Article Per Year (5 Year)
p-Index From 2019 - 2024
0.23
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan dan Pengajaran Journal of Educational Research and Evaluation
L. G. Eka Wahyuni
Unknown Affiliation
Humanities Education Public Health Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Instructional Teaching Media to Promote Autistic Student’s Learning Engagement Sari Puspita, L. P. Ayu; Padmadewi, N. N.; Wahyuni, L. G. Eka
Journal of Education Research and Evaluation Vol 3, No 2 (2019)
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (723.184 KB) | DOI: 10.23887/jere.v3i2.20975

Abstract

The demand for students with disabilities to get English lesson underlies the use of instructional media to help teachers to convey instructions as well as students in understanding English. Related to this case, this study aims to describe the types of instructional media used by teacher in SLB Negeri 2 Singaraja to teach an autistic student. The research data were gathered through observation, interviews, and document study. Based on the data obtained, it was found that the teacher used four types of instructional media namely videos, pictures, matching exercise, and real objects. As an implication, instructional media used by the teacher can convey instructions to autistic student even though they did not perfectly understand. Autistic student also understood English lesson better through these media than just listening to the teacher?s speech. 
Authenticity of Teachers’ Made Assessment and Its’ Contribution to Students’ English Achievement Wahyuni, L. G. Eka
Jurnal Pendidikan dan Pengajaran Vol 46, No 2 Juli (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (93.102 KB) | DOI: 10.23887/jppundiksha.v46i2 Juli.2768

Abstract

This study aimed at analyzing the authenticity of teachers’ made assessment in terms of teachers’ assessment planning and implementation; and investi-gating its’ contribution to the students’ English learning achievement. Exploratory mixed method design was employed, involving 35 vocational English teachers and 35 classes of vocational students in Buleleng Regency as the sample of the study. The data were analyzed both qualitatively as well as quantitatively. The results of study indicated that the authen-ticity of teachers’ assessment planning and its’ implementation are found sufficient. Based on the statistical analysis, the teachers’ assessment planning did not have any significant contribution. It was because it had lack of authenticity and the assessments did not really assess the intended competency. However, the assessment implementation as perceived by the teachers and the students was found significantly contributive to the students’ achieve-ment. In conclusion, these three aspects of teachers’ made assessment had simultaneously significant contribution to the students’ English achievement. Keywords: assessment authenticity, teachers’ made assessment, students’ achievement
Authenticity of Teachers’ Made Assessment and Its’ Contribution to Students’ English Achievement L. G. Eka Wahyuni
Jurnal Pendidikan dan Pengajaran Vol 46 No 2 Juli (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (93.102 KB) | DOI: 10.23887/jppundiksha.v46i2 Juli.2768

Abstract

This study aimed at analyzing the authenticity of teachers’ made assessment in terms of teachers’ assessment planning and implementation; and investi-gating its’ contribution to the students’ English learning achievement. Exploratory mixed method design was employed, involving 35 vocational English teachers and 35 classes of vocational students in Buleleng Regency as the sample of the study. The data were analyzed both qualitatively as well as quantitatively. The results of study indicated that the authen-ticity of teachers’ assessment planning and its’ implementation are found sufficient. Based on the statistical analysis, the teachers’ assessment planning did not have any significant contribution. It was because it had lack of authenticity and the assessments did not really assess the intended competency. However, the assessment implementation as perceived by the teachers and the students was found significantly contributive to the students’ achieve-ment. In conclusion, these three aspects of teachers’ made assessment had simultaneously significant contribution to the students’ English achievement. Keywords: assessment authenticity, teachers’ made assessment, students’ achievement
Co-Authors Padmadewi, N. N. Sari Puspita, L. P. Ayu