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All Journal Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Jurnal Pendidikan Bahasa Inggris ELT Worldwide: Journal of English Language Teaching Jurnal Pendidikan Bahasa Journal of ELT Research Jurnal Bahasa Lingua Scientia Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Language and Literature JISIP: Jurnal Ilmu Sosial dan Pendidikan Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) SAGA: Journal of English Language Teaching and Applied Linguistics Borneo Educational Journal (Borju) SALEE: Study of Applied Linguistics and English Education The Art of Teaching English as a Foreign Language (TATEFL) Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia Measurement In Educational Research Indonesian Journal Of Educational Research and Review Indonesian Research Journal on Education
Anak Agung Gede Yudha Paramartha
Universitas Pendidikan Ganesha
Religion Arts Humanities Chemistry Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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THE EFFECT OF SELF-ASSESSMENT STRATEGY AND SELF-EFFICACY ON STUDENTS’ WRITING COMPETENCY Yudha Paramartha, A. A. Gede
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (103.232 KB)

Abstract

In language teaching and learning, the language uses are categorized into four skills which have to be mastered by students. They are reading, writing, listening, and speaking skills. Besides, students also have to master language aspects, such as vocabulary, pronunciation, and grammar. All of those language aspects should be taught integratedly with the four language skills. Then, it is expected that students are able to use the target language appropriately in their daily life.Writing as one aspect of those skills is important to be learnt by students. Orwig (1998) defines writing as an indirect communication between reader and writer which involves communicating thoughts of the writer that is conveyed on the text. Indirect communication means that the communication is not carried out face to face. Thus, it is done through texts. Writing is important because of some reasons. First, writing ability is a basic foundation for learners to support their success in academic life. Nowadays, many school assignments are in the form of written assignments. It is because students? competency can be seen from their writing performance. Second, for their future, writing can contribute to their career. Many job vacancies require ability of writing well, especially in English. For example, a news maker needs writing to report what he has seen on the field. Another example, a secretary has to be able to make a written report and write messages both in Bahasa Indonesia and in English.Writing is often considered as the most difficult language skill to be learnt since its complexity makes it becomes difficult. Not only in the matter of linguistic ability, writing also involves various cognitive and creativity process. In cognitive process of writing, writing is viewed as a process of transaction between writer schemes which consist of variety of information. In creative process of writing, the writing process is characterized by the insight of unique new ideas which is logically and uniquely arranged in writing (Marhaeni, 2010).Other aspects to become challenging for students are also found related to the structural rules of writing. It involves the dimension of content and development, vocabulary and style, grammar and structure, and the generic structures. Related to content and development, students find it difficult to develop their ideas and to organize them to make it coherent. Students often get confused to develop their paragraphs like which supporting details are appropriate to be put to support the controlling idea. The decision whether they have put sufficient ideas on the text is also another problem faced by them. The mechanic of writing also becomes frequent problems. For example, students often make mistakes in punctuation such as putting commas, full stops, semi colons, etc. Moreover, they also get confused to develop ideas based on the generic structures.A text is not only read by the writer writing the text. Thus, he also has to take into account about their readers. He has to consider what subject that the readers likely want to know, how much he needs to explain something, how to make it persuasive and enjoyable, what has to be explicit, and what can be left implicit. Those questions are some of many considerations which make writing difficult.To facilitate the students to be a good writer is not an easy job. Generally, students tend to be not sure about what they write or what they revise. It is because there are some considerations in writing that students may not be sure that they can fulfill all of them. Some of the considerations are in terms of grammar, idea development, generic structures, appropriate tenses, coherency, unity of the writing, and so forth. Teacher should accommodate students with a kind of tool to overcome students? difficulty. The key point to do is that the teacher should treat the students that they will be sure about what they have made. To make it happen, teaching strategies to accommodate their writing are considered essential. By having appropriate evaluations, the students can understand which part of their writing that is considered incorrect or need revision. Then, they can make some revisions and learn from their mistakes.One type of the evaluation is having feedbacks of what they have written. Students need feedback to evaluate their own writing. By having some feedback, it is expected that the students can construct their belief in his or her ability to be successful in writing. Besides having feedbacks, students need help to develop their own writing. It can be done by activating their metacognitive awareness of what they are writing (Oscarson, 1989 in Oscarson, 1997)). One way to develop their awareness of metacognition is by giving them a treatment which enables them to monitor themselves when they are writing. It can help students develop knowledge through conscious control over the knowledge or to develop metacognitive awareness of knowledge and thought. Considering this factor, self-assessment is applicable for them when writing.Self-assessment can promote learning in writing because it gives learners training in evaluation which is important for autonomous learning. Learners need to be able to make reliable and valid judgments. When learner are asked questions about what and how they have learnt, it fosters evaluative attitudes in the learners and improve goal-orientation because the learners are aware of variability of language learning objectives and they are in control of their own learning situation (Black et al., 2004).Self-assessment can be conducted not only for assessment strategy; it also can be used for teaching strategy. Self-assessment as teaching strategy can focus students and emphasize assessment as a process of metacognition (Earl & Katz, 2006). It comes from the idea that learning is not just a matter of transferring ideas from someone who is knowledgeable to someone who is not, but it is an active cognitive process that occurs when they interact with new ideas. Thus, self-assessment as a teaching and learning strategy can bring benefits in which students will become aware of monitoring what they learn, and can make adjustment, adaptation, improvement, and change in their thinking (Earl & Katz, 2006).Feedbacks in writing that the students get by doing self-assessment will be meaningful if students have beliefs that they are able to assess the writing. If they do not have any kind of belief, the quality of their assessment can be considered questionable (Aliegro, 2006). In line with this, a research done by Lavelle & Zuercher (1999) stated that students? belief in their ability in writing could affect the students writing competency. Students with low belief in their writing reported that writing was a very painful experience and it also affected their competency in writing.Considering that the students? belief in their ability in writing can influence their success in writing, it is important to consider students? self-efficacy which affects students? capability to do evaluation on their writing and students? writing competency. Self-efficacy is a person?s belief in his or her ability to succeed in a particular situation (Bandura, 1995). It is a person?s belief in their own competence. One who has a high level of self-efficacy is capable of performing in a certain manner to achieve certain goal. Related to writing, self-efficacy is the students? belief about their ability to be successful in doing the task of writing.Students tend to take a writing task if they believe they can succeed. They generally avoid tasks if their self-efficacy is low, but will engage in tasks where their self-efficacy is high. Related to their actual ability, students with a self-efficacy significantly beyond their actual ability often overestimate their ability to complete tasks, which can lead to difficulties. On the other hand, students with a self-efficacy significantly lower than their ability are unlikely to grow and expand their skills (Lavelle & Zuercher, 1999).In conclusion, the positive relation among self-efficacy, self-assessment strategy, and writing is that students will be able to assess their own writing confidently and effectively if they have a belief that they are capable to do so. Therefore, treating students with self assessment strategy with the consideration of self-efficacy is predicted to bring a positive value to the development of students? writing competency. Thus, it is very urgent to see the effect of self-assessment strategy, and students? self-efficacy on students? English writing competency.Identification of the ProblemThe success in learning can be determined by internal and external factors of the students. The internal factors include intelligence, giftedness, cognitive styles, thinking styles, adoption resources, adversity, initial ability, motivation, anxiety, and self-efficacy. On the other hand, the external factors include teacher factors, the factor of learning processes and environmental factors.In accordance to the present research, the factors which are considered important to be investigated to improve students? writing competency are students? self-efficacy as internal factor and self-assessment strategy as external factor. Thus, the problem arising is to investigate the effect of self-assessment strategy on students writing competency, the interactional effect between self-assessment strategy and self-efficacy, the difference in writing competency between high self-efficacy students who are treated by using self-assessment strategy and those who are treated by using conventional strategy, and the difference in writing competency between low self-efficacy students who are treated by using self-assessment strategy and those who are treated by using conventional strategy.The conventional strategy for this research is predicted as an insignificant strategy for developing students? writing competency. On the other hand, the use of self-assessment strategy is predicted to give a positive effect on students? writing competency.
The Reflection of HOTS in EFL Teachers’ Summative Assessment Pratiwi, N. P. Wismayani; Dewi, N. L. P. E. Sulistia; Paramartha, A. A. G. Yudha
Journal of Education Research and Evaluation Vol 3, No 3 (2019)
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (542.465 KB) | DOI: 10.23887/jere.v3i3.21853

Abstract

This study is aimed at analyzing how summative assessments made by eleventh-grade English teachers reflect Higher Order Thinking Skills (HOTS). This was qualitative research that involved 3 English subject teachers in Senior High Schools in Bali, Indonesia. Meanwhile, the object of this research was summative assessment in the form of teacher-made test items for class XI Semester I in the academic year of 2018/2019. The items were analyzed by the document analysis method to determine the extent to which HOTS based on Revised Bloom's Taxonomy was reflected in the teacher-made test. Meanwhile, a one-on-one interview was conducted to obtain data on teacher knowledge about HOTS. The results of this study found that the percentage of HOTS-based teacher-made test items was 5.4% and was still limited to the cognitive level of Analyze (C4). From the results of the analysis, the cognitive levels of students measured were still in Lower Order Thinking Skills (LOTS). This was due to the fact that teachers did not fully understand the concept of Higher Order Thinking Skills. Furthermore, it was obtained from the interview that there was a discrepancy between the knowledge and performance of the teacher in the assessment. Therefore, teachers especially eleventh-grade English teachers have to learn more about HOTS and join training in developing HOTS-based items.
The Analysis of Humor in the Movie Script Entitled "How I Met Your Mother " by Using Hyme's Model os S-P-E-A-K-I-N-G and Conversational Implicature Paramartha, Anak Agung Gede Yudha
Lingua Scientia Vol 18, No 1 (2011)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (88.839 KB) | DOI: 10.23887/ls.v18i1.16040

Abstract

This study aims at analyzing the humors in the movie script entitled “How I Met Your Mother” by using Hymes’s Model of S-P-E-A-K-I-N-G and conversational implicature. The findings show that all of the implicatures are caused by the maxims which are broken, which are five maxims of relation, three maxims of quantity, two maxims of quality and two maxims of manner. Maxim of relation is the most appearing maxim and other two maxims; maxim of quantity and maxim of manner just take a small part of the conversation. While for the analysis of S-P-E-A-K-I-N-G model, the aspects which appear in the conversations are Setting and Scene (three appearances), Participants (two appearances), Ends (five appearances), Keys (four appearances) and Genre (two appearances). Act sequences and Norms do not appear at all, while Ends appears in all of the conversations. It is because the focus of this research is on the implied meaning that can promote humor.
AN ANALYSIS OF CLASSROOM INTERACTION USING FOREIGN LANGUAGE INTERACTION ANALYSIS SYSTEM AT LITTLE SUNSHINE LEARNING CENTER ., Putu Anastasia Mayrika; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd.
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.v5i2.11444

Abstract

Penelitian ini bertujuan untuk mengetahui kategori interaksi kelas yang terjadi di Little Sunshine Learning Center berdasarkan sistem Foreign Language Interaction Analysis (FLINT), dan juga kategori ujaran guru dan siswa yang paling sering dan jarang terjadi. Subjek penelitian yaitu 3 orang guru dan 14 orang siswa. Penelitian ini menggunakan desain penelitian observasi studi kasus. Hasil penelitian menunjukkan bahwa: (1) hubungan antara perasaan terjadi sebesar 4.3%, memuji atau mendorong terjadi 6.1%, lelucon terjadi 0.4%, menggunakan pendapat siswa terjadi 1%, mengulang respon siswa harafiah terjadi 4%, presentase memberi pertanyaan terjadi 10.3%, presentase memberikan informasi 3.5%, presentase membenarkan tanpa penolakan 1.4%, presentase memberikan arahan terjadi 29.2%, presentase mengkritisi prilaku siswa 1.8%, presentase mengkritisi respon siswa 2.1%, respon siswa-spesifik 10.3%, respon siswa terbuka-tertutup atau inisiasi-siswa 15.4%, keheningan terjadi 0.6%, presentase keheningan-audiovisual (AV) 0.1%, kekacauan berorientasi-kerja yaitu 0.5%, kekacauan tidak berorientasi-kerja 0.4%, gelak tawa yaitu 2.5%, menggunakan bahasa asli yaitu 4.1%, dan presentase non-verbal yaitu 2.5%, (2) kategori ujaran guru yang paling sering terjadi yaitu memberikan arahan, seperti mengarahkan siswa untuk membuat lingkaran dan mengarahkan siswa saat bermain dan saat membuat kerajinan. Sedangkan kategori ujaran siswa yang menjadi kategori yang paling sering terjadi yaitu respon siswa terbuka-tertutup atau inisiasi-siswa; kategori ujaran guru yang paling jarang terjadi yaitu lelucon, sedangkan kategori ujaran siswa yang paling jarang ditemukan yaitu keheningan-audiovisual (AV). Keheningan-audiovisual merupakan keheningan yang terjadi saat guru menyiapkan perangkat audiovisual.Kata Kunci : interaksi, interaksi kelas, sistem Foreign Language Interaction Analysis (FLINT), pelajar anak-anak This study aims at finding the classroom interaction categories occurred in Little Sunshine Learning Center based on Foreign Language Interaction Analysis (FLINT) System and also teacher and student talk category which most and least frequently occurred in the learning center. The subjects of the study were 3 teachers and 14 students. This study employed observational case study research design. The result presented that: (1) the percentage of deals with feelings occurred 4.3%, praises or encourages was 6.1%, jokes was 0.4%, uses ideas of students was 1%, repeats student response verbatim occurred 4%, asks questions occurred 10.3%, gives information was 3.5%, corrects without rejection was 1.4%, gives directions was 29.2%, criticizes student behavior was 1.8%, criticizes student response was 2.1%, the percentage of student response-specific was 10.3%, student response open-ended or student-initiated occurred 10.3%, the percentage of silence was 0.6%, silence-audiovisual (AV) was 0.1%, confusion work-oriented was 0.5%, confusion non-work oriented was 0.4%, laughter was 2.5%, the percentage of using the native language was 4.1%, and nonverbal was 2.5%, (2) the teacher talk category that mostly occurred was giving direction like asking the students to make a circle and directing the students in doing the games and craft. Meanwhile the student talk category that became the most frequently occurred was student response, open ended or student initiated; the teacher talk category which least occurred was jokes, while the student talk category which least found was silence-audiovisual (AV) which is the pause or silence that occurred when the teacher prepared the audiovisual media.keyword : interaction, classroom interaction, Foreign Language Interaction Analysis (FLINT) System, young learners
THE STUDY OF LESSON PLANS AND LEARNING ACTIVITIES ON CURRICULUM 2013 BY SEVENTH GRADE ENGLISH TEACHERS AT SMP NEGERI 2 SINGARAJA ., Kadek Angga Andriani; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8757

Abstract

Studi deskriptif ini bertujuan untuk : (1) menganalisis kualitas RPP kurikulum 2013 yang dibuat oleh guru kelas 7 di SMP N 2 Singraja, (2) menginvetigasi penerapan RPP kurikulum 2013, (3) menginvestigasi permasahalan yang dialami oleh guru dalam menerapkan RPP kurikulum 2013. Subyek penelitian ini adalah dua guru Bahasa Inggris di SMP N 2 Singaraja. Pengumpulan data menggunakan APKCG (penilaian pembelajaran) dan dianalisis menggunakan deskriptif statistic. Hasil dari penelitian ini menunjukan bahwa: (1) Kualitas RPP kurikulum 2013 yang dibuat oleh guru dikategorikan baik (dengan rerata nilai 84). (2) Implementasi RPP dalam kegiatan pembelajaran dikategorikan baik (dengan rerata skor 78). (3) Guru mengalami kesulitan dalam : (a) merancang penilaian, (b) menyusun materi, (c) mengajak siswa melakukan aktifitas menanya dan mengkomunikasikan, (d) menyiapakan media yang cocok. Dapat disimpulkan bahwa implementasi RPP kurikulum 2013 sudah berhasil. Namun, ada yang perlu ditingkatkan dalam beberapa aspek.Kata Kunci : Implementasi kurikulum 2013, Rencana Pleaksanaan Pembelajaran This descriptive study aims at (1) analyzing the quality of lesson plans on curriculum 2013 made by seventh grade English teachers at SMP N 2 Singaraja, (2) observing the implementation of the lesson plans on curriculum 2013, (3) investigating the problems encountered by teachers in implementing lesson plans on curriculum 2013. The subject of this study was two English Teachers of SMP N 2 Singaraja. The data were collected by using APKCG (assessment for teaching) and analyzed by using descriptive statistics. The result of the research shows that: (1) the quality of the lesson plans on curriculum 2013 made by English teachers is good (with the average score of 84). (2)The implementation of lesson plans in learning activities by English teachers is categorized as good (with the average score of 78). (3) Teachers faced difficulty in: (a) designing assessment, (b) organizing material (c) inviting students to do questioning and communicating stage, and (d) preparing appropriate media. It is concluded that the implementation of lesson plans on curriculum 2013 by seventh Grade English Teachers at SMP N 2 Singaraja has been successful. Despite of that, some aspect in implementing lesson plans need to be improved.keyword : Implementation of Curriculum 2013, Lesson plan
THE EFFECT OF TALKING CHIPS TECHNIQUE TOWARD SPEAKING ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF SMP NEGERI 4 SINGARAJA IN THE ACADEMIC YEAR 2015/2016 ., Desak Ayu Made Pradnya Iswari; ., Putu Eka Dambayana S., S.Pd.; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8752

Abstract

Penelitian ini bertujuan untuk menyelidiki apakah ada perbedaan yang signifikan dalam prestasi berbicara antara siswa yang diajarkan dengan menggunakan teknik talking chips dan mereka yang menggunkan teknik konvensional. Desain penelitian yang digunakan adalah Post-test Only Control Group Design. Populasi dalam penelitian ini adalah siswa kelas delapan SMP Negeri 4 Singaraja dengan sample 64 siswa yang dipilih melalui Cluster Random Sampling. 32 siswa dari kelas VIIIB2 sebegai kelas experimen dimana teknik talking chips diterapkan dan 32 siswa dari kelas VIIIB1 sebagai kelas kontrol dimana teknik konvensional diterapkan. Data diambil melalu tes berbicara dengan menggunakan rubric penilaian dan dianalisis menggunakan t-test. Hasil dari penelitian menunjukan bahwa terdapat perbedaan dalam prestasi berbicara yang signifikan antara siswa yang diajarkan dengan menggunakan teknik talking chips dan mereka yang diajarkan dengan menggunakan teknik konvensional (tobs= 2,415, P
AN ANALYSIS OF THE QUALITY OF TEACHER-MADE MULTIPLE-CHOICE TEST USED AS SUMMATIVE ASSESSMENT FOR ENGLISH SUBJECT Septi, Ni Kadek Dwi Candra; Paramartha, A.A. Gede Yudha; Eka Wahyuni, Luh Gede
Jurnal Imiah Pendidikan dan Pembelajaran Vol 4, No 2 (2020): Juli 2020
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v4i2.25841

Abstract

Assessment is an important part in teaching and learning process. An instrument that is used to assess the students’ level must be high in quality by following certain standard in constructing the instrument itself. This research is a descriptive research that aimed to investigate the quality of teacher-made multiple-choice tests that were used as summative assessment in middle test for English subject at SMP N 4 Singaraja. There are 125 items in total from 4 teacher-made multiple-choice tests. The data were collected by using document study and interview as the method with the assistance of checklist and interview guide as the instrument. The data was analyzed by comparing each item in the multiple-choice tests with a set of norms to find the congruity and further to be classified to determine the quality.  The result shows that all of the teacher-made multiple-choice tests have a very good quality where 124 (99%) out of 125 items are qualified as very good and only 1 (1%) item is qualified as good. Some improvement is needed by paying more attention specifically for the unfulfilled norms.
AN ANALYSIS OF QUESTION POSED BY ENGLISH TEACHER DURING TEACHING AND LEARNING PROCESS AT SMP NEGERI 6 SINGARAJA ., PUTU AYU LINDA KRISTIANA DEWI; ., Prof. Dr. Anak Agung Istri Ngr. Marhaeni; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd.
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.v5i2.18794

Abstract

Penelitian ini bertujuan untuk (1) mendeskripsikan bagaimana guru bahasa inggris memberikan pertanyaan kepada siswa, (2) medeskripsikan bagaimana respon siswa terhadap pertanyaan guru. Penelitian ini merupakan penelitian studi kasus dengan subjek penelitian seorang guru bahasa inggris dan siswa kelas tujuh di SMP Negeri 6 Singaraja. Data dari penelitian ini dikumpulkan melalui observasi dan dokumentasi, maupun wawancara. Adapun instrument yang digunakan yaitu lembar observasi dan rekaman video, checklist, dan panduan wawancara. Data yang terkumpul dianalisis secara kuantitaf dan kualitatif. Hasil penelitian menunjukan bahwa (1) guru sebagian besar mengajukan pertanyaann convergent (61.07%) yang digunakan untuk mengecek pemahaman siswa. (2) pertanyaan procedural (25.89%) yang digunakan untuk mengevaluasi persiapan siswa dan berhubungan dengan rutinitas kelas, dan pertanyaan divergent (13.04%) yang digunakan untuk memelihara wawasan dengan memaparkan hubungan baru. Kemudian, adapun enam strategi yang digunakan, yaitu no calling out, cold call, repeating, prompting, waiting, and probing. Strategi yang paling banyak digunakan oleh guru adalah no calling out dengan presentase (54.35%). Kemudian, siswa memberikan tiga jenis respon dalam bentuk verbal (81,42%), non-verbal (4,74%), dan no-response (13,84%).Kata Kunci : Pertanyaan guru, Respon siswa This study aimed to (1) describe how the English teacher gives question to the students, (2) describe how the students give response to the teacher’s question. This study was a case study with the subject of an English teacher and seventh grade students at SMP Negeri 6 Singaraja. The data were collected through observation and documentation, as well as interview. The instrument used were observation sheet and video recorder, checklist, and interview guide. The collected data were analyzed quantitatively and qualitatively. The result showed that (1) the teacher mostly posed convergent question (61.07%) which were used to check students’ understanding, (2) procedural question (25.89%) which were used to evaluate student preparation and dealt with classroom routines, and (3) divergent question (13.04% ) which were used to nurture insight by exposing new relationship. Then, six strategies were used, namely no calling out, cold call, repeating, prompting, waiting, and probing. The most used strategy by the teacher was no calling out with percentage (54.35%). Then, the students provided three kinds of response in the form of verbal (81.42%), non-verbal (4.74%), and no-response (13.84%). keyword : Students’ responses, Teacher’s question
THE QUALITY OF TEACHER-MADE MULTIPLE-CHOICE TEST USED AS SUMMATIVE ASSESSMENT FOR ENGLISH SUBJECT Santy, Ni Putu Liana; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, Anak Agung Gede Yudha
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol 15, No 02 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (341.666 KB) | DOI: 10.23887/prasi.v15i02.25560

Abstract

This study analyzed the quality of multiple-choice test used as middle test made by the English teachers in one school in Singaraja. This study was essential to be conducted since the items of the multiple-choice test must have good quality to be used to assess the students’ achievement levels. This study used content analysis method in analyzing100 items from 3 different instruments. In collecting the data, the checklist analysis form was used to compare the items of teacher-made multiple-choice test with the norms as one of the standards in making a good multiple-choice test, then clarified through interview. From the data that have been obtained, there are 72% of students who got bad scores in the middle test. There is 1% of the items has sufficient quality, 8% of items have good quality, and the rest of the items have very good quality. The most common mistake found is in the punctuation and capitalization. It is supported by the results of the interview, which show that the teachers did not know precisely the norm of punctuation and capitalization. It can be concluded that the teachers already follow the norms of making a multiple-choice test, and it is indicated that the quality of the multiple-choice test is not the only factor that affects students’ achievement levels.Keywords: instrument quality, norms, teacher-made multiple-choice test
THE EFFECT OF REAP STRATEGY ON READING COMPREHENSION OF THE EIGHT GRADE STUDENTS Dewi, Ida Ayu Gede Puspita Ratna; Marhaeni, Anak Agung Istri Ngr.; Paramartha, A.A. Gede Yudha
International Journal of Language and Literature Vol 3, No 3 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v3i3.28408

Abstract

The purpose of this study is to investigate whether there was a significant effect of REAP strategy on reading comprehension of the eight grade students in SMP Negeri 3 Tabanan. The design of this study is quasi experiment of post – test only control group design involving 61 students as the sample. The samples were chosen by using random sampling technique. The data was collected through post – test by using multiple choice test. Independent sample test was used to test the hypothesis. The result showed that the main score of experimental group (74.9) was higher than control group (67.3). Inferential statistical analysis’s result (t = .679, df = 59, p<0.05 (0.01)) indicated that there was a significant effect of REAP strategy of students’ reading comprehension of the eight grade students in SMP Negeri 3 Tabanan academic year 201802019. According to Eta Squared formula, the effect size of this research was 0.11 which was considered as moderate effect based on Cohen’s effect size guideline.
Co-Authors ., Dedy Kusdianto Klau ., Dedy Kusdianto Klau ., Desak Ayu Made Pradnya Iswari ., I Gede Wahyudi ., I Gede Wahyudi ., Ib Kd Mega Brahwija ., Kadek Angga Andriani ., Ni Kadek Swandewi ., Ni Kadek Swandewi ., Ni Luh Gede Tangkas Rahmayanti ., Ni Luh Gede Tangkas Rahmayanti ., Ni Luh Sukareni ., NI WAYAN YULI ERAYANTI ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Anastasia Mayrika ., PUTU AYU LINDA KRISTIANA DEWI ., PUTU NITA YULIANI ., PUTU NITA YULIANI Absari, Ratih Mas Adiguna, I Wayan Bayu Anak Agung Istri Ngr. Marhaeni Anggita Prasistha Utami Artini, Luh Putu Putu Ayuni, Ni Luh Chandra Barus, Lanina Mayrani br Dewa Komang Tantra Dewa Putu Ramendra Dewi, Ida Ayu Gede Puspita Ratna Dewi, Kadek Andi Suari Dewi, N. L. P. E. Sulistia Eka Sulistia Dewi Gautami, Gusti Ayu Agung Tania Gede Wisnu Mahayasa Gusti Ayu Bintang Purwani Hendryani, Kadek Dessy Dwi Hua, Liang I Gede Ardana Yasa I Gede Nyoman Arya Risaldi Dwi Nugraha I Nyoman Adi Jaya Putra Indra Agus Eka Hariawan Kadek Budi Fridayani Kadek Fradita Febyone Luh Gede Eka Wahyuni Luh Gede Eka Wahyuni Made Hery Santosa Mahadewi, Pande Made Ayu Mahayasa, Gede Wisnu Ni Komang Arie Suwastini Ni Luh Chandra Ayuni Ni Luh Putu Eka Sulistia Dewi Ni Made Dwi Dharmayanti Ni Putu Liana Santy Ni Wayan Surya Mahayanti Ni Wayan Vina Krisna Yanti Nice Maylani Asril Noviyanti, Ni Komang Diah Pratiwi, N. P. Wismayani Prof. Dr. Anak Agung Istri Ngr. Marha . Prof. Dr. Ni Nyoman Padmadewi,MA . Putra, I Kadek Krisna Dharma Putri, Ni Wayan Astri Monika Putri, Putu Jesika Suwendra Putu Adi Krisna Juniarta Putu Eka Dambayana Suputra Putu Susrini Ratih Mas Absari S.Pd. Putu Eka Dambayana S. . Sanjaya, I Gede Heri Santy, Ni Putu Liana Septi, Ni Kadek Dwi Candra Setiawati, I Gusti Ayu Indah Sulistia Dewi, Dr. Ni Luh Putu Eka Wati, Ketut Merina Yohana Nova Enzelina