TEACHING 21ST CENTURY SKILLS TO ENGINEERING
Teacher's Writing Assessment Literacy and Its Effects on Their Assessment Designs
Nia Pujiawati, S.S., M.Pd,Prof. Dr. Warsono, M.A,Prof. Dr. Rudi Hartono, S.S., M.Pd,Prof. Dr. Issy Yuliasri, M.Pd
Universitas Negeri Semarang email: [email protected]
Abstract
Considerable amounts of students and graduates of universities were found to be poor in writing and lack the skills to write English. To this end, several researchers have focused so far exclusively on the investigation of teaching and learning methodologies in the classroom, while teachers have remained untouched in their capacity for evaluation and assessment.
Empirical evidence in fact suggested that assessment activities affect students' performance. By employing an effective evaluation procedure, adequate measurement techniques and grading practices, teachers can improve their teaching, learners’ motivation and performance level. In this respect, this study aims at investigating how the teachers’ writing assessment literacy reflects in their assessment designs and to unearth how the washback effect is.
The data will be collected by means of a questionnaire at a state university involving a teacher and 30 students. The project is expected to make significant contributions to yield appropriate designs for writing assessment which may eventually develop students writing competence.
Keywords: writing assessment literacy, assessment designs
Literacy practices in Nautical asynchronous online teaching during the Covid-19 Pandemic
Hariyanto Subiyantoro
PASCASARJANA UNIVERSITAS NEGERI SEMARANG email: [email protected]
Abstract
The unprecedented global Covid-19 pandemic has changed the way teachers teach their students from face to face to online teaching through various online learning platforms. One of the tangible evidence from the current topsy-turvy situation is that the ubiquitous of asynchronous online teaching used by teachers to contain virus spread in the school community.
This emergency teaching has shifted the literacy practices in Nautical Marine Department in Politeknik Ilmu Pelayaran. The overarching aim of this article is to investigate the literacy practices in asynchronous online teaching in Nautical Marine engineering during the Covid-19 Pandemic. In this study, I employed a case-study to investigate in-depth three Nautical Marine Cadets’
literacy practices in self-learning activities from Home from March to June 2020. The study showed that Nautical cadets were more engaged in learning Maritime English through an asynchronous online learning platform as they can expand learning practices to include multiple modes.
Keywords: Literacy practices, asynchronous online teaching, The Covid-19 pandemic, Vocational Higher Education learning practices
The Implementation of Flipped Classroom Model in Public Speaking Class
Leni Irianti,Abdurrachman Faridi,Warsono,Suwandi Universitas Negeri Semarang
email: [email protected]
Abstract
This research is proposed the flipped classroom model as the new teaching model in teaching public speaking. Hence, the researcher observed the implementation of flipped classroom model that the lecturer used in public speaking class at the higher education. This research assumed that this teaching model enhance the development of students’ public speaking achievement through carefully prepared and rehearsed the speech performance at home. The purpose of this research is to observe the implementation of flipped classroom model through speeches delivered over the course of a semester. This research employed the qualitative research design. The data was obtained from public speaking competence rubric (PSCR), and the observation checklists to investigate the lecturer applied the flipped classroom model in Public Speaking class. The subject of the research is the fourth semester students that consist of 78 students. Results revealed that teaching model contributed significantly and effectively to public speaking skills improvement in a semester. So, the learners are acquired the target language effectively to communicate with others by self-confidently sharing ideas not only in the classroom but also in their real world. Ideally, the model should support the students to be more active. Thus, the students can expose their knowledge inside or outside the class.
Keywords: Flipped Classroom, Speeches, Debate, and Public Speaking
Students’ Voices on Implementing Blended Synchronous Learning in Teaching Genre-Based Writing
Testiana Deni Wijayatiningsih,Dwi Anggani Linggar Bharati,Abdurachman Faridi,Sri Wuli Fitriati
Universitas Negeri Semarang email: [email protected]
Abstract
Implementing blended learning in teaching students’ genre-based writing had done at Universitas Muhammadiyah Semarang (Unimus) for almost three years by employing the integration between asynchronous learning and synchronous learning through some platforms. Specialty, in this pandemic situation, the blended learning is developed becomes Blended Synchronous Learning (BSL) by combining virtual face to face and online learning. To scrutinize how the implementation of BSL on teaching students’ genre-based writing run well, the researchers has an objective to investigate the student’s voices on BSL in teaching genre-based writing. This preliminary research applied descriptive qualitative method by using semi-structured interview and questionnaire. The participants were 35 students from English Department at Unimus randomly. The results showed that there were positive voices from the students when they learned by using BSL in genre-based writing class. Overall, the findings contribute the successful in implementing BSL that affect the students’ writing genre performance.
Keywords: students ‘voices, blended learning, genre-based writing