Preparing EFL pre-service teachers for curriculum 2013 through authentic materials and assessment integration

Jaelani, Alan; Umam, Amalul

doi:10.21070/jees.v6i1.829

Cited by 6 publications

(7 citation statements)

References 19 publications

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“…Yet various points of convergence among these studies are worth the mention in these lines. Firstly, they constituted a diagnosis and response to an informed need (e.g., Amalia & Imperiani, 2013;Jaelani & Umam, 2021;Telles Quesada, 2019). In some cases, educators have noticed their student teachers' needs concerning objectives setting, alignment between objectives and assessment, or selecting appropriate activities.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…To the best of my knowledge, only two studies were found. The first is a research report of an exposure to experiencing and planning with these kinds of materials (Jaelani & Umam, 2021; see study 11 in Appendix B). In the same vein, Oguz and Bahar (2008) solidly supported the need to expose student teachers to prepare lesson plans using authentic materials based on a constructivist perspective.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Jaelani and Umam (2021) together with Oguz and Bahar (2008) are two studies which had been separated from the others for a reason that directly concerns the interests of this paper, that is, the combination of preparing teachers for lesson planning with the use of authentic materials. The former (Jaelani & Umam, 2021) describes an experience to expose preservice teachers to the use of authentic materials for their learning, in other words, the researchers are modeling a pedagogical strategy. In a way, their research illustrates the point that the authors of the second study (Oguz & Bahar, 2008) were trying to make: creating environments in which preservice teachers can construct their learning by being exposed and experimenting with the ways of teaching that they will face in their professional future lives.…”

Section: Using Authentic Materialsmentioning

confidence: 99%

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Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies

Romero Molina

2022

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Findings and Discussionmentioning

confidence: 99%

Section: Using Authentic Materialsmentioning

confidence: 99%

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Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies

Romero Molina

2022

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“…Authentic assessment help students develop their practice based on knowledge and skill that are relevant to their real-world context, as the study by Vohmann ( 2019) authentic assessment provides learning experience which engages students with practice-based activities, giving the opportunity to respond their real-world challenges that help students to prepare for their professional practices. Jaelani and Umam (2021) found that the use both of authentic materials and authentic assessment help students in understanding their future need profession. Furthermore, there are several types of authentic assessment that can be conducted in learning practices, those are; performance assessment, project assessment and portfolio assessment (Rukmini & Saputri, 2017) referred to O' Malley and Pierce (1996).…”

Section: Project Assessment Fosters Students' Critical Thinking and H...mentioning

confidence: 99%

Promoting HOTS and critical thinking to English students of higher education through authentic assessment

Lisdawati

Umam

2022

Erudita

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The development of social life relationship in this 21st century becomes more challenging than the previous era. All the human being needs to be designed sophisticatedly with some skills to maintain the global welfare, such as critical thinking skill which is the ability to test, analyze and explain the validity of the information according to a particular task or situation. Critical thinking that is accompanied by creativity build a high terminology called HOTS that produces the activity of analyzing, evaluating and creating something new. Critical Thinking and HOTS are expected to be implemented in Indonesia’s educational policies due to critical thinking skill in Indonesia is still low. Therefore, this study aims to know the role of authentic assessment on higher education English students’ critical thinking skill and HOTS. This study used qualitative descriptive approach by giving participants a bunch of discussion in a form of interview where the participants were four college students from a private university in Bogor. The result of this study showed that authentic assessment promotes English students’ critical thinking and HOTS through the activity where they were able to explore and reflect their comprehension to their situation and make a product related to their learning.

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“…Brown (2004) added that authenticity is a real-world assessment. In reality, some studies show that teachers have problems in assessing their students due to their low level of assessment literacy (Umam & Indah, 2020), even though some academicians have tried to introduce an authentic assessment to teachers' candidate during their study (Jaelani & Umam, 2021).…”

Section: Umam and Handinimentioning

confidence: 99%

Students’ Perspective on Project-Based Assessment in Writing Classroom

Umam

Handini

2021

JEET

Self Cite

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This study aimed to examine students' perspectives at the university level regarding project-based assessment in writing classes. This research is conduct at one of the universities in Bogor city. Participants in the study numbered eight female students, of whom they had written an academic article before. The method in this study uses qualitative, which uses interviews and documentation in its data collection. The final result obtained is that some students' opinions on project-based assessment include not easy to do, add experience in terms of writing, and take a long time. Benefits of project-based assessment include writing, honing writing skills, and being selective in choosing information—problems faced by students such as lack of time, looking for reference material, and lazy taste.

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Preparing EFL pre-service teachers for curriculum 2013 through authentic materials and assessment integration

Cited by 6 publications

References 19 publications

Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies

Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies

Promoting HOTS and critical thinking to English students of higher education through authentic assessment

Students’ Perspective on Project-Based Assessment in Writing Classroom

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