Student Assessment Based on Affective Factors in English Learning Using Fuzzy Inference

Abstract

Studies reveal the influence of affective factors, emotion, behavior, and attitude on student success in learning. While quantification of student performance in cognitive factors is straightforward; measuring student performance in affective factors is indirect. Affective factors are commonly represented in linguistic and imprecise terms. This study proposes a method to identify student performance based on student affective factors in learning English using Fuzzy Systems. The system is then empirically validated. In this study, affective factors are selected based on student performance in English learning. A questionnaire is developed to collect data on student affective factors. Fuzzy sets are built based on the factors obtained. A fuzzy inference system is built to infer student achievement in English learning based on student affective factors. The result showed an empirically valid model that is useful as a basis to understand student performance in affective factors and to assess students as an additional evaluation. Keywords: