacy, EFL Students’ Reading Competency, and Engagement

Lailiyah

Ratminingsih

Utami

et al. 2022

JERE

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“…There have been some numerous studies about needs analysis of an ESP course in the Indonesian context (Lodhi et al, 2018;Muthmainnah et al, 2020;Padmadewi et al, 2022;Syakur et al, 2020) and overseas (Ali & Abdalla Salih, 2013;Alqunayeer & Zamir, 2016;Tzotzou, 2014;Yassin et al, 2019). Most of previous studies about needs analysis of an ESP course were conducted by using mixed methods (Ali & Abdalla Salih, 2013;Alqunayeer & Zamir, 2016;Muthmainnah et al, 2020;Padmadewi et al, 2022;Tzotzou, 2014;Yassin et al, 2019) in order to obtain complete understanding of the issue under study. Only a few studies on needs analysis (Lodhi et al, 2018;Syakur et al, 2020) were conducted by using quantitative method.…”

Section: Methodsmentioning

confidence: 99%

“…Need analysis is a crucial thing to do in designing ESP materials since it is the primary step used to determine the course contents needed by the learners (Imron et al, 2022;Padmadewi et al, 2022). By doing need analysis, a course designer know the learners' necessities, lacks, and wants (Hutchinson & Waters, 1987).…”

Section: Introductionmentioning

confidence: 99%

Local Wisdom in Designing ESP for Community-Based Tourism Practitioners: A Study of Needs Analysis

Kurniawati

Malasari²

2022

SAGA

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The present study aimed to investigate the target needs as well as learning needs of the English for Specific Purposes (henceforth, ESP) training for community-based tourism (henceforth, CBT) practitioners in Meat village, North Sumatera and to investigate the integration of local wisdom in the design of the ESP training for CBT practitioners in Meat village, North Sumatera. Conducted by using mixed methods, this study was carried out involving six CBT practitioners in Meat village. A questionnaire and a focus group discussion were used to gather the data. The data were analyzed descriptively to provide a complete understanding of the research objectives. The findings of the study revealed that the target needs consisted of the participants’ necessities in the ESP training, the participants’ lacks, and the participants’ wants towards the ESP training. In addition to this, learning needs comprised of the content materials, teaching and learning activities, medium of instruction, and time preference of the ESP training. The findings also revealed that local wisdom integrated in the design of the ESP training motivated the participants in learning and was considered providing authentic as well as meaningful learning experiences. The findings of this study provided an implication for ESP material developers and a contribution to studies of ESP for CBT in Indonesian context.

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“…Literacy is an important ability that must be possessed by anybody in the current 21st-century era. Literacy is generally related to a person's ability to read and write (Padmadewi et al, 2022;. Literacy is also determined as a complex and dynamic phenomenon because literacy develops and varies frequently over time.…”

Section: Introductionmentioning

confidence: 99%

Discovery Learning Model Optimizing Digital Thematic Multilingual Dictionary to Improve Literacy Skills

Ni Made Ratminingsih,

I Gede Budasi,

Made Hery Santosa

et al. 2024

J. Educ. Technol.

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A preliminary study found that the students faced literacy skill problems. The results of pre-tests proved that the mean score achieved by grade 4 was 42.49 (very low), grade 5 was 63.06 (low), and grade 6 was 49.58 (very low). Regarding these findings, this study further aimed to analyze whether implementing a discovery learning model that optimized a digital thematic multilingual dictionary could improve the elementary students’ literacy skills. This study involved four main steps, plan, act, observe, and reflect. The samples were 84 students determined purposively for deciding three classes among those nine classes representing 4th, 5th, and 6th grades. There were two kinds of tests, pre-test and post-test. The pre-tests were used to measure the literacy level before treatments, while the post-tests were employed to count for the literacy level after treatment. After four sessions of treatments and two post-tests, it was discovered that students' literacy skills could have been notably improved. The mean scores obtained on the second cycle, respectively, were 86.77 (high), 93.66 (very high), and 95.55 (very high). These results imply that the discovery learning model utilizing a digital thematic multilingual dictionary can enhance elementary school students’ literacy skills. Thus, it is strongly recommended that students regularly use dictionaries for their self-directed learning.

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Needs Analysis of Literacy Assessment Using Blended Learning for Beginner EFL Learners

Cited by 6 publications

References 12 publications

Peer Assessment-based Digital Literacy, EFL Students’ Reading Competency, and Engagement

Peer Assessment-based Digital Literacy, EFL Students’ Reading Competency, and Engagement

Local Wisdom in Designing ESP for Community-Based Tourism Practitioners: A Study of Needs Analysis

Discovery Learning Model Optimizing Digital Thematic Multilingual Dictionary to Improve Literacy Skills

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