p-Index From 2020 - 2025
19.092
P-Index
This Author published in this journals
All Journal INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Language and Education Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal IKA RETORIKA: Jurnal Ilmu Bahasa Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Indonesia Jurnal Ilmu Sosial dan Humaniora Lingua Cultura Jurnal Pendidikan Bahasa Jurnal Pendidikan Bahasa Inggris JURNAL KONFIKS Jurnal Pemuda IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ETERNAL(english, teaching, learning, and Research Journal) Jurnal Studi Pemuda Language Literacy: Journal of Linguistics, Literature, and Language Teaching Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Jurnal Dimensi Pendidikan dan Pembelajaran Linguistic, English Education and Art (LEEA) Journal Esteem Journal of English Study Programme Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Community Service Learning International Journal of Language and Literature Journal of Education Technology Journal of Psychology and Instructions International Journal of Elementary Education Jurnal Ilmiah Pendidikan Profesi Guru Journal on Education Voices of English Language Education Society JOURNEY : Journal of English Language and Pedagogy Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Jurnal Review Pendidikan dan Pengajaran (JRPP) ACITYA Journal of Teaching & Education Thinking Skills and Creativity Journal PROJECT (Professional Journal of English Education) Journal of English Language and Culture J-REaLL Jurnal Ilmiah Spectral Indonesian Values and Character Education Journal The Art of Teaching English as a Foreign Language (TATEFL) Journal of English Language and Education JEdu: Journal of English Education Journal of Educational Study Linguistic, English Education and Art (LEEA) Journal EBONY Indonesian Journal of Instruction Indonesian Journal Of Educational Research and Review Soshum: Jurnal Sosial dan Humaniora Tamaddun Yavana Bhasha: Journal of English Language Education Studies in English Language and Education IJLHE: International Journal of Language, Humanities, and Education Journey: Journal of English Language and Pedagogy
Claim Missing Document
Check
Articles

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
DEVELOPING HIDDEN OBJECT MEDIA FOR TEACHING ENGLISH AT THIRD GRADE ELEMENTARY STUDENTS IN SD LAB UNDIKSHA SINGARAJA ., Ida Ayu Putu Putri Gita Sari; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Ni Wayan Surya Mahayanti, 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.v5i2.12230

Abstract

Penelitian ini bertujuan untuk (1) mengembangkan ‘Hidden Object Media’ dalam pembelajaran Bahasa Inggris kelas tiga Sekolah Dasar dan (2) mengetahui kualitas dari penggunaan ‘Hidden Object Media’ untuk pembelajaran Bahasa Inggris kelas tiga di SD Lab Undiksha Singaraja. Subjek dari penelitian ini ialah tiga puluh tujuh siswa kelas III Sekolah Dasar di SD Lab Undiksha Singaraja pada semester genap tahun ajaran 2016/2017. Penelitian ini termasuk dalam jenis penelitian pengembangan yang berdasarkan pada lima prosedur ADDIE oleh Branch (2010) meliputi Analisis, Desain, Pengembangan, Implementasi dan Evaluasi. Dalam pelaksanaanya, penelitian ini menggunakan beberapa instrumen yaitu panduan wawancara, lembar observasi, kuesioner, rubrik dan catatan. Pada akhir penelitian ini, dihasilkan prototipe produk yaitu Hidden Object Media dalam bentuk handout. Hasil dari penelitian ini ialah empat buah Hidden Object Media yang dikembangkan berdasarkan silabus kompetensi, silabus analisis serta karakteristik dari media dengan topik Animals serta Body Parts. Setiap media yang dikembangkan terdiri dari panduan guru, cerita pendek, Hidden Object Handout, dan daftar kegiatan lanjutan yang dapat diterapkan. Dalam hal kualitas media, berdasarkan hasil dari pengujian ahli serta kuesioner guru, Hidden Object Media termasuk dalam kategori media yang sangat bagus. Maka dari itu, media ini cocok digunakan untuk pengajaran Bahasa Inggris kelas tiga Sekolah Dasar. Kata Kunci : hidden object media, handout, pembelajaran Bahasa Inggris untuk anak - anak This research aimed to (1) develop ‘Hidden Object Media’ in teaching English for third-grade of elementary school and (2) investigate the quality of ‘Hidden Object Media’ for teaching English at third-grade elementary students in SD Lab Undiksha Singaraja. The subject of this research was thirty seven of third grade students in SD Lab Undiksha Singaraja at even semester academic year 2016/2017. This research categorized as ‘Research and Development’ (R & D) in which it was following five procedures of ADDIE based on Branch (2010). The five procedures consist of Analyze, Design, Development, Implementation and Evaluation. In executing the procedures, some instruments were used to conduct this research. There was interview guide, observation sheet, item of questionnaire, rubric, and notes. In the end of this research, there was a prototype product named hidden object media which was in a form of handout. The result of this research is four hidden object media that were developed based on syllabus competences, syllabus analysis as well as characteristics of media developed based on two topics which are animals and body parts. Each media consist of teacher’s guidelines, brief story, hidden object handout, and list of possible post activities. In term of quality, based on the result of expert judgment and teacher’s questionnaire it was found that hidden object media were categorized as excellent media. Thus, this media was proper to use for teaching English for third grade students. keyword : hidden object media, handout, teaching English for young Learners
AN ANALYSIS OF ENGLISH TEXTBOOK USED FOR GRADE SEVEN OF SMP NEGERI 1 BANJAR USING NATIONAL EDUCATION STANDARD BOARD'S FRAMEWORK IN ACADEMIC YEAR 2016/2017 ., Ni Luh Putu Mahachintya Supraptyanti; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Luh Diah Surya Adnyani, 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.v5i2.12234

Abstract

Penelitian analisis deskriptif ini bertujuan untuk 1) mendeskripsikan apakah buku teks “Bahasa Inggris When English Rings a Bell” memenuhi aspek kelayakan isi yang direkomendasikan oleh BSNP, 2) mendeskripsikan apakah buku teks “Bahasa Inggris When English Rings a Bell” memenuhi aspek kelayakan bahasa yang direkomendasikan oleh BSNP, 3) mendeskripsikan apakah buku teks “Bahasa Inggris When English Rings a Bell” memenuhi aspek kelayakan penyajian yang direkomendasikan oleh BSNP. Buku teks dipersiapkan oleh Kementerian Pendidikan dan Kebudayaan sebagai salah satu langkah implementasi Kurikulum 2013. Teori analisis yang digunakan dalam penelitian ini adalah teori direkomendasikan oleh BSNP. Teori ini terdiri dari analisis aspek kelayakan isi, aspek kelayakan bahasa, dan aspek kelayakan penyajian. Daftar cocok yang direkomendasikan oleh BSNP digunakan sebagai instrumen dalam penelitian ini. Hasil penelitiann menunjukkan bahwa 1) aspek kelayakan isi buku dikategorikan mempunyai kualitas yang tinggi. Akan tetapi, masih ada kekurangan dalam hal a) kelengkapan dari teks interpersonal yang berhubungan dengan kehidupan sehari-hari siswa dalam tiap unit buku, b) kelengkapan dari teks fungsional di setiap unit dalam buku, c) pemaparan, dan d) penyimpanan. 2) aspek kelayakan bahasa buku teks dikategorikan mempunyai kualitas yang rendah karena bahasa dan pesan yang terdapat dalam buku tidak relevan dengan siswa dalam hal level sosial emosional remaja mereka dan penjelasan yang terdapat dalam buku seharusnya jelas dan mudah dimengerti. 3) aspek kelayakan penyajian buku dikategorikan mempunyai kualitas yang tinggi. Akan tetapi, buku teks hanya memiliki kelemahan dalam hal a) penyajian materi dalam pembelajaran mandiri mereka b) pembukaan, dan c) daftar kata.Kata Kunci : Analisis buku teks, Aspek kelayakan bahasa, Aspek kelayakan isi, Aspek kelayakan penyajian, Teori Badan Standar Nasional Pendidikan This descriptive analysis study aimed at 1) describing whether the textbook entitled “Bahasa Inggris When English Rings a Bell” meets the content aspect suggested by National Education Standard Board, 2) describing whether the textbook entitled “Bahasa Inggris When English Rings a Bell” meets the the language aspect suggested by National Education Standard Board, 3) describing whether the textbook entitled “Bahasa Inggris When English Rings a Bell” meets the presentation aspect suggested by National Education Standard Board. The textbook prepared from Ministry of Education and Culture as one step implementation of Kurikulum 2013. The analysis framework used in this study was proposed by National Education Standard Board. The framework consists of the analysis of content aspect, language aspect, and presentation aspect of the textbook. Checklist purposed by National Education Standard Board were used as the instruments. The result of analysis showed that 1) the content aspect of the textbook were categorized as very high quality. However, there is still lacking in term of a) the completeness of interpersonal texts related to learners’ daily life in each unit of the textbook b) the completeness of functional texts in each unit of the textbook c) exposure, and d) retention. 2) the language aspect of the textbook were categorized as low quality because the language and message are not relevant to the students in terms of their teenagers’ socio-emotional state and the explanation which should be clear and easily-understood. 3) the presentation aspect of the textbook were categorized as high quality. However, the textbook only has weaknesses in terms of a) the presentation of material on their self-learning b) introduction, and c) glossary.keyword : Content aspect, Language aspect, National Education Standard Board’s framework, Presentation aspect, Textbook analysis
THE EFFECT OF DIARY WRITING METHOD ON STUDENTS' WRITING COMPETENCY IN RECOUNT TEXT ON THE EIGHTH GRADE STUDENTS OF SMP NEGERI 3 MANGGIS IN THE ACADEMIC YEAR 2017/2018 ., Ni Wayan Erarani; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Kadek Sonia Piscayanti, 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.v5i2.12276

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh signifikan dari penerapan metode menulis diari terhadap kompetensi menulis teks recount siswa kelas VIII di SMP Negeri 3 Manggis tahun ajaran 2017/2018.. Penelitian ini merupakan penelitian eksperimental dengan menggunakan posttest-only control group design. Sample penelitian ini adalah 36 orang siswa kelas VIII G yang digunakan sebagai kelompok kontrol dan 36 orang siswa kelas VIII F yang digunakan sebagai kelompok eksperimen. Instrumen yang digunakan dalam penelitian ini adalah tes tulis. Data yang didapatkan kemudian dianalisis menggunakan analisis deskriptif dan analisis inferensial. Hasil analisis menunjukkan bahwa nilai rata-rata kelompok eksperimen adalah 76.05, sedangkan nilai rata-rata kelompok kontrol adalah 68.13. Hasil uji hipotesis menunjukkan bahwa nilai dari thitung lebih besar dari nilai ttabel (4.895 > 1.994). Berdasarkan hasil tersebut, dapat disimpulkan bahwa terdapat pengaruh signifikan dari metode menulis diari terhadap kompetensi menulis teks recount siswa kelas VIII di SMP Negeri 3 Manggis tahun ajaran 2017/2018. Kata Kunci : metode menulis diari, kompetensi menulis This research was aimed to investigate whether there was a significant effect of diary writing method on students’ writing competency in recount text on the eighth grade students of SMP Negeri 3 Manggis. The present study was an experimental research which used posttest-only control group design. The samples of this study were class VIII F and VIII G, where class VIII F consisted of 36 students as the experimental group and VIII G consisted of 36 students as the control group. The instrument used for collecting data in this study was writing test. The data were analyzed by using descriptive analysis and inferential analysis. The result of the study showed that the mean score of the experimental group was 76.05, while the mean score of the control group was 68.13. The result of the hypothesis testing showed that the value of t – observed (tobs ) was higher than the value of t – critical value (tcv) (4.895 > 1.994). Based on the result, it can be concluded that there was a significant effect of diary writing method on students’ writing competency in recount text on the eighth grade students of SMP Negeri 3 Manggis in the academic year 2017/2018. keyword : diary writing method, writing competency
A COMPARATIVE STUDY ON THE IMPLEMENTATION OF DEFENDS AND PLEASE STRATEGIES TOWARD STUDENTS WRITING COMPETENCY IN SMP N 2 SINGARAJA ., Ni Luh Karisma Dewi; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Kadek Sonia Piscayanti, 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.v5i2.13586

Abstract

Penelitian ini adalah penelitian eksperimen yang menginvestigasi perbedaan signifikan dalam kompetensi menulis siswa dengan membandingkan kelas dengan strategi DEFENDS dan kelas dengan strategi PLEASE. Untuk bisa menjalankan penelitian ini, siswa kelas 7 di SMPN 2 Singaraja dipilih untuk digunakan sebagai sample. 2 kelas diberikan perlakuan yang berbeda dengan mengimplementasikan DEFENDS and PLEASE strategy. Pre Test dan Post Test Non Group Design diimplementasikan dalam penelitian ini. Data mengenai kompetensi menulis siswa dikumpulkan melalui post test. Penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan dalam hal kompetensi mengajar antara murid yang diajar dengan strategi DEFENDS dan kelas yang diajar dengan strategi PLEASE. Ini dapat dilihat dari Sig (2-tailed) yang dibawah 0.05 yang berarti kompetensi menulis siswa dengan strategi DEFENDS (76.35) lebih tinggi dari strategi PLEASE (70.27). Hasil penelitian ini menunjukkan bahwa strategi DEFENDS lebih efektif digunakan dalam mengajar menulis, kususnya dalam menulis teks deskripsi. Kata Kunci : Strategi DEFENDS, Strategy PLEASE, Kemampuan Menulis This study was an experimental study investigated the significant difference in writing competency between the students taught by using DEFENDS and PLEASE strategies. To conduct this research the seventh grade students of SMP N 2 Singaraja in the academic year 2017/2018 were selected to be sample. Two classes were treated differently by implementing DEFENDS and PLEASE strategies. Pre Test-Post Test Non Control Group Design was implemented in this experiment. The data of students’ writing competency were collected by using post test. This research discovers that there is a significant difference in writing competency between the students’ taught by using DEFENDS strategy and those taught by PLEASE strategy. It is known from the probability value or Sig.(2-tailed) of 0.000 which is lower than 0.05. The mean score of the students writing competency taught by DEFENDS strategy (76.35) was higher than the mean score of the students writing competency (taught by using PLEASE strategy (70.27). This finding demonstrating that DEFENDS strategy is more effective for teaching writing, especially in the content of descriptive text.keyword : DEFENDS Strategy, PLEASE Strategy, Writing Competency
The Effect of Peer Feedback Technique on Students' Writing Achievement at Eleventh Grade Students in SMA Negeri 1 Kubutambahan ., Ni Ketut Arie Suasti Wahyuni; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Kadek Sonia Piscayanti, 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.v5i2.13591

Abstract

THE EFFECT OF PEER FEEDBACK TECHNIQUE ON STUDENTS' WRITING ACHIEVEMENT AT ELEVENTH GRADE STUDENTS IN SMA NEGERI 1 KUBUTAMBAHAN By I Ketut Arie Suasti Wahyuni, Nim 1312021236 English Education Department Ganesha University of Education ABSTRACT The aim of this research was to find out the effect of Peer Feedback technique toward students’ writing achievement of Eleventh grade students in SMA Negeri 1 Kubutambahan. This study was a quasi-experimental research which used post-test only control group design. The population of this study was 178 students from eleventh grade of SMA Negeri 1 Kubutambahan. The samples of this study were 34 students of XI MIPA2 and 32 students of XI MIPA3 of eleventh grade in SMA Negeri 1 Kubutambahan selected by administering cluster ramdom sampling technique. The data were analyzed quantitatively by using descriptive and inferential statistics analysis. It was found that the mean score of the experimental group was 85.62 while the mean score of the control group was 82.48. It means that the experimental group was better than the control group in term of their writing achievement. Additionally, the value of t-obs (sig.(3-tailed)) was 0.0001. Since the value of sig.(2-tailed) was less than 0.0 (p
THE EFFECT OF BIG BOOKS AS TEACHING MEDIA ON THE THIRD GRADE STUDENTS’ READING COMPREHENSION IN EAST BALI ., I Putu Chandra Guna Krisna; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Ni Wayan Surya Mahayanti, 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.v5i2.15050

Abstract

Ini merupakan sebuah penelitian eksperimental yang bertujuan untuk mengetahui apakah ada atau tidak perbedaan yang signifikan pada pemahaman membaca siswa kelas 3 SD Baruna Gianyar. Penelitian ini berbentuk Quasi Experimental of Posttest Only Control Group Study. Populasi yang digunakan adalah siswa kelas 3 di SD Baruna Gianyar. Terdapat dua kelas yang dipilih sebagai sampel. IIIA ditetapkan sebagai kelompok eksperimental dan mendapat Big Book sebagai teaching media sedangkan kelas IIIB ditetapkan sebagai kelompok control yang diajar menggunakan media conventional dalam proses belajar mengajar. Data yang diperoleh dianalisis t-test melalui SPSS 16.0. data hasil dari analisis menunjukan bahwa siswa yang diajar menggunakan Big Books sebagai teaching media memperoleh nilai rata-rata yang lebih baik dibandingkan dengan kelompok control. yang mana kelompok eksperimental memperoleh nilai rata-rata 83.8571 sedangkan kelompok control memperoleh nilai rata-rata 78.8571. Hasil dari t-test juga menunjukkan bahwa nilai dari t-observed (tobs) adalah 2.068 dan nilai dari t-critical value (tcv) adalah 1.7334 . Hal itu menunjukkan bahwa nilai dari tobs lebih tinngi dari nilai tcv. Oleh karena itu, dapat disimpulkan bahwa ada perbedaan yang signifikan pada pemahaman mebaca siswa kelas 3 antara siswa yang diajarkan menggunakan Big Books sebagai media dan siswa yang diajarkan menggunakan media konvensional.Kata Kunci : Big Book, media, pemahaman membaca, pembelajaran anak-anak. This is an experimental study that aims to investigate whether or not there is a significant difference in reading comprehension between students who are taught using Big Books as teaching media and thus who were taught using conventional media in grade 3 SD Baruna Gianyar. This quasi experimental study employed Posttest Only Control Group design. The population was taken from the third graders in Baruna Gianyar Elementary School. Two classes were selected as samples in this study class IIIA was designated as experimental group and got Big Books as teaching media while class IIIB was designated as a control group using conventional media in teaching and learning process. The data obtained were analyzed using t-test via SPSS 16.0. The result of the data analysis showed that the students who were taught using Big Books as teaching media gained better average score in comparison to the control group. The experimental was 83.8571 while the control group obtained the average score of 78.8571. The result of t-test also shows that the value of t-observed (tobs) is 2.068 and the value of t-critical value (tcv) is 1.7334. in other words the value of the tobs is higher than the value of tcv. Therefore, it can be concluded that there is a significant effect of the use of Big Books as teaching media on students’ reading comprehension at third grade of elementary school students in SD Baruna Gianyar.keyword : Big Book, Media, Reading Comprhension, teaching young learner.
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 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 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 Hendra Yani, Kadek Nila 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 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 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 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. 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 Widayati Anggun Pratiwi ., Ni Made Widayati Anggun Pratiwi Ni Made Yuni Karya Dewi Ni Nyoman 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 Juniari Ni Wayan Karmini . Ni Wayan Kristina . Ni Wayan Surya Mahayanti Nitiasih, Ni Putu Kerti Nugraha, I Gede Made Artha 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 Padmadewi, Ni Nyoman Padmadewi Pam Nilan Paragae, IGAPNS Permadi, Gede Agus Pratama, Putu Yoga Sathya Prawira, Ni Nyoman Pradnyani Prof. Dr. A. A. I. Ngurah Marhaeni,MA . Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Purniawati, Sang Ayu Putu Ari 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 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 Sumaharani, Ni Ketut Yuni Sutrisna, I Putu Edi Sutrisna, I Putu Edi 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