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All Journal PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Language and Education Journal Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal IKA Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Indonesia Jurnal Komunikasi Hukum Indonesian Journal of Disability Studies IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JURNAL PENDIDIKAN TAMBUSAI Journal of Educational Research and Evaluation International Journal of Language and Literature International Journal of Social Science and Business PROJECT (Professional Journal of English Education) J-REaLL Journal of Humanities, Social Science, Public Administration and Management (HUSOCPUMENT) The Art of Teaching English as a Foreign Language (TATEFL) Linguistics Initiative Journal of Educational Study Jurnal Pengabdian Kepada Masyarakat Media Ganesha FHIS (P2MMGFHIS) Jurnal Penelitan Mahasiswa Indonesia Litera Kultura Indonesian Journal Of Educational Research and Review Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Yavana Bhasha: Journal of English Language Education TOFEDU: The Future of Education Journal IJLHE: International Journal of Language, Humanities, and Education JIS Siwirabuda (Jurnal Ilmiah Sains Sosial, Kewirausahaan dan Kebudayaan)
Dewa Ayu Eka Agustini
Universitas Pendidikan Ganesha
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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AFFIXATION OF PAYANGAN DIALECT: A DESCRIPTIVE STUDY ., Agus Yogi Pranata; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
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.v1i1.6665

Abstract

Penelitian ini bertujuan untuk mendeskripsikan awalan dan akhiran dari Dialek Melinggih, Payangan yang memiliki proses derivasi dan infleksi. Jenis penelitian ini yaitu penelitian deskriptif kualitatif. Dua narasumber dari desa Melinggih, Payangan dipilih sesuai dengan sejumlah kriteria yang ditetapkan. Data dikumpulkan dengan menggunakan tiga teknik yaitu teknik observasi, teknik rekaman, dan teknik wawancara (mendengarkan dan mencatat). Hasil dari penelitian ini menemukan ada lima awalan dan empat akhiran yang ada di Dialek Melinggih, Payangan. Awalannya meliputi {ma-}, {n-}, {ŋ-}, {ñ-}, and {ə-}. Akhirannya meliputi {-Λŋ}, {-in}, {-ɔ}, and {-an}. Awalan dan akhiran yang mengalami proses derivasi antara lain: awalan {mə-} dan {ŋ-} dan akhiran {-Λŋ}, {-in}, dan {-an}. Awalan dan akhiran yang mengalami proses infleksi yaitu: awalan {ma-}, {n-}, {ŋ-}, dan {ə-} dan akhiran {-Λŋ}, {-in}, {-ɔ}, dan {-an}.Kata Kunci : imbuhan, dialek Payangan, proses derivasi dan infleksi. This study aimed at describing the number of prefixes and suffixes existed in Melinggih_Payangan Dialect and its types of inflectional and derivational. This study is a descriptive qualitative research. Two informant samples of Melinggih_Payangan Dialect were chosen based on a set of criteria. The data were collected based on three techniques, namely: observation, recording technique, and interview (listening and noting) technique. The results of the study show that there were five prefixes and four suffixes existing in Payangan Dialect. The prefixes were {ma-}, {n-}, {ŋ-}, {ñ-}, and {ə-}. The suffixes were {-Λŋ}, {-in}, {-ɔ}, and {-an}. The prefixes and suffixes that belong to derivation are: prefix {mə-} and {ŋ-} and suffix {-Λŋ}, {-in}, and {-an}.The prefixes and suffixes that belong to inflection are: prefixes {ma-}, {n-}, {ŋ-}, and {ə-} and suffix {-Λŋ}, {-in}, {-ɔ}, and {-an}.keyword : affixation, Payangan Dialect, derivational and inflectional process.
Politeness Strategies Used by the Second-Grade Students at SDN 1 Pemaron ., Pande Ayu Cintya Ningrum; ., Prof. Dr.I Nyoman Adi Jaya Putra, M.A.; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
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.v5i2.12402

Abstract

Penelitian ini bertujuan untuk mengidentifikasi tipe-tipe maksim kesopanan yang digunakan dan mendeskripsikan penggunaan maksim kesopanan oleh siswa-siswi kelas dua di SDN 1 Pemaron. Penelitian ini merupakan penelitian deskriptif kualitatif. Hasil penelitian menunjukkan bahwa terdapat enam tipe maksim kesopanan yang di gunkan oleh siswa-siswi kelas dua di SDN 1 Pemaron. Selanjutnya, tipe maksim kesopanan yang paling sering di gunakan oleh siswa-siswi kelas dua di SDN 1 Pemaron adalah maksim pemufakatan/kecocokan dimana muncul sebanyak 53 kali (35%). Tipe yang kedua adalah maksim kesederhanaan yang muncul sebanyak 40 kali (27%). Tipe maksim yang ketiga adalah maksim kesimpatian yang muncul sebanyak 19 kali (13%). Tipe maksim yang keempat adalah maksim kedermawanan yang muncul sebanyak 18 kali (12%). Tipe maksim yang kelima adalah maksim kebijaksanaan yang muncul sebanyak 12 kali (8%). Tipe maksim yang terakhir adalah maksim penghargaan yang muncul sebanyak 8 kali (5%). Maksim tersebut digunakan untuk memaksimalkan persetujuan dengan lawan bicaranya terlebih dahulu sebelum mengungkapkan perasaan atau opini mereka, menunjukkan rasa rendah hati ketika mereka berbuat kesalahan atau tidak bisa melakukan sesuatu yang di minta, menunjukkan rasa peduli dan simpati, menunjukkan keramahan mereka, untuk membuat teman mereka diam ketika mereka membuat kesalahan atau masalah, dan untuk memuji temannya sebelum mereka meminta bantuan. Kata Kunci : Maksim Kesopanan, Siswa-siswi kelas dua, Strategi Kesopanan. This study aimed at identifying types of politeness maxim use and describe the use of politeness maxim by the second-grade students in SDN 1 Pemaron. This study is descriptive qualitative research. The results of this study reveals that there are six types of politeness maxim used by second-grade students in SDN 1 Pemaron. Then the most frequently used type of politeness maxim by second-grade students in SDN 1 Pemaron was agreement maxim which occurred 53 times (35%). The second type was modesty maxim which occurred 40 times (27%). The third type was sympathy maxim which occurred 19 times (13%). The fourth type was generosity maxim which occurred 18 times (12%). The fifth type was tact maxim which occurred 12 times (8%). The last type was approbation maxim which occurred 8 times (5%). Those maxims use for maximize the agreement between the interlocutor first before revealed their feeling or opinion, dispraise themselves when they make a mistake or cannot do something that have been told, show their care and sympathy, show their friendliness, to make their friends keep silent when they made a mistake or problem and to praise their friends before asked for a help.keyword : Politeness Maxims, Politeness Strategies, Second-grade Students.
ANALYZING METHODS OF TEACHING MICROTEACHING COURSE TO TEACH SENIOR HIGH SCHOOL STUDENTS FOR ENGLISH EDUCATION DEPARTMENTS IN BALI ., Made Metha Suadnyani; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
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.v1i1.5461

Abstract

Penelitian ini bertujuan untuk menganalisis masalah dan kebutuhan yang dihadapi oleh dosen mata kuliah Microteaching. Selain itu, metode mengajar, pendekatan, dan teknik dalam mata kuliah ini berdasarkan Kurikulum 2013 juga dianalisis. Penelitian ini adalah bagian dari sebuah penelitian yang lebih besar yang menggunakan model instruksi yang dikembangkan oleh Dick dan Carrey. Karena penelitian ini hanya menganalisa, instrumen yang digunakan adalah kuesioner dan panduan wawancara. Subjek penelitian ini adalah dosen Microteaching di Bali Untuk masalah dan kebutuhan dalam mata kuliah Microteaching, para responden menyatakan adanya masalah dan kebutuhan yang menyangkut ketersediaan materi dan media yang sesuai dengan Kurikulum 2013. Pendekatan yang dipilih oleh responden adalah konstruktivisme yang merupakan pembentukan pengetahuan oleh siswa dan humanisme yang merupakan pembelajaran oleh siswa sebagai manusia serta pandangan interaksional dan fungsional. Ada empat belas metode yang dianalisa. Menurut para responden, metode-metode yang telah disebutkan di atas dapat digunakan untuk melaksanakan kegiatan pembelajaran secara khusus. Untuk membuka pelajaran, metode yang paling cocok adalah problem-based, project-based, dan CLT. Untuk melaksanakan kegiatan inti, metode yang cocok adalah CLT, problem-based, dan inquiry-based learning. Untuk menutup pelajaran, metode tercocok adalah CLT. Teknik mengajar Microteaching yang sesuai adalah teknik kedua yang terdiri dari dari pemberian input, praktik, dan sesi pre-microteaching. Pada akhirnya, hasil akhir dari penelitian ini bisa dijadikan referensi bagi dosen mata kuliah Microteaching.Kata Kunci : Kurikulum 2013, metode pembelajaran, pendekatan pembelajaran, mata kuliah Microteaching, teknik Microteaching. This research aimed at analyzing the problems and needs of Microteaching course that were encountered by Microteaching course lecturers. Besides, the appropriate Microteaching course learning methods, approaches, and techniques according to Curriculum 2013 were also analyzed. This research was a part of a bigger research that was using the instructional model of Dick and Carrey. Since this research only aimed to analyze, the instruments were questionnaire sheet and an interview guide. The research subject was Mircoteaching lecturers in Bali. As for the problems and needs, respondent stated that the problems were about the unavailable material and media relevant to Curriculum 2013. The approaches were constructivism meaning the construction of student's own knowledge and humanism meaning students as human being and also interactional view and fungsional view. There are fourteen methods in the course. According to the respondents, those methods were appropriate to be used in certain activities in a lesson. For opening a lesson, the most appropriate methods are problem-based, project-based, and CLT. For conducting the whilst-activity, the appropriate methods are CLT, problem-based, and inquiry-based learning. In closing a lesson the most appropriate method is CLT. The cycle chosen by the respondents was the second cycle that consists of giving input, practice, and pre-microteaching session. The end result is expected to be a reference to Microteaching course lecturers to be able to conduct the course appropriately.keyword : Curriculum 2013, learning approach, learning method, Microteaching course, Microteaching technique.
POLITENESS STRATEGY USED BY STUDENTS AT SANTHI BUDAYA ART FOUNDATION STUDIO AND CULTURE ., Komang Savitri Putri; ., Drs.Gede Batan,MA; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
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 | Full PDF (462.329 KB) | DOI: 10.23887/jpbi.v5i2.17004

Abstract

This study aimed to analyze the politeness strategies used by students of Santhi Budaya Art Foundation Studio and Culture in communicating and interacting with their coaches and the reasons students use these politeness strategies to communicate with their coaches to achieve their communication goals. This is a descriptive study and the instrument used to collect data were the researcher, observation check-list, interview guide, and phone mobile recorder. The result of the study showed that 1) there were 4 types of politeness strategies used by the students to communicate with their coaches. These strategies were: bald record, positive politeness, negative politeness and off record in which the bald record strategy was more dominantly used 2) the first reason for using politeness strategy when communicating with the coaches was because students needed to respect someone older than them and the second reason was because students needed to respect someones who had a higher status than them.Kata Kunci : Politeness strategy, Coach, Students This study aimed to analyze the politeness strategies used by students of Santhi Budaya Art Foundation Studio and Culture in communicating and interacting with their coaches and the reasons students use these politeness strategies to communicate with their coaches to achieve their communication goals. This is a descriptive study and the instrument used to collect data were the researcher, observation check-list, interview guide, and phone mobile recorder. The result of the study showed that 1) there were 4 types of politeness strategies used by the students to communicate with their coaches. These strategies were: bald record, positive politeness, negative politeness and off record in which the bald record strategy was more dominantly used 2) the first reason for using politeness strategy when communicating with the coaches was because students needed to respect someone older than them and the second reason was because students needed to respect someones who had a higher status than them.keyword : Politeness strategy, Coach, Students
Creative Industry And Opportunity In Export Market Purnamawati, I Gusti Ayu; Herliyani, Elly; Eka Agustini, Dewa Ayu
International Journal of Social Science and Business Vol 3, No 2 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (512.067 KB) | DOI: 10.23887/ijssb.v3i2.18397

Abstract

The important role of MSMEs being the largest business sector in its contribution to the national development is also providing the opportunity of considerable job vacancies. Creative Industry can be one of the alternatives in facing the tight competition of the world market, so that the Government have the obligation to find, support the regional potency and create the strategy of creative industry development in order to compete with  other regions and other countries. Local Economic Development focuses on endogenous development policy utilizing the potential of local human, institutional and physical resources. Whatever form of policy is taken, LED has one goal, which is increasing the number and variety of job opportunities available to the local population. 
INVESTIGATION OF STUDENTS’ PERCEPTION TOWARD E-LEARNING IN THE FIFTH SEMESTER OF ENGLISH LANGUAGE EDUCATION UNDIKSHA ., Putu Nopa; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18430

Abstract

Penelitian ini bertujuan untuk menyelidiki persepsi siswa tentang e-learning. Penelitian ini dilakukan untuk mengetahui persepsi mahasiswa terhadap pemanfaatan teknologi informasi terutama e-learning dalam pembelajaran di kelas. Data penelitian dikumpulkan di Program Studi Bahasa Inggris UNDIKSHA dengan 80 kuesioner. Hasil penelitian menunjukkan bahwa mayoritas siswa berpendapat bahwa e-learning adalah ide inovatif dan harus didorong. Dan pembelajaran hybrid, yang merupakan kombinasi dari pembelajaran online dan pembelajaran tatap muka, adalah cara belajar yang disukai responden. Kata Kunci : E-learning, Model penerimaan teknologi (TAM), pembelajaran berbasis web, pembelajaran hybrid, pembelajaran sepenuhnya online. This study aims to investigate students' perceptions of e-learning. This research was conducted to determine students' perceptions in the use of information technology, especially e-learning in classroom learning. The research data were collected at English Language Education of UNDIKSHA with 80 questionnaires. The outcomes of the study showed the majority of the students think e-learning is an innovative idea and must be encouraged. Hybrid learning, which is a combination of online learning and face-to-face learning, is the preferred mode of learning for the respondents. keyword : E-learning, Technology Acceptance Model (TAM), Web-assisted learning, Hybrid learning, Fully-online learning.
AN ANALYSIS OF COMMUNICATION STRATEGIES USED BY TEACHER IN ENGLISH TEACHING AND LEARNING AT SMA SARASWATI SINGARAJA ., Kadek Windayanti; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.10958

Abstract

This qualitative research aimed at (1) finding out the types of communication strategies used by teacher during English teaching and learning proses; (2) analysing the English teacher?s reasons in applying the communication strategies; (3) analysing the students` perception toward the implementation of communication strategies used by the teacher. The subjects of this study were English teacher and XI grade students of SMA Saraswati Singaraja. The data were collected through direct observation and interview. Besides, observation sheet, video recorder, voice recorder, interview guide and field note were also used to collect the data. The result of this research showed that there were 14 types of communication strategies which were applied by the teacher namely: literal translation, code switching, non-linguistics signal, message abandonment, circumlocution, self-repair, approximation, use of fillers or time-gaining strategy, repetition, comprehension check, asking for repetition, guessing, interpretive summary, and response. From those strategies, code switching was the strategy that was most frequently used by the teacher during the process of teaching and learning. Meanwhile, message abandonment and interpretive summary had the lowest frequency of occurrence during the teaching and learning process. The teacher`s reasons for applying those communication strategies were to overcome the communication barriers that occur between the teacher and the students, to help the students understand and memorize the material easier. Moreover, the other teacher`s reasons for applying communication strategies were to make the learning process more interesting and make the students more focus to the lesson. The result of the interview also showed that the students had good perception toward the implementation of communication strategies used by the teacher in the classroom. keyword : communication strategies, English teacher, Dornyei and Scott`s theory, qualitative study.
AN ANALYSIS OF SPEECH ACTS USED BY THE ENGLISH TEACHERS IN THE CLASSROOM TEACHING AND LEARNING PROCESS AT SMA NEGERI 1 SERIRIT ., Ni Made Dwi Darmetri; ., Prof. Dr.I Ketut Seken,MA; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
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.v4i2.8743

Abstract

Penelitian ini bertujuan untuk mendeskripsikan dan menjelaskan jenis-jenis tindak tutur yang diucapkan oleh guru selama kegiatan belajar mengajar, bagaimana tindak tutur diwujudkan dalam komunikasi pengajaran, dan fungsi pedagogik dari tindak tutur. Subjek penelitian ini adalah dua orang guru SMA Negeri 1 Seririt. Penelitian ini merupakan penelitian kualitatif. Data dikumpulkan melalui observasi dan wawancara. Data dianalisis menggunakan Miles and Huberman analisis data interaktif. Temuan penelitian menunjukan bahwa guru hanya menggunakan empat tindak tutur berupa directives, commisives, representatives, dan expressives dalam proses belajar mengajar. Dari 134 ucapan, guru mengucapkan 65% directives, 5.2% commisives, 18.6% representatives, and 11.2% expressives. Ada tiga fungsi pedagogik dari tindak tutur guru, yaitu kontrol, organisasi, dan motivasi. Tindak tutur directives, declaratives, dan commisives berfungsi sebagai kontrol dan organisasi, tindak tutur representatives berfungsi sebagai kontrol dan evaluatif, tindak tutur expressives berfungsi untuk memotivasi. Kata Kunci : Fungsi pedagogik, proses belajar mengajar, tindak tutur This study was intended to describe and explain kinds of speech acts produced by the English teachers during teaching and learning process, how speech acts were realized in instructional communication, and pedagogical functions of speech acts. The subjects of the study were two English teachers in SMA Negeri 1 Seririt. This study was a qualitative study. The data were collected through observation and interview. The data were analyzed by using Miles and Huberman interactive data analysis. The findings show that there were only four types of speech acts performed by the teachers, namely representatives, directives, expressives, and commissives. From 134 utterances, the teachers produced 65% directives, 5.2% commisives, 18.6% representatives, and 11.2% expressives. There were three pedagogical functions of the teachers’ speech acts, namely control, organization, and motivation. Directives and commisives speech acts were functioned as control and organizational function, representatives speech acts were functioned as control and evaluative functions, expressives speech acts was functioned as motivational function.keyword : Pedagogical functions, speech acts, teaching and learning process
A Study of Morphological Processes of Balinese Dialect Spoken by Klumpu Villagers ., M. Mas Gustrini Dewi; ., Prof. Dr.I Nyoman Adi Jaya Putra, M.A.; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
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 | Full PDF (255.945 KB) | DOI: 10.23887/jpbi.v5i2.13328

Abstract

Penelitian ini bertujuan untuk mendeskripsikan proses morfologi pada dialek bahasa Bali yang digunakan oleh masyarakat desa Klumpu (BDK) di Nusa Penida, kabupaten Klungkung, provinsi Bali. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek di penelitian ini adalah pembicara asli dari dialek bahasa Bali di desa Klumpu. Subjek tersebut dibagi menjadi tiga area, yaitu lingkungan keluarga, tetangga, dan pertemanan. Data dikumpulkan dengan melakukan observasi, wawancara, rekaman, dan elisitasi untuk mencapai kejenuhan data. Data yang sudah dikumpulkan kemudian dianalisis dengan menerapkan prosedur analisis data dari Miles dan Huberman (1994). Yang menjadi objek pada penelitian ini adalah proses morofologi itu sendiri yang mana terdiri dari infleksi, derivasi, afiksasi, pengulangan, kliping, blending, komponding, dan back formation. Hasil dari penelitian ini menunjukan bahwa terdapat empat jenis prefiks infleksi: {me-}, {nge-}, {ng-}, {ny-} dan empat jenis sufiks infleksi: {-e}, {-an}, {-in}. Terdapat dua jenis prefiks derivasi: {me-} dan {ny-} dan dua jenis sufiks derivasi: {-te} dan {-an}. Terdapat lima jenis prefiks afiksasi {a-}, {me-}, {pe-}, {ng-}, {ny-}, satu jenis infiks afiksasi {-h-}, dan empat jenis sufiks afiksasi {-an}, {-ang}, {-ne}, dan {-e}. Ditemukan dua jenis reduplikasi yaitu reduplikasi dengan dan tanpa afiks. Terdapat empat jenis kata yang mengalami proses kliping. Ditemukan tiga kelas kata yang mengalami proses blending. Ditemukan pula bahwa terdapat satu kelas kata yang mengalami proses komponding yaitu kelas kata benda. Tidak ditemukannya kata-kata yang mengalami proses back formation dalam BDK. Kata kunci: dialek Klumpu, proses morfologi, infleksi, derivasi, afiksasi, reduplikasi, kliping, blending, kompon, back formasi Kata Kunci : afiksasi, back formasi, blending, derivasi, dialek Klumpu, infleksi, kliping, komponding, proses morfologi, reduplikasi. This study aimed at describing morphological processes of Balinese dialect of Klumpu villagers (BDK) in Nusa Penida, Klungkung regency, Bali province. This research was a qualitative descriptive study. Subjects of this study was the native speakers of the BDK. The subjects were divided into three areas namely family, neighbor, and friendship area. The data were collected by conducting observation, interview, recording, and eliciting technique for saturation. The obtained data were analyzed by using the procedure of data analysis suggested by Miles and Huberman, (1994). The object of this study was morphological processes of BDK that consisted of inflection, derivation, affixation, repetition, clipping, blending, compounding and back formation. The results of this research show that there were four kinds of inflectional prefixes: {me-}, {nge-}, {ng-}, {ny-} and four kinds of inflectional suffixes: {-e}, {-an}, and {-in} in BDK. There were two kinds of derivational prefixes: {me-} and {ny-} and two kinds of derivational suffixes: {-te} and {-an}. There were five kinds of prefixes of affixation: {a-}, {me-}, {pe-}, {ng-}, and {ny-}. One kind of infix of affixation: {-h-} and there were four kinds of suffixes of affixation: {-an}, {-ang}, {-ne}, and {-e}. There were two kinds of reduplication namely reduplication with and without any affixes. There were four kinds of word classes that underwent clipping process. There were three word classes that underwent blending process. There was one word class that underwent compounding process namely nouns. There was no any back formation word found in BDK. keyword : affixation, back formation, blending, clipping, compounding, derivation, inflection, Klumpu dialect, morphological processes, reduplication
CULTURAL TRANSITION OF AUSTRALIAN EXPATRIATE TEACHERS IN YOUTH CENTER UBUD ., I Wayan Bagastana; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.11254

Abstract

Abtrak Penelitian ini bertujuan untuk menginvestigasi syok budaya yang dialami oleh guru Australia, faktor yang menyebabkan terjadinya syok budaya dan bagaimana cara mereka untuk beradaptasi dalam budaya baru di Youth Center Ubud Bali. Peneliti ini merupakan studi kasus dengan pendekatan kualitatif. Subjek penelitian ini adalah tiga orang guru Australia yang tinggal di Youth Center Ubud Bali. Data dari penelitian ini diambil dengan menggunakan wawancara yang terstruktur dari tiga orang guru Australia di Youth Center Ubud Bali. Data kualitatif ditranskripsi dan dianalisis secara deskripsi. Hasil penelitian ini menunjukan bahwa ada tiga puluh enam syok budaya yang dialami oleh guru Australia di Youth Center Ubud Bali. Ada tiga faktor yang menyebabkan timbulnya syok budaya yaitu perbedaan budaya, Bahasa dan pengalaman social. Lebih lanjut, ada tiga cara yang dilakukan oleh guru Australia di dalam proses beradaptasi di lingkukan budaya baru seperti; melakukan komunikasi, berteman, dan menghargai budaya lokal. Data dari observasi dan wawancara menunjukkan bahwa guru Australia mengalami permasalahan di dalam menyesuaikan diri dengan budaya baru di Ubud Bali. Kata Kunci : Kata kunci: peralihan budaya, syok budaya, guru asing Abstract This study aimed at investigating the culture shock phenomena experienced by Australian expatriate teachers, the factors which cause the culture shock, and how they adapt to new culture in Youth Center Ubud Bali. This present study was a case study with qualitative research design. The subjects of this study were three Australian expatriate teachers who work as teacher Youth Center Ubud Bali. The data of the study were collected by using structure interview from three Australian expatriate teachers who teaches in Youth Center Ubud Bali. The qualitative data were transcribed and analyzed descriptively. The result of the study show that there were thirty-six culture shock phenomena of Australian expatriate teachers in Youth Center Ubud Bali. There were three factors which cause culture shock, such as cultural differences, languages difficulties, and social differences. Moreover, there were three ways of Australian expatriate teachers use in the process of adapting new culture such as doing communication, making friends, and respect the local culture. The data from observation and interview show that the Australian expatriate teachers experienced problems in adapting new culture in Ubud Bali. keyword : Key words: cultural transition, culture shock, expatriate teachers
Co-Authors ., Anak Agung Istri Sri Wirapatni ., Anak Agung Istri Sri Wirapatni ., Gede Ari Suyasna Putra ., Gede Ari Suyasna Putra ., Gusti Bagus Semara Putra ., Gusti Bagus Semara Putra ., Gusti Komang Sukerti ., Gusti Komang Sukerti ., Gusti Ngurah Nyoman Ariana ., I Gusti Putu Eka Suputra Mahardika ., I Gusti Putu Eka Suputra Mahardika ., I Kadek Gunarsa ., I Kadek Gunarsa ., I Ketut Restu Cahyadiarta ., I Made Dedi Kurniawan ., I Nengah Pasek Budiartika ., I Wayan Bagastana ., Iffatul Muslimah ., Iffatul Muslimah ., Kadek Prajinggo Patrya ., Kadek Prajinggo Patrya ., Kadek Vera Mia Asitari ., Kadek Vera Mia Asitari ., KADEK WAHYUTRIYUNI ., KADEK WAHYUTRIYUNI ., Kadek Windayanti ., Komang Savitri Putri ., Komang Savitri Putri ., Luh Ririn Sukma Dewi ., Luh Ririn Sukma Dewi ., Luh Winda Cipta Pratiwi ., M. Mas Gustrini Dewi ., Md Arini Purnamasari ., Md Arini Purnamasari ., Ni Kadek Warmasari ., Ni Kadek Winda Arianti ., Ni Kadek Winda Arianti ., Ni Luh Putu Wida a ., Ni Luh Putu Wida a ., Ni Made Arisani ., Ni Made Arisani ., Ni Made Dwi Darmetri ., Ni Putu Astri Pradnyandari ., Ni Putu Astri Pradnyandari ., Nurlita Habibah ., Nurlita Habibah ., Pande Ayu Cintya Ningrum ., Pande Ayu Cintya Ningrum ., Pande Nyoman Ita Wulandari ., Pande Nyoman Ita Wulandari ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Prof. Dr.I Ketut Seken, M.A. ., Prof. Dr.I Ketut Seken, M.A. ., PUTU NARITA SARI ., PUTU NARITA SARI ., Putu Nopa ., Putu Nopa Adi Krisna Juniarta Agus Yogi Pranata ., Agus Yogi Pranata Aprilia Purnama Sari Ariyani, Luh Tu Artini, Ni Nyoman Asari, Rahayu Kusuma Widya Astawa, Made Candrika Widya Cahya Kusuma Negara Damayanti, Made Regina Miranda Desak Gede Devi Pratami Dewa Komang Tantra Dewa Putu Ramendra Dewi, Luh Lingga Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . Eka Anastasia Wijaya Elly Herliyani Febrin, Sabrina Fitri Adji Rarasati ., Fitri Adji Rarasati Gde Dody Sumadi Gina Wulandari . Gusti Ayu Putu Diah Permata Sari ., Gusti Ayu Putu Diah Permata Sari Gusti Made, Jyotika Handayani, Made Ari Juli I Gede Bagus Wisnu Bayu Temaja I Gede Budasi I Gede Budasi I Gede Guna Parmanto ., I Gede Guna Parmanto I Gusti Agung Yoga Andika I Gusti Ayu Dwi Parwiti ., I Gusti Ayu Dwi Parwiti I Gusti Ayu Purnamawati I Gusti Made Gari Mahardika . I Ketut Adnyana Putra I Ketut Agus Widhi Yoga Nugraha . I Made Mas Indra ., I Made Mas Indra I Nyoman Adi Jaya Putra I Nyoman Pasek Hadi Saputra I Nyoman Pasek Hadisaputra I Putu Ngurah Wage Myartawan I Putu Ngurah Wage Myartwan I Putu Sujana . I Wayan Adi Wiweka . I Wayan Edi Gunawan . I Wayan Landrawan I Wayan Suarnajaya I.G.A. Lokita Purnamika Utami Ida Ayu Ratsitha Dewi ., Ida Ayu Ratsitha Dewi Juliani, Made Dian Julio Saputra, Made Kade Yogi Wirawan ., Kade Yogi Wirawan Kadek Dian Sri Pratiwi . Kadek Sonia Piscayanti Komang Febrinayanti Dantes Komang Yudi Sulistiani . Krisna, Putu Adi Luh Diah Surya Adnyani Luh Putu Artini Luh Putu Artini Luh Putu Ayu Novita Dewi ., Luh Putu Ayu Novita Dewi Luh Simariani M.L.S ., Dr.Sudirman, M.L.S M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd Made Arya Putri Agung Indhira . Made Metha Suadnyani ., Made Metha Suadnyani Made Yunita Parmawati . Mahanjendra, Pande Gede Baba Maharani, Dewa Ayu Asti Maharani, Made Diva Maria Yuliana Geofany Mas Arya Suwardana . Muhamad Nur Huda Ni Ketut Ayu Wiranti Ni Ketut Sari Adnyani Ni Komang Arie Suwastini Ni Komang Suciati Ni Luh Anggun Wisma Yanthi . Ni Luh Putu Eka Sulistia Dewi Ni Made Ari Wiryastini ., Ni Made Ari Wiryastini Ni Made Ratminingsih Ni Made Yudi Harsini . Ni Nyoman Ana Yulia Putri Ni Nyoman Manik Puspita . Ni Putu Ana Agusthini . Ni Putu Astiti Pratiwi Ni Putu Ria Tirana Surastiani . Ni Putu Wahyuni Ni Putu Yeni Andriyani . Ni Wayan Monik Rismadewi Ni Wayan Novita Yuliantari . Nugraha, Rama Urif Sukma Nyoman Karina Wedhanti Pande Made Dharma Sanjaya Pebri Ariati Ni Putu . Pradana, Wayan Radita Yuda Pradnyani, Pande Eka Putri Prof. Dr. Anak Agung Istri Ngr. Marha . Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Putu Adi Krisna Juniarta Putu Eka Dambayana Suputra Putu Kerti Nitiasih Putu Novi Permata Sari . Rasidi, Sulaiman Rewa, Gde Arys Bayu Sabrina Febrin Saitri, I Gusti Ayu Ditha Saputra, I Nyoman Pasek Hadi Sari, Aprilia Purnama Sasmitha, Ketut Aya Setiawan, I Nengah Adi Sitangsu, Ni Luh Manik Santi Devi Sukma, I Made Gunawan Adi Supariani, Ni Ketut Lilis Ayu Swandewi, Komang Sri Trisnayanti, Ni Luh Putu Devi Wahyudi, Shafa Warmadewi, Putu Sri Widiawati, Putu Shela Wulandari, Putu Indah Yasa, Gede Amerta