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Relevant bibliographies by topics / Curriculum-based assessment. English language

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Journal articles

Academic literature on the topic 'Curriculum-based assessment. English language'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "Curriculum-based assessment. English language"

1

Karyawetti, Yunita. "THE IMPLEMENTATION OF WRITING ASSESSMENT BASED ON KTSP (SCHOOL-BASED CURRICULUM) AT SMAN 2 SOLOK." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 2, no. 2 (2009): 95. http://dx.doi.org/10.24036/ld.v2i2.7363.

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The aim of the research is to describe how the English teachers of SMAN 2 Solok implement School-Based Curriculum in writing assessment which consists of Genre - Based Assessment (portfolio), Curriculum - Oriented Assessment (Competence - Based Assessment and Process - Oriented Assessment), and criteria of writing assessment (social function, generic structure, and language features). Beside that this research is also aimed to find out the problems they face in assessing the students’ writing. The research is descriptive which applied qualitative method. The data were collected by interviewing

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2

Imron, Ali, and Winda Candra Hantari. "How Poetry Improves EFL Learners’ Vocabulary through Curriculum-based Dynamic Assessment." Metathesis: Journal of English Language, Literature, and Teaching 5, no. 1 (2021): 1. http://dx.doi.org/10.31002/metathesis.v5i1.2834.

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<p>Literature in English teaching has always been interested to be discussed, specifically in teaching English for speakers of other languages (TESOL) or teaching English as Foreign Language (TEFL). This research aimed to reveal the effectiveness of Poetry as a genre in Literature in TESOL or TEFL for students of English Education Study Program to improve students’ writing skills. Delivered using Curriculum-based Dynamic Assessment with the focus on the process of Mediated Learning Experience and simplified Vocabulary Knowledge Scale test, the results show that Poetry as a genre in Liter

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3

Stockton, Richard J. "Recultured language in Indonesian English Language Teaching." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (2018): 131–53. http://dx.doi.org/10.25170/ijelt.v13i2.1454.

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While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The tre

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4

Ajibade, Yetunde Adedoyin, Emmanuel Olajide Awopetu, Cecilia Omobola Odejobi, and Hannah Olubunmi Ajayi. "Assessment of the Language Arts Curricula in the Nigerian Basic Education Program." Journal of Education 200, no. 2 (2019): 97–103. http://dx.doi.org/10.1177/0022057419875128.

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Overload of the Basic Education curriculum in Nigeria led to the reduction from earlier 11 subjects to seven for Lower Basic, eight for Middle Basic, and nine for Upper Basic. Languages may not be exempt as it may affect performance adversely. For this study, the two national languages (English language and French) as well as Yoruba (the language of the Southwestern States) were examined. The curricula content of the three compulsory languages was examined based on (except for Yoruba) globally accepted objectives of language learning. Content analysis showed curriculum overload of different di

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5

Ashar, Ashar, and Irmawati Irmawati. "The Implementation of the 2013 Curriculum of English at SMKN 1 Bantaeng: an Evaluative Study." ELT Worldwide: Journal of English Language Teaching 3, no. 2 (2016): 156. http://dx.doi.org/10.26858/eltww.v3i2.2255.

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The objectives of the research were to obtain a descriptive account of (1) the lesson plans of English language learning based on the 2013 Curriculum at SMKN 1 Bantaeng, (2) learning and assessment process of English language learning based on the 2013 Curriculum at SMKN 1 Bantaeng, (3) supporting factors and obstacles that the English teachers at SMKN 1 Bantaeng face in implementing the 2013 Curriculum of English. The researcher employed descriptive qualitative method. The subjects werefour English teachers of SMKN 1 Bantaeng who participated in this research. All the subjects were selected t

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6

Newkirk-Turner, Brandi L., and Valerie E. Johnson. "Curriculum-Based Language Assessment With Culturally and Linguistically Diverse Students in the Context of Mathematics." Language, Speech, and Hearing Services in Schools 49, no. 2 (2018): 189–96. http://dx.doi.org/10.1044/2017_lshss-17-0050.

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Purpose The purpose of this tutorial is to discuss the use of curriculum-based language assessment (CBLA) with students who are English language learners and students who speak nonmainstream varieties of English, such as African American English. Method The article begins with a discussion of the discourse of mathematics and the role of the speech-language pathologist (SLP), followed by a review of studies that includes those that examined the performance of English language learner and nonmainstream dialect-speaking students on word-based math items. Results The literature review highlights t

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7

Houston, Claire. "English language development across the curriculum." Australian Review of Applied Linguistics 10, no. 1 (1987): 20–39. http://dx.doi.org/10.1075/aral.10.1.02hou.

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Abstract The article provides information about the English Language Development Across the Curriculum (ELDAC) Project. The ELDAC Project was initiated to develop whole-school responsibility for the English language needs of students of non-English speaking background. The aim was to integrate appropriate language support for NESB learners within all subject areas. The project emphasizes the crucial role that language plays in learning; the relationship between meaning and form; and the need to focus on language development as an integral part of all subjects. The approach is based on a view o

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8

Aprianto, Dedi. "NEED ANALYSIS IN ENGLISH LANGUAGE LEARNING (ELL) CURRICULUM DEVELOPMENTS." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 3, no. 2 (2020): 58. http://dx.doi.org/10.33394/jo-elt.v3i2.2431.

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Lately, the arguable consensus of curriculum has many of cavities, the experts, academicians, and stake-holders, take position, in purpose of settling the curriculum problems. The globalizing aspects of life must have had the curriculum makers do the revisions as well as developments toward the present curriculum. Developing curriculum should be setting out needs of students hence it must be related to the contexts. So, competitiveness as the keystone to develop the students’ needs. The development of the language learning curriculum should be paid attention in terms of constructed curriculum

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9

Sari, Yulnada, Efit Eriani, and Bambang Widi Pratolo. "EFL Teachers’ Views on English Assessment in 2013 Curriculum." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 1 (2020): 39–50. http://dx.doi.org/10.30605/25409190.121.

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Teaching English as a foreign language in Indonesia faces several challenges not only from the teachers, students, facilities, teaching and learning process, but also how to assess the students. This present study purposed to investigate the English teachers’ views in conducting English assessments accordance in with 2013 curriculum. This study is a qualitative. The subject of this study is junior high school English teacher in Yogyakarta, Indonesia. The research data were collected through in-depth interview and observation. The results of the study suggested that before teaching, the teacher

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10

Puspitasari, Ema, Bambang Widi Pratolo, and Aulia Mufida Izzatul Mahfiana. "Teacher’s Belief about the Implementation of Curriculum 2013 in English Language." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 1 (2020): 101–11. http://dx.doi.org/10.30605/25409190.171.

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This research was conducted to investigate teacher`s belief about the implementation of curriculum 2013 in English language teaching. The research method used in this research is descriptive qualitative involving four teachers of junior high schools as the subjects. The data were collected using open-ended interview as the instrument. The result of this research showed that there were many kinds of activities which were mostly done by all participants; (1) teachers’ beliefs about curriculum 2013 understanding, (2) teachers’ beliefs about reaction of the learners, and (3) teachers’ beliefs abou

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