This study was a case study which aimed to analyze the types of questions used by an English teacher, the purposes of questions asked by the teacher, and the strategy used to cope with non-responded questions. The subject of this study was an English teacher who taught seventh grade students at SMPN 1 Singaraja which is located in Singaraja, Buleleng regency, Bali, Indonesia. The data were collected through observation, interview, and video recording. The result of the analysis showed that from 241 questions, the teacher more frequently asked convergent, closed, and display questions rather than divergent, open, and referential questions. Procedural questions were also found. The teacher’s questions served several purposes such as to check students’ knowledge and understanding, to attract students’ activeness, to develop students’ interest and curiosity, and to stimulate students in stating information. It was also found that the teacher used seven strategies to cope with non-responded questions. This study suggested the teacher to balance the number of convergent, closed, and display with divergent, open, and referential questions to be used during teaching and learning process. In addition, the teacher should know more about the strategies for non-responded questions and the proper way to use those strategies to make the teaching and learning process runs smoothly.
Teacher assessment literacy (TAL) refers to the ability of a teacher to conduct valid assessment and make use of assessment results to promote learning. As the 2015 PISA's report indicates that Indonesian students' achievements in three basic subjects (Reading, Science, and Math) are very low, then, a pivotal question is whether those teachers are literate enough in conducting valid assessment particularly classroom, authentic assessment. In response to such situation, this study aimed at knowing English as a Foreign Language teacher assessment literacy (EFL TAL) through investigating teachers' authentic assessment implementation in EFL classrooms in some Senior High Schools in Bali, seeing discrepancies which occured among the types of authentic assessment across three phases of assessment implementation (planning, executing, analyzing and reporting). Data were collected through document analysis and observation. Interviews were conducted afterwards. Findings include, 1). discrepancies found in the implementation of types of assessment ranged from moderate to high, where the highest discrepancy occurred in the practice of portfolio assessment; 2). discrepancies found across phases of assessment implementation also ranged from moderate to high, where the highest discrepancy occurred in analyzing and reporting phase. The findings imply that EFL TAL might be the source of the discrepancies.
This study was purposed to investigate whether or not there was a significant effect of storytelling using puppet strategy on students’ speaking achievement at eighth grade of junior high school at SMP N 1 Seririt in the academic year 2018/2019. The research design was Quasi Experimental of Posttest Only Control Group Design involving eighth grade students of SMP Negeri 1 Seririt. Cluster Random Sampling was assigned to select the sample of this study in which VIIIA Class was assigned as the control group and treated by using storytelling without puppet while VIIIB Class as the experimental group was treated by using storytelling with puppet strategy. Three kinds of instruments were used in this study namely lesson plan, speaking test, and storytelling rubric. Based on the result of the data analysis proves that there is a significant difference on students’ speaking achievement between students who were taught by using storytelling with puppet strategy and those students who were taught by using storytelling without puppet strategy (t= 4.942, df= 62, .p< 0.05). Moreover, the result of the effect size in this study is 0.282. It indicates that storytelling with puppet strategy give a large influence on students’ speaking achievement. Referring to those results, it can be concluded that storytelling using puppet strategy can give significant effect on students’ speaking achievement. Keyword: Puppet Media, Speaking Achievement, Storytelling
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