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Abstract
Selama ini desain tugas pembelajaran bahasa Inggris yang disedain oleh para guru-bahasa Inggris sifatnya rutinitas sehinga tidak dapat membantu optimalisasi kemampuan bahasa Inggris para seserta didik. Program pengabdian masyarakat ini diimplementasikan untuk membantu peningkatan profesionalisme para guru bahasa Inggris yang sedang menempuh program magister pendidikan bahasa Inggris dari berbagai sekolah di Jawa Timur ini bertujuan untuk meningkatkan kemampuan guru dalam mendesain tugas pembelajaran bahasa inggris berbasis relevance, authentic, ill-structure, dan solveable (RAIS). Metode: Melalui metode FGD, pendampingan, dan workshop penyusunan tugas Bahasa Inggris ini di laksanakan selama satu semester yang diikuti oleh 48 guru Bahasa Inggris dari berbagai sekolah. Hasil: Adapun hasil yang diperoleh yaitu terpahaminya konsep RAIS, dan dihasilkanya berbagai model tugas pembelajaran Bahasa Inggris berbasis RAIS yang sudah diimplementasikan diberbagai sekolah di Jawa Timur. Peningkatan kompetensi guru terhadap desain tugas, perlu untuk terus dilakukan secara kontinu, mengingat pentingnya peran tugas dalam pembelajaran.
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References
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- Arifani, Y. (2022). Development and validation of an instrument to assess EFL teachers’ perceptions of task assessment using RAIS frameworks. Deeppublish.
- Arifani, Y., & Barianty, T. N. (2021). EFL Learners’ Cognition Process: A Case Study of Two ASD Learners with Different IQ Levels. Journal of Asia TEFL, 18(2), 657-665.
- Arifani, Y., Khaja, F. N. M., Suryanti, S., & Wardhono, A. (2019). The Influence of Blended In-service Teacher Professional Training on EFL Teacher Creativity and Teaching Effectiveness. 3L: Southeast Asian Journal of English Language Studies, 25(3), 126–136. https://doi.org/http://doi.org/10.17576/3L-2019-2503-10.
- Arifani, Y., & Suryanti, S. (2019). The Influence of Male and Female ESP Teachers’ Creativity toward Learners’ Involvement. International Journal of Instruction, 12(1), 237–250.
- Arifani, Y., Suryanti, S., Wicaksono, B. H., & Inayati, N. (2020). EFL teacher blended professional training: A review of learners’ online and traditional learning interactions quality. 3L: 3L:The Southeast Asian Journal of English Language Studies, 26(3), 124–138.
- Barianty, T. N., Arifani, Y., Ma’ruf, N., & Setiawan, S. (2022). L2 ASD Learners’ Scaffolding Development after Long Interaction with The Mobile Story-Sharing Application. Journal of Asia TEFL, 13(3), 87–110. https://doi.org/https://doi.org/10.29252/LRR.13.3.4
- Ellis, R. (2017). Position paper: Moving task-based language teaching forward. Language Teaching, 50(4), 507–526. https://doi.org/https://doi.org/10.1017/S0261444817000179
- Long, M. (2014). Second language acquisition and task-based language teaching. John Wiley & Sons.
- Noroozi, M., & Taheri, S. (2022). Task-based language assessment: a compatible approach to assess the efficacy of task-based language teaching vs. present, practice, produce. Cogent Education, 9(1), 2105775.
- Patil, V. K. (2021). Whole Text Reading Comprehension: An Application of Task-Based Language Assessment. In Task-Based Language Teaching and Assessment, (pp. 323–349.). https://doi.org/https://doi.org/10.1007/978-981-16-4226-5_16
- Poedjiastutie, D., Mayaputri, V., & Arifani, Y. (2021). Socio-cultural challenges of English teaching in remote areas of Indonesia. TEFLIN Journal, 32(1), 97–116. https://doi.org/https://doi.org/10.15639/teflinjournal.v32i1/97-116
- Suryanti, S., Edy, S., & Uchtiawati, S. (2020). Pelatihan Pengembangan Konten E-Learning Menggunakan Google Classroom Sebagai Inovasi Pembelajaran Guru Matematika SMP. Martabe: Jurnal Pengabdian Kepada Masyarakat, 3(2), 281–287.
- Suryanti, S., Nusantara, T., Parta, I. N., & Irawati, S. (2022). Problem-based task in teacher training program: Mathematics teachers’ beliefs and practices. Journal on Mathematics Education, 13(2), 257–274.
- Suryanti, S., Sutaji, D., Arifani, Y., Muyasaroh, M., & Zamzamy, M. (2020). Improved learning accessibility and professionalism of teachers in remote areas through mentoring development of teaching materials based on Augmented Reality. Kontribusia (Research Dissemination for Community Development), 3(1), 224–232.
- Suryanti, S., Sutaji, D., Arifani, Y., & Zamzamy, M. (2021). Peningkatan Kompetensi Guru Daerah Terpencil Melalui Pelatihan Pengembangan Konten E-Learning. Martabe: Jurnal Pengabdian Kepada Masyarakat, 4(1), 85–93.
References
Almond, R., Steinberg, L., & Mislevy, R. (2001). A Sample Assessment Using the Four Process Framework. In CSE Technical Report 543.
Arifani, Y. (2022). Development and validation of an instrument to assess EFL teachers’ perceptions of task assessment using RAIS frameworks. Deeppublish.
Arifani, Y., & Barianty, T. N. (2021). EFL Learners’ Cognition Process: A Case Study of Two ASD Learners with Different IQ Levels. Journal of Asia TEFL, 18(2), 657-665.
Arifani, Y., Khaja, F. N. M., Suryanti, S., & Wardhono, A. (2019). The Influence of Blended In-service Teacher Professional Training on EFL Teacher Creativity and Teaching Effectiveness. 3L: Southeast Asian Journal of English Language Studies, 25(3), 126–136. https://doi.org/http://doi.org/10.17576/3L-2019-2503-10.
Arifani, Y., & Suryanti, S. (2019). The Influence of Male and Female ESP Teachers’ Creativity toward Learners’ Involvement. International Journal of Instruction, 12(1), 237–250.
Arifani, Y., Suryanti, S., Wicaksono, B. H., & Inayati, N. (2020). EFL teacher blended professional training: A review of learners’ online and traditional learning interactions quality. 3L: 3L:The Southeast Asian Journal of English Language Studies, 26(3), 124–138.
Barianty, T. N., Arifani, Y., Ma’ruf, N., & Setiawan, S. (2022). L2 ASD Learners’ Scaffolding Development after Long Interaction with The Mobile Story-Sharing Application. Journal of Asia TEFL, 13(3), 87–110. https://doi.org/https://doi.org/10.29252/LRR.13.3.4
Ellis, R. (2017). Position paper: Moving task-based language teaching forward. Language Teaching, 50(4), 507–526. https://doi.org/https://doi.org/10.1017/S0261444817000179
Long, M. (2014). Second language acquisition and task-based language teaching. John Wiley & Sons.
Noroozi, M., & Taheri, S. (2022). Task-based language assessment: a compatible approach to assess the efficacy of task-based language teaching vs. present, practice, produce. Cogent Education, 9(1), 2105775.
Patil, V. K. (2021). Whole Text Reading Comprehension: An Application of Task-Based Language Assessment. In Task-Based Language Teaching and Assessment, (pp. 323–349.). https://doi.org/https://doi.org/10.1007/978-981-16-4226-5_16
Poedjiastutie, D., Mayaputri, V., & Arifani, Y. (2021). Socio-cultural challenges of English teaching in remote areas of Indonesia. TEFLIN Journal, 32(1), 97–116. https://doi.org/https://doi.org/10.15639/teflinjournal.v32i1/97-116
Suryanti, S., Edy, S., & Uchtiawati, S. (2020). Pelatihan Pengembangan Konten E-Learning Menggunakan Google Classroom Sebagai Inovasi Pembelajaran Guru Matematika SMP. Martabe: Jurnal Pengabdian Kepada Masyarakat, 3(2), 281–287.
Suryanti, S., Nusantara, T., Parta, I. N., & Irawati, S. (2022). Problem-based task in teacher training program: Mathematics teachers’ beliefs and practices. Journal on Mathematics Education, 13(2), 257–274.
Suryanti, S., Sutaji, D., Arifani, Y., Muyasaroh, M., & Zamzamy, M. (2020). Improved learning accessibility and professionalism of teachers in remote areas through mentoring development of teaching materials based on Augmented Reality. Kontribusia (Research Dissemination for Community Development), 3(1), 224–232.
Suryanti, S., Sutaji, D., Arifani, Y., & Zamzamy, M. (2021). Peningkatan Kompetensi Guru Daerah Terpencil Melalui Pelatihan Pengembangan Konten E-Learning. Martabe: Jurnal Pengabdian Kepada Masyarakat, 4(1), 85–93.