Bita Dwi Rahmani, Bita Dwi
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Indonesian ESL Teachers’ Pedagogical Content Knowledge (PCK) in Responding to the Curriculum Changing Rahmani, Bita Dwi; Mulyono, Herri; Novitasari, Ratih
UICELL No 1 (2017): UICELL Conference Proceedings 2017
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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This research is focused on the analyzing and mapping the pedagogical and content knowledge (PCK) of In-Service English High-School teachers in Indonesia in responding the Indonesian Curriculum Changing namely Curriculum 2013. This study was also conducted since the score of Teacher Competencies Test (UKG) for Indonesian ESL teacher was still low. Therefore, the questionnaire was designed and adapted from TPACK questionnaire to gather the data of Indonesian ESL Senior High School Teacher on their perception and understanding on Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical and Content Knowledge (PCK) and also their understanding on Curriculum changing (CC) that happened recently. The data showed that the result of the teacher’s Pedagogical Knowledge (PK) and Content Knowledge (CK) were quite high with the score 50% which means that the teacher thought that they were quite competence on both knowledge. Meanwhile, there were more than 60% teachers believed that they were highly competence in implementing Pedagogical and Content Knowledge (PCK) on their teaching practice. However, in term of responding the curriculum change, most of the teachers gave the response as a quite competence rather than highly competence on the issue of curriculum changing. In short, this research shows the teacher’s perception of their own knowledge that they had in responding on Pedagogical Content Knowledge also the new curriculum knowledge. Therefore, this research is expected to be as another supporting evidence to confirm and mapping the teacher’s competences which is not only relying on the result of teacher competencies test/UKG.
PROMOTING LECTURER’S IELTS SCORE THROUGH SUPER INTENSIVE (SUPIN) IELTS PREPARATION PROGRAM Perbowo, Krisna Satria; Rahmani, Bita Dwi; Pradipta, Trisna Roy
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 2 (2018): Jetall Volume 1 No.2 2018
Publisher : Universitas Lambung Mangkurat

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One of the efforts to improve the language skills of the lecturers is by joining the IELTS Preparation program organized by one of the International Education institution (IEDUC) located in Bandung. This research aims to find out whether there is a correlation between the results of the Super-IELTS Intensive program (SUPIN) lecturer final score with the real International Test score in sort of the evaluation process on that program. The subject was taken from two classes program comprising 19 lecturers as participants. The data in this study were obtained from the pre and post-test score during SUPIN program and the score on the real International test conducted by the British Council. The result of the research revealed the fact that the listening test obtained the highest gain while speaking got the lowest gain during the program. The further analyzing on Variance got a significant linear regression by having 0.959 as a coefficient correlation. It means that there is a significant correlation between the final score of SUPIN program (X) and International test score (Y) which contribute 92.1% toward the International test score. Meanwhile, only 7.9% was contributed by other factors. In other words, the SUPIN program is effective to increase Lecturer’s skill in doing IELTS test.
The Relationship between Field Dependence-Independence and Reading Strategy toward Reading Comprehension Rahmani, Bita Dwi
Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

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This study investigated the relationship between learning style (X1) and reading strategy (X2) toward reading comprehension (Y). The learning style is categorized into two: field independence (FI) and field dependence (FD). This study was carried out in one of the public senior high schools in Jakarta by using purposive sampling technique; 79 out of 120 students of science class in academic year 2008-2009 were chosen. The quantitative and qualitative methods were used to analyze the data. Questionnaires and one reading comprehension test were distributed to analyze the data quantitatively. The first instrument identified students belonging to FI or FD. The second instrument concerned with identifying the frequency of reading strategy that students mostly used. 20 numbers of reading comprehension test were given to measure the comprehension and strategy that they used. This study found that both learning style (X1) and reading strategy (X2) influenced the reading comprehension (Y). In other words, the more independent students are and the more frequent they use strategy, the greater they will comprehend the text. As a consequence, the findings suggest that teachers introduce various kinds of strategy in reading comprehension because every student needs particular strategy.