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All Journal Jurnal Dimensi Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation
Rismayanti, Luh Ayu
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A Case for Deductive Teachers’ Perception using Inductive Instruction in Teaching English Grammar for Junior Students Rismayanti, Luh Ayu
Journal of Education Research and Evaluation Vol 5, No 3 (2021)
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v5i3.31944

Abstract

In order to know the effectiveness of method used in teaching grammar, a study about perception is quite recommended to be explored. Several studies about grammar have been conducted by other researcher but a lack of research conducted to indicate teacher perception toward the method in teaching grammar. Thus, this qualitative research design with case-study was conducted. This study investigated the perception of teacher especially who use deductive more routine toward the use of inductive approach in teaching grammar. The research instruments used are observation, document analysis, and interview guide. The collecting data were obtained through observation sheet, lesson plans analysis, and interview. Although, it was found that English teachers in SMPN 3 Sawan generally prefer deductive approach, it doesn’t mean they were not using inductive approach at all. The finding indicates positive perception from deductive teachers toward inductive instruction in teaching grammar concluded from interview session.
Challenges on New Normal EFL Teaching and Learning Process of ICT Integration: Summative Teachers’ Perception toward Formative Assessment Rismayanti, Luh Ayu; Artini, Luh Putu; Utami, I.G.A Lokita Purnamika
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 12: Special Issue No. 1 (2024)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v12i1.9701

Abstract

With the intentional goal of promoting the equality of technology literacy in the world, formative assessment acknowledged as one of alternative assessment in educational system in responses to the demands of new normal EFL teaching and learning process in which conveys potential advantages for an educational system. Formative assessment is interesting to be exposed cause it offers the use of assessment for learning as the guidance to find out as much as the learners do during the learning process. The perception of teachers toward the application of formative assessment is interesting to be exposed cause it offers challenges during the new normal EFL teaching and learning process. This writing attempted at describing summative teachers’ perception on the implementation of formative assessment which promotes differentiated instruction   opportunities   for   helping   students’   movement.   A qualitative approach with case study research design were carried out to seek out the writing’s objective. The preliminary data was attained through observation and the primary data was attained through interviews gathered from the summative teachers’ perception toward formative assessment practices. Results reveals positive perception toward the formative assessment practices during EFL teaching and learning process.
Deductive Teachers’ Perception using Inductive Instruction in Teaching English Grammar Rismayanti, Luh Ayu; Utami, I.G.A.L.P.; Suprianti, G.A.P.
Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (275.612 KB) | DOI: 10.23887/jere.v5i3.31944

Abstract

Learning English is essential for international students. English is an essential international language used to communicate with other people worldwide. The discussion of English cannot be separated from other aspects. Over the years, discussions of grammar have been debated and become an issue in learning English. However, there are still many students who have difficulty learning English. The purpose of this research is to analyze the perception of teachers, especially those who routinely use deductive reasoning, to the use of an inductive approach in teaching grammar. This research uses qualitative research with a case study design. In this study, the teacher's approach, especially the more routinely used deductive approach to learning approaches in teaching procedures. The research instruments used were observation, document analysis, and interview guidelines. Collecting data obtained through observation sheets, lesson plans analysis, and interviews. This study found that although English teachers generally prefer a deductive approach, it does not mean that they do not use an inductive approach at all. Findings of positive perceptions of deductive teachers towards inductive instruction in teaching grammar from the interview session.
Challenges on New Normal EFL Teaching and Learning Process of ICT Integration: Summative Teachers’ Perception toward Formative Assessment Rismayanti, Luh Ayu; Artini, Luh Putu; Utami, I.G.A Lokita Purnamika
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 12: Special Issue No. 1 (2024)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v12i1.9701

Abstract

With the intentional goal of promoting the equality of technology literacy in the world, formative assessment acknowledged as one of alternative assessment in educational system in responses to the demands of new normal EFL teaching and learning process in which conveys potential advantages for an educational system. Formative assessment is interesting to be exposed cause it offers the use of assessment for learning as the guidance to find out as much as the learners do during the learning process. The perception of teachers toward the application of formative assessment is interesting to be exposed cause it offers challenges during the new normal EFL teaching and learning process. This writing attempted at describing summative teachers’ perception on the implementation of formative assessment which promotes differentiated instruction   opportunities   for   helping   students’   movement.   A qualitative approach with case study research design were carried out to seek out the writing’s objective. The preliminary data was attained through observation and the primary data was attained through interviews gathered from the summative teachers’ perception toward formative assessment practices. Results reveals positive perception toward the formative assessment practices during EFL teaching and learning process.
Co-Authors G.A.P. Suprianti I.G.A. Lokita Purnamika Utami Luh Putu Artini Utami, I.G.A.L.P.