The Quality of Course Subject Test Items In Sundanese Language Education Program

2017 ◽  
Author(s):  
Haris Santosa Nugraha ◽  
Temmy Widyastuti ◽  
Ade Sutisna
Keyword(s):  
Education Program ◽  
Language Education ◽  
Test Items

Synoptic and dynamic analyses of classroom discourse

1991 ◽  
Vol 14 (2) ◽  
pp. 1-29 ◽  
Author(s):  
Jennifer Hammond
Keyword(s):  
Education Program ◽  
Classroom Discourse ◽  
Language Use ◽  
Language Education ◽  
Dynamic Analyses ◽  
Educational Implications ◽  
Theory Of Language ◽  
The Relationship ◽  
Three Components

Abstract This paper explores the relationship between teachers’ theories of language and learning and the nature of classroom discourse. Through analysis of data collected from two year 3 classes, it is argued that there are three components functioning simultaneously in all lessons. These are the interpersonal, the content and the metalanguage components. The focus of the paper is on how the content and the metalanguage components are realized in the classroom discourse, and on the educational implications of the metalanguage component in particular. It is suggested that the quality of the metalanguage component has an impact on the overall quality of the language education program and that this impact derives from an appropriate theory of language use.

scholarly journals KUALITAS SOAL UJIAN DEPARTEMEN PENDIDIKAN BAHASA DAERAH FPBS UPI TAHUN AKADEMIK 2016/2017

LOKABASA ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 43
Author(s):  
Haris Santosa Nugraha
Keyword(s):  
Descriptive Analysis ◽  
Language Education ◽  
Question Type ◽  
Education Department ◽  
Test Items ◽  
Level Of Difficulty ◽  
Processing Techniques ◽  
Learning Language ◽  
Academic Year

Penelitian  ini dilatarbelakangi dari belum disusunnya tolak ukur penyusunan alat evaluasi mata kuliah berdasarkan uji kelayakan soal-soal ujian di Departemen Pendidikan Bahasa Daerah FPBS UPI. Tujuan penelitian ini adalah untuk mendeskripsikan kualitas soal ujian mata kuliah Departemen Pendidikan Bahasa Daerah FPBS UPI tahun akademik 2016/2017 di yang dikaji berdasarkan uji validitas, reliabilitas, tingkat kesukaran, dan daya beda sebagai dasar penentuan kelayakan soal-soal ujian. Penelitian ini didesain menggunakan pendekatan kuantitatif dengan metode deskriptif-analisis. Sumber data diabil secara purposive pada soal-soal mata kuliah kategori pembelajaran, kebahasaan, kesastraan, dan kebudayaan yang menggunakan jenis soal pilihan ganda dengan jumlah 160 item soal. Teknik yang digunakan dalam mengumpulkan data yaitu teknik studi dokumentasi. Teknik pengolahan data dilakukan dengan cara kompilasi, tabulasi, skoring, dan interpretasi. Hasil dari penelitian ini adalah, 1) tingkat validitas soal yang diuji sebanyak 59% valid serta 41% sisanya tidak valid; 2) tingkat reliabilitas soal yang diuji berada dalam kategori sedang; 3) tingkat kesukaran soal 58% sedang, 20% mudah, 14% sukar, 7% sangat mudah, dan 2% sisanya sangat sukar; 4) daya pembeda soal 43% cukup baik, 39% buruk, 10% baik, 6% sangat buruk, dan 2 % sisanya sangat baik; serta 5) tingkat kelayakan soal ujian yang dianalisis yakni 67% layak, 12% harus direvisi, dan 21% harus diganti. AbstractThis research was motivated by the fact that the benchmarking for subjects evaluation device has not been compiled based on test item feasibility in the Sundanese Education Department of FPBS UPI. The purpose of this study was to describe the quality of test items in the Department of Sundanese Language Education FPBS UPI in 2016/2017 academic year, which were examined based on tests of validity, reliability, level of difficulty, and power of the different on the basis for determining the feasibility of exam question items. This study employed a quantitative approach with descriptive-analysis methods. Data sources were chosen purposively on test items of learning, language, literature, and culture subjects’ categories and used multiple-choice question type consisted of 160 exam question items. The technique used in collecting the data was document study technique. Data processing techniques were done by compiling, tabulating, scoring, and interpreting. The results of this study were:1) questions validity is 59% and the remaining 41% is not valid; 2) the questions reliability is mediocre; 3) question level of difficulty are distributed as it follows: 58% is moderate, 20% is easy, 14% is difficult, 7% is very easy, and the remaining 2% is very difficult; 4) the differentiating question 43% is good enough, 39% is poor, 10% is good, 6% is very poor, and the remaining 2% is very good; and 5) the question items feasibility split in 67% is feasible, 12% must be revised, and 21% must be replaced. 

scholarly journals SCIENTIFIC AND PEDAGOCICAL APPROACHES TO THE FORMATIONOF PROFESSIONAL METACOMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF HIGHER EDUCATION INSTITUTIONS IN A SPECIALIZED SCHOOL

2020 ◽  
Vol 66 (2) ◽  
pp. 89-94
Author(s):  
Z.K. Zhanazarova ◽  
◽  
T.A. Kulgildinova ◽  
Keyword(s):  
Foreign Language ◽  
Working Conditions ◽  
Language Education ◽  
Component Composition ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Specialized School ◽  
Basic Approaches

The article discusses the scientific and methodological platform for the formation of professional metacommunicative competence of foreign language teachers in a specialized school. The content of the article reveals the basic approaches and principles of the formation of professional metacommunicative competence, which refers to the ability of students to use a foreign language for educational purposes as a tool for the development of foreign language education in a professional metalanguage aspect. The features of the component composition in determining the level of formation of professional metacommunicative competence of students are revealed. The tactical goal of training a foreign language teacher for specialized classes are described, which provides for improving the quality of training for students with the goal of mastering such technologies that give the prospect to a future teacher the ability to speak a meta- branch language in various working conditions.

scholarly journals Utilizing test items analysis to examine the level of difficulty and discriminating power in a teacher-made test

2021 ◽  
Vol 6 (2) ◽  
pp. 256
Author(s):  
Sayit Abdul Karim ◽  
Suryo Sudiro ◽  
Syarifah Sakinah
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Test Item ◽  
English Language ◽  
Item Analysis ◽  
Quality Level ◽  
Test Items ◽  
Discriminating Power ◽  
Level Of Difficulty

Apart from teaching, English language teachers need to assess their students by giving a test to know the students� achievements. In general, teachers are barely conducting item analysis on their tests. As a result, they have no idea about the quality of their test distributed to the students. The present study attempts to figure out the levels of difficulty (LD) and the discriminating power (DP) of the multiple-choice (MC) test item constructed by an English teacher in the reading comprehension test utilizing test item analysis. This study employs a qualitative approach. For this purpose, a test of 50-MC test items of reading comprehension was obtained from the students� test results. Thirty-five students of grade eight took part in the MC test try-out. They are both male (15) and female (20) students of junior high school 2 Kempo, in West Nusa Tenggara Province. The findings revealed that16 items out of 50 test items were rejected due to the poor and worst quality level of difficulty and discriminating index. Meanwhile, 12 items need to be reviewed due to their mediocre quality, and 11 items are claimed to have good quality items. Besides, 11 items out of 50 test items were considered as the excellent quality as their DP scores reached around 0.44 through 0.78. The implications of the present study will shed light on the quality of teacher-made test items, especially for the MC test.

scholarly journals Indonesian Freshmen’s Challenges in Collaborative Learning during COVID-19 Pandemic:A Reflection of a Procedural Writing Class

2021 ◽  
Author(s):  
Listyani
Keyword(s):  
Collaborative Learning ◽  
Education Program ◽  
English Language ◽  
Collaborative Work ◽  
Research Question ◽  
Language Education ◽  
English Language Education ◽  
Writing Class ◽  
Writing Students ◽  
Teaching Learning

One of the impacts of the COVID-19 pandemic in the world of education is the implementation of online learning. Almost all teaching/learning activities must be changed and adjusted with the virtual classes. One among other activities commonly done in an English language education program is group work or collaborative work between or among students. Due to the pandemic situation, this particular activity should also be done online. This study aims to describe freshmen’s perspectives on collaborative work done in a Procedural Writing class. The teacher of the writing class randomly paired the students to work collaboratively. There is only one research question in this study: What challenges do Procedural Writing students experience in doing collaborative learning during the pandemic COVID 19? Data were derived from reflections that fourteen (14) Procedural Writing students at an English Language Education Program (ELEP), UKSW, Indonesia, wrote in the sixth week of Semester II/ 2020-2021 academic year, and from interviews with two participants who said that they were not happy with collaborative learning. Findings showed that in general, the freshmen felt that collaborative work helped them write better, they got more ideas, helped in their grammar, and exchanged knowledge. Only two students felt unhappy due to misunderstanding and ideas which were not delivered successfully. This study will hopefully be useful for writing teachers, practitioners in education, as well as students so that they will have a wider horizon of what writing students feel and experience in collaborative learning during this pandemic era.

scholarly journals WAJIB BELAJAR (WAJAR) SEMBILAN TAHUN DALAM PERSPEKTIF PENINGKATAN MUTU PENDIDIKAN DASAR

2007 ◽  
Vol 16 (VIII) ◽  
pp. 77-86
Author(s):  
Herwanto Herwanto
Keyword(s):  
Education Program ◽  
Basic Education ◽  
Compulsory Education ◽  
Education Quality ◽  
School Age Children ◽  
Quality Of Education ◽  
Education For All ◽  
School Age ◽  
National Education

Education for all has been stipulated in the Preamble of 1945 Constitution of Republic of Indonesia. As from the proclamation of Independence Day, the Indonesian government has been developing national education to give the Indonesians equal and broad opportunity to have access for education. This article discusses the implementation of nine years’ compulsory education program to provide the citizens with equal access for education and simultanously to improve basic education quality. The discussion is focused in planning, implementation, and outcomes of the program, as it is assumed that the three aspects are inter-related each others in achieving the target. The discussion concludes, the nine years’ compulsory education program in Indonesia is implemented through improving the opportunity to have basic education for all school age children and simultaneously to accelerate the quality of education. However, to reach the target of quality some recommendations are provided.

Sign in / Sign up

Export Citation Format

Share Document