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THE EFFECT OF EXPERIENTIAL LEARNING MODEL TOWARD STUDENTS' WRITING COMPETENCE AT THE ELEVENTH-GRADE STUDENTS OF SMA NEGERI 1 SINGARAJA IN ACADEMIC YEAR 2017/2018. ., Ida Ayu Md Friska Setiawati; ., Dr. Ni Made Ratminingsih, M.A.; ., 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.v5i2.12247

Abstract

Penelitian ini bertujuan untuk mengetahui adanya pengaruh signifikan terhadap kompetensi menulis siswa antara siswa yang diajar dengan menerapkan pembelajaran pengalaman dan mereka yang diajar dengan menggunakan pembelajaran konvensional. Penelitian ini merupakan penelitian eksperimental dengan rancangan kelompok posttest hanya sebagai metode penelitian. Populasi penelitian ini adalah siswa kelas XI SMA N 1 Singaraja pada tahun ajaran 2017/2018. Penelitian ini menggunakan cluster random sampling untuk mengetahui sampel. Ada 27 siswa XI MIA 5 yang ditugaskan sebagai kelompok eksperimen yang diajar dengan menggunakan pengalaman belajar dan 26 siswa XI MIA 6 diobati sebagai kelompok kontrol yang diajar dengan menggunakan pembelajaran konvensional. Data turunan dianalisis dengan menggunakan analisis statistik deskriptif dan inferensial. Hasil analisis data menunjukkan bahwa siswa dalam kelompok eksperimen mencapai hasil yang lebih baik sehingga siswa dalam kelompok kontrol. Temuan tersebut diyakinkan oleh hasil kelompok eksperimen yaitu 87,52, sedangkan skor rata-rata kelompok kontrol adalah 81,23. Selanjutnya, hasil analisis statistik inferensial juga membuktikan pernyataan di atas, yang merupakan hasil tob adalah 4,107 dan nilai tcv adalah 1,6579. Ini menunjukkan bahwa nilai tob lebih tinggi daripada tcv. Karena tob lebih tinggi daripada tcv, hipotesisnya diterima. Dapat disimpulkan bahwa ada pengaruh yang signifikan terhadap kompetensi menulis siswa kelas XI SMA N 1 Singaraja yang diajar dengan menggunakan pengalaman belajar. Kata Kunci : kompetensi menulis, pengalaman belajar This study aims to investigate whether or not there is a significant effect of students’ writing competence between students who were taught by implementing experiential learning and those who were taught by using conventional learning. This was an experimental research with posttest only group design as the research method. The populations of this study were the eleventh-grade students of SMA N 1 Singaraja in academic year 2017/2018. This research administered cluster random sampling to determine the sample. There were 27 students of XI MIA 5 assigned as the experimental group who were taught by using experiential learning and 26 students of XI MIA 6 were treated as the control group who were taught by using conventional learning. The derived data were analyzed by using descriptive as well as inferential statistics analysis. The result of the data analysis showed that students in experimental group achieved better result that students in control group. The findings were convinced by the result of descriptive statistics analysis which showed the mean score of experimental group was 87.52, meanwhile the mean score of control group was 81.23. Furthermore, the result of the inferential statistics analysis also proven statement above, which the result of tob was 4.107 and the value of tcv was 1.6579. It showed that the value of tob was higher than the tcv. Since the tob was higher than the tcv, the hypothesis is accepted. It can be concluded that there was significant effect of students’ writing competence of the eleventh-grade students of SMA N 1 Singaraja who were taught by using experiential learning. keyword : experiential leaning, writing competence.
Analysis of Culture Shock Experienced by Foreign Students Studying in SMP Lab Undiksha in Academic Year of 2017/2018 ., Putu Pendi Adnyana Putra; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., Dr. Ni Made Ratminingsih, M.A.
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.v5i2.12440

Abstract

Penelitian ini bertujuan untuk mengetahui persepsi siswa asing terhadap culture shock dan menemukan cara untuk mengatasi masalah culture shock pada siswa asing yang belajar di SMP Lab Undiksha pada tahun ajaran 2017. Penelitian ini merupakan penelitian kualitatif deskriptif. Itu berlangsung di SMP Lab Undiksha. Ini menggunakan 3 instrumen yaitu: Observasi, kuesioner, dan panduan wawancara. Ada 4 subjek dalam penelitian ini. Hasil dari penelitian ini: 1) Ada sejumlah tekanan yang besar terhadap psikologis seperti depresi, kegelisahan, dan perasaan tidak berdaya, 2) Ada empat strategi yang diidentifikasi sebagai strategi untuk mengatasi culture shock seperti komunikasi, menemukan hal-hal yang tidak asing seperti di rumah dan berteman.Kata Kunci : persepsi siswa asing, culture shock, mengatasi culture shock This study was aimed to investigate the perceptions of foreign students toward culture shock and to find the way to cope with culture shock problems of foreign students who studied in SMP Lab Undiksha in academic year 2017. This study was a descriptive qualitative study. It took place in SMP Lab Undiksha. It used 3 instruments namely: Observation, questionnaire, and interview guide. There were 4 subjects in this study. The result of this study: 1) there was a large amount of psychological stress such as depression, anxiety, and feeling of helplessness, 2) there were three strategies identified as strategies to cope with culture shock such as communication, find familiar things as at home and making friends. keyword : Foreign student perception, culture shock, coping with culture shock
THE EFFECT OF ICT-BASED INTERACTIVE GAME ON FOURTH-GRADE STUDENTS' ENGLISH ACHIEVEMENT ., I Wayan Agus Budiarta; ., Dr. Ni Made Ratminingsih, M.A.; ., Putu Eka Dambayana S., 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.v5i2.12489

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui apakah ICT-based interactive game memberikan pengaruh yang signifikan pada prestasi belajar Bahasa Inggris siswa kelas empat di gugus IV kecamatan Sukasada. Penelitian ini merupakan penelitian semu yang menggunakan post-test only control group design. Populasi dalam penelitian ini adalah 174 siswa dari delapan sekolah dasar di gugus IV kecamatan Sukasada. Sampel dalam penelitian ini adalah 23 siswa dari SDN 3 Sukasada dan 23 siswa dari SDN 4 Sukasada yang dipilih dengan menggunakan teknik cluster random sampling. Data dianalisis secara kuantitatif dengan menggunakan analisis statistik deskriptif dan inferensial. Hasil dari uji hipotesis (independent t-test) menunjukkan bahwa to=2,838>tcv = 2,015 dan nilai signifikasi dari data adalah 0,007 lebih rendah dari α = 0,05. Dapat dibuktikan bahwa ICT-based interactive game memberikan pengaruh yang signifikan pada prestasi belajar Bahasa Inggris siswa kelas empat. Kesimpulannya, ICT-based interactive game merupakan media pembelajaran yang efektif. Kata Kunci : prestasi siswa, ICT-based interactive game, pelajar usia dini The aim of this study was to justify whether ICT-based interactive game gave the significant effect on fourth grade students’ English achievement in cluster four in Sukasada district. It was a quasi-experimental research which used post-test only control group design. The population of this study was 174 students from eight elementary schools in cluster four in Sukasada district. The samples of this study were 23 students from SDN 3 Sukasada and 23 students from SDN 4 Sukasada which were selected by using cluster random sampling technique. The data were analyzed quantitatively by using descriptive and inferential statistics analysis. The result of hypothesis testing (independent t-test) shows that to=2.838>tcv = 2.015 and the significance value of the data was 0.007 lower than α = 0.05. It can be proved that ICT-based interactive game gives a significant effect towards students’ English achievement. In conclusion, ICT-based interactive game is an effective teaching media.keyword : English achievement, ICT-based interactive game, young learners
A COMPARATIVE STUDY OF KWL AND TWA TECHNIQUES UPON STUDENTS' READING COMPETENCY AT SMAN 1 SINGARAJA ., Ni Wayan Ekayani; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Dr. Ni Made Ratminingsih, M.A.
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.v5i2.12565

Abstract

Penelitian ini bertujuan untuk menguji teknik mana antara teknik KWL dan TWA yang lebih baik digunakan untuk membantu siswa dalam meningkatkan kemampuan membaca mereka untuk meraih nilai di atas KKM pada kelas 10 di SMAN 1 Singaraja. Desain penelitian ini menggunakan Post-test Only Two Non-Control Group Design. Populasi dalam penelitian ini adalah 317 siswa kelas 10 yang terbagi menjadi 11 kelas dimana dalam menentukan sample, 2 kelas dipilih menggunakan teknik cluster random sampling. Satu kelas yang berjumlah 28 siswa membaca teks dengan teknik KWL dan satu kelas lagi dengan jumlah 30 siswa membaca teks dengan teknik TWA. Instrumen penelitian yang digunakan antara lain try out test, RPP dan final test. Data dikumpulkan melalui tes membaca (final test) yang kemudian dianalisis secara deskriptif dan inferensial statistik dimana one-way ANOVA digunakan dalam pengujian hipotesis. Hasil dari analisis menunjukan F=1.863 dengan nilai signifikan 0.140 dimana nilai tersebut lebih besar dari nilai signifikan alpha (0.05). Jadi, dapat disimpulkan bahwa tidak ada perbedaan pada kemampuan membaca siswa ketika mereka membaca teks menggunakan teknik KWL dan TWA. Karena tidak terdapat perbedaan pada kemampuan membaca siswa ketika membaca teks dengan kedua teknik tersebut, Turkey analisis tidak perlu dilakukan. Kata Kunci : teknik KWL, kemampuan membaca siswa, teknik TWA This research aimed at testing which technique between KWL and TWA techniques is better to be used in order to help students in promoting their reading competency to achieve the performance indicator which is set to the tenth-grade students at SMAN 1 Singaraja. The design of the study was Post-test Only Two Non-Control Group Design. The population was 11 classes with 317 tenth-grade students at SMAN 1 Singaraja in which 2 classes were selected as the sample of the research which was determined by using cluster random sampling. One class with 28 students read texts using KWL and the other class with 30 students read texts using TWA technique. The instruments which were used such as lesson plans, try out test and final test. The data were collected through reading test (final test) that were analyzed descriptively and inferentially which used one-way ANOVA in inferential statistics analysis. The result shows that, F=1.863 with the significance value was 0. 140 which was higher than the significance value of alpha, 0.05. Thus, there is no significant difference on the students’ reading competency when they read texts using KWL and TWA technique. Because there is no different on the students’ reading competency between the two groups when they read texts using KWL and TWA techniques, Turkey analysis did not need to be administrated. keyword : KWL technique, reading competency, TWA technique
THE EFFECT OF EXPERIENTIAL LEARNING MODEL TOWARD STUDENTS’ WRITING COMPETENCE AT THE ELEVENTH-GRADE STUDENTS OF SMA NEGERI 1 SINGARAJA IN ACADEMIC YEAR 2017/2018 ., Ida Ayu Md Friska Setiawati; ., Dr. Ni Made Ratminingsih, M.A.; ., 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.v5i2.12602

Abstract

Abstrak Penelitiani ni bertujuan untuk mengetahu iadanya pengaruh signifikan terhadap kompetensi menulis siswa antara siswa yang diajar dengan menerapkan experiential learning dan mereka yang diajar dengan menggunakan pembelajaran konvensional. Penelitian ini merupakan penelitian eksperimental dengan rancangan kelompok posttest sebagai metode penelitian. Populasi penelitian ini adalah siswa kelas XI SMA Negeri 1 Singaraja pada tahun ajaran 2017/2018. Penelitian ini menggunakan cluster random sampling untuk mengetahui sampel. Terdapat 27 siswa XI MIA 5 sebagai kelompok eksperimen yang diajar dengan menggunakan experiential learning dan 26 siswa XI MIA 6 sebagai kelompok kontrol yang diajar dengan menggunakan pembelajaran konvensional. Data dianalisis dengan menggunakan analisis statistic deskriptif dan inferensial. Hasil analisis data menunjukkan bahwa siswa dalam kelompok eksperimen mencapai hasil yang lebih baik dar siswa dalam kelompok kontrol. Temuan tersebut diyakinkan oleh hasil kelompok eksperimen yaitu 87,52, sedangkan skor rata-rata kelompok kontrol adalah 81,23. Selanjutnya, hasi lanalisis statistic inferensial juga membuktikan pernyataan di atas, yang hasil tob adalah 4,107 dan nilai tcv adalah 1,6579. Ini menunjukkan bahwa nilai tob lebih tinggi dari pada tcv. Karena hasil tob lebih tinggi dari pada tcv, sehingga hipotesisnya diterima. Dapat disimpulkan bahwa terdapat pengaruh yang signifikan terhadap kompetensi menulis siswa kelas XI SMA Negeri 1 Singaraja yang diajar dengan menerapkan experiential learning. Kata Kunci : Kata Kunci: experiential learning, kompetensi menulis. Abstract This study aims to investigate whether or not there is a significant effect of students’ writing competence between students who were taught by implementing experiential learning and those who were taught by using conventional learning. This was an experimental research with posttest only group design as the research method. The population of this study wasthe eleventh-grade students of SMA N 1 Singaraja in academic year 2017/2018. This research administered cluster randomsampling to determine the sample. There were 27 students of XI MIA 5 assigned as the experimental group who were taught by using experiential learning and 26 students of XI MIA 6 were treated as the control group who were taught by using conventional learning. The derived data were analyzed by using descriptive as well as inferential statistics analysis. The result of the data analysis showed that students in experimental group achieved better result than students in control group. The findings were convinced by the result of descriptive statistics analysis which showed the mean score of experimental group was 87.52, meanwhile the mean score of control group was 81.23. Furthermore, the result of the inferential statistics analysis also proven statement above, which the result of tob was 4.107 and the value of tcv was 1.6579. It showed that the value of tobwas higherthanthetcv. Since the tob was higherthanthetcv, the hypothesis is accepted. It can be concluded that there was significanteffectof students’writingcompetenceoftheeleventh-gradestudents of SMA N 1 Singaraja who were taught by using experiential learning. keyword : Key words: experiential leaning, writing competence.
THE EFFICACY OF ICT-BASED INTERACTIVE GAMES IN FOSTERING LEARNING OUTCOME OF EFL YOUNG LEARNERS ., A.A. Istri Alit Winanda Prilia; ., Dr. Ni Made Ratminingsih, M.A.; ., I Putu Ngurah Wage Myartawan, S.Pd., M.P
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.v5i2.13463

Abstract

Penelitan ini bertujuan untuk mengkaji sejauh mana media pembelajaran berupa permainan edukatif berbasis teknologi informasi dan komunikasi (TIK) yang dikembangkan melalui program powerpoint oleh Ratminingsih & Mahadewi (2016) efektif meningkatkan hasil belajar bahasa Inggris siswa sekolah dasar (SD). Desain penelitian adalah penelitian tindakan kelas. Subjek penelitian adalah siswa kelas V di sebuah sekolah negeri di Kecamatan Sukasada, Kabupaten Buleleng, Bali, Indonesia yang terdiri dari 19 siswa. Dalam makalah ini, efektifitas penggunaan media permainan berbasis TIK ini disajikan secara deskriptif. Data diambil melalui pretes dan dua tes akhir. Hasil penelitian menunjukkan bahwa hasil belajar siswa meningkat dari rata-rata hasil belajar 66,63 pada pretes menjadi 66,95 pada tes akhir I, dan 81,47 pada tes akhir II; dan bahwa rata-rata tes akhir II lebih besar daripada kriteria ketuntasan minimal (KKM) di kelas tersebut (rata-rata 70 dari skor maksimum 100)). Hasil penelitian ini mengindikasikan bahwa penggunaan permainan berbasis TIK tersebut mampu meningkatkan hasil belajar bahasa Inggris siswa SD, sekaligus mengkonfirmasi bahwa permainan edukatif berbasis TIK yang diuji dalam penelitian ini layak untuk dipergunakan dalam pengajaran bahasa Inggris bagi siswa SD.Kata Kunci : permainan edukatif berbasis TIK, powerpoint, pembelajaran Bahasa Inggris untuk anak-anak, hasil belajar The current study aimed to investigate how far the information and communications technology (ICT)-based educational games developed through the powerpoint program by Ratminingsih and Mahadewi (2016) are effective in fostering elementary school students’ English learning outcome. The study employed a classroom action research design. The subjects comprised 19 fifth graders of a state elementary school in Sukasada District, Buleleng Regency, Bali Province, Indonesia. In this paper, the effectiveness of the ICT-based games was presented descriptively. Data were collected from a pre-test and two post-tests. The research results revealed that students’ learning outcome improves from a mean of 66.63 in the pre-test to 66.95 in post-test I, and to 81.47 in post-test II; and that the mean of the post-test II is evidently higher than the passing grade set for the class, which was 70 (out of maximum score 100). These results indicate that the use of the ICT-based interactive games could improve the elementary school students’ English learning outcome, and at the same time confirm that the ICT-based educational games tested in this study is proper to be used to teach English to elementary school students.keyword : ICT-based educational game, powerpoint, teaching English for young learners, learning outcome
AN ANALYSIS OF CLASSROOM INTERACTION PATTERN IN SINGARAJA MONTESSORI SCHOOL (SMS) ., Aldea Pramesti Angelina; ., Dr. Ni Made Ratminingsih, M.A.; ., Kadek Sintya Dewi, 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.v5i2.18871

Abstract

Interaksi antara siswa dan guru sangat penting didalam pembelajaran. Akan tetapi, tutur guru dan tutur siswa di dalam kelas tidak seimbang. Tutur guru lebih mendominasi tutur siswa, dan hal tersebut mengurangi kesempatan siswa untuk berbicara didalam kelas. Penelitian ini bertujuan untuk mengidentifikasi pola-pola interaksi dan pola dominan di Singaraja Montessori School (SMS). Penelitian ini menggunakan metode deskripsi kualitatif dalam bentuk analisis wacana dengan berpedoman pada kerangka analisis dari Ur (1996). Hasil penelitian ini menunjukkan bahwa terdapat lima pola yang muncul didalam kelas seperti, choral responses, closed-ended teacher questioning, individual work, student initiates – teacher answers, dan teacher talk. Closed-ended teacher questioning merupakan pola dominan di SMS. Pola-pola interaksi dihasilkan dari guru ke siswa, siswa ke guru, dan siswa ke siswa. Hasil ini menunjukkan bahwa proses belajar-mengajar tidak selalu didominasi oleh guru. Para siswa mempunyai peranan aktif dalam berpartisipasi di kelas.Kata Kunci : interaksi kelas, kerangka analisis Ur (1996), metode Montessori, tutur guru dan tutur siswa, wacana kelas Interaction is really important in language teaching. However, the balance between teacher and students talk was not equal. Teacher talk dominated students talk and it decreased students’ chance to talk in the classroom. This study then aimed at identifying the interaction patterns found and the dominant pattern in Singaraja Montessori School (SMS). This study used descriptive qualitative method in form of discourse analysis by using Ur (1996) framework. The findings show that 1) the patterns of interaction emerge in the class are choral responses, closed-ended teacher questioning, individual work, student initiates – teacher answers, and teacher talk, 2) Closed-ended teacher questioning become the dominant pattern in SMS. The patterns of interaction are produced from teacher to student(s), student to teacher, and student(s) to student(s). These patterns are produced constantly. They show that teaching-learning process is not always dominated by the teacher. The students also actively participate in the class.keyword : classroom discourse, classroom interaction, Montessori Method, teacher talk and student talk.
THE IMPLEMENTATION OF INCLUSIVE EDUCATION BY ENGLISH TEACHERS TO TEACH SLOW LEARNERS AT SMK NEGERI 3 SINGARAJA ., Made Chintya Maha Yekti; ., Dr. Ni Made Ratminingsih, M.A.; ., Kadek Sintya Dewi, 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.v5i2.18872

Abstract

Pendidikan inklusif telah meningkat secara signifikan di Singaraja dan membantu siswa dengan kebutuhan khusus dalam memperoleh hak mereka untuk mencapai pendidikan yang layak. Sekolah dan guru di Singaraja memiliki kesiapan yang sangat terbatas baik dalam keterampilan mengajar dan pengembangan materi untuk memenuhi kebutuhan siswa berkebutuhan khusus. Penelitian ini bertujuan untuk menyelidiki pelaksanaan pendidikan inklusi oleh guru bahasa Inggris dalam mengajar siswa dengan kesulitan belajar di kelas regular. Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Data diperoleh melalui studi dokumen, wawancara, dan observasi. Hasil penelitian menunjukkan bahwa guru bahasa Inggris menggunakan persiapan pembelajaran yang sama dan memodifikasi beberapa kegiatan dalam proses pembelajaran dan menggunakan penilaian yang berbeda. Hasil penelitian ini juga menyebutkan beberapa faktor pendukung dan tantangan dalam menerapkan pendidikan inklusif. Pendidikan inklusif telah dilaksanakan tetapi masih harus ditingkatkan di Singaraja. Kata Kunci : pendidikan inklusif, pengajaran bahasa Inggris, sekolah regular, siswa dengan kebutuhan khusus, siswa dengan kesulitan belajar, Inclusive education has been increasing significantly in Singaraja and helping the students with special needs as well as getting their right to have proper education. It was found that schools and teachers in Singaraja had very limited preparedness either in teaching skills or the material development to meet the actual needs of students with special needs. This study was aimed at investigating the implementation of inclusive education by English teachers to teach slow learners included in a regular classroom. This research was in the form of qualitative research with a case study approach. The data were obtained through document study, interviews, and observations. The findings show that (1) the English teachers used same teachers’ preparation and modified some activities in learning process and used different assessment, and (2) there are also found supporting and challenging factors in implementing inclusive education. Inclusive education has been implemented but still has to be improved in Singaraja. keyword : inclusive education, regular classroom, students with special needs, slow learner, teaching English
Animated Learning Video as a Supplementary Media in Teaching Recount Text I Gusti Ayu Agung Bintang Permatasari; Ni Made Ratminingsih; Ni Putu Astiti Pratiwi
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 2 (2022): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i2.48167

Abstract

Technology is an essential factor that has a significant impact on improving aspects of human life, especially in education. Applying the Technological Pedagogical Content Knowledge (TPACK) is a must done by the teacher in this era to create a meaningful teaching and learning process. However, not all teachers can integrate their technical knowledge into the learning activity. The practical thing that can be done to apply the technological knowledge possessed by a teacher to create effective learning using technology is developing a learning media, especially in the form of an animated learning video. This study aimed to develop an animated learning video as a supplementary media in teaching recount text for grade 8 junior high school students and analyse the quality of the product. This design and development study used the modified ADDIE model, which included the analysis, design, development, and evaluation stages. The observation, interview, and questionnaire methods were used as the data collection methods of the study. The data analysis techniques used were qualitative descriptive analysis and quantitative descriptive analysis. The study indicated that based on the learning content expert test, the validation percentage result was 87,5% which was a good qualification. Meanwhile, based on the learning media expert test, the validation percentage result was 95%, an outstanding qualification. Therefore, the animated learning video is feasible to be used in the learning process. The research implication is that the animated learning video can help students grasp the material in the learning process.
Implementing English Kids’ Song Media to Improve Students’ Vocabulary Achievement Ni Made Asri Suwandesi; Ni Made Ratminingsih; Kadek Sintya Dewi
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 2 (2022): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i2.54028

Abstract

A song becomes a great English learning media in enhance students English skill, especially vocabulary achievement. This study was conducted to improve students’ vocabulary achievement through English kids’ song media in the first academic year. The subjects of this study consisted of 33 fifth-grade students. This study employed Classroom Action Research (CAR). The research design used in this study was a collaborative classroom action research, which means that the researcher collaborated with the real fifth-grade teacher as a collaborator and an observer. This study consisted of two cycles. Each cycle is consisted of two meetings that contained four phases; planning, acting, observing, and reflecting. The data for this study were acquired through observation, post-tests, and interviews. The result of the observations showed that all aspects of the observation checklist were fulfilled and completed well by the researcher in each meeting in the first and second cycles. The improvement could be seen in the increase of students’ mean scores from 64 in the preliminary study, 72 in the first cycle, to 79 in the second cycle. The result of the interview showed that all students gave positive responses to the implementation of English kids’ song media to improve students’ vocabulary achievement in teaching and learning process. Moreover, English kids’ song can be an alternative media in teaching and learning vocabulary.
Co-Authors ., A.A. Istri Alit Winanda Prilia ., A.A. Istri Alit Winanda Prilia ., Aldea Pramesti Angelina ., COKORDA ISTRI ITA ARIATI ., DESAK PUTU BONITA ARYVADEVI ., Dewa Putu Nara Kusuma ., Dewa Putu Nara Kusuma ., DR. LUH PUTU ARTINI, M.A. ., DR. LUH PUTU ARTINI, M.A. ., Gusti Bagus Semara Putra ., Gusti Bagus Semara Putra ., Gusti Ngurah Arya Bayu Permadi ., I Gde Panji Naraswara ., I Gde Panji Naraswara ., I GUSTI AYU AGUNG MIRAH MEYLIANA ., I MADE DIDI DONA JULYANANTARA ., I NYOMAN SWARA MERTA ADI ., I Putu Gede Hendra Raharja ., I Putu Gede Hendra Raharja ., I Putu Wana Prasthadi ., I Putu Wana Prasthadi ., I Wayan Agus Budiarta ., I Wayan Agus Budiarta ., Ida Ayu Md Friska Setiawati ., Ida Ayu Md Friska Setiawati ., Ida Ayu Putu Puspawati ., Kadek Yoga Pramartha ., Kadek Yoga Pramartha ., Luh Gede Puspayanti ., Luh Gede Puspayanti ., LUH PUTU DIAN KRESNAWATI ., Luh Putu Yogi Indah Purnami ., Luh Putu Yogi Indah Purnami ., LUH WIDIANI ., Made Chintya Maha Yekti ., Made Dewi Setyathi ., Made Dewi Setyathi ., MAHAYU SOLINA YUDA ., MARIA YASINTA SITI ., MARTINA NOVI IRAWATI ., Md Yudyantara Risadi ., Md Yudyantara Risadi ., NI KADEK DWI EKA JAYANTHI AYU ., Ni Ketut Apriliyani ., Ni Ketut Apriliyani ., Ni Ketut Dian Permata Sari ., Ni Ketut Dian Permata Sari ., NI PUTU DIAH LAKSMI LESTARI ., NI PUTU DIAN INDRA PRATIWI ., NI PUTU EKA JUNIANI ., Ni Putu Eka Maryani Dewi ., NI PUTU EPIFANIA PUSPITAHATI ., Ni Putu Puspita Selly Aryati ., Ni Putu Puspita Selly Aryati ., Ni Putu Ratna Puspitadewi ., Ni Putu Ratna Puspitadewi ., NI PUTU WIDYA LAKSANA DEWI ., Ni Wayan Ekayani ., Ni Wayan Ekayani ., NI WAYAN MEI INDRAYANI ., Ni Wayan Putri Anggitawati ., NI WAYAN SRI NOPIANA ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A. ., Pt. Febry Budi Hendrawan ., Putu Dinda Mirahayu ., Putu Eka Dambayana S., S.Pd., M.Pd. ., Putu Eka Dambayana S., S.Pd., M.Pd. ., PUTU EMY WIDNYANI ., Putu Irmayanti Wiyasa ., Putu Mursita Tenia Sari ., Putu Mursita Tenia Sari ., Putu Pendi Adnyana Putra ., Putu Pendi Adnyana Putra ., Putu Widya Savitri ., Putu Widya Savitri ., RIA WANTY DARMAWAN ABDUL MAJID . Adelina Kartika Dewi Adnyani, Ni Luh Putu Sri Adnyayanti, Ni Luh Putu Era Agustina, Noni Ahmad Zamzam Arta, Gede Juni Ayu Swati Pramitha Yuliandari, Ketut Bhasmanara, Whikanta Candra Dewi, Ni Putu Eka Chen, Yinghui Cintya Maha Yekti Costa, Yuliana Maria Da Danuarta Yoga*, I Gusti Ngurah Wahyu Dewa Ayu Eka Agustini Dewa Komang Tantra Dewa Made Cipta Dwijaya ., Dewa Made Cipta Dwijaya Dewa Putu Ramendra Dewi, Adelina Kartika Dewi, I Gusti Ayu Triska Sri Urmila Dewi, Ni Putu Desy Krisna Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . Eka Anastasia Wijaya Endal Gualbertus Ferdiawan, I Komang Tyan Fitria Ningtyas . G.A.P. Suprianti Gede Juni Arta Gede Mahendrayana Gede Mahendrayana Gusti Ngurah Arya Pramana Putra . Handayani, Komang A A Hardiantini, Luh Rista I Gede Angga Pradipta Saputra ., I Gede Angga Pradipta Saputra I Gede Arya Sudira I Gede Budasi I Gede Budasi I Gede Novan Giri Prabawa . I Gede Putu Adhitya Prayoga . I Gusti Ayu Agung Bintang Permatasari I Ketut Paramarta I Ketut Seken I Ketut Trika Adi Ana I Ketut Trika Adi Ana I Ketut Trika Adi Ana I Ketut Trika Adi Ana I Made Pasek Suwarbawa ., I Made Pasek Suwarbawa I Made Setiawan . I Nyoman Adi Jaya Putra I Nyoman Pasek Hadi Saputra I Putu Andre Suhardiana I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I PUTU WIMA ARINDA SAPUTRA . I Putu Yoga Purandina I Wayan Eri Kurnia ., I Wayan Eri Kurnia I Wayan Suarnajaya I.G.A. Lokita Purnamika Utami Ida Ayu Kade Putri Pradnyani . Ifan Iskandar IGA Lokita Purnamika Utami IGA Pt Novita Sari Paragae IGB Rama Sujaya Ilza Mayuni Kadek Dwi Maharani ., Kadek Dwi Maharani Kadek Kusumadewi . Kadek Mawar Sopiani Kadek Samiyanti Kadek Sintya Dewi Kadek Sonia Piscayanti Ketut Ayu Swati Pramitha Yuliandari Ketut Bayu Catur Paramahita Komang Dedy Sandiarsa Komang Dedy Sandiarsa Sari Komang Febri Riyani ., Komang Febri Riyani Lailiyah, Leni Laksmi, I Gusti Ayu Rai LELA RAHMAWATI . Lokita Purnamika Utami, I Gusti Ayu Luh Diah Surya Adnyani Luh Diah Surya Adnyani Luh Diah Surya Adnyani Luh Gede Eka Wahyuni Luh Parmawati Luh Putu Artini Luh Putu Artini LUH PUTU DIAN KRESNAWATI . Luh Siantari M.A. ., PROF. DR. I KETUT SEKEN, M.A. M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd M.Pd. ., Made Hery Santoso, S.Pd, M.Pd. Made Hery Santosa Made Jane Purnama ., Made Jane Purnama MADE SUCI SUANDARI . Made Wahyu Mahendra . Mahayani, Putu Angelia Putri Maherni, Ni Kadek Dian Medyana Inna Sairo Meliani, Putu Ega Mella Resita Widhiastari Menggo, Sebastianus Miangtari, Nyoman Miangtari, Nyoman Milala, Natariana Br Muliadi, Nyoman Rini N. Dantes N. K. Arie Suwastini Ni Kadek Ariasih . Ni Kadek Ayu Wirawati Ni Kadek Dian Maherni Ni Kadek Suartini . Ni Ketut Ria Megawati . Ni Luh Kade Duwinitia Ningsih ., Ni Luh Kade Duwinitia Ningsih Ni Luh Putu Eka Sulistia Dewi Ni Luh Putu Era Adnyayanti Ni Luh Putu Wahyumunika Ni Made Asri Suwandesi Ni Made Ernila Junipisa Ni Made Evi Agustini ., Ni Made Evi Agustini Ni Made Suniyasih NI MADE TRIANI . Ni Nyoman Padmadewi Ni Nyoman Padmadewi Ni Putu Ari Prananti . Ni Putu Astiti Pratiwi Ni Putu Deanitha Rizki Awalia . Ni Putu Dianita Safitri Ni Putu Era Marsakawati Ni Putu Pebriyanti Ni Putu Pebriyanti Ni Putu Veni Venikagitayani . Ni Wayan Karmini . Ni Wayan Novi Suryati Ni Wayan Surya Mahayanti Nope Luh Sita Dewi Nurhasanah Halim Nyoman Karina Wedhanti Nyoman Miyangtari ., Nyoman Miyangtari Palupi, Tara Mustikaning Pande Eka Putri Pradnyani Paragae, IGA Pt Novita Sari Pasek, Made Pasek, Made Pratiwi, N. P. A Prawira, Bagus Yuda Prawisanthi, Tasya PROF. DR. A.A.ISTRI NGR.MARHAENI,M.A. . Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Purnamika Utami, I Gusti Ayu Lokita Puspitasari, Made Putra, I Kadek Swartana Putra, I Komang Janu Prianda Putu Adi Krisna Juniarta Putu Agung Wawan Widyasastrena Putu Ayu Prabawati Sudana Putu Ayu Prabawati Sudana Putu Ega Meliani Putu Eka Juniariani ., Putu Eka Juniariani Putu Hendra Kusuma . Putu Kerti Nitiasih Putu Kerti Nitiasih Putu Melia Dewi Putu Rusanti Putu Wulandari Tristananda . Rahayu, Ni Made Ririn Rahmanita, Risci Ayu Resaldi, Muhamad Ridho Rima Andriani Sari Rima Andriani Sari Ristika, Ni Putu Rika S. Menggo S.Pd. I Putu Ngurah Wage M . S.Pd. M.Pd. Ni LP. Eka Sulistia Dewi . S.Pd. Putu Eka Dambayana S. . Salsabila, Unik Hanifah Sang Ayu Made Diah Utami Putri Saputra, I Nyoman Pasek Hadi Sari Panjaitan, Polo Jumita Seken, Ketut Sita Dewi, Nope Luh Situmorang, Lidya Cristina Febriani Suhardiana, I Putu Andre Suniyasih, Ni Made Sutami Dwi Lestari Sutrisna, I Putu Edi Sutrisna, I Putu Edi Trifonia Fahik Wahyumunika, Ni Luh Putu Widiawati, Putu Shela Widyari, Ni Kadek Riska Wijaya, I Nyoman Arga Wulandari, Ni Luh Putu Titin Wulandari, Putu Ratih Yekti, Cintya Maha Yogi Setyawan Yuda Pradana, Wayan Radita Zamzam, Ahmad