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Implementing Authentic Assessment of Curriculum 2013: Teacher's Problems and Solusions

AbsractCurricullum 2013 requires English teachers to apply authentic assessment as a method of educational measurement. Authentic assessment is an evaluation process involving multiple forms of student's performance on instructionally-classroom activities. This assessment contributes to the development of the effective classroom measurement. It encourages students to be more active and helps teacher reflect on their teaching and improve the instruction. Conversly, applying this method effectively is quite challanging. This study was conducted at one of Senior High School in Aceh Barat Daya and aimed at finding the teachers' problems in implementing authentic assessment based on curriculum 2013 and what efforts she used to overcome the problems. The English teacher and the curriculum coordinator were interviewed and the classroom instruction was observed to gather the data. The result indicated the teachers difficulties included the excessive marking loads, managing valid assessment, monitoring academic dishonesty, and maintaining quality and consistency of marking. in other words, teacher has been implementing authentic assesment as directed in curricullum 2013. However, the English teacher still experienced some constraints during instructional activities so that the assessment process did not run effectively. Therefore, the teacher is expected to extent her insight and creativity to improve the quality of the assessment.
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An Overview of Directed Reading Activity (DRA) and Reading Comprehension

This article describes about Directed Reading Activity (DRA) in teaching English, especially in reading comprehension. DRA is a strategy that provides students with instructional support before, during, and after reading process. Some principles of Directed Reading activity (DRA) strategy, including first, attention one of the principles of DRA that must be considered by the teacher to the learners when teaching reading in the classroom based on context to get meaning to develop skills and strategies in identifying words, sentences and paragraphs. Second, students have enough changes in reading a text deeply to identify main idea, specific/detail information, reference and also meaning in a text. Third, DRA encourages the learners to be skilled and have strategy, to explore the text aesthetically, particularly in relation to literature and to develop their conceptual prior knowledge by texts. And forth, DRA encourages the learners to self-monitoring when they are reading so that they can adjust their reading strategies as needed. It is chosen because it can create effective and creative readers who always use background knowledge to emphasize word recognition and comprehension in reading text by connecting what they are ready know and what they are reading. The learners are given chances to correct errors that occur during and after a reading process.
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The Effectiveness of Error Correction Feedback in Improving Students' Writing Skill ( an Experimental Study at English Department of Uin-ar-raniry)

Writing is the way of expressing ideas or opinions in written words. Teaching how to write effectively is one of the most important life-long skills educators impart to their students. When teaching writing, educators must be sure to select resources and support materials that not only aid them in teaching how to write, but that will also be the most effective in helping their students learn to write. As the last stage of writing process, rivising designed to reexamine and reevaluate the students' error in a piece of writing. In this case, error correction feedback become on of important steps to applied in teaching English Writing in order to improve students' writing proficiency. Therefore, this study attempts to identify the effectiveness of error correction feedback in improving students' writing skill at English Department of UIN Ar-Raniry Banda Aceh. The correction focused on the five aspects of writing; content, organization, grammar, word choice and mechanics. This study employed an experimental design. It is intended to find out any significant difference on the students' writing before and after they are taught by applying error correction feedback. The technique of data analysis is using T-test. Having analyzed the statistical computation, it can be concluded that the difference between the two means is significant. By those facts, Ho is rejected and Ha is accepted. Thus, Error Correction Feedback is effective in improving the students' writing ability.
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