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All Journal Lingua Scientia Journal Journal of Psychology and Instructions
Dharma, I Putu Suyoga
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Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media

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The Impact of Direct Feedback on Students’ EFL Writing Skill: A Case Study on Writing III Course in STKIP Suar Bangli Dharma, I Putu Suyoga; Tari, Nirmala
Journal of Psychology and Instruction Vol 1, No 3 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (222.331 KB) | DOI: 10.23887/jpai.v1i3.12575

Abstract

This case study research aims at knowing the impact of direct feedback on EFL students? writing skill. This research was done on the fourth semester students of English Education Department in STKIP Suar Bangli. Totally, there were three students selected to be the subject. The students were assigned to write short essay consisting of 6-7 paragraphs, then it was returned after direct feedback was given. Next, the students were assigned to write the new one. It was then analyzed qualitatively. Based on the result of data analysis, it was discovered that there was no significant impact of direct feedback on students? writing quality. The students still made the same mistakes as before. It implies that the use of direct feedback should be reduced in writing. 
THE ANALYSIS ON THE READINESS OF ENGLISH TEACHERS IN IMPLEMENTING AUTHENTIC ASSESSMENT IN SENIOR HIGH SCHOOLS Dharma, I Putu Suyoga; Adiwijaya, Pande Agus
Lingua Scientia Vol 26, No 1 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (835.924 KB) | DOI: 10.23887/ls.v26i1.19163

Abstract

This research aimed at discovering the readiness of English teachers in implementing authentic assessment in Senior High Schools which would implement curriculum 2013 in Bangli Regency. This is an evaluative study with discrepancy analysis approach proposed by Provust. Here, the idealimplementation of authentic assessment was compared to the real implementation by the English teachers. Two English teachers in SMAN 2 Bangli and SMAN 1 Tembuku were taken as the subjects of the research. The objects involved planning, executing, and reporting of authentic assessment in the form of portfolio, performance, project, and self-assessment. To collect the data, three rubrics for planning, executing, and reporting with Likert scale were used. This research discovers: 1) interms of planning, the teachers’ readiness is classified into average, 2) in terms of execution, the teachers’ readiness is classified into not ready, and 3) in terms of reporting, the teachers’ readiness is classified into not ready. There were three main problems faced by the teachers in implementingauthentic assessment, namely: a) lack of authentic assessment knowledge, b) lack of experience in designing authentic assessment, and c) lack of sharing from friends who get workshop about authentic assessment. From this research, it is suggested that a) teachers to join workshop and toread references about authentic assessment, and b) government should held more workshop about authentic assessment.
Co-Authors Adiwijaya, Pande Agus Tari, Nirmala