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All Journal Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Language and Education Journal Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Bahasa Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Bahasa Journal of Educational Research and Evaluation International Journal of Language and Literature Journal of Education Technology Journal of Humanities, Social Science, Public Administration and Management (HUSOCPUMENT)
I Wayan Suarnajaya
Universitas Pendidikan Ganesha
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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AFFIXATION OF PACUNG DIALECT: A DESCRIPTIVE STUDY ., I Kadek Sudarma; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., Dr. I Gede Budasi, M.Ed.
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.v5i2.12125

Abstract

Penelitian ini bertujuan untuk mendiskripsikan penggunaan dari prefixes, suffixes, infixes, and penggabungan dari prefix dan suffix di dialek Pacung. Penelitian ini menggunakan deskriptif qualitative. Tiga informan dari dialek Pacung dipilih sebagai sampel penelitian berdasarkan kreteria yang ditetapkan oleh Samarin (1967) dalam penelitian budasi (2015) dan salah satu kreteria yang terpenting adalah bahwa informan harus berasal dari orang asli yang ada di desa Pacung. Data ini di kumpulkan menggunakan 4 instrumen yaitu: peneliti sebagai instrumen utama, observasi, daftar kata dari Swades dan Budasi, dan interview. Hasil dari penelitian ini menunjukan bahwa terdapat 6 prefixes, 6 suffixes, dan 2 penggabungan dari prefix dan suffix yang ada di dialek Pacung. Jenis prefix yaitu {ma-}, {ka-}, {pa-}, {a-}, {pari-}, dan {pati}. Jenis suffix yaitu {-in}, {-an}, {-ang}, {-ȇ}, {-nȇ} and {-a}. Jenis penggabungan dari prefix dan suffix yaitu prefix {ma-} dengan suffix {-an} dan prefix {ma-} dengan suffix {-ang}. Kedua prefix dan suffix tidak terjadi perubahan pengucapan. Juga tidak terdapat tanda-tanda dari infix karena tidak ada bahasa yang di pengaruhi oleh infix.Kata Kunci : Dialek Pacung, affixation, infix, prefix, suffix This study aimed at describing the uses of prefixes, suffixes, infixes, and combination of prefix and suffix in Pacung Dialect. This research was a descriptive qualitative research. Three informants of Pacung Dialect were chosen as the samples of the study based on a set of criteria established by Samarin (1967) in Budasi’s (2015) and one of the important criteria was that the informant must belong to the original people of Pacung village. The data were collected by using four instruments, namely: the researcher as the main instrument, observation, wordlist (Swadesh and Budasi wordlist), and interview technique. The results of the study showed that there were six prefixes, six suffixes, and two combinations of prefix and suffix existing in Pacung Dialect. The prefixes are {ma-}, {ka-}, {pa-}, {a-}, {pari-}, and {pati-}. The suffixes are {-in}, {-an}, {-ang}, {-ȇ}, {-nȇ} and {-a}. The uses of combination of prefix and suffix are in the form of prefix {ma-} with suffix {-an} and prefix {ma-} with suffix {-ang}. Both prefixes and suffixes do not change the part of speech. There was also no indication of infixes because there are no words influenced by infix.keyword : Pacung dialect, Affixation, infixes,prefixes, suffixes,
A Study of Implementation Inquiry Based learning Model in Grade Kindergarten in Gandhi Memorial International school (GMIS) - Bali ., I GUSTI AYU RIAN KESUMAYANTI; ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A.; ., DRS. I WAYAN SUARNAJAYA, M.A., P.hD
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Abstract

Penelitian ini bertujuan untuk mnggambarkan implementasi model pembelajaran inkuiri pada kelas taman kanak kanak di Sekolah Intenational Memorial Gandhi ? Bali. Model pembelajaran inkuiri adalah sebuah model pembeljaran yang diguanakan oleh guru untuk mengajar siswa. Model pembelajaran ini membuat siswa aktif sebagai pusat dari pembelajaran. Data dianalisis menggunakan teknik analisis deskirptifmenerapkan model Miles dan Huberman (1994). Teknik pengumpulan adalah observasi partisipan dan dokumnetasi. Kegiatan analisis data adalah reduksi data, display data dan penarikan kesimpulan atau verifikasi. Hasil dari penelitian ini menunjukkan bahwa guru mengikuti siklus inkuiri dalam implementasi pembelajaran berbasis inkuiri dalam menerapkan kurikulum International Baccalaureate. Temuan dalam penelitian ini dapat diambil sebagai referensi bagi peneliti lain yang melakukan penelitian lanjutan tentang implementasi model pembelajaran berbasis inkuiri. Hal ini juga menyediakan sumber alternatif dan bimbingan untuk penelitian berikutnya untuk mendapatkan hasil yang lebih baik dan lebih akurat. Kata Kunci : Pembelajaran berbasis inkuiri, kurikulum international Baccalaureate, siklus inkuiri This research aimed to describe the implementation of inquiry based learning model in grade kindergarten in Gandhi Memorial International School (GMIS) ? Bali. Inquiry Based learning model is a model used by the teacher to teach the students. This model of learning make the students be active as students the center of the learning. Technique in collecting the data were participant observation and documentation. The instruments of the data were photo, video, observation sheet of the cycle in implementing inquiry based learning. The data were analyzed using the descriptive analysis technique applying the Miles and Huberman (1994) model. The activities of data analysis were data reduction, data display and conclusion drawing and verification. The result of this study showed that the teacher followed the inquiry cycle in implementing inquiry based learning model in applying International Baccalaureate curriculum. The findings of this research can be taken as a references for other researcher who do advanced research about implementation inquiry based learning model. It also provides an alternative source and guidance for the next studies to obtain better and more accurate result. keyword : Inquiry Based Learning, International Baccalaureate curriculum, inquiry cycle
An Analysis of Reinforcement Strategies Used by Male and Female Teachers in Classroom Management at TK Model Negeri Mataram in Academic year of 2011/2012 ., Husnul Lail; ., PROF. DR. NI NYOMAN PADMADEWI, M.A.; ., DRS. I WAYAN SUARNAJAYA, M.A., P.hD
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 4, No 1 (2015):
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Abstract

Reinforcement merupakan salah satu aspek dari managemen kelas dipandang berguna dalam meningkatkan motivasi siswa. Oleh karena itu, guru yang terampil diharapkan efektif dalam menerapkan reinforcement. Dapat diprediksikan bahwa perbedaan ? perbedaan yang dimiliki guru dan siswa akan mempengaruhi implementasi reinforcement dalam proses belajar mengajar di dalam kelas. Perbedaan gender adalah salah satunya. Adapun yang menjadi konsentrasi penelitian ini telah diplih dua subyek yaitu seorang guru pria dan seorang guru wanita di TK Model Negeri Mataram. Data yang dikumpulkan adalah reinforcement yang digunakan oleh para guru yang dikelompokkan berdasarkan teori Arend. Data didapatkan dengan cara melakukan observasi dan interview. Hasil penelitian ini menunjukkan bahwa baik itu guru pria dan wanita melakukan jenis reinforcement yang sama; yaitu sama-sama menerapkan praise (pujian) dan negative reinforcement. Guru wanita terlihat lebih sering and lebih efektif dalam menerapkan jenis ? jenis reinforcement tersebut. Guru pria dan wanita cenderung memberikan reinforcement kepada siswa yang terlihat aktif di dalam kelas tanpa memperhatikan perbedaan gender siswa. Sebagai respon siswa terhadap reinforcement yang diberikan guru, akan memberikan reaksi berupa senyuman dan menjadi lebih aktif dalam mengikuti pelajaran. Namun, pada kasus-kasus tertentu, siwa laki-laki tidak menunjukkan respon, khususnya ketika mendapatkan hukuman dalam bentuk penguranagan nilai dan ancaman tertentuKata Kunci : Reinforcement, Gender, Perbedaan Gender Reinforcements, which belong to the aspect of classroom management, is assumed to be useful in raising students? motivation to study. Therefore, the skillful teacher is also expected to be effective in using reinforcements. It is predicted that teachers? and students? diversities influence the implementation of reinforcements in the process of teaching and learning in classroom. Gender is one of the diversities. For the concern of the study, there were two subjects chosen, male and female teachers at TK Model Negeri Mataram. The data about reinforcements used by the teachers were then classified based on Arend? theory. The data was collected through observation and interview. The findings showed that both teachers were the same in using the kinds of reinforcement; they only applied praise and negative reinforcements. Female teacher seemed to be more often and more effective in applying the kinds of reinforcement than the male teacher did. Male and female teachers tended to reinforce the students who were active in the classroom without regarding the students? gender. In responding to the reinforcements given, most students responded by smiling and becoming more active in following the next lesson. But, in certain cases, male students showed no responses, particularly when they received negative reinforcement in term of point reducing and withdrawing certain image that they hadkeyword : Reinforcement, Gender, Gender Diversities
An Analysis of Speech Acts and Politeness Strategies Used by The English Native Speaker (ENS) Teacher and Local Teachers in English Teaching and Learning at Dyatmika Kindergarten ., MADE WINNY PARAMITHA; ., DRS. I WAYAN SUARNAJAYA, M.A., P.hD; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Abstract

This study aimed at finding out (1) types of speech acts produced by the English native teacher and local teachers in English teaching and learning activities, (2) the differences in terms of speech acts used by the English native teacher and local teachers in teaching and learning English, (3) the English native teacher and local teachers? reasons in using certain types of speech acts in teaching and learning English, (4) the types of politeness strategies produced by the English native teacher and local teachers in teaching and learning English, (5) the differences in terms of politeness strategies used by the English native teacher and local teachers in teaching and learning English, and (6) the English native teacher and local teachers? reasons in using certain types of politeness strategies in teaching and learning English. This study was carried out at Dyatmika Kindergarten as a school with bilingual program. This study used a descriptive qualitative design. Observation, questionnaire and interview were the methods of data collection. The data were analyzed by using Speech Acts Theory by Searle (1999) and Politeness Strategies by Brown and Levinson (1987). The results indicated that both the English native teacher and local teachers mostly used directives in the classroom to get the students to behave in the way that is expected by the teacher. Moreover, the English native teacher mostly used positive politeness in the classroom to build students? self-esteem and enthusiasm in learning. Besides, the local teachers mostly used positive politeness to build students? motivation in learning and get the students involved in classroom discussion. Also it was found that there were several aspects affecting the teachers in using certain speech acts and politeness strategies. keyword : speech acts, politeness strategies
The Analysis of the Factors Affecting Undergraduate Students’ Difficulties in Writing Thesis in the English Department of Mahasaraswati University. ., LUKI ARIMESTI DWIHANDINI; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 2 (2013)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (152.524 KB)

Abstract

Penelitian ini bertujuan untuk menemukan faktor-faktor yang memengaruhi kesulitan mahasiswa dalam penulisan skripsi. Penelitian ini mengikuti penelitian deskriptif yang dikemukakan oleh Sapsford (di Cohen, Manion and Morrison, 2007: 209) yang meliputi definisi masalah, penyeleksian sampel, desain pengukuran, dan fokus partisipan. Subjek penelitian ini adalah mahasiswa dari departemen bahasa di Universitas Mahasarwati. Data dikumpulkan melalui lembar penilaian para ahli, kuesioner dan wawancara. Hasil dari penelitian ini mengidentifikasikan tiga faktor utama yang memengaruhi kesulitan siswa dalam menulis skripsi. Pertama, faktor psikologis yang meliputi kekurang percayaan diri dalam memutuskan judul skripsi, memiliki pengetahuan dasar mengenai topik skripsi, dan menulis skripsi yang baik. Kedua, faktor sosial budaya yang meliputi kemampuan untuk menghubungkan dan membentuk kalimat menjadi penulisan skripsi yang baik, untuk memiliki pengetahuan yang baik dalam penulisan skripsi, dan untuk memahami budaya akademik di jurusan atau universitas mengenai penulisan skripsi. Akhirnya, faktor ketiga adalah faktor linguistik yang terdiri dari kesulitan dalam mengurangi kesalahan penggunaan tata bahasa dalam penulisan skripsi, dan dalam mengetahui dan/atau memutuskan bagian tata bahasa mana yang seharusnya dihapus, digantikan, ditambahkan dan diatur kembali dalam penulisan skripsi. Penelitian ini memiliki implikasi pada pengajaran menulis akademis, terutamanya dalam penulisan skripsi.Kata Kunci : Penelitian Deskriptif, Penulisan Skripsi, Faktor Psikologis, Faktor Sosial Budaya, Faktor Linguistik This study aimed at finding out the factors affecting undergraduate students? difficulties in writing thesis. This study followed the descriptive survey research proposed by Sapsford (in Cohen, Manion and Morrison, 2007: 209) which involves problem definition, sample selection, design measurement, and concern for participants. The subjects of the study were the undergraduate students in the English Department of Mahasaraswati University. The data were collected through expert judgment sheet, questionnaire, and interview. The findings of the study identified three major factors that affected undergraduate students? thesis writing. First, psychological factors that comprised lack of confidence in deciding thesis title, having prior knowledge due to thesis topic, and writing a good thesis. Second, sociocultural factors that covered ability to connect and form each sentence into meaningful thesis writing, to have knowledge of proper lexical items and linguistic units, and to have an understanding about the culture department of the university regarding the format of the thesis writing. Finally, the third factor is the linguistic factors that consisted of difficulties in minimalizing grammar error, and in knowing and/or deciding the grammatical items which should be deleted, replaced, supplied and reordered. This study has an implication to academic writing pedagogy, especially in thesis writing.keyword : Descriptive Survey, Thesis Writing, Psychological factors, Sociocultural factors, Linguistic factors
A Discourse Semantic Analysis of the Expository Paragraphs Written by the Eleventh Grade Students of SMAN 1 Kubu in the Academic Year 2013/2014 Based on Systemic Functional Linguistic Theory ., NI MADE WAHYU SUPRABA WATHI; ., Prof. Dr.I Ketut Seken,MA; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (94.697 KB)

Abstract

This study aimed at describing and explaining the experiential meaning, interpersonal meaning and textual meaning as well as the nature of schematic structure in the students? writings under study. This study used descriptive qualitative approach with content analysis as its technique. In collecting the data, some techniques were used such as content analysis, document analysis and also interviewing. This study involved 24 students of the eleventh grade of SMAN 1 Kubu in the academic year 2013/2014. Thus, the object of this study was 24 students? expository writings analyzed through Systemic Functional Linguistics. From the result of the study, it was found out that the students expressed the experiential meaning by using six process types. Mostly, they used material process in their writings. The students expressed the interpersonal meaning of the text through the use of declarative, imperative, modality and personal pronoun. It was revealed that the expository texts under study were mostly constructed in declarative forms. The students expressed the textual meaning of their expository texts through developing themes and rhemes of the clauses constructing the texts. For that reason, the thematic development or progression was analyzed to recognize the textual meanings. Meanwhile, it was identified that twenty three expository writings were built in three main stages, while there is one text which was constructed in two stages or generic structures. The three stages cover introduction (thesis), main body (arguments) and conclusion (reiteration).keyword : Discourse Semantics, Expository Writing, Systemic Functional Linguistics.
AN ANALYSIS ON TEACHERS' STRATEGIES AND ROLES IN TEACHING PHONICS IN REGENTS KINDERGARTEN SCHOOL ., NI KETUT AYU SUPUTRI; ., DR. LUH PUTU ARTINI, M.A.; ., DRS. I WAYAN SUARNAJAYA, M.A., P.hD
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Abstract

Penelitian ini bertujuan untuk menggambarkan strategi mengajar yang digunakan oleh guru, peran yang dimainkan oleh guru dan kesulitan yang dialami oleh guru ketika mengajar phonics. Phonics merupakan mata pelajaran yang mengajarkan anak-anak di usia dini konsep membaca dan menulis melalui bunyi yang dihasilkan dari setiap huruf dan menghubungkan setiap bunyi pada huruf-huruf yang terdapat dalam satu kata. Teknik pengumpulan data yang digunakan adalah observasi peserta dan dokumentasi. Instrumen pengumpulan data adalah foto, observasi daftar centang dan wawancara. Data dianalisis dengan menggunakan teknik analisis deskriptif naratif menerapkan model Miles dan Huberman. Kegiatan analisis data berupa reduksi data, pemaparan data, dan penarikan kesimpulan atau verifikasi. Hasil penelitian ini menunjukkan bahwa strategi guru dalam mengajar phonics di PAUD Regents School sesuai dengan strategi mengajar yang dipaparkan oleh Fletcher (2009), terdapat beberapa strategi mengajar tambahan yang digunakan dalam mengajar phonics yang tidak dituliskan di dalam theory. Hasil penelitian tentang peran guru juga menunjukan bahwa guru memiliki kebiasaan dalam melakukan perannya yang juga ditunjukan melalui bahasa. Temuan penelitian ini dapat diambil sebagai acuan dalam mengajar membaca dan menulis melalui pengajaran phonics di sekolah pada umumnya atau TK pada khususnya.Kata Kunci : pengajaran phonics, strategi guru, peran guru, kesulitan guru This research aimed at describing the teachers? strategies and roles in teaching phonics in PAUD Regents School Bali. Phonics is a subject which teaches children the concept of reading and writing through sounds produced by the letters and letter sound correspondences in a word. Techniques for collecting the data were participant observation, and documentation. The instruments of the data collection were photo, checklist observation, and interview guide. The data were analyzed using the descriptive narrative analysis technique applying Miles and Huberman?s model. The activities of data analysis were data reduction, data display, and conclusion drawing or verification. The results of this research showed that the teachers? strategies in teaching phonics in PAUD Regents School were suitable with the strategies recommended by Fletcher (2009). The researcher also found some strategies used by K1 teachers which were not stated in the theory. Moreover, the result of the teachers? roles observation showed that teachers showed some behaviors and language expression in doing the roles. The findings of this research can be taken as a reference in enabling the children to read and write through phonics teaching in public school in general or in Kindergarten in particular.keyword : phonics teaching, teachers? strategies, teachers? roles, teachers? difficulties
A STUDY ON MALE AND FEMALE TEACHERS' STRATEGIES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN UNIVERSAL SCHOOL ., NI PUTU YENI YULIANTARI; ., PROF. DR. NI NYOMAN PADMADEWI, M.A.; ., DRS. I WAYAN SUARNAJAYA, M.A., P.hD
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Abstract

Penelitian ini bertujuan untuk: a) mengidentifikasi strategi yang digunakan oleh guru laki-laki dalam mengajar bahasa Inggris; b) mengidentifikasi strategi yang digunakan oleh guru perempuan dalam mengajar bahasa Inggris; c) mengidentifikasi perbedaan penggunaan strategi oleh guru laki-laki dan perempuan dalam mengajar bahasa Inggris. Penelitian ini merupakan bentuk penelitian kualitatif. Subyek penelitian ini adalah dua guru laki-laki dan dua guru perempuan. Data dalam penelitian ini dikumpulkan melalui tiga cara yaitu observasi, pencatatan dan pencatatan. Sebuah observasi non - partisipan dilakukan untuk mengumpulkan data mengenai kegiatan kelas. Peneliti merupakan instrumen utama dalam penelitian ini. Data dianalisis menggunakan teknik analisis deskriptif naratif dengan menerapkan Miles dan Huberman model. Langkah-langkah analisis data meliputi reduksi data, display data dan penarikan kesimpulan atau verifikasi. Hasil penelitian ini menunjukkan, 1) guru laki-laki menggunakan empat dari tujuh strategi mengajar Burden and Byrd (2009) yaitu Direct Instruction, Questioning, Practice dan Discussion; 2) guru perempuan menggunakan enam dari tujuh strategi mengajar Burden dan Byrd yaitu Direct Instruction, Questioning, Practice, Discussion, Cooperative Learning dan Role Playing; 3) perbedaan penggunaan strategi antara guru laki-laki dan guru perempuan bisa dilihat ketika mereka menerapkan strategi saat mengajar di kelas.Kata Kunci : gender, strategi mengajar, mengajar bahasa Inggris This research aimed at: a) identifying the strategies which are employed by male teachers in teaching English; b) identifying the strategies which are employed by female teachers in teaching English; c) identifying the difference strategies preferences by male and female teachers in teaching English. This research was in the form of qualitative research. The subjects of this study were two male teachers and two female teachers. The data in this research were collected through three ways: observation, recording and note taking. A non ? participant observation was carried out to collect data concerning classroom activities. The researcher was the main instrument of this research. The data were analyzed using the descriptive narrative analysis technique applying Miles and Huberman?s model. The steps of data analysis included data reduction, data display and conclusion drawing or verification. The results of this research show that, 1) male teachers used four of the seven Burden and Byrd?s (2009) teaching strategies: Direct Instruction, Questioning, Practice and Discussion; 2) female teachers in teaching English used six of the seven Burden and Byrd?s (2009) teaching strategies: Direct Instruction, Questioning, Practice, Discussion, Cooperative Learning and Role Playing; 3) the difference strategy preference by male and female teachers could be seen when male and female teachers conducted the strategies in the classroom.keyword : gender, teaching strategies, teaching English
The Effect of Cooperative Learning Techniques and Students Attitude on the Reading Comprehension of the Eleventh Grade Students of SMAN I Kediri ., NI MADE SRI AGUSTINI; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (75.486 KB) | DOI: 10.23887/jpbi.v1i0.904

Abstract

Tujuan penelitian ini adalah untuk menyelidiki adanya pengaruh interaksi yang signifikan antara teknik kooperatif learning and sikap siswa dalam pemahaman membaca. Penelitian ini dilaksanakan di SMA N I Kediri. Dalam penelitian ini terdapat 2 variabel bebas, yaitu teknik kooperatif learning (TPS and CIRC) sebagai variabel tindakan dan sikap siswa dalam membaca sebagai variabel moderator; dan satu variabel terikat yaitu pemahaman membaca. Penelitian ini adalah penelitian eksperimen dengan rancangan kelompok eksperimen hanya dengan menggunakan test akhir (posttest only randomized experiment group design). Populasi dalam penelitian ini menggunakan 6 kelas yang terdiri atas 236 orang siswa sedangkan jumlah sample 84 orang. Penelitian ini menggunakan dua instrumen dalam proses pengumpulan data yaitu tes pemahaman membaca siswa dan kuisener sikap membaca. Data yang diperoleh dianalisis dengan menggunakan Anava dua jalur dan dilanjutkan dengan Tukey test. Hasil analisis menunjukkan bahwa (1) terdapat perbedaan yang signifikan dalam pemahaman membaca antara siswa yang mendapat perlakuan teknik kooperatif yang berbeda. (2) terdapat efek interaksional yang signifikan antara teknik kooperatif learning dan sikap siswa terhadap pemahaman membaca. Hasil uji Tukey test menyatakan bahwa : (3) terdapat perbedaan yang signifikan dalam pemahaman membaca antara siswa yang memiliki sikap positif yang diajar dengan teknik TPS dan CIRC.(4) terdapat perbedaan yang signifikan dalam pemahaman membaca siswa antara siswa yang memiliki sikap negatif yang diajar dengan menggunakan TPS and CIRC. Hasil penelitian menunjukkan bahwa teknik CIRC lebih efektif digunakan dalam mengajar pemahaman membaca dibandingkan dengan TPS. Kata Kunci : Kooperatif learning, sikap, dan pemahaman membaca The main objective of this study was to investigate whether there was a significant interactional effect of cooperative learning techniques and student?s attitude on the reading comprehension. The study was conducted at the eleventh grade students of SMAN I Kediri.There were two independent variables used in this research, namely: cooperative learning techniques (TPS and CIRC) and students? attitude toward reading as moderator variable; and one dependent variable, which was reading comprehension. This study was an experimental study with Posttest Only Randomized Experiment Group Design by 2x2 factorial arrangement. The population was 6 classes which consisted of 236 students while the number of the sample was 84.The obtained data of the study were collected using two types of instrument: the reading comprehension test and reading attitude questionnaire. The data were analyzed by two way Anova and continued to Tukey test . The results of the analysis showed that (1) there was a significant difference in reading comprehension between the students? who were treated by using different cooperative learning techniques (2) there was a significant interactional effect of cooperative learning techniques and students? attitude towards the students? reading comprehension. The result of tukey test showed that: (3) There was a significant difference in reading comprehension between the students with positive attitude who were treated with TPS and those who were treated with CIRC (4) There was a significant difference in reading comprehension between the students with negative attitude who were treated with TPS and those who were treated with CIRC. The result of the research showed that CIRC technique more effective for teaching reading comprehension better than TPS. keyword : cooperative learning, attitude, reading comprehension
The effect of Comic Strips and Learning Motivation toward the Students’ Achievement in English Writing in Eighth Grade of SMPN 2 Sawan. ., KADEK DEVY MARLENI; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i0.912

Abstract

This thesis aimed at investigating whether the implementation of Comic Strips technique and the students? learning motivation gave a significant effect to the students ?writing achievement. The study was an experimental study by applying 2x2 factorial designs. The population was 4 classes (120 students) of grade VIII in SMPN 2 Sawan in the academic year 2012/2013, in which 2 classes were samples which were assigned into two groups, i.e. experimental group and control group. The research data were collected through tests that were analyzed by using Statistical Two-Way Anova and Tukey Test. The result shows that, first, there was a significant different on the students? writing achievement between the students who were taught by using Comic Strip Technique and Conventional Technique. Second, there was significant difference in writing skill between the students having a high learning motivation taught by using Comic Strip and those taught by using Conventional Learning, third, there was significant difference in writing skill between the students having a low learning motivation taught by using comic strip and those taught by using Conventional Learning, and there is no interactional effect of teaching media and learning motivation level upon students? writing skill. keyword : Comic Strips technique, learning motivation, writing.
Co-Authors ., Anak Agung Istri Yurika Kanya Paramita D ., Anak Agung Istri Yurika Kanya Paramita D ., COKORDA ISTRI ITA ARIATI ., DR. LUH PUTU ARTINI, M.A. ., Dr. Sudirman, M.L.S ., Dr. Sudirman, M.L.S ., Ester Adi Wiryani ., Ester Adi Wiryani ., Gusti Komang Dewi Tirtayani ., Gusti Komang Dewi Tirtayani ., Gusti Ngurah Adi Kusuma ., Gusti Ngurah Adi Kusuma ., Husnul Lail ., I Dewa Made Yuda Mahendra ., I Dewa Made Yuda Mahendra ., I Gede Juliadnyana ., I Gede Juliadnyana ., I Gede Wira Wiguna ., I Gede Wira Wiguna ., I Gusti Agung Putu Samiasri ., I Gusti Agung Putu Samiasri ., I Gusti Ayu Ngurah Shanti Ningrum ., I Gusti Ayu Ngurah Shanti Ningrum ., I GUSTI AYU RIAN KESUMAYANTI ., I Gusti Ngurah Bagus Aryana ., I Gusti Ngurah Bagus Aryana ., I Gusti Ngurah Budaartha ., I Gusti Ngurah Putu Angga Sri Pranatha ., I Gusti Ngurah Putu Angga Sri Pranatha ., I Kadek Aristyawan ., I Kadek Aristyawan ., I Kadek Sudarma ., I Made Partha Sarathi ., I Made Partha Sarathi ., I Made Pebri Artono ., I Nengah Pastikayana ., I Putu Ratama ., Kadek Puspa Ariantini ., Kadek Puspa Ariantini ., KADEK WAHYUTRIYUNI ., KADEK WAHYUTRIYUNI ., Kadek Windayanti ., Komang Sri Wahyuni ., KOMANG TRY WAHYUNI DEWI ., Luh Nik Sudiyanti ., Luh Nik Sudiyanti ., Luh Winda Cipta Pratiwi ., Made Gede Viktor ., Made Gede Viktor ., MADE PUTRI ARI SUSANTHI ., Made Wikrama ., Made Wikrama ., MADE WINNY PARAMITHA ., Mashita Amellia Kartika Sari ., NI KADEK DWI EKA JAYANTHI AYU ., Ni Kadek Dwi Sanjiwani ., Ni Kadek Dwi Sanjiwani ., NI KETUT AYU SUPUTRI ., Ni Luh Putu Linda Sumariyanthi ., Ni Luh Putu Linda Sumariyanthi ., Ni Nengah Nitiadhi ., Ni Putu Ayu Sriratna Dewipayani ., Ni Putu Ayu Sriratna Dewipayani ., Ni Putu Trisna Sari Putri ., NI PUTU YENI YULIANTARI ., Ni Wayan Paramita Dewi ., Ni Wayan Paramita Dewi ., Niluh Sri Hendrayani ., Niluh Sri Hendrayani ., Nyoman Suci Triasih ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A. ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A. ., Putu Dwitya Pranata ., Putu Dwitya Pranata ., Putu Eka Dambayana S., S.Pd., M.Pd. ., Putu Mas Juliatmadi ., Putu Mas Juliatmadi ., Putu Pipin Septiari ., Putu Rika Pramayani ., Putu Rika Pramayani ., Putu Sutarma ., Putu Sutarma ., Putu Wita Pradnya Dhari ., Putu Wita Pradnya Dhari ., SARI DEWI NOVIYANTI ., Siti Juliani Putri Sulandari ., Siti Juliani Putri Sulandari ., Sophiarini Putu Yulia Adex Palos Agustin Dwicahya . Adnyani, Ni Luh Putu Sri Anak Agung Istri Mas Diah Utari Dewi Anak Agung Istri Ngr. Marhaeni Anis Azizah Hidayati . Artini, Putu Astuti, Kadek Wedi Danu Wijaya ., Danu Wijaya Dewa Ayu Eka Agustini Dewa Komang Tantra Dewa Putu Ramendra Drs. Asril Marjohan,MA . Elsie, Kadek Fredina G.A.P. Suprianti G.P. Chikita Gede Irwandika . Gede Mahendrayana I Dewa Gede Rat Dwiyana Putra I Gede Bryan Permana Yasa ., I Gede Bryan Permana Yasa I Gede Budasi I Gusti Agung Anom Maruti Putra ., I Gusti Agung Anom Maruti Putra I Gusti Ayu Ketut Yustriantari ., I Gusti Ayu Ketut Yustriantari I Ketut Mantra I Ketut Mantra . I Ketut Sudiatmika I Komang Alit Putra ., I Komang Alit Putra I Komang Sesara Rakayana . I Made Adi Widarta Kusuma I Nyoman Adi Jaya Putra I Nyoman Pasek Hadi Saputra I Putu Galan Brahmanusi ., I Putu Galan Brahmanusi I Putu Indra Kusuma I Putu Sidiasa . I Wayan Agus Anggayana I Wayan Rusdiana . I Wayan Swandana I Wayan Wikajaya ., I Wayan Wikajaya Ida Bagus Putu Kusuma Adi . Ida Bagus Putu Suryadiputra . Ida Kadek Satria Wardana ., Ida Kadek Satria Wardana Iin Pramunistyawaty ., Iin Pramunistyawaty Jaya, Putu Wira Jelimun, Maria Olga KADEK DEVY MARLENI . Kadek Fredina Elsie Kadek Sari Wahyuni ., Kadek Sari Wahyuni Kadek Sintya Dewi Kadek Sonia Piscayanti Komang Adi Wiradnyana ., Komang Adi Wiradnyana Kurniawati . Luh Putu Artini LUKI ARIMESTI DWIHANDINI . M.A. ., PROF. DR. I KETUT SEKEN, M.A. M.Pd. ., Made Hery Santoso, S.Pd, M.Pd. Made Hery Santosa Mantra, I Ketut May Anggara Jiwa Hanuraga ., May Anggara Jiwa Hanuraga Mayori, Winda Ni Kadek Dinda Saraswati Ni Kadek Heny Sayukti ., Ni Kadek Heny Sayukti Ni Kadek Indah Dili Yanti Indah Dili Ni Komang Arie Suwastini Ni Komang Sri Wahyuni ., Ni Komang Sri Wahyuni Ni Luh Putu Elly Trikayanti . Ni Made Christina Wijaya . NI MADE ELIS PARILASANTI . Ni Made Ernila Junipisa Ni Made Putri Saraswathy . Ni Made Ratminingsih NI MADE SRI AGUSTINI . NI MADE WAHYU SUPRABA WATHI . Ni Putu Astiti Pratiwi Ni Wayan Desi Ariani . Ni Wayan Novi Suryati Ni Wayan Surya Mahayanti Nyoman Karina Wedhanti Praptono, Gede Sudana Prayuda, Putu Edy Prof. Dr. A. A. I. Ngurah Marhaeni,MA . Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Putu Adi Krisna Juniarta Putu Edi Kusuma ., Putu Edi Kusuma Putu Eka Dambayana Suputra Putu Indah Partami Putri . Putu Kerti Nitiasih Putu Nada Dita Pratama Ratih Apriliani Ratih Utari Purnama Dewi . S.Pd. I Putu Ngurah Wage M . S.Pd. Putu Eka Dambayana S. . Utari Dewi, Anak Agung Istri Mas Diah Widarta Kusuma, I Made Adi Widayanti, Ni Komang Ayu Wikajaya, I Wayan Yudistian, Randi Yundari, Yundari ZAENUL FIKRI .