| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 8-13 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 28-33 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 44-46 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-7 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Patricia Sullivan, MaryAnn Christison, Dominic Ambrose, Anna Turula, Steve Buckledee, Forum Readers From Around The World, Michael J. Crawford, Nahla Nola Bacha, Shalva Shaptoshvili |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 38-42 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 16-19 |
| Abstraksi Narasi | : | Self-assessment appeared to come of age in 1980 with the publication of a Council of Europe text on the topic (Oskarsson 1980). Since then, more and more programmes around the world have attempted to integrate self-assessment into the learning and evaluation process, with varying degrees of success. The usefulness of self-assessment for learning purposes seems to be widely accepted, as illustrated by the widespread use of learner diaries. Self-assessment for evaluation purposes, however, is far less common, and many teachers actively resist its implementation. This situation is due, in part, to the ways in which self-assessment is frequently conducted. In this paper, I will argue that learners can conduct reliable, global self-assessment, and I will suggest three ways in which such data-driven self-assessment can be done. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 36-43 |
| Abstraksi Narasi | : | There have always been contradicting views about whether to use the mother tongue of the students in the foreign language classroom. The monolingual approach suggests that the target language ought to be the sole medium of communication, implying the prohibition of the native language would maximize the effectiveness of learning the target language. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 44-56 |
| Abstraksi Narasi | : | The most distinctive trait that sets humans apart from animals is the ability to talk about. Talking about the weather, prices, health, travel, and entertainment are just a few of the various topics that people often address in their daily conversation. Generalizing about the nature of communication, Harmer states that "[s]peakers say things because they want something to happen as a result of what they say. They may want to charm their listeners; they may want to give some information or express pleasure. They may decide to be rude or to flatter, to agree or complain. In each of these cases they are interested in achieving a communicative purpose" (1997:46) On the role of listeners, he says, "people listen to language because they want to find out what the speaker is going to say--in other words, what ideas they are conveying, and what effect they wish the communication to have " (Harmer 1997:47). |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 8-11 |
| Abstraksi Narasi | : | Classroom activities that emphasize interaction help students to use language. The give-and-take of message exchanges enables them to retrieve and interrelate a great deal of what they have encountered in the target language (Rivers 1987). Interaction allows students to practice being effective speakers by developing two needed sets of skills (Bygate 1987). The first is managing an interaction, including sub-skills such as knowing when and how to keep a conversation going. The second set of skills is negotiating meaning, that is, making sure that the person you are speaking to has understood you correctly and that you have understood the other person. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 12-15 |
| Abstraksi Narasi | : | Drama is a word that often sends waves of panic through an English teacher. Chaos, noise, and unstructured pandemonium are some of the fears that spring to mind. Yes, drama can be an important part of an English curriculum, but how to implement it in a way that will enrich language, rather than promote anarchy? How to structure it? How to assess it? How can an English teacher be proficient in all areas of an ever-widening English curriculum? The anwer is, the teacher does not need to struggle in splendid isolation, but can tap into the expertise of colleagues. This has been successfully done at the International School of Helsinki (ISH), Finland, with close collaboration between the drama and English departments. |
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