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Developing E-Learning Based English Materials for Teaching the Tenth Grade Students of Light Vehicle Department at SMK N Bali Mandara ., Dwi Putri Widiantari Ni Made; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Drs.Gede Batan,MA
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.v5i2.11179

Abstract

Penelitian ini bertujuan untuk: (1) mengidentifikasi materi Bahasa Inggris berbasis e-learning yang dibutuhkan oleh siswa kelas sepuluh jurusan Teknik Kendaraan Ringan di SMK N Bali Mandara; (2) mengidentifikasi desain dari materi Bahasa Inggris berbasis e-learning untuk siswa kelas sepuluh jurusan Teknik Kendaraan Ringan di SMK N Bali Mandara; (3) mengukur kualitas materi Bahasa Inggris berbasis e-learning untuk siswa kelas sepuluh jurusan Teknik Kendaraan Ringan di SMK N Bali Mandara. Penelitian ini dilakukan berdasarkan pada desain penelitian dan pengembangan (R&D) oleh Lee dan Owens (2004). Data penelitian dikumpulkan melalui analisis dokumen, angket dan uji ahli. Hasil data dari analisis dokumen dan angket dianalisis dengan menggunakan analisis deskriptif, data dari uji ahli dianalisis secara kuantitatif dengan formula dari Candiasa (2010). Hasil penelitian menunjukkan bahwa (1) siswa kelas sepuluh jurusan Teknik Kendaraan Ringan di SMK N Bali Mandara masih diajarkan dengan materi Bahasa Inggris umum, dan siswa membutuhkan pengembangan materi Bahasa Inggris yang sesuai dengan jurusannya; (2) desain materi Bahasa Inggris berbasis e-learning untuk siswa kelas sepuluh jurusan Teknik Kendaraan Ringan berdasarkan standar kompetensi yang harus dicapai siswa; (3) materi Bahasa Inggris berbasis e-learning untuk siswa kelas sepuluh jurusan Teknik Kendaraan Ringan dikategorikan sebagai materi yang berkualitas sangat baik berdasarkan hasil uji ahli.Kata Kunci : R & D, e-learning, materi Bahasa Inggris This study aimed at: (1) identifying e-learning based English materials which were needed by the tenth grade students of Light Vehicle Department at SMK N Bali Mandara; (2) identifying the design of the e-learning based English materials for the tenth grade students of Light Vehicle Department at SMK N Bali Mandara; (3) measuring the quality of the e-learning based English materials for the tenth grade students of Light Vehicle Department at SMK N Bali Mandara. This study applied Research and Development designed by Lee and Owens (2004). The data of the study were collected through document analysis, questionnaire, and expert judge. The results of the data from the document analysis and questionnaire were analyzed descriptively; the data from expert judge was analyzed quantitatively by using a formula proposed by Candiasa (2010). The result of the study showed that (1) the tenth grade students of Light vehicle Department at SMK N Bali Mandara were still taught using general English and the students needed English materials which were developed in accordance with their expertise program; (2) the design of the e-learning based English materials for the tenth grade students of Light Vehicle Department was developed based on the basic competencies; (3) the e-learning based English materials for the tenth grade students of Light Vehicle Department was categorized as very good material based on the result of expert judgment.keyword : R&D, e-learning, English material
DEVELOPING GUESSING GAME FOR TEACHING VOCABULARY TO THE FIFTH GRADE STUDENTS OF SD NEGERI 5 KUBUTAMBAHAN ., Komang Gede Suardiyasa; ., Dra. Luh Putu Artini, MA., Ph.D.; ., I Nyoman Pasek Hadi Saputra, 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.v5i2.11181

Abstract

Penelitian ini merupakan penelitian dan pengembangan yang menyangkut; Mengidentifikasi jenis kosa kata yang tepat untuk dikembangkan sebagai Guessing Game (GG) untuk pengajaran kosa kata ke kelas lima siswa SD Negeri 5 Kubutambahan. menganalisis kualitas dari Developing Guessing Game (GG) untuk mengajarkan kosakata ke kelas lima siswa SD Negeri 5 Kubutambahan. Penelitian ini mengikuti rancangan R & D yang diusulkan oleh Dick dan Carey (2005). Desain ini meliputi: analisis kebutuhan, analisis instruksional, lingkungan belajar dan pelajar, sasaran kinerja, rubrik penilaian, papan cerita, desain dan pengembangan, evaluasi formatif, revisi dan produk akhir. Subyek penelitian adalah siswa kelas lima dan guru SD Negeri 5 Kubutambahan. Data dikumpulkan melalui observasi, kuesioner, wawancara, review dokumen dan penilaian ahli. Data hasil observasi, kuesioner, wawancara dan kajian dokumen dianalisis dengan menggunakan Model Analisis Data Interaktif yang diajukan oleh Milles dan Huberman (1987). Hasil penilaian ahli dalam menganalisis kualitas permainan tebakan yang dikembangkan dianalisis dengan menggunakan Model Kesepakatan Interrater yang diajukan oleh Gregory (2000). Hasil penelitian menunjukkan bahwa: (1) ada empat permainan menebak telah dikembangkan dengan empat tema berbeda yang bertujuan untuk digunakan sebagai media pengajaran kosakata pada semester pertama siswa kelas 5. Game menebak itu dirancang berdasarkan kriteria silabus bahasa Inggris kurikulum berbasis sekolah untuk semester pertama siswa kelas 5 dan juga berdasarkan kriteria aplikasi pendidikan oleh Lee & Cherner (2015). Produk permainan menebak dipresentasikan ke dalam CD dan buku panduan manual untuk guru. (2) kualitas keseluruhan permainan tebakan yang dikembangkan dari penilaian ahli dikategorikan sangat baik (2,73).Kata Kunci : guessing game, kosa kata, kelas lima This present study was a research and development (R&D) which concerned in; identifying the kinds of vocabulary were appropriate to be developed as Guessing Game (GG) for teaching vocabulary to the fifth grade of students of SD Negeri 5 Kubutambahan, analyzing the quality of the developed Guessing Game (GG) for teaching vocabulary to the fifth grade of students of SD Negeri 5 Kubutambahan. This study followed the R&D design proposed by Dick and Carey (2005). This design involves: need analysis, instructional analysis, learner and learning environment, performance objectives, assessment rubric, story board, design and develop, formative evaluation, revision and final product. The subjects of the study were students of fifth grade and the teacher of SD Negeri 5 Kubutambahan. the data were collected through observation, questionnaire, interview, document review and expert judgment. The data from the result of the observation, questionnaire, interview and document review were analyzed using Interactive Data Analysis Model proposed by Milles and Huberman (1987). The result of the expert judgment in analyzing the quality of the developed guessing game were analyzed using Interrater Agreement Model proposed by Gregory (2000). The result of the study shows that: (1) there were four guessing games have been developed with four different themes which were aimed to be used as a media for teaching vocabulary to the first semester of 5th grade students. Those guessing game were designed based on the criteria of English syllabus of school based curriculum for the first semester of 5th grade students and also based on criteria of educational app by Lee & Cherner (2015). The final of the guessing game were presented into CD and a manual guide book for teacher. (2) the overall quality of the developed guessing game from the judgment of experts was categorized as excellent (2.73).keyword : guessing game, vocabulary, fifth grade.
An Analysis of Male and Female Teachers’ Verbal Interaction in English Classes of Grade 11 at SMK Negeri 2 Denpasar ., Ni Putu Ekayanthi; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dra. Luh Putu Artini, MA., Ph.D.
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.v5i2.11182

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan antara guru laki-laki dan perempuan di kelas bahasa Inggris dalam menggunakan verbal interaksi kepada siswa khususnya di kelas XI di SMK Negeri 2 Denpasar. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek yang digunakan yaitu guru bahasa Inggris laki-laki dan perempuan yang terdiri dari 2 guru bahasa Inggris laki-laki dan 2 guru bahasa Inggris perempuan. Penelitian ini menggunakan teori dari Flander yang di kenal dengan FIACS (Flanders Interaction Analysis Category System). Terdapat 10 kategori dari FIACS yaitu (1) Accepting feeling, (2) Praises or encouragement, (3) Accepts or uses ideas of students, (4) Ask questions, (5) Lecturing, (6) Giving direction, (7) Criticizing or justifying authority, (8) Students’ talk response, (9) Students’ talk initiation, (10) Silent or confusion. Penelitian ini menggunakan metode observasi dengan merekam kejadian di dalam kelas, kartu data dan wawancara terhadap guru sebagai data pendukung. Hasil yang didapat pada penelitian ini bahwa kategori tertinggi yang muncul yaitu kategori “students’ talk response” dimana siswa lebih dominan dalam verbal interaksi di dalam kelas pada saat proses belajar dan mengajar. Penelitian ini mengungkapkan bahwa tidak ada perbedaan yang signifikan antara guru laki-laki dan perempuan di SMK Negeri 2 Denpasar.Kata Kunci : Verbal interaksi, proses belajar mengajar, guru laki-laki dan perempuan. This study aims to describe the differences between male and female teachers’ verbal interaction in English classes in grade 11 at SMK Negeri 2 Denpasar. This research was qualitative descriptive, which involves 2 male and 2 female English teachers. This qualitative descriptive research used the theory by Flander which called FIACS (Flanders Interaction Analysis Category System). There were ten categories of this theory, they are (1) Accepting feeling, (2) Praises or encouragement, (3) Accepts or uses ideas of students, (4) Ask questions, (5) Lecturing, (6) Giving direction, (7) Criticizing or justifying authority, (8) Students’ talk response, (9) Students’ talk initiation, (10) Silent or confusion. This study used the method of video recording, observation sheet and interview to support the data. The finding reveals that the category with the highest frequency of occurrences was “students’ talk response” where the students more dominant in verbal interaction in the classroom during teaching and learning process, and there was no significant difference between male and female teachers at SMK Negeri 2 Denpasar.keyword : Verbal interaction, teaching and learning process, male and female teachers.
THE EFFECT OF USING SONG AS A TEACHING TECHNIQUE ON THE LISTENING SKILLS OF THE SEVENTH GRADE STUDENTS IN SMP NEGERI 1 BANJAR ., Made Ade Krisna Kurniarta; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dra. Luh Putu Artini, MA., Ph.D.
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.v5i2.11184

Abstract

Penelitian ini bertujuan untuk menyelidiki apakah ada atau tidak ada efek yang signifikan dari penggunaan song sebagai teknik mengajar dalam kemampuan mendengarkan dari siswa kelas VII di SMP Negeri 1 Banjar. Desain penelitian yang digunakan adalah Post-test Only Control Group Design. Populasi dalam penelitian ini adalah siswa kelas tujuh SMP Negeri 1 Banjar dan penentuan sampel penelitian menggunakan teknik Cluster Random Sampling. Kelas VIIC terpilih sebagai kelas ekperimen dimana tehnik mengajar song digunakan dan kelas VIIF terpilih sebagai kelas kontrol dimana teknik mengajar lama digunakan. Hasil analis data menunjukan siswa di kelas eksperimen medapatkan hasil yang lebih baik daripada siswa di kelas kontrol. Hal ini dibuktikan oleh hasil statistik deskriptif yang menunjukkan nilai rata-rata kelas eksperimen adalah 79,79 sedangkan nilai rata-rata dari kelompok kontrol adalah 77,29. Selain itu, hasil dari uji t-test juga menunjukkan bahwa nilai tob lebih besar dari tcv tersebut. Nilai tob adalah 2.639 sedangkan nilai tcv adalah1.689 (α = 0,05). Ini berarti bahwa terdapat perbedaan kemampuan mendengarkan siswa yang signifikan antara siswa yang diajarkan dengan menggunakan teknik mengajar song dan mereka yang diajarkan dengan menggunakan teknik mengajar lama. Jadi dapat disimpulkan bahwa song sebagai teknik mengajar dapat meningkatkan kemampuan mendengarkan siswa.Kata Kunci : Teknik mengajar song, teknik mengajar biasa, kemampuan mendengarkan siswa This study aimed at investigating whether or not there was a significant effect of using song as a teaching technique on the listening skills of the seventh grade students in SMP Negeri 1 Banjar. The research design used in this study was Post-test Only Control Group Design. The population in this study was the seventh grade students of SMP Negeri 1 Banjar and the sample of study were selected by using Cluster Random Sampling. Class VIIC was assigned as the experimental group which was taught by using song as a teaching technique, and class VIIF as the control group which was taught by using conventional teaching technique. The result of the data analysis showed that students in the experimental group performed better than the students in the control group. It was proven by the result of the descriptive statistics that showed the mean score of the experimental group was 79.79 while the mean score of the control group was 77.29. The result of the t-test also showed that the value of the tob was higher than the tcv. The value of the tob was 2.639, while the value of the tcv was 1.993 (α = 0.05). It means that there was a significant difference of students’ listening skill on the students who were taught using song as a teaching technique and those who were taught by using conventional teaching technique. It was concluded that using song as a teaching technique can improve students’ listening skills.keyword : Song teaching technique, conventional teaching technique, student’s listening skills
THE EFFECT OF SCAFFOLDING TECHNIQUE ON STUDENT’S ABILITY TO WRITE DESCRIPTIVE TEXT IN SMP N 2 SELAT KARANGASEM ., Ni Putu Mirna Sari; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Nyoman Karina Wedhanti, 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.v5i2.11381

Abstract

Abstrak Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh yang signifikan dari teknik perancah terhadap kemampuan siswa untuk menulis teks deskriptif dan untuk menggambarkan komponen mana yang sebagian besar dipengaruhi oleh teknik perancah pada tulisan siswa. Desain penelitian ini adalah Post-Test Only Control Group Design. Populasi dalam penelitian ini adalah delapan siswa kelas VIII Negeri 2 Selat dan sampel penelitiannya dipilih dengan menggunakan Cluster Random Sampling. Sampel terdiri dari 68 siswa. Kelas VIII D ditugaskan sebagai kelompok eksperimen yang diajar dengan menggunakan teknik "Perancah" dan kelas VIII E sebagai kelompok kontrol yang diajar dengan menggunakan "teknik konvensional". Hasil analisis data menunjukkan bahwa siswa dalam kelompok eksperimen lebih baik daripada siswa dalam kelompok kontrol. Hal ini dibuktikan dengan hasil statistik deskriptif yang menunjukkan skor rata-rata kelompok eksperimen adalah 79,71 sedangkan skor rata-rata kelompok kontrol adalah 75,35. Hasil uji t juga menunjukkan bahwa nilai tob lebih tinggi dari pada tcv. Nilai tob adalah 3,098, sedangkan nilai tcv adalah 1,668 (α = 0,5). Artinya ada pengaruh yang signifikan terhadap kemampuan siswa antara siswa yang diajar dengan teknik perancah dan mereka yang diajar dengan teknik konvensional. Oleh karena itu hipotesis nol (H0) ditolak dan hipotesis alternatif (Ha) diterima. Kata Kunci : Kata kunci: teknik perancah, teknik konvensional, kemampuan siswa Abstract This study was aimed at investigating whether or not there was a significant effect of the scaffolding technique on students’ ability to write descriptive text and to describe which of the component writing that mostly affected by the scaffolding technique on students writing. This research design was Post-test Only Control Group Design. The population in this study was eight grade students of SMP Negeri 2 Selat and the samples of study were selected by using Cluster Random Sampling. The samples consisted of 68 students. Class VIII D was assigned as the experimental group which was taught by using “Scaffolding technique” and class VIII E as the control group which was taught by using “conventional technique”. The result of the data analysis showed that students in the experimental group performed better than the students in the control group. It was proven by the result of the descriptive statistics that showed the mean score of the experimental group was 79.71 while the mean score of the control group was 75.35. The result of the t-test also showed that the value of the tob was higher than the tcv. The value of the tob was 3.098, while the value of the tcv was 1.668 (α = 0.5). It means that there was a significant effect on students’ ability between the students who were taught by using scaffolding technique and those who were taught by using the conventional technique. Therefore the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. keyword : Keywords: scaffolding technique, conventional technique, students’ ability
CLASSROOM INTERACTION IN A BILINGUAL KINDERGARTEN: A CASE STUDY IN AURA SUKMA INSANI BILINGUAL KINDERGARTEN SINGARAJA ., Ida Bagus Gede Suaditya; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., Dra. Luh Putu Artini, MA., Ph.D.
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.v5i2.12106

Abstract

Penelitian ini bertujuan untuk menemukan kategori dari interaksi kelas yang muncuk di kelas B1 di Aura Sukma Insani Bilingual Kindergarten Singaraja berdasarkan dari Flander Interaction Analysis Categories (FIAC) System, dan interaksi yang memberi dampak pada tingkah laku siswa. Subjek dari penelitian ini adalah seorang guru dan 33 siswa di kelas B1. Penelitian ini merupakan penelitian kualitatif deskriptif. Hasil dari penelitian menunjukan: (1) semua kategori dari interaksi kelas berdasarkan Flander Interaction Analysis Categories (FIAC) System muncul dalam proses pembelajaran, meliputi: accepting feeling sebanyak 9.6%, praising or encouraging sebanyak 3.5%, accepting ideas sebanyak 0.6%, asking questions sebanyak 12.3%, lecturing sebanyak 11,3%, giving directions sebanyak 11%, criticizing or justifying authority sebanyak 2%, students’ talk response sebanyak 45,6%, students’ talk initiation sebanyak 2.2%, and silence or confusion sebanyak 1,9%. (2) Interaksi antara guru dan siswa berjalan sangat aktif dan lancar. Melalui interaksi kelas, semua siswa memperoleh hasil pembelajaran yang baik dan bertingkah laku dengan sangat baik di setiap proses belajar.Kata Kunci : Interaksi Kelas, Taman kanak-kanak dua bahasa, pelajar anak-anak, Flander Interaction Analysis Categories (FIAC) System. This study aimed at finding the classroom interaction categories occurring in the B1 class at Aura Sukma Insani Bilingual Kindergarten Singaraja based on Flander Interaction Analysis Categories (FIAC) System, and how the interaction give impacts to the students’ achievement and behavior. The subjects of the study were one teacher and 33 students in B1 class. This study was designed by using descriptive qualitative research. The result of the research shows that: (1) all categories of classroom interaction based on Flander Interaction Analysis Categories (FIAC) System exist during teaching and learning process. Those are accepting feeling was 9.6%, praising or encouraging was 3.5%, accepting ideas was 0.6%, asking questions was 12.3%, lecturing was 11.3%, giving directions was 11%, criticizing or justifying authority was 2%, students’ talk response was 45.6%, students’ talk initiation was 2.2%, and silence or confusion was 1.9%. (2) The interaction between teacher and students run very active and smoothly. Through the classroom interaction, all of the students get good achievement and they behave very well in every meeting.keyword : Classroom Interaction, Young Learners, Flander Interaction Analysis Categories (FIAC) System.
DEVELOPING BILINGUAL STORYBOOKS AS SUPPLEMENTARY MATERIALS FOR TEACHING ENGLISH VOCABULARY FOR ELEMENTARY STUDENTS GRADE 4 AT SDN 6 BANYUNING ., Gusti Ayu Yulia Andarini; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Drs.Gede Batan,MA
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.v5i2.12109

Abstract

Penelitian ini bertujuan untuk (1) mengembangkan bilingual storybooks sebagai materi tambahan untuk mengajar kosa kata bahasa Inggris untuk kelas 4 SDN 6 Banyuning, dan (2) menganalisis kualitas dari pengembangan bilingual storybooks. Desain penelitian ini mengadaptasi dari model Dick dan Carey (2001). Prosedur yang digunakan adalah mengidentifikasi tujuan pembelajaran, menganalisis pembelajaran, menganalisis pelajar dan konteks, menulis tujuan kinerja, mengembangkan instrumen penilaian, mengembangkan desain produk, mengembangkan produk, melaksanakan penilaian formative dan merevisi produk. Subyek dari penelitian ini adalah siswa kelas 4 yang berjumlah 23 orang, yang terdiri dari 14 siswa laki-laki dan 9 siswa perempuan. Data dalam penelitian ini diperoleh melalui lembar observasi, panduan wawancara, kuisioner dan rubrik. Bilingual storybooks dikembangkan berdasarkan 5 tema, sehingga, terdapat 5 buah prototype produk di akhir penelitian ini. Bilingual storybooks dikembangkan dalam format small book (A5) dengan full-text translation. Validasi dari uji ahli menentukan bahwa pengembangan bilingual storybooks sebagai kategori yang baik. Sedangkan dari penilaian pengguna, buku dikategorikan sangat baik. Analisis dari kuisioner siswa menyatakan bahwa buku mudah untuk dibaca dan memotivasi mereka untuk belajar. Sehingga, bilingual storybooks cocok digunakan sebagai materi tambahan untuk mengajar kosa kata bahasa Inggris bagi siswa kelas IV di SDN 6 Banyuning. Kata Kunci : bilingual storybooks, mengajar kosa kata, pengajaran bahasa Inggris untuk anak-anak This study aimed at (1) developing bilingual storybooks as supplementary materials for teaching English vocabulary for Grade 4 SDN 6 Banyuning, and (2) analyze the quality of bilingual storybooks developed. This research was R & D (research and development) which adapted from Dick and Carey model (2001). The procedures used namely, identifying instructional goals, conducting instructional analysis, analyzing learner and context, writing performance objective, developing assessment instrument, developing design product, developing the product, conducting formative evaluation and revise the product. The subject of this research was 23 students comprising 14 males and 9 females. The data of this research were obtained by using observation sheet, interview guide, questionnaire and rubric. There were 5 prototype products which were developed based on 5 themes in the end of this research. Bilingual storybooks were developed in the form of small book (A5) and presented with full-text translation. Expert judge’s validation found that developed bilingual storybooks were in a good category. Meanwhile, from the user judges, the books were categorized into very good category. The analysis of students questionnaire reveals that the books were easy to read and motivating to learn. Thus, the bilingual storybooks were proper to be used as supplementary materials for teaching vocabulary for fourth Grade students at SDN 6 Banyuning. keyword : bilingual storybooks, teaching vocabulary, teaching English for young learners
THE EFFECT OF IMPLEMENTING SIOP MODEL TOWARD VOCABULARY MASTERY OF THE SEVENTH GRADE STUDENTS OF SMP NEGERI 3 SUKASADA ., Ni Made Wit Cittaningsih; ., Dr. Sudirman, M.L.S; ., Dra. Luh Putu Artini, MA., Ph.D.
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.v5i2.12110

Abstract

Penilitian ini bertujuan untuk membuktikan apakah ada dampak yang signifikan dari penggunaan model Sheltered Instruction Observation Protocol (SIOP) terhadap penguasaan kosa kata pada siswa kelas VII. Desain penilitian yang digunakan adalah Post-test Only Control Group. Populasi penelitian ini adalah kelas VII di SMP Negeri 3 Sukasada. Sampel penelitian ini adalah 57 siswa yang dipilih dengan menggunakan teknik sampel acak. Data dianalisis secara kuantitaif dengan menggunakan analisis statistik deskriptif dan inferensial. Dari hasil tersebut, ditemukan bahwa hasil pengujian hipotesis (independent t-test) yang menunjukkan bahwa thitung = 6.165 > ttabel = 1.673 dan nilai signifikan dari data adalah 0.001 lebih rendah dari α = 0.05. Hasil tersebut menunjukkan bahwa ada dampak yang signifikan dari penggunaan model Sheltered Instruction Observation Protocol (SIOP) terhadap penguasaan kosa kata pada siswa kelas VII.. Dapat disimpulkan juga, model pembelajaran SIOP dapat diaplikasikan dan efektif dalam mengajar Bahasa Inggris sebagai bahasa asing terutama dalam penguasaan kosa kata.Kata Kunci : Penguasaan kosa kata, Model pembelajaran SIOP, Model pembelajaran biasa This study aimed at proving whether or not there was significant effect of implementing Sheltered Instruction Observation Protocol (SIOP) Model toward vocabulary mastery of the seventh-grade students. This study used Post-test Only Control Group as the research design. The population of this study was the seventh-grade students of SMP Negeri 3 Sukasada. The sample of this study was 57 students that were selected by random sampling. The data were analyzed quantitatively by using descriptive and inferential statistics analysis. It was found that the result of hypothesis testing (independent t-test) was tobs = 6.165 > tcv = 1.673 and the significance value of data was 0.001 lower than α = 0.05. It showed that there was significant effect of implementing Sheltered Instruction Observation Protocol (SIOP) Model toward vocabulary mastery of the seventh-grade students. It can be inferred that SIOP Model is an effective learning and can be applied in teaching English as foreign language especially in mastering vocabulary.keyword : Vocabulary mastery, SIOP Model, Conventional learning model
Positive and Negative Reinforcement Used By Teacher During Teaching and Learning Process at SMP Negeri 2 Singaraja ., Ni Nyoman Arsini; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Dr. Sudirman, M.L.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.v5i2.12171

Abstract

Penelitian ini bertujuan untuk mencari tahu jenis-jenis penguatan yang digunakan oleh guru di kelas VII di SMP Negeri 2 Singaraja khususnya kelas VII.1 dan VII.5 selama proses belajar mengajar, jenis jenis penguatan yang paling sering digunakan, alasan dari guru dalam menggunakan penguatan, dan respon siswa terhadap penguatan yang digunakan. Subjek dari penelitian ini adalah guru bahasa Inggris kelas VII di SMP Negeri 2 Singaraja. Penelitian ini menggunakan rancangan kualitatif. Metode pengumpulan data meelalui observasi dan wawancara. Penemuan menunjukan bahwa guru menggunakan dua jenis penguatan yaitu penguatan positif dan negatif. Guru menggunakan dua cara pada masing-masing jenis penguatan yang disebut: penguatan verbal positif (49.48%), penguatan non-verbal positif (43.29%), penguatan verbal negatif (2.06%), dan penguatan non-verbal negatif (5.15%). Penguatan positif adalah jenis penguatan yang paling sering digunakan dengan total terjadi (92.77%) dari pada penguatan negatif dengan total terjadi (7.21%). Ada dua alasan utama kenapa guru menggunakan jenis-jenis penguatan yaitu: penguatan dapat memotivasi siswa selama proses pembelajaran berlangsung dan membantu siswa membangun kepercayaan diri selama pelajaran. Implikasi dari penelitian ini dibagi menjadi tiga : dapat mengubah perilaku buruk siswa, dapat mengubah perilaku buruk siswa, dapat dijadikan referensi untuk guru selama mengajar, dan dapat dijadikan referensi tambahan oleh peneliti lain dengan penelitian yang sama.Kata Kunci : Penguatan, penguatan verbal dan non-verbal, respon. This study aimed at finding out the types of reinforcement used by teacher in grade 7 of SMP Negeri 2 Singaraja especially in class VII.1 and VII.5 during the teaching and learning process, the type of reinforcement strategies used most frequently by teacher, the teacher’s reasons in applying reinforcement during teaching and learning process, and students’ responses toward the reinforcement used. The subject of this study was an English teacher on grade 7 in SMP Negeri 2 Singaraja. The present study employed qualitative design, in which the data were collected through observation and interview. The findings showed that the teacher used two types of reinforcement such as positive and negative reinforcement. The teacher used two ways each of them namely: positive verbal reinforcement (49.48%), positive non-verbal reinforcement (43.29%), negative verbal reinforcement (2.06%), and negative non-verbal reinforcement (5.15%). Positive reinforcement was the type of reinforcement which was used most frequently with total occurrence (92.77%) rather than negative reinforcement with total occurrence (7.21%). Two main reasons why the teacher applied types of reinforcement were found, those are: reinforcement motivated the students during the learning process and helped the students in building self-confidence during the lesson. The implications of this study are divided into three: can change the students’ misbehavior, can be a reference for the teacher during teaching, and can be an addition reference for another researcher who conduct the same study. keyword : Reinforcement, positive and negative reinforcement, response.
AN ANALYSIS OF INSTRUCTIONAL MEDIA USED BY MALE AND FEMALE ENGLISH TEACHERS IN TEACHING SPEAKING AT JUNIOR HIGH SCHOOLS IN SINGARAJA ., Komang Dita Amanda Febriawati; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Dr. Sudirman, M.L.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.v5i2.12172

Abstract

Penelitian ini bertujuan untuk menjelaskan penggunaan instruksional media dari guru laki-laki dan perempuan bahasa Inggris pada saat mengajar speaking di kelas 7 di SMP Negeri 2 Singaraja dan SMPN 4 Singaraja. Skripsi ini deksriptif kualitatif, yang di bagi menjadi dua guru laki-laki dan dua guru perempuan bahasa Inggris. Penelitian deskriptif kualitatif ini menggunakan teory dari Vernon. Di dalam teori tersebut terdapat lima kategori, diantaranya (1) Drawing, (2) Still Picture, (3) Audio Recording, (4) Motian Picture and TV, (5) Real Object, Simulation, and Models. Metode yag digunakan dalam penelitian ini adalah observasi, catatan, dan interview untuk melengkapi data yang di dapat. Adapun penemuan akhir dalam penelitian ini adalah adanya perbedaan antara guru laki-laki dan perempuan di kedua sekolah tersebut dalam menggunakan media. di SMPN 2 Singaraja, guru laki-laki lebih dominan menggunakan media dalam proses belajar dan mengajar. Kemudian di SMPN 4 Singaraja guru perempuan yang lebih dominan menggunakan media dibandingkan guru laki-lakinya. Guru laki-laki di SMPN 2 Singaraja menggunakan tiga jenis tipe media, diantaranya still picture, audio recording, dan real object, simulation and models. Sedangkan guru perempuannya hanya menggunakan satu jenis media saja yaitu real object, simulation, dan models. Hal itu juga sama seperti guru laki-laki di SMPN 4 Singaraja hanya menggunakan satu jenis media yaitu real object, simulation, dan models. Untuk guru perempuannya menggunakan dua jenis media diataranya still picture, real object, simulation, dan models. Kata Kunci : intruksional media, sekolah, guru laki-laki dan guru perempuan This study aimed describing the instructional media used by male and female English teachers’ in teaching speaking in grade 7 at SMPN 2 Singaraja and SMPN 4 Singaraja. This research was qualitative descriptive, which involved 2 males and 2 females English teachers. This qualitative descriptive research used the theory by Vernon. There were five categories of this theory, they are (1) Drawing, (2) Still Picture, (3) Audio Recording, (4) Motion Picture and TV, (5) Real Object, Simulation, and Models. This study used the instruments of observation sheet, field note and interview guide to supported the data. The finding reveals that there is a difference between male and female in used media in both schools. At SMPN 2 Singaraja, male teacher more dominant used instructional media in the teaching and learning process. But, at SMPN 4 Singaraja female teacher more dominant in used instructional media. Male teacher at SMPN 2 Singaraja used three instructional media that was still picture, audio recording, and real object, simulation, models. While female teacher only used one instructional media that was real object, simulation, and models. It seemed like male teacher at SMPN 4 Singaraja also only used instructional media, that was real object, simulation, and models. For a female teacher at that school used two instructional media, that are still picture and real object, simulation, and models. keyword : Instructional media, schools, male and female teacher
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