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All Journal Jurnal Penelitian dan Evaluasi pendidikan Jurnal Pendidikan Bahasa Jurnal Pendidikan Bahasa Inggris
Prof. Dr. A. A. I. Ngurah Marhaeni,MA .
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Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media

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PENGARUH IMPLEMENTASI ASESMEN PORTOFOLIO TERHADAP KEMAMPUAN MENULIS DALAM BAHASA INGGRIS DENGAN KOVARIABEL KEMAMPUAN VERBAL PADA SISWA KELAS XI IPB SMAN 1 BANJARANGKAN ., NI KADEK TRISNA DEWI; ., Prof. Dr. Nyoman Dantes; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA
Jurnal Penelitian dan Evaluasi Pendidikan Indonesia Vol 4, No 1 (2014)
Publisher : UNIVERSITAS PENDIDIKAN GANESHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (352.871 KB) | DOI: 10.23887/jpepi.v4i1.1353

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan antara kemampuan menulis Bahasa Inggris siswa yang mengikuti pembelajaran menulis dengan asesmen portofolio dan yang mengikuti pembelajaran menulis dengan asesmen konvensional pada siswa kelas XI IPB SMAN 1 Banjarangkan. Penelitian ini adalah penelitian eksperimen dengan rancangan Post Test Only Control Group Design, yang melibatkan 60 orang siswa sebagai sampel. Data penelitian dikumpulkan dengan menggunakan dua instrumen yaitu tes kinerja kemampuan menulis Bahasa Inggris dan tes kemampuan verbal. Data dianalisis dengan analisis kovarian (Anakova). Hasil penelitian menunjukkan sebagai berikut: Pertama, terdapat perbedaan kemampuan menulis Bahasa Inggris siswa yang mengikuti pembelajaran menulis dengan asesmen portofolio dengan siswa yang mengikuti pembelajaran menulis dengan asesmen konvensional. Kedua, setelah kemampuan verbal dikendalikan, terdapat perbedaan kemampuan menulis dalam bahasa Inggris siswa yang mengikuti pembelajaran menulis dengan asesmen portofolio dengan siswa yang mengikuti pembelajaran menulis dengan asesmen konvensional. Ketiga, terdapat kontribusi antara kemampuan verbal terhadap kemampuan menulis Bahasa Inggris pada siswa.Kata Kunci : Asesmen Portofolio, Kemampuan Menulis Bahasa Inggris, Kemampuan Verbal This research aimed at finding out the difference between the student’s English writing ability who learned writing by using portfolio assessment and conventional assessment at class XI IPB SMAN 1 Banjarangkan. This research implemented experimental design of Post Test Only Control Group Design. This research involved 60 students as research sample. The data on students’ English writing ability was collected by using two kinds of instruments. They are written test and verbal aptitude test. The data was analyzed by using covariant (Anakova). The results showed that: First, there was a significant difference on student’s English writing ability who learned writing by using portfolio assessment and conventional assessment. Second, after the verbal ability was controlled, there was a significant difference on student’s English writing ability who learned writing by using portfolio assessment and conventional assessment. Third, there was contribution on the verbal ability toward the English writing ability.keyword : English Writing Ability, Portfolio Assessment, Verbal Ability
THE EFFECT OF CONCEPT MAPPING AND SELF-REGULATION ON STUDENTS’ WRITING COMPETENCY ., I GEDE SUKRANENGRAT; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Prof. Dr. Ni Nyoman Padmadewi,MA
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (363.319 KB)

Abstract

Abstrak Studi eksperimen ini bertujuan untuk menginvestigasi pengaruh peta konsep dan kemandirian terhadap kemampuan menulis siswa kelas delapan SMP Negeri 2 Singaraja. Penelitian ini menggunakan desain posttest only control group dengan rancangan faktorial 2x2. Sebanyak 60 siswa dilibatkan sebagai sampel penelitian. Mereka dipilih dengan teknik sampel acak. Data kemampuan menulis siswa dikumpulkan dengan instrumen yang merupakan tipe tes essay. Data tingkat kemandirian siswa dikumpulkan dengan kuesioner yang menggunakan skala Likert. Data yang diperoleh dianalisis secara statistik dengan ANAVA 2 jalur pada taraf kesalahan 5%. Temuan penelitian ini adalah 1) terdapat perbedaan yang signifikan dalam kemampuan menulis antara siswa yang diajar dengan peta konsep dengan yang diajar dengan metode konvensional. Itu dibuktikan dengan nilai probabilitas 0.00, yang lebih rendah dari 0.05. dan 2) tidak terdapat pengaruh interaksi yang signifikan antara metode mengajar (peta konsep dan konvensional) dan tingkat kemandirian (tinggi dan rendah) terhadap kemampuan menulis. Ini dibuktikan dengan nilai probabilitas 0,778. Itu berarti bahwa peta konsep sesuai untuk diterapkan bagi pengaturan diri siswa tingkat rendah dan tinggi. Hal ini dapat dibuktikan dari analisis deskriptif yang menunjukkan bahwa nilai siswa yang diajar dengan peta konsep adalah lebih tinggi daripada yang diajar dengan teknik konvensional baik untuk pengaturan diri siswa yang tinggi maupun yang rendah. Dari analisis deskriptif, nilai rata-rata tinggi pengatuaran diri siswa diajar dengan keta konsep = 85,29, sedangkan nilai rata-rata tinggi kemandiriian siswa diajar dengan teknik konvensional = 79,82. Sementara bagi siswa pengaturan-diri yang rendah, nilai rata-rata siswa yang diajar dengan peta konsep = 80,00, sedangkan nilai rata-rata pengaturan diri siswa rendah diajar dengan teknik konvensional = 73,97.Kata Kunci : Kata-kata kunci: peta konsep, kemandirian, kemampuan menulis Abstract This experimental study aims at investigating the effect of Concept Mapping and self-regulation on the writing competency of the eighth grade students of SMP Negeri 2 Singaraja. The design of this research was posttest only control group with 2x2 factorial arrangement. 60 students were selected as sample through random sampling. The data of students? writing competency were collected by using an essay type test. Meanwhile, data of students? self-regulation level were collected by using questionnaire with Likert scale. The acquired data were analyzed statistically by two way ANOVA at 5% significance level. This research discovers (1) there is a significant difference in writing competency between the students taught with Concept Mapping and those taught with conventional technique. It is proven by the probability value of 0.00, which was lower than 0.05. and (2) there is no significant interaction between the implementation of teaching technique (Concept Mapping and conventional technique) and self-regulation levels (high and low levels) on students? writing competency. It is proven by the probability value of 0.778. it means that Concept Mapping is appropriate to be implemented for low and high self-regulation students. It can be proven from the descriptive analyasis showing that the score of students taught with Concept Mapping is higher than those taught with conventional technique both for high and low self-regulation students. From the descriptive analysis, the mean score of high self-regulation students taught with Concept Mapping = 85.29; meanwhile the mean score of high self-regulation students taught with Conventional technique = 79.82. Meanwhile for low self-regulation students, the mean score of students taught with Concept Mapping = 80.00; meanwhile the mean score of low self-regulation students taught with Conventional technique = 73.97. keyword : Keywords: concept mapping, self-regulation, writing competency
THE EFFECT OF JIGSAW II AND STUDENTS-TEACHER RELATIONSHIP ON STUDENTS’ READING COMPREHENSION ., I GUSTI AYU WARDHANI; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Dra. Luh Putu Artini, MA., Ph.D.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (481.378 KB)

Abstract

Studi eksperimen ini bertujuan untuk menginvestigasi pengaruh Jigsaw II dan hubungan siswa dan guru terhadap membaca komprehensif siswa kelas sebelas SMAN 1 Denpasar pada tahun ajaran 2013/2014. Penelitian ini menggunakan rancangan 2x2 faktorial. 92 siswa dilibatkan sebagai sampel penelitian. Mereka dipilih dengan teknik sampling acak. Data membaca komprehensif siswa dikumpulkan melalui tes pilihan ganda sedangkan data hubungan siswa dan guru dikumpulkan dengan kuesioner. Data membaca komprehensif siswa dianalisis dengan ANAVA dua jalur (Analisis Varian). Temuan penelitian ini adalah a) Jigsaw II berpengaruh secara signifikan terhadap membaca komprehensif siswa, b) terdapat interaksi yang signifikan antara metode pengajaran (Jigsaw II dan konvensional) dan tingkat hubungan siswa dan guru (tinggi dan rendah) terhadap membaca komprehensif siswa, c) bagi siswa yang memiliki hungan tinggi dengan guru, Jigsaw II berpengaruh secara signifikan terhadap membaca komprehensifnya, d) bagi siswa yang memiliki hungan rendah dengan guru, Jigsaw II tidak berpengaruh secara signifikan terhadap membaca komprehensifnya.Kata Kunci : Jigsaw II, hubungan siswa dan guru, membaca komprehensif This experimental study aimed at investigating the effect of Jigsaw II and students-teacher relationship on reading comprehension of eleventh grade students of SMAN 1 Denpasar in the academic year 2013/2014. This research applies 2x2 factorial design. 92 students were selected as sample through random sampling. Data of students? reading comprehension were collected by using multiple choice tests and the students-teacher relationship were collected by questionnaire. The data of students? reading comprehension were analyzed statistically by two-way ANOVA (Analysis of Variance) at 5% significance level. This research discovers (a) there was a significant difference in reading comprehension between the students taught by using Jigsaw and those who taught by using conventional method, (b) there was a significant interaction effect of teaching method (Jigsaw and conventional method) and students-teacher level (high and low levels) on students? reading comprehension, (c) there was a significant difference in reading comprehension between students having high relationship with their teacher taught by using Jigsaw and those taught by using conventional method, and (d) there was no significant difference in reading comprehension between students having low relationship with their teacher between the students? taught by using Jigsaw and those taught by using conventional method.keyword : Jigsaw II, student-teacher relationship, reading comprehension
The Analysis of the Factors Affecting Undergraduate Students’ Difficulties in Writing Thesis in the English Department of Mahasaraswati University. ., LUKI ARIMESTI DWIHANDINI; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 2 (2013)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (152.524 KB)

Abstract

Penelitian ini bertujuan untuk menemukan faktor-faktor yang memengaruhi kesulitan mahasiswa dalam penulisan skripsi. Penelitian ini mengikuti penelitian deskriptif yang dikemukakan oleh Sapsford (di Cohen, Manion and Morrison, 2007: 209) yang meliputi definisi masalah, penyeleksian sampel, desain pengukuran, dan fokus partisipan. Subjek penelitian ini adalah mahasiswa dari departemen bahasa di Universitas Mahasarwati. Data dikumpulkan melalui lembar penilaian para ahli, kuesioner dan wawancara. Hasil dari penelitian ini mengidentifikasikan tiga faktor utama yang memengaruhi kesulitan siswa dalam menulis skripsi. Pertama, faktor psikologis yang meliputi kekurang percayaan diri dalam memutuskan judul skripsi, memiliki pengetahuan dasar mengenai topik skripsi, dan menulis skripsi yang baik. Kedua, faktor sosial budaya yang meliputi kemampuan untuk menghubungkan dan membentuk kalimat menjadi penulisan skripsi yang baik, untuk memiliki pengetahuan yang baik dalam penulisan skripsi, dan untuk memahami budaya akademik di jurusan atau universitas mengenai penulisan skripsi. Akhirnya, faktor ketiga adalah faktor linguistik yang terdiri dari kesulitan dalam mengurangi kesalahan penggunaan tata bahasa dalam penulisan skripsi, dan dalam mengetahui dan/atau memutuskan bagian tata bahasa mana yang seharusnya dihapus, digantikan, ditambahkan dan diatur kembali dalam penulisan skripsi. Penelitian ini memiliki implikasi pada pengajaran menulis akademis, terutamanya dalam penulisan skripsi.Kata Kunci : Penelitian Deskriptif, Penulisan Skripsi, Faktor Psikologis, Faktor Sosial Budaya, Faktor Linguistik This study aimed at finding out the factors affecting undergraduate students? difficulties in writing thesis. This study followed the descriptive survey research proposed by Sapsford (in Cohen, Manion and Morrison, 2007: 209) which involves problem definition, sample selection, design measurement, and concern for participants. The subjects of the study were the undergraduate students in the English Department of Mahasaraswati University. The data were collected through expert judgment sheet, questionnaire, and interview. The findings of the study identified three major factors that affected undergraduate students? thesis writing. First, psychological factors that comprised lack of confidence in deciding thesis title, having prior knowledge due to thesis topic, and writing a good thesis. Second, sociocultural factors that covered ability to connect and form each sentence into meaningful thesis writing, to have knowledge of proper lexical items and linguistic units, and to have an understanding about the culture department of the university regarding the format of the thesis writing. Finally, the third factor is the linguistic factors that consisted of difficulties in minimalizing grammar error, and in knowing and/or deciding the grammatical items which should be deleted, replaced, supplied and reordered. This study has an implication to academic writing pedagogy, especially in thesis writing.keyword : Descriptive Survey, Thesis Writing, Psychological factors, Sociocultural factors, Linguistic factors
THE CONTRIBUTION OF LEARNING STYLES, TEACHING STYLES, AND LEARNING ENVIRONMENT TOWARDS GRADE ELEVEN STUDENTS’ ENGLISH ACHIEVEMENT OF SMA NEGERI 1 RENDANG ., I WAYAN BUDIARTA; ., Prof. Dr. Nyoman Dantes; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mengetahui korelasi antara gaya belajar, gaya mengajar, dan lingkungan belajar terhadap prestasi belajar bahasa Inggris siswa kelas XI SMA Negeri 1 Rendang. Penelitian ini dilakukan dengan menggunakan pendekatan kuantitatif ex-post facto, dengan studi korelasional yang melibatkan 100 orang siswa sebagai populasi sampel. Kuesioner digunakan untuk mengukur data gaya belajar, gaya mengajar, dan lingkungan belajar. Sedangkan data prestasi belajar bahasa inggris siswa diperoleh dengan pencatatan dokumen nilai rapor. Instrumen yang disusun distandardisasi untuk mengetahui validitas dan reliabiltasnya. Pengolahan data dilakukan dengan analisis deskriptif, regresi sederhana dan regresi ganda. Temuan penelitian menunjukkan bahwa; 1) gaya belajar siswa memberikan kontribusi yang signifikan sebesar 21,3%; 2) gaya mengajar memberikan kontribusi yang signifikan sebesar 25,9%; 3) lingkungan belajar memberikan kontribusi yang signifikan sebesar 19,8%; dan ketiga variable secara bersama-sama memberikan kontribusi sebesar 36,2% terhadap prestasi belajar bahasa inggris. Sumbangan efektif gaya belajar siswa sebesar 9,50%, gaya mengajar sebesar 15,6% dan lingkungan belajar sebesar 11,8%. Secara simultan ketiga variabel memberikan sumbangan efektif (SE) sebesar 36,25% terhadap prestasi belajar bahasa inggris. Kata Kunci : gaya belajar, gaya mengajar, lingkungan belajar dan prestasi belajar bahasa Inggris This study was conducted in order to find out a correlation between learning styles, teaching styles, and learning environment towards grade eleven students? English achievement of SMA Negeri 1 Rendang. It was conducted by employing a quantitative ex-post facto design with correlation study involving a total number of 100 students as population sample. Questionnaire was used to measure learning styles, teaching styles, and learning environment. While the data of students? English achievement was obtained from the students? scores of English in their school report card. The instrument was standardized in order to know its validity and reliability. The data analysis was done descriptively by using simple regression and multiple regressions. The findings showed that; 1) there was a significant contribution of Learning styles (21.3%); 2) there was a significant contribution of teaching styles (25.9%); 3) there was a significant contribution of learning environment (19.8%); and 4) there was a significant contribution of those three variables towards students? English achievement (36.2%). The effective contribution of learning style was 9.50%, teaching style was 15.6%, and learning environment was 11.8%. Simultaneously all variables have effective contribution (SE) about 36.25 % towards students? English achievement. keyword : english achievement, learning environment, learning styles, teaching styles.
THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING APPROACH AND ACHIEVEMENT MOTIVATION UPON STUDENTS' WRITING COMPETENCY FOR THE TENTH GRADE STUDENTS OF SMAN 1 KERUAK IN THE ACADEMIC YEAR 2012-2013 ., LALU SUPARMAN; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Prof. Dr. Nyoman Dantes
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (51.609 KB) | DOI: 10.23887/jpbi.v1i0.874

Abstract

This research aims at investigating the effect of contextual teaching and learning approach and achievement motivation upon studentsâ?? English writing competency. The population of this study was the students of grade ten in SMA Negeri 1 Keruak. The numbers of the population were 227 students, where 88 students were selected to be the sample. It was an experimental study of posttest-only control group with 2x2 factorial design in which the treatement lasted from October 2012 until December 2012.The data of students' writing competency in this study were analyzed using Two-way ANOVA and Tukey test, meanwhile the data collection were collected through achievement motivation questionnaire and writing competency test.The findings of the research are (1) students taught using contextual teaching and learning approach can significantly achieve better in writing than those taught by using conventional approach, (2) there is a significant interaction between contextual teaching and learning approach and achievement motivation upon studentsâ?? writing competency, (3) for students with high achievement motivation, studentsâ?? taught using contextual teaching and learning approach achieved significantly better than those who were taught using conventional approach, (4) for studentsâ?? with low achievement motivation, there is a significant difference between the students who taught using contextual teaching and learning approach and those who taught using conventional approach.keyword : contextual teaching and learning approach, achievement motivation, and writing competency
The Effect of Cooperative Learning Techniques and Students Attitude on the Reading Comprehension of the Eleventh Grade Students of SMAN I Kediri ., NI MADE SRI AGUSTINI; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (75.486 KB) | DOI: 10.23887/jpbi.v1i0.904

Abstract

Tujuan penelitian ini adalah untuk menyelidiki adanya pengaruh interaksi yang signifikan antara teknik kooperatif learning and sikap siswa dalam pemahaman membaca. Penelitian ini dilaksanakan di SMA N I Kediri. Dalam penelitian ini terdapat 2 variabel bebas, yaitu teknik kooperatif learning (TPS and CIRC) sebagai variabel tindakan dan sikap siswa dalam membaca sebagai variabel moderator; dan satu variabel terikat yaitu pemahaman membaca. Penelitian ini adalah penelitian eksperimen dengan rancangan kelompok eksperimen hanya dengan menggunakan test akhir (posttest only randomized experiment group design). Populasi dalam penelitian ini menggunakan 6 kelas yang terdiri atas 236 orang siswa sedangkan jumlah sample 84 orang. Penelitian ini menggunakan dua instrumen dalam proses pengumpulan data yaitu tes pemahaman membaca siswa dan kuisener sikap membaca. Data yang diperoleh dianalisis dengan menggunakan Anava dua jalur dan dilanjutkan dengan Tukey test. Hasil analisis menunjukkan bahwa (1) terdapat perbedaan yang signifikan dalam pemahaman membaca antara siswa yang mendapat perlakuan teknik kooperatif yang berbeda. (2) terdapat efek interaksional yang signifikan antara teknik kooperatif learning dan sikap siswa terhadap pemahaman membaca. Hasil uji Tukey test menyatakan bahwa : (3) terdapat perbedaan yang signifikan dalam pemahaman membaca antara siswa yang memiliki sikap positif yang diajar dengan teknik TPS dan CIRC.(4) terdapat perbedaan yang signifikan dalam pemahaman membaca siswa antara siswa yang memiliki sikap negatif yang diajar dengan menggunakan TPS and CIRC. Hasil penelitian menunjukkan bahwa teknik CIRC lebih efektif digunakan dalam mengajar pemahaman membaca dibandingkan dengan TPS. Kata Kunci : Kooperatif learning, sikap, dan pemahaman membaca The main objective of this study was to investigate whether there was a significant interactional effect of cooperative learning techniques and student?s attitude on the reading comprehension. The study was conducted at the eleventh grade students of SMAN I Kediri.There were two independent variables used in this research, namely: cooperative learning techniques (TPS and CIRC) and students? attitude toward reading as moderator variable; and one dependent variable, which was reading comprehension. This study was an experimental study with Posttest Only Randomized Experiment Group Design by 2x2 factorial arrangement. The population was 6 classes which consisted of 236 students while the number of the sample was 84.The obtained data of the study were collected using two types of instrument: the reading comprehension test and reading attitude questionnaire. The data were analyzed by two way Anova and continued to Tukey test . The results of the analysis showed that (1) there was a significant difference in reading comprehension between the students? who were treated by using different cooperative learning techniques (2) there was a significant interactional effect of cooperative learning techniques and students? attitude towards the students? reading comprehension. The result of tukey test showed that: (3) There was a significant difference in reading comprehension between the students with positive attitude who were treated with TPS and those who were treated with CIRC (4) There was a significant difference in reading comprehension between the students with negative attitude who were treated with TPS and those who were treated with CIRC. The result of the research showed that CIRC technique more effective for teaching reading comprehension better than TPS. keyword : cooperative learning, attitude, reading comprehension
THE EFFECT OF SELF-ASSESSMENTAND SELF-CONCEPT ON STUDENTS’ WRITING COMPETENCY AT EIGHTH GRADE OF MTS DARUL AITAM JEROWARUIN ACADEMIC YEAR 2012/2013 ., JUMARAH; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Prof. Dr. Nyoman Dantes
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (74.033 KB) | DOI: 10.23887/jpbi.v1i0.882

Abstract

This present study aims at investigating the effect of self- assessment and self-concept on studentsâ?? writing competancy. To fulfill the porpose of the study 80 students out of 120 eighth grade students of MTs Darul Aitam Jerowaru in academic year 2012/2013 were recruited as the research sample through a simple random sampling to have two new classes thought outside the school schedule which was determined based on studentsâ?? self-concept level in studying English. This exprimental study was designed witih a 2x2 factorial design. The instrument used to collect the data were posttest of writing and rubric with a quistionare of selft-concept in studying Engglish. The data were analyzed by using two- way ANOVA. The data shows that there is a significant effect between self-assessment on studentâ?? writing competency and there is a significant interactional effect between self-asessment and self-concept on studentâ?? writing competency. The analysis shows that there is a significant difference in writing competency between the students with high self-concept assessed by using self-assessment and those assessed by using coventional assessment and the student with low concept also indicates the same result.keyword : Self-assessment, conventional assessment, self-concept and writing competency.
THE INVESTIGATION OF THE TEACHING OF WRITING AT THE TENTH GRADE OF SENIOR HIGH SCHOOL (SMAN) 1 AIKMEL IN EAST LOMBOK ., BASYIRUDIN; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Prof. Dr. Nyoman Dantes
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (199.097 KB) | DOI: 10.23887/jpbi.v1i0.871

Abstract

The study aimed at investigating the quality of the teaching of writing at the tenth grade of Senior High School (SMAN) 1 Aikmel with regard to the implementation of School- Based Curriculum (SBC) in year 2012 / 2013.This research used Context, Input, Process and Product (CIPP) model from Stufflebeam (1986). Context variable is limited only to vision and mission about learning to write, purpose of learning to write and educational policy related to writing. Input is taken as supporting point of the teaching program concerning with teachersâ??qualification,s tudentsâ??prior knowledge, learning facilities, learning resources , curriculum (SBC) and teacherâ??s administration. Process variable includes the teaching and learning process of writing. Product / output is limited to two aspects, namely ; Studentsâ?? Writing Competency and Studentsâ?? perceiption about the teaching and learning of writing. There were 22 participants used as the subjects of present study , those were 2 English teachers and 20 students of the tenth grade of Senior High School (SMAN) 1 Aikmel . The data were collected using questionaires and observation sheets, then analyzed using quantitative descriptive method. The result showed that ; Context variables were positive , while input, process and product variables were negativekeyword : The Quality of the teaching of Writing , School- Based Curriculum
ANALISIS TENTANG PROFESIONALISME GURU STUDI KASUS PADA GURU-GURU BAHASA INGGRIS SERTIFIKASI PADA MADRASAH ALIYAH DI KABUPATEN LOMBOK BARAT ., BUYUNG; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Prof. Dr. Nyoman Dantes
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (100.184 KB) | DOI: 10.23887/jpbi.v1i0.883

Abstract

This study aims to investigate of English teachersâ?? professionalism of MA in West Lombok. The Teachersâ?? professionalism which was analyzed was on (1) the certified English teachersâ?? perception about professionalism, (2) lesson plan, (3) teaching performance. The participants in this research were twenty one certified English teachers in West Lombok. Method used in this study was qualitative. The data were collected using quantitative method which was followed by qualitative method. The data were collected through some methods of data collection: questionnaire, observation sheet, and the scoring rubric of lesson plan. The data analysis used mix method where some of the data were analyzed qualitatively and some were analyzed quantitatively. The result of the research shows that: English Teachers of MA in west Lombok met the criteria of English Teachersâ?? professionalism where pedagogy competency is categorized as good, professional competency is categorized as adequate, personality competency is categorized as good, and social competency is categorized as good. Meanwhile, the English teachersâ?? lesson plan is categorized good, the teachersâ?? performance in teaching is categorized as good, and the correlation between teacherâ??s perception and lesson plan contribute significantly on teacherâ??s performance in teaching and learning process.keyword : Teachersâ?? professionalism, pedagogy competency, professional competency, personality competency, social competency
Co-Authors AA SAYU RAI PUJIHATI . ANAK AGUNG GEDE RAKA . ANAK AGUNG YUDI WAHYUNI . BASYIRUDIN . BUYUNG . COKORDA GEDE SAROTAMA . DYAH PUSPA SHINTA PRADYANI . Gede Rasben Dantes GUSTI AYU SAMIASIH . I Gede Budasi I GEDE SUKRANENGRAT . I GUSTI AYU WARDHANI . I KADEK ADI SANJAYA . I KETUT HARIWIRAWAN . I MADE ADI WIRANATA . I Made Candiasa I MADE DEDY SETIAWAN . I Made Yudana I NENGAH SUDIARTA . I Nyoman Natajaya I NYOMAN SAYUN . I PT KUSUMA NEGARA . I PUTU SUARDI . I PUTU SUYOGA DHARMA . I WAYAN CAWI . I Wayan Lasmawan I Wayan Suarnajaya I.A KETUT SRI WAHYUNI . IDA AYU PUSPA ADHI . IDA BAGUS ASTAWA . JUMARAH . LALU SUPARMAN . LESTARI BUDI UTAMI . Luh Putu Artini LUH PUTU SUSY IRMAYANTI KUSUMA . LUKI ARIMESTI DWIHANDINI . M. AFAN . NI KADEK TRISNA DEWI . Ni Ketut Suarni Ni Ketut Widiartini NI LUH MADE MERRIYANTHI ASMI . NI LUH SRITAMAN . NI MADE ARINI DWIJAYANTI . NI MADE ARTINI . NI MADE DESI ARIANI . NI MADE DEWI RADESI . NI MADE DWI YASTHINI . NI MADE SRI AGUSTINI . NI NENGAH WIDIANI . Ni Nyoman Mariani . NI PUTU PRASANTI DEVI . NYOMAN ARIANI SRIWULAN . Nyoman Dantes PANDE PUTU WASPAWATI . PEGGY UMAMY . Prof. Dr. Gde Anggan Suhandana . Prof. Dr. I Wayan Koyan,M.Pd . Prof. Dr. Nengah Bawa Atmadja,MA . Prof. Dr. Ni Nyoman Padmadewi,MA . PUTU AGITA HARY DEVIANTI . SAGUNG PUTRI . SI NGURAH GEDE OKADANA .