Context-Focus Reframing for VUCA Era-Themed Texts on Discourse Analysis Assessment

Abstract

Social values in the VUCA era can be adapted as self-understanding values to survive in various lines. Social categorization is a fundamental process that has important implications for various social phenomena. The role of social categories does not refer to a particular identity. Language learning that applies pragmatic aspects must accommodate assessments that refer to achieving the attitudes needed to face the VUCA era. This research will describe the discourse analysis assessment and observe its implications accurately. This research involved students from Indonesian, English, and Elementary School Teacher Education study programs in the Teacher Training and Education Faculty at Jember University. The results of this research illustrate the application of assessment aspects, namely determining relevant context, determining text implications by comparing social phenomena, conveying understood social values, and abstracting their components in a comment. This research shows that the role of assessment using context-focus reframing is very much needed in learning discourse analysis. Student answers indicate reasoning, accuracy of social values, accuracy of text structure, and argumentation through relevant statements as evaluation to support the comprehensive critical phase of the text after going through the literal and inference phases. In the next stage, perception scores regarding the VUCA era will be obtained based on the texts used as assessment material. This research shows students’ positive response to the assessment through context-focused reframing and character embedding through arguments to show attitudes through the question, “What are the implications for the VUCA era?”.