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STUDENTS’ PERCEPTION ABOUT THE USE OF SELF-ASSESSMENT IN WRITING SKILL AT SMK NEGERI 2 SINGARAJA Made Andini Putri Adelia; A.A. Gede Yudha Paramartha; Ni Luh Putu Eka Sulistia Dewi; Luh Gede Eka Wahyuni
PRASI Vol. 19 No. 02 (2024)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/prasi.v19i02.75380

This research aimed to investigate how students viewed self-assessment of their writing skill and to determine the challenges students faced during the process of self-assessment of their writing skill. This research used a survey research design with a qualitative approach that enriches with quality. The participants involved were 10th grade students majoring in tourism at SMK Negeri 2 Singaraja. The participants in this research were 111 students from three different classes, namely class X-AP 3 with 37 students, class X-AP4 with 37 students, and class X-AP5 with 37 students. Open-ended questionnaires and interviews were conducted to collect the necessary data. Data were analyzed using thematic analysis for qualitative data obtained from interviews, and descriptive statistics were used to summarize responses from open-ended questionnaires. The research results show that there are indications that students tend to have a positive perception of self-assessment of their writing skill. It is found that with self-assessment, students can improve their writing skills, encourage motivation, achieve goals, fulfill their expectations in writing, and can help students assess their own writing results. Apart from that, there are also challenges faced by students, such as a lack of objective attitude in carrying out self-assessments and the emergence of feelings of confusion when carrying out self-assessments. This is caused by the students' lack of experience in carrying out self-assessments and the students' lack of honesty in carrying out self-assessments regarding writing skills.

POSITIVE AND NEGATIVE REINFORCEMENT USED BY ENGLISH TEACHERS TOWARDS STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) ., Kadek Anggun Pradnya Sari; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., Ni Luh Putu Eka Sulistia Dewi, S.Pd. M.P
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18431

Penelitian ini bertujuan untuk menganalisis penguatan yang digunakan guru terhadap siswa dengan Attention Deficiti Hyperactivity Disorder (ADHD) di Aura Sukma Insani Bilingual Kindergarten. Fokus dari penelitian ini adalah jenis reinforcement yang digunakan, respon dari siswa ADHD serta pengaruhnya terhadap perilaku dan hasil belajar dari siswa ADHD. Dalam penelitian ini, penulis menggunakan deskpripsi kualitatif dalam bentuk studi kasus dengan melibatan guru dan siswa ADHD. Objek penelitian ini adalah penguatan yang digunakan oleh guru terhadap siswa ADHD selama proses pembelajaran. Data dikumpulkan dengan melakukan observasi dengan menggunakan lembar observasi, merekam vidio, kuesioner dan wawancara. Berdasarkan hasil analisis data, peneliti menemukan bahwa guru di kedua kelas menggunakan penguatan positif dalam bentuk lisan maupun tindakan, seperti memanggil nama setelah meberikan pujian, memberikan tanggung jawab, memilih siswa ADHD terlebih dahulu, memberikan senyuman, menunjukan jempol, duduk dekat siswa ADHD, melakukan tos dan memberikan stempel. Selain itu, penggunaan penguatan negatif, seperti memberikan peringatan, pilihan, menunjukan gerak/isyarat dan mengambil beberapa barang yang hasilnya didukung oleh persepsi dari guru yang menyatakan bahwa penguatan memberikan pengaruh terhadap perkembangan sikap yang baik serta kemampuan siswa ADHD selama proses pembelajaran.Kata Kunci : Hasil belajar, penguatan, perilaku, siswa ADHD This study aimed to analyze the reinforcement used by teachers towards student with Attention Deficit Hyperactivity Disorder (ADHD) at Aura Sukma Insani Bilingual Kindergarten. The focus of this study was the types of reinforcements, the ADHD students’ responses, and its impact towards the ADHD students’ behavior and learning outcomes. This study used descriptive qualitative in the form of case study by involving the teachers and ADHD students. The objects of this study were the reinforcements used by the teachers towards the ADHD students during teaching and learning process. The data were collected by conducting observation with observation sheets, video recording, questionnaire, and interview. Based on the result of data analysis, it was found that the teachers used positive reinforcement both verbal and non-verbal, such as calling name after praising, giving responsibility, choosing ADHD student firstly, giving smile, showing thumb up, sit near ADHD students, high-five and giving stamp. Moreover, the negative reinforcements were giving warning, giving choice, showing gestures and taking things in which supported with the teachers’ perception which stated that reinforcement could give impact towards the improvement of the good behavior of ADHD students, included with their ability in learning during teaching and learning process.keyword : ADHD students, behavior, learning outcomes, reinforcement

POSITIVE AND NEGATIVE REINFORCEMENT USED BY ENGLISH TEACHERS TOWARDS STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) ., Kadek Anggun Pradnya Sari; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., Ni Luh Putu Eka Sulistia Dewi, S.Pd. M.P
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18432

Penelitian ini bertujuan untuk menganalisis penguatan yang digunakan guru terhadap siswa dengan Attention Deficiti Hyperactivity Disorder (ADHD) di Aura Sukma Insani Bilingual Kindergarten. Fokus dari penelitian ini adalah jenis reinforcement yang digunakan, respon dari siswa ADHD serta pengaruhnya terhadap perilaku dan hasil belajar dari siswa ADHD. Dalam penelitian ini, penulis menggunakan deskpripsi kualitatif dalam bentuk studi kasus dengan melibatan guru dan siswa ADHD. Objek penelitian ini adalah penguatan yang digunakan oleh guru terhadap siswa ADHD selama proses pembelajaran. Data dikumpulkan dengan melakukan observasi dengan menggunakan lembar observasi, merekam vidio, kuesioner dan wawancara. Berdasarkan hasil analisis data, peneliti menemukan bahwa guru di kedua kelas menggunakan penguatan positif dalam bentuk lisan maupun tindakan, seperti memanggil nama setelah meberikan pujian, memberikan tanggung jawab, memilih siswa ADHD terlebih dahulu, memberikan senyuman, menunjukan jempol, duduk dekat siswa ADHD, melakukan tos dan memberikan stempel. Selain itu, penggunaan penguatan negatif, seperti memberikan peringatan, pilihan, menunjukan gerak/isyarat dan mengambil beberapa barang yang hasilnya didukung oleh persepsi dari guru yang menyatakan bahwa penguatan memberikan pengaruh terhadap perkembangan sikap yang baik serta kemampuan siswa ADHD selama proses pembelajaran.Kata Kunci : Hasil belajar, penguatan, perilaku, siswa ADHD This study aimed to analyze the reinforcement used by teachers towards student with Attention Deficit Hyperactivity Disorder (ADHD) at Aura Sukma Insani Bilingual Kindergarten. The focus of this study was the types of reinforcements, the ADHD students’ responses, and its impact towards the ADHD students’ behavior and learning outcomes. This study used descriptive qualitative in the form of case study by involving the teachers and ADHD students. The objects of this study were the reinforcements used by the teachers towards the ADHD students during teaching and learning process. The data were collected by conducting observation with observation sheets, video recording, questionnaire, and interview. Based on the result of data analysis, it was found that the teachers used positive reinforcement both verbal and non-verbal, such as calling name after praising, giving responsibility, choosing ADHD student firstly, giving smile, showing thumb up, sit near ADHD students, high-five and giving stamp. Moreover, the negative reinforcements were giving warning, giving choice, showing gestures and taking things in which supported with the teachers’ perception which stated that reinforcement could give impact towards the improvement of the good behavior of ADHD students, included with their ability in learning during teaching and learning process.keyword : ADHD students, behavior, learning outcomes, reinforcement

THE EFFECT OF SOCIAL INTERACTIVE WRITING METHOD ON THE STUDENT’S WRITING COMPETENCY AT EIGHTH GRADE OF SMP NEGERI 3 SAWAN IN THE ACADEMIC YEAR 2013/2014 Hasri, Putu Perwita; Marhaeni, A. A. Istri Ngurah; Dewi, Ni Luh Putu Eka Sulistia
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 6 No. 1 (2018): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v6i1.20416

This study aimed at investigating the effect of Social Interactive Writing Method on the students’ writing competency. Randomized Posttest-Only Control Group Design was applied in this study which consists of 56 students. The instruments were analyzed descriptively and inferentially. The result of the analysis shows that the students who were taught by using Social Interactive Writing Method better than the students who were taught by using Conventional Method. It had been proven from the mean score was 87.64 while the control group was 67.92. Furthermore, from the analysis by using inferential statistic, it was found that the value of t observed (tob) was 12.012. It was higher than t critical value (tcv) which was 1.64 (ɑ = .05). After comparing t observed and t critical value, it was clear that t observed (tob) exceeded t critical value (tcv). In conclusion, the alternative hypothesis was accepted. Therefore, it could be confirmed that the application of Social Interactive Writing Method gave significant effect toward students’ writing competency. Keywords: Social Interactive Writing Method, Writing competency

Students’ Perception of Self-Assessment in Assessing Writing Skill during Online Learning Astitiani, Made; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, .A. Gede Yudha
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 2 (2022): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i2.50007

Distance learning makes the assessment process in the classroom less effective, especially for assessing writing skills. Therefore, self-assessment is implemented to form independent and competent students in the field of writing. The results of initial observations showed that students had different perceptions regarding the application of self-assessment in assessing writing skills during online learning. This study aims to analyses the perceptions of 5th semester students majoring English Language Education regarding self-assessment in assessing writing skill during online learning. To achieve this objective, the researcher used a mixed method with questionnaire and interview as research instruments. The results of the questionnaire analysis showed that the average of each dimension was 45.38 for the memory dimension; 53.35 for the evaluation dimension, and 35.74 for the impression dimension. From the results of the analysis, it can be seen that students have positive perceptions on the memory and impression dimensions, and negative perceptions on the evaluation dimensions. Based on these results, it is concluded that self-assessment provides advantages and disadvantages for students in assessing writing skills during online learning.

Teacher’s Perception of Self-Assessment in English Writing Competency for Junior High School Students Adiguna, I Wayan Bayu; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, Anak Agung Gede Yudha; Wahyuni, Luh Gede Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 1 (2023): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v11i1.64935

Self-assessment provides many benefits in learning English, especially in terms of writing ability. This study aims to analyze teachers' perceptions and challenges that teachers find of the application of selfassessment in students' writing competencies at everal junior high school in Nusa Penida. This study used mixed method explanatory design as the research approach. The subjects of this study were EFL secondary teachers in three junior high school. Quantitative data in this study used a questionnaire to obtain accurate data related to teacher perceptions. Qualitative data used semistructured interviews. The interview statement was adjusted to the theory in the questionnaire. The data collection from questionnaire is analyzed by using Excel to find out the median of the questionnaire. In the interview, the data analyzed using thematic analysis. The result of this study shows that teachers have perceptions that tend to be positive towards the implementation of self-assessment in writing competency as a means for students to self-reflect, help students get feedback, develop writing ideas to be better confidently and independently. Teachers also experience obstacles in implementing self-assessment that the purpose of selfassessment is still not well understood by students.

Students’ Perception on Self-Assessment of Writing Competency at Vocational High School Barus, Lanina Mayrani br; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, Anak Agung Gede Yudha; Wahyuni, Luh Gede Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.74803

Self-assessment has several advantages in the process of learning English language skills, especially writing skills. This research aims to analyze students' perceptions are and the difficulties they face when implementing self-assessment in improving students' writing skills at Vocational High School. This study uses a survey method with a qualitative approach. The participants of this study consisted of students studying in grades 10 and 11 at Vocational High School. The research collected data using an open-ended questionnaire to gain accurate data on student perceptions. Then, use interviews to find out the challenges faced by students. The interview statements are aligned with the theoretical framework proposed in the questionnaire. The data collected from the questionnaire was analyzed using Excel to get the median result. Thematic analysis was employed to assess the data collected during the interviews. The findings of this study indicate that students have perceptions that tend to be positive towards the application of self-assessment of writing competence as a means for students to reflect on themselves, help students improve the quality of their writing, motivate students to be more independent, and confident, also students can assess and monitor their progress. Students also experience obstacles in carrying out self-assessments, namely limited guidelines, and self-assessment criteria.

Students’ Perception and Challenges on the Use of Self-Assessment in English Writing Competence at Junior High School -, Ni Putu Lia Agustini; Ni Luh Putu Eka Sulistia Dewi; Anak Agung Gede Yudha Paramartha; Luh Gede Eka Wahyuni
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.75375

Teachers experience concerns regarding the lack of consistency in implementation and the absence of clear guidelines in lesson planning, including problems in developing teaching materials for teachers. Therefore, teachers think that implementing self-assessment has various challenges. One of them is the challenge that comes from students. This study aims to analyze students' perceptions of using self-assessment to improve writing competence at Junior High School. The study involved students from grades 7 and 8 to identify their views towards the use of self-assessment and the challenges they face. The research method used a survey with a qualitative approach. Data were collected through surveys and interviews and analyzed using the thematic analysis method. The results showed that students tend to have a positive perception of the application of self-assessment, students become more confident in designing writing, and motivated students to improve the quality of their writing with self-awareness so that it will meet students' expectations in writing so that it makes it easier for students to determine sustainable learning strategies and can improve students' writing skills. However, there are some challenges identified such as students still feeling confused in assessing their writing, lack of understanding of the assessment criteria, and students' fear of criticism and negative self-evaluation.

Students' Perceptions of Self-Assessment in Writing Competency Ketut Novita Sari; Dewi, Ni Luh Putu Eka Sulistia; Wahyuni, Luh Gede Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.75377

Students have unique perspectives based on their previous self-assessment experiences. To provide strong evidence that self-assessment can be used successfully and can improve students' writing proficiency, we need to understand how students feel when implementing self-assessment. This study aims to analyze high school students' perceptions regarding the utilization of self-assessment for evaluating writing competency. This study employing a mixed-method approach, the research utilizes a sequential explanatory design involving both quantitative and qualitative methodologies. This study incorporates a questionnaire completed by ninety students and subsequent interviews with five students experienced in self-assessment. Drawing from Van Der Kleij's theory, the questionnaire and interview guide were developed, focusing on two dimensions: the usage and quality of self-assessment. Following completion, 118 students and three experts assessed the questionnaire's validity. The findings indicate that while 50% of students perceive self-assessment as beneficial, both questionnaire analysis and interview data suggest an overall positive perspective among students. Self-reflection through self-assessment enables students to identify strengths and weaknesses, fostering confidence and independence in their revision process. Moreover, it aids educators in monitoring student development and assessing teaching effectiveness. Despite its benefits, students encounter difficulties in applying self-assessment, including uncertainty regarding its purpose and implementation accuracy, leading to a lack of confidence in its application. Addressing these challenges is crucial for optimizing the effectiveness of self-assessment practices in enhancing students' writing competency.

Students’ Perceptions on the Use of Self-Assessment in Writing Competence Kadek Fradita Febyone; Dewi, Ni Luh Putu Eka Sulistia; Wahyuni, Luh Gede Eka; Paramartha, Anak Agung Gede Yudha
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.75400

The use of self-assessment is not effective, this is the result of a lack of guidance or support provided by teachers during self-assessment which is a common reason. Although students carry out their own self-assessment, teachers also play an important role. Teachers need to provide consistent and detailed instructions regarding self-assessment procedures so that students are able to internalize the concepts involved. This study aimed to analyze students perception on the use of self-assessment in their writing competence and to identify the challenges they face. This study uses a survey design with a qualitative approach. 9th grade students as the participants of this study. Questionnaire and interview were used to collect the data. Thematic analysis is a method of analyzing qualitative data to describe and interpret the data interview. The findings show that students have positive perception towards self assessment, which are specifically categorized into four main themes. Firstly, self-assessment is useful for students to improve their writing competence, self-assessment encourages students to developed their quality of writing, self-assessment helps student to achieve their expectation of writing competence, and self-assessment helps students to assess their writing competence. Additionally, the challenges found also categorized into three themes, such as students feel underestimated regarding their writing competence, students feel less objective in assessing their writing competence, and students feel they lack time in assessing their writing competence.

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