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All Journal Tatar Pasundan : Jurnal Diklat Keagamaan Tatar Pasundan: Jurnal Diklat Keagamaan
Siti Nurhayati
Balai Diklat Keagamaan Bandung
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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STRATEGI MEMAHAMI KATA-KATA SULIT DALAM MEMBACA TEKS BERBAHASA INGGRIS Siti Nurhayati
Tatar Pasundan : Jurnal Diklat Keagamaan Vol 12, No 34 (2018): Tatar Pasundan : Jurnal Diklat Keagamaan
Publisher : Balai Diklat Keagamaan Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38075/tp.v12i34.75

Abstract

The purpose of writing this article is to describe the easy way to understand difficult words in reading scientific texts in English. We often find difficult words, which hinder understanding of the contents of English-language reading. In fact, we are often lazy to continue reading, and are very time consuming when searching for the meaning of words in a dictionary. If only one or two words are found it doesn't matter. However, if more than ten difficult words will interfere and hinder understanding of the contents of the reading, and will depend on the dictionary. For that there are several steps we can take to avoid obstacles in understanding the English text as a whole. For that reason, there is no need to worry if finding difficult words in a text, through the context of the sentence can help guess the exact meaning of the word.Key words: Difficultwords, Strategy, and English Text
PENGELOLAAN PENILAIAN HASIL BELAJAR MATA PELAJARAN BAHASA INGGRIS MTs PADA ASPEK PENGETAHUAN Siti Nurhayati
Tatar Pasundan : Jurnal Diklat Keagamaan Vol 13, No 2 (2019): Tatar Pasundan : Jurnal Diklat Keagamaan
Publisher : Balai Diklat Keagamaan Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (548.186 KB) | DOI: 10.38075/tp.v13i2.22

Abstract

The purpose of writing this article  to describe how to process the results of the assessment of the aspects of knowledge made by MTs English teachers, both in assessing the learning process and student learning outcomes. Assessments made by teachers in determining the student's final grade, consisting of the Daily Test Score , the Mid-Term Test Score  and the End-Year Test Score . This assessment is carried out to measure students' abilities in the form of factual, conceptual, procedural, and metacognitive knowledge, as well as low to high level thinking skills. The competency measured in this activity is related to the achievement of Basic Competence (KD) on KI-3 conducted by MTs English subject teachers. The assessment technique used is in accordance with the characteristics of each. These include written tests, oral tests, and assignments. The method used in writing this article is descriptive analytic, to describe the ability of English MTs teachers, in making decisions using information obtained through measurement of student learning outcomes. As for the results of this writing, teachers are expected to be able to process the results of the assessment of knowledge used for the benefit of learning. For this reason, teachers must be able to process the results of the assessment of knowledge for various purposes, including to determine the success of learning, to do remedial or for enrichment. Key words: Evaluation; Knowledge; test.
STRATEGI MEMAHAMI KATA-KATA SULIT DALAM MEMBACA TEKS BERBAHASA INGGRIS Siti Nurhayati
Tatar Pasundan: Jurnal Diklat Keagamaan Vol 12, No 34 (2018): Tatar Pasundan : Jurnal Diklat Keagamaan
Publisher : Balai Diklat Keagamaan Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (275.726 KB) | DOI: 10.38075/tp.v12i34.75

Abstract

The purpose of writing this article is to describe the easy way to understand difficult words in reading scientific texts in English. We often find difficult words, which hinder understanding of the contents of English-language reading. In fact, we are often lazy to continue reading, and are very time consuming when searching for the meaning of words in a dictionary. If only one or two words are found it doesn't matter. However, if more than ten difficult words will interfere and hinder understanding of the contents of the reading, and will depend on the dictionary. For that there are several steps we can take to avoid obstacles in understanding the English text as a whole. For that reason, there is no need to worry if finding difficult words in a text, through the context of the sentence can help guess the exact meaning of the word.Key words: Difficultwords, Strategy, and English Text
PENGELOLAAN PENILAIAN HASIL BELAJAR MATA PELAJARAN BAHASA INGGRIS MTs PADA ASPEK PENGETAHUAN Siti Nurhayati
Tatar Pasundan: Jurnal Diklat Keagamaan Vol 13, No 2 (2019): Tatar Pasundan : Jurnal Diklat Keagamaan
Publisher : Balai Diklat Keagamaan Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (592.128 KB) | DOI: 10.38075/tp.v13i2.22

Abstract

The purpose of writing this article  to describe how to process the results of the assessment of the aspects of knowledge made by MTs English teachers, both in assessing the learning process and student learning outcomes. Assessments made by teachers in determining the student's final grade, consisting of the Daily Test Score , the Mid-Term Test Score  and the End-Year Test Score . This assessment is carried out to measure students' abilities in the form of factual, conceptual, procedural, and metacognitive knowledge, as well as low to high level thinking skills. The competency measured in this activity is related to the achievement of Basic Competence (KD) on KI-3 conducted by MTs English subject teachers. The assessment technique used is in accordance with the characteristics of each. These include written tests, oral tests, and assignments. The method used in writing this article is descriptive analytic, to describe the ability of English MTs teachers, in making decisions using information obtained through measurement of student learning outcomes. As for the results of this writing, teachers are expected to be able to process the results of the assessment of knowledge used for the benefit of learning. For this reason, teachers must be able to process the results of the assessment of knowledge for various purposes, including to determine the success of learning, to do remedial or for enrichment. Key words: Evaluation; Knowledge; test.
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