Iman Hilmansyah

1402203
EFL Methodology
Assessment and some Research on ELT
Basically, we have to understand that evaluation and assessment are two different things.
Evaluation is concerned with the overall language program and not just with what
individual students have learnt. Assessment refers to a variety of ways of collecting
information on a learners language ability or achievement.
According to the aims of assessment, there are two types of assessment. First, proficiency
assessment refers to the assessment of general language abilities acquired by the learner
independent of a course of study. Second, assessment of achievement is to establish what a
student has learned in relation to a particular course or curriculum.
Furthermore, there are two types of assessment based on the time of implementation. First,
formative assessment is conducted during the learning process with the aim of using the
result to improve instruction. Then, summative assessment is conducted at the end of a
course, term or school year with the purpose to provide aggregated information on
program outcomes to educational authorities.
Assessments should be valid and reliable. It should assess only the abilities which it claims
to assess and do so consistently.
There are three types of validity.
1. Construct validity, the extent to which the content of the test or assessment reflects
current theoretical understanding of the skills being assessed.
2. Content validity, whether it represents an adequate sample of ability.
3. Criterion related validity, the extent to which the results correlate with other
independent measures of ability.
In terms of reliability, the assessment is concerned with ascertaining to what degree scores
on tests or assessments are affected by measurement error. The consistency of test results
over time can be estimated in terms of test retest reliability.
Assessment is carried out to collect information on learners language proficiency and / or
achievement that can be used by the stakeholders in language learning program for many
purposes include selection, certification, accountability, diagnosis, instructional decisionmaking, and motivation.
The wide history of the assessment showed that in the 1960s and 1970s, language test were
designed as discrete item tests which provide no information on learners ability to use
language for communicative purposes. In early 1980s integrative tests was introduced.
Then as an adoption of communicative language teaching (CLT) principles, assessment has
become increasingly direct.
There are many researchers conducted research which focus on language assessment. First

is research into the nature of communicative language ability which came up with two
approaches. First approach focuses on compiling detailed specifications on the features of
target language performances which learners have to carry out, often on the basis of an
analysis of communicative needs. Second approach employs a theoretical model of
language ability as a basis for constructing test and assessment tools.
In language learning classroom, assessment is not only used to measure students
outcome but also to improve the quality of learning. According to the research into selfassessment, there two main points discussed. First, evidence suggests that the concept of
self-assessment may be quite unfamiliar and threatening to many learners since it alters
traditional teacher-learner relationships. Guidance in the use of self-assessment techniques
is therefore crucial. Second, the ability of learners to self-assess accurately appears to be
related to the transparency of the instruments used. Third, learners seem to be able to
assess their abilities more accurately when the self-assessment statements are couched in
specific terms and are closely related to their personal experience. As the conclusion of the
research, some evidence suggests that cultural factors affect learners willingness to selfassess as well as the accuracy of these assessments.
Finally, it is important for us to find cost-effective ways of integrating new technology into
the design and delivery of tests. Moreover we need to study and document the interfaces
between teaching and assessment. Therefore, to formulate ethical standards of practice, we
need to find out more about the ways in which tests and other assessment are used.
Evaluation can be define as a process of collecting, analyzing and interpreting information
about teaching and learning in order to make informed decisions that enhance students
achievement and the success of educational programs.
There are some considerations to do an evaluation which include purpose of the
evaluation, participants, and kinds of information, information collection, and analysis and
interpretation of information.
In student-centered approach, students are assigned important roles in classroom-based
evaluation. Including students in the evaluation process as active partners serve to make
them aware of learning objectives so they are better able to allocate time and energy to
fulfilling designated instructional objectives and instill a sense of ownership and
responsibility for learning that can enhance achievement. Student achievement has been
and continues to be an important focus of evaluation. The specific kinds of information
that are collected depend on the purposes for evaluation. What decisions are to be taken
because not all information is useful for all evaluation purposes.
Alternatives methods are available for collecting information about language learning and
about student-related factors that influence the processes of language teaching and
learning. For example, dialogue journals, portfolio conference, and etc. Tests and
alternative forms of language assessment should be liked to instructional objectives and

activities, designed to optimize students performance, developmentally appropriate,

relevant and interesting to students, authentic, fair and ongoing.
Extensive judgment based on experience, professional training and ones understanding of
educational theory is implicated in the interpretation collected for classroom evaluation.
The use of instructional objectives and standards-based curriculums in assessment is part
of a shift towards criterion-referenced assessment.
Alternative assessment emphasis on multiple types of information; alternative and varied
methods of information collection to complement tests; concerns for both the processes
and the products of teaching and learning; criterion referenced, standard-based and
objectives-based interpretation of students learning; and inclusive participation including
visible and strong roles for teachers, students and parents.
Reference
Carter, R and Nunan, D. 2001. Teaching English to Speakers of Other Languages. USA:
Cambridge University Press.

Iman Hilmansyah
1402203
EFL Methodology
Self-Development and Exploration
As a good teacher, self-development is very important. It will have us to reflect our
teaching performance and strategy when we were in teaching and learning process. Based
on these activities, we can find out our strength and weaknesses.
There are several factors affect teacher self development.

a. Development takes time, so teachers who believe that development is important

need to make a commitment to devote time to their development.

b. Development requires an ongoing commitment. Development is enhanced when
the teacher makes a commitment to ongoing development.
c. Development is enhanced through problem solving. When teachers recognize
problems and work at solving them, they can discover new ways to teach and
discover new ways to teach and discover more about their role as a teacher.
d. Development is enhanced through exploration for explorations sake.
e. Development is enhanced by paying attention to and reviewing the basics of
EFL/ESL teaching. Then, development is enhanced by searching out opportunities
to develop.
f. Self development of teaching beliefs and practices requires the cooperation of
others. It takes others who are willing to observe us, listen to us, and talk with us
about our teaching.
Exploration of teaching can be done in many ways. There are several thing related to
teaching exploration that we have to know.
First, it is related to some of the ways that can be done by the teachers. Those are: read
journal articles and book about teaching and learning, read teacher narratives, attend
professional conferences, establish a mentoring relationship, put together a teaching
portfolio, learn another language, do action research, do self-observation, observe other
teachers, talk with other teachers, and keep a teacher journal.
Second, teachers can explore teaching through self-observation. What can be done are
collecting sample of teaching through audio or videotape. Teachers may have descriptions
of what actually goes on in the classroom that focus attention on some aspect of our
teaching. Then, teachers need to analyze the sample of teaching. It can be done by listening
or viewing to the tape, taking note and sketch, tallying behaviors, making short transcripts,
coding the interaction, studying the interaction and looking for patterns. Next, do
interpretation and reflection by proposing several questions such as Am I providing
chances for students to learn English? Do I block students from learning English? What
are my beliefs about teaching? Are my teaching practices consistent with these beliefs? Do
I do what I think I do in the classroom? Are they any issues of self I need to address? And
am I facing my teaching self? Last, deciding on changes in teaching behavior by doing
several things such as plan a calculate change, plan to try the opposite, plan to adapt a
random change, and plan not to change anything.
Third, the teacher can explore their own teaching through the observation of other
teachers. We can see our own teaching in the teaching of others. When we observe others
to gain knowledge of self, we have the chance to construct and reconstruct our own
knowledge. While observing other teachers, it is possible to collect samples of teaching in

a variety of ways such as taking notes, drawing sketches, tallying behavior, and taking
short notes of interaction.
Fourth, teachers can explore teaching through talk. Talking about teaching may offer
opportunities to learn about on reflect on our own teaching. It can be done by evaluating,
justifying and considering what should be improved. Talking about teaching can be done
among the teachers. Talking about teaching related to issues in teaching, media and
materials, technology, mutual problem and so on and so forth can be very useful for the
teachers.
Fifth, teacher can explore through a journal. Journal can be used to record our observations
of what goes on in our own and other teachers classrooms write about our discussions,
consider teaching ideas, and reflect on our teaching. There are several things can be
include in teachers journal: write descriptions of classroom interaction with the analysis
and interpretation; tally sheets, transcripts, sketches, and coding; photos and descriptions;
summaries and reflections on discussion with other teachers; list of alternative ways to
teach aspects of a lesson; stream of consciousness writing; reflections on language learning
experiences; thoughts on beliefs about teaching and learning; questions about teaching and
learning; answers to their own questions; summaries and critiques of journal articles and
books; and lesson plans and teaching ideas.
In the end, as a teacher we have to realize the importance of self-development in
teaching. Here, we can do exploration teaching by improving ourselves development
through observing, talking to others and writing journal.

Reference
Gebhard, Jerry G. 2000. Teaching English as a Foreign or Second Language. USA: The
University of Michigan Press.

Iman Hilmansyah
1402203
EFL Methodology
Life long learning for expert teachers: research in education
Being a good teacher is not an easy process. To be a good teacher we need to learn
continuously. There are eight major professional goals that have to be known if we want to
do jobs better of teaching. These are: knowledge of the theoretical foundations of language
learning and language teaching, the analytical skills necessary for assessing different
teaching contexts and classroom conditions, an awareness of alternatives teaching
techniques and the ability to put these into practice, the confidence and skill to alter our
teaching techniques as needed, practical experience with different teaching techniques,
informal knowledge of ourselves and our students, interpersonal communication skills and
attitudes of flexibility and openness to change.
As a beginner teacher we can focus on the classroom management issues, techniques,
delivery, body language, feedback, individual attention, lesson goals and mid lesson
alterations. After we have gained some experience we can consider several things
described as follows.
At the early stage in our carrier, we may consider and apply four rules of peak performers.
First, set realistic goals write down some short term and long term goals, be realistic

in terms of what you can accomplish, and be specific in our statements. Second, set
priorities it is important to set what is most important and what is least important
between our professional goals and tasks. Third, take risk we can predict or calculate the
next risk through experience. Last is practice principle of stress management. Teaching is a
career with all makings for high-stress conditions. Therefore, as teachers we need to keep
ourselves fresh, creative, bright and happy by setting priorities and trying to balance our
life.
There are some characteristics of good ESL teachers: competent preparation leading to a
degree in TESL, a love of the English language, critical thinking, and the persistent urge to
upgrade oneself, self-subordination, readiness to go the extra mile, cultural adaptability,
professional citizenship, and a feeling of excitement about ones work. In addition, here are
good language teaching characteristics including technical knowledge (understands the
linguistic systems of English phonology, grammar and discourse; comprehensively grasps
basic principles of language learning and teaching, has fluent competence in speaking,
writing, listening to and reading English; knows through experience what is like to learn a
foreign language; understand the close connection between language and culture; keeps up
with the field through regular reading and conference or workshop attendance),
pedagogical skills (has a well-thought-out informed approach to language teaching;
understands and uses a wide variety of techniques; efficiently design and executes lesson
plans; monitor lesson as they unfold makes effective mid-lesson alterations; effectively
perceives students linguistics needs; gives optimal feedback to students; stimulates
interaction, cooperation, and teamwork in the classroom; uses appropriate principles of
classroom management; uses effective, clear presentation skills, creatively adapts textbook
material and other audio, visual, and mechanical aids; innovatively creates brand-new
materials when needed; uses interactive, intrinsically motivating techniques to create
effective tests), interpersonal skills (is aware of cross-cultural differences and is sensitive
to students cultural traditions; enjoys people, shows enthusiasm, warmth, rapport, and
appropriate humor; values the opinions and abilities of students; is patient in working with
students of lesser ability; offers challenges to students of exceptionally high ability;
cooperates harmoniously and candidly with colleagues (fellow teachers); seeks
opportunities to share thoughts, ideas and techniques with colleagues), personal qualities
(is well organized, conscientious in meeting commitments, and dependable; is flexible
when things go awry; maintains an inquisitive mind in trying out new ways of teaching;

sets short-term and long-term goals for continued professional growth; maintains and
exemplifies high ethical and moral standards).
Classroom observation can be done to observe other teachers or ourselves. Teacher can
learn and explore more by doing classroom observation. In observing ourselves, we can
select an element of our teaching to keep an eye out for as we teach, monitor that
particular element during the class period, after class we can set aside a few moments to
give these elements careful assessment.
To improve our teaching quality we can do classroom research. We can see problems and
try to find solutions. Classroom research may be categorized into four different aspects: the
developmental features of learner language, interaction in the second language, classroom
tasks, and learning strategies. Classroom research can be started by doing several things:
convert our ideas into specific questions, operationally define the elements of our
questions, determine how you will answer your question, and interpret our results
appropriately.
Teachers can learn from each other. All of the teachers can collaborate by doing some
efforts such as peer coaching, team teaching, action research, collaborative curriculum
development and revision, and teacher support groups.
Having critical pedagogy is also important for the teacher. There are four principles in
critical pedagogy while fully respecting the values and beliefs of our students. Those are:
allow students to express themselves openly, genuinely respect students point of view,
encourage both or many sides of an issue and do not force students to think just like us.
Reference
Brown, H.Douglas. 2001. Teaching by Principles. An Interactive Approach to Language
Pedagogy. Englewood Cliffs: Prentice Hall.

Iman Hilmansyah
1402203
EFL Methodology
What teachers do next
As a good teacher we have to consider so many things. One of those thing is that as a
teacher we need to develop and improve ourselves. Reflection is important, by reflecting
ourselves we can think what we are doing and why. Some reflection is simply a matter of
thinking about what is happening in our lessons.
In doing self-development and reflection we can keep journals, negative and positive,
recording ourselves, and professional literature. Writing journal forces us to try to put into
words thought, up till then, are inchoate, offering, in this condition, little chance for real
introspection. Moreover, by reading our own journal makes us being engaged again with
what we experienced, felt or worried about.
Furthermore, we can do self-development by seeing both sides of us, negative and positive.
What we can do to be better. In order to do reflection we can also recording ourselves.
Frequently, this will lead us to reflect on what happened and perhaps cause us to think of
how we might do things differently in the future. Professional literature such as various

methodology books, journals and magazines will give more useful information for the
teachers.
Teachers also can do their own research. Action research can be done by the teachers in
order to improve their teaching performance. To do action research, we need to identify a
problem or issue, think of questions to ask or information to be gained, collect data,
analyze data, and decide on future action.
Gathering data can be done by observation, interview and through questionnaires. Action
research can be done to break rules and changing environment. Through research we can
see which one is better to be applied in our class.
We can do classroom research. We can see problems and try to find solutions. Classroom
research may be categorized into four different aspects: the developmental features of
learner language, interaction in the second language, classroom tasks, and learning
strategies. Classroom research can be started by doing several things: convert our ideas
into specific questions, operationally define the elements of our questions, determine how
you will answer your question, and interpret our results appropriately.
Classroom observation can be done to observe other teachers or ourselves. Teacher can
learn and explore more by doing classroom observation. In observing ourselves, we can
select an element of our teaching to keep an eye out for as we teach, monitor that
particular element during the class period, after class we can set aside a few moments to
give these elements careful assessment.
Sometimes, teachers can improve and develop their self by working with others. Teachers
can work with others through cooperative or collaborative development, peer teaching or
peer observation, teachers groups, teachers association such as conferences, seminars and
presenting, and the virtual community.
Teachers need to move outwards and sideways in order to enhance professional and
personal growth. The teacher can learn by learning, reflecting what they have been done
and how to be better in the future. Teachers also can do supplement teaching and join more
teachers training.
Teachers can learn from each other. All of the teachers can collaborate by doing some
efforts such as peer coaching, team teaching, action research, collaborative curriculum
development and revision, and teacher support groups.
In conclusion, generally, being a teacher is not easy at all. There are many pressure and
challenge to do teachers job. Therefore as a teacher we need to work with our heart, do not
be stress, and keep ourselves to do everything best.

Reference
Harmer, Jeremy. 2007. The Practice of English Language Teaching. Malaysia: Pearson
Education Limited.

Iman Hilmansyah
1402203
EFL Methodology
Monitoring Teaching Acts
Building a culture of learning within todays classrooms requires teachers and students to
jointly engage in teaching and learning that is purposeful, relevant and clearly defined. In
contemporary educational media explicit teaching has been highlighted as an effective
approach to literacy pedagogy that directly influences literacy learning.
Teaching is aimed at creating optimal conditions for desired learning to take place in as
short a time as possible. Even such a seemingly simple statement hides a troublesome
correlation: a cause effect relationship between teaching and learning. That is, the
statement is based on the assumption that teaching actually causes learning to occur. Does
it, really? We know by experiential knowledge that teaching does not have to automatically
lead to learning; conversely, learning can very well take place in the absence of teaching.
The entire edifice of education, however, is constructed on the foundation that teaching
can contribute to accelerated and accomplished learning.
The overall process of education certainly involves several playerseducational
administrators, policy makers, curriculum planners, teacher educators, textbook writers,

and otherseach constituting an important link in the educational chain. However, the
players who have a direct bearing on shaping and reshaping the desired learning outcome
are the classroom teachers.
The role of the teacher has been a perennial topic of discussion in the field of general
education as well as in language education. Unable to precisely pin down the role and
function of the teacher, the teaching profession has grappled with a multitude of
metaphors. The teacher has been variously referred to as an artist and an architect; a
scientist and a psychologist; a manager and a mentor; a controller and a counselor; a sage
on the stage; a guide on the side; and more. There is merit in each of these metaphors.
Each of them captures the teachers role partially but none of them fully.
From a historical perspective, one can glean from the current literature on general
education and language teaching at least three strands of thought: (a) teachers as passive
technicians, (b) teachers as reflective practitioners, and (c) teachers as transformative
intellectuals.
It is generally agreed that teachers classroom practice is directly or indirectly based on
some theory whether or not it is explicitly articulated. Teachers may have gained this
crucial theoretical knowledge either through professional education, personal experience,
robust commonsense, or a combination.
A professional theory is a theory which is created and perpetuated within the professional
culture. It is a theory which is widely known and understood like the developmental stages
of Piaget. A personal theory, on the other hand, is an individual theory unique to each
person, which is individually developed through the experience of putting professional
theories to the test in the practical situation. Teachers theory of practice should be based
on different types of knowledge: (a) speculative theory (by which he refers to the theory
conceptualized by thinkers in the field), (b) the findings of empirical research, and (c) the
experiential knowledge of practicing teachers.
Donald McIntyre (1993) differentiates three levels of theorizing.
At the first, technical level, teacher theorizing is concerned with the effective
achievement of short-term, classroom-centered in structional goals. In order to
achieve that, teachers are content with using ideas generated by outside experts and
exercises designed by textbook writers.
2. At the second, practical level, teacher theorizing is concerned with the
assumptions, values, and consequences with which classroom activities are linked.
1.

At this level of practical reflectivity, teachers not only articulate their criteria for
developing and evaluating their own practice but also engage in extensive
theorizing about the nature of their subjects, their students, and learning/teaching
processes.
3. At the third, critical or emancipatory level, teacher theorizing is concerned with
wider ethical, social, historical, and political issues, including the institutional and
societal forces which may constrain the teachers freedom of action to design an
effective theory of practice.
This summary has been concerned mainly with the general nature of teaching as a
professional activity. Whether teachers characterize their activity as a job or as work,
career, occupation, or vocation, they play an unmistakable and unparalleled role in the
success of any educational enterprise. Whether they see themselves as passive technicians,
reflective practitioners, transformative intellectuals, or as a combination, they are all the
time involved in a critical mind engagement. Their success and the satisfaction they derive
from it depends to a large extent on the quality of their mind engage- ment. One way of
enhancing the quality of their mind engagement is to recognize the symbiotic relationship
between theory, research, and practice, and between professional, personal, and
experiential knowledge.
References
Kumaravadivelu, B. 2003. Beyond Methods. Macrostrategies for Language Teaching. New Haven
and London: Yale University Press.