This research is designed to determine the relationship between English teachers’ effectiveness and students’ English proficiency at Selected Colleges in Dili, East Timor, as input for enhancement programs. The English teachers’ effectiveness consist of three aspects namely (1) English Proficiency, (2) Pedagogical Knowledge, and (3) Socio-Affective Skills. Meanwhile, the students’ English proficiency was measured in terms of the following aspects: (1) Listening, (2) Writing, (3) Reading, and (4) Speaking. The collected data is analyzed by using the Statistical Package for Social Sciences whereby charts, figures and tables were used to present the findings. The overall mean for English Teachers’ Effectiveness is 3.64, interpreted as effective. This implies that English Teachers at Selected Colleges demonstrate the effectiveness required of them, but it is in Socio-Affective Skills that they are performing best. The overall mean for Student Respondents’ Level of English Proficiency is 3.85, interpreted as good. Observing closely, the mean score of speaking which is 3.51 is close to “Average” (down) because in the Range of Mean Values of 2.51 - 3.50 is Average. The results of the Pearson Correlation showed that all independent variables on English teachers’ effectiveness are correlated with the dependent variable on students’ English proficiency. The correlation coefficient values are between of ± 0.50 to ± 0.74, which means “High or Strong Relationship”. Based on a reasonable output of this study, the researcher proposed training programs to enhance the English teachers’ effectiveness and students’ English proficiency in Selected Colleges in Dili, East Timor.
<p>Penelitian ini bertujuan untuk mengetahui hasil belajar siswa dengan menerapkan model pembelajaran <em>Time Token</em> di kelas V SD Negeri 065013 Medan. Jenis penelitian yang digunakan peneliti dalam peneliti ini adalah jenis penelitian tindakan kelas. Subjek penelitian ini adalah 22 siswa yang terdiri dari 11 siswa perempuan dan 11 siswa laki – laki. Teknik yang digunakan oleh peneliti dalam menggumpulkan data yang digunakan adalah observasi dan tes. Model pembelajaran yang digunakan dalam penelitian ini adalah model pembelajaran <em>Time Token</em>. Hasil penelitian ini menunjukkan adanya peningkatan hasil belajar siswa. Hal ini terbukti dari hasil penelitiannya yang dilakukan pada saat pertest (tes awal) yang mendapat nilai tuntas 5 siswa tuntas (22,73%) sedangkan 17 siswa (77,27%) yang mendapat nilai tidak tuntas, dengan rata - rata hasil belajar siswa 58,95. Pada postes siklus I meningkat menjadi 10 siswa (45,45%) yang tuntas sedangkan 12 siswa (54,54%) yang tidak tuntas dengan rata - rata hasil belajar 65,45%. Pada postes siklus II ketuntasan hasil belajar siswa meningkat menjadi 19 siswa (86,36%) yang tuntas dan 3 siswa yang tidak tuntas (13,63%) mendapatkan nilai tidak tuntas, dengan rata - rata hasil belajar siswa 86,14. Selanjutnya dari hasil observasi aktivitas guru dalam melaksanakan pembelajaran pada siklus I diperoleh nilai rata - rata 61,7% (Baik) dan observasi terhadap kegiatan siswa 64,4 (cukup baik). Pada siklus II hasil observasi guru meningkat menjadi 81,7% (sangat baik) dan hasil observasi terhadap kegiatan siswa juga meningkat menjadi 91,1 (sangat baik). </p>
This research was to investigate Indonesian teachers’ beliefs about the application of oral corrective feedback in Indonesian students’ EFL classrooms. It was limited to oral corrective feedback given for lexical, phonological, and syntactical errors in English conversation class. The participants of this research were 36 English teachers and 65 Indonesian students of English as a foreign language. This research utilized both qualitative and quantitative approaches, including the use of a close-ended questionnaire, semi-structured interview, and audio-recording to find the effectiveness of oral corrective feedback on students’ errors in speaking skills. The data analysis revealed: (1) the grammatical errors in students’ oral proficiency, (2) the most type of English teachers’ oral corrective feedback, (3) the students’ uptake in speaking skills, (4) the analysis of the use of oral corrective feedback, (5) the kinds of the students’ error based on English teachers’ experiences, (6) the students’ self-awareness of language errors, (7) the way of English teacher when delivering oral corrective feedback, (8) the students’ reasons to use oral corrective feedback based on English teachers’ beliefs, and (9) English teachers’ motivations to use oral corrective feedback. These findings suggested that English teachers should understand the students’ diverse needs, concerns, and expectations toward error correction according to their level of language proficiency.
Tulisan ini berusaha untuk merumuskan kembali bagaimana nilai-nilai vital yaitu budaya malu (shame culture), budaya bersalah (guilt culture) yang mampu memengaruhi tingkat kesadaran hukum demi mencapai kepentingan bersama (bonum commune). Hal ini penting untuk dilakukan karena hakikat budaya malu, budaya bersalah dan kesadaran hukum sebagai alat pengendali tingkah laku telah mengalami pergeseran makna dari makna aslinya. Tak bisa dipungkiri mahasiswa hukum sering tergoda oleh sejumlah gaya hidup penegak hukum yang bergelimang kekuasaan dan uang yang bertentangan dengan tujuan perjuangan hukum yaitu kepentingan bersama (bonum commune). Pendekatan etika Thomas Aquinas dan pendekatan antropologi digunakan penulis untuk menggali data tentang manusia dengan kebudayaannya dan manusia dengan hukum dan tatanan kehidupannya. Teori kesadaran hukum Soerjono Soekanto digunakan sebagai parameter untuk menguji bagaimana nilai dalam budaya malu, budaya bersalah mendorong tingkat kesadaran hukum demi kepentingan kepentingan bersama (bonum commune). Kesimpulan dari studi ini adalah budaya malu, budaya bersalah dapat mendorong seseorang untuk memiliki kesadaran hukum: (1) pengetahuan hukum (law awareness), (2) pemahaman hukum (law acquaintance), (3) sikap hukum (legal attitude), dan (4) pola perilaku hukum (legal behavior) untuk mencapai kepentingan umum (bonum commune).
The most fundamental principle of Curriculum 13 is the emphasis on the ability of teachers to implement an authentic, challenging and meaningful learning process for students so that the potential of students can develop in accordance with what is expected by the objectives of national education. However, there are still many teachers who cannot or are still confused in implementing or implementing the 2013 Curriculum in learning. So that learning has meaning, teachers must have skills in teaching both skills in applying learning models and learning media that are close to the students' environment. As for what can be done so that the learning process is fun and can improve learning outcomes and the activeness of students in expressing opinions and asking questions related to the teaching material presented, the right model is needed in the learning process. There is a learning model that can be used in the learning process, namely the Creative Problem Solving (CPS) learning model. Based on the analysis and discussion of the results of research conducted in the VA class of SD St. Thomas 5 Medan in the 2022/2023 learning year, it can be concluded that the implementation of learning by using the Creative Problem Solving learning model on the theme of Our Friends Environment with the sub-theme of Humans and the Environment in the VA class of SD St. Thomas 5 Medan in the 2022/2023 learning year is categorized as good. it can be seen from the results of students’ learning outcome improvement in cycle I obtained as much as 68% of the good category and in cycle II it increased to 90% of the very good category.
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