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THE APPLICATION OF MULTIPLE INTELLIGENCE THEORY AT TK PELITA KASIH SINGARAJA CASE STUDY ., Dwi Susanti; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dra. Luh Putu Artini, MA., Ph.D.
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.v1i1.4619

Abstract

Penelitian ini dilaksanakan untuk mendeskripsikan aplikasi teory MultipleIntelligence oleh guru dan juga untuk menemukan hambatan yang dihadapi oleh guruTK Pelita Kasih dalam mengimplementasikan teori Multiple Intelligence ini. SubyekPenelitian ini adalah guru yang mengajar TK A dan Play Group di TK Pelita Kasihpada tahun ajaran 2013/2014. Penelitian ini adalah sebuah penelitian kualitatif dan dilaksankan di dalamkelas. Data dalam penelitian ini didapatkan melalui melakukan observasi, merekamdan wawancara terhadap subyek penelitian dan juga melakukan analisis dokumen.Data yang diperoleh adalah hasil bagiaman aplikasi Multiple Intelligence di dalamkelas dan hambatan yang dihadapi guru saat mengaplikasikannya. Lalu, data yang telah didapatkan dianalisis secara deskriptif. Temuan dalam penelitian ini menunjukkan bahwa guru yang mengajar siswa TK A dan Play Group di TK Pelita Kasih tahun ajaran 2013/2014 telah mengaplikasikan Multiple Intelligence dalam proses belajar mengajar. Berdasarkan pada observasi dan wawancara, ditemukan bahwa inteligensi linguistik dan kinestetik yang paling sering dipergunakan dalam instruksi pembelajaran. Dalam pengaplikasiannya, guru sangat kekurangan waktu dan juga menemukan kesulitan dalam memilih aktifitas pembelajaran yang mengaplikasikan semua inteligensi. Tetapi,guru telah mencoba untuk mengkombinasikan kegiatan dengan tujuan mengembangkan dan mengeksplorasi intelegensi siswa. Kata Kunci : Kata Kunci: Multiple Intelligences, anak-anak dan hambatan. This study was conducted to describe the application of Multiple Intelligence theory by the teachers and also to find out the barriers faced by the teachers at TK Pelita Kasih, Singaraja. The subjects of this study were the teachers who teach TK A and Play Group students at TK Pelita Kasih in the academic year of 2013/2014.This study was a qualitative study and was conducted in the classroom. The data were obtained through conducting observation, recording and interview to the subject of the study, and also analyzing documents. The data collected were the result of how application of Multiple Intelligence in the classroom and the barriers faced by the teachers. Then, the data obtained were descriptively analyzed. The findings of the study showed the teachers who teach TK A and Play Group students at TK Pelita Kasih in the academic year of 2013/2014 had conducted the application of Multiple Intelligence in the teaching and learning process. Based on the observation and interview it was found that linguistics and bodily-kinesthetic intelligence were mostly exploited in instruction. In applying Multiple Intelligence in classroom activity, teachers had lack of time and also found difficulties in choosing the activities which included all intelligences. However, teachers tried to combine and mix the activity in order to develop and explore students’ intelligences. keyword : Key Terms: Multiple Intelligences, Young Learners, and Barriers
IMPROVING SPEAKING ACHIEVEMENT OF CLASS X3 STUDENTS OF SMA KARYA WISATA SINGARAJA THROUGH PANAURICON TECHNIQUE FACILITATED WITH PICTURE IN ACADEMIC YEAR 2013/2014. ., I Made Yudhy Lesmana Dinatha; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Kadek Sonia Piscayanti, 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.v1i1.4803

Abstract

Penelitian ini bertujuan untuk meningkatkan prestasi berbicara siswa kelas X SMA Karya Wisata, khususnya kelas X3 melalui teknik Panauricon difasilitasi dengan gambar pada tahun ajaran 2013/2014. Jumlah keseluruhan ada 44 siswa, terdiri dari 19 perempuan dan 25 laki-laki. Penelitian ini dirancang dalam bentuk tindakan di kelas dan dilakukan dalam dua siklus. Setiap siklus terdiri dari tiga sesi, yaitu: sesi dua untuk tindakan dan sesi satu untuk tes. Langkah-langkah dalam setiap siklus melibatkan perencanaan, tindakan, observasi, dan refleksi. Data itu diperoleh dari tes prestasi siswa; pre-test, post-test 1, dan post-test 2. Sementara perilaku siswa tercatat selama pelaksanaan tindakan melalui hasil kuesioner. Data yang diperoleh dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penggunaan teknik Panauricon difasilitasi dengan gambar sangat efektif untuk meningkatkan prestasi siswa dalam berbicara. Hal ini dapat dilihat dari hasil tes prestasi siswa yang meningkat selama penerapan teknik. Peningkatan juga terjadi pada aspek berbicara yaitu, tata bahasa, kosa kata, pemahaman, kelancaran dan pengucapan di mana semua skor rata-rata dari masing-masing aspek meningkat dari pre-test sampai post-test. Sementara itu, hasil observasi kelas dan kuesioner menunjukkan bahwa ada perubahan positif pada perilaku siswa selama kegiatan belajar mengajar. Para siswa juga mengungkapkan bahwa perasaan mereka sangat baik terhadap pelaksanaan teknik Panauricon difasilitasi dengan gambar. Berdasarkan hasil penelitian, terbukti bahwa teknik Panauricon difasilitasi dengan gambar sangat efektif untuk membantu siswa kelas X3 di SMA Karya Wisata dalam meningkatkan prestasi berbicara mereka.Kata Kunci : Teknik Panauricon, prestasi berbicara, gambar This study was aimed at improving speaking achievement of the tenth grade students of SMA Karya Wisata, especially class X3 through Panauricon technique facilitated with pictures in academic year 2013/2014. The number of the subjects were 44 students, consisted of 19 females and 25 males. This study was designed in the form of classroom-based action research and conducted in two cycles. Each cycle consisted of three sessions, such as: two sessions for action and one session for test. The steps in each cycle involved planning, action, observation, and reflection. The data was gained from the students’ achievement test; pre-test, post-test 1, and post-test 2. Meanwhile the students’ behavior was recorded during the implementation of the action through the result of questionnaire. The data obtained were analyzed descriptively. The result of the study shows that the use of the Panauricon technique facilitated with picture is effective to improve the students’ achievement in speaking. It could be seen from the result of the students’ achievement test which increased during the application of the technique. The improvement also occurred in the aspects of speaking namely, grammar, vocabulary, comprehension, fluency and pronunciation in which all of mean score of each aspect increased from pre-test until post-test. Meanwhile, the results of the classroom observation and questionnaire indicated that there were positive changes on students’ behavior during teaching and learning activities. The students also expressed better feelings and opinion towards the implementation of Panauricon technique facilitated with pictures. Based on the results of study, it is proved that Panauricon technique facilitated with pictures is very effective to assist the students of class X3 in SMA Karya Wisata in improving their speaking achievement.keyword : Panauricon Technique, speaking achievement, pictures.
AN ANALYSIS OF THE RELEVANCE OF INSTRUCTIONAL MATERIALS AND THE TYPE OF TEACHING STRATEGIES USED FOR READING 3 COURSE IN ENGLISH EDUCATION DEPARTMENT ., I Gusti Ayu Dwi Parwiti; ., Dra. Luh Putu Artini, MA., Ph.D.; ., 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.v1i1.5304

Abstract

This research was conducted to analyze the relevance of instructional materials and the types of teaching strategies used for Reading 3 course in English Education Department. The purpose was to find the data about the syllabus used by the lecturers and its development and analyze the relevance of the instructional materials used in Reading 3 course with the syllabus, the type of teaching strategies employed by the lecturer in teaching Reading 3 course, and the students perception about the material development and teaching strategies used in Reading 3 course. The subjects of the study were the lecturer and students in Reading 3 course of English Education Department, Ganesha University of Education. This research was a descriptive qualitative research which was utilizing checklist and questionnaires. The data collected from the lecturers and expert judges’ checklist, as well as lecturers and students’ questionnaire. The data obtained were descriptively analyzed. The findings of the research showed Reading 3 syllabus was not optimally prepared by each lecturer at English Education Department that was obtained from the questionnaire filled out by the lecturers and the result of Focus Group Discussion with the students. Then, the relevance of Instructional Materials and the Reading 3 syllabus was said “Not Relevant” to be used as learning resource for English Education Department students. In teaching strategy, there were 5 teaching strategies which were used frequently in Reading 3 course namely Direct Instructions, Discussion, Small Group Work, Cooperative Group, and Using Inquiry Based Learning. Based on focus group discussion there was no clear focus on learning objectives and skills to be achieved in the Reading 3 course.keyword : reading skill, early advanced level, instructional material, relevance material, and teaching strategies.
THE EFFECT OF SCRIPTED SONG-BASED AUDIO MEDIA ON ENGLISH COMPETENCY OF THE FIFTH GRADE STUDENTS OF PRIMARY SCHOOL IN TEJAKULA SUB-DISTRICT 1 IN ACADEMIC YEAR 2014/2015 ., I Gede Angga Pradipta Saputra; ., Dra.Ni Made Ratminingsih, MA; ., Dra. Luh Putu Artini, MA., Ph.D.
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.v1i1.5369

Abstract

This experimental study aimed at finding out the significant effect of Scripted Song-based Audio Media towards English competency of the fifth grade students of SD Negeri 1 Tejakula in academic year 2014/2015. The design of this study was post-test only control group design. Random sampling technique was employed in order to define which class selected as control group or experimental group, resulted in class 5 of SDN 2 Tejakula randomly selected as the control group which was taught by using conventional teaching media and class SDN 1 Tejakula randomly selected as the experimental group which was taught by using Scripted Song-based Audio Media. Both groups consisted of 20 students each. The results of data analysis showed that the students who were taught by implementing Scripted Song-based Audio Media performed better than those who were taught by implementing conventional teaching media. The descriptive statistic analysis result of mean score of listening post-test in experimental group was 79, while in control group was 68. The mean score of speaking post-test in experimental group was 81 and in the control group was 70. In reading, the mean score in experimental group was 78.2 while in the control group was 68.7. The mean score of writing post-test 90.4 for experimental group and 76.1 for control group. The mean score of English competency in experimental group was 80.9 while the control group was 71.1. The results of t-test analysis of the tobs was 6.256. It was higher than the value of the tcv at 2.024394164(α = 0.05). Moreover, the result of observation indicated that the implementation of Scripted Song-based Audio Media motivated the students in comprehending English competence. In conclusion, Scripted Song-based audio media contributed in giving a significant effect to students’ English competency. keyword : English competency, Scripted songs
The Effect of Dialogue Journal upon the Writing Achievement of the 8th Grade Students of SMP N 3 Banjar in the Academic Year of 2014/2015 ., Ni Putu Oktaviana Dewi; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., Dra. Luh Putu Artini, MA., Ph.D.
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.v1i1.5371

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui ada atau tidaknya bebedaan berarti dalam kemampuan siswa menulis antara siswa yang diajar menggunakan strategi Dialogue Journal dengan siswa yang diajar menggunakan strategi konvensional. Penelitian ini menggunakan metode Post-test Only Control Group Design. Populasi dari penelitian ini adalah siswa kelas 8 SMP N 3 Banjar. Metode Cluster Random Sampling digunakan untuk menentukan sample dari penelitian ini. Kelas VIII.5 dipilih sebagai kelompok experimental yang diajar menggunakan strategi Dialogue Journal, sedangkan kelas VIII.3 dipilih sebagai kelompok kontrol yang diajar menggunakan strategi konvensional. Hasil dari pengolahan data menunjukkan bahwa siswa kelompok experimental menunjukan keterampilan menulis lebih baik dibandingkan dengan siswa kelompok kontrol. Hal ini dibuktikan dari analisis deskriptif yang menunjukan nilai rata-rata siswa kelompok experimental adalah 75.83, sedangkan nilai rata-rata siswa di kelompok kontrol adalah 62.46. Hasil dari t-test juga menunjukkan bahwa nilai tobs lebih besar dari nilai tcv. Nilai dari tobs adalah 7.256, sedangkan nilai dari tcv adalah 2.02 (α = .05). Ini berarti bahwa terdapat perbedaan yang berarti antara siswa yang diajar menggunakan strategi Dialogue Journal dengan siswa yang diajar menggunakan strategi Conventional.Kata Kunci : Strategi Dialogue Journal, Strategi konvensional, kemampuan menulis This study aimed at investigating whether or not there was a significant difference in writing competency between the students who were taught by using dialogue journal strategy and those who were taught by using conventional strategy. The research design of this study was Post-test Only Control Group Design. The population was the eighth grade students of SMP Negeri 3 Banjar. Cluster Random Sampling was assigned to select the sample of the study.Class VIII.5 was assigned as the experimental group which was taught by using Dialogue Journal Strategy and class VIII.3 as the control group which was taught by using conventional strategy.The result of the data analysis showed that students in experimental group perfomed better writing than students in control group. It was proven by the result of descriptive statistics that showed the mean score the experimental group was 75.83, while the mean score of control group was 62.46. The result of the t-test also showed that the value of the tobs was higher than the tcv. The value of the tobs was 7.256, while the value of the tcv was 2.02 (α = .05). It means that there is a significant difference in writing competency between students who were taught using dialogue journal with students who were taught using conventional strategykeyword : Dialogue Journal Strategy, Conventional Strategy, writing competence
THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING ENGLISH BASED ON CURRICULUM 2013 IN SMA N 4 SINGARAJA ., Kadek Widiani; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Nyoman Karina Wedhanti, S.Pd., M.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.v1i1.5372

Abstract

Penelitian ini bertujuan untuk membahas penerapan project based learning dalam pengajaran bahasa inggris di kelas X MIA 5 di SMA N 4 Singaraja. Jumlah subjek penelitian ini adalah 43 siswa, terdiri dari 22 perempuan dan 21 laki-laki. Pembahasan penilitian ini mencakup (1) topic-topik yang diajarkan dalam pengajaran bahasa inggris dengan menggunakan project based learning di SMA N 4 Singaraja, (2) langkah-langkah dalam pengajaran bahasa inggris dengan menggunakan projek based learning di SMA N 4 Singaraja, (3) jenis-jenis penilaian yang digunakan dalam pengajaran pengajaran bahasa inggris dengan menggunakan projek based learning di SMA N 4 Singaraja. Metode penelitian yang digunakan adalah metode dokumentasi, metode observasi dan metode wawancara. Data yang diperoleh dianalisis secara deskriptif melalui data reduction, data display, dan conclusion drawing/ verification. Hasil penelitian ini menunjukkan bahwa topic-topik yang diajarkan dengan menggunakan project based learning adalah explanation text, recount text, narrative text dan expression of sympathy and invitation. Langkah-langkah pengajaran bahasa inggris dengan menggunakan speculation, designing the project activities, conducting the project activities and evaluation. Jenis penilaian yang digunakan adalah penilaian sikap, penilaian pengetahuan dan penilaian keterampilan. Hasil penelitian menenukan bahwa guru di sekolah SMA N 4 Singaraja menerapkan project based learning dengan baik Kata Kunci : kurikulum 2013, project based learning, pengajaran bahasa inggris This present study aimed at discussing the implementation of project based learning in teaching English in class X MIA 5 in SMA N 4 Singaraja. The number of the subjects were 43 students, consisted of 22 females and 21 males. The discussion includes (1) the topics that were taught by using project-based learning in teaching English in SMA N 4 Singaraja, (2) the steps in teaching English by using project-based in SMA N 4 Singaraja and (3) the assessment types used in teaching English by using project-based learning in SMA N 4 Singaraja. Research methods used were documentation method, observation method and interview method. The data obtained were analyzed descriptively through data reduction, data display, and conclusion drawing/ verification. The result of the study showed that the topics taught by using project based learning were explanation text, recount text, narrative text and expression of sympathy and invitation. There were four steps found in implementing project based learning by the teacher namely speculation, designing the project activities, conducting the project activities and evaluation. Meanwhile the assessment types used were affective assessment, cognitive assessment and psychomotor assessment. The result of the study showed that the implementation of project based learning was implemented well by the teacher in SMA N 4 Singaraja.keyword : Curriculum 2013, project based learning, teaching English
THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING ENGLISH BASED ON CURRICULUM 2013 IN SMA N 4 SINGARAJA ., Kadek Widiani; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Nyoman Karina Wedhanti, S.Pd., M.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.v1i1.5373

Abstract

Penelitian ini bertujuan untuk membahas penerapan project based learning dalam pengajaran bahasa inggris di kelas X MIA 5 di SMA N 4 Singaraja. Jumlah subjek penelitian ini adalah 43 siswa, terdiri dari 22 perempuan dan 21 laki-laki. Pembahasan penilitian ini mencakup (1) topic-topik yang diajarkan dalam pengajaran bahasa inggris dengan menggunakan project based learning di SMA N 4 Singaraja, (2) langkah-langkah dalam pengajaran bahasa inggris dengan menggunakan projek based learning di SMA N 4 Singaraja, (3) jenis-jenis penilaian yang digunakan dalam pengajaran pengajaran bahasa inggris dengan menggunakan projek based learning di SMA N 4 Singaraja. Metode penelitian yang digunakan adalah metode dokumentasi, metode observasi dan metode wawancara. Data yang diperoleh dianalisis secara deskriptif melalui data reduction, data display, dan conclusion drawing/ verification. Hasil penelitian ini menunjukkan bahwa topic-topik yang diajarkan dengan menggunakan project based learning adalah explanation text, recount text, narrative text dan expression of sympathy and invitation. Langkah-langkah pengajaran bahasa inggris dengan menggunakan speculation, designing the project activities, conducting the project activities and evaluation. Jenis penilaian yang digunakan adalah penilaian sikap, penilaian pengetahuan dan penilaian keterampilan. Hasil penelitian menenukan bahwa guru di sekolah SMA N 4 Singaraja menerapkan project based learning dengan baik Kata Kunci : kurikulum 2013, project based learning, pengajaran bahasa inggris This present study aimed at discussing the implementation of project based learning in teaching English in class X MIA 5 in SMA N 4 Singaraja. The number of the subjects were 43 students, consisted of 22 females and 21 males. The discussion includes (1) the topics that were taught by using project-based learning in teaching English in SMA N 4 Singaraja, (2) the steps in teaching English by using project-based in SMA N 4 Singaraja and (3) the assessment types used in teaching English by using project-based learning in SMA N 4 Singaraja. Research methods used were documentation method, observation method and interview method. The data obtained were analyzed descriptively through data reduction, data display, and conclusion drawing/ verification. The result of the study showed that the topics taught by using project based learning were explanation text, recount text, narrative text and expression of sympathy and invitation. There were four steps found in implementing project based learning by the teacher namely speculation, designing the project activities, conducting the project activities and evaluation. Meanwhile the assessment types used were affective assessment, cognitive assessment and psychomotor assessment. The result of the study showed that the implementation of project based learning was implemented well by the teacher in SMA N 4 Singaraja.keyword : Curriculum 2013, project based learning, teaching English
THE IMPLEMENTATION OF PARENTAL INVOLVEMENT IN SUPPORTING THE STUDENTS' ENGLISH LITERACY ACHIEVEMENT OF THE FOURTH GRADE STUDENTS AT NBBS SINGARAJA ., Ni Putu Ayu Surya Utari Dewi; ., Dra. Luh Putu Artini, MA., Ph.D.; ., 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.v1i1.5455

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan keterlibatan orangtua dalam mendukung prestasi literasi bahasa Inggris siswa di NBBS Singaraja dan faktor yang mendukung suksesnya penerapan keterlibatan orangtua tersebut. Analisis keterlibatan orangtua dalam penelitian ini didasari oleh enam kerangka keterlibatan orangtua oleh Epstein (2009). Penelitian ini menggunakan model penelitian deskriptif kualitatif dengan subyek penelitian yaitu siswa kelas IV di North Bali Bilingual School (NBBS) Singaraja, sementara obyek penelitian ini adalah keterlibatan orangtua yang diterapkan melalui program-program sekolah untuk mendukung prestasi literasi bahasa Inggris siswa di NBBS Singaraja. Data dikumpulkan dengan metode wawancara dan analisis dokumen. Berdasarkan hasil analisis data ditemukan bahwa: (1) keterlibatan orangtua di NBBS diterapkan melalui beberapa strategi yaitu melalui perseorangan (konseling dan parent’s conference) dan pertemuan (English Day Camp). Beberapa usaha juga dilakukan sekolah untuk melibatkan orangtua dalam mendukung literasi siswa yaitu dengan adanya Book Week, Memo Book, Class News, Reading Log Book dan Studi Lapangan. (2) faktor yang mempengaruhi suksesnya penerapan keterlibatan orangtua dalam mendukung prestasi literasi bahasa Inggris siswa di NBBS Singaraja adalah konsistensi orangtua dalam mengikuti sistem/aturan sekolah sehingga terbentuk suatu kebiasaan bagi siswa. Kata Kunci : Keterlibatan Orangtua, Literasi Bahasa Inggris, Prestasi Literasi Bahasa Inggris Siswa. This study aimed at analyzing the implementation of parental involvement in supporting the students’ English literacy achievement of the fourth grade students at NBBS Singaraja and factors that support the success of the implementation of parental involvement in supporting the students’ English literacy achievement at NBBS Singaraja. Parental involvement activities in this study was analyzed based on Epstein’s six types of parental involvement framework (2009). This study used a descriptive qualitative research design by involving the fourth grade students at NBBS Singaraja. The object of this study was parental involvement which is practiced through the school’s programs. The data were collected by conducting an interview and document analysis. Based on the result of the data analysis, it was found that (1) parental involvement in NBBS is practiced through many strategies like in person (counseling and parents’ conference) and in gathering (English Day Camp). Some efforts were also done to get parents involved in their children’s literacy activities through the existence of Book Week event, Memo book, Memo Book, Class News, Reading Log Book, and Field Study. (2) Factor that supports the success of the implementation of parental involvement in supporting the students’ English literacy achievement at NBBS Singaraja was the parents’ consistency in following the school’s system, so that the students’ habit can be built. keyword : Parental Involvement, English Literacy, Students’ English Literacy Achievement.
an analysis of instructional material and the types of strategies that used for reading 2 course in english education department ., I Wayan Edi Gunawan; ., Dra. Luh Putu Artini, MA., Ph.D.; ., 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.v1i1.5457

Abstract

ABSTRAK Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk menganalisis relevansi bahan ajar dan jenis strategi pengajaran yang digunakan untuk Membaca 2 kursus dalam bahasa Inggris Departemen Pendidikan. Subyek penelitian ini adalah siswa yang telah diambil Membaca 2 kursus dan dosen yang telah mengajar Reading 2Course dalam bahasa Inggris Departemen Pendidikan. Penelitian ini merupakan penelitian deskriptif kualitatif yang memanfaatkan checklist dan kuesioner. Data yang dikumpulkan dari para juri ahli 'checklist, serta kuesioner dosen dan checklist, dan juga siswa diskusi kuesioner dan focus group. Data yang diperoleh dianalisis secara deskriptif. Temuan penelitian menunjukkan relevansi Bahan Ajar dan Reading 2 silabus dikatakan "Sedikit relevan" untuk digunakan sebagai sumber belajar bahasa Inggris Departemen Pendidikan siswa. Hal ini menunjukkan bahwa semua ahli memilih lebih dari 46% dari kriteria yang telah dicapai. Strategi pengajaran yang sering digunakan di Reading 2 saja wereDiscussion dan Instruksi Langsung. Hasil kuesioner dan diskusi kelompok terfokus dengan siswa dari 9 kelas yang berbeda menunjukkan fokus yang berbeda dari tujuan pembelajaran yang diperoleh oleh siswa dari setiap kelas karena perbedaan materi pembelajaran yang diberikan oleh dosen. Penggunaan strategi pengajaran yang juga tidak memenuhi kriteria pelajar dewasa ini gagal untuk mendorong motivasi siswa belajar. Kata Kunci : Kata kunci: keterampilan membaca, pembaca menengah, bahan ajar, bahan relevansi, dan strategi pengajaran. ABSTRACT This study was a descriptive qualitative research which aimed to analyze the relevance of instructional materials and the type of teaching strategies used for Reading 2 course in English Education Department. The purpose was to describe the relevance of the syllabus and instructional materials, as well as the quality of these learning materials, and to find out the students perception of Reading 2 course. The subjects of this research were the students who have taken Reading 2 course and the lecturer who have taught Reading 2 Course in English Education Department. This research was a descriptive qualitative research which was utilizing checklist and questionnaire. The data collected from the expert judges’ checklist, as well as lecturer questionnaire and checklist, and also students’ questionnaire and focus group discussion. The data obtained were descriptively analyzed. The finding of the research showed the relevance of Instructional Materials and the Reading 2 syllabus was said “Slightly Relevant” to be used as learning resource for English Education Department students. It showed that all experts choose more than 46% of criteria which had been reached. The teaching strategies that used frequently in Reading 2 course wasDirect Instruction. The questionnaire result and the focus group discussion with the students from 9 different classes showed different focus of learning objectives acquired by the students of each classes due to the differences of the learning material provided by the lecturer. The use of teaching strategies which also did not meet the criteria of adult learners was failed to encourage students’ motivation of learning. keyword : Keywords: reading skill, intermediate reader, instructional materials, relevance materials, and teaching strategies.
AN ANALYSIS OF THE RELEVANCE OF INSTRUCTIONAL MATERIALS AND THE TYPE OF TEACHING STRATEGIES USED FOR ADVANCED READING COURSE IN ENGLISH EDUCATION DEPARTMENT ., Luh Melin Udayanti; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Drs.Gede Batan,MA
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.v1i1.5463

Abstract

Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk menganalisis relevansi bahan ajar dan jenis strategi pengajaran yang digunakan untuk perkuliahan lanjutan Advanced Reading dalam jurusan pendidikan bahasa inggris. Subyek penelitian ini adalah mahasiswa yang telah mengambil perkuliahan lanjutan dari reading 1, reading 2, dan reading 3, dan dosen yang telah mengajar mata kuliah Advanced Reading di jurusan pendidikan bahasa inggris. Data dikumpulkan berdasarkan checklist, serta kuesioner dosen dan, dan juga hasil penilaiian dari para ahli serta diskusi kelompok dengan mahasiswa. Temuan penelitian menunjukkan bahwa bahan ajar dan silabus yang digunakan dalam perkuliahan Advanced Reading dikatakan "Sedikit relevan" untuk digunakan sebagai sumber belajar di jurusan pendidikan bahasa inggris. Strategi pengajaran yang sering digunakan dalam perkuliahan Advanced Reading adalah Diskusi. Hasil kuesioner dan diskusi kelompok dengan mahasiswa dari 6 (enam) kelas yang berbeda menunjukkan fokus tujuan pembelajaran Advanced Reading yang berbeda di setiap kelasnya disebabkan karena perbedaan materi pembelajaran yang diberikan oleh dosen. Penggunaan strategi pengajaran tidak memenuhi kriteria pelajar dewasa sehingga pembelajaran dianggap gagal untuk mendorong motivasi siswa dalam belajar.Kata Kunci : keterampilan membaca, bahan ajar, relevansi pembelajaran dan strategi mengajar This study was a descriptive qualitative research which aimed to analyze the relevance of instructional materials and the type of teaching strategies used for Advanced Reading course in English Education Department. The purpose was to describe the relevance of the syllabus and instructional materials, as well as the quality of these learning materials, and to find out the students perception of Advanced Reading course. The subjects of this research were the students who have taken Advanced Reading course and the lecturer who have taught Advanced Reading course in English Education Department. This research was a descriptive qualitative research which was utilizing checklist and questionnaire. The data collected from the expert judges’ checklist, as well as lecturer questionnaire and checklist, and also students’ questionnaire and focus group discussion. The data obtained were descriptively analyzed. The finding of the research showed the relevance of Instructional Materials and the Advanced Reading syllabus was said “Slightly Relevant” to be used as learning resource for English Education Department students. It showed that all experts choose more than 44% of criteria which had been reached. The teaching strategies that used frequently in Advanced Reading course was Discussion. The questionnaire result and the focus group discussion with the students from 6 (six) different classes showed different focus of learning objectives acquired by the students of each classes due to the differences of the learning material provided by the lecturer. The use of teaching strategies which also did not meet the criteria of adult learners was failed to encourage students’ motivation of learningkeyword : reading skill, advanced reader, instructional materials, relevance materials, and teaching strategies
Co-Authors ., Desi Nursari Andayani ., Desi Nursari Andayani ., Dewa Ayu Novi Kusumawardani ., Dr. Sudirman, M.L.S ., Dr. Sudirman, M.L.S ., Dwi Putri Widiantari Ni Made ., Dwi Putri Widiantari Ni Made ., Gusti Ayu Yulia Andarini ., Gusti Ayu Yulia Andarini ., I Gede Made Adi Kerta Yasa ., I Gede Made Adi Kerta Yasa ., I Gst Ayu Lisna Listiari ., I Gusti Ngurah Putra Aryana ., I Gusti Ngurah Putra Aryana ., I PT AGUS KUSUMA W ., I Putu Chandra Guna Krisna ., I Wayan Doder Sumirta ., I Wayan Doder Sumirta ., I Wayan Purnawirawan ., Ida Ayu Putu Putri Gita Sari ., Ida Bagus Gede Suaditya ., Komang Dita Amanda Febriawati ., Komang Dita Amanda Febriawati ., Komang Gede Suardiyasa ., Komang Gede Suardiyasa ., Komang Hendra Gunawan ., Luh Putu Swasti Ayuningtyas ., Made Ade Krisna Kurniarta ., Made Ade Krisna Kurniarta ., MADE DYAN WIDHIADNYANI KUNDE ., Ni Ketut Arie Suasti Wahyuni ., Ni Ketut Arie Suasti Wahyuni ., Ni Luh Karisma Dewi ., Ni Luh Karisma Dewi ., Ni Luh Putu Mahachintya Supraptyanti ., Ni Made Ari Widyantari ., Ni Made Ari Widyantari ., Ni Made Wit Cittaningsih ., Ni Made Wit Cittaningsih ., Ni Md Pande Candra Sapitri ., Ni Md Pande Candra Sapitri ., Ni Nyoman Arsini ., Ni Nyoman Arsini ., Ni Putu Ekayanthi ., Ni Putu Mirna Sari ., Ni Putu Mirna Sari ., Ni Wayan Devi Astuti ., Ni Wayan Devi Astuti ., Ni Wayan Devi Crisnady ., Ni Wayan Devi Crisnady ., Ni Wayan Erarani ., Ni Wayan Erarani ., Ni Wyn Deni Apriani ., Ni Wyn Deni Apriani ., Nyoman Ayu Purnama Dewi ., Putu Indah Darmayani ., Putu Indah Darmayani A.A.I.N. Marhaeni Adhiwiguna, I Made Agus Adnyani, Ni Luh Putu Sri Adnyani, Ni Putu Ahmad . AHMAD MUNIR Ahmad Zamzam Alexandra, Natasha Filya Anak Agung Istri Ngurah Marhaeni andrea, kadek niko Angelica Romauli Silitonga Antini, Ni Komang Ayu Ariantini, Kadek Puspa Artini, Ni Nyoman Audina, Ira Putri Bakti, Windy Kurnia Cahya, Wahyu Dwi Cahyani, Putu Novi Trisna Candra Dewi, Made Raninta Dasa, Agung Krsna Lila Desak Ketut Indriyani Desyantaningsih, Ni Made Anggreoni Devi Ariningsih, Ni Ketut Devi, Madhu Sri Dewa Ayu Andhina Maretha Putri Dewa Ayu Dyah Surya Dewi ., Dewa Ayu Dyah Surya Dewi Dewa Ayu Eka Agustini Dewa Komang Tantra Dewa Putu Ramendra Dewantara, Kadek Andre Karisma Dewi, I Gusti Ayu Triska Sri Urmila Dewi, Ida Ayu Komang Trisna Dewi, Kadek Ayu Komala Dewi, Kadek Intan Rustiana Dewi, Komang Rista Liani Dewi, Ni Luh Putu Eka Sulistya Diantari, Ayu Melani Didit Suasta Adijaya Drs.Gede Batan,MA . Duta Kharisma, I Made Dw. Komang Tantra Dwi Susanti . EFENDI . Elizabeth Norista Era Adnyayanti Ni Luh Putu Erisyerico, Mimo Lalito Gede Agus Permadi Gede Sutrisna Gusti Agung Ayu Made Indah Pradnyawati . GUSTI AYU PUTU OLIARNI . Gusti Putu Rustika Dewi Hapsari Oka, Ida Ayu Puspitha Pradnya Haryanti, Novi Diah I Gede Angga Pradipta Saputra ., I Gede Angga Pradipta Saputra I Gede Budasi I Gede Gangga Suwana . I Gede Pratama Danan Jaya . I Gusti Ayu Diah Pusparini ., I Gusti Ayu Diah Pusparini I Gusti Ayu Dwi Parwiti ., I Gusti Ayu Dwi Parwiti I Gusti Ayu Komang Putri Tri Wahyuni I GUSTI AYU WARDHANI . I GUSTI NGURAH OCTOVA SEVENTILOFA . I Ketut Trika Adi Ana I Ketut Trika Adi Ana I Ketut Trika Adi Ana I Ketut Trika Adi Ana I MADE DWI JAYA PRADITYA . I Made Hardi Setiawan I Made Mega Adnyana I Made Yudhy Lesmana Dinatha . I Nyoman Adi Jaya Putra I Putu Andre Suhardiana I Putu Edi Sutrisna . I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I Wayan Agus Setiyawan . I Wayan Edi Gunawan . I Wayan Suarnajaya I WAYAN SUTENA . I Wayan Swandana I.G.A. Lokita Purnamika Utami Ida Ayu Himadara Ida Ayu Kade Putri Pradnyani . IDA AYU MADE ISTRI UTAMI . Ida Ayu Putu Anugrah Widiantari Ida Ayu Putu Nila Rusmayanti Jamaludin . Juliani, Made Dian Juniarti, Ni Wayan Junita Friska Kadek Anggi Pratiwi Anugraha KADEK DEVY MARLENI . Kadek Kusumadewi . Kadek Lelyana Rastari Kadek Nila Hendra Yani Kadek Sintya Dewi Kadek Sonia Piscayanti Kadek Widiani . Kadek Yogi Parta Lesmana Kadek Yunita Dewi Kerti Nitiasih Ketut Sujana Ketut Susiani Komang Ayu Mas Triana Dewi . Kristyaningdih, Ni Komang Lailiyah, Leni Laksmi, Ni Made Sintya Lestari, Ni Made Pebriyanti Lestari, Ni Putu Diana Eka Loviyani, Ni Putu Ayu Niya Luciana, Ni Luh Ratih Luh Diah Surya Adnyani Luh Gd Rahayu Budiarta Luh Gd Rahayu Budiarta ., Luh Gd Rahayu Budiarta Luh Gede Eka Wahyuni Luh Gede Meitha Trisna Utami . Luh Melin Udayanti ., Luh Melin Udayanti Luh Putu Eka Sulistia Dewi Luh Putu Restu Adi Utami 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. M.Pd. S.Pd. Luh Indrayani . Made Hery Santosa Made Surya Adi Putra Mahayana, Dwi Hendra Mahayoni, Ni Putu Tia marhaeni A.A.I.N Mudita, I Gede Nasril, Nasril Ni Kadek Marta Seridewi . Ni Kadek Nia Novita Wiliani . Ni Kadek Putri Pratiwi . Ni Kadek Yuli Cahyani Ni Ketut Ria Megawati . Ni Ketut Yuni Sumaharani Ni Komang Arie Suwastini Ni Komang Sri Mariati Ni L. G. Dian Pondika C Ni Luh Gede Eka Wahyuni Ni Luh Made Purnia Adi Ni Luh Putu Eka Sulistia Dewi Ni Luh Ratih Luciana NI MADE AYU SULASMINI . Ni Made Evi Agustini ., Ni Made Evi Agustini Ni Made Gita Anggriani Ni Made Kristianti Ni Made Lia Indra Dewi . Ni Made Nurpratiwi Ni Made Ratminingsih Ni Made Rini Antari Ni Made Widayati Anggun Pratiwi ., Ni Made Widayati Anggun Pratiwi Ni Made Yuni Karya Dewi Ni Nyoman Padmadewi Ni Nyoman Padmadewi Padmadewi Ni Nyoman Padmawati Ni Putu Astiti Pratiwi Ni Putu Ayu Bella Damayanti Ni Putu Ayu Surya Utari Dewi ., Ni Putu Ayu Surya Utari Dewi Ni Putu Dewi Ersani Ni Putu Era Marsakawati Ni Putu Julia Eka Putri Ni Putu Oktaviana Dewi ., Ni Putu Oktaviana Dewi NI PUTU PRASANTI DEVI . Ni Putu Sutraningsih Ni Putu Wiraningsih Ni Wayan Desi Ratna Sari Ni Wayan Juniari Ni Wayan Karmini . Ni Wayan Kristina . Ni Wayan Surya Mahayanti Nitiasih, Ni Putu Kerti Nugraha, I Gede Made Artha Nursaputri, Esamada Rose NURUDDIN . Nyoman Dyutami Maharani Nyoman Karina Wedhanti Nyoman Padmadewi, Ni Nyoman Purba Tribawa Giri ., Nyoman Purba Tribawa Giri NyomanAyu Sri Desi P.K. Nitiasih Padmadewi , Ni Nyoman Pam Nilan Paragae, IGAPNS Permadi, Gede Agus Prawira, Ni Nyoman Pradnyani Prof. Dr. A. A. I. Ngurah Marhaeni,MA . Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Purnawan, Komang Ari Purniawati, Sang Ayu Putu Ari Puspadi, Ketut Ayu Dewi Putra, I Kadek Swartana Putra, Made Surya Adi Putri Balqis, Putri Putri, Ni Putu Julia Eka Putu Adi Krisna Juniarta Putu Bagus Suryawan Arijaya Putu Kerti Nitiasih Putu Suarcaya Putu Yoga Sathya Pratama Putu Yoga Sathya Pratama Rahmad Husein Rahmayanti, Putu Ratama, I Putu Ratminingsih , Ni Made Ratnasari, Diana Rezandy, Made Aditya Pras Rismayanti, Luh Ayu Rita Vidyasari Rusnalasari, Zulidyana Dwi S.Pd. I Putu Ngurah Wage M . Sampurna, Marta Afrida Sandiyani, Ni Luh Kupit Sang Ayu Putu Ari Purniawati Saputra, Komang Yogi Septiani, Komang Shanmuganathan, Thilagavathi Sindu, I Gede Partha Suhardiana, I Putu Andre Sukadana, I Made Sukma Adisetiawan Tantri, Ni Nyoman Tari, Nirmala Udayana, I Made Ulandari, Sang Ayu Komang Yuli Utami, Luh Putu Restu Adi Verlinsti Vania Tamala Wahyudi, Gede Setia Wahyudi, Shafa Wahyuni, Ni Luh Gede Eka Wardani, Ni Komang Sri Warsini, Luh Mera Widiningsih, Made Adrina Widyawati, Ni Kadek Priska Ayu Wirasatya, Gede Didit Ogi Yanti, Made Dama Yohanes Satria Indra Yudha Yudha, Yohanes Satria Indra Zamzam, Ahmad