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ANALYSIS OF AUTHENTICITY OF TEACHERSâ MADE ASSESSMENT AND ITS CONTRIBUTION TO STUDENTSâ ENGLISH ACHIEVEMENT (A STUDY IN JUNIOR HIGH SCHOOLS IN BULELENG REGENCY) Ni Luh Putu, Era Adnyayanti; A.A.I.N, marhaeni; Luh Putu, Artini
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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This research aimed at analyzing the authenticity of teacherâs made assessment and its contribution to studentsâ English achievement. 35 Junior High School English teachers in Buleleng Regency were used as the subjects in this research. Data collection methods employed were document study, questionnaire, and interview to answer the research questions quantitatively and qualitatively. The findings demonstrated that teachersâ made assessments have sufficient authenticity level of planning, have high authenticity level of assessment implementation as perceived by teachers, have sufficient authenticity level of assessment implementation as perceived by students, andÂ is considered as having high level on the studentsâ English achievement after being assessed with teachersâ made assessment. The findingsalso showed that only assessment implementation as perceived by studentsand simultaneous predictors gave significant contribution to studentsâ English achievement. Assessment planning and assessment implementation as perceived by teachers did not show significant contribution because there was found inconsistent finding between what teachers planned with what teachers have implemented. This study has positive contribution to the importance of considering the authenticity of assessment in teaching English as a foreign language.Key Words: authenticity, authentic assessment, teachersâ made assessment, studentsâ achievement

ANALYSIS OF AUTHENTICITY OF TEACHERSâ€™ MADE ASSESSMENT AND ITS CONTRIBUTION TO STUDENTSâ€™ ENGLISH ACHIEVEMENT (A STUDY IN JUNIOR HIGH SCHOOLS IN BULELENG REGENCY) Ni Luh Putu, Era Adnyayanti; A.A.I.N, marhaeni; Luh Putu, Artini
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

This research aimed at analyzing the authenticity of teacher?s made assessment and its contribution to students? English achievement. 35 Junior High School English teachers in Buleleng Regency were used as the subjects in this research. Data collection methods employed were document study, questionnaire, and interview to answer the research questions quantitatively and qualitatively. The findings demonstrated that teachers? made assessments have sufficient authenticity level of planning, have high authenticity level of assessment implementation as perceived by teachers, have sufficient authenticity level of assessment implementation as perceived by students, and is considered as having high level on the students? English achievement after being assessed with teachers? made assessment. The findingsalso showed that only assessment implementation as perceived by studentsand simultaneous predictors gave significant contribution to students? English achievement. Assessment planning and assessment implementation as perceived by teachers did not show significant contribution because there was found inconsistent finding between what teachers planned with what teachers have implemented. This study has positive contribution to the importance of considering the authenticity of assessment in teaching English as a foreign language.Key Words: authenticity, authentic assessment, teachers? made assessment, students? achievement

The Effect of Learning Cycle Model Assisted by Self-Assessment on Studentsâ€™ Writing Competency at EFL Students in SMP Saraswati 1 Denpasar Dewi I.G.A.A.I.R, Candra; A.A.I.N, Marhaeni; D.P, Ramendra
Journal of Education Research and Evaluation Vol 3, No 3 (2019)
Publisher : LPPM Undiksha

This study aimed to investigate the implementation and the effect of learning cycle model assisted by self-assessment on the eighth grade students in SMP Saraswati 1 Denpasar in the academic year 2018/2019. The population was 294 students. The sample was 82 students selected by using a random sampling technique. This research used a mixed method design. The quantitative design used a posttest-only control group design and the qualitative design used descriptive qualitative design. The result of the t-testÂ showed that the sig. (2 tailed) value was 0.000Â â‰¤ 0,05. The mean score of the experimental group was 88.20 and the control group was 79.12. It can be concluded that writing competency of the experimental group was higher than the control group. This result was justified by the result of the observation checklist which showed that the implementation of learning cycle model assisted by self-assessment was very good.

The Effect of Language Games with Audio Visual Aids on Studentsâ€™ Speaking Competence at Fourth Graders of Tunas Daud Elementary School K, Susnawati.; A.A.I.N, Marhaeni; D.P, Ramendra
Journal of Education Research and Evaluation Vol 3, No 3 (2019)
Publisher : LPPM Undiksha

Study aimed to determine the effect of language games with audio visual aids on students' speaking competence at fourth grade students of Tunas Daud elementary school and to describe the implementation of language games with audio visual aids on studentsâ€™ speaking competence. The design used in this research was a mixed method design. It was explanatory design since this research was started with quantitative design (experimental design with post test only control design) followed by qualitative design. The samples were 62 students; 31 students of the experimental group and 31 students of the control group of fourth grade Tunas Daud elementary students. The data were collected by using speaking competence test and analyzed by IBM SPSS 22 with independent t-test. The data were also collected through an observation sheet for observing the implementation of the language games with audio visual aids. The results showed there was a significant effect of the language games with audio visual aids on students' speaking competence in which the mean score of the students who were taught by using language games with audio visual aids is better than the students who were taught without language games with audio visual aids. For the implementation of the language games with audio visual aids, it can be seen that the implementation of the language games with audio visual aids were done in a very good way. The games was suitable for the students since it could give good impacts for the students. The students are active and confident to speak.

The Effect of Learning Cycle Model Assisted by Self-Assessment on Students’ Writing Competency at EFL Students in SMP Saraswati 1 Denpasar Dewi I.G.A.A.I.R, Candra; A.A.I.N, Marhaeni; D.P, Ramendra
Journal of Education Reseach and Evaluation Vol 3 No 3 (2019): August
Publisher : LPPM Undiksha

This study aimed to investigate the implementation and the effect of learning cycle model assisted by self-assessment on the eighth grade students in SMP Saraswati 1 Denpasar in the academic year 2018/2019. The population was 294 students. The sample was 82 students selected by using a random sampling technique. This research used a mixed method design. The quantitative design used a posttest-only control group design and the qualitative design used descriptive qualitative design. The result of the t-test showed that the sig. (2 tailed) value was 0.000 ≤ 0,05. The mean score of the experimental group was 88.20 and the control group was 79.12. It can be concluded that writing competency of the experimental group was higher than the control group. This result was justified by the result of the observation checklist which showed that the implementation of learning cycle model assisted by self-assessment was very good.

The Effect of Language Games with Audio Visual Aids on Students’ Speaking Competence at Fourth Graders of Tunas Daud Elementary School K, Susnawati.; A.A.I.N, Marhaeni; D.P, Ramendra
Journal of Education Reseach and Evaluation Vol 3 No 3 (2019): August
Publisher : LPPM Undiksha

Study aimed to determine the effect of language games with audio visual aids on students' speaking competence at fourth grade students of Tunas Daud elementary school and to describe the implementation of language games with audio visual aids on students’ speaking competence. The design used in this research was a mixed method design. It was explanatory design since this research was started with quantitative design (experimental design with post test only control design) followed by qualitative design. The samples were 62 students; 31 students of the experimental group and 31 students of the control group of fourth grade Tunas Daud elementary students. The data were collected by using speaking competence test and analyzed by IBM SPSS 22 with independent t-test. The data were also collected through an observation sheet for observing the implementation of the language games with audio visual aids. The results showed there was a significant effect of the language games with audio visual aids on students' speaking competence in which the mean score of the students who were taught by using language games with audio visual aids is better than the students who were taught without language games with audio visual aids. For the implementation of the language games with audio visual aids, it can be seen that the implementation of the language games with audio visual aids were done in a very good way. The games was suitable for the students since it could give good impacts for the students. The students are active and confident to speak.

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