Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnalistrendi: Jurnal Linguistik, Sastra dan Pendidikan
Putu Suwid Nyana
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Meningkatkan Keterampilan Anggah-Ungguhing Bahasa Bali Melalui Metode Kooperatif Tipe Jigsaw Berbantuan Flash Card Pada Siswa Kelas V SDK Karya Singaraja Putu Suwid Nyana; I Made Sutama; I Putu Mas Dewantara; Kadek Wirahyuni
JURNALISTRENDI : JURNAL LINGUISTIK, SASTRA, DAN PENDIDIKAN Vol 11 No 1 (2026)
Publisher : Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jurnalistrendi.v11i1.2541

Abstract

The low learning outcomes of students in the Balinese language subject on the Balinese language anggah-ungguhingmaterial are a challenge for Balinese language teachers, especially at SDK Karya Singaraja. Therefore, learning innovations are needed. This study aims to analyze: (1) the application of the jigsaw type cooperative model assisted by flash cards in improving the Balinese language anggah-ungguhingability of class V students at SDK Karya Singaraja. The type of research conducted is classroom action research (CAR). (2) the learning outcomes of students' anggah-ungguhingthrough the application of the jigsaw type cooperative model assisted by flash cards in class V students at SDK Karya Singaraja. (3) students' opinions about the application of the jigsaw type cooperative model assisted by flash cards in improving the Balinese language anggah-ungguhingability. The subjects of this study were 28 class V students. The data collection methods used were tests, interviews, and observation sheets. Data analysis in classroom action research involves observation and research of each step from preparation to final activities. This classroom research was conducted in two cycles which included four stages, namely: planning, implementation, observation, and reflection. The results of this data analysis will be used to assess students' Balinese language anggah-ungguhingabilities. The results of the study are as follows: (1) the implementation of learning in accordance with the planning consists of an opening, core, and with two learning cycles. (2) the learning outcomes of anggah-ungguhingbahasa Balinese assisted by flash cards for grade V students increased in cycle I, namely 73.35 and cycle II, namely 80.71, and (3) students' opinions about the implementation of the jigsaw type cooperative model assisted by flash cards in learning anggah-ungguhingbahasa Balinese in cycle I, namely 21.93 and cycle II, namely 24.10, are in the very good category. This shows that there are very significant implications for students, namely creating active and collaborative learning where students are able to work together and be responsible for each other. In addition, the implementation of the jigsaw type cooperative model can develop social and emotional skills that can improve student learning outcomes.
Strategi Komunikasi Interpersonal Guru dalam Membangun Engagement dan Regulasi Emosi Siswa di Sekolah Dasar K.Theresia Laksmi Savitri; Putu Suwid nyana; Ida Bagus Putrayasa; I Wayan Rasna; I Nengah Suandi
JURNALISTRENDI : JURNAL LINGUISTIK, SASTRA, DAN PENDIDIKAN Vol 10 No 2 (2025)
Publisher : Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jurnalistrendi.v10i2.2542

Abstract

This study aims to analyze interpersonal communication strategies employed by teachers and their contribution to student engagement and emotional regulation at Sekolah Dasar Katolik Karya Singaraja. The research employs a qualitative descriptive approach to explore how verbal, nonverbal, empathic, affirmative, corrective, and persuasive communication are implemented in classroom interactions. The findings indicate that interpersonal communication plays a significant role in fostering meaningful learning interactions and supporting students’ cognitive, social, and emotional development. Verbal and persuasive communication function as scaffolding that facilitates understanding and active participation, while nonverbal communication strengthens message delivery and classroom interaction dynamics. Empathic and affirmative communication contribute to creating a psychologically safe learning environment that enhances students’ confidence and intrinsic motivation. Meanwhile, corrective communication serves as constructive feedback that guides students in improving their learning performance. These findings align with Vygotsky’s social constructivism theory, Rogers’ humanistic theory, and Hattie and Timperley’s feedback theory, which emphasize the importance of social interaction, emotional support, and effective feedback in the learning process. Overall, interpersonal communication strategies implemented by teachers are not merely instructional tools but also pedagogical approaches that foster holistic student development.
Co-Authors I Made Sutama I Nengah Suandi I Putu Mas Dewantara Ida Bagus Putrayasa K.Theresia Laksmi Savitri Kadek Wirahyuni Prof. Dr. I Wayan Rasna,M.Pd .