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Developing Project-Based Instructional Materials with Characters Insertion According to Curriculum 2013 for Grade Nine of Junior High School ., KOMANG TRI DARMA; ., DR. LUH PUTU ARTINI, M.A.; ., Dr. DEWA PUTU RAMENDRA, S.Pd.,M.Pd
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 4, No 1 (2016)
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk: a) mengembangkan materi pembelajaran untuk mengajar Bahasa Inggris menggunakan pembelajaran berbasis proyek berdasarkan kurikulum 2013 untuk siswa kelas 9, b) menggambarkan bagaimana nilai-nilai karakter dimasukan ke dalam pembelajaran berbasis proyek berdasarkan kurikulum 2013 untuk siswa kelas 9, dan c) mengetahui kualitas materi pembelajaran yang dikembangkan. Desain penelitian ini ada penelitian dan pengembangan berdasarkan teori Sugiyono (2011). Tempat penelitian ini adalah SMP N 1 Singaraja yang mana guru-guru dan siswa-siswi SMP N 1 Singaraja dipilih sebagai subyek penelitian. Data dalam penelitian ini dikumpulkan melalui observasi, wawancara, mengisi kuisioner, dan studi dokumen, dan dianalisis secara deskriptif. Hasil penelitian menunjukan bahwa, pertama, materi yang dikembangkan dalam penelitian dan pengembangan ini mencakup 5 topik yang termasuk dalam 12 kompetensi dasar. Kedua, nilai-nilai karakter telah dimasukan dan terintegrasi secara tersirat ke dalam materi yang dikembangkan melalui beberapa aktifitas, seperti diskusi, menulis catatan kecil, menganalisa, mensintesis, dan melakukan refleksi diri. Ketiga, kualitas materi pembelajaran yang dikembangkan sangat tinggi. Hal tersebut dapat dilihat dari nilai rata-rata yang diperoleh, yaitu 4.7 ( ). Ini memperlihatkan bahwa nilai rata-rata yang diperoleh sesuai dengan criteria pertama, yaitu nilai rata-rata lebih dari atau sama dengan 4.05. Temuan-temuan tersebut mengindikasikan bahwa siswa belajar dengan baik ketika membangun konsep dan pengetahuannya sendiri melalui proyek yang melibatkan berbagai aktifitas dan disiplin ilmu. Hasil penelitian ini juga mengungkap bahwa siswa tidak hanya mampu mengembangkan karakter, namun juga pengetahuan dan keterampilan mereka.Kata Kunci : kurikulum 2013, pembelajaran berbasis proyek, nilai-nilai karakter This study aimed at: a) developing materials for teaching English using Project-Based Learning according to Curriculum 2013 for Grade Nine of Junior High School, b) describing how the Project-Based Instructional Materials being developed provide for the Characters Insertion According to Curriculum 2013 for Grade Nine of Junior High School, and 3) describing the quality of the developed materials. The study employed research and development design proposed by Sugiyono (2011). The setting of this study was SMP Negeri 1 Singaraja. The subjects of the study were the grade nine students and the English teachers in SMP Negeri 1 Singaraja.. The data were collected by means of observation, interview, questionnaire, and document study, and were analyzed descriptively. The result showed that, first, the materials to be developed in this R&D study cover 5 topics which include 12 basic competencies. Second, the character values in the developed material were implicitly inserted and integrated through several engaging activities, such as discussion, note taking, analyzing, synthesizing, and self-reflection. Third, the quality of the developed materials was excellent since the mean score obtained from the expert judgment was 4.7 ( ). This demonstrated that the mean score obtained matched with the first criteria in which the mean score was more than or equals to 4.05 All these findings suggest that students learned best by actively constructing concepts and knowledge by themselves through projects that involving various activities and multiple disciplines. These findings revealed that the students are not only able to develop and expand their characters and soft skills, but also their cognitive (knowledge) and psychomotor (hard skills).keyword : curriculum 2013, project-based learning, characters values
AN ANALYSIS OF SPEECH ACT USED IN AN INDONESIAN MOVIE ENTITLED "5CM" ., Ika Yogi Wirawan Putra; ., Dr. Dewa Putu Ramendra, S.Pd., M.Pd.; ., I Wayan Swandana, S.S., M.Hum.
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.v5i2.16821

Abstract

ABSTRAK Penelitian ini bertujuan untuk menganalisa kasifikasi dari tindak tutur yang terjadi dalam dialog film Indonesia berjudul 5cm. Penelitian ini dilakukan secara deskrptif kualitatif. Data dianalisa sesuai dengan teori dari konteks yang di jabarkan oleh Leech (1983) dan Januarsdi (2012). Sedangkan Penganalisaan dari klasifikasi tindak tutur menggunakan teori yang di usulkan oleh Searle (1969) yang terdiri dari, representatif, direktif, komisif, ekspresif, dan deklarasi. Penelitian ini menemukan adanya 42 ujaran dianalisa dimana representative memperoleh 7 ujaran (17%), direktif 17 ujaran (40%), komisif 6 ujaran (14%), ekspresif 11 ujaran ( 26%) dan terakhir deklaratif 1 ujaran (2%). Selanjutnya penelitian ini menunjukan lima tipe konteks yang ditemukan ada 84 konteks dianalisa dimana konteks situasi memperoleh 42 (100%), konteks psikologi 38 (90%), konteks hubungan memperoleh 2(5%), dan konteks lingkungan dan konteks budaya memperoleh masing-masing hanya 1(2%). Implikasi dari penelitian ini adalah untuk mempelajari studi tentang pragmatik, khususnya tindak tutur agar dapat memahami maksud pembicara ketika mereka memproduksi ujaran dan untuk mengurangi salah paham tentang makna sehingga komunikasi menjadi lebih mudah dilakukan.Kata Kunci : Konteks, klasifikasi tindak tutur, analisa, film 5 cm ABSTRACT The aimed of this study to analyze the classification of speech acts and the context occurred in the dialogue of Indonesian movie entitled 5cm. This study was a descriptive qualitative. The data were analyzed based on theory of context proposed by Leech (1983) and Januarisdi (2012).Classifications of speech act proposed by Searle (1969) which consist of representative, directive, commissives, expressive and declaration. Findings of this study showed the five classification of speech acts found that there were 42 utterances analyzed where representative were 7 utterances (17%), directives 17 utterances (40%), commissives 6 utterances (14%), expressive 11 utterances (26%) and the last declaration 1 utterance (2%).Furthermore finding of this study showed five types of context that found there were 84 context analyzed where situational context were 42 (100%), psychological context were 38 (90%), relational context were 2 (5%), and environmental context and cultural context each of them only 1 (2%). The implication of this study to learn pragmatic especially speech act in order to understand the speaker’s intention when they produce utterances and to decrease miss understanding about the meaning so that communication will be easier to do. keyword : context,Classifications of speech act, analysis, 5cm movie
The Effect of Reciprocal Teaching on Students’ Reading Comprhension in SMA N 1 Singaraja ., Kadek Yeyen Meyasa; ., Dr. Dewa Putu Ramendra, S.Pd., M.Pd.; ., Putu Adi Krisna Juniarta, S.Pd., M.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.v5i2.18695

Abstract

Penelitian ini bertujuan untuk mengetahui ada atau tidaknya perbedaan yang signifikan pada pemahaman membaca siswa kelas X di SMA N 1 Singaraja yang diajar melalui strategi mengajar timbal balik dan strategi konvensional. Desain penelitian ini adalah eksperimental semu dengan menggunakan desain kelompok kontrol post-test. Populasinya adalah siswa kelas X SMA N 1 Singaraja. Pengambilan sampel acak kluster digunakan untuk memilih sampel. Sampel penelitian ini adalah siswa X MIA3 dan X MIA2. Setiap kelas terdiri dari 32 siswa. Kelompok eksperimen diajarkan melalui strategi pengajaran timbal balik sementara kelompok kontrol diajarkan melalui strategi konvensional. Post-test dilakukan untuk mengumpulkan data. Data dianalisis secara deskriptif dan inferensial dengan menggunakan IMB SPSS Statistics 25. Hasilnya menunjukkan bahwa kelompok eksperimen memperoleh skor yang lebih baik daripada kelompok kontrol. Nilai rata-rata untuk kelompok eksperimen adalah 70,84 sementara kelompok kontrol memperoleh 65,93. Statistik inferensial dilakukan dengan melakukan uji-t. Hasil penelitian menunjukkan bahwa to > tcv (12.029 > 1.99897). Hal ini mengindikasikan bahwa terdapat perbedaan yang signifikan dari penerapan Strategi Pengajaran Reciprocal pada pemahaman membaca siswa kelas sepuluh di SMA N 1 Singaraja diterima. Ukuran efek dari penelitian ini adalah 0,50725. Itu diklasifikasikan ke dalam efek sedang.Kata Kunci : Eksperimen, Pemahaman Membaca, Strategi Mengajar Timbal-Balik This study aimed at determining whether or not there was a significant difference on tenth grade students’ reading comprehension in SMA N 1 Singaraja who were taught by using reciprocal teaching strategy and conventional strategy. The design of this study was quasi-experimental design utilizing post-test only control group design. The population was tenth grade students of SMA N 1 Singaraja. Cluster random sampling was used to select the sample. The samples of this study were X MIA3 and X MIA2 students. Each class consisted of 32 students. The experimental group was taught by using reciprocal teaching strategy meanwhile control group was taught by using conventional strategy. Post-test was conducted to collect the data. The data was analyzed descriptively and inferentially by using IMB SPSS Statistics 25. The result showed that experimental group obtained better score than control group. The mean score for experimental group was 70.84 while control group obtained 65.93. Inferential statistics was done by conducting t-test. The result showed that to > tcv (2.029 > 1.99897). It indicated that stated there is a significant different of the implementation of Reciprocal Teaching Strategy on tenth grade students’ reading comprehension in SMA N 1 Singaraja was accepted. The effect size of this study was 0.50725. It was classified into medium effect.keyword : Experiment, Reading Comprehension, Reciprocal Teaching Strategy
AN ANALYSIS OF COMMUNICATION STRATEGIES USED BY THE STAFF OF DEWA MALEN RESTAURANT IN SUKAWATI TOURISM OBJECT TAHUN 2016/2017 ., I Putu Ratama; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., Dewa Putu Ramendra, S.Pd, M.Pd
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.v5i2.11502

Abstract

Penelitian ini bertujuan untuk mengetahui (1) strategi komunikasi yang digunakan oleh staff restoran Dewa Malen di obyek pariwisata Sukawati saat berkomunikasi dengan turis, (2) strategi komunikasi yang paling sering digunakan oleh staff restoran Dewa Malen di obyek pariwisata Sukawati, dan (3) alasan mengapa staff Dewa Malen Restoran menggunakan strategi komunikasi saat mereka berkomunikasi dengan turis. Penelitian ini menggunakan teori dari Dornyei, Littlewood, Bialystok, dan Tarone, Cohen dan Dumas mengenai klasifikasi strategi komunikasi. Subyek penelitian ini adalah 3 staff restoran Dewa Malen. Hasil dari penelitian ini menunjukan bahwa ada 106 ucapan yang dapat diklasifikasikan kedalam strategi komunikasi. Dari 106 strategi komunikasi yang terjadi, terdapat 7 tipe strategi berkomunikasi yang digunakan oleh staff restoran Dewa Malen yaitu, Clarification request, Paralinguistic, Time-gaining, Circumlocution, Approximation, Language Switching, dan Message abandonment. Dari semua tipe strategi komunikasi yang digunakan, Clarification request adalah yang paling banyak digunakan yaitu sebanyak 48 kali atau 45,20%, Paralinguistic digunakan sebanyak 29 kali atau 27,30%, Time gaining digunakan sebanyak 22 kali atau 20,75%, Circumlocution, Approximation dan Language switching masing-masing digunakan sebanyak 2 kali atau 1,88%, dan Message abandonment digunakan sebanyak 1 kali atau 0,10%. Staff mengunakan startegi komunikasi untuk mendapat dan memberikan informasi yang lebih jelas sehingga tidak ada kesalah pahaman dan meningkatkan kesopanan yang lebih kepada tamu. Kata Kunci : Restoran Dewa Malen Staff, Strategi komunkasi, turis. This study aimed to know (1) the types of communication strategies used by the staff of Dewa Malen Restaurant in Sukawati tourism object when they communicated with tourists, (2) the types of communication strategies mostly used by the staff of Dewa Malen Restaurant in Sukawati tourism object and (3) the reasons why the staff used the types of communication strategies when they communicated with tourists. This research used the theories from Dornyei, Littlewood, Bialystok, and Tarone, Cohen and Dumas about the classifications of communication strategies. The subjects of this research were three staff of Dewa Malen Restaurant. The result of the study showed that there were 106 communication strategies occurred which could be classified. From 106 communication strategies happened, there were seven communication strategies used by the staff of Dewa Malen Restaurant such as Clarification request, Paralinguistic, Time-gaining, Circumlocution, Approximation, Language switching and Message abandonment. From seven types of communication strategies used, Clarification request was the most frequently used by the staff that were 48 times or 45.20%. Paralinguistic was used for 29 times or 27.30%, Time-gaining was used for 22 times or 20.75%. Approximation, Circumlocution and Language switching were used two times for each strategy or 1.88% and Message abandonment was used for once time or 0.10%. The staff used communication strategies in order to get and give clearer information to avoid misunderstanding and increased politeness to the tourists. keyword : Communication strategies, Dewa Malen Restaurant, Staff, Tourist.
AN ANALYSIS OF BALINESE SWEAR WORDS AMONG THE NORTHERN BALINESE TEENAGERS IN SERIRIT DISTRICT IN THEIR DAILY CONVERSATION ., Made Arsana; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., Dewa Putu Ramendra, S.Pd, M.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.v4i2.9714

Abstract

Penelitian ini bertujuan untuk mendeskripsikan bahasa kasar yang digunakan oleh remaja di Kecamatan Seririt. Subjek dari penelitian ini adalah remaja di kecamatan Seririt yang melakukan percakapan berdasarkan dua domain yaitu, keluarga dan pertemanan. Penelitian ini adalah penelitian deskriptif yang memberikan gambaran tentang bahasa kasar yang digunaan oleh dua domain di Kecamatan Seririt. Data dikumpulkan melalui teknik observasi. Penelitian ini menggunakan observasi partisipasi dimana peneliti menjadi bagian dari penelitian. Hasil dari penelitian ini menunjukkan bahwa dua domain yaitu keluarga dan pertemanan tidak mempengaruhi bahasa kasar yang digunakan oleh remaja. Peneliti menemukan 16 bahasa kasar yang digunakan di Kecamatan Seririt. Bahasa kasar itu di kelompokkan menjadi kata-kata yang berhubungan dengan religi, kata-kata yang berhubungan dengan seks, kata-kata yang berhubungan dengan kotoran, kata-kata yang berhubungan dengan nama-nama binatang, kata-kata yang berhubungan dengan latar belakang pribadi, kata-kata yang berhubungan dengan penyakit mental dan kata-kata yang berhubungan dengan aktivitas seks. Kecamatan Seririt mempunyai kata pirata sebagai kata-kata yang berhubungan dengan religi, 4 kata-kata yang berhubungan dengan seks: naskleng/kleng, peletan, celak, teli, 2 kata-kata yang berhubungan dengan kotoran: sien teli, tai, 2 kata-kata yang berhubungan dengan nama-nama binatang: cicing, bojog, 2 kata-kata yang berhubungan dengan latar belakang pribadi: bencong, sundel, 2 kata-kata yang berhubungan dengan penyakit mental: lengeh, buduh, kata-kata yang berhubungan dengan aktivitas seks: ngangkuk/mekatuk. Kata Kunci : Penelitian deskriptif, bahasa kasar, remaja di kecamatan Seririt. The study aimed at describing the swear words that were used by the teenagers in Seririt district. The subjects of the study were teenagers in Seririt district who conversing in two domains namely family and friendship. This study is descriptive study which gives description of the swear words that were used by two domains in Seririt district. Data were collected through observation technique. This study used participate observation where the researcher was being part of the study. Results of the study showed that two domains did not influence the way teenagers used the swear words. The researcher obtained 16 swear words that were used by teenagers in Seririt district. Those swear words were comprised into words related to religious, words related to sex, words from excrement, words from name of animal, words related to personal background, words from mental illness, words related to sex activities. Seririt district has pirata as words related to religious, 4 words related to sex: naskleng/kleng, peletan, celak, teli, 2 words from excrement: sien teli, tai, 2 words from name of animal: cicing, bojog, 2 words related to personal background: bencong, sundel, 2 words from mental illness: lengeh, buduh, words related to sex activities: ngangkuk/mekatuk.keyword : Descriptive study, swear words, teenagers in Seririt district.
Lexical Comparison Between Gelgel Dialect and Tampekan Dialect: A Descriptive Qualitative Study ., Luh Widiyaswary; ., Dr. I Gede Budasi, M.Ed.; ., Dr. Dewa Putu Ramendra, S.Pd., M.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 | Full PDF (299.782 KB) | DOI: 10.23887/jpbi.v5i2.15057

Abstract

Penelitian ini bertujuan untuk mendeskripsikan perbandingan antara dialek gelgel dan dialek tampekan. Penelitian ini adalah deskripsi kualitatif. Pada penelitian ini, satu orang ditentukan sebagai informan utama dan 2 lain nya sebagai informan pembantu. Data yang diperoleh dikumpulkan melalui 4 teknik, antara lain: peneliti, observasi, rekaman, dan daftar kata. Terdapat 200 kata pada daftar kata swadesh dan 462 kata pada daftar kata nothofer yang diperoleh sebagai data pada penelitian ini. Hasil dari analisis data menunjukkan bahwa terdapat 98 kata yang mirip, 303 kata yang sama, dan 136 kata yang berbeda antara dialek gelgel dan dialek tampekan. Tipe-tipe perubahan leksikal yang muncul dari dialek gelgel ke dialek tampekan dapat dikategorikan sebagai berikut: 23 kata termasuk kedalam lexical borrowing (19 kata termasuk kedalam imfortation dan 4 kata termasuk kedalam loan blend), 8 kata termasuk kedalam lost word, 6 kata termasuk kedalam blend, dab 5 kata termasuk kedalam compression.Kata Kunci : Kata Kunci: Dialek, Perbedaan Leksikal, Persamaan Leksikal. This study aimed at describing the lexical comparison between Gelgel and Tampekan Dialect. This research was a descriptive qualitative research. There were three informants selected in each dialect. In this case, one sample was determined as the main informant and the other two were determined as secondary informants. The obtained data were collected based on four techniques, namely: the researcher, observation, recording, and wordlist. There were 200 words in Swadesh wordlist and 462 words in Nothofer wordlist that were obtained as the data in this study. The results of the data analysis showed that there were 98 words which were similar, 303 words which were the same, and 136 words which were the different between Gelgel and Tampekan dialect. The types of lexical changes which occur from Gelgel to Tampekan dialect can be categorized as follow: 23 words belong to lexical borrowing (19 words belong to importation and 4 words belong to loanblend), 8 words belong to lost word, 6 words belong to blend, and 5 words belong to compression.keyword : Key words: dialect, lexical differences, lexical similarities.
THE ANALYSIS OF SPEECH ACTS IN CLASSROOM MANAGEMENT APPROACH (A CASE STUDY ON ENGLISH TEACHER AT SDN 1 PEMARON) ., Ni Luh Sukareni; ., Dewa Putu Ramendra, S.Pd, M.Pd; ., A.A. Gede Yudha Paramartha, S.Pd., M.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.v5i2.11081

Abstract

Studi ini bertujuan uantuk menganalisis penggunaan tindak tutur dalam pengaturan kelas oleh guru bahasa Inggris di SDN 1 Pemaron. subjek dalam studi ini yaitu guru bahasa inggris dan siswa SDN 1 Pemaron pada akademik 2016/2017. Penelitian ini dikategorikan sebagai penelitian deskripsi studi kasus yang focus pada kualitative data. Data dari studi ini dikumpulkan melalui observasi, perekaman, pencatatan, dan data transkrip. Studi ini menemukan empat tipe speech acts yaitu assertive, directive, expressive, and commissive yang muncul pada pengaturan kelas oleh guru bahasa inggris di SDN 1 Pemaron. 229 ungkapan telah dianalisis sebagai kategori tindak tutur. Dalam studi ini, tindak directive adalah penggunaan terbanyak dalam pengaturan kelas yaitu 161 ungkapan. Ungkapan-ungkapan tersebut berdampak mengurangi penyimpangan perilaku siswa ketika belajar mengajar.Kata Kunci : pengaturan kelas, tindak tutur This study aimed to analyze the speech acts used in classroom management approach that applied by the English teacher on SDN 1 Pemaron. The subject was the English teacher and students at SDN 1 Pemaron in the academic year of 2016/2017. This research was categorized as descriptive case-study research in which this research focuses on qualitative data. The data of this study were collected through observation, recording, note taking, and data transcription. This study found four types of speech acts namely assertive, directive, expressive and commisive which appeared on classroom management by the English teacher at SDN 1 Pemaron. 229 utterances were analyzed as speech acts category. In this study, directive acts were the most use in classroom management which was 161 utterances.Those utterances reduced student’s misbehaviour during teaching and learning.keyword : classroom management approaches,speech acts
AN ANALYSIS OF CODE USED BY BUGIS DASPORA IN SERANGAN ISLAND, DENPASAR ., Eva Patra Sari; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., Dewa Putu Ramendra, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8727

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kode-kode yang digunakan oleh Masyarakat Bugis di Pulau Serangan, Denpasar. Tujuan dari penelitian ini adalah: 1) Untuk mengetahui apa saja kode-kode (campur kode, alih kode, pemilihan kode dan aturan pemanggilan) yang digunakan masyarakat Bugis saat berkomunikasi, 2) Untuk mengetahui bagaimana Masyarakat Bugis di Pulau Serangan, Bali menggunakan kode-kode untuk berkomuikasi dengan masyarakat Bugis lainnya dan masyarakat sekitaran Pulau Serangan. Instrumen pada penelitian ini adalah: peneliti, alat rekam dan cek list. Subyek dari peneltian ini adalah masyarakat Bugis di Pulau Serangan, Denpasar. Hasil dari penelitian ini ditemukan bahwa Sesuai dengan ranah-ranah, kode campuran sering muncul di ranah pertemanan, sedangkan alih kode sering muncul di ranah agama. Sesuai dengan presentase domain pada pemeilihan kode, ranah keluarga lebih memilih untuk menggunakan Bahasa Bugis untuk berkomunikasi, ranah ketetanggaan lebih memilih menggunakan Bahasa Indonesia, ranah pertemanan lebih memilih bahasa Bugis, ranah pendidikan lebih memilih untuk menggunakan Bahasa Indonesia dan ranah agama juga lebih memilih Bahasa Indonesia. Campur kode lebih banyak digunakan oleh masyarakat Bugis untuk berkomunikasi dari pada alih kode. Sesuai dengan ranah, code mixing lebih terjadi di ranah pertemanan dan alih kode lebih sering terjadi di ranah keagamaan.Kata Kunci : campur kode, alih kode, ranah dan tutur masyarakat This study aimed at describing how codes are used by Bugis speech community in Serangan Island, Denpasar. The purposes of this research were: 1)to know what are codes that Bugis people use when they communicate with other Bugis people and society around Serangan Island, Bali, 2) to know how Bugis people in Seragan Island, Bali use the codes to communicate with other society in Serangan Island (Balinese daspora and Javanese diaspora). The instruments in this study were: the researcher itself, recording tools and checklist. The subjects of this research were Bugis speech community in Serangan Island, Denpasar. Finding of this study found that as per domains percentage of code choice, in family domain Bugis diaspora prefer to use Bugis language to communicate, neighborhood domain prefer to use Bahasa Indonesia, in friendship domain Bugis diaspora prefer to use Bugis language, in education domainBugus diaspora prefer to use Bahasa Indonesia and in religion domain Bugis diaspora also prefer to use Bahasa Indonesia. Code mixing is the code which is often used by Bugis speech community rather than code switching. As per domains, code mixing often occurred in friendship domain, meanwhile code switching often occurred in religion domain.keyword : code mixing, code switching, domain, speech community
AN ANALYSIS OF MAXIM VIOLATION TO ACHIEVE POLITENESS IN TEACHERS UTTERANCES OF SMPN 3 SINGARAJA IN ACADEMIC YEAR OF 2017/2018 ., Putu Cendhani Sari Suartana; ., Dr. Dewa Putu Ramendra, S.Pd., M.Pd.; ., Putu Adi Krisna Juniarta, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (369.276 KB) | DOI: 10.23887/jpbi.v5i2.15067

Abstract

One of the ideal purposes of communication is giving information, but sometimes information is delivered in certain condition to make another intention. The violation of such ideals then occurred based on one?s reason and can be observed by looking at the available context. Of all the reasons behind maxim violation, politeness is one of them. It is an essential part of communication which could maintain a good relationship between both speaker and hearer. Teacher is one of the essential parts in education sector. In teaching and learning process, teacher sometimes violate the maxim to imply a more encouraging yet polite responses. In this study, the writer had combined two variables of pragmatics study which occurred in the ground of educational sector. In this study, the writer had combined two variables of pragmatics study which occurred in the ground of educational sector. The writer then tried to define the way on how Mrs. AS, one of the English teachers in SMPN 3 Singaraja violates the maxim and also its relation with politeness. Videos of teaching and learning process had been taken and transcribed to provide an authentic data. The result of the data shows that 229 utterances had violated maxim while achieving politeness at the same time. In conclusion, violating a maxim could be based on one simple yet noble reason: politeness.Kata Kunci : maxim violation, politeness, Cooperative Principle, teacher, utterance One of the ideal purposes of communication is giving information, but sometimes information is delivered in certain condition to make another intention. The violation of such ideals then occurred based on one?s reason and can be observed by looking at the available context. Of all the reasons behind maxim violation, politeness is one of them. It is an essential part of communication which could maintain a good relationship between both speaker and hearer. Teacher is one of the essential parts in education sector. In teaching and learning process, teacher sometimes violate the maxim to imply a more encouraging yet polite responses. In this study, the writer had combined two variables of pragmatics study which occurred in the ground of educational sector. In this study, the writer had combined two variables of pragmatics study which occurred in the ground of educational sector. The writer then tried to define the way on how Mrs. AS, one of the English teachers in SMPN 3 Singaraja violates the maxim and also its relation with politeness. Videos of teaching and learning process had been taken and transcribed to provide an authentic data. The result of the data shows that 229 utterances had violated maxim while achieving politeness at the same time. In conclusion, violating a maxim could be based on one simple yet noble reason: politeness.keyword : maxim violation, politeness, Cooperative Principle, teacher, utterance
THE MORPHOLOGICAL PROCESSES ON BALINESE DIALECT SPOKEN BY GOBLEG VILLAGERS ., Ketut Asri Primayani; ., Prof. Dr.I Nyoman Adi Jaya Putra, M.A.; ., Dr. Dewa Putu Ramendra, S.Pd., M.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 | Full PDF (250.01 KB) | DOI: 10.23887/jpbi.v5i2.13326

Abstract

Penelitian ini bertujuan untuk menganalisis proses morfologi dialek Bahasa Bali yang diucapkan oleh penduduk Desa Gobleg di Kecamatan Banjar, Kabupaten Buleleng. Penelitian ini didesain dalam bentuk penelitian kualitatif. Subjek dari penelitian ini adalah penduduk asli dari Desa Gobleg. Dalam pengumpulan data, penelitian ini menggunakan teknik observasi, rekaman, dan wawancara. melalui tiga bagian yaitu, keluarga, pertemanan, dan tetangga dan dianalisis dengan menggunakan tahap-tahap data analisis dari Miles dan Huberman (1984). Objek dari penelitian ialah tentang proses morfologi dialek Bahasa Bali yang diucapkan oleh penduduk Desa Gobleg. Hasil dari penelitian ini yaitu proses afiksasi (prefik dan sufik). Terdapat dua jenis awalan dari proses derivasi yaitu awalan {me-} dan {N-}, dan dua akhiran proses derivasi yaitu: akhiran {-in} dan {-ang}. Terdapat juga tiga awalan proses infleksi yaitu; awalan {ka-}, {N-} alomorf |ng|, dan {N-} alomorf |m| dan empat akhiran proses infleksi yaitu: akhiran {-e}, {-ang}, {-in}, and {-ne}. Proses morfologi lain yang didapatkan yaitu singkatan dan pengulangan kata. Singkatan yang didapatkan berupa SD, SMP, SMA, WC, dan HP, sementara pengulangan kata berupa salon-salon, girang-girang, amah-amahan, dan jelik-jelike.Kata Kunci : dialek Bahasa Bali, penduduk Desa Gobleg, proses morfologi. This study aimed at analyzing the morphological processes of Balinese dialect spoken by Gobleg villagers in Banjar District, Buleleng Regency. This research was a qualitative research. The subjects of this study were native speakers of the Gobleg villagers. The data were collected by conducting observation, and interviewing technique in three different domains: family, friendship, and neighborhood domain and were analyzed by using procedure of data analysis suggested by Miles and Huberman (1984). The object of this study was morphological processes of Balinese Dialect of Gobleg villagers. The results of this study show the process of affixation (prefix and suffix). There were two derivational prefixes: prefix {me-} and {N-} and two derivational suffixes: suffix {-in} and {-ang}. Meanwhile, there were three inflectional prefixes: prefix {ka-}, {N-} allomorph |ng|, and {N-} allomorph |m| and four inflectional suffixes: suffix {-e}, {-ang}, {-in}, and {-ne}. There were also five items of abbreviation processes that existed in Gobleg dialect: SD, SMP, SMA, WC, and HP. The words that belong to reduplication process: salon-salon, girang-girang, amah-amahan, and jelik-jelike.keyword : Balinese dialect, Gobleg villagers, morphological processes
Co-Authors ., Dewa Gede Rai Bisma Putra ., Dewa Gede Rai Bisma Putra ., DR. LUH PUTU ARTINI, M.A. ., DR. LUH PUTU ARTINI, M.A. ., Eva Patra Sari ., Gusti Ayu Andiani ., Gusti Ayu Andiani ., Gusti Putu Candra Widnyana ., I Gede Andre Agasi ., I Gede Andre Agasi ., I Gede Juliadnyana ., I Gede Juliadnyana ., I Gede Widiana Pradana ., I Gede Widiana Pradana ., I Gusti Agung Putu Samiasri ., I Gusti Agung Putu Samiasri ., I Gusti Ngurah Bagus Aryana ., I Gusti Ngurah Bagus Aryana ., I Gusti Ngurah Budaartha ., I Putu Ambara Putra ., I Putu Ambara Putra ., I Putu Ratama ., Ida Ayu Novia Ari Swandewi ., Ida Ayu Novia Ari Swandewi ., Iffatul Muslimah ., Iffatul Muslimah ., Ika Yogi Wirawan Putra ., Ika Yogi Wirawan Putra ., Intania Harismayanti ., Intania Harismayanti ., Kadek Yeyen Meyasa ., Kadek Yeyen Meyasa ., Ketut Asri Primayani ., Km Triyunita Yani ., Km Triyunita Yani ., KOMANG TRI DARMA ., Luh Gede Kirana Sukma ., Luh Gede Kirana Sukma ., Luh Made Wina Jayanti ., Luh Made Wina Jayanti ., Luh Widiyaswary ., Made Arsana ., Made Intan Kusuma Dewi ., Made Intan Kusuma Dewi ., Maria Cynthia Meilina ., Ni G. A. Kd Sukma Dwijayanti ., Ni G. A. Kd Sukma Dwijayanti ., Ni Kadek Fiona Yunita Dewi ., Ni Kadek Fiona Yunita Dewi ., Ni Kadek Warmasari ., Ni Luh Putu Linda Sumariyanthi ., Ni Luh Putu Linda Sumariyanthi ., Ni Luh Sukareni ., Ni Luh Wayan Verayanti ., Ni Luh Wayan Verayanti ., Ni Nyoman Indah Ayu Maharani ., Ni Pt Repin Cemara Dewi ., Ni Putu Sri Merta Utami ., Ni Putu Sri Merta Utami ., Ni Wayan Ria Candra ., Ni Wayan Ria Candra ., Prof. Dr.I Ketut Seken, M.A. ., Prof. Dr.I Ketut Seken, M.A. ., Pt Maysadevi Kusuma ., Pt Maysadevi Kusuma ., Putu Cendhani Sari Suartana ., Siti Juliani Putri Sulandari ., Siti Juliani Putri Sulandari ., Sophiarini Putu Yulia ., Vivien Hartini Laksmi Magga ., Vivien Hartini Laksmi Magga Aditiya, I Gede Rizky Adnyani, Ni Luh Putu Sri Agus Adi Yasmita . Agustini, Made Ari Dwita Anak Agung Gede Yudha Paramartha Andi Nursyafeizah Anita Sofia Veronia Ariantari, Pande Kadek Dea Aridana, I Komang Japar Arisuta, Pande Gede Darma Ayu Kadek Surya Maharani Chrisna Putri Arief Utami Dewa Ayu Eka Agustini Dewa Komang Tantra Dewantara, Kadek Andre Karisma Dewi, Agung Ayu Putu Septia Dewi, Iga Lokita Purnamika Utami Dewi, Komang Putri Dewi, Ni Kadek Kasandra Dharma, Ketut Pande Bagus Wahyu Surya Dharmasanti, Ni Made Utari Eka Setiawati, Ni Luh Elmiani, Ni Wayan Santi Era Marsakawati, Ni Putu G.A.P. Suprianti Gasella, S A GD Hoki Artha Tama Wijaya Gede Mahendrayana Gusti Ayu Putu Ari Utami Hayuni, Nyoman Tri Hendrayani, Kadek Nila Hilda, Livia I Gede Budasi I Gede Nurjaya I Gede Rizky Aditiya I Gede Sumerjaya ., I Gede Sumerjaya I Kadek Suarsana . I Komang Japar Aridana I Luh Meiyana Ariss Susanti I Made Liantana Riasa ., I Made Liantana Riasa I Nyoman Adi Jaya I Nyoman Adi Jaya Putra I Nyoman Laba Jayanta I Nyoman Pasek Hadi Saputra I Nyoman Pasek Hadisaputra I Putu Citra Yudha ., I Putu Citra Yudha I Putu Eka Adi Sanjaya ., I Putu Eka Adi Sanjaya I Putu Galan Brahmanusi ., I Putu Galan Brahmanusi I Putu Gede Parma I Putu Gede Satriya Wibawa I Wayan Suarnajaya I Wayan Swandana I Wayan Wira Praditya I.G.A. Lokita Purnamika Utami IDA AYU MADE ISTRI UTAMI . Ida Ayu Teguh Kesari Wirata ., Ida Ayu Teguh Kesari Wirata Ida Bagus Putrayasa Ida Bagus Putu Arjun Adinata Jaya, I Nyoman Adi Juniarta, Adi Krisna Kadek Dhea Paramitha Amara Putri Kadek Dwi Candra Oktariana Kadek Yudha Septiawan Kadek Yudiana Komang Tuti Irmawati ., Komang Tuti Irmawati Kurniawan, Mas Adi Lestari, Ni Putu Candra Widiya Luh Desi Karunia Lestari ., Luh Desi Karunia Lestari Luh Putu Artini M.L.S ., Dr.Sudirman, M.L.S M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd Made Arniati ., Made Arniati Made Dharma Susena Suyasa Mahajendra, Pande Gede Baba Mahardika, Kadek Manik Puspita, Ni Nyoman May Anggara Jiwa Hanuraga ., May Anggara Jiwa Hanuraga Ni Kadek Ita Tristiani Ni Komang Arie Suwastini Ni Komang Julia Dewi Ni Komang Suciati Ni Luh Dewi Antari ., Ni Luh Dewi Antari Ni Luh Putu Riska Agustiawati Ni Made Astiti Sari . Ni Made Dita Sintadewi . Ni Made Meyra Reditya Devi Ni Made Ratminingsih Ni Nyoman Manik Puspita Ni Putu Widyasari Ningrum, Sabila Puspita Pande Agus Putu Dharma Putra Pandita, Sang Putu Ari Paramarta, I Made Suta Prof. Dr. I Made Sutama,M.Pd . Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Putra, Komang Bayu Widhyasmara Putri, Kadek Dhea Paramitha Amara Putri, Ni Luh Wiji Adnyani Putu Adi Krisna Juniarta Putu Adi Krisna Juniarta Putu Niken Praweda Yanti Putu Suarcaya Rany Prihastuti, Luh Putu S A Gasella Sacani, Ketut Catur Arya Saniada, Komang Nova Sari, Nyoman Arina Putri Sari, Yulnada Sinta Ary Gasella ., Sinta Ary Gasella Sumaniari, Ni Wayan Rosi Sutrini, Ayu Nyoman Tantri, Ade Asih Susiari Utamayana, I Wayan Yoga Wardani, Ni Komang Sri Wicaksana, GDA Wulandari, Ni Luh Putu Titin Yuda Pradana, Wayan Radita