AWKER (Academic writing checKER) prepares students for success as writers supported by LECTURER FEEDBACK AND OBJECTIVE ASSESSMENT. This step-by-step, AWKER as a product of Assessment Software provides a comprehensive advice and correction to write thesis proposal, and enhances students higher order thinking to learn autonomous from lecturer feedback.
AWKER Speed up the assessment cycle, save teaching time, and support immediate student feedback with auto-scoring. The scoring is built based on two trait measures that consist of the accuracy and content of thesis proposal that is integrated with purpose and quality of academic writing assessment. Accuracy is to measure how to correct students' use of the language system is including the use of grammar, punctuation, spelling, mechanic, and vocabulary, as well as the novelty or originality of writing. Content is to measure student’s knowledge and understanding refers to the newest literature on the selected topic and to adopt the decision based on collected and analyzed data.
AWKER reflects current technology, teaching model, and classroom assessment standards in educational field through Blended learning or Hybrid learning. AWKER is equipped with Dialogic Electronic as a place for lecturer and students to give feedback and respond on assessment. Dialogic Electronic is a model of higher order thinking embodied in an electronic dialogue consisting of optimal lecturer feedback orientation and a set of assessment rules specifically designed to support formative assessment in the classroom.
AWKER is a product of the imperative to embrace technological innovation in higher education and learning in meeting the challenges of a modernized and expanded Higher Education. For student, it is providing direct and immediate feedback for the student, increase students’ digital literacy, improving student performance, and increase student engagement. For lecturer, it is reducing the time and effort of the lecturer, less paper, printing and transport used overall, and encouraging high-order thinking, supply immediate and focused feedback on students’ work, record highly detailed student learning analytics and present them to the lecturer in real-time
CHAPTER I
INTRODUCTION
A. Background of the Problem
Technology has been used to both help and improves language teaching and learning. Technology enables teachers to adapt classroom activities and as a tool to help teachers facilitate language learning. Therefore, technology is one of the solutions that ideally used in teaching English as Foreign Language (EFL) classrooms. The use of educational technology has got a significant place in EFL teaching and learning. The teachers should have more effort in EFL classrooms because English language for the students is sounds unfamiliar in their environment. Moreover, most of the students are extremely familiar with a variety of digital technologies in their daily lives (Robertson, Fluck, & Webb, 2007; Prensky, 2001).
According to Fitriah (2018) teachers can use a number of ... Login To Read More
CHAPTER I
INTRODUCTION
A. Background of the Problem
In digital era, technology in every field is rapidly developing. Everyday new innovations and applications are created and integrated in order to enhance style of human life. Likewise, the use of technology in education is requires knowledge and understanding of teachers. According to J. Hwee and L. Koh, Technology and teacher competency is important for teaching-learning process. There is increased pressure on teachers to learn new ways to integrate technology into their teaching. Pineida (2011) stated that the use of technology in education seemingly appear to be one the key of teacher competencies for educational reform efforts in 21st Century. This is because if technology ... Login To Read More
CHAPTER I
INTRODUCTION
A. Background of the problem
One of the aspects of language which plays a great role in English ability is vocabulary. According to Brown (2010: 305) says that words are the basic building blocks of language; words are used to create sentences, larger paragraphs, and whole texts. While Ur (1998)states: “Vocabulary can be defined, roughly, as the words we teach in the foreign language. However, a new item of vocabulary may be more than just a single word: for example, post office, and mother-in-law, which are made up of two or three words but express a single idea. A u ... Login To Read More