Garuda - Garba Rujukan Digital

THE EFFECT OF STUDENT TEAM ACHIEVEMENT DIVISION TECHNIQUE AND THE ACHIEVEMENT MOTIVATION ON THE WRITING ACHIEVEMENT OF THE TENTH YEAR STUDENTS OF SMA NEGERI 4 SINGARAJA IN THE ACADEMIC YEAR 2011/2012 AK, Budiarta,; N, Padmadewi,; G, Budasi,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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

Abstract Â This thesis aimed at investigating whether the implementation of Student Team Achievement Division (STAD) technique and the studentsâ learning motivation gave a significant effect to the studentsâ writing achievement. The study was an experimental study by applying 2x2 factorial designs. The population was 6 classes (240 students) of grade X in SMA Negeri 4 Singaraja in the academic year 2011/2012, in which 2 classes were samples which were assigned into two groups, i.e. experimental group and control group, by Cluster Random Sampling. The research data were collected through tests that were analyzed by using Statistical Two-Way Anova and Tukey Test. The result shows that, first, there was a significant different on the studentsâ writing achievement between the students who were taught by using STAD Technique and Conventional Technique. Second, there was a significant interactional effect on the studentsâ writing achievement between the technique applied and the studentsâ learning motivation. Third, there was a significant difference on the studentsâ writing achievement between the students who had high learning motivation when they were taught by using STAD Technique and Conventional Technique. Fourth, there was no any significant difference between the studentsâ writing achievement of the students who had low learning motivation when they were taught by using STAD Technique and Conventional Technique. Five, there is a significant difference on studentsâ writing achievement between the students with high achievement motivation and the students with low achievement motivation taught by using STAD Technique. The last, there is a significant difference on studentsâ writing achievement between the students with high achievement motivation and the students with low achievement motivation taught by conventional technique. Â Key words: Student Team Achievement Division (STAD) technique, achievement motivation, writing achievement.

THE PRACTICE OF ENGLISH LANGUAGE TEACHING AND LEARNING IN SEKOLAH BUIN BATU PT. NEWMONT NUSA TENGGARA, WEST SUMBAWA, NTB PROVINCE B1, AQLI,; N, PADMADEWI,; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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

Abstract Â This study aimed at (1) describing how English teachers at Middle Years of Sekolah Buin Batu (SBB) develop curriculum; (2) describing how English teachers at Middle Years of SBB determine learning resources;(3) describing how English teachers at Middle Years of SBB deliver learning activities, and; (4) describing how English teachers at Middle Years assess studentsâ learning progress. The subjects of the study were the English teachers and students at Middle Years of SBB in the academic year 2011/2012. The data were collected using some methods of data collection namely interview, observation, and documentation. Interview and documentation were used to collect data of curriculum and learning resources while interview, observation, and documentation were used to collect data of learning activities and assessment. The result of the study indicated that (1) English teachers at Middle Years of SBB develop curriculum. The teachers develop curriculum based on curriculum development procedure which covers the stages in team development and common understanding of curriculum development at SBB including inventory making, need analysis, drafting, verification, validation, finishing, approval, filing and archiving; (2) English teachers at Middle Years of SBB use various types of resources and identify teaching learning resources based on teachersâ planning to achieve teaching learning objectives, propose to school leaders, request the resources through administration staff, purchase the resources after the Purchase Order (PO) is approved by Finance and Admin Manager; (3) English teachers at Middle years of SBB teach English based on Year level and use various types of methods recognizing every individual abilities and learning styles (4) English teachers at Middle Years of SBB employ various kinds of assessment techniques based on the school assessment policy and the learning objectives Â Keywords: ELT, Curriculum Development, Learning Resources, Learning Activities, Learning Assessment

THE EFFECT OF STUDENT TEAM ACHIEVEMENT DIVISION TECHNIQUE AND THE ACHIEVEMENT MOTIVATION ON THE WRITING ACHIEVEMENT OF THE TENTH YEAR STUDENTS OF SMA NEGERI 4 SINGARAJA IN THE ACADEMIC YEAR 2011/2012 AK, Budiarta,; N, Padmadewi,; G, Budasi,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This thesis aimed at investigating whether the implementation of Student Team Achievement Division (STAD) technique and the students? learning motivation gave a significant effect to the students? writing achievement. The study was an experimental study by applying 2x2 factorial designs. The population was 6 classes (240 students) of grade X in SMA Negeri 4 Singaraja in the academic year 2011/2012, in which 2 classes were samples which were assigned into two groups, i.e. experimental group and control group, by Cluster Random Sampling. The research data were collected through tests that were analyzed by using Statistical Two-Way Anova and Tukey Test. The result shows that, first, there was a significant different on the students? writing achievement between the students who were taught by using STAD Technique and Conventional Technique. Second, there was a significant interactional effect on the students? writing achievement between the technique applied and the students? learning motivation. Third, there was a significant difference on the students? writing achievement between the students who had high learning motivation when they were taught by using STAD Technique and Conventional Technique. Fourth, there was no any significant difference between the students? writing achievement of the students who had low learning motivation when they were taught by using STAD Technique and Conventional Technique. Five, there is a significant difference on students? writing achievement between the students with high achievement motivation and the students with low achievement motivation taught by using STAD Technique. The last, there is a significant difference on students? writing achievement between the students with high achievement motivation and the students with low achievement motivation taught by conventional technique. Key words: Student Team Achievement Division (STAD) technique, achievement motivation, writing achievement.

THE PRACTICE OF ENGLISH LANGUAGE TEACHING AND LEARNING IN SEKOLAH BUIN BATU PT. NEWMONT NUSA TENGGARA, WEST SUMBAWA, NTB PROVINCE B1, AQLI,; N, PADMADEWI,; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study aimed at (1) describing how English teachers at Middle Years of Sekolah Buin Batu (SBB) develop curriculum; (2) describing how English teachers at Middle Years of SBB determine learning resources;(3) describing how English teachers at Middle Years of SBB deliver learning activities, and; (4) describing how English teachers at Middle Years assess students? learning progress. The subjects of the study were the English teachers and students at Middle Years of SBB in the academic year 2011/2012. The data were collected using some methods of data collection namely interview, observation, and documentation. Interview and documentation were used to collect data of curriculum and learning resources while interview, observation, and documentation were used to collect data of learning activities and assessment. The result of the study indicated that (1) English teachers at Middle Years of SBB develop curriculum. The teachers develop curriculum based on curriculum development procedure which covers the stages in team development and common understanding of curriculum development at SBB including inventory making, need analysis, drafting, verification, validation, finishing, approval, filing and archiving; (2) English teachers at Middle Years of SBB use various types of resources and identify teaching learning resources based on teachers? planning to achieve teaching learning objectives, propose to school leaders, request the resources through administration staff, purchase the resources after the Purchase Order (PO) is approved by Finance and Admin Manager; (3) English teachers at Middle years of SBB teach English based on Year level and use various types of methods recognizing every individual abilities and learning styles (4) English teachers at Middle Years of SBB employ various kinds of assessment techniques based on the school assessment policy and the learning objectives Keywords: ELT, Curriculum Development, Learning Resources, Learning Activities, Learning Assessment

Title

Found 4 Documents
Search

Abstract

Abstract

Abstract

Abstract

Title Search

Found 4 Documents Search

Abstract

Abstract

Abstract

Abstract

Title

Found 4 Documents
Search