1. ZULKIFLI B HANAFI2011816306ED7702A2

2. Galina Kavaliauskiene, LigijaKaminskiene&Lilija Anusiene Mykolas Romeris University, VilniusUniversity(Lithuania) 3. Focusingon what are the proper assignmentsthat has been given to the students in an ESPcourses. It is reported that in ESP courses, there istendency to use alternative assessment orknown as self-assessment It is based on learners evaluation of their ownlearning which allows students to reflect on theirlinguistic development. 4. Aimsof the research are: To investigate learners perception of theusefulness of various class activities To introduce self-evaluation To analyze learners reflection on theirlearning 5. Inorder to achieve the aims, following techniques and instruments of research has been used. They are: Survey on the usefulness of class activities Learners written reflections on learningoutcomes Statistical treatment of responses 6. Alternative assessment has been widelyused in assessing the effectiveness ofeducation at tertiary level Key features of alternative assessment arethe active participation of learners in theevaluation of their own performance andthe development of reflective thinking. 7. Alternativeassessment is oftenunderstood as the utilization of non-traditional approaches in judging studentsperformance. Alternative assessment may include self-evaluation of performance in listeningpractice, written essays, oralpresentations, or various contribution toeither paper or e-portfolios. 8. Portfolio assessment has been used to achieve various goals and objectives which are: Toassess students knowledge and skills To have students actively participate in theevaluation process To simultaneously develop students skill ofreflective thinking 9. Banta(2006) states that, five keycharacteristic of portfolio assessment are: An alternative to traditional testing Comprehensive ways to assess studentsknowledge and skills Authenticity of assessments Students active participation in the evaluationprocess Simultaneous development of students reflectivethinking 10. Portfolio can include a wide variety ofmaterials which are teacher notes, teachercompleted checklist, students self-reflections, written summaries, readinglogs or audiotapes of student talks. Portfolio will provide teachers with wealthof information upon which to baseinstructional decision and to evaluatestudents progress. 11. Portfolios capitalize on students naturaltendency to save work and can become aneffective way of getting students to take asecond look and think about how theycould develop future work. Portfolios can provide structure forinvolving students in developing andunderstanding criteria for good efforts andin applying the criteria to their own work. 12. I. Allows teacher to see the student as individualII.Transforming teachers way of evaluating studentsIII. Help teachers standardize and evaluate the skills and knowledge students acquire without limiting creativity in the classroomIV.Help students to be more accountable for the work that they have done. 13. Lessreliable Time consuming Teachers must develop their ownindividualized criteria 14. Respondentsfor this research werelearners of social work at faculty of SocialPolicy, Mykolas Romeris University inVilnius, Lithuania. There are 60 participants, mostly femalesat pre-intermediate and intermediate level. First stream refer to the year 2004(34students) and the second year refer to theyear 2005(26 students). 15. Questionnaire has been delivered and themain content of the questionnaire are thekey activities in English classes that hasbeen summarized in 6 items. The length of time to complete thequestionnaire did not exceed 15 minutesand the return rate was excellent which is100%. After the questionnaire has beencollected, it is then analyzed. There wereno unanswered questions. 16. Thissection will discuss on learners responses to the questionnaire on the usefulness of various activities and assignments used in English classroom throughout the academic year. 17. Question 1: writing definitions of professionalvocabulary is beneficial for my linguisticdevelopment.For this item, 70% of the students in the first stream feel that vocabulary definitions are useful in learning. Same goes to second stream students(73%). There are only few negative responses(6&8% respectively). However, about quarter number ofthe students are not sure(19%&24%). 18. Question 2: writing summaries of professional textis useful for improving writing skills.There is discrepancy between first and second stream. In the second stream, 23% supported this activity while in the first stream, 56% found it beneficial. Almost twice as many learners in the second stream(31%) rejected the activity of summarizing as useful in comparison with the first stream (15%). The number of undecided students in the second stream was also noticeably higher. 19. Question3: doing creative task is useful for improving language skill.61% of first stream agreed that doing creative task is useful. Same goes to second stream with 62%. Negative attitudes differ substantially with 12% and 31%. 26% of the first stream were not sure while in the second stream, an 8% were uncertain about the benefits of creative tasks. 20. Question 4: classroom discussion on various topics are useful for linguistic development.88% agreed that discussion are the most popular and useful activity and 12% are against the motion. 21. Question5: preparing PowerPoint presentation and delivering them in front of the audience is beneficial for developing speaking skill. Slightly fewer than half of the respondents(47%) felt presentation were useful while second stream with 38%. About a quarter was either unsure or did not support the idea of making presentation. 22. Question6: formal testing of professional vocabulary is beneficial to learning.Majority of the learners were positive about formal testing( 79% in the first stream and 77% in the second stream). 21% and 15% respectively were uncertain. Only 8% in the second stream disagreed while for first stream, none of them disagreed. 23. Learnersreflection on the usefulness of various assignments in English classes offer significant insights into learners progress. English teachers need to examine learners ongoing feedback and self-evaluation which can help them adjust their teaching to students needs.