Perspektif Kualitatif Guru Terhadap Perlaksanaan Amalan Pentaksiran dalam Pengajaran Kemahiran Menulis Karangan Argumentatif
DOI:
https://doi.org/10.11113/sh.v2n4.476Keywords:
Assessment process, argumentative essay, teachers perspective, qualitative researchAbstract
The realisation of teaching and learning objective in classroom can be achieved effectively if teachers gave appropriate attention to assessment process in education. This is the case in the context of teaching argumentative essay writing skill; where demands to assess essay produced by students are very complex considering the written essay needs statements of relevant facts and convincing elaboration to support any motion presented by students, besides avoid creating uncertainties among readers on the issue being discussed. Hence, teachers need to equip themselves as individuals who possess competent experience and knowledge related to the process of assessment soon to be implemented. Realising the gap related to assessment issue, the purpose of this study is to investigate teacher’s perspective on assessment practice in the teaching of argumentative essay writing skill by Malay language teachers at secondary school level. The choice of this qualitative research design was significant in generating better and in-depth comprehension pertaining to essay assessment practice being applied in the schools where the samples were selected. Data were collected from 6 Malay language teachers using semi-structure interview, classroom observation, and document analysis. Themes found in the data suggested research subjects’ tendency to use assessment approach, time allotted for assessment, and types of communication formed between teacher and students facilitated the process of assessing essay in classroom.
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