Handini, Baiq Suprapti
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TEACHER’S DIFFICULTIES IN TEACHING JAPANESE WRITING SYSTEM (SAKUBUN) Handini, Baiq Suprapti
Humanitatis : Journal of Language and Literature Vol 4 No 2 (2018)
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (795.616 KB)

Abstract

This paper aims to describe the problem of teacher in teaching japanese writing sytem (sakubun). Write the letter of japanese, Hiragana, katakana, and kanji will be the most difficult thing. Writing skills are necessary to develop students? practical communication abilities. Teacher is an important person in learning process. The role of the teacher is diverse and has several orientations. One important aspect is that of facilitator of student learning. The facilitator attempts to provide circumstances that will enable students to engage with the learning opportunities and construct for themselves their understandings and skills. That?s why teacher should offered how to solve a japanese students problem in writing.
AN ANALYSIS OF TEACHERS’ AND STUDENTS’ PERCEPTIONS ON FORMAL AND INFORMAL ASSESSMENT Nurhayati, Nurhayati; Handini, Baiq Suprapti; Fikri, Zahratul
Humanitatis : Journal of Language and Literature Vol 6 No 2 (2020)
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v6i2.767

Abstract

The aim of this study was to find out the teachers? and the students? perception about formal and informal assessment. The subject of this study was an English teacher and 30 student class of X IPS 2 at MA NW Kotaraja. The technique of collecting data was questionnaire and interview. The instruments of the data collection were questionnaire for students and interview guide for the teacher. The data were analyzed using descriptive analysis technique applying by Miles and Hubberman model. The activities of the data analysis were data reduction, data display, and conclusion drawing/verification. The results of the study showed that teachers? perception about formal and informal assessment was a tool that help teacher to understand the students. On the other hand the students? perception about formal and informal assessment was surprised. There were 126 (42 %) who answered Strongly Agreed which indicated they prefer formal assessment than informal assessment (Written Test). About 23 % were choose Neutral and the rest 35 % were choose Disagree and Strongly Disagree which indicated that few of the students prefer informal assessment. From the result above, it can be concluded that the majority of the students prefer formal assessment than informal assessment in getting their score.