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Assessing Feedback Efficacy in Classroom Assessment: The Art of Grading With a Wink and a Nod Suhardiana, I Putu Andre
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.84255

Although higher education used a range of assessment methods, yet there remains uncertainty about how effectively feedback is provided to students. This study focused on evaluating current feedback practices in classroom assessments within the English Language Education Study Program at the university level. The study, conducted as a descriptive quantitative study, involved 87 participants selected through stratified random sampling, comprising 8 lecturers and 79 students. Data was collected using a questionnaire and analysed using SPSS software. Findings revealed that lecturers predominantly utilized class tests (62%), exercises, and homework for evaluation, with a preference for essay (87.5%) and multiple-choice formats (75%). Nevertheless, both lecturers (50%) and students (65.82%) identified challenges such as delays in returning graded tests, inefficient distribution of results, unclear explanation of errors, lack of student motivation for improvement, inadequate support for revisions, and ineffective communication of results to parents. Indeed, some lecturers provided feedback, guided students’ development, and used assessments for counseling purposes. The study concluded that although traditional assessment methods were used, there was a need for more efficient feedback practices.

Incorporating Technology In Teaching: An Analysis Of Junior High School English Teacher Proficiency Based On Bloom's Digital Taxonomy Framework Mahendra, Made Wahyu; Sarsini, Kadek Jeniari; Suhardiana, I Putu Andre
IMEDTECH (Instructional Media Design and Technology) e-ISNN 2580-6033 Vol 8 No 2 (2024): DESEMBER
Publisher : STKIP CITRA BAKTI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/imedtech.v8i2.318

This research aimed to reveal the extent of the proficiency level of Bloomâ€™s Digital Taxonomy (BDT) Junior High School English Teachers and examined the factors that influenced English Teachers' Proficiency in integrating technology into instruction based on Bloom's Digital Taxonomy. Information and Communication Technology (ICT) was increasingly important in improving the learning process. This research used a mixed methods approach that combined a quantitative approach, namely a questionnaire, and a qualitative approach consisting of interviews, observations, and document analysis was gather comprehensive insights into teachers' skills in integrated Technology Pedagogy Content Knowledge (TPACK) into ELT. This research used stratified Cluster Random Sampling to determine the regions and English teachers who participated in this research. Data was obtained from a quantitative approach by distributing questionnaires to all Junior High Schools throughout North Denpasar to find out the results of the highest and lowest scores using Descriptive Statistical Analysis techniques with a total of 28 teachers who filled out the questionnaire. Then it was clarified using qualitative observations and interviews with small numbers of 2 English teachers from 2 different Schools who got high and low scores. The finding of this study is that the level of teacher proficiency is at level C3 and teacher proficiency factors are caused by external and internal factors. For further research, other researchers can explore the same study but with a larger sample take other regencies and investigate ELT from kindergartens or early preschool

PENGARUH PENERAPAN MODEL RECIPROCAL TEACHING TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN MAHASISWA JURUSAN PENDIDIKAN BAHASA INGGRIS IHDN DENPASAR Suhardiana, I Putu Andre; Oktarina, Putu Santi
MEDIA EDUKASI : JURNAL ILMU PENDIDIKAN Vol. 2 No. 2 (2018): MEDIA EDUKASI : JURNAL ILMU PENDIDIKAN
Publisher : LPPM Universitas Dhyana Pura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36002/jmk.v2i2.608

AbstrakTujuan penelitian ini adalah untuk menemukan pengaruh penerapan model Reciprocal Teaching terhadap kemampuan membaca pemahaman mahasiswa Jurusan Pendidikan Bahasa Inggris IHDN Denpasar pada tiga jenis teks bacaan, yaitu teks Narative, teks Spoof, dan teks Hortatory Exposition. Penelitian ini adalah penelitian eksperimental yang menggunakan Pretest-Posttest untuk mengumpulkan data. Desain penelitian ini adalah non-equivalent control group yang berarti kelompok eksperimen diperlakukan berbeda dengan kelompok kontrol. Dalam penelitian ini, data dianalisis dengan menggunakan rumus t-test untuk melihat tingkat kemampuan kedua kelas setelah treatment diberikan. Data penelitian ini adalah nilai mahasiswa kelas eksperimen dan kelas kontrol pada pre-test dan tes pilihan ganda sebanyak 30 pertanyaan yang berasal dari enam teks dari tiga jenis teks yang berbeda. Temuan penelitian yaitu peningkatan nilai tes rata siswa pada kelas eksperimen dari 60,26 menjadi 67,42. Berdasarkan temuan penelitian, dapat disimpulkan bahwa penggunaan Reciprocal Teaching memberikan pengaruh yang lebih baik terhadap kemampuan mahasiswa dalam membaca tiga jenis teks monolog.Kata Kunci: Reciprocal Teaching, Kemampuan Membaca PemahamanAbstractThe purpose of this study was to find out the effect of implementing the Reciprocal Teaching model to the English Language Education Department students’ reading comprehension of IHDN Denpasar in three types of reading texts, namely Narrative text, Spoof text, and the Hortatory Exposition text. This study was an experimental study that used Pretest-Posttest to collect data. The design of this study was a non-equivalent control group, which means the experimental group was treated differently from the control group. In this study, data were analyzed using the t-test formula to see the comprehension level of the two classes after the treatment was given. The data of this study were the score of the experimental class and control class students in the pre-test and multiple-choice tests which consisted of 30 questions from six texts of three different types of text. The research findings were an increase in the students’ average test scores in the experimental class from 60.26 to 67.42. Based on the research findings, it could be concluded that the use of Reciprocal Teaching has a better influence on the comprehension of students to read three types of monologue texts.Keywords: Reciprocal Teaching, Reading Comprehension

PENGARUH TEKNIK THINK-TALK-WRITE (TTW) TERHADAP KEMAMPUAN MENULIS PARAGRAF DESKRIPSI BAHASA INGGRIS MAHASISWA Suhardiana, I Putu Andre
MEDIA EDUKASI : JURNAL ILMU PENDIDIKAN Vol. 3 No. 1 (2019): MEDIA EDUKASI : JURNAL ILMU PENDIDIKAN
Publisher : LPPM Universitas Dhyana Pura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36002/jmk.v3i1.728

AbstrakKegiatan menulis dalam fungsinya sebagai keterampilan produktif masih dianggap sulit oleh sebagian mahasiswa. Hal ini disebabkan oleh beberapa faktor seperti perbendaharaan kata yang terbatas dan kurangnya pemahaman tata bahasa Inggris. Faktor tersebut adalah pemicu utama sulitnya mahasiswa mengembangkan ide dan menulis paragraf deskripsi bahasa Inggris yang baik. Oleh karena itu, teknik yang tepat diperlukan dalam penanganan masalah tersebut. Artikel ini bertujuan untuk mengetahui pengaruh teknik Think-Talk-Write (TTW) dalam pengajaran menulis paragraf deskripsi bahasa Inggris. Penelitian ini menggunakan desain eksperimental yang menggunakan pre-test dan post-test pada kelompok eksperimen dan kelompok kontrol, yang masing-masing terdiri dari 12 mahasiswa. Hasil analisis data menunjukkan bahwa nilai uji-t lebih tinggi dari t-tabel 2.744 > 1717 pada tingkat signifikansi 0,05 dengan derajat kebebasan (df) 22. Ini berarti bahwa Null Hipotesis (Ho) yang menyatakan bahwa "Tidak ada efek signifikan dalam penggunaan teknik Think-Talk-Write (TTW) pada kemampuan menulis paragraf deskripsi bahasa Inggris mahasiswa” ditolak. Temuan ini menunjukkan bahwa teknik Think-Talk-Write (TTW) memberi pengaruh signifikan pada kemampuan menulis paragraf deskripsi bahasa Inggris mahasiswa.Kata Kunci: Think-Talk-Write (TTW), Menulis, Teks Deskripsi.AbstractWriting activity within its roles as a productive skill is still considered challenging by some students. This is generated by various factors such as lack of adequate vocabulary knowledge and English grammar understanding. These factors are the foremost triggers that cause a problem for students to develop ideas and write good English descriptive paragraphs. Therefore, the proper technique is required to solve the problem. This article aimed to determine the effect of the Think-Talk-Write (TTW) technique in teaching writing of English descriptive paragraphs. This study used an experimental design that applied pre-test and post-test in the experimental group and the control group, each consisted of 12 students. The results of the data analysis showed that the t-test value was higher than t-table at the 0.05 significance level. This means that the Null Hypothesis (Ho) which stated that "There is no significant effect of using Think-Talk-Write (TTW) technique on students' writing English descriptive paragraphs ability" was rejected. Those findings indicated that the Think-Talk-Write (TTW) technique has a significant influence on students' writing English descriptive paragraphs ability.Keywords: Think-Talk-Write (TTW), Writing, Descriptive Paragraphs.

AKSELERASI KEMAMPUAN SELF-DIRECTED LEARNING MAHASISWA PADA MATA KULIAH EFL ADVANCED WRITING DI PERGURUAN TINGGI MELALUI WEBFOLIO Suhardiana, I Putu Andre
MEDIA EDUKASI : JURNAL ILMU PENDIDIKAN Vol. 5 No. 2 (2021): MEDIA EDUKASI : JURNAL ILMU PENDIDIKAN
Publisher : LPPM Universitas Dhyana Pura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36002/jmk.v5i2.1725

AbstrakWebfolio secara spesifik dalam penelitian ini adalah media yang memungkinkan pendidik mengumpulkanpekerjaan mahasiswa di perguruan tinggi, khususnya pada mata kuliah Advanced Writing dan secara kreatifmenampilkan karya mereka serta mendiskusikan apa yang telah mereka pelajari. Tujuan dari penelitian ini adalahuntuk mengetahui pengaruh penggunaan Webfolio pada kesiapan mahasiswa EFL (English as a ForeignLanguage) dalam mengakselerasi kemampuan self-directed learning mereka di jenjang perguruan tinggi. Sebelummahasiswa mulai mengerjakan Webfolio, dilakukan penilaian terhadap kesiapan awal mereka terkait kemampuanSelf-Directed Learning. Mereka membuat dan mendesain Webfolio menggunakan Google Sites. Post-testdilakukan setelah mahasiswa melengkapi Webfolio-nya masing-masing. Temuan penelitian mengungkapkanbahwa Webfolio memiliki pengaruh besar pada kesiapan mahasiswa EFL untuk mengakselerasi kemampuan Self-Directed Learning mereka. Sehingga, diputuskan bahwa Webfolio sebaiknya digunakan di tingkat perguruan tinggiuntuk meningkatkan kesiapan mahasiswa guna memiliki kemampuan Self-Directed Learning.Kata Kunci : Webfolio, Self-Directed Learning, Mahasiswa EFLAbstractWebfolios specifically in this study is a medium that allows educators to collect students’ works inuniversities, especially in Advanced Writing courses and creatively display their work and discuss what they havelearned. The purpose of this study was to determine the effect of using Webfolio on the readiness of EFL (Englishas a Foreign Language) students in accelerating their self-directed learning abilities in higher education. Beforestudents start working on the Webfolio, an assessment is made of their initial readiness regarding their Self-Directed Learning abilities. They create and design Webfolios using Google Sites. Posttest is done after studentscomplete their respective Webfolios. The research findings reveal that Webfolios have a major influence on thereadiness of EFL students to accelerate their Self-Directed Learning abilities. Thus, it was decided that Webfolioshould be used at the university level to increase students' readiness to have Self-Directed Learning abilities.Keywords: Webfolio, Self-Directed Learning, EFL Students

Designing Project-Based Learning in research proposal writing: Its effect, problems, and scaffolding utilized Padmadewi, Ni Nyoman; Artini, Luh Putu; Ratminingsih, Ni Made; Suhardiana, I Putu Andre; Zamzam, Ahmad; Juniarta, Putu Adi Krisna
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.27408

Project Based Learning (PBL) is highly important to be suited to the students needs as a guide in writing research proposals. The objectives of the study were to (1) describe the PBL design based on the students needs, (2) identify the problems encountered during the project writing, (3) describe the scaffolding utilized, and (4) analyze the effect of PBL implementation on the quality of students research proposal. The research used mixed methods in the form of a research and development design using the ADDIE model (which consists of steps of analyzing needs, designing the product of PBL, developing, and implementing it, and conducting evaluation). The participants were 20 respondents during the needs analysis, two lecturers, and three intact classes of 69 students during PBL implementation. Data were collected through questionnaires, interviews, a document study, and an experiment. A needs analysis was conducted using the Organizational Element Model (OEM), from which the PBL was developed. The data were analyzed using qualitative and quantitative analyses. The findings revealed that the PBL designed based on students needs has characteristics such as it is in the form of a framework and has systematic stages of teaching, being technology friendly, and being supported with various scaffoldings. The problems encountered concerned both grammar and content. The implementation of the PBL framework was found to have a significant effect on students research proposal writing in Research Method Course and develop their independence and learning autonomy.

An Analysis of Primary School English Teachers"™ Proficiency in Technolgy Using Bloom"™s Digital Taxonomy Framework Mahendra, Made Wahyu; Sari, Ni Luh Gede Nanda Paramita; Suhardiana, I Putu Andre
Journal of English Education Program Vol 6, No 2 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i2.93364

This study aimed to reveal the extent of the proficiency level of Primary School English Teachers in integrating technology into instructions based on Bloom"™s Digital Taxonomy and to examine the factors influencing it. The researcher employed an explanatory sequential mix method research design where the first phase was quantitative and the second phase was qualitative. In this study, 20 different primary schools in North Denpasar, Indonesia. were the sample with a total of 21 English teachers as the subjects. The data were collected through several means covering questionnaire, semi-structured interview, observation, and document analysis. The results of the questionnaire were analyzed using descriptive statistics and the semi-structured interview, observation, and document analysis were analyzed through data condensation, data display, and data interpretation. This study found that primary school English teachers"™ proficiency level incorporating technology into instructions based on BDT framework assessment is at the C3-Applying. Therefore, the factors influencing it are classified into external and internal factors. The external factors are facilities offered by the school, heavy workloads, digital training, students' factor, curriculum demand, and â collaborative factors. Then, the internal factor is teachers"™ willingness to learn. Additionally, teachers fully utilize technology for TPACK components. Thus, this study suggests further researchers to conduct study about analyzing the application of TPACK and BDT in teaching in various subjects at different levels of education or examine the impact of the use of TPACK and BDT in the classroom on the learning experience of students with special needs.

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