Indonesian EFL Teachers Classroom Assessment Methods in Reading

DOI

10.2991/aecon-17.2017.40How to use a DOI?

Keywords

Reading, Classroom assessment, methods

Abstract

The aim of this study was to find out the EFL teachers classroom assessment methods in reading. A mixed method design, was used to answer the research questions. The participants of this study were taken only from six high schools of Banyumas Regency. Qualitative and quantitative data collections were done concurrently, meaning that a particular sequence was not followed. The quantitative approach gathered data about teacher classroom assessment method in reading. Quantitative data collection was employed using survey. While, the qualitative approach using interview, observation and document analysis was utilized to further examine what and how Indonesian classroom assessment method was employed. Survey data were analyzed by descriptive and inferential statistical methods and thematic data analysis was used in analyzing all the qualitative data. From the study it can be concluded that among the Indonesian English teachers, multiple choice was the priority teacher-made reading assessment used with a mean of 3.33. For students-constructed assessment, the most popular methods used among Indonesian English teachers was oral interview/questioning with a mean of 3.29 and 3.25 respectively.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Saefurrohman
PY  - 2017/10
DA  - 2017/10
TI  - Indonesian EFL Teachers Classroom Assessment Methods in Reading
BT  - Proceedings of the 4th Asia Pacific Education Conference (AECON 2017)
PB  - Atlantis Press
SP  - 212
EP  - 215
SN  - 2352-5398
UR  - https://doi.org/10.2991/aecon-17.2017.40
DO  - 10.2991/aecon-17.2017.40
ID  - 2017/10
ER  -