《Ｏｘｆｏｒｄ Ａｄｖａｎｃｅｄ Ｌｅａｒｎｅｒ’ｓ Ｄｉｃｔｉｏｎａｒｙ ｏｆ Ｃｕｒｒｅｎｔ Ｅｎｇｌｉｓｈ》（ 以下简称ＯＡＬＤ） 是英语学习词典的先驱。它是第一部既重视词语释义，又重视词法、句法，配有大量例证的词典。我国英语学习者对其第二、三、四版（ 英汉双解版） 都十分熟悉。１９９５ 年，ＯＡＬＤ 第五次修订再版，又有了新的特色，但仍有不足

评《Oxford Advanced Learner’s Dictionary of Current English》第五版

Alle Themen und Aspekte der Englischdidaktik: Akteur/innen, Gegenstände, Kompetenzen, Institutionen, Rahmenbedingungen etc. Direkt einsetzbar in der universitären Lehre Die einzelnen Kapitel eignen sich als Grundlagentexte für Seminarsitzungen in einer Einführungsveranstaltung in die Englischdidaktik Im zweifarbigen Layout, mit Definitionen und Beispielen Geschrieben von einem jungen Team von Englischdidaktiker/innen von verschiedenen PHs und Universitäten in ganz Deutschland

The Teaching of English as a Foreign Language.

This article is a review of research on student self-assessment conducted largely between 2013 and 2018. The purpose of the review is to provide an updated overview of theory and research. The treatment of theory involves articulating a refined definition and operationalization of self-assessment. The review of 76 empirical studies offers a critical perspective on what has been investigated, including the relationship between self-assessment and achievement, consistency of self-assessment and others’ assessments, student perceptions of self-assessment, and the association between self-assessment and self-regulated learning. An argument is made for less research on consistency and summative self-assessment, and more on the cognitive and affective mechanisms of formative self-assessment.

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A Critical Review of Research on Student Self-Assessment

The purpose of this study is to find out the effect of PjBL with WBL media as an instructional strategy and direct instructional (DI) strategy on the understanding (intercept) and the concept application of science-integrated learning media. The method of this research is Quasi-Experimental with 2x2 factorial design. The number of respondents is 110 pre-service teachers consisting of 68 respondents for the experimental class and 42 respondents for the control class. The sampling technique is purposive sampling with a class as an experimental class and another class as a control class. MANOVA is used to analyze the data. The result of the test shows that: (1) there is a difference in the average score of learning outcomes in understanding and science-integrated conceptual application among pre-service teachers who are taught with Web-based PjBL and DI strategies. The average score of understanding the concept of developing science-integrated learning media with a Web-based PjBL strategy is 88.81, DI is 85.69. The average score of the concept application with Web-based PjBL strategy is 89.07, DI is 85.69; (2) there are differences in the average score of understanding learning outcomes and the application of the concept of developing science-integrated learning media between pre-service teachers who have a cognitive style of FD and FI. The average score of understanding the concept of FD is 88.08, FI is 86.12. The average score of the concept application FD is 87.37, FI is 88.29. From these data, it can be concluded that the Web-based PjBL strategy has a better contribution than DI in improving the learning outcomes of understanding and application of the concept of developing science-integrated learning media.

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The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application

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Self-Assessment: The Effect on Students' Independence and Writing Competence.

This research was aimed to analyze the effect of interaction between guided inquiry learning and cognitive style on students’ science learning achievement. This study was a quasi-experiment with a 2×2 factorial design. The study was done with the fifth grade students in Singaraja City. The sample was selected using multi stage random sampling and 4 elementary schools were selected for the experimental group (n=132) and another 4 for the control group (n = 107). The experimental group used guided inquiry learning and the control group used conventional teaching model. The study used science learning achievement test and MFFT cognitive style test as the instruments for collecting the data. The result of hypothesis testing showed that: 1) there is a significant difference in science learning achievement between those who learned with guided inquiry learning model and those who learned with conventional teaching; and 2) there is a significant effect of interaction between guided inquiry learning model and cognitive style on students’ science learning achievement. Guided inquiry learning is more optimal in increasing students’ learning achievement if it is implemented to students with reflective cognitive style than to those with impulsive cognitive style.

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The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement.

/pdf/treffinger-creative-learning-model-with-rme-principles-on-4oku8dryy7.pdf

Treffinger Creative Learning Model with RME Principles on Creative Thinking Skill by Considering Numerical Ability.

The aim of this study was to investigate the effect of think pair share teaching strategy to students’ self-confidence and students’ speaking competency. This study was conducted towards students of the second grade in SMPN 6 Singaraja, in the academic year 2012/2013. There were 121 students selected as sample put in experimental and control group. The study used a post-test only control group design. The analysis was made by using Manova facilitated by SPSS version 16.0 for windows. The result indicated that (1) there was a significance effect of Think Pair Share on students’ self-confidence (F = 754.104 and sig = 0.000; p < 0.05). (2) there was a significance effect of Think Pair Share on students’ speaking competency (F = 60.325 and sig = 0.000; p < 0.05). (3) simultaneously, there was significance effect of Think Pair Share on students’ self-confidence and students’ speaking competency (<0.05).

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The effect of think pair share teaching strategy to students’ self-confidence and speaking competency of the second grade students of smpn 6 singaraja

Penelitian ini didasari oleh hasil analisis kebutuhan yang dilakukan melalui Focus Group Discussion dengan melibatkan 20 guru-guru bahasa Inggris SMP dari seluruh Bali. Hasil penelitian ini menunjukkan bahwa para guru memerlukan bantuan untuk penyediaan berbagai jenis instrumen asesmen otentik yang bisa dipakai dalam pembelajaran bahasa Inggris di kelas. Tujuan dari penelitian ini adalah untuk mengembangkan berbagai jenis instrument asesmen otentik untuk membantu guru melaksanakan profesinya dengan baik.. Desain penelitian adalah Research and Development dimana prototype produk diuji kualitasnya melalui uji ahli ( expert judges ) dan uji pengguna ( user judges ). Berdasarkan Uji Ahli, validitas instrument asesmen otentik dinyatakan memiliki validitas yang tinggi. Sementara itu, berdasarkan Uji Pengguna, instrument asesmen otentik memiliki kualitas yang sangat bagus. Produk ini akan diuji lebih lanjut pada penelitian tahun ketiga dalam desain eksperimen di kelas bahasa Inggris di SMP se Bali.

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A.A.I.N Marhaeni

Papers

The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement.

Self-Assessment: The Effect on Students' Independence and Writing Competence.

Treffinger Creative Learning Model with RME Principles on Creative Thinking Skill by Considering Numerical Ability.

The effect of think pair share teaching strategy to students’ self-confidence and speaking competency of the second grade students of smpn 6 singaraja

Asesmen autentik dan pendidikan bermakna: implementasi kurikulum 2013