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., Prof. Dr. Anak Agung Istri Ngr. Marha
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THE EFFECT OF CLUSTERING TECHNIQUE COMBINED WITH PEER ASSESSMENT UPON STUDENTS’ WRITING COMPETENCY OF THE EIGHTH GRADE STUDENTS ON SMP NEGERI 3 SINGARAJA IN THE ACADEMIC YEAR 2015/2016 ., Ni Putu Eka Novitri; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6094

Abstract

Penelitian ini bertujuan untuk mengetahui ada atau tidaknya perbedaan yang berarti antara siswa yang diajarkan dengn menggunakan Teknik Clustering dikombinasikan dengan Peer Assessment dan siswa yang diajarkan dengan menggunakana teknik menulis yang konvensional. Rancangan penelitian ini adalah Post-test Only Control Group Design. Populasi penelitian ini adalah siswa kelas delapan di SMP Negeri 3 Singaraja. Sampel penelitian ini berjumlah 68 siswa yang dipilih dengan menggunakan teknik random sampling. Hasil analisis memperlihatkan bahwa ada perbedaan yang berarti dalam kemampuan menulis antara siswa yang diajarakan dengan menggunakan teknik clustering dikombinasikan dengan peer assessment dan siswa yang diajarkan dengan menggunakan teknik menulis konvensional (tobs = -7.322, Sig. 0.001) diaman siswa yang diajarkan dengan menggunakan teknik clustering dikombinasikan dengan peer assessment memiliki kemampuan menulis yang lebih baik.Kata Kunci : Kemampuan menulis, Teknik Clustering dan Peer Assessment This study was aimed at investigating whether there was a significant difference in writing competency of students who were taught by using Clustering Technique combined with Peer Assessment and those who were taught by using Conventional Writing Technique. The research design of this study was Posttest Only Control Group Design. The population of this study was the eighth grade students of SMP Negeri 3 Singaraja. The sample of this study was 68 students which were selected by using random sampling technique. Result of analysis show that there is a difference in writing competency between students taught by using Clustering Technique combined with Peer Assessment and those taught by using conventional writing technique, (tobs = -7.322, Sig. 0.001) in which the students taught by using Clustering Technique combined with Peer Assessment achieve better in writing achievement.keyword : Writing Competency, Clustering Technique, and Peer Assessment
THE EFFECT OF COMBINATION OF NUMBERED HEAD TOGETHER AND HERRINGBONE TECHNIQUE ON EIGHTH GRADE STUDENTS’ READING COMPREHENSION AT SMP NEGERI 3 GIANYAR IN ACADEMIC YEAR 2015/2016 ., Putu Rara Utari Dewi; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., Dr.Sudirman, M.L.S
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6125

Abstract

Penelitian ini bertujuan untuk menyelidiki apakah ada perbedaan yang signifikan pada pemahaman membaca pada siswa kelas VIII yang diajar menggunakan kombinasi Numbered Head Together dan teknik Herringbone dengan siswa yang diajar menggunakan Numbered Head Together saja. Post-test Only Control Group digunakan sebagai desain penelitian ini. Populasi penelitian ini adalah kelas VIII di SMP Negeri 3 Gianyar. Sampel penelitian ini adalah 64 siswa yang dipilih sebagai sampel dengan menggunakan teknik sampel random atau acak. Hasil analisis menunjukkan bahwa ada perbedaan yang signifikan pada pemahaman membaca siswa kelas VIII yang diajar menggunakan kombinasi Numbered Head Together dan teknik Herringbone dengan siswa yang diajar menggunakan Numbered Head Together saja, (tobs=4.601, Sig. 0.001) dimana siswa yang diajar dengan menggunakan Numbered Head Together lebih baik pada pemahaman membaca.Kata Kunci : pemahaman membaca, Numbered Head Together, teknik Herringbone This study was aimed to investigate whether there was significance difference on eighth grade students’ reading comprehension that were taught by using combination of Number Head Together and Herringbone technique from those who were taught by using Number Head Together only. Post-test Only Control Group was used as design of this research. The population of this study was the eighth grade students of SMP Negeri 3 Gianyar. The sample of this study was 64 students that were selected as the sample of this study by random sampling. The result of analysis showed that there is significant difference on reading comprehension between students who were taught using combination Numbered Head Together and Herringbone technique and those who were taught using Numbered Head Together only, (tobs=4.601, significance 0.001) in which students who were taught using Numbered Head Together only achieved better in reading comprehension.keyword : reading comprehension, Numbered Head Together, Herringbone technique
THE EFFECT OF PROJECT BASED LEARNING ON STUDENTS' WRITING COMPETENCY OF THE EIGHT GRADE STUDENTS AT SMP NEGERI 4 SERIRIT IN THE ACADEMIC YEAR 2015/2016 ., Kadek Agus Darmaya Putra; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6180

Abstract

Penelitian eksperimental ini bertujuan menyelidiki efek dari menggunakan Pembelajaran Berbasis Proyek pada kemapuan menulis. Untuk mengelola penelitian ini, 141 siswa kelas VIII dari SMP Negeri 4 Seririt pada tahun akademik 2015/2016 yang dipilih untuk menjadi sampel. Desain kelompok kontrol posttest-only diimplementasikan dalam percobaan ini yang berlangsung dari 24 agustus 2015 hingga 28 September 2015. Penelitian ini menemukan bahwa ada perbedaan yang signifikan dalam kemampuan menulis antara siswa yang diajarkan dengan menggunakan Pembelajaran Berbasis Proyek dan yang diajarkan dengan menggunakan metode konvensi. Hal itu diketahui dari nilai probabilitas atau Sig. (2-tailed) sebesar 0,000 yang lebih rendah dari 0,05. Rerata siswa kemampuan menulis diajarkan oleh Project Based Learning (69.22) lebih tinggi dari rata-rata siswa kemampuan berbicara diajarkan dengan metode konvensional (60,57). Ini berarti bahwa Pembelajaran Berbasis Proyek mempengaruhi lebih baik daripada metode konvensional terhadap prestasi berbicara siswa Kata Kunci : Pembelajaran Berbasis Proyek, Kemampuan Menulis This experimental study aims at investigating the effect of using Project Based Learning on the Writing Competency. To administer this research, 141 eigth grade students of SMP Negeri 4 Seririt in the academic year 2015/2016 were selected to be the sample. Posttest-only control group design was implemented in this experiment which lasted from 24 august 2015 until 28 September 2015. This research discovers that there was a significant difference in writing competency between the students taught by using Project Based Learning and those taught by using conventional method. It was known from the probability value or Sig.(2-tailed) of 0.000 which was lower than 0.05. The mean of the students’ writing competency taught by Project Based Learning (69.22) is higher than the mean of the students’ writing competency taught by conventional method (60.57). It means that Project Based Learning gives better effect on students’ writing competency than conventional method. keyword : Project Based Learning, Writing competency.
THE EFFECT OF CLUSTERING TECHNIQUE COMBINED WITH PEER ASSESSMENT UPON STUDENTS’ WRITING COMPETENCY OF GRADE VIII SMP NEGERI 4 SINGARAJA IN ACADEMIC YEAR 2013/2014 ., Ni Wayan Adnyani; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., Ni Wayan Surya Mahayanti, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3314

Abstract

Penelitian ini bertujuan untuk menyelidiki pengaruh dari teknik clustering yang dikombinasikan dengan teknik penilaian sejawat terhadap kemampuan menulis siswa. Ini merupakan penelitian eksperimental dengan desain posttest-only control group. Populasi penelitian ini adalah siswa kelas VIII SMP Negeri 4 Singaraja yang bejumlah sebanyak 208 orang, dimana dua kelas yang terdiri dari 47 orang siswa dipilih sebagai sampel penelitian dari delapan kelas regular yang ada, yang ditentukan dengan teknik random sampling. Kelas VIII B4 adalah kelompok eksperimen dan diperlakukan dengan teknik clustering yang dikombinasikan dengan teknik penilaian sejawat, sedangkan kelas VIII B5 adalah kelompok kontrol dan diperlakukan hanya dengan menggunakan teknik clustering. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan menulis, dan data yang diperoleh dianalisis melalui analisis deskriptif dan analisis inferensial dengan menggunakan Independent Samples t -test yang dibantu oleh SPSS 16.0. Dari hasil analisis data, ditemukan bahwa nilai rata-rata kelompok eksperimen adalah sebesar (60,58), lebih tinggi dari nilai rata-rata kelompok kontrol sebesar (47.47), yang menunjukkan bahwa kelompok eksperimen lebih baik daripada kelompok kontrol. Selain itu hasil analisis inferensial menunjukkan bahwa thitung adalah 3,179 lebih tinggi dari nilai ttabel 2,014 pada taraf signifikansi 0,05. Dengan demikian dapat disimpulkan bahwa ada perbedaan yang signifikan dalam kompetensi menulis pada siswa yang diajar dengan menggunakan teknik clustering yang dikombinasikan dengan teknik penilaian sejawat dan siswa yang diajar hanya dengan menggunakan teknik clustering.Kata Kunci : Kompetensi Menulis, Penilaian Sejawat, Teknik Clustering This study aimed at investigating the effect of clustering technique combined with peer assessment upon students’ writing competency. It was an experimental study with posttest-only control group design. The population of the study was 208 eighth grade students of SMP Negeri 4 Singaraja, wherein two classes consisted of 47 students were taken from eight regular classes as sample of the study through random sampling. Class VIII B4 was the experimental group and treated by clustering technique combined with peer assessment, while class VIII B5 was the control group and treated by clustering technique only. The instrument used in this study was writing competency test, and the obtained data were analyzed through descriptive analysis and inferential analysis by using Independent Samples t-test assisted by SPSS 16.0. From the result of data analysis, it was found that the mean score of experimental group (60.58) was higher than the mean score of the control group (47.47), which showed that the experimental group performed better than the control group. Moreover the result of inferential analysis showed that the tobserved was 3.179 and it higher than the value of tcritical value 2.014 at level significance of 0.05. It can be concluded that there was significant difference in the students’ writing competency who were taught by using clustering technique combined with peer assessment and students who were taught by using clustering technique only.keyword : Clustering Technique, Peer Assessment, Writing Competency.
THE EFFECT OF GRAPHIC ORGANIZER UPON READING COMPREHENSION OF THE TWELFTH GRADE STUDENTS OF SMA N 1 SUKAWATI IN ACADEMIC YEAR 2015/2016 ., Anak Agung Mitha Indra Dewi; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6231

Abstract

Abstrak Penelitian ini bertujuan untuk menyelidiki apakah ada dampak yang signifikan terhadap pemahaman membaca siswa kelas XII yang diajar menggunakan Graphic Organizer dengan siswa yang diajar menggunakan teknik konvensional. Penelitian ini dalam bentuk penelitian eksperimen semu (Quasi Experimental). Post-test Only Control Group digunakan sebagai desain penelitian ini. Penelitian ini dilaksanakan di SMA N 1 Sukawati. Populasi penelitian ini adalah siswa kelas XII tahun ajaran 2015/2016. Sampel penelitian ini adalah 75 siswa yang telah dipilih dengan menggunakan teknik sampel random atau acak; terdiri dari 37 siswa kelas XII IPA 2 sebagai kelompok eksperimen dan 38 siswa kelas XII IPA 3 sebagai kelompok kontrol. Hasil analisis data menunjukkan bahwa terdapat dampak yang signifikan terhadap pemahaman membaca siswa kelas XII yang diajar menggunakan Graphic Organizer (t = 3.44 and ttable = 1.99; t ttable pada taraf signifikansi 5%) dimana siswa yang diajar menggunakan Graphic Organizer menunjukkan pemahaman membaca yang lebih baik dibandingkan dengan siswa yang diajar menggunakan teknik konvensional. Berdasarkan hasil tersebut, dapat disimpulkan Graphic Organizer memberikan dampak yang signifikan terhadap pemahaman membaca siswa kelas XII di SMA N 1 Sukawati tahun ajaran 2015/2016. Kata kunci: Graphic Organizer, EFL, Pemahaman Membaca Kata Kunci : Graphic Organizer, EFL, Pemahaman Membaca Abstract This research aimed to investigate whether there was a significant effect on reading comprehension of the twelfth grade students who were taught by using Graphic Organizer and who were taught by using conventional technique. This research was Quasi-Experimental research. Post-Test Only Control Group was used as the design of this research. This research was conducted at SMA N 1 Sukawati. The population of this research was the twelfth grade students in academic year 2015/2016. The sample was 75 students that were selected through random sampling; 37 students of XII IPA as experimental group and 38 students of XII IPA 3 as control group. The result of data analysis showed that there was a significant effect on reading comprehension of the twelfth grade students who were taught by using Graphic Organizer (t = 3.44 and ttable = 1.99; t ttable on the level of significance 5%) in which the students who were taught by using Graphic Organizer performed better reading comprehension than who were taught by using conventional technique. Based on this result, it could be inferred that Graphic Organizer gave significant effect on the twelfth grade students’ reading comprehension compared at SMA N 1 Sukawati academic year 2015/2016. keyword : Graphic Organizer, EFL, Reading Comprehension.
THE CONTRIBUTION OF METACOGNITIVE AWARENESS AND LEARNING ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT, GANESHA UNIVERSITY OF EDUCATION ., Putu Seriardana; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8702

Abstract

This study was a correlational study with ex-post facto research design, which aimed at investigating (1) the contribution of metacognitive awareness on students’ academic achievement, (2) the contribution of learning environment on students’ academic achievement, (3) the simultaneous contribution of metacognitive awareness and learning environment on academic achievement of the fourth semester students of English Education Department, Ganesha University of Education in academic years 2015/2016. Ex-post facto research design was a research design to investigate the correlation between independent variables and dependent variable by (1) determining the sample, (2) designing and developing the questionnaires, (3) distributing the questionnaires, (4) analyzing the obtained data, and (5) drawing the conclusion. The sample of the study was chosen by using simple random sampling technique, in which there were 145 students. The analysis was conducted based on multiple linear regression test supported by SPSS version 16 program. This study reveals that: (1) there is no contribution of metacognitive awareness on students’ academic achievement; (2) there is no contribution of learning environment on students’ academic achievement; and (3) there is no contribution of metacognitive awareness and learning environment on students’ academic achievement. keyword : metacognitive awareness, academic achievement, learning environment
DEVELOPING SUPPLEMENTARY WRITING MATERIALS FOR THE FRONT OFFICE SUBJECT OFFERED TO TENTH GRADE STUDENTS AT THE ODD SEMESTER AT SMK NUSA DUA SAWAN ., Made Sarika Rosiki Haera; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., I Putu Ngurah Wage M, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.11565

Abstract

Penelitian ini dilakukan untuk mengembangkan materi menulis untuk mata pelajaran “front office” yang digunakan oleh kelas X di SMK Nusa Dua Sawan. Buku yang telah dikembangkan memiliki materi menulis yang berdasar pada silabus yang dimiliki oleh SMK Nusa Dua Sawan. Disamping itu beberapa materi menulis diambil dari situasi nyata di hotel guna menyiapkan materi menulis yang mencerminkan apa yang siswa hadapi di dunia nyata. Penelitian ini adalah penelitian dan pengembangan dimana metode yang digunakan mengadopsi model ADDIE (1975). Terdapat lima tahap yang digunakan pada model ADDIE. Diantaranya adalah tahap analisa, tahan desain, tahap pengembangan, tahap pelaksanaan, tahap evaluasi. Tahapan – tahapan itu dikelompokkan menjadi 3 prosedur penelitian yaitu analisis kebutuhan, pengembangan produk, dan penilaian. Dalam mengumpulkan data, penelitian ini menggunakan beberapa instrument seperti observasi, angket, analisis silabus, dan catatan. Setelah mengumpulkan data, peneliti mulai membuat produk. Kemudian produk yang telah dibuat dievaluasi oleh juri ahli untuk mengetahui kualitas dari buku tersebut. Hasil dari juri ahli adalah “sangat baik”. Ini berarti buku yang dikembangkan sesuai untuk diberikan kepada siswa untuk mempelajari materi berbicara di mata pelajaran “front office” kelas X di SMK Nusa Dua Sawan Kata Kunci : front office, buku, materi berbicara, silabus, kebutuhan siswa This study was done to develop the writing materials for front office subject that was used in Tenth Grade Students at SMK Nusa Dua Sawan. The textbook which was developed had the writing materials that based on the syllabus. Besides that some materials was also taken from the real situation in the hotel, in order to prepare the writing materials that reflect the students into real life. This study was RnD research where the method that was used adapted ADDIE model (1975). According to ADDIE model there are 5 stages in developing the product there are Analysis, Design, Development, Implementation, and Evaluation. Those stages were categorized into 3 procedures namely: need analysis, product development, and evaluation. In collecting the data, the researcher used several instruments, such as observation, questionnaire, syllabus analysis, and note. After collecting the need in the need analysis step, the researcher started to make the product. Then the product that was made was evaluated by the expert judgments in order to know the quality of the textbook. The results of the textbook that was given by the experts were excellent. It means that the textbook had been appropriate to be given for tenth the students in learning the writing materials for front office subject in SMK Nusa Dua Sawan. keyword : front office, textbook, writing materials, syllabus, students’ needs
AN ANALYSIS OF CLASSROOM CHARACTER EDUCATION IN ENGLISH LESSON AT SMP NEGERI 1 SEMARAPURA IN ACADEMIC YEAR 2015/2016 ., Luh Putu Novi Anggita Widyamarta; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6356

Abstract

Penelitian ini dilakukan dalam rangka untuk mendeskripsikan pendidikan karakter di kelas dalam pembelajaran Bahasa Inggris di SMP Negeri 1 Semarapura. Subyek penelitian adalah siswa kelas tujuh dan guru bahasa Inggris di SMP Negeri 1 Semarapura. Peneliti menganalisis rencana pelajaran, pelaksanaan, dan evaluasi untuk mengetahui bagaimana nilai-nilai karakter yang dimasukkan dalam pengajaran empat keterampilan dasar dalam bahasa inggris. Nilai-nilai karakter yang diamati dalam penelitian ini adalah religius, cerdas, kejujuran, percaya diri, kesadaran, kerja tim, toleransi, ketangguhan, demokrasi, mandiri, dan mematuhi aturan-aturan sosial. Instrumen dalam penelitian ini terdiri dari panduan wawancara, perekam, analisis checklist rencana pelajaran, dan checklist observasi. Analisis penelitian menunjukkan bahwa guru memasukkan nilai-nilai karakter dalam indikator, materi pembelajaran, langkah-langkah pembelajaran, dan instrumen penilaian dalam rencana pelajaran. Sedangkan dalam kegiatan proses belajar mengajar, nilai-nilai karakter juga dimasukan. Namun, nilai-nilai karakter yang dimasukkan dalam kegiatan belajar terdapat beberapa perbedaan pada setiap pertemuan. Hal ini tergantung pada nilai-nilai karakter yang direncanakan dalam rencana pelajaran. Dalam evaluasi, guru menilai nilai-nilai karakter siswa dengan mengamati siswa yang aktif dan tidak aktif di dalam kelas. Setelah itu, guru memberikan tanda centang pada daftar hadiah siswa.Kata Kunci : Pendidikan Karakter di kelas, Pengajaran dan Pembelajarn Bahasa Inggris This study was conducted in order to describe the classroom character education in English lesson at SMP Negeri 1 Semarapura. The subjects of the study were the seventh grade students and the English teacher in SMP Negeri 1 Semarapura. The researcher analyzed the lesson plans, the implementation, and the evaluation to know how the character values were inserted in the teaching of the four basic skills in English. The character values which are observed in this study were religious, intelligent, honesty, self-confident, awareness, team work, tolerance, toughening, democracy, independent, and obey the social rules. The instruments in this study consisted of interview guide, recorder, lesson plan analysis checklist, and observation checklist. The analysis of the study indicates that the teacher inserts the character values in indicators, learning materials, learning steps, and assessment instrument in lesson plans. In teaching and learning activities, character values are also implemented. However, the character values which are inserted in learning activities are different in each meeting. It depends on Character values which are planned in lesson plan. In the evaluation, the teacher assesses students’ character values by observing the students who are active and not active in the classroom. After that, the teacher give check mark on students’ presents listkeyword : classroom character education, English teaching and learning
AN ANALYSIS OF CLASSROOM CHARACTER EDUCATION IN ENGLISH LESSONS BASED ON THE 2013 CURRICULUM ., Ida Ayu Made Ratih; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6644

Abstract

Penelitian kualitatif ini dilakukan untuk menganalisa pelaksanaan pendidikan karakter dalam pelajaran bahasa Inggris di SMP Negeri 1 Banjar. Subyek penelitian ini adalah siswa kelas 8 dan guru bahasa Inggris. Peneliti menganalisis RPP dan pelaksanaan untuk menyelidiki bagaimana karakter pendidikan dimasukkan dalam pengajaran empat keterampilan dasar dalam bahasa Inggris yang telah terintegrasi dalam proses belajar mengajar dalam kurikulum 2013. Instrumen dalam penelitian ini terdiri dari panduan wawancara, perekam, checklist analisis RPP, dan checklist pengamatan. Analisis penelitian menunjukkan bahwa guru memasukkan nilai-nilai karakter dalam indikator, materi pembelajaran, langkah-langkah pembelajaran, dan instrumen penilaian dalam rencana pelajaran. Dalam kegiatan belajar mengajar, nilai-nilai karakter juga dilaksanakan. Namun, nilai-nilai karakter yang dimasukkan dalam kegiatan belajar berbeda dari satu dengan yang lain. Hal ini tergantung pada topik dan indikator yang akan dicapai. Dalam evaluasi, strategi yang digunakan oleh guru dalam bentuk saran dan rubrik penilaian untuk menilai pendidikan karakter dalam proses belajar mengajar. Kata Kunci : Pendidikan karakter, pelajaran bahasa Inggris This qualitative research was conducted in order to analyze the implementation of character education in the English lessons at SMP Negeri 1 Banjar. The subjects of the research were the eighth grade students and the English teacher. The researcher analyzed the lesson plans and the implementation to investigate how character educations were inserted in the teaching of the four basic skills in English which has been integrated in the process of teaching and learning in 2013 curriculum. The instruments in this study consisted of interview guide, recorder, lesson plan analysis checklist, and observation checklist. The analysis of the study indicates that the teacher inserts the character values in indicators, learning materials, learning steps, and assessment instrument in lesson plans. In teaching and learning activities, character values are also implemented. However, the character values which are inserted in learning activities are different from one with another. It depends on the topic and indicators that will be achieved. In the evaluation, the strategies which were used by the teacher were in the form of advice and scoring rubric to assess character education in the process of teaching and learning. keyword : Character education, English lessons
THE EFFECT OF PORTFOLIO ASSESSMENT TOWARDS WRITING COMPETENCY OF THE EIGHTH GRADE STUDENTS OF SMP NEGERI 3 SAWAN IN THE ACADEMIC YEAR OF 2015/2016 ., I Putu Marten Chrispayana; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6229

Abstract

Penelitian ini bertujuan untuk menyelidiki apakah ada perbedaan yang signifikan pada kompetensi menulis pada siswa kelas VIII yang diajar menggunakan penilaian Portofolio dengan siswa yang diajar menggunakan penilaian sejawat. Post-test Only Control Group digunakan sebagai desain penelitian ini. Populasi penelitian ini adalah kelas VIII di SMP Negeri 3 Sawan. Sampel penelitian ini adalah 30 siswa yang dipilih sebagai sampel dengan menggunakan teknik sampel random atau acak. Hasil analisis menunjukkan bahwa ada perbedaan yang signifikan pada kompetensi menulis siswa kelas VIII yang diajar menggunakan Penilaian Portofolio dengan siswa yang diajar menggunakan Peilaian sejawat, (tobs=2.048, Sig. 0.045) dimana siswa yang diajar dengan menggunakan penilaian Portofolio lebih baik pada kompetensi menulis. Ini berarti terdapat efek yang signifikan dari penggunaan portofolio Assessment pada kompetensi menulis siswa kelas VIII di SMP Negeri 3 Sawan tahun ajaran 2015/2016Kata Kunci : Penilaian Sejawat, Penilaian Portofolio, Kompetensi Menulis This study aimed to investigate whether there was a significant difference between the eighth grade students’ writing competency that were taught by using Portfolio Assessment and those who were taught by using Peer Assessment. Post-test Only Control Group was used as design of this research. The population of this study was the eighth grade students of SMP Negeri 3 Sawan. The sample of this study was 60 students that were selected through random sampling. The result of analysis showed that there was significant difference on writing competency between students who were taught using Portfolio Assessment and those who were taught using Group Disscussion, (tobs=2.048, significance 0.045) in which students who were taught using Portfolio Assessment only achieved better in writing competency. It means that there was a significant effect of using Portfolio assessment on the eighth grade students’ writing competency at SMP Negeri 3 Sawan in academic year 2015/2016.keyword : Peer Assessment, Portfolio Assessment, writing competency
Co-Authors ., Dedy Kusdianto Klau ., Dedy Kusdianto Klau ., I Gede Putu Waisya Dharma ., I Gede Wahyudi ., Ida Ayu Juliana Citra Dewi ., Ida Ayu Juliana Citra Dewi ., Kadek Angga Andriani ., Kadek Wiwik Wirayanthi ., Kadek Wiwik Wirayanthi ., Made Sarika Rosiki Haera ., Made Sarika Rosiki Haera ., Made Widi Darma Prasetya ., Ni Luh Gede Tangkas Rahmayanti ., Ni Wayan Widya Agustini ., Putu Amelia Wardani ., Putu Indah Puspitasari ., Putu Seriardana ., Putu Seriardana ., Sang Ayu Kompyang Arisetyawati ., Sang Ayu Kompyang Arisetyawati Anak Agung Gede Bawa Mehendra . Anak Agung Gede Yudha Paramartha Anak Agung Mitha Indra Dewi ., Anak Agung Mitha Indra Dewi Desak Putu Ayu Arsarianti . Dewa Ayu Eka Agustini G.A.P. Suprianti I Dewa Ketut Suputra . I Gede Angga Sukaryawan . I Komang Oka Agustiyana . I Putu Indra Kusuma I Putu Marten Chrispayana ., I Putu Marten Chrispayana Ida Ayu Made Ratih ., Ida Ayu Made Ratih Ida Ayu Ratsitha Dewi ., Ida Ayu Ratsitha Dewi Kadek Agus Darmaya Putra ., Kadek Agus Darmaya Putra Kadek Sonia Piscayanti Komang Laksmi Pratiwi ., Komang Laksmi Pratiwi Luh Diah Surya Adnyani Luh Gede Arik Widyastuti . Luh Putu Novi Anggita Widyamarta ., Luh Putu Novi Anggita Widyamarta Luh Suryani ., Luh Suryani M.L.S ., Dr.Sudirman, M.L.S M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd M.Pd. ., Made Hery Santoso, S.Pd, M.Pd. Made Hery Santosa Ni Komang Arie Suwastini Ni Putu Eka Novitri ., Ni Putu Eka Novitri NI WAYAN ADNYANI . Ni Wayan Rusmala Dewi ., Ni Wayan Rusmala Dewi Ni Wayan Surya Mahayanti Putu Mas Istri Yanti ., Putu Mas Istri Yanti Putu Perwita Hasri . Putu Rara Utari Dewi ., Putu Rara Utari Dewi S.Pd. I Putu Ngurah Wage M . S.Pd. M.Pd. Ni LP. Eka Sulistia Dewi . S.Pd. Putu Eka Dambayana S. .