What I know Best: Assessing Indonesian Student’s Structural Knowledge through Student-Generated Topics

Indah, Rohmani Nur and Rohmah, Galuh Nur and Afifuddin, Muzakki (2020) What I know Best: Assessing Indonesian Student’s Structural Knowledge through Student-Generated Topics. European Journal of Educational Research, 9 (2). pp. 629-638. ISSN 2165-8714

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Abstract

Developing Indonesian English as a foreign language (EFL) students’ structural knowledge presents a number of complexities especially in the bilingual context. This study aimed to determine how the structural knowledge patterns of Indonesian EFL students is, and it specifically explored various aspects that make structural knowledge representation difficult. The research also aimed to formulate an accommodative assessment model for the development of students' structural knowledge. Using a case study design, this study involved 120 English literature students (N=120) taking the Psycholinguistics class at one of the tertiary institutions in Malang, Indonesia. The research instruments included essay tests and questionnaires. The research findings showed that students in bilingual contexts have certain diversity and patterns in their structural knowledge. Second, students’ structural knowledge could be influenced by a number of aspects such as topic mastery and the flow of thought. Furthermore, students’ structural knowledge can be accommodated in an adequate evaluation model that measures structural knowledge and critical thinking skills. Further research in the area of content and language assessment will complete the study of the significance of structural knowledge in a bilingual context

Item Type: Journal Article
Keywords: Assessment model, the flow of thought, student-generated topic, structural knowledge, topic mastery
Subjects: 20 LANGUAGE, COMMUNICATION AND CULTURE > 2003 Language Studies > 200302 English Language
Divisions: Faculty of Humanities > Department of English Language and Letters
Depositing User: Dr. Rohmani Nur Indah
Date Deposited: 05 May 2020 00:30

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