JAHRONA, SRI (2021) TEACHERS’ PERCEPTIONS ON THE IMPLEMENTATION OF ON-GOING ASSESSMENT ON ENGLISH VOCABULARY FOR YOUNG LEARNERS: A CASE STUDY AT MIN 1 PALEMBANG. Undergraduate Thesis thesis, UIN RADEN FATAH PALEMBANG.
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Abstract
In this rapidly global change, learning English is in a highly increase demand. On the importance of English as a foreign language, Crystal (1997), claimed that acquiring English will provide opportunities toward employment, travel, higher education, and even better life. In accordingly, Indonesia’s students who learns English as a foreign language need English as one way to have a better life because, it takes a prominent role in developing Indonesian’s educational business. As stated by Harmer (2007), the use of English is a lingua franca for them who do not share same language has made some people in global world get very interested in it, when some community where there are many languages in contact, the communication can be built if only they have a language that plays role as a lingua franca. English becomes one of the subjects in the curriculum of education in Indonesia and thought formally from elementary school up to the university level. In English teaching and learning, assessment is one of the significant parts. Assessments that provide understanding must be more than the final assessment because it is imperative to inform teachers and students about what students currently understand. Furthermore, on-going assessment can assist the teacher in providing feedback to students to find out where the error is in each question the teacher gives to the student's answer. On-going assessment is one type of formative assessment that is carried out not only when learning ends, but during the learning process and will be sustainable, Joslin (2010). Moreover, Bright and Joyner (2005), on the importance of on-going assessment, proposed three importance of on-going assessment, such as: (1) to help teachers use student responses to determine the instructional activities needed to advance student learning, (2) to design to make students thinking visible, (3) to assess student learning in the learning process.
| Item Type: | Thesis (Undergraduate Thesis) |
|---|---|
| Subjects: | 300 Ilmu sosial, Sosiologi dan Antropologi > 370 Pendidikan Ilmu Tarbiyah dan Keguruan > Pendidikan Bahasa Inggris 400 Bahasa > Bahasa Inggris |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > 88201 - Pendidikan Bahasa Inggris |
| Depositing User: | UPT Perpustakaan Pusat |
| Date Deposited: | 02 Nov 2021 04:03 |
| Last Modified: | 02 Nov 2021 04:03 |
| URI: | http://repository.radenfatah.ac.id/id/eprint/18228 |
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