Muhlisin Rasuki | Universitas Muhammadiyah Jember (original) (raw)
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Papers by Muhlisin Rasuki
Taking It to Task, Dec 2016
Integrating a genre-based approach and task-based instruction into the context of teaching writin... more Integrating a genre-based approach and task-based instruction into the context of teaching writing skills can help learners learn to write more accurately and appropriately. In essence, a genre-based approach allows learners to see the underlying features of a text which make it both similar to and different from other texts, while task-based instruction allows teachers to design and sequence materials or tasks that best suit the learners' needs and proficiency levels. Although the tasks used in this paper relate to a particular context of teaching (i.e. teaching academic L2 writing skills), the principle is applicable to other teaching contexts as well.
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Assessing second/foreign language (L2) writing performance is crucial in L2 instruction. However,... more Assessing second/foreign language (L2) writing performance is crucial in L2 instruction. However, traditional assessment methods often lack efficiency and objectivity. To address these challenges, this study explores the efficacy of Voyant Tools, an automatic web-assisted English writing assessment tool, in gauging the quality of English texts produced by Indonesian learners of English as a foreign language (EFL). The quality of the English texts was measured in terms of readability index. A quantitative approach with a repeated-measures design was employed for this study. The participants consisted of 15 adult EFL learners enrolled in an English language teaching program at a private university in Jember, East Java, Indonesia. These learners completed three writing tasks with varying levels of complexity as determined based on the Triadic Componential Framework proposed by Robinson. To assess the utility of the tool, the automatically generated readability indices for the three tasks were analyzed. The results indicated significant differences in these indices based on task complexity (F(2, 28) = 10.672, two-tailed p = .000359). These findings underscore the effectiveness of Voyant Tools in gauging the quality of EFL learners' English writing performance, as demonstrated by its sensitivity to detect differences in the readability indices of the English texts produced by the learners as a function of task complexity.
Taking It to Task, Dec 2016
Integrating a genre-based approach and task-based instruction into the context of teaching writin... more Integrating a genre-based approach and task-based instruction into the context of teaching writing skills can help learners learn to write more accurately and appropriately. In essence, a genre-based approach allows learners to see the underlying features of a text which make it both similar to and different from other texts, while task-based instruction allows teachers to design and sequence materials or tasks that best suit the learners' needs and proficiency levels. Although the tasks used in this paper relate to a particular context of teaching (i.e. teaching academic L2 writing skills), the principle is applicable to other teaching contexts as well.
Assessing second/foreign language (L2) writing performance is crucial in L2 instruction. However,... more Assessing second/foreign language (L2) writing performance is crucial in L2 instruction. However, traditional assessment methods often lack efficiency and objectivity. To address these challenges, this study explores the efficacy of Voyant Tools, an automatic web-assisted English writing assessment tool, in gauging the quality of English texts produced by Indonesian learners of English as a foreign language (EFL). The quality of the English texts was measured in terms of readability index. A quantitative approach with a repeated-measures design was employed for this study. The participants consisted of 15 adult EFL learners enrolled in an English language teaching program at a private university in Jember, East Java, Indonesia. These learners completed three writing tasks with varying levels of complexity as determined based on the Triadic Componential Framework proposed by Robinson. To assess the utility of the tool, the automatically generated readability indices for the three tasks were analyzed. The results indicated significant differences in these indices based on task complexity (F(2, 28) = 10.672, two-tailed p = .000359). These findings underscore the effectiveness of Voyant Tools in gauging the quality of EFL learners' English writing performance, as demonstrated by its sensitivity to detect differences in the readability indices of the English texts produced by the learners as a function of task complexity.