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KETUT SEKEN
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Education Languange, Linguistic, Communication & Media

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THE BELIEFS AND EFL PEDAGOGICAL PRACTICES OF MADRASAH TSANAWIYAH TEACHERS IN SAKRA BARAT EAST LOMBOK WEST NUSA TENGGARA ., Sudarman; SEKEN, KETUT; Artini, L. P.
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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Abstract

  Abstract   This qualitative study focused on analyzing the teacher’s beliefs and pedagogical practices in EFL employed by the teachers at Madrasah Tsanawiyah at Sakra Barat. The subjects of this research were all of the English teachers of Madrasah Tsanawiyah in Sakra Barat. The data were collected through questionaire, interview, observation and document study. The data were analyzed by using Miles and Huberman (1984), interactive model. It was found that teachers of Madrasah Tsanawiyah at Sakra Barat, in teaching learning process had certain kinds of beliefs with regard to the teaching and learning process, namely, (1) Teaching grammar is important in EFL, (2) Drilling is effective (3) Language as medium of instruction, (4) Cooperative learning, (5) contextual materials in teaching, (6) communicative activities. Teachers’ beliefs influence their pedagogical practices in teaching and learning process in the classroom reflected their beliefs.   Keywords: Beliefs, EFL, and Pedagogical Practices.
THE EFFECT OF EXTENSIVE READING AND LEARNING STYLE ON ACADEMIC WRITING COMPETENCY OF SEMESTER FIVE STUDENTS OF STKIP HAMZANWADI SELONG ., Umar; SEKEN, KETUT; Artini, L. P.
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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Abstract

The present study aimed at investigating the effect of extensive reading and learning style on students’ academic writing competency. This study used population sample, in the sense that all students in the population (60 students) were taken as sample. The experimental group and the control one were determined through a random sampling. The experimental study employed a 2 x 2 factorial post test only control group design. The instruments used to collect the data were an academic writing test and learning style questionnaires. The data were analyzed by using Two-Way ANOVA Statistic and Tukey Test. The study showed that there was no significant difference in academic writing competency between students who are assigned to do extensive reading and those who are not. However, extensive reading and learning style were found to be interactively influence students academic writing competency, revealing that there was a significant difference between the writing competency of independent students taught using extensive reading and those who are not. The implication is that the students with independent learning style effectively improve their writing competency through extensive reading activity.   Keywords: extensive reading, learning styles, and academic writing competency.
THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING AND SELF-ESTEEM ON THE READING COMPREHENSION OF THE EIGHT GRADE STUDENTS’ OF SMPN 3 SUMBAWA Wardiani, Hajaratul; SEKEN, KETUT; Artini, L. P.
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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

Abstract

  Abstract   This research was aimed at finding the effect of contextual teaching and learning upon students’ reading comprehension. Conducted at SMP 3 Sumbawa, it was experimental research with posttest only control group design of a factorial 2x2 type. The research variables were CTL as an independent variable, students’ reading comprehension as a dependent variable, and self-esteem as a moderator variable. Research instruments used to collect data were a reading comprehension test and a questionnaire on self-esteem. The population of the research was all students at the second grade. The research sample consisted of two classes each having 40 students. The research result shows that: 1) Contextual Teaching and Learning Method is more effective than conventional method in teaching reading comprehension (FA = 77.585 and p=0.00 <0.05); 2).  The students having high self-esteem have better reading comprehension than those having low self-esteem (FB = 31.980 and p=0.00<0.05); and 3) there is no interaction between teaching methods and students’ self-esteem in teaching reading comprehension (FA = 1.439 and p=0.234 >0.05).   Keywords: CTL, students’ reading comprehension, self-esteem
THE EFFECT OF EXTENSIVE READING AND LEARNING STYLE ON ACADEMIC WRITING COMPETENCY OF SEMESTER FIVE STUDENTS OF STKIP HAMZANWADI SELONG ., Umar; SEKEN, KETUT; Artini, L. P.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (349.933 KB) | DOI: 10.23887/jpbi.v1i0.815

Abstract

The present study aimed at investigating the effect of extensive reading and learning style on students? academic writing competency. This study used population sample, in the sense that all students in the population (60 students) were taken as sample. The experimental group and the control one were determined through a random sampling. The experimental study employed a 2 x 2 factorial post test only control group design. The instruments used to collect the data were an academic writing test and learning style questionnaires. The data were analyzed by using Two-Way ANOVA Statistic and Tukey Test. The study showed that there was no significant difference in academic writing competency between students who are assigned to do extensive reading and those who are not. However, extensive reading and learning style were found to be interactively influence students academic writing competency, revealing that there was a significant difference between the writing competency of independent students taught using extensive reading and those who are not. The implication is that the students with independent learning style effectively improve their writing competency through extensive reading activity.   Keywords: extensive reading, learning styles, and academic writing competency.
THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING AND SELF-ESTEEM ON THE READING COMPREHENSION OF THE EIGHT GRADE STUDENTS’ OF SMPN 3 SUMBAWA Wardiani, Hajaratul; SEKEN, KETUT; Artini, L. P.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i0.816

Abstract

  Abstract   This research was aimed at finding the effect of contextual teaching and learning upon students? reading comprehension. Conducted at SMP 3 Sumbawa, it was experimental research with posttest only control group design of a factorial 2x2 type. The research variables were CTL as an independent variable, students? reading comprehension as a dependent variable, and self-esteem as a moderator variable. Research instruments used to collect data were a reading comprehension test and a questionnaire on self-esteem. The population of the research was all students at the second grade. The research sample consisted of two classes each having 40 students. The research result shows that: 1) Contextual Teaching and Learning Method is more effective than conventional method in teaching reading comprehension (FA = 77.585 and p=0.00 <0.05); 2).  The students having high self-esteem have better reading comprehension than those having low self-esteem (FB = 31.980 and p=0.00<0.05); and 3) there is no interaction between teaching methods and students? self-esteem in teaching reading comprehension (FA = 1.439 and p=0.234 >0.05).   Keywords: CTL, students? reading comprehension, self-esteem
THE BELIEFS AND EFL PEDAGOGICAL PRACTICES OF MADRASAH TSANAWIYAH TEACHERS IN SAKRA BARAT EAST LOMBOK WEST NUSA TENGGARA ., Sudarman; SEKEN, KETUT; Artini, L. P.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i0.813

Abstract

  Abstract   This qualitative study focused on analyzing the teacher?s beliefs and pedagogical practices in EFL employed by the teachers at Madrasah Tsanawiyah at Sakra Barat. The subjects of this research were all of the English teachers of Madrasah Tsanawiyah in Sakra Barat. The data were collected through questionaire, interview, observation and document study. The data were analyzed by using Miles and Huberman (1984), interactive model. It was found that teachers of Madrasah Tsanawiyah at Sakra Barat, in teaching learning process had certain kinds of beliefs with regard to the teaching and learning process, namely, (1) Teaching grammar is important in EFL, (2) Drilling is effective (3) Language as medium of instruction, (4) Cooperative learning, (5) contextual materials in teaching, (6) communicative activities. Teachers? beliefs influence their pedagogical practices in teaching and learning process in the classroom reflected their beliefs.   Keywords: Beliefs, EFL, and Pedagogical Practices.
Co-Authors Hajaratul Wardiani L. P. Artini Sudarman . Umar .