Technology-based pragmagogy competency assessment to measure teachers' ability in classroom management

Abstract

Teachers' ability to manage their classrooms is reflected in their language teaching skills. In light of this relationship, this study aims to (1) develop an online assessment model to measure teachers' pragmagogy competence in Indonesia and (2) measure teachers' ability to respond to pragmagogy-related stimuli. This study used a Design and Development (D & D) approach to answer the problem formulation determined during the model design, development, and evaluation. The sample included 3,150 primary, secondary, and advanced Indonesian teachers. The model was validated for functionality, reliability, usability, efficiency, maintainability, and portability. This study explained the formulated pragmagogy construction through exploratory factor analysis. Stress testing and installation testing were used to broaden the application's reach. Based on the initial analysis, the online assessment model concludes that the teacher's pragmagogy ability can determine their knowledge, skills, and attitudes. Teachers' pragmagogy competence can be determined through pedagogic knowledge as the framework for roles and figures in the form of thinking, reflective and emotional intelligence, ability in instructional communication patterns, and other aspects realizing pragmagogic competence. The pragmagogy measurement application examine the various approaches chosen by teachers to maximize the teaching-learning process in the classroom including interactive, responsive, persuasive, implicative, locution, illocution, perlocution approaches. This application can help to describe teachers’ pragmagogical competencies in classroom management that are engaging and enjoyable for their students.