Strategi Pengembangan Sekolah Efektif untuk Implementasi Kurikulum Berbasis Kompetensi

Salah satu permasalahan pendidikan yang dihadapi oleh bangsa Indonesia adalah rendahnya mutu pendidikan pada setiap jenjang dan satuan pendidikan, khususnya pendidikan dasar dan menengah. Berbagai usaha telah dilakukan untuk meningkatkan mutu pendidikan nasional, antara lain melalui berbagai pelatihan dan peningkatan kompetensi guru (namun hal ini belum menjangkau sampai di tingkat kota terkecil), pengadaan buku dan alat pelajaran, perbaikan sarana dan prasarana pendidikan, dan bahkan peningkatan mutu manajemen sekolah. Namun demikian, berbagai indicator mutu pendidikan belum menunjukkan peningkatan yang berarti. Sebagian sekolah, terutama di kota-kota menunjukkan peningkatan mutu pendidikan yang cukup menggembirakan, namun sebagian besar lainnya masih memprihatinkan. Untuk mengatasi masalah tersebut diperlukan pengembangan sekolah yang efektif otonomi dan inovatif

English Language Use in English Classrooms in Dutch Secondary Education Schools

The Netherlands, like other European Union (EU) countries, concern about their education. They have been trying so hard to improve the quality of their education in all levels. In order to prepare their secondary school level students for internationalization among other EU members, they are interested in investigating what actually happens during the English lessons in all secondary school levels. By knowing all things they need to know, it is hoped that they can increase the quality of English lessons in those schools as well as the quality of student exchange program both inside and outside the country land. This study reports how much time Dutch teachers and students use English language during English lessons in VWO and VMBO

The Ability of Grade X Students of A Senior High School in Identifying and Writing Recounts in English

This paper reports the result of a study aimed at finding out the ability of Senior High School students in identifying and writing recount texts. As such, the objectives of the study are to find out whether the students are able to identify a recount texts and its generic structure (orientation, event(s), and re-orientation) and to find out whether they are able to write a recount text with proper generic structure. Fourty three subjects were given questions concerning recount texts and asked to write a recount text. The result shows that most of the students were able to write a recount text with the proper generic structure showing all the elements of a recount text, but many of them had the difficulty in identifying a recount text and its generic structure

The Effect of Structured Jigsaw Technique and Unstructured Group Work on The Listening Achievement of Junior High School Students

Nowadays, English has been used as the most important foreign language in Indonesia. Many schools have used it as their important subject to be taught to the students. The English teaching can cover 4 language skills: listening, speaking, reading, and writing, all of them are important, especially listening. Listening is not an easy subject to master. It needs the teacher’s role in teaching that skill. In this study, the writer would like to know whether there is a significant difference between the listening achievement of learners taught by using structured jigsaw technique and unstructured group work technique, especially in answering the three types of questions. The writer took the data from St. Clara Junior High School and the population is the second grade students. The writer took VIIIB as the control group and VIIIC as the experimental group. The writer administered pretest before the treatment to see the level of the students’ listening ability. After that, she conducted three times treatment by using structured jigsaw technique in the experimental group and unstructured group work in the control group. The posttest was administered and then the writer analyzed the mean scores by using t-test. From the analysis of the pretest, the writer found out that those two groups had equal ability in listening achievement. From the posttest scores, the writer also found out that those two groups were not significantly different. It means that the null hypothesis which says “There is no significant difference in listening achievement between the second grade Junior High School students who are taught using jigsaw technique and those who are taught using unstructured group work” was accepted. Further analysis found that jigsaw technique could improve the students’ listening ability in answering main idea questions

The Effect of Mind Mapping Technique on the Eleventh Grade of Senior High School Students’ Descriptive Writing Achievement.

In this study, the writer used a quasi experimental nonequivalent-groups pretest-post test design. The subjects of this study were the eleventh grade students of Senior High School. The writer took two classes as the sample of this experiment. The experimental group was taught using mind mapping and another was taught using semi-controlled writing. Then, the writer gave a pre test, post test and even questionnaire to the two groups. The pre test was intended to measure the students’ descriptive writing ability in some criteria before the treatments. The treatments were given three times ninety minutes each. The writer used post test as one of the instruments to see the students’ descriptive writing achievement in some criteria and questionnaire to know the students’ response of two techniques used. After that, the writer evaluated the students’ pre and post test of the two groups by using the analytic scoring technique, ESL Composition Profile. Their means differences were analyzed using the t-test formula to see whether there is a different significant effect of students’ writing achievement in their content, organization, vocabulary, and language use criteria. Basing on the calculation of t-test, the writer found the t observation of both groups. The t observation of content, organization, vocabulary, and language use criteria of the two groups were 1.88, 1.7, 11.49, and 1.22 while the t-table of both was 1.671. In conclusion, the result of the calculation of the students’ test in both experimental and control group shows that mind mapping yields a significant effect of writing achievement in content, organization and vocabulary criteria and gets good response in teaching writing with enjoyable and interesting atmosphere