EXPLORING TEACHERS’ ABILITY IN DEVELOPING PISA-LIKE READING TASKS
Main Article Content
Abstract
This study is a part of a joint study, aiming to develop a teacher professional development program on training teachers to teach PISA-like reading. The bigger program focuses on a pedagogical intervention that incorporates PISA reading into English and Indonesian subjects based on Systemic Functional Linguistics Genre-Based Approach (SFL GBA) and has been reported in Emilia et al. (2022). Meanwhile, this study centred around the observation of English teachers’ ability to develop PISA-like reading tasks. The intervention is framed within PISA reading (OECD, 2019a,b), and SFL GBA (Halliday & Matthiesen, 2014; Derewianka & Jones, 2016; Emilia, 2011). The study employed a case study design. The findings show that teachers were able to develop PISA-like reading tasks, evidenced from the collected reading items that follow PISA 2018 cognitive processes and response format (OECD, 2019 a, b). Moreover, teachers’ responses from interviews were likewise positive, indicating their increased awareness of PISA and their ability to design similar reading tasks. It is recommended that the training be conducted in a variety of settings with a larger number of teachers for them to eventually assist Indonesian students in improving their reading literacy as suggested by PISA.
Article Details
How to Cite
Fadhillah, A. M., & Emilia, E. (2022). EXPLORING TEACHERS’ ABILITY IN DEVELOPING PISA-LIKE READING TASKS. English Review: Journal of English Education, 10(3), 1057-1068. https://doi.org/10.25134/erjee.v10i3.6351
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Stromso, H.I. (2017). Multiple models of multiple-text comprehension: A commentary. Educational Psychologist, 52(3), 216–224.
Stupplea, E. J. N., Maratosa F. A., Elandera J., Hunt, T. E., Cheung, K. Y. F. & Aubeeluck, A. V. (2017). Development of the Critical Thinking Toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking. Thinking Skills and Creativity. 23, 91–100. https://doi.org/10.1016/j.tsc.2016.11.007
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British Council. The history of graffiti. British Council. https://learnenglishteens.britishcouncil.org/skills/reading/b2-reading/history-graffiti
Britt, M.A., Rouet, J.-F., & Durik, A.M. (2017). Literacy beyond text comprehension: A theory of purposeful reading (1st ed.). Routledge. https://doi.org/10.4324/9781315682860
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
Derewianka, B., & Jones, P. (2016). Teaching language in context. Oxford University Press.
Education First English Proficiency Index (EF EPI) (2015). The world's largest ranking of English skills. EF. http://www.ef.co.id/epi/
Emilia, E. (2011). Pendekatan genre-based dalam pengajaran bahasa Inggris: Petunjuk untuk guru. Rizqi Press.
Emilia, E., Sujatna, E. T. S., & Kurniasih, N. (2022). Training teachers to teach PISA-like reading: A case in Indonesia. Indonesian Journal of Applied Linguistics, 12(1), 58-78. https://doi.org/10.17509/ijal.v12i1.46534
Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.
Gozali, I., Lie, A., Tamah, S. M., & Jemadi, F. (2021). HOTS questioning ability and HOTS perception of language teachers in Indonesia. Indonesian Journal of Applied Linguistics, 11(1), 60-71. https://doi.org/10.15294/JED.V7I1.30878
Halliday, M., & Matthiessen, C. (2014). An introduction to functional grammar (4th ed.). Routledge.
Haw, J. Y., King, R. B., & Trinidad, J. E. R. (2021). Need supportive teaching is associated with greater reading achievement: What the Philippines can learn from PISA 2018. International Journal of Educational Research, 110, 101864. https://doi.org/10.1016/j.ijer.2021.101864
Indonesia Ministry of Education and Culture. (2019, Desember, 4). Hasil PISA Indonesia 2018: akses makin meluas, saatnya tingkatkan kualitas. https://www.kemdikbud.go.id/main/blog/2019/12/hasil-pisa-indonesia-2018-akses-makin-meluas-saatnya-tingkatkan-kualitas
Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. M. (2017). Teacher pedagogical content knowledge, practice, and student achievement, International Journal of Science Education, http://dx.doi.org/10.1080/09500693.2016.1265158
Khamkong, S. (2018). Developing English L2 critical reading and thinking skills through the pisa reading literacy assessment framework: A case study of Thai EFL learners. The Southeast Asian Journal of English Language Studies, 24(3), 83–94. https://doi.org/10.17576/3L-2018-2403-07
Larsson, K. (2017) Understanding and teaching critical thinking—A new approach. International Journal of Educational Research. 84, 32–42. http://doi.org/10.1016/j.ijer.2017.05.004
Lutkevich, B. (n.d). Self-driving car (autonomous car or driverless car). https://www.techtarget.com/searchenterpriseai/definition/driverless-car
Ma, L, Jiao, Y., Xiao, L., & Liu, J. (2022) Moderation of teacher–student relationships in the link between motivation and English performance of struggling learners in China. Journal of Multilingual and Multicultural Development 0:0, pages 1-18.
Marthablogger. (8 May 2017). Driverless cars: a great or problematic invention? British Council. https://learnenglishteens.britishcouncil.org/blogs/science-technology/driverless-cars-great-or-problematic-invention
Mo, J. (2019). How does PISA define and measure reading literacy?
Mullis, I. V., & Martin, M. O. (2019). PIRLS 2021 assessment frameworks. International Association for the Evaluation of Educational Achievement.
Myrberg, E., Johansson, S., & Rosén, M. (2018). The relation between teacher specialization and student readingachievement. Scandinavian Journal of Educational Research.
OECD (2017). PISA 2015 Assessment and analytical framework: science, reading, mathematic, financial literacy and collaborative problem solving. Paris, France: OECD Publishing. http://doi.org/10.1787/19963777
OECD (2019a). PISA 2018 assessment and analytical framework. OECD Publishing.
OECD (2019b). PISA 2018 released new reading items. OECD Publishing.
Paul, R., & Elder, L. (2019). A guide for educators to critical thinking competency standards: Standards, principles, performance indicators and outcomes with critical master rubric. Rowman & Littlefield.
Putra, T., & Abdullah, D. (2019). Higher-order thinking skill (HOTS) questions in English national examination in Indonesia. Jurnal Bahasa Lingua Scientia, 11(1), 145-160.
Rahmadina, K,. R. & Emilia, E. (2022). Exploring EFL teachers’ practice in teaching PISA-like reading. Ranah: Jurnal Kajian Bahasa, 11(2).
Rose. D., & Martin, J.R. (2012). Learning to write, reading to learn. Genre, knowledge, pedagogy in the Sydney school. Equinox.
Selvina, D., Inderawati, R., Viantry, M. (2018). Developing pisa-based reading materials in Indonesian context in the form of continuous text. SULE-IC. 3(1), 152-171.
Singh, R. K. V., & Shaari, A. H. (2019). The analysis of Higher-Order Thinking skills in English reading comprehension tests in Malaysia. Geografia, 15(1).
Snow, C. E., Griffin, P., & Burns, M. S. (Eds.). (2005). Knowledge to support the teaching of reading: Preparing teachers for a changing world. Jossey-Bass.
Stromso, H.I. (2017). Multiple models of multiple-text comprehension: A commentary. Educational Psychologist, 52(3), 216–224.
Stupplea, E. J. N., Maratosa F. A., Elandera J., Hunt, T. E., Cheung, K. Y. F. & Aubeeluck, A. V. (2017). Development of the Critical Thinking Toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking. Thinking Skills and Creativity. 23, 91–100. https://doi.org/10.1016/j.tsc.2016.11.007
Tyas, M. A., Nurkamto, J., Marmanto, S., & Laksani, H. (2019, October). Developing higher order thinking skills (HOTS)–Based questions: Indonesian EFL teachers’ challenges. In Proceedings of the International Conference on Future of Education, 2(1), pp. 52-63.
Van de Oudeweetering, K., & Voogt, J. (2017). Teachers’ conceptualization and enactment of twenty-first century competences: Exploring dimensions for new curricula. Curriculum Journal, 29(4), 1-18.
Yasinta, I., N., Hamsa, A., Usman. (2022). The ninth graders’ pisa-based reading literacy competence. Curriculla: Journal of Teaching and Learning. http://dx.doi.org/10.22216/jcc.2022.v7i1.919
Zaim, M., Refnaldi, R., Zainil, Y., & Ramadhani, F. (2021). PISA reading literacy assessment and reading literacy assessment at senior high school: How do they differ? International Journal of Research in Counseling and Education, 5 (1), 72-78.