PENGARUH SELF-EFFICACY DAN HARAPAN ORANG TUA TERHADAP PRESTASI TERHADAP PERILAKU MENYONTEK PADA SISWA

Tujuan dalam penelitian ini adalah untuk mengetahui pengaruh self-efficacy dan harapan orang tua terhadap prestasi dengan perilaku menyontek, secara terpisah maupun bersama-sama.Vvariabel penelitian terdiri atas variabel bebas ( independen), yaitu self-efficacy (X1) dan harapan orang tua terhadap prestasi (X2),sedangkan variabel terikatnya adalah perilaku menyontek (Y). Subyek penelitian ini adalah siswa SMP kelas VIII (delapan) dengan jumlah 100 siswa (7 kelas) dan diambil dari nomer absen ganjil. Alat ukur yang digunakan pada penelitian ini berupa skala, yang terdiri dari skala perilaku menyontek, skala self-efficacy dan skala Harapan orang tua terhadap prestasi. Teknik analisis data yang digunakan adalah regresi ganda. Hasil analisis parsial variabel Self- Efficacy menunjukkan harga t sebesar : - 4,952 pada p = 0,000 karena p < 0,05, maka Ho ditolak dan Ha diterima. Hal tersebut berarti ada pengaruh yang signifikan self-efficacy terhadap perilaku menyontek pada siswa. Hasil analisis parsial variabel harapan orang tua terhadap prestasimenunjukkan harga t sebesar 1,766 pada p = 0,081 karena p > 0,05,maka Ho diterima dan Ha ditolak. Hal tersebut berarti tidak ada pengaruh yang signifikan antara harapan orang tua terhadap prestasi dengan perilaku menyontek pada siswa.Analisis regresi menghasilkan F hitung sebesar 13,237 pada p = 0,000 karena p < 0,05 maka Ho ditolak dan Ha diterima. Hal tersebut berarti self -efficacy dan harapan orang tua terhadap prestasi secara bersama-sama berpengaruh signifikan terhadap perilaku menyontek pada siswa

Social Competence of an English Lecturer at English Department of Mulawarman University

This title underlying this study was social competence of a lecturer at English Department of Mulawarman University. The aims of this study were to know the components of social competence of the lecturer and to know the lecturer practice in his teaching activities. This research used descriptive qualitative method. The subject of the research was the lecturer at English Department of Mulawarman University. The technique of collecting data used by the researcher was observation and interview. After collecting the data, they were analyzed through some stages, making field note into written data, classifying the data based on the components of social competence, analyzing the data and interviewing the subject to answer the research problems. From observations it can be seen that lecturers use several components of social competence. In this case the observation that is seen often using self-regulation is management emotions and also often use interpersonal knowledge and skills that read social situations accurately. From the interview results, it appears that the lecturer does prioritize social relations in the classroom so that it is always good and comfortable so that students can go through classes comfortable. The implication of the research was to know that social competence by the lecturer can make good atmosphere in the classroom and students could be more enjoy the class. Even though the lecturer has some shortage in assess and prepared the material before teachin

The Implementation of Project-Based Learning in English Class Academic Year 2019/2020 Mulawarman University

This study focused on the PBL implementation in English teaching for students at English department. The purposes of this study were: (1) to know how Project based-learning (PBL) is implemented in English teaching; (2) to know the problems faced by the lecturer during the implementation of Project based-learning method in English teaching.This research was a type of descriptive research, and the approach used is qualitative research. The research subject was an English lecturer from English Department Mulawarman University. The data collection techniques were observation sheet note and interview. The data were classified according to the identified problems and were analyzed by using descriptive analysis method. The result of this study showed that the lecturer implemented PBL which was relevant with step by step by expert, Lecturer have known it since she were in high school, but she are not sure if the method used by high school lecturers is Project Based Learning. As for the result of the second research question, technological problems (i.e: unstable connection, delay, display error) and pedagogical problems (i.e: time consuming in preparing a lesson plan, need to provide a lot of stimulation media, and unable to conduct collaborative work) occurred during PBL implementation. Based on the findings of the study, it was concluded that the lecturer used step by step according to the expert but the arrangement is diferent baucause it adapts to the situation in the classroom, and the lecturer used six PBL procedures, (1) stimulation (2) problem statement (3) data collection (4) data processing (5) verification (6) generalization in her English teaching although, during its implementation, she faced technological and pedagogical problems. It was suggested for the lecturer to keep practicing in using PBL in the teaching process, be more patient in creating creative activities, and discuss the lesson plan with other English lecturers. Meanwhile, for the next researcher, it is suggested to explore the use of PBL in other skills or in courses that use not too much theory such as microteaching courses and other courses, since the current study only focused on the implementation of PBL in English phonology course

The Difficulties Of Argumentative Essay Writing Experienced By Underground Students Of English Department Mulawarman University

The purpose of this study was to find out the difficulties faced by the undergraduate students in writing argumentative essay and their strategies to solve their difficulties. The design of this study was qualitative case study that aims in understanding and explaining the difficulties faced by the undergraduate students of English Department Mulawarman University in writing argumentative essay. The subject of this study was the seventh semester students of English Department Mulawarman University in academic year 2019/2020. The data were collected from students’ argumentative essay writing task and semi-structured interview. The result of the study showed that the students faced difficulties in linguistic, cognitive, and psychological aspect when writing argumentative essay. The most dominant difficulties in linguistic aspects were grammar, finding the correct diction, and in linking paragraph. Then, idea organization was claimed as the most difficult thing in cognitive aspect. Moreover, in psychological aspect the students mentioned stress and laziness. Based on those mentioned difficulties they had their strategies: they used the internet to search about the explanations of the given topic and examples of the correct punctuation and connector. In addition, they used the dictionary to find the correct diction and synonym of a word. Revising and translating were also mentioned as their strategies to solve difficulties in spelling and sentence structure

The Implementation of Project-Based Learning in English Class Academic Year 2019/2020 Mulawarman University

This study focused on the PBL implementation in English teaching for students at English department. The purposes of this study were: (1) to know how Project based-learning (PBL) is implemented in English teaching; (2) to know the problems faced by the lecturer during the implementation of Project based-learning method in English teaching.This research was a type of descriptive research, and the approach used is qualitative research. The research subject was an English lecturer from English Department Mulawarman University. The data collection techniques were observation sheet note and interview. The data were classified according to the identified problems and were analyzed by using descriptive analysis method. The result of this study showed that the lecturer implemented PBL which was relevant with step by step by expert, Lecturer have known it since she were in high school, but she are not sure if the method used by high school lecturers is Project Based Learning. As for the result of the second research question, technological problems (i.e: unstable connection, delay, display error) and pedagogical problems (i.e: time consuming in preparing a lesson plan, need to provide a lot of stimulation media, and unable to conduct collaborative work) occurred during PBL implementation. Based on the findings of the study, it was concluded that the lecturer used step by step according to the expert but the arrangement is diferent baucause it adapts to the situation in the classroom, and the lecturer used six PBL procedures, (1) stimulation (2) problem statement (3) data collection (4) data processing (5) verification (6) generalization in her English teaching although, during its implementation, she faced technological and pedagogical problems. It was suggested for the lecturer to keep practicing in using PBL in the teaching process, be more patient in creating creative activities, and discuss the lesson plan with other English lecturers. Meanwhile, for the next researcher, it is suggested to explore the use of PBL in other skills or in courses that use not too much theory such as microteaching courses and other courses, since the current study only focused on the implementation of PBL in English phonology course

The Difficulties Of Argumentative Essay Writing Experienced By Underground Students Of English Department Mulawarman University

The purpose of this study was to find out the difficulties faced by the undergraduate students in writing argumentative essay and their strategies to solve their difficulties. The design of this study was qualitative case study that aims in understanding and explaining the difficulties faced by the undergraduate students of English Department Mulawarman University in writing argumentative essay. The subject of this study was the seventh semester students of English Department Mulawarman University in academic year 2019/2020. The data were collected from students’ argumentative essay writing task and semi-structured interview. The result of the study showed that the students faced difficulties in linguistic, cognitive, and psychological aspect when writing argumentative essay. The most dominant difficulties in linguistic aspects were grammar, finding the correct diction, and in linking paragraph. Then, idea organization was claimed as the most difficult thing in cognitive aspect. Moreover, in psychological aspect the students mentioned stress and laziness. Based on those mentioned difficulties they had their strategies: they used the internet to search about the explanations of the given topic and examples of the correct punctuation and connector. In addition, they used the dictionary to find the correct diction and synonym of a word. Revising and translating were also mentioned as their strategies to solve difficulties in spelling and sentence structure

Teacher Readiness for Online Teaching Using Mobile Technology

The purpose of this study was to determine the mobile technology used for online learning and the level of readiness of English teachers and non-English teachers at SMA 11 Negeri Samarinda and SMA AL-Khairiyah Samarinda 2021/2022. The research design is a survey design with a quantitative approach. The sample of this research is 113 teachers, classified as 107 non-English teachers and 6 English teachers. The questionnaire was adapted from Alwidi & Aldhaferi (2017). Based on the findings of this study, regarding teachers’ perception on their readiness in using mobile technologies and applications in class, the statement of four topics answered by the participants received a response that agreed (high), which this shows that they perceived that mobile learning is very helpful and supports this learning activity, as the teachers who were participants in this study stated that they knew and understood well how to use mobile learning. The results of the data on the level of readiness of Participant's pedagogical and technical classification between non-English teachers and English teachers the data analysis the participant's non-English teachers and English teachers show that teachers had prepared themselves with good pedagogical and technical readiness and, in the learning process, from the results of (Non English Teachers M = 3.54 and English teachers M = 3.66) which show that these teachers have good pedagogical and technical readines

Teacher Readiness for Online Teaching Using Mobile Technology

The purpose of this study was to determine the mobile technology used for online learning and the level of readiness of English teachers and non-English teachers at SMA 11 Negeri Samarinda and SMA AL-Khairiyah Samarinda 2021/2022. The research design is a survey design with a quantitative approach. The sample of this research is 113 teachers, classified as 107 non-English teachers and 6 English teachers. The questionnaire was adapted from Alwidi & Aldhaferi (2017). Based on the findings of this study, regarding teachers’ perception on their readiness in using mobile technologies and applications in class, the statement of four topics answered by the participants received a response that agreed (high), which this shows that they perceived that mobile learning is very helpful and supports this learning activity, as the teachers who were participants in this study stated that they knew and understood well how to use mobile learning. The results of the data on the level of readiness of Participant's pedagogical and technical classification between non-English teachers and English teachers the data analysis the participant's non-English teachers and English teachers show that teachers had prepared themselves with good pedagogical and technical readiness and, in the learning process, from the results of (Non English Teachers M = 3.54 and English teachers M = 3.66) which show that these teachers have good pedagogical and technical readines

An Analysis of Grammatical Errors in Writing Thesis Proposal of English Department Students in Mulawarman University in the Academic Year 2018/2019

The purposes of the study were (1) To find out the types of grammatical error made by English Department students in writing thesis proposal and (2) To know the most dominant grammatical error made by English Department students in writing thesis proposal. The subjects of this study were the eighth semester students of English Department. The researcher used the students’ thesis proposals as the instrument which had a total of 20 thesis proposals. The data was collected through quantitaive-qualitative methods. Therefore, this study used document analysis. The findings showed that the students of English Department made errors in singular-plural noun, word form, subject-verb agreement, verb tense, and verb form in writing thesis proposal. There were 47 errors in singular-plural noun or 12.46%, 3 errors in word form or 0.80%, 238 errors in subject-verb agreement or 63.12%, 58 errors in verb tense or 15.39%, and 31 errors in verb form or 8.23%. Therefore, the most dominant error that the students made was subject-verb agreement (238 errors or 63.12%)

The Implementation of Holistic Approach in Teaching Speaking by the Teacher of English Speaking at the Second and Fourth Semester of the English

There are a lot of students have low speaking ability. They have difficulties to speak because of thinking about grammatical rules and pronouncing certain English words. It makes them have difficulties in expressing their ideas in speaking. As a result, they prefer to be silent and not fully participate in the classroom activities. The purpose of this study was to know how the teacher implemented the holistic approach in teaching speaking at the second and fourth semester of the English Department. The design of this study was qualitative research. The sources of data were observation and interview. Instruments of this study were classrooms observations, video recorder, field notes, and interview. There were three main points in data analysis technique such as data reduction, data display, and conclusion drawing and verification. The findings of this research showed the process of the holistic approach to teaching speaking which was applied by the teacher. Based on the observations, the researcher found that the teacher had implemented all stages of the holistic approach. Even though, they were not optimal because some aspects of language were not included in some stages such as vocabulary and pronunciation. Furthermore, to promote students' fluency in speaking the teacher provided students a lot of opportunities to practice their speaking. The teacher also provided accuracy tests (grammar and text structure) to promote their ability for further speaking assignments. Feedbacks were given by the teacher after students finished practicing their speaking or accuracy test to help them find out their mistakes. Based on the result of this research, the researcher concluded the teacher implemented the holistic approach in teaching speaking