This site uses cookies.
Some of these cookies are essential to the operation of the site,
while others help to improve your experience by providing insights into how the site is being used.
For more information, please see the ProZ.com privacy policy.
This person has a SecurePRO™ card. Because this person is not a ProZ.com Plus subscriber, to view his or her SecurePRO™ card you must be a ProZ.com Business member or Plus subscriber.
Affiliations
This person is not affiliated with any business or Blue Board record at ProZ.com.
Services
Translation, Copywriting
Expertise
Specializes in:
Folklore
Linguistics
Poetry & Literature
Also works in:
Music
Cinema, Film, TV, Drama
Education / Pedagogy
History
Religion
Social Science, Sociology, Ethics, etc.
More
Less
Rates
Portfolio
Sample translations submitted: 1
English to Indonesian: Thesis Abstract General field: Social Sciences Detailed field: Education / Pedagogy
Source text - English Writing skill in one of English macro skills that EFL students need to master. Its complexity is considered higher than the three other English macro skills, namely listening, speaking, and reading. Through an initial study conducted at MAN Sumenep, East Java, it was found that the students faced some difficulties in developing their writing skill which resulted in a low score of writing quality. Thus, the present research aimed to develop the learners’ writing skill through frequent self-assessment using students’ e-portfolio.
The present research was Classroom Action research. The subjects were 25 students of the tenth grade of science (X MIPA 1) of MAN Sumenep covering 5 male and 20 female students, academic year of 2018/2019. The instruments used to collect the data were an interview, a writing test, observation sheets of teaching and learning, field notes, and a questionnaire.
There were five steps conducted during the leaning process. The first step was to review and to develop students’ knowledge of Narrative text. The reviewing and development step was conducted through lecturing, and group or class discussion. The second step was introducing the idea of self-assessment and e-portfolio, and giving intensive training on its implementation. During this stage, students were given elaboration what self-assessment and e-portfolio are, and how they may contribute to their learning development. Furthermore, students were invited to simulate the step in dealing with self-assessment. The researcher provided them with a narrative text in which some writing errors were initially set. By the help of the researcher, students tried to identify the mistakes by relying on the expectations on the self-assessment. After some writing mistakes were found, students by the help of the researcher revised the text.
The third step of the strategy was assigning the students to write a narrative text and revise it for at least three times based on the self-assessment. Then, the next step was to give an administrative feedback and a chance for students to share ideas. In this stage, students are given the chance to let the classmates and the researcher know some difficulties that they faced when dealing with self-assessment and e-portfolio. Finally, the fifth step was responding to the students’ ideas. The researcher together with the students discussed how to solve the problems.
The findings showed that the implementation of self-assessment and e-portfolio could improve students’ writing quality. It showed that there were 72% of students whose score reached 75. It covered 18 out of 25 students. The data was based on the analysis of students’ written narrative on the e-portfolio. In addition, the data from the field notes and the observation sheet of teaching and learning activities showed that most of the students were actively engaged in learning activities. They were eager to share ideas and to deliver questions to both of the teacher and the classmates. Moreover, the data derived from the questionnaire showed that students expressed positive attitudes to self-assessment and e-portfolio by 74%. Some of them admitted that self-assessment and e-portfolio helped them understand their writing better and were planning to do self-assessment and to keep e-portfolio for their academic future needs.
To sum up, the implementation of continuous self-assessment using students’ e-portfolio could help students develop their writing skill. Finally, It is recommended that self-assessment and e-portfolio could be implemented as an additional technique in developing students’ writing skill, and to be considered as an optional source for further research regarding self-assessment and e-portfolio.
Translation - Indonesian Kemampuan menulis adalah salah satu kemampuan makro bahasa Inggris yang harus dikuasai oleh pelajar bahasa Inggris sebagai bahasa asing (EFL). Di antara empat kemampuan makro bahasa Inggris, yaitu mendengarkan (listening), berbicara (speaking), membaca (reading), dan menulis (writing), menulis merupakan kemampuan yang dipandang paling kompleks. Melalui studi pendahuluan yang dilaksakan di MAN Sumenep, Jawa Timur, didapati bahwa siswa di sekolah tersebut menghadapi beberapa kesulitan dalam mengembangkan kemampuan menulis mereka yang berdampak pada rendahnya nilai rata-rata kemapuan menulis dalam bahasa Inggris. Maka dari itu, penelitian ini dimaksudkan untuk membantu siswa mengembangkan kemampuan menulis dalam bahasa Inggris melalui penerapan self-assessment¬ secara berkelanjutan melalui elektronik portofolio.
Penelitian ini adalah Penelitian Tindakan Kelas (PTK). Subjek dalam peneilitian ini adalah 25 siswa kelas X MIPA 1 MAN Sumenep, dengan 5 siswa laki-laki dan 20 siswa perempuan, tahun pelajaran 2018/2019. Instrumen yang digunakan untuk mengumpulkan data meliputi wawancara, tes kemampuan menulis, lembar observasi kegiatan pembelajaran, catatan lapangan, dan angket.
Terdapat lima langkah yang diterapakan dalam pelaksanaan startegi pembelajaran terkait. Langkah pertama adalah peninjauan dan pendalaman pemahaman siswa tentang teks narasi. Proses pendalaman pemahaman siswa tentang teks narasi dilakukan melalui metode ceramah, diskusi kelompok, dan diskusi kelas. Langkah ke-dua adalah mengenalkan siswa akan maksud dan tujuan dari self-assessment dan elektronik portofolio, serta memberi pelatihan intensif dalam tata cara menggunakan self-assessment dan elektronik portfolio. Melalui langkah yang ke-dua ini, siswa diberi penjelasan tentang bagaimana self-assessment dan elektronik portfolio bisa berkontribusi positif terhadap pembelajaran mereka. Selebihnya, siswa diberi simulasi tentang tata cara menggunakan self-assessment dan elektronik portfolio. Peneliti memberi siswa sebuah teks narasi yang di dalamnya terdapat kesalahan. Dengan bantuan peneliti, siswa menganalisa teks tersebut dengan menggunakan tolak ukur yang terdapat di self-assessment. Setelah beberapa kesalahan dalam teks tersebut ditemukan, siswa dengan bantuan peneliti menuliskan kembali teks terkait sekaligus merevisi kelasahan-kesalahan yang terdapat dalam teks.
Langkah ke-tiga adalah memberikan siswa tugas menulis teks narasi dan meninjaunya kembali, setidaknya tiga kali peninjauan ulang, menggunakan self-assessment. Langkah ke-empat adalah pemberian masukan administratif dan kesempatan untuk berbagi pendapat dan masukan. Melalui langkag ini, siswa menyampaikan kesulitan-kesulitan yang dihadapi ketika menggunkan ¬self-assessment dan elektronik portfolio. Terakhir, langkah ke-lima adalah merespon terhadap pendapat dan masukan siswa. Peneliti bersama-sama dengan siswa melaksakan diskusi kelas untuk mencari jalan keluar atas masalah-masalah yang dihadapi siswa.
Penelitian menunjukkan bahwa penerapan self-assessment melalui elektronik portofolio mampu mengembangkan kemampuan menulis siswa. Dari temuan penelitian, terdapat 72%, atau 18 dari 25 siswa, yang mencapai nilai kemampuan menulis setara atau lebih dari 75. Selebihnnya, dari data lembar observasi kegiatan pembelajaran dan catatan lapangan, didapati bahwa siswa berpatisipasi dengan aktif selama kegiatan pembelajaran. Siswa kerap kali berbagi ide dan mengajukan pertanyaan baik terhadap guru maupun teman kelas. Terakhir, melalui angket motivasi belajar, siswa menunjukkan respon positif terhadap penerapan self-assessment dan elektronik portfolio dengan nilai 74%. Sebagian dari mereka menyatakan bahwa strategi tersebut mampu membantu mereka mendapatkan pemahaman yang lebih baik atas apa yang mereka tulis serta berenca untuk tetap menggunakan self-assessment¬ dan elektronik portfolio untuk kepentingan belajar selanjutnya.
Singkatnya, penerapan self-assessment melalui elektronik portofolio mampu mengembangkan kemampuan menulis siswa. Peneliti merekomendasikan bahwa strategi tersebut dapat digunakan sebagai salah satu alternatif kegiatan pembelajran menulis dan sebagai pertimbangan untuk dijadikan rujukan tambahan di penelitia-penilitian selanjutnya yang berkaitan dengan self-assessment dan elektronik portofolio.
More
Less
Translation education
Graduate diploma - State University of Malang
Experience
Years of experience: 10. Registered at ProZ.com: May 2020.
Expertise