THE LANGUAGE ASSESSMENT LITERACY(LAL)OF VOCATIONAL HIGH SCHOOL EFL TEACHERS: A SURVEY

DIAN ISLAMIYATI, . (2021) THE LANGUAGE ASSESSMENT LITERACY(LAL)OF VOCATIONAL HIGH SCHOOL EFL TEACHERS: A SURVEY. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Language assessment literacy refers to the knowledge and skills associated with the assessment of language ability that teachers engaged in assessment activities are required to experience to perform assessment tasks. The main purpose of this study was to obtain Vocational high school EFL teachers will be considered literate about language assessment literacy when they understand clearly purposes of assessment, methods of assessment, and procedures of assessment at their teaching subject. The study uses quantitative method, in total 42 Vocational high school EFL teachers from greater Jakarta area filled out questionnaires and 4Vocational high school EFL teachers participated in semi-structured interviews.For this study, a set of a questionnaire from Cheng, Rogers, & Hu (2004) was employed to collect data, and the interview only uses triangulation; 10% of questionnaire respondents. The result of this study shows Vocational high school EFL teachers were literate in assessment purposes, assessment methods, and assessment procedures because they involved in aspects of assessment purposes, assessment methods, and assessment procedures. On the other hand the result shows they seem not really understand regarding assessment purposes, assessment methods, and assessment procedures because the teacher was less involved in some other aspects of purposes, methods and procedure of assessment. This due to there still lack of understanding of language assessment literacy for teachers. Key words:Assessment Literacy, Language assessment literacy, Vocational high school EFL teachers. ******** Literasi Penilaian Bahasa mengacu pada pengetahuan dan keterampilan yang terkait dengan penilaian kemampuan bahasa yang mana guru yang terlibat dalam kegiatan penilaian untuk melakukan tugas penilaian.Penelitian ini bertujuan untuk memperoleh guru EFL sekolah menengah kejuruan akan dianggap literate mengenai literasi penilaian bahasa ketika mereka memahami dengan jelas tujuan penilaian, metode penilaian, dan prosedur penilaian pada mata pelajaran bahasa Inggris. Penelitian ini menggunakan metode kuantitatif, secara total 42 guru EFL SMK dari sekolah-sekolah di Jakarta dan sekitarnya mengisi kuesioner dan 4 guru EFL SMK berpartisipasi dalam wawancara semi-terstruktur. Untuk penelitian ini, satu set kuesioner dari Cheng, Rogers, & Hu (2004) digunakan untuk mengumpulkan data, dan wawancara hanya menggunakan triangulasi; 10% dari responden kuesioner. Hasil penelitian ini menunjukkan bahwaguru EFL SMK literate dalam tujuan penilaian, metode penilaian, dan prosedur penilaian karena mereka terlibat dalam aspek tujuan penilaian, metode penilaian, dan prosedur penilaian. Di sisi lain, hasil menunjukkan bahwa mereka tampaknya kurang memahami tujuan penilaian, metode penilaian, dan prosedur penilaian karena guru kurang terlibat dalam beberapa aspek tujuan, metode dan prosedur penilaian lainnya. Hal ini disebabkan masih kurangnya pemahaman literasi penilaian bahasa bagi guru. Kata kunci:Literasi Penilaian, Literasi Penilaian Bahasa, Guru EFL SMK.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Sri Sulastini, M.A. ; 2). Dr. Muchlas Suseno, M.Pd.
Subjects:	Bahasa dan Kesusastraan > Bahasa Inggris
Divisions:	FBS > S1 Pendidikan Bahasa Inggris
Depositing User:	Users 11793 not found.
Date Deposited:	07 Sep 2021 09:14
Last Modified:	07 Sep 2021 09:14
URI:	http://repository.unj.ac.id/id/eprint/19566

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