Exploring a Rural English Teacher’s Lived Experiences of Assessment Practices In Blended Learning Anactment : A Narrative Inquiry

Sugianto, Haris

dc.contributor.author	Sugianto, Haris
dc.date.accessioned	2022-10-20T03:13:09Z
dc.date.available	2022-10-20T03:13:09Z
dc.date.issued	2021-07-15
dc.identifier.uri	http://repository.unisma.ac.id/handle/123456789/5629
dc.description.abstract	The aim of this study was to explore how exploring rural English teacher’s experiences of assessment practice in a blended learning enactment in the midst of pandemi. The researcher want to investigate the rural teacher’s problems faced and how does the rural teacher solve the problems in assessment practices in blended learning enactment The participant in this research was a rural teacher in a secondary school at Bangkalan. In this study the researcher decided to use narrative inquiry because want to hear how is the teacher’s experience in planning assessment, applying the assessment and the las how is the teacher completed the assessment both surveys of narrative frames and individual use of the narrative inquiry of approach, technique for narrative inquiring into experience starting with a narrative view of experience, researchers take care of location, temporality, and sociality from within a three-dimensional, methodological narrative space for exploration of both the researcher's and the participant's background. The result of this research shown that according to Narrative inquiry of Erick in conducting a blended learning assessment revealed that bleanded learning was not effective when applied to rural schools so that teachers in assessing students were not optimal and students' abilities in English lessons were not able to be scored correctly due to several problems. there must be an equal distribution network so that there are no student complaints about the network in order to blended learning can run well. This condition made Erick decide to do an assessment by taking scores in the previous semester and more focus on attitude assessment. However, blended learning is better than online learning if applied in rural schools because the application of blended learning still includes face to face learning so that teachers can still interact directly with students and it can be used to deliver learning material besides that it can be used to recognize the characteristics of students like what has been done by Erick..	en_US
dc.language.iso	other	en_US
dc.publisher	Universitas Islam Malang	en_US
dc.subject	Blended Learning	en_US
dc.subject	Lived experience	en_US
dc.title	Exploring a Rural English Teacher’s Lived Experiences of Assessment Practices In Blended Learning Anactment : A Narrative Inquiry	en_US
dc.type	Thesis	en_US