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"Tesis ini membahas sistem evaluasi guru yang dilaksanakan oleh sebuah lembaga pendidikan bahasa Inggris. Penelitian ini bertujuan untuk mendapatkan gambaran secara spesifik tentang bagaimana pelaksanaan evaluasi guru di lembaga itu. Setelah mendeskripsikan bagaimana evaluasi guru dilaksanakan, peneliti mengevaluasi sistem evaluasi guru yang telah dilaksanakan. Aspek yang akan dievaluasi meliputi keandalan (reliability) dan kesahihan (validity). Selain itu, peneliti juga akan melihat bagaimana evaluasi guru di lembaga X mampu memenuhi tujuan evaluasi secara formatif, yaitu sebagai pengembangan kualitas guru. Hasil penelitian mengungkapkan beberapa hal. Pertama, prinsip pengajaran yang digunakan sebagai acuan standar evaluasi guru di lembaga itu belum dirumuskan secara jelas. Kedua, evaluasi guru di lembaga itu tidak andal karena tidak ada persamaan persepsi dari masing-masing supervisor terhadap kriteria penilaian yang digunakan. Ketiga, evaluasi guru yang dilaksanakan oleh lembaga itu sudah mengarah pada tujuan evaluasi secara formatif. Namun, pelaksanaannya masih perlu dimaksimalkan lagi. Terakhir, pelatihan bagi para supervisor di lembaga itu perlu diadakan untuk memaksimalkan pelaksanaan kegiatan evaluasi guru. Berdasarkan hasil itu, peneliti mengusulkan rancangan perbaikan untuk evaluasi guru di lembaga X. Rancangan perbaikan yang diusulkan meliputi beberapa hal, yaitu merevisi prinsip pengajaran lembaga, menyusun lembar penilaian observasi yang baru, memperbaiki pelaksanaan observasi kelas, dan melibatkan siswa dalam evaluasi guru.

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This study discusses a teacher evaluation system conducted in an English language center. This study is aimed at finding a clear description of how the system is conducted. After describing the system, the writer investigates the quality of the system. The analysis focuses on reliability and validity. The writer also examines how the system functions as formative evaluation, which the purpose of the evaluation is for teacher development. The result of this study reveals several things. Firstly, teaching principles served as a standard for teacher evaluation are not formulated clearly. Secondly, the teacher evaluation system in that language center is not reliable due to inconsistent interpretation of standard by each supervisor. Thirdly, the teacher evaluation system has fulfilled the developmental purpose. However, the implementation still needs to be done effectively. Lastly, the language center needs to conduct training for the supervisors to improve teacher evaluation. Therefore, based on the results, the writer proposes the improvement plan for the teacher evaluation system. The improvement encompasses the key areas such as revising the teaching principles, creating a new observation form, developing the class observation system, and involving students in the evaluation process."

"[ABSTRAKTesis ini membahas penggunaan bahasa Indonesia oleh pengajar bahasa Inggris di kelas Bahasa Inggris Umum tingkat dasar dan menengah. Perbedaan tingkat kemampuan bahasa Inggris pemelajar dari dua kelas digunakan sebagai variabel untuk mengetahui apakah tingkat kemampuan bahasa asing pemelajar mempengaruhi penggunaan bahasa pertama pengajar. Penelitian ini merupakan penelitian studi kasus dengan pendekatan kualitatif kuantitatif. Data diperoleh dari proses observasi, wawancara dengan pengajar, kuesioner untuk pemelajar, dan video-stimulated recall dengan pengajar. Hasil penelitian menunjukkan bahwa tujuan penggunaan bahasa Indonesia oleh pengajar di kelas Bahasa Inggris Umum tingkat dasar lebih bervariasi dibandingkan di tingkat menengah. Selain itu, persentase penggunaan bahasa Indonesia juga lebih besar terjadi di kelas Bahasa Inggris Umum tingkat dasar dibandingkan menengah. Dengan demikian, dapat disimpulkan bahwa tingkat kemampuan bahasa asing pemelajar mempengaruhi tujuan dan persentase penggunaan bahasa pertama oleh pengajar.

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ABSTRACT

The focus of this study is the use of Indonesian by an English teacher in elementary and intermediate level of General English class. The study tries to find out whether the students’ English proficiency level affects the use of Indonesian by the English teacher. The design of the study is a case study with both quantitative and qualitative approaches. The instruments used to collect data are classroom observations, an interview with the teacher, a questionnaire for the students, and video-stimulated recall with the teacher. The findings show that, first, the purposes of using Indonesian by the teacher are more varied in the Elementary class than in the intermediate class. Second, the percentage of using Indonesian by the teacher is also higher in the elementary class than in the intermediate class. In conclusion, students’ English proficiency level affects how often the teacher uses the first language and the purposes for using it.

;The focus of this study is the use of Indonesian by an English teacher in elementary and intermediate level of General English class. The study tries to find out whether the students’ English proficiency level affects the use of Indonesian by the English teacher. The design of the study is a case study with both quantitative and qualitative approaches. The instruments used to collect data are classroom observations, an interview with the teacher, a questionnaire for the students, and video-stimulated recall with the teacher. The findings show that, first, the purposes of using Indonesian by the teacher are more varied in the Elementary class than in the intermediate class. Second, the percentage of using Indonesian by the teacher is also higher in the elementary class than in the intermediate class. In conclusion, students’ English proficiency level affects how often the teacher uses the first language and the purposes for using it.

;The focus of this study is the use of Indonesian by an English teacher in elementary and intermediate level of General English class. The study tries to find out whether the students’ English proficiency level affects the use of Indonesian by the English teacher. The design of the study is a case study with both quantitative and qualitative approaches. The instruments used to collect data are classroom observations, an interview with the teacher, a questionnaire for the students, and video-stimulated recall with the teacher. The findings show that, first, the purposes of using Indonesian by the teacher are more varied in the Elementary class than in the intermediate class. Second, the percentage of using Indonesian by the teacher is also higher in the elementary class than in the intermediate class. In conclusion, students’ English proficiency level affects how often the teacher uses the first language and the purposes for using it.

, The focus of this study is the use of Indonesian by an English teacher in elementary and intermediate level of General English class. The study tries to find out whether the students’ English proficiency level affects the use of Indonesian by the English teacher. The design of the study is a case study with both quantitative and qualitative approaches. The instruments used to collect data are classroom observations, an interview with the teacher, a questionnaire for the students, and video-stimulated recall with the teacher. The findings show that, first, the purposes of using Indonesian by the teacher are more varied in the Elementary class than in the intermediate class. Second, the percentage of using Indonesian by the teacher is also higher in the elementary class than in the intermediate class. In conclusion, students’ English proficiency level affects how often the teacher uses the first language and the purposes for using it.

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