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"Tujuan dari Jurnal ini adalah untuk menguji dan menganalisa apakah bimbingan belajar Nurul Fikri benar-benar efektif dalam meningkatkan pemahaman bahasa Inggris siswanya sebelum menghadapi ujian nasional. Dikarenakan kebijakan pemerintah Indonesia untuk meningkatkan nilai kelulusan ujian nasional, bimbingan belajar menjadi semakin populer dalam beberapa tahun terakhir. Namun karena kurangmya penelitian, efektifitas bimbingan belajar dalam meningkatkan pemahaman bahasa Inggris siswanya masih dipertanyakan. Penelitian ini menemukan bahwa bimbingan belajar Nurul Fikri hanya efektif dalam meningkatkan pemahaman bahasa Inggris siswa Sekolah Menengah Atas. Berdasarkan hasil dari tes uji coba ujian nasional pertama dan kedua, siswa Sekolah Menengah Atas yang lebih banyak diajarkan mengenai cara membaca teks berbahasa Inggris mengalami kemajuan yang lebih baik dibandingkan siswa Sekolah Menengah Pertama yang banyak diajarkan mengenai tatabahasa dalam bahasa Inggris. Penelitian ini juga menemukan bahwa para murid berpikir guru yang memberikan lebih banyak latihan soal lebih efektif dalam meningkatkan pemahaman bahasa Inggris mereka dibandingkan guru yang lebih sering memberikan materi pembelajaran baru. Selanjutnya, penelitian ini menemukan bahwa minat siswa tidak memberikan dampak besar untuk peningkatan hasil pembelajaran bahasa Inggris mereka di NF. Meskipun siswa Sekolah Menegah Atas dan Sekolah Menengah Pertama di NF memiliki minat yang sama dalam pelajaran bahasa Inggris, mereka mengelami peningkatan pemahaman yang berbeda.

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The aim of this paper is to test and analyze whether Nurul Fikri private course is really effective in improving students’ English comprehension in facing the national exam. Because of the Indonesian government’s policy to increase the passing grade of the national exam, private courses have been more popular for the last few years. However, because of lack in researches, the effectiveness of private courses in improving students’ English comprehension is still questionable.

This research found that Nurul Fikri private course is only effective in improving senior high school student’s English Comprehension. Based on the result of first and second try outs, senior high school students who were mostly taught about reading materials made better progress than junior high school students who were mostly taught about grammar.

Next, this research found that most of the students thought NF teachers who give more exercise are more effective in improving their English comprehension than teachers who teach new materials. Last, this research found that students’ interest did not give significant influence to the result of English teaching in Nurul Fikri. Although junior high school and senior high schools students had similar interest in English, their progresses in English comprehension were different."

"[ABSTRAKPenelitian ini bertujuan untuk mengungkapkan apakah penilaian yang digunakanguru Bahasa Inggris kelas 7 khususnya di SMP Islam PB Soedirman sudahmendukung pembelajaran yang bemakna. Melalu konsep pembelajaran bermaknayang dikemukakan oleh Andrson et.al (2001) dan konsep pembelajaran bermaknadalam pandang kurikulum 2013, segala penilaian yang digunakan oleh guru dalamdua materi pokok pembelajaran dianalisa. Tidak hanya sampai di situ, penelitianini juga melihat kualitas penilaian yang digunakan guru berdasarkan prinsippenilaian bahasa menurut Brown (2004). Pada penelitian ini data dikumpulkansejak tanggal 5 januari 2015 sampai 10 maret 2015 melalui observasi kelas,analisis dokumen, wawancara, serta kuesioner. Hasil penelitian mengungkapkanbahwa penilaian yang digunakan guru belum sepenuhnya mengarahkan siswapada kegiatan pembelajaran yang bermakna karena belum sepenuhnya melaluiretention. Tahapan-tahapan pada fase retention tidak semua dicapai oleh siswamaka hasil pembelajaran belum dapat dikatakan maksimal. Terkait pembelajaranbermakana dalam kurikulum 2013, penilaian yang digunakan guru sudah melaluikelima pengalaman belajar pokok dalam kurikulum 2013. Penilaian yangdigunakan oleh guru juga belum sepenuhnya sesuai dengan prinsip penilaianbahasa.

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ABSTRACT

This study aimed at revealing whether or not the assessment used by an English

teacher in SMP Islam PB Soedirman Grade 7 promoted meaningful learning.

Using Anderson et.al?s (2001) meaningful learning concept and the concept of

meaningful learning used in Kurikulum 2013, all assessments which were used by

the teacher within two lesson materials were analyzed. This study also analyzed

the quality of the assessment by using the theory of language assessment

principles discussed in Brown (2004). The data were gathered through class

observation, document analysis, interview, and questionnaire. This study reveals

that the assessment used by the teacher had not thoroughly promoted students to

meaningful learning because not all stages in retention phase were reached by the

students. However, the various assessment forms used by the teacher had

promoted students to the steps of 5 basic learning experiences in Kurikulum 2013.

Since the students were not able to reach all stages in the retention phase, it can be

said that learning output was not optimal. The assessment used by the teacher also

did not thoroughly corespond to the language assessment principles.;This study aimed at revealing whether or not the assessment used by an English

teacher in SMP Islam PB Soedirman Grade 7 promoted meaningful learning.

Using Anderson et.al?s (2001) meaningful learning concept and the concept of

meaningful learning used in Kurikulum 2013, all assessments which were used by

the teacher within two lesson materials were analyzed. This study also analyzed

the quality of the assessment by using the theory of language assessment

principles discussed in Brown (2004). The data were gathered through class

observation, document analysis, interview, and questionnaire. This study reveals

that the assessment used by the teacher had not thoroughly promoted students to

meaningful learning because not all stages in retention phase were reached by the

students. However, the various assessment forms used by the teacher had

promoted students to the steps of 5 basic learning experiences in Kurikulum 2013.

Since the students were not able to reach all stages in the retention phase, it can be

said that learning output was not optimal. The assessment used by the teacher also

did not thoroughly corespond to the language assessment principles., This study aimed at revealing whether or not the assessment used by an English

teacher in SMP Islam PB Soedirman Grade 7 promoted meaningful learning.

Using Anderson et.al’s (2001) meaningful learning concept and the concept of

meaningful learning used in Kurikulum 2013, all assessments which were used by

the teacher within two lesson materials were analyzed. This study also analyzed

the quality of the assessment by using the theory of language assessment

principles discussed in Brown (2004). The data were gathered through class

observation, document analysis, interview, and questionnaire. This study reveals

that the assessment used by the teacher had not thoroughly promoted students to

meaningful learning because not all stages in retention phase were reached by the

students. However, the various assessment forms used by the teacher had

promoted students to the steps of 5 basic learning experiences in Kurikulum 2013.

Since the students were not able to reach all stages in the retention phase, it can be

said that learning output was not optimal. The assessment used by the teacher also

did not thoroughly corespond to the language assessment principles.]"