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Indonesian ESL Teachersâ Pedagogical Content Knowledge (PCK) in Responding to the Curriculum Changing Rahmani, Bita Dwi; Mulyono, Herri; Novitasari, Ratih
UICELL No 1 (2017): UICELL Conference Proceedings 2017
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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

This research is focused on the analyzing and mapping the pedagogical and content knowledge (PCK) of In-Service English High-School teachers in Indonesia in responding the Indonesian Curriculum Changing namely Curriculum 2013. This study was also conducted since the score of Teacher Competencies Test (UKG) for Indonesian ESL teacher was still low. Therefore, the questionnaire was designed and adapted from TPACK questionnaire to gather the data of Indonesian ESL Senior High School Teacher on their perception and understanding on Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical and Content Knowledge (PCK) and also their understanding on Curriculum changing (CC) that happened recently. The data showed that the result of the teacherâs Pedagogical Knowledge (PK) and Content Knowledge (CK) were quite high with the score 50% which means that the teacher thought that they were quite competence on both knowledge. Meanwhile, there were more than 60% teachers believed that they were highly competence in implementing Pedagogical and Content Knowledge (PCK) on their teaching practice. However, in term of responding the curriculum change, most of the teachers gave the response as a quite competence rather than highly competence on the issue of curriculum changing. In short, this research shows the teacherâs perception of their own knowledge that they had in responding on Pedagogical Content Knowledge also the new curriculum knowledge. Therefore, this research is expected to be as another supporting evidence to confirm and mapping the teacherâs competences which is not only relying on the result of teacher competencies test/UKG.

PROMOTING LECTURERâS IELTS SCORE THROUGH SUPER INTENSIVE (SUPIN) IELTS PREPARATION PROGRAM Perbowo, Krisna Satria; Rahmani, Bita Dwi; Pradipta, Trisna Roy
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 2 (2018): Jetall Volume 1 No.2 2018
Publisher : Universitas Lambung Mangkurat

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

One of the efforts to improve the language skills of the lecturers is by joining the IELTS Preparation program organized by one of the International Education institution (IEDUC) located in Bandung. This research aims to find out whether there is a correlation between the results of the Super-IELTS Intensive program (SUPIN) lecturer final score with the real International Test score in sort of the evaluation process on that program. The subject was taken from two classes program comprising 19 lecturers as participants. The data in this study were obtained from the pre and post-test score during SUPIN program and the score on the real International test conducted by the British Council. The result of the research revealed the fact that the listening test obtained the highest gain while speaking got the lowest gain during the program. The further analyzing on Variance got a significant linear regression by having 0.959 as a coefficient correlation. It means that there is a significant correlation between the final score of SUPIN program (X) and International test score (Y) which contribute 92.1% toward the International test score. Meanwhile, only 7.9% was contributed by other factors. In other words, the SUPIN program is effective to increase Lecturerâs skill in doing IELTS test.

The Relationship between Field Dependence-Independence and Reading Strategy toward Reading Comprehension Rahmani, Bita Dwi
Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (119.739 KB)

This study investigated the relationship between learning style (X1) and reading strategy (X2) toward reading comprehension (Y). The learning style is categorized into two: field independence (FI) and field dependence (FD). This study was carried out in one of the public senior high schools in Jakarta by using purposive sampling technique; 79 out of 120 students of science class in academic year 2008-2009 were chosen. The quantitative and qualitative methods were used to analyze the data. Questionnaires and one reading comprehension test were distributed to analyze the data quantitatively. The first instrument identified students belonging to FI or FD. The second instrument concerned with identifying the frequency of reading strategy that students mostly used. 20 numbers of reading comprehension test were given to measure the comprehension and strategy that they used. This study found that both learning style (X1) and reading strategy (X2) influenced the reading comprehension (Y). In other words, the more independent students are and the more frequent they use strategy, the greater they will comprehend the text. As a consequence, the findings suggest that teachers introduce various kinds of strategy in reading comprehension because every student needs particular strategy.

STRUCTURAL EQUATION MODELLING (SEM) ON TEACHER COMPETENCIES TEST OF INDONESIAN EFL SENIOR HIGH SCHOOL TEACHERS Dwi Rahmani, Bita; Alyani, Fitri
Journal of Education Research and Evaluation Vol 4, No 2 (2020)
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v4i2.17515

The purpose of this paper is to investigate what factors influenced on Teacher competencies Test (Uji Kompetensi Guru/UKG) of Indonesian ESL Senior High School teacher?s in West Java Indonesia. The data used in this study were derived from a teacher competencies test, and a questionnaire survey conducted among teachers who attended National Gathering of Senior High School English Teachers 2017 in Bandung, West Java. A total of 61 usable responses were received. The analysis was using Structural Equation Model (SEM) to see the correlations among variables also identify which predictors influenced most on Teacher Competencies Test. The result revealed that teacher competencies test was mostly influenced by education background (? =.27, p=0.028). It can be concluded that to increase the teacher?s competencies can be done by giving a chance to teachers to continue their study.

Program Pendampingan Pelatihan Bahasa Inggris bagi Pengemudi Taksi ditengah Pandemik Covid-19 Bita Dwi Rahmani; Masnidar Tanjung; . Burhayani
Journal of Sustainable Community Development (JSCD) Vol 2 No 2 (2020): Journal Of Sustainable Community Development (JSCD)
Publisher : Sekolah Tinggi Manajemen IPMI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32924/jscd.v2i2.21

Program kemitraan masyarakat ini dilakukan sebagai bentuk pengabdian kepada masyarakat dalam rangka merespon kendala berkomunikasi yang dihadapi oleh para pengemudi taksi saat mendapatkan penumpang internasional. Sehingga program pendampingan pelatihan ini bertujuan untuk meningkatkan pengetahuan , kompetensi d a n p er ca ya di ri para pengemudi taksi Blue Bird di wilayah DKI Jakarta dan sekitarnya agar mampu berkomunikasi dengan tepat melalui program pendampingan pelatihan Bahasa Inggris. Pada awalnya program pendampingan pelatihan Bahasa inggris ini dirancang sedemikian rupa dengan mengenalkan jenis-jenis ungkapan sederhana saat membuka percakapan, percakapan inti, meminta dan memberi informasi. Selain itu, pelatihan pengucapan/ pronounciation yang benar akan kosakata Bahasa inggris pun menjadi fokus dalam program ini mengingat salah satu kendala berbahasa adalah pelafalan kata yang kurang tepat sehingga memicu kesalah pahaman akan makna yang disampaikan. Diawal pelaksanaan program dilakukan secara tatap muka dengan mengenalkan jenis-jenis ungkapan sederhana yang biasa digunakan untuk menunjang profesi supir taksi. Namun, dengan merebaknya virus Covid-19 ditengah proses pembelajaran berlangsung, maka sistem pembelajaran pun beralih ke daring dengan menggunakan berbagai jenis kelas daring/ platform seperti Edmodo dan juga menggunakan platform video conference melalui Zoom. Adapun hasil pelatihan ini berhasil meningkatkan kepercayaan diri dan keterampilan dalam berkomunikasi para supir taksi menjadi lebih fasih, lancar , benar pada saat berkomunikasi dengan penumpang internasional.

PROMOTING LECTURER’S IELTS SCORE THROUGH SUPER INTENSIVE (SUPIN) IELTS PREPARATION PROGRAM Krisna Satria Perbowo; Bita Dwi Rahmani; Trisna Roy Pradipta
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 2 (2018): Jetall Volume 1 Number 2 2018
Publisher : Universitas Lambung Mangkurat

One of the efforts to improve language skills of the lecturers is by joining IELTS Preparation program organized by one of the International Education institution (IEDUC) located in Bandung. This research aims to find out whether there is a correlation between the results of the Super-IELTS Intensive program (SUPIN) lecturer final score with the real International Test score in sort of the evaluation process on that program. The subject was taken from two classes program comprising 19 lecturers as participants. The data in this study were obtained from the pre and post-test score during SUPIN program and the score on the real International test conducted by the British Council. The result of the research revealed the fact that listening test obtained the highest gain while speaking got the lowest gain during the program. The further analyzing on Variance got a significant linear regression by having 0.959 as a coefficient correlation. It means that there is a significant correlation between final score of SUPIN program (X) and International test score (Y) which contribute 92.1% toward the International test score. Meanwhile, only 7.9% was contributed by other factors. In other words, the SUPIN program is effective to increase Lecturer’s skill on doing IELTS test.

The Relationship between Field Dependence-Independence and Reading Strategy toward Reading Comprehension Bita Dwi Rahmani
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2016: Journal of ELT Research, Vol. 1, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (119.739 KB)

This study investigated the relationship between learning style (X1) and reading strategy (X2) toward reading comprehension (Y). The learning style is categorized into two: field independence (FI) and field dependence (FD). This study was carried out in one of the public senior high schools in Jakarta by using purposive sampling technique; 79 out of 120 students of science class in academic year 2008-2009 were chosen. The quantitative and qualitative methods were used to analyze the data. Questionnaires and one reading comprehension test were distributed to analyze the data quantitatively. The first instrument identified students belonging to FI or FD. The second instrument concerned with identifying the frequency of reading strategy that students mostly used. 20 numbers of reading comprehension test were given to measure the comprehension and strategy that they used. This study found that both learning style (X1) and reading strategy (X2) influenced the reading comprehension (Y). In other words, the more independent students are and the more frequent they use strategy, the greater they will comprehend the text. As a consequence, the findings suggest that teachers introduce various kinds of strategy in reading comprehension because every student needs particular strategy.

Indonesian ESL Teachers’ Pedagogical Content Knowledge (PCK) in Responding to the Curriculum Changing Bita Dwi Rahmani; Herri Mulyono; Ratih Novitasari
UICELL No 1 (2017): UICELL Conference Proceedings 2017
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (688.698 KB)

This research is focused on the analyzing and mapping the pedagogical and content knowledge (PCK) of In-Service English High-School teachers in Indonesia in responding the Indonesian Curriculum Changing namely Curriculum 2013. This study was also conducted since the score of Teacher Competencies Test (UKG) for Indonesian ESL teacher was still low. Therefore, the questionnaire was designed and adapted from TPACK questionnaire to gather the data of Indonesian ESL Senior High School Teacher on their perception and understanding on Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical and Content Knowledge (PCK) and also their understanding on Curriculum changing (CC) that happened recently. The data showed that the result of the teacher’s Pedagogical Knowledge (PK) and Content Knowledge (CK) were quite high with the score 50% which means that the teacher thought that they were quite competence on both knowledge. Meanwhile, there were more than 60% teachers believed that they were highly competence in implementing Pedagogical and Content Knowledge (PCK) on their teaching practice. However, in term of responding the curriculum change, most of the teachers gave the response as a quite competence rather than highly competence on the issue of curriculum changing. In short, this research shows the teacher’s perception of their own knowledge that they had in responding on Pedagogical Content Knowledge also the new curriculum knowledge. Therefore, this research is expected to be as another supporting evidence to confirm and mapping the teacher’s competences which is not only relying on the result of teacher competencies test/UKG.

Students Perception on Using Video Recording to Improve Their Speaking Accuracy and Fluency Rosevinda Nabila Putri; Bita Dwi Rahmani
UICELL No 3 (2019): UICELL Conference Proceedings 2019
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (170.323 KB)

The aim of this study is to explore the students’ perceptions of using video recording to improve speaking accuracy and fluency of thirty-five pre-service teacher at University of Muhammadiyah Prof. Dr. Hamka Jakarta. This study employed mixed method to analyze the data. A pre-test and post-test were obtained as the instruments and analyzed quantitatively by using paired t-test. It is used to determine the students’ speaking ability before and after implementing video recording in speaking class. In qualitative method acquired a structured interview to gain their perceptions on using video recording. The results revealed a significant increase in students' speaking abilities, particularly in their accuracy and fluency. The students also show a good perception in the use of video recording in speaking classes. They stated that video recording is an interesting thing that can be used to train their speaking skills. Therefore, it is suggested that video recording might be an alternative medium for teachers or lecturers in teaching speaking. Keyword: Students’ perception, Video recording, Speaking Accuracy, Speaking Fluency.

Structural Equation Modelling (SEM) on Teacher Competencies Test of Indonesian EFL Senior High School Teachers Dwi Rahmani, Bita; Alyani, Fitri
Journal of Education Reseach and Evaluation Vol 4 No 2 (2020): May
Publisher : LPPM Undiksha

The purpose of this paper is to investigate what factors influenced on Teacher competencies Test (Uji Kompetensi Guru/UKG) of Indonesian ESL Senior High School teacher’s in West Java Indonesia. The data used in this study were derived from a teacher competencies test, and a questionnaire survey conducted among teachers who attended National Gathering of Senior High School English Teachers 2017 in Bandung, West Java. A total of 61 usable responses were received. The analysis was using Structural Equation Model (SEM) to see the correlations among variables also identify which predictors influenced most on Teacher Competencies Test. The result revealed that teacher competencies test was mostly influenced by education background (β =.27, p=0.028). It can be concluded that to increase the teacher’s competencies can be done by giving a chance to teachers to continue their study.

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