This study examines how teachers teach English to prepare students for high-stakes English national examination in the Indonesian context. Data were collected from two high-achieving and three low-achieving schools with eleven teachers as the subjects of in-depth interviews and nonparticipatory classroom observations. The findings reveal that bi-directional washback was found in both groups of schools. The schools of low achievers were found to have more intensive negative washback than those of high achievers. The different intensity of negative washback is likely related to the teachers' perspective about their students' level of competence for passing the national examination and about the quality of their schools. The consistently unsatisfactory national examination scores of the low-achieving schools, despite their concerted efforts in the examination preparation program, suggest that the government should focus on supporting such schools with more empirically-based empowerment programs, which would become an indispensable follow-up actions regarding the implementation of the highstakes national examination.
<p><strong>Abstract:</strong> This study describe the implementation of school literacy movement consisting of its habituation, development and learning and obstacles in SD Muhammadiyah 4 of Surabaya. Habituation stage covers literacy activities habituation, supporting facilities, creating a literacy-rich environment, and public involvement. Development stage covers habits of literacy activities, literacy activities supporting program, educators and education force in literacy activities, school literacy team and professional literacy development for educator and education force. Learning stage includes the use of enrichment book, textbook selection, responding to the text activities, and facilities utilization in learning. The research findings showed that the implementation of school literacy movement ran optimally. During its implementation, there were some obstacles such as the time to conduct the literacy activities, the availability of reading materials in the class, and diminishing commitment of the teachers to run the literacy activities inside the class along with the changing policy of the literacy habituation from the headmaster.</p><strong>Abstrak:</strong> Studi ini mendeskripsikan tentang pelaksanaan gerakan literasi sekolah yang terdiri dari pembiasaan, pengembangan dan pembelajaran dan kendalanya di SD Muhammadiyah 4 Kota Surabaya. Dalam tahap pembiasaan meliputi pembiasaan kegiatan literasi, penyediaan sarana dan prasarana, pengadaan lingkungan kaya teks dan pelibatan publik. Tahap pengembangan, meliputi kebiasaan kegiatan literasi, program pendukung kegiatan literasi, partisipasi pendidik dan tenaga kependidikan dalam kegiatan literasi, tim literasi sekolah, dan pengembangan profesional literasi bagi pendidik dan tenaga kependidikan. Tahap pembelajaran, meliputi penggunaan buku pengayaan, pemilihan buku teks pembelajaran, kegiatan menanggapi teks, pemanfaatan sarana dan prasarana dalam pembelajaran. Hasil penelitian menunjukkan bahwa pelaksanaan gerakan literasi sekolah berjalan optimal, namun masih terdapat kendala dalam pelaksanaannya, seperti masalah waktu pelaksanaan kegiatan literasi, berkurangnya koleksi baca di dalam kelas, dan berkurangnya komitmen guru dalam melaksanakan kegiatan pembiasaan membaca di kelas bersamaan dengan berubahnya kebijakan dari kepala sekolah atas pentingnya pembiasaan literasi untuk siswa.
<pre><strong>Abstract: </strong>This research aims to describe the program's cultural activities as a deciding of the quality of the school. This research uses qualitative research methods with descriptive type. The results of this research, namely, programs for strengthening the character education religious values that exist in the school consist of extracurricular, co-curricular and cultural school. But the quality of a school is determined from the culture of the schools it has set. This is because the program of extracurricular and co-curricular activities is not every day executed by learners. So that the character resulting from the program of extracurricular and co-curricular activities is not as much as the program of school culture activities that are applied everyday. </pre><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mendeskripsikan program-program kegiatan budaya sekolah sebagai penentu dari mutu sekolah. Penelitian ini menggunakan metode penelitian kualitatif dengan jenis deskriptif. Hasil penelitian ini, yaitu program-program kegiatan penguatan pendidikan karakter nilai religius yang ada di sekolah terdiri dari krgiatan ekstrakurikuler, co-kurikuler, dan budaya sekolah. Akan tetapi, mutu dari sebuah sekolahan tersebut ditentukan dari budaya sekolah yang diterapkannya. Hal tersebut dikarenakan pada program kegiatan ekstrakurikuler dan co-kurikuler tidak setiap hari dijalankan oleh peserta didik. Jadi, karakter yang dihasilkan dari program kegiatan ekstrakurikuler dan co-kurikuler tidak semaksimal program kegiatan budaya sekolah yang diterapkan setiap hari.
<p><strong>Abstract:</strong> This study aims to describe the readability level of reading texts in <em>ESPS: English</em> for the 11<sup>th</sup> grade students. The measurement tools were Coh-Metrix RDL2, Miyazaki EFL Reading Index and teachers’ professional judgment. The formula were effective in measuring the texts readability by calculating the number of words, letters, and sentences in the text. The Score of Coh-Metrix RDL2 showed that the reading texts was easier for reading level of 11<sup>th</sup> graders. MEFLRI claimed that reading texts in <em>ESPS</em> textbook are match for reading level of 11<sup>th</sup> graders. Teachers’ judgment claimed, the texts were suitable for eleventh grade students.</p><strong>Abstrak:<em> </em></strong>Penelitian ini bertujuan untuk mendeskripsikan tingkat keterbacaan 19 teks bacaan dalam <em>ESPS: English</em> untuk siswa kelas 11. Tiga alat ukur digunakan untuk mengukur tingkat keterbacaan yakni Coh-Metrix RDL2 dan Miyazaki EFL Reading Index, dan penilaian guru. Kedua formula terbukti efektif dalam mengukur keterbacaan teks dengan menghitung total huruf, kata, dan kalimat dalam teks. Coh-Metrix menunjukkan bahwa teks bacaan lebih mudah dipahami oleh siswa pada kelas 11, sedangkan MEFLRI menunjukkan bahwa teks bacaan sangat cocok diberikan pada kelas 11. Penilaian guru menyatakan teks bacaan sesuai untuk siswa kelas 11.
This article reports on a study intended to find out the patterns of the Self Access Center (SAC) utilization by students of the English Departments, State University of Malang, and to explore the most effective pattern in developing students English proficiency as well as students' learning autonomy. The study involved 207 students of various years. Thedata were collected through questionnaires, observations, and interviews. Analyses of the students' responses to the questionnaires resulted in the findings that the more advanced the students were, the less frequently they utilized the SAC; that the students' proficiency was improving along with classes; and that the students were autonomous in their learning. In addition, the study also found out that the materials and activities need to be periodically updated in order for the SAC to better serve the learning needs of the more advanced students.
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