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Journal of Educational Research and Evaluation Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Pendidikan Ganesha Jl. Udayana Kampus Tengah Singaraja, Bali, Indonesia 81116 Telp. +62362-22928
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Journal of Educational Research and Evaluation
Published by Universitas Pendidikan Ganesha
ISSN : 2597422X     EISSN : 25492675     DOI : https://doi.org/10.23887/jere.v5i4.36911
Core Subject : Humanities, Health, Education, Social,
Humanities Education Public Health Social Sciences Other
Journal of Educational Research and Evaluation (JERE) is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. The JERE aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
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Search results for , issue "Vol 4 No 2 (2020): May" : 15 Documents clear
The Use of Conversation Diary in Enhancing Students’ English Speaking Skill Prasanti, Ria Anugrah; Muzammil, Lasim; Widiastuti, Oktavia
Journal of Education Reseach and Evaluation Vol 4 No 2 (2020): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (910.421 KB) | DOI: 10.23887/jere.v4i2.24720

Abstract

This research describes the use of Conversation Diary as a strategy in increasing students’ English speaking skill and discovers the decreasing of students’ anxiety in performing English speaking. This research is done in Classroom Action Research (CAR) within 2 cycles. Each of the cycle is started by assessing classroom problems, and continues with planning, acting, observing, and reflecting. Each cycle has four meetings to accomplish. The participants of this study were 30 students. They got Conversation Diary treatment during eight weeks. Test 1 and test 2 were conducted to get numerical data while interview, observation checklist, and questionnaire were used to get verbal data needed. The finding informed that cycle 1 failed. It was because most of students’ vocabulary and grammar understanding were still low, caused by length and frequency of time which was too short. On the other hand, from verbal information data, it is found that the students’ behaviour has changed. However, cycle 2 is still needed. Cycle 2 showed students’ behaviour were increased. The students’ score test 3 reached minimum score. In conclusion, this study proved that Conversation Diary could improve the students’ speaking skill better and help decreasing the students’ anxiety. With enough length of time, it would gain better result.
Verbal Interactions in EFL at The Senior Vocational High School Ristyananda, I. P; Tantra, D.K; Mahendrayana, G
Journal of Education Reseach and Evaluation Vol 4 No 2 (2020): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (537.741 KB) | DOI: 10.23887/jere.v4i2.24899

Abstract

This study was focused on identifying, classifying and understanding speech acts produced by teachers and tenth-grade students of Senior Vocational High School.  The study was focused on locutionary acts, illocutionary acts, and perlocutionary produced during the EFL learning process under the theory of Austin (1962) and the theory of Searle (1969). Descriptive Qualitative design was employed in this study. Two teachers and sixty students of SMK Negeri 3 Singaraja were chosen as the sample in this study. The data were gathered through observation assisted by video recorder. The data were analyzed descriptive-qualitatively. The result of the study showed that the teachers produced all types of speech acts, namely directive, commisive, expressive, declarative and assertive. The most dominant type produced was directive act in form of requesting. It was used to ask the students for doing something and giving instruction. The other types of speech acts were not dominant. Meanwhile, the students produced three types of speech acts, namely directive, expressive, and assertive. The most dominant type produced was directive act in form of requesting through asking question and telling, through telling their daily routine. Meanwhile Expressive act in form of welcoming through greeting the teacher and assertive in form of describing through describe their friends, parents, and teachers. In additions, it was shown that the teachers produced more speech acts than the students, and the entire locutionary acts produced were understood by the interlocutors, it can be seen from appropriate respond performed. 
Describing Camtasia Video As Learning Media: An Analysis of Response in EFL Context Dewi, NKAP; Adnyani, LDS; Wahyuni, LGE
Journal of Education Reseach and Evaluation Vol 4 No 2 (2020): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (564.885 KB) | DOI: 10.23887/jere.v4i2.24901

Abstract

The use of technology-based learning media, including video in English class can trigger students’ motivation to learn English and improve the learning process. This interesting and innovative media is believed to promote students’ engagement along the process. This descriptive study aims to describe the response of students related to their engagement to the use of English Learning video developed by using Camtasia Studio in second-grade students of elementary school. The data were collected through observations, interview and teacher’s questionnaire rubric. The result reveals that using technology-based media in classroom is really appropriate to increase students’ motivation and learning activeness to get a better teaching and learning process. Students and teacher gave positive responses toward the media and it was categorized into ‘Excellent’ media in which it was interesting and fulfilled the needs of second-grade students. Further, it was suggested for the next research to conduct the study in different grade. 
The Analysis of Teachers’ Code Switchings Based on The Perceptions of The Eighth Grade Students of SMP Negeri 2 Sawan Juliadnyana, I. G.; Suarnajaya, I. W.; Ramendra, D. P.
Journal of Education Reseach and Evaluation Vol 4 No 2 (2020): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (554.925 KB) | DOI: 10.23887/jere.v4i2.24919

Abstract

This research aimed to identify the types of code switching and the students’ perception about code switching used by the English teachers in the eighth grade students of SMP Negeri 2 Sawan. This research was conducted in descriptive qualitative design. The subjects of this research were the eighth grade students and the eighth grade English teachers. The instruments used in this study were observation sheet, questionnaire, and interview guide. The results of this research showed that there were three types of code switching used by the English teachers. The data showed there were (31.7%) of intra sentential code switching, (54.8%) of inter sentential code switching and  (13.4%) of inter personal code switching.The results of the questionnaire showed that the average responses of the students were (70.74%), it means that students were catagorized to have positive perception about the use of code switching by the English teachers. The interview shows that the students had positive response about the use of code switching by the English teachers. There were two reasons concerning the students’ positive answer, that is, code switchings that make the students understand the material more easily, and code swicthings that reduce the students’ stress in learning.  
Secondary School English Teachers’ Preception Towards The Use of Flipped Learning in Buleleng Regency Handayani, D. K. Putri; Santosa, M. H.; Saputra, I N. P. Hadi
Journal of Education Reseach and Evaluation Vol 4 No 2 (2020): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (640.893 KB) | DOI: 10.23887/jere.v4i2.24922

Abstract

This study is aimed at (1) investigating the perception of secondary school English teachers’ perception towards the use of Flipped Learning in Buleleng regency, (2) observing the problems that the teachers encountered during implementing Flipped Learning, and (3) evaluating the solutions that the teachers do to solve the problems. This study was a mixed-method research design which used cross-sectional survey as the method. Purposive sampling was employed to four secondary English teachers who apply Flipped Learning. They came from three public secondary schools in Buleleng regency. This study used a questionnaire and an interview guide as instruments which had been tested for its validity and reliability. The data from the questionnaires were processed by using Arithmetic Statistics in Microsoft Office Excel to calculate the mean score in order to know the qualification level of each perception. The results of data analysis indicated that most of teachers corresponded to very positive perception on the use of Flipped Learning since the mean score was 81.25 which categorized to very high category. The results imply that Flipped Learning is highly recommended to be implemented in the English teaching and learning process.  

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