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Drs.Gede Batan,MA .
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A STUDY ON THE TEACHERS' REINFORCEMENT IN LEARNING ENGLISH LANGUAGE AT PELITA KASIH KINDERGARTEN ., Putu Pande Novita Sari; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., 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.v5i2.11299

Abstract

Penelitian ini bertujuan untuk mengetahui (1) jenis-jenis penguatan yang digunakan oleh guru Bahasa Inggris di TK Pelita Kasih, (2) tanggapan siswa terhadap penguatan yang telah diberikan oleh guru di TK Pelita Kasih. Penelitian ini adalah penelitian deskripsi kualititatif. Subjek dari penelitian ini adalah guru Bahasa Inggris dan siswa di TK Pelita Kasih. Metode pengumpulan data yang digunakan melalui observasi, wawancara dan dokumentasi. Selain itu, perekam suara, wawancara dan catatan juga digunakan untuk memperoleh data. Hasil dari penelitian ini menunjukan guru Bahasa Inggris di TK Pelita Kasih menggunakan dua jenis penguatan yaitu penguatan positif dan negatif. Penguatan positif verbal seperti good, very good, good job, good boy/girl, great, well done, smart student, nice, right and wonderful. Sedangkan, penguatan positif verbal star, applause, smile, touch the students, giving priority, nodding head, thumb up and hi five. Penguatan positif verbal lebih sering digunakan oleh guru untuk memotivasi siswa dalam belajar. Sedangkan, penguatan negatif verbal seperti negotiation (giving choices), calling names and giving explanation. Selain itu, penguatan negatif nonverbal silent chair and time out. Guru Bahasa Inggris menggunakan penguatan negatif sebegai konsekuensi. Penguatan negatif yang diberikan oleh guru bertujuan untuk mengurangi tingkah laku siswa yang kurang baik dalam proses belajar. Hasil dari observasi menunjukan siswa memberikan respon positif dan negatif ketika guru memberikan penguatan. Respon positif lebih sering diberikan oleh siswa. Kata Kunci : penguatan, respon, positif, negatif, verbal, nonverbal This study aimed at finding out (1) the types of reinforcement used by the English teachers at Pelita Kasih Kindergarten (2) the students’ responses toward the teachers’ reinforcement used by the English teachers. This study was descriptive qualitative research. The subject of this study were the English teachers and the students of Pelita Kasih Kindergarten. The data were collected through direct observation, interview and documentation. Besides, mobile recorder, interview guide and field note were also used to collect the data. The results of this study showed that the English teachers at Pelita Kasih Kindergarten used two kinds of reinforcements there were positive and negative reinforcement in form of verbal and nonverbal reinforcement. Positive verbal reinforcement such as good, very good, good job, good boy/girl, great, well done, smart student, nice, right and wonderful. Meanwhile, positive verbal reinforcement such as star, applause, smile, touch the students, giving priority, nodding head, thumb up and hi five. Positive verbal reinforcement was most frequently used by the teachers to motivate the students during the learning process. Meanwhile, negative verbal reinforcement such as negotiation (giving choices), calling names and giving explanation. Moreover, negative nonverbal reinforcement such as silent chair and time out. The English teachers used negative reinforcement as consequences. Negative reinforcement given by the teacher aimed to decrease students’ inappropriate behavior in the learning process. The result of observation also showed that the students gave expected and unexpected response when the teachers delivered reinforcement to the students. Positive response (expected) that was most frequently gave by the students. keyword : reinforcement, responses, positive, negative, verbal, nonverbal
A STUDY ON THE TEACHER’S FEEDBACK IN THE CLASSROOM IN RELATION TO STUDENTS’ MOTIVATION AND ACHIEVEMENT IN LEARNING ENGLISH LANGUAGE FOR VII GRADE AT SMP NEGERI 1 BANJAR ., Ni Wayan Wita Astiti S.; ., Drs.Gede Batan,MA; ., Putu Eka Dambayana S., S.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.v5i2.11300

Abstract

Penelitian ini bermaksud untuk meneliti tingkatan umpan balik yang digunakan oleh guru di dalam kelas dalam mengajar bahasa Inggris dan meneliti hubungan antara umpan balik yang diberikan oleh guru dengan motivasi dan prestasi siswa. Penelitian ini menggunakan studi kasus deskriptif dan melibatkan seorang guru bahasa Inggris yang mengajar tujuh puluh empat siswa dari dua kelas. Pengumpulan data dilakukan dengan melakukan observasi, wawancara, dokumentasi, dan kuisioner. Berdasarkan temuan, guru menggunakan empat tingkatan umpan balik sesuai dengan teori dari Hattie&Timperley (2007); task level, process level, self-regulation level, dan self-level. Task level digunakan 10.76% di VII E dan 6.13% di VII F, process level digunakan 78.49% di VII E dan 65.31% di VII F, self-regulation level digunakan 7.69% di VII E dan 7.14% di VII F, dan self-level digunakan 3.06% di VII E dan 21.42% di VII F. Umpan balik dari guru berhubungan dengan motivasi dan prestasi siswa. Hal ini terbukti dari persentase motivasi dan prestasi siswa. 51.35% siswa memiliki motivasi yang tinggi, 48.65% siswa memiliki motivasi sedang, 63.5% siswa memiliki prestasi yang tinggi dan 36.5% siswa memiliki prestasi yang sedang. Kata Kunci : umpan balik, empat tingkatan umpan balik, motivasi, prestasi This study intends to investigate the level of feedback used by the teacher in the classroom in teaching English language and the relationship between the teacher’s feedback and students’ motivation and their achievement. It utilized a descriptive case study and involved an English teacher who thought seventy-four students from two classes. The data were collected from an observation, an interview, a documentation, and a questionnaire. The findings showed that the teacher provided four levels of feedback as proposed by Hattie & Timperley (2007); task level, process level, self-regulation level, and self-level. Task level was used 10.76% in VII E and 6.13% in VII F, process level was used 78.49% in VII E and 65.31% in VII F, self-regulation level was used 7.69% in VII E and 7.14% in VII F, and self-level was used 3.06% in VII E and 21.42% in VII F. The teacher’s feedback had relationship with the students’ motivation and achievement. It showed from the percentage of students’ motivation and achievement. There were 51.35% students who had high motivation, 48.65% students who had moderate motivation, there were 63.5% students who had high achievement and 36.5% students who had moderate achievement.keyword : feedback, four levels of feedback, motivation, achievement
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
AN ANALYSIS OF CLASSROOM INTERACTION IN ENGLISH LANGUAGE LEARNING BASED ON THE CURRICULUM 2013 AT SMA N 2 TABANAN ., Ni Putu Widya Kristy Yanti; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., 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.v5i2.12268

Abstract

Penelitian ini bertujuan untuk menemukan kategori interaksi kelas yang muncul di kelas XII IPA 1 di SMA N 2 Tabanan dan permasalahan yang ditemukan dalam pembelajaran Bahasa Inggris. Penelitian ini dianalisis dengan menggunakan teori Foreign Language Interaction Analysis (FLINT) System. Subyek penelitian ini adalah seorang guru Bahasa Inggris dan siswa kelas XII IPA 1. Penelitian ini menggunakan desain kualitatif. Data dari penelitian ini dikumpulkan melaui observasi yang tidak mengganggu kegiatan belajar dan wawancara. Temuan menunjukkan bahwa: (1) deals with feelings terjadi 30 kali, praises or encourages terjadi 65 kali, jokes terjadi 10 kali, uses ideas of students terjadi 35 kali, repeat student response verbatim terjadi 44 kali, ask question terjadi 262 kali, gives information terjadi 246 kali, corrects without rejection terjadi 11 kali, gives direction terjadi 274 kali, criticizes student behavior terjadi 7 kali, criticizes student response terjadi 7 kali, student response-specific terjadi 150 kali, students response-open-ended or student-initiated terjadi 172 kali, silence terjadi 547 kali, confusion-work-oriented terjadi 6 kali, confusion-non-work-oriented terjadi 1 kali, laughter terjadi 17 kali, uses the native language terjadi 652 kali, nonverbal terjadi 43 kali; (2) permasalahan yang ditemui oleh guru yaitu, kesulitan menyampaikan materi kepada siswa, kesulitan memilih strategi pembelajaran yang sesuai dengan topic, kesulitan dalam mengimplementasikan pembelajaran discovery, kesulitan mengimplementasikan pendekatan saitifik, kesulitan untuk membuat siswa berkonsentrasi, dan kesulitan dalam menegur siswa; permasalahan yang dihadapi oleh siswa yaitu, kurangnya pembendaharaan kata, mereka tidak percaya diri untuk mengatakan jawaban mereka, tidak suka belajar Bahasa Inggris, mereka tidak mengerti yang dikatakan guru, siswa tidak bisa memfokusan pikiran dalam belajar Bahasa Inggris.Kata Kunci : interaksi kelas, pembelajaran bahasa inggris, kurikulum 2013, Foreign Language Interaction Analysis (FLINT) System This study aimed at finding the classroom interaction categories that occurred in the XII IPA 1 class of SMA N 2 Tabanan and the problem encountered in the English language learning. This study analyzed by used theory of Foreign Language Interaction Analysis (FLINT) System. The subjects of the study were one English teacher and the students of XII IPA 1 class. This study employed qualitative design. The data were collected through doing unobtrusively observation and interview. The result showed that, (1) deals with feelings occurred 30 times, praises or encourages occurred 65 times, jokes occurred 10 times, uses ideas of students occurred 35 times, repeat student response verbatim occurred 44 times, ask question occurred 262 times, gives information occurred 246 times, corrects without rejection occurred 11 times, gives direction occurred 274 times, criticizes student behavior occurred 7 times, criticizes student response occurred 7 times, student response-specific occurred 150 times, students response-open-ended or student-initiated occurred 172 times, silence occurred 547 times, confusion-work-oriented occurred 6 times, confusion-non-work-oriented occurred once, laughter occurred 17 times, uses the native language occurred 652 times, nonverbal occurred 43 times, (2) the problem encountered by the teacher were difficult in delivering the material to the students, difficult in deciding the learning strategy that appropriate with the topic, difficult in implementing discovery learning, difficult in implemented scientific approach, hard to make the students concentrate in learning, and difficult to admonished the students; the problems encountered by the students namely lack of vocabulary, they were not confident to tell their answer, they did not like learning English, they did not understand what the teacher said, and they could not concentrate their mind in learning English. keyword : Classroom Interaction, English Language Learning, Curriculum 2013, Foreign Language Interaction Analysis (FLINT) System
THE EFFECT OF MIND MAPPING TECHNIQUE AS GUIDED WRITING ON STUDENTS' WRITING COMPETENCY ON THE SEVENTH GRADE STUDENTS AT SMP NEGERI 1 SERIRIT IN ACADEMIC YEAR 2016/2017 ., Ni Nengah Raniasih; ., Prof. Dr. Putu Kerti Nitiasih, M.A.; ., 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.v5i2.12275

Abstract

Penelitian ini bertujuan untuk mengetahui apakah atau tidak penggunaan Mind Mapping Technique memberikan perbedaan signifikan untuk kemampuan menulis siswa kelas VII ketika dibandingkan dengan strategi Konventional didalam menulis teks deskripsi di SMP Negeri 1 Seririt tahun ajaran 2016/2017. Penelitian ini penelitian ekperimen dengan menggunakan posttest-only control group design. Sampel penelitian ini adalah kelas VIIB dan kelas VIIC. Dimana, kelas VIIC terdiri dari 32 siswa sebagai kelompok experimen dan kelas VIIB terdiri dari 32 siswa sebagai kelompok kontrol. Instrumen yang digunakan dalam penelitian ini adalah writing competency test, Writing scoring rubric, dan teaching scenario. Data yang didapatkan kemudian dianalisis menggunakan analisis deskriptif dan analisis inferensial. Hasil analisis menunjukkan bahwa nilai rata-rata kelompok eksperimen adalah 78.1, sedangkan nilai rata-rata kelompok kontrol adalah 72,0. Hasil uji hipotesis menunjukkan bahwa nilai dari thitung lebih besar dari nilai ttabel (3.689 > 1.998). Berdasarkan hasil tersebut dapat disimpulkan bahwa, ada perbedaan yang signifikan antara siswa yang diajar dengan menggunakan Mind Mapping Technique denga siswa yang diajar dengan menggunakan strategi konvensional di SMP Negeri 1 Seririt untuk kelas VII tahun ajaran 2016/2017.Kata Kunci : Kompetensi menulis and Mind Mapping. The aim of this study was to investigate whether the use of Mind Mapping Technique gave significant difference on the 7th grade students’ writing competency when compared with conventional strategy in writing descriptive text at SMP Negeri 1 Seririt in academic year 2016/2017. The present study was an experimental research which used posttest-only control group design. The samples of this study were VIIB class and VIIC class, where VIIC class that consisted of 32 students as the experimental group and VIIB class that consisted of 32 students as the control group. The instrument used for collecting data in this study were writing competency test, writing scoring rubric, and teaching scenario. The data were analyzed by using descriptive analysis and inferential analysis. The result of this study showed that the mean score of the experimental group was 78.1, while the mean score of the control group was 72.0. Then, the result of hypothesis testing showed that the value of tobserved was higher than the value of tcritical value (3.689 > 1.998). Based on the result, it could be concluded that there was a significant difference between students who were taught by using Mind Mapping Technique and students who were taught by using conventional strategy at SMP Negeri 1 Seririt of the 7th grade in academic year 2016/2017keyword : Writing Competency and Mind Mapping
Developing Local Culture Based Bilingual Storybooks as Supplementry Reading Material To Support Literacy Program In English Language Class. For 4 th Grade of Elementary Students ., Ni Luh Made Ayu Nuriyastuti; ., Drs.Gede Batan,MA; ., 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.v5i2.12391

Abstract

Tujuan penelitian ini adalah untuk menemukan elemen-elemen yang perlu di masukkan dalam buku cerita dwi bahasa berbasis budaya lokal berdasarkan analisis kebutuhan dan mengembangkan buku cerita dwi bahasa berbasis budaya lokal sebagai materi membaca tambahan untuk mendukung program literaci di kelas bahasa Inggris untuk siswa sekolah dasar kelas 4. Prosedur di penelitian ini mengikuti penelitian dan pengembangan yang di usulkan oleh Borg dan Call(2003). Analisis kebutuhan di peroleh dari interview guru, diskusi kelompok kecil, silabus analisis dan belajar literatur. Subjek dari penelitian ini adalah 21 siswa kelas 4 Sd N 2 Bungkulan. Elemen-elemen yang perlu di masukkan dalam buku cerita adalah budaya lokal, dua bahasa, gambar berwarna, tema. Berdasarkan analisis kebutuhan, ada 4 buku cerita yang di kembangkan. Hasil dari penilaian ahli dan guru terhadap disain dan isi buku cerita adalah baik. Hasil dari respon siswa adalah sangat baik, oleh karena itu buku cerita di sebarkan ke SDN 2 Bungkulan dan pantas di gunakan sebagai materi tambahan membaca untuk mendukung program literasi di kelas bahasa Inggris.Kata Kunci : Dwi bahasa, sekolah dasar, budaya lokal, literasi The aims of this study were finding the necessary elements of local culture based bilingual storybooks based on the need analysis on the current study and developing local culture based bilingual storybooks as supplementary reading material to support literacy program in English language class for 4th grade of elementary student. The procedure in this study followed research and development that was proposed by Borg and Call (2003). Need analysis was obtained from interview to the teacher, focus group discussion, syllabus analysis and literature study. The subjects of this study were 21 fourth grade students of SDN 2 Bungkulan. There were 4 storybooks that were developed based on the need analysis. The result of experts and the teacher's judgement to the storybooks design and content was good. The result of student's responds was very good, therefore the storybooks were disseminated to SDN 2 Bungkulan and proper to be used as supplementary reading material to support literacy program in English language class.keyword : Bilingual, elementary, local culture, literacy
THE EFFECT OF TIME TOKEN STRATEGY IN LEARNING ENGLISH ON THE SPEAKING COMPETENCE OF THE ELEVENTH GRADE EFL STUDENTS IN SMA NEGERI 2 BANJAR ., Ni Wayan Widiarini; ., Drs.Gede Batan,MA; ., 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.v5i2.12392

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan dalam kompetensi berbicara antara siswa yang dibelajarkan dengan strategi time token dan siswa yang dibelajarkan dengan strategi konvensional. Jenis penelitian ini adalah penelitian eksperimen dengan rancangan desain penelitian posttest-only control group design. Populasi penelitian ini adalah seluruh siswa kelas XI SMA Negeri 2 Banjar yang terdiri dari 239 siswa. Sampel dari penelitian ini adalah kelas XI IPS 2 dan XI IPS 3, dimana kelas XI IPS 2 yang terdiri dari 28 siswa sebagai kelas eksperimen dan kelas XI IPS 3 yang terdiri dari 28 siswa sebagai kelas kontrol. Instrumen yang digunakan dalam penelitian ini adalah speaking posttest. Data yang didapatkan kemudian dianalisis menggunakan analisis deskriptif dan analisis inferensial. Hasil analisis menunjukkan bahwa nilai rata-rata kelompok eksperimen adalah 71.50, sedangkan nilai rata-rata kelompok kontrol adalah 67.86. Hasil uji hipothesis menunjukkan bahwa nilai dari thitung lebih besar dari nilai ttabel (2.581 > 2.018). Berdasarkan hasil tersebut dapat disimpulkan bahwa ada perbedaan yang signifikan antara siswa yang diajar dengan menggunakan strategi time token dan siswa yang diajar dengan menggunakan strategi konvensional. Kata Kunci : Kompetensi Berbicara and Strategi Time Token. ABSTRACT This study aimed to investigate whether there was a significant difference of time token strategy on the speaking competence of the EFL senior high school students. The present study was an experimental research which used posttest-only control group design. The samples of this study were Class XI IPS 2 and Class XI IPS 3, where Class XI IPS 2 that consisted of 28 students is as the experimental group and Class XI IPS 3 that consisted of 28 students is as the control group. The instrument used for collecting the data in this study was speaking test in the form of performance test. The data were analyzed by using descriptive analysis and inferential analysis. The result of the study showed that the mean score of experimental group was 71.50, while the mean score of control group was 67.86. Then, the result of hypothesis testing showed that tobserved was higher than tcritical value (2.581 > 2.004). It can be concluded that there is a significant difference of time token strategy in the learning English on the EFL students’ speaking competence. keyword : speaking, teaching speaking, time token strategy
DEVELOPING A STANDARD ENGLISH LANGUAGE FINAL ACHIEVEMENT TEST INSTRUMENT FOR ELEVENTH GRADE STUDENTS IN BANGLI AND BULELENG REGENCIES IN 2014/2015 ACADEMIC YEAR BASED ON CURRICULUM 2013 ., I Dw Ayu Okky Widyarini Laras; ., Drs.Gede Batan,MA; ., 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.v5i2.12399

Abstract

Penelitian ini merupakan jenis penelitian dan pengembangan (R&D) yang didasari oleh model penelitian dan pengembangan yang digagas oleh Borg dan Gall (2003). Penelitian ini bertujuan untuk mengembangkan sebuah tes akhir prestasi belajar siswa kelas 11 dalam mata pelajaran Bahasa Inggris, terutama dalam pemahaman membaca, yang standar berdasarkan kurikulum 2013. Subyek dari penelitian ini ialah para siswa di kelas XII MIA 2 di SMA Negeri 2 Singaraja di Kabupaten Buleleng dan para siswa di kelas XII MIA 1 di SMA Negeri 1 Bangli di Kabupaten Bangli. Obyek dari penelitian ini adalah 100 soal yang berbentuk soal pilihan ganda yang diteskan kepada para siswa di kedua sekolah tersebut. Adapun langkah-langkah yang diterapkan dalam pengembangan tes ini, yaitu (1) penelitian dan pengumpulan informasi, (2) perencanaan, (3) pengembangan produk awal, (4) uji coba awal sebelum diteskan kepada siswa, (5) perbaikan dari produk awal, (6) uji coba dengan melibatkan siswa, (7) perbaikan dari produk awal menjadi produk akhir. Soal-soal diteskan di kedua kelas tersebut dan hasil dari tes dianalisa dengan menggunakan program Anatest 4.0 mengenai validasi, reliabilitas, daya pembeda, tingkat kesukaran, homogenitas dan kualitas daya pengecoh dari jawaban soal. Hasil dari penelitian ini merupakan buku bank soal yang mana dari 100 soal terdapat 73 soal yang dikategorikan sebagai soal yang valid dan standar di Kabupaten Bangli dan Kabupaten Buleleng.Kata Kunci : Penelitian dan Pengembangan (R&D), pemahaman membaca, tes standar, validitas dan reliabilitas This research is a research and development (R&D) following the R&D model proposed by Borg and Gall (2003). This research aimed at developing a Standard English Language final achievement test, specifically about the reading comprehension, for eleventh grade students based on curriculum 2013. The subject of this study were the students of Class XII MIA 2 in SMA Negeri 2 Singaraja in Buleleng Regency and the students of Class XII MIA 1 in SMA Negeri 1 Bangli in Bangli Regency. The object of the study was 100 test items in form of multiple-choice test that were tested to the students in the two schools. The steps taken to develop the test were (1) research and information collection, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, (5) main product revision, (6) main field testing, and (7) operational product revision. The test items were tried-out in the two classes and the results were analyzed by using Anatest 4.0 version application in term of validity, reliability, index of discrimination, index of faculty, homogeneity and the quality of distractor. The result of the study was the final product of test in form of bank question book where from 100 items, there was 73 items considered as valid and standard in both Bangli and Buleleng Regency.keyword : Research and development (R&D), reading comprehension, standard test, validity and reliability
A STUDY ON THE IMPLEMENTATION OF ROLE PLAY TECHNIQUE IN TEACHING SPEAKING TO THE EIGHTH GRADERS OF SMP NEGERI 1 SUKASADA ., Ni Kadek Yuli Widyastuti; ., Drs.Gede Batan,MA; ., 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.v5i2.12476

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan teknik role play dan mengidentifikasi masalah yang dihadapi oleh seorang guru bahasa Inggris dalam menerapkan teknik role play dalam pengajaran berbicara. Subyek penelitian ini adalah siswa kelas VIII A yang berjumlah 33 siswa di SMP dan seorang guru bahasa Inggris di SMP Negeri 1 Sukasada. Penelitian ini merupakan penelitian evaluatif yang dilakukan dalam empat pertemuan, tiga pertemuan digunakan untuk mengamati teknik role play dan tes, dan satu pertemuan selanjutnya digunakan untuk wawancara dan kuesioner. Data diperoleh dengan menggunakan 5 jenis instrumen: lembar observasi, rekaman video, tes, wawancara dan kuesioner. Hasil penelitian ini menunjukkan bahwa role play adalah teknik yang relevan dalam pengajaran berbicara. Skor posttest adalah 79,27 dan ini meunjukkan hasil yang baik. Hasil wawancara menunjukkan bahwa masalah yang dihadapi oleh guru: 1) 10% siswa memiliki kemampuan yang berbeda. 2) Guru mendapat masalah dalam memberikan topik yang sesuai kepada siswa. 3) 10% siswa malu dan takut dalam berbahasa Inggris. 4) 5% siswa memiliki latar belakang pendidikan berbeda. 5) 5% siswa tidak memiliki motivasi untuk meningkatkan kemampuan berbahasa Inggris. 70% siswa yang memiliki kemampuan berbicara bahasa Inggris. Hasil kuesioner menunjukkan bahwa 53,7% berpendapat sangat setuju dengan profesionalisme guru menggunakan tehnik role play dalam pengajaran berbicara dan 62,1% menunjukkan bahwa siswa sangat menyukai pembelajaran bahasa Inggris dengan menggunakan teknik role play. Dapat disimpulkan bahwa role play adalah suatu tehnik yang relevan dalam pengajaran berbicara. Namun, guru masih menemui beberapa masalah dalam pengimplementasian tehnik role play. Kata Kunci : teknik role play, berbicara This study aimed at analyzing the implementation of role play technique and identifying the problems encountered by an English teacher in implementing role play technique in teaching speaking. The subjects of this research were 33 eighth grade students of class A of SMP Negeri 1 Sukasada and an English teacher. This study was an evaluative study which was conducted in four meetings, three meetings were used to observe a role play technique and test and one meeting was used for administering interview and questionnaire. The data were obtained by using 5 kinds of instruments: an observation sheet, video recorder, a test, an interview guide and a questionnaire. The result of this study showed that role play is relevant technique in teaching speaking. The score of posttest was 79.27 and this was in good level. The result of interview guide showed that the problems faced by the teacher: 1) 10% students had different ability. 2) The teacher got problem in giving appropriate topic to their students. 3) 10% students were shy and afraid to speak English. 4) 5% students had different educational background. 5) 5% students had low motivation to improve their English speaking. The students who had the ability of speaking English are 70%. The result of questionnaire indicated that 53.7% strongly agreed of teacher performance during teaching and learning process and 62.1% students like learning English by using role play technique. It can be concluded that role play was relevant implement in teaching speaking. However, the teacher still encountered some problems in implementing it. keyword : role play technique, speaking
Developing E-learning English for Housekeeping for the Hotel Accomodation Students of Grade Eleven at SMKN 2 Singaraja ., Ni Putu Novita Sukasari Kurniadi; ., Prof. Dr. Putu Kerti Nitiasih, M.A.; ., 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.v5i2.13595

Abstract

Penelitian dan pengembangan ini bertujuan untuk mengembangkan materi E-learning Bahasa Inggris untuk tata graha untuk siswa kelas sebelas di SMKN 2 Singaraja. Penelitian ini dilaksanakan berdasarkan langkah-langkah penelitian dan pengembangan oleh Lee dan Owens (2004). Data yang dibutuhkan dalam penelitian ini dikumpulkan melalui observasi, wawancara, kuesioner, dan expert judge yang kemudian dianalisis dengan cara kuantitatif dan kualitatif. Adapun hasil dari penelitian ini menunjukan bahwa; (1) jenis materi yang cocok untuk mengajarkan Bahasa Inggris untuk tata graha meliputi topik: escorting guest to the room, entering guest room, taking and delivering laundry, giving direction about surrounding, handling complaint, and preparing for a job interview; (2) dalam mengembangkan materi ini, analisa kebutuhan siswa terlebih dahulu dilakukan melalui wawancara serta observasi praktisi dan guru untuk mendapatkan jenis-jenis materi yang sesuai dengan tugas para siswa saat sudah bekerja di industri pariwisata. Setelah itu, jenis materi yang sesuai kemudian dituangkan dalam bentuk desain yang menggambarkan tiap unit dalam e-learning. Desain tersebut kemudian dikembangkan dalam bentuk e-learning dengan runtutan yang logis dan berdasarkan pendekatan ilmiah (scientific apporach) yang dibarengi dengan expert judgement. Setelah tersusun dengan lengkap, e-learning kemudian diimplementasikan terhadap siswa kelas sebelas jurusan akomodasi perhotelan dan guru di SMKN 2 Singaraja. Setelah diimplementasi, e-learning kemudian dievaluasi melalui kuesioner yang kemudian diisi oleh siswa dan guru. Dari evaluasi tersebut, peneliti kemudian memperbaiki e-learning tersebut.Kata Kunci : Bahasa Inggris untuk Tata Graha, E-learning, Penelitian dan Pengembangan This research and development aimed at developing E-learning English for housekeeping material for the students of eleven grade at SMKN 2 Singaraja. This study followed the steps of Research and Development design which are proposed by Lee and Owens (2004). There were five steps conducted in this study, namely; Analysis, Design, Develop, Implement, and Evaluate. The data of this study were collected through observation, interview, expert judge, and questionnaire. The data were anlyzed both quantitatively and qualitatively. The result of the study show that: (1) the appropriate materials for teaching English for housekeeping subject should contains these following topics; Escorting guest to the room, entering guest room, taking and delivering laundry, giving directions about surrouding, handling complaint, and preparing for an interview; (2) in order to develop the materials, a design which describes each units of the material should be developed into an e-learning in a good sequences. In completing this e-learning, the next step is to implement it to the students of grade eleven and teachers at SMKN 2 Singaraja. After the implementation, the product was evaluated through questionnaire and expert judge. keyword : Research and Development, English for Housekeeping, E-learning
Co-Authors ., Anak Agung Raka Candra Dewi ., Anak Agung Raka Candra Dewi ., Dewa Gde Panji Prasetya ., Dewa Gde Panji Prasetya ., Dwi Putri Widiantari Ni Made ., Dwi Putri Widiantari Ni Made ., Gusti Ayu Made Dwi Adi Susanti ., Gusti Ayu Made Dwi Adi Susanti ., Gusti Ayu Putu Taharyanti ., Gusti Ayu Yulia Andarini ., Gusti Ayu Yulia Andarini ., I Dw Ayu Okky Widyarini Laras ., I Dw Ayu Okky Widyarini Laras ., Ida Bagus Made Ari Dwitya Senjaya ., Ida Bagus Made Ari Dwitya Senjaya ., Komang Savitri Putri ., Komang Savitri Putri ., Luh Gede Hesti Parwati ., Luh Gede Hesti Parwati ., Luh Putu Nia Arnida Putri ., Luh Putu Nia Arnida Putri ., Luh Putu Relita Wijayanti ., Luh Putu Relita Wijayanti ., Made Ayu Rizky Dewanti ., Made Ayu Rizky Dewanti ., Md Gd Dwi Susantha s ., Md Gd Dwi Susantha s ., Ni Kadek Yuli Widyastuti ., Ni Luh Devi Wimayanti ., Ni Luh Devi Wimayanti ., Ni Luh Made Ayu Nuriyastuti ., Ni Luh Made Ayu Nuriyastuti ., Ni Made Ayu Ratna Sulistya Dewi ., Ni Made Pastiyari ., Ni Made Pastiyari ., Ni Nengah Raniasih ., Ni Nengah Raniasih ., Ni Putu Novita Sukasari Kurniadi ., Ni Putu Novita Sukasari Kurniadi ., Ni Putu Widya Kristy Yanti ., Ni Putu Widya Kristy Yanti ., Ni Wayan Aristiya Dewi ., Ni Wayan Aristiya Dewi ., Ni Wayan Devi Astuti ., Ni Wayan Devi Astuti ., Ni Wayan Widiarini ., Ni Wayan Widiarini ., Ni Wayan Wita Astiti S. ., Putu Agus Septiyana ., Putu Agus Septiyana ., Putu Dina Amelia ., Putu Dina Amelia ., Putu Eka Dambayana S., S.Pd., M.Pd. ., Putu Indah Darmayani ., Putu Indah Darmayani ., Putu Pande Novita Sari ., Putu Pande Novita Sari ., Putu Widya Savitri ., Putu Widya Savitri Annisa Fitri ., Annisa Fitri Dewa Ayu Eka Agustini Dewa Komang Tantra Drs. Asril Marjohan,MA . Dwi Kadek Heryana ., Dwi Kadek Heryana G.A.P. Suprianti Gede Anna Putra ., Gede Anna Putra Gusti Ngurah Rai Dwijantara . I Gede Budasi I Gede Prasetyo Wibisana . I Gst. Ayu Agung Mirah Meyliana . I Nyoman Adi Jaya Putra I Putu Ngurah Wage Myartawan I Wayan Heri Sumardika ., I Wayan Heri Sumardika Ida Ayu Putri Brahmantini ., Ida Ayu Putri Brahmantini Ida Ayu Utari Wasundari ., Ida Ayu Utari Wasundari Irene Puspita Sari . Kadek Nina Harnin ., Kadek Nina Harnin Kadek Yuda Widnyana ., Kadek Yuda Widnyana Laras Wahyurini . Luh Diah Surya Adnyani Luh Melin Udayanti ., Luh Melin Udayanti Luh Putu Artini Luh Putu Pipin Dwineta . Luh Sri Damayanti ., Luh Sri Damayanti Luh Tiwika Praba . 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 Seni Ryana . Ni Kadek Ary Nova Wardani . Ni Km Ari Widyasih . Ni Komang Arie Suwastini Ni Komang Ayu Sunaryati . Ni Komang Yuli Arisma Dewi . Ni Luh Denmacika Widiary ., Ni Luh Denmacika Widiary Ni Luh Putu Maya Apsari ., Ni Luh Putu Maya Apsari Ni Made Ratminingsih Ni Wayan Cintya Prayogi ., Ni Wayan Cintya Prayogi Ni Wayan Diantini . Ni Wayan Surya Mahayanti Nyoman Karina Wedhanti Petrus I Wayan Brahmadyantara . Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Putu Kerti Nitiasih S.Pd. I G A Lokita P Utami . S.Pd. I Putu Ngurah Wage M . S.Pd. M.Pd. Ni LP. Eka Sulistia Dewi . S.Pd. Putu Eka Dambayana S. . Wayan Cherrie Hana Melati ., Wayan Cherrie Hana Melati Windy Louisa Rosang . Wisnu Saputra . Wulan Trisna Siska .