PERCEPTIONS, PRACTICES, AND ASSESSMENT LITERACY NEEDS OF EFL TEACHERS: ENHANCING READING LITERACY INSTRUCTION UNDER AKM POLICY
Main Article Content
Abstract
Since the discontinuation of national examinations (UN) in 2020, the Indonesian Government introduced the Minimum Competency Assessment (Asesmen Kompetensi Minimum-AKM) to assess students' fundamental abilities. Consequently, teachers are pivotal in integrating AKM-based reading literacy questions to enhance students' reading skills. This study aims to explore teachers' perceptions, practices, and assessment literacy needs concerning teaching and assessing students' reading literacy based on AKM. Ten EFL junior high school teachers participated in interviews. Findings revealed varying perceptions among teachers regarding AKM. While some supported the policy for its positive impact on students and learning, others doubted its effectiveness for certain reasons. In terms of teaching and assessment practices, most teachers partially integrate the three components of AKM reading literacy into their classrooms. They also utilize various stimuli and question types similar to those in AKM, yet complex multiple-choice assessments are underutilized. Lastly, teachers expressed diverse literacy assessment needs, including strategies for teaching reading, designing critical reading questions, creating stimulus materials, gaining AKM knowledge, enhancing student interest in reading, and identifying intended learning outcomes to improve their teaching and evaluation of students' literacy.
Article Details
How to Cite
Fakhira, J., & Zulaiha, S. (2024). PERCEPTIONS, PRACTICES, AND ASSESSMENT LITERACY NEEDS OF EFL TEACHERS: ENHANCING READING LITERACY INSTRUCTION UNDER AKM POLICY. English Review: Journal of English Education, 12(2), 427-436. https://doi.org/10.25134/erjee.v12i2.9551
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Aunurrahman. (2020). Taxonomy of educational problems in support of readiness for the implementation of minimum competency assessment and character survey in elementary schools. Journal of Education, Teaching, and Learning, 5(2), 296–302.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Cahyanovianty, A. D., & Wahidin. (2021). Analisis kemampan numerasi peserta didik kelas VIII dalam menyelesaikan soal asesmen kompetensi minimum. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(2), 1439–1448.
Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (Second Edition; L. C. Shaw, Ed.). California: Sage Publications.
Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327–347. https://doi.org/10.1177/0265532208090156
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Fauziah, A., Sobari, E. F. D., & Robandi, B. (2021). Analisis pemahaman guru sekolah menengah pertama (SMP) mengenai asesmen kompetensi minimum (AKM). Edukatif: Jurnal Ilmu Pendidikan, 3(4), 1550–1558. https://doi.org/10.31004/edukatif.v3i4.608
Firoozi, T., Razavipour, K., & Ahmadi, A. (2019). The language assessment literacy needs of Iranian EFL teachers with a focus on reformed assessment policies. Language Testing in Asia, 9(1). https://doi.org/10.1186/s40468-019-0078-7
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132. https://doi.org/10.1080/15434303.2011.642041
Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. Profile: Issues in Teachers’ Professional Development, 20(1), 179–195. https://doi.org/10.15446/profile.v20n1.62089
Hidayah, I. R., Kusmayadi, T. A., & Fitriana, L. (2021). Minimum competency assessment (Akm): An effort to photograph numeracy. Journal of Mathematics and Mathematics Education, 11(1), 14. https://doi.org/10.20961/jmme.v11i1.52742
Inbar-Lourie, O. (2013). Language assessment literacy. The Encyclopedia of Applied Linguistics, 1–9. https://doi.org/10.1002/9781405198431.wbeal0605
Kemendikbud. (2020). Asesmen nasional : Lembar tanya jawab (pp. 1–29). pp. 1–29. Pusat Asesmen dan Pembelajaran Badan Penelitian dan Pengembangan dan Perbukuan Kementerian Pendidikan dan Kebudayaan.
Kharizmi, M. (2015). Kesulitan siswa sekolah dasar dalam meningkatkan kemampuan literasi. Jupendas, 2(2), 11–21.
Machromah, I. U., Utami, N. S., Setyaningsih, R., Mardhiyana, D., & Fatmawati, L. W. S. (2021). Minimum competency assessment: designing tasks to support students’ numeracy. Turkish Journal of Computer and Mathematics Education, 12(14), 3268–3277.
Mohebbi, H., & Coombe, C. (2020, December 1). Preface: language assessment literacy. Language Testing in Asia, Vol. 10. Springer. https://doi.org/10.1186/s40468-020-00103-4
Novita, N., Mellyzar, & Herizal. (2021). Asesmen nasional (AN): Pengetahuan dan persepsi calon guru. Jurnal Ilmu Sosial Dan Pendidikan, Vol. 5(No. 1), 172–180.
Nurdiana. (2020). Language teacher assessment literacy: A current review. Journal of English Language and Culture, 11(1), 66–74. Retrieved from http://journal.ubm.ac.id/
Nurjati, N., Rahayu, E. Y., & Khabib, S. (2022). Technical guidance for the preparation of AKM-based national assessment of English learning for state senior high school teachers in Surabaya. Kanigara: Jurnal Pengabdian Kepada Masyarakat, II(1), 216–224.
Perdana, N. S. (2021). Analysis of student readiness in facing minimum competency assessment. Jurnal Pendidikan, Sejarah, Dan Ilmu-Ilmu Sosial, Vol. 5(1), 15–20.
Purwati, P. D., Faiz, A., Widiyatmoko, A., Ngabiyanto, & Maryatul, S. (2021). Asesmen kompentensi minimum (AKM) kelas jenjang sekolah dasar sarana pemacu peningkatan literasi peserta didik. Sosio Religi: Jurnal Kajian Pendidikan Umum, 19(1), 13–24.
Richards, K. (2003). Qualitative inquiry in TESOL. New York: Palgrave Macmillan.
Rini, T. A., Cholifah, P. S., Nuraini, N. L. S., & Margetts, K. (2021). Readiness of elementary teachers in minimum competency assessment: Teachers’ competence in arranging literature and numeration tests. Profesi Pendidikan Dasar, 8(2), 156–169. https://doi.org/10.23917/ppd.v8i2.16157
Rini, T. A., & Solehah, F. P. (2021). Development of e-module for online training minimum competency assessment for elementary school teacher. Proceedings of the International Conference on Information Technology and Education (ICITE 2021), 214–219.
Rohimat, S. (2021). Pengembangan lembar kerja peserta didik berbasis literasi teks informasi pada mata pelajaran kimia. Jurnal Zarah, 9(2), 66–74.
Rokhim, D. A., Tyas, F. K., Rahayu, S., & Habidin. (2022). Perspektif siswa dan guru dalam pelaksanaan AKM (Asesmen Kompetensi Minimum) pada mata pelajaran kimia. JAMP: Jurnal Adminitrasi Dan Manajemen Pendidikan, 5(1), 46–52. Retrieved from http://journal2.um.ac.id/index.php/jamp/
Sani, R. A. (2021). Pembelajaran berorientasi AKM: Asesmen kompetensi minimum (M. R. Rumra, Ed.). Jakarta Timur: PT Bumi Aksara.
Suliyanah, Adelia, B. D., Jauhariyah, M. N. R., Misbah, Mahtari, S., Saregar, A., & Deta, U. A. (2021). A bibliometric analysis of minimum competency assessment research with VOSViewer related to the impact in physics education on 2019-2020. Journal of Physics: Conference Series, 2110(1), 012022. https://doi.org/10.1088/1742-6596/2110/1/012022
Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.05.010
Yamtinah, S., Utami, B., Masykuri, M., Mulyani, B., Ulfa, M., & Shidiq, A. S. (2022). Secondary school science teacher response to minimum competency assessment: Challenges and opportunities. Jurnal Penelitian Pendidikan IPA, 8(1), 124–131. https://doi.org/10.29303/jppipa.v8i1.1075
Zahrudin, M., Ismail, S., & Zakiah, Q. Y. (2021). Policy analysis of implementation of minimum competency assessment as an effort to improve reading literacy of students in schools. Paedagoria: Jurnal Kajian, Penelitian Dan Pengembangan Kependidikan, 12(1), 83–91. https://doi.org/10.31764
Zhang, L. (2018). Investigating the training needs of assessment literacy among Singapore primary Chinese language teachers. In Teaching Chinese Language in Singapore: Efforts and Possibilities (pp. 167–177). Springer Singapore. https://doi.org/10.1007/978-981-10-8860-5_12
Author. (2020).