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Drs.Gede Batan,MA .
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An Analysis of a Textbook Entitled “Step into the English World: A Character-Based English Textbook for Junior High School Grade VIII” Used in the Teaching English at the Eight Grade Students of SMP Negeri 2 Singaraja ., Wayan Cherrie Hana Melati; ., Drs.Gede Batan,MA; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5454

Abstract

Perubahan kurikulum di Indonesia memberi dampak yang signifikan pada sistem pendidikan serta pengembangan materi. Kurikulum 2013 yang mendasari perkembangan buku teks dalam pendidikan di Indonesia terlibat dalam polemik. Meski demikian terdapat banyak penelitian tentang pengembangan bahan ajar berdasarkan kurikulum ini, khususnya buku teks. Sebagai contoh, buku berjudul “Step into the English World: A Character-based Textbook for Junior High School Grade VIII” yang dikembangkan oleh seorang mahasiswa dari Universitas Pendidikan Ganesha berdasarkan kurikulum 2013. Penelitian ini, sama halnya dengan penelitian sejenis terkait analisis buku teks bertujuan untuk mengetahui masalah yang guru dan siswa hadapi dalam pelaksanaan buku pelajaran, kualitas umum buku teks dan kesesuaiannya dengan penerapan kurikulum 2013. Penelitian ini menunjukkan bahwa buku teks yang berkualitas harus menekankan pada kelebihannya dan membatasi kekurangan berdasar teori Richards (2001). Selanjutnya, buku teks harus memenuhi kriteria buku teks yang baik untuk setiap aspek evaluasi yang tersaji pada checklist yang telah divalidasi oleh beberapa evaluator ahli. Temuan penelitian ini menentukan apakah buku teks yang dikembangkan berdasarkan kurikulum 2013 memiliki pengaruh yang signifikan terhadap masalah pelaksanaan pada kurikulum ini. Hasil penelitian ini akan membawa beberapa kontribusi yang signifikan terhadap perkembangan pendidikan di Indonesia secara umum, dan khususnya dalam pengembangan buku teks berdasarkan kurikulum 2013.Kata Kunci : kurikulum 2013, analisis buku teks, kualitas buku teks, checklist The curriculum reform in Indonesia gave a significant effect on the education system as well as the material development. Although the latest change into the Curriculum 2013 which provides the blue print for the development of the textbooks nationally in Indonesian education is caught in polemic, there are many books designed in accordance with this curriculum. One of the examples was a textbook entitled “Step into the English World: A Character-based Textbook for Junior High School Grade VIII” which was written by a student of Ganesha University of Education. The recent study was aimed at finding out the problems that the teacher and students encountered in the implementation of the textbook, the textbook’s general quality and its suitability to the recently applied curriculum 2013. This research found out that there were still many problems in the implementation of the textbook, even though the textbook’s general quality was classified as good and was relevant with the curriculum 2013. This study suggests that in order to bring out a quality textbook, the advantages of the textbook should be strengthened and the disadvantages should be limited. Furthermore, textbook should meet the criteria of good textbook for each the evaluated aspects presented on checklist which had been validated by some judges. The findings of this research will be significant in determining whether or not the textbook developed laid down by the curriculum 2013 contributes a significant effect to the current issues of the curriculum 2013 implementation problems. The result will bring out some significant contributions on the development of the Indonesian education in general, the textbook development in regard to the curriculum 2013 in particular.keyword : curriculum 2013, textbook analysis, quality textbook, checklist
DEVELOPING CULTURE-BASED ENGLISH LANGUAGE ASSESSMENT INSTRUMENT FOR SECOND SEMESTER OF GRADE SEVEN OF JUNIOR HIGH SCHOOL IN BULELENG SUB-DISTRICT TO SUPPORT THE IMPLEMENTATION OF CURRICULUM 2013 ., Ida Ayu Utari Wasundari; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.; ., Drs.Gede Batan,MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6086

Abstract

Penelitian ini bertujuan untuk mengembangkan instrumen penilaian berbasis budaya untuk semester genap kelas VII SMP di Kecamatan Buleleng untuk mendukung implementasii Kurikulum 2013. Penelitian ini dikategorikan sebagai penelitian dan pengembangan. Model dari penelitian dan pengembangan yang digunakan pada penelitian ini yaitu model penelitian dan pengembembangan oleh Peffers et al. (2007). Penelitian ini berdasarkan penelitian sebelumnya yang telah dilakukan oleh Dewi dan Batan (2015). Instrumen penilaian Bahasa Inggris yang cocok untuk semester genap kelas VII SMP di Kabupaten Buleleng yaitu instrumen penilaian yang mengintegrasikan budaya lokal untuk mendukung pengembangan karakter siswa. Langkah-langkah pengembangan instrumen penilaian ini meliputi analisis tujuan, analisis standar penilaian, analisis silabus, analisis sumber bahan ajar, mendesain kisi-kisi, pengembangan instrumen penilaian, penilaian ahli, dan revisi. Pengembangan penilaian ini menghasilakan instrumen penilaian Bahasa Inggris yang digunakan untuk menilai ranah afektif, cognitif, dan psikomotor. Reliabilitas dan kualitas dari instrument penilaian yang telah dikembangakan diperoleh dengan memberikan lembar penilaian untuk ahli penilaian dan ahli pembelajaran Bahasa inggris. Nilai yang diberikan oleh kedua ahli yaitu ahli pertama memberikan nilai sebesar 650 dan ahli kedua memberikan nilaii sebesar 802. Berdasarkan hasil tersebut, kualitas instrumen peniaian yaitu sangat baik. Reliabilitas instrumen penilaian juga dikategorikan sangat baik dimana nilai dari Alpha Cronbach’s coefficient sebesar 0,9. Hal ini menunjukkan bahwa instrumen penilaian cocok digunakan dalam proses pembelajaran Bahasa Inggris di sekolah yang mengimplementasikan Kurikulum 2013.Kata Kunci : Budaya Bali, Penilaian Bahasa Inggris, dan Kurikulum 2013 This research aimed at developing culture-based English language assessment instrument for the second semester of grade seven of junior high school in Buleleng Sub-district to support the implementation of Curriculum 2013. This research was categorized as research and development (RnD). Research and development model which was used in this research proposed by Peffers et.al (2007). This research was based on previous research which had been conducted by Dewi and Batan (2015). The suitable English assessment for the second semester of grade seven of junior high school was English assessment with integrated Balinese culture in order to support the development of character building. The steps of developing this English assessment instrument included assessment goal analysis, assessment standard analysis, syllabus analysis, learning source analysis, designing blue print, developing assessment, expert judgment, and revision. This research produced English assessment instrument which assessed students’ affective, cognitive, and psychomotor domains. The reliability and quality of the developed assessment instrument were found out by giving expert judgment form to the experts of assessment and English language teaching. The scores which were given by the two experts were 650 from the first expert and 802 from the second expert. Based on those scores, the quality of the developed English assessment instrument was categorized as excellent. The reliability of the data was categorized as excellent in which the score of Alpha Cronbach’s coefficient was 0.9. It means that the developed culture-based English assessment instrument was suitable to be used in teaching and learning process that implements Curriculum 2013 in Buleleng Sub-districtkeyword : Balinese culture, English assessment, and Curriculum 2013
DEVELOPING LANGUAGE LEARNING SONGS AS A STRATEGY FOR TEACHING ENGLISH TO THE SECOND SEMESTER OF EIGHTH GRADE STUDENTS IN SINGARAJA ., Putu Indah Darmayani; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Drs.Gede Batan,MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8652

Abstract

Penelitian ini adalah dalam bentuk penelitian dan pengembangan yang bertujuan untuk (1) mengembangkan lagu-lagu pembelajaran bahasa yang tepat yang dapat digunakan untuk mengajar bahasa inggris dengan topic yang berbeda untuk semester kedua dari siswa kelas delapan dan (2) mengukur kualitas lagu-lagu pembelajaran bahasa sebagai strategy untuk mengajar bahasa inggris untuk semester kedua dari siswa kelas delapan. Desain model Peffers digunakan pada penelitian ini. Subjek dari penelitian ini adalah siswa-siswa kelas delapan di kelas VIII A3 di SMP Negeri 1 Singaraja. Data dikumpulkan dengan menggunakan beberapa instrument penelitian, seperti lembar observasi, panduan wawancara, analisis dokumen, and rubric penilaian ahli. Data yang didapat dianalisis secara kuantitaif dan kualitatif dengan mendeskripsikannya secara rinci dan data dari kualitas produk dianalisis dengan menemukan rata-rata dan kategori skor. Berdasarkan perolehannya, telah dikembangkan delapan lagu pembelajaran bahasa yang disajikan kedalam buku pedoman dan cd dan hasil dari validasi ahli menunjukkan bahwa lagu-lagu pembelajaran bahasa yang dirancang dikategorikan sebagai produk unggulan.Kata Kunci : Lagu-lagu pembelajaran bahasa, Buku Pedoman, Strategy mengajar This research was in form of Research and Development (R&D) which aimed (1) developing the suitable language learning song that can be used for teaching English with different topic for the second semester of the eight grade students and (2) measuring the quality of language learning songs as a strategy for teaching English to the second semester of 8th grade students. Peffers design model was used in this present study. The subjects of this study were the eighth grade students in VIII A3 class in SMP Negeri 1 Singaraja. The data were collected by using several research instruments, such as observation sheet, interview guide, document analysis, and rubric of expert judgment. The data obtained were analysed qualitatively by describing them in detail and the data of product’s quality were analysed quantitatively by finding means and score categories. From the result, eight language learning songs which presented into a manual book and cd were developed and the result of experts’ validation showed that the language learning songs designed were categorised as excellent prototype. keyword : Language Learning Songs, Manual Book, Teaching Strategy
AFFIXATION IN MELAYA PANTAI DIALECT: A DESCRIPTIVE STUDY OF MORPHOLOGICAL PROCESS ., Laras Wahyurini; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., Drs.Gede Batan,MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3419

Abstract

Penelitian ini mendiskusikan tentang proses morfologi pada imbuhan yang ditemukan pada dialek Melaya Pantai yang berperan membentuk kata dan artinya ketika imbuhan tersebut ditambahkan pada kata dasar tertentu. Tujuan dari penelitian ini adalah: (1) untuk menemukan jenis-jenis imbuhan pada dialek Melaya Pantai, (2) mengetahui proses imbuhan membentuk kata, dan (3) menemukan arti kata setelah mendapatkan imbuhan. Penelitian ini bersifat deskriptif kualitatif. Data diperoleh melalui observasi dan wawancara, dan menggunakan beberapa instrumen seperti: peneliti itu sendiri, alat perekam, daftar kata, daftar kalimat, dan panduan wawancara. Subjek pemberi informasi dalam penelitian ini adalah pembicara asli dialek Melaya Pantai. Hasil penelitian ini menunjukkan bahwa dialek Melaya Pantai memiliki tiga jenis imbuhan. Imbuhan-imbuhan yang ditemukan yaitu: awalan {N-; me-; di-; ber-; ter-; se-}, akhiran {-i; -an; -ken; -nye}, dan imbuhan gabung {N-i; N-ken; ke-an; pe-an; me-i}. Disamping itu ada beberapa proses imbuhan yang ditemukan pada dialek Melaya Pantai yaitu; proses ellipsis, proses derivasional, dan proses infleksional. Dari proses imbuhan pada dialek Melaya Pantai ditemukan bahwa proses-proses tersebut dapat mengubah arti kata setelah mendapatkan imbuhan.Kata Kunci : Proses morpologi, Imbuhan, Dialek Melaya Pantai This research discussed about morphological process of affixation found in Melaya Pantai dialect which has roles in constructing words and their meaning when they were added to certain bases. The purposes of this research were: (1) to find the kinds of affixes in Melaya Pantai dialect, (2) to know the process of affixation constructing the word, and (3) to find the meaning of the word after getting the process of affixation. This research was designed as a descriptive qualitative research. The data were collected through observation and interview process, and it used some instruments such as: the researcher itself, recording tools, word list, sentence list and interview guide. The subjects in this research were the native speakers of Melaya Pantai dialect. The result in this study showed that Melaya Pantai Dialect had three kinds of affixes. Those affixes that were found are: prefix {N-; me-; di-; ber-; ter-; se-}, suffix {-i; -an; -ken; -nye}, and circumstance {N-i; N-ken; ke-an; pe-an; me-i}. Besides that there were some process of affixation found in Melaya Pantai Dialect; they were deletion process, derivational process, and inflectional process. From the process of affixation in Melaya Pantai Dialect it was found that those processes can change the meaning of the words after getting the affixation process.keyword : Morphological process, Affixation, Melaya Pantai dialect
AN ANALYSIS OF THE RELEVANCE OF INSTRUCTIONAL MATERIALS AND THE TYPE OF TEACHING STRATEGIES USED FOR ADVANCED READING COURSE IN ENGLISH EDUCATION DEPARTMENT ., Luh Melin Udayanti; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Drs.Gede Batan,MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5464

Abstract

Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk menganalisis relevansi bahan ajar dan jenis strategi pengajaran yang digunakan untuk perkuliahan lanjutan Advanced Reading dalam jurusan pendidikan bahasa inggris. Subyek penelitian ini adalah mahasiswa yang telah mengambil perkuliahan lanjutan dari reading 1, reading 2, dan reading 3, dan dosen yang telah mengajar mata kuliah Advanced Reading di jurusan pendidikan bahasa inggris. Data dikumpulkan berdasarkan checklist, serta kuesioner dosen dan, dan juga hasil penilaiian dari para ahli serta diskusi kelompok dengan mahasiswa. Temuan penelitian menunjukkan bahwa bahan ajar dan silabus yang digunakan dalam perkuliahan Advanced Reading dikatakan "Sedikit relevan" untuk digunakan sebagai sumber belajar di jurusan pendidikan bahasa inggris. Strategi pengajaran yang sering digunakan dalam perkuliahan Advanced Reading adalah Diskusi. Hasil kuesioner dan diskusi kelompok dengan mahasiswa dari 6 (enam) kelas yang berbeda menunjukkan fokus tujuan pembelajaran Advanced Reading yang berbeda di setiap kelasnya disebabkan karena perbedaan materi pembelajaran yang diberikan oleh dosen. Penggunaan strategi pengajaran tidak memenuhi kriteria pelajar dewasa sehingga pembelajaran dianggap gagal untuk mendorong motivasi siswa dalam belajar.Kata Kunci : keterampilan membaca, bahan ajar, relevansi pembelajaran dan strategi mengajar This study was a descriptive qualitative research which aimed to analyze the relevance of instructional materials and the type of teaching strategies used for Advanced Reading course in English Education Department. The purpose was to describe the relevance of the syllabus and instructional materials, as well as the quality of these learning materials, and to find out the students perception of Advanced Reading course. The subjects of this research were the students who have taken Advanced Reading course and the lecturer who have taught Advanced Reading course in English Education Department. This research was a descriptive qualitative research which was utilizing checklist and questionnaire. The data collected from the expert judges’ checklist, as well as lecturer questionnaire and checklist, and also students’ questionnaire and focus group discussion. The data obtained were descriptively analyzed. The finding of the research showed the relevance of Instructional Materials and the Advanced Reading syllabus was said “Slightly Relevant” to be used as learning resource for English Education Department students. It showed that all experts choose more than 44% of criteria which had been reached. The teaching strategies that used frequently in Advanced Reading course was Discussion. The questionnaire result and the focus group discussion with the students from 6 (six) different classes showed different focus of learning objectives acquired by the students of each classes due to the differences of the learning material provided by the lecturer. The use of teaching strategies which also did not meet the criteria of adult learners was failed to encourage students’ motivation of learningkeyword : reading skill, advanced reader, instructional materials, relevance materials, and teaching strategies
DEVELOPING A CHARACTER-BASED ENGLISH LANGUAGE TEXTBOOK FOR GRADE VII OF JUNIOR HIGH SCHOOL BASED ON THE CURRICULUM 2013 ., Luh Tiwika Praba; ., Drs.Gede Batan,MA; ., Ni LP. Eka Sulistia Dewi, S.Pd. M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3273

Abstract

This study aimed at developing a character-based English textbook for grade VII of junior high school based on the curriculum 2013. The product of this study was developed based on modified instructional design proposed by Dick, Carey, & Carey (2001). The instructional design consists of identifying instructional goal, conducting instructional analysis, analyzing learners and context, writing performance objectives and indicators, developing judgment instrument, developing design of the textbook, developing content of the textbook, conducting formative evaluation, revising the textbook, limited field trial, and the final product. The subjects of this study were 29 students of class VII.A7 of SMP Negeri 1 Singaraja. There were two experts involved in evaluating the textbook, i.e. a lecturer who expert in material development and an English teacher. From the experts judgment, it is obtained the value of Cronbach’s Alpha coefficient is 0.938 (excellent). In addition, the total mean score of experts’ judgment is 4.35, which is categorized as excellent. The result shows that the character values of the textbook presented in the content and presentation of the textbook. It term of presentation, the textbook followed the steps of scientific approach, namely observing, questioning, exploring, associating, and communicating. Further, from the limited field trial, 24.1% students give rating 4 (happy) toward the textbook implementation and 75.9% give rating 5 (very happy). It means that all students give positive response upon the textbook. Thus, the textbook which developed in this research is feasible to be used for grade VII based on the curriculum 2013.keyword : English textbook, curriculum, curriculum 2013, character-based instruction
IMPROVING STUDENTS’ WRITING COMPETENCY BY USING ‘THE IDEA-DETAILS’ TECHNIQUE IN CLASS XI IA 2 OF SMA NEGERI 4 SINGARAJA IN THE ACADEMIC YEAR 2013/2014 ., Ni Wayan Diantini; ., Drs.Gede Batan,MA; ., Ni Wayan Surya Mahayanti, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.4423

Abstract

Penelitian ini dilakukan untuk mengetahui apakah kompetensi menulis siswa kelas sebelas bisa ditingkatkan dengan menggunakan teknik ide dan detel atau tidak. Penelitian ini megikutsertakan siswa dari kelas XI IA2 di SMA Negeri 4 Singaraja tahun ajaran 2013/2014. Jumlah total dari siswa adalah 38 orang yang terdiri dari 10 siswa laki-laki dan 28 siswa perempuan. Penelitian ini dilaksanakan berdasarkan penelitian tindakan kelas. Penelitian ini dilaksanakan dalam 2 siklus. Ada beberapa instrumen yang digunakan dalam penelitian ini, yakni skenario mengajar, tes tulis, dan kuesioner. Dalam pre-tes, jumlah siswa yang mencapai nilai standar yang diterapkan di SMA Negeri 4 Singaraja hanya 2 (6%) orang, dimana nilai rata-ratanya adalah 5.6 dengan standar deviasi 8.5. Jumlah tersebut meningkat pada pada hasil siklus 1. Terdapat 8 (21%) siswa yang memenuhi nilai standar, dimana nilai rata-ratanya mencapai 68 dengan standar deviasi 7.9. Bagaimanapun, dalam siklus terakhir atau siklus ke 2, jumlah siswa yang mencapai nilai standar sebanyak 29 (76%) orang. Nilai rata-rata di siklus ke 2 mencapai 79 dengan standar deviasi 4. Hasil penelitian diatas menunjukan bahwa penerapan teknik ide dan detel dapat meningkatkan kompetensi menulis siswa. Dalam proses pembelajaran ini, siswa juga memeberikan respon yang baik.Kata Kunci : kompetensi menulis, teknik ide dan detel The study was conducted in order to know whether the writing competency of eleventh grade students could be improved by using the Idea-Details technique or not. The subjects of this study are the students in class XI IA2 at SMA Negeri 4 Singaraja in the academic year 2013/2014. There were 38 students in this class which consisted of 10 male students and 28 female students. The study was conducted using a classroom action research design. This study was done in two cycles. The instruments used in this study were teaching scenario, written test, and questionnaire. In the pre-test, the number of students who could pass the standard score was only 2 (6%) students, in which the mean score was 5.6 and the standard deviation was 8.5. In the first cycle, there were 8 (21%) students who were pass the standard score which is used in SMA Negeri 4 Singaraja, in which the mean score was 68 and the standard deviation was 7.9. However, in the last cycle or cycle 2, the number of students who could pass the standard score increased a lot. It was about 29 (76%) students who could pass the standard score. The mean score was 79 and the standard deviation was 4. The results of the study indicated that the use of the Idea-Details technique could improve students’ writing competency. The students also gave positive responses during the teaching-learning process.keyword : writing competency, the idea-details technique
DEVELOPING A LOCAL CULTURE-BASED PICTURE STORYBOOK IN THE FORM OF FABLE FOR TEACHING ENGLISH FOR YOUNG LEARNERS ., Putu Widya Savitri; ., Drs.Gede Batan,MA; ., Dra.Ni Made Ratminingsih, MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8673

Abstract

This research was a research and development study which aimed at developing a local culture-based picture storybook entitled “Siap Selem”. Balinese local culture used is in a form of fable. It applied a framework proposed by Sugiono (2014). The data were collected from observation, interview and literature review in designing the product. The results are the picture storybook entitled “Siap Selem” obtains content validity (cv = 0.88), categorized as very high, while the quality is judged excellent with score 4.57, which each of the result was analyzed by using Gregory Formula and Likert Scale. Thus, it can be stated that the picture storybook developed is expected to be an appropriate supplementary reading for pleasure material for teaching English for TEYL (Teaching English to Young Learners).Kata Kunci : young learners, local culture, reading for pleasure, story, fable, picture book Penelitian ini merupakan studi penelitian dan pengembangan yang bertujuan untuk mengembangkan buku cerita bergambar yang berjudul “Siap Selem”. Budaya lokal yang digunanakan adalah Bali dalam bentuk fabel. Dalam mengembangkan buku cerita bergambar digunakan kerangka penelitian dan pengembangkan yang dikemukakan oleh Sugiyono (2014). Data yang berupa observasi, interview, dan kajian pustaka digunakan dalam membuat produk penelitian. Hasil penelitian adalah validasi isi (cv = 0.88) tergolong sangat tinggi, sedangkan qualitas dinilai sangat baik dengan nilai 4.57, dimana setiap hasil tersebut dianalisa dengan menggunakan Gregory Formula dan skala Likert. Jadi, dapat dinyatakan bahwa buku bergambar yang dikembangkan, diharapkan sesuai untuk pembelajaran Bahasa Inggris sebagai materi tambahan membaca untuk kesenangan dalam TEYL.keyword : Pelajar muda, budaya lokal, membaca untuk kesenangan, buku cerita, fael, buku bergambar
CLASSROOM INTERACTION IN ENGLISH LANGUAGE INSTRUCTION USING FLINT SYSTEM AS THE BASIS OF ANALYSIS IN RELATION TO STUDENT’S COMPETENCY AT ELEVENTH GRADE IN SMA N 4 SINGARAJA ., Wisnu Saputra; ., Drs.Gede Batan,MA; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.4769

Abstract

Penelitian ini bertujuan untuk menemukan kategori dari interaksi kelas yang terjadi di kelas sebelas SMA N 4 Singarja berdasarkan Foreign Language Interaction Analysis (FLINT) System, kategori yang paling sering muncul, dan level dari kompetensi siswa setelah proses belajar mengajar. Subjek dari penelitian ini adalah dua orang guru dan siswa di kelas XI MIA 2 dan XI MIA 3. Peneliatian ini dirancang menggunakan penelitian deskriptif kualitatif. Hasil dari penelitian menjunjukkan bahwa: (1) seluruh kategori dari interaksi kelas berdasarkan FLINT system ditemukan selama proses belajar mengajar. Kategori-kategori kersebut adalah Deals with Feeling, Praise and Encourages, Jokes, Uses Ideas of Student, Repeats Student Response Verbatim, Asks questions, Gives information, Corrects without Rejection, Gives Direction, Direct Pattern Drills, Criticizes Student Behavior, Criticizes Student Response, Student Response Specific, Student Response Choral, Student Response Open-Ended or Student Initiated, Silence, Silence AV, Confusion Work-Oriented, Confusion non work-oriented, Laughter, Uses of Native Language and Nonverbal. (2) Kategori dari teacher talk yang sering terjadi adalah asking question sedangkan kategori dari student talk yang sering muncul adalah student response, open ended or student initiated. (3) rata-rata nilai dari kompetensi siswa dari seluruh observasi adalah 79. Itu berarti kategori dari nilai tersebut adalah B-. Walaupun hasil dari observasi menujukkan bahwa student talk lebih dari teacher talk, namun penggunaan bahasa ibu sangat sering digunakan ketika observasi.Kata Kunci : Foreign Language Interaction (FLINT) system, Interaksi Kelas, Kompetensi Bahasa Inggris, Pembelajaran Bahasa Inggris This study aimed at finding the classroom interaction categories occurring in the eleventh grade of SMA N 4 Singaraja based on Foreign Language Interaction Analysis (FLINT) System, category which most frequently occurred, and level of the student’s competency after teaching and learning process. The subjects of the study were two teachers and students in XI MIA 2 and XI MIA 3. This study was designed by using descriptive qualitative research. The result of the research shows that: (1) all categories of classroom interaction based on FLINT system exist during the teaching learning process. Those are Deals with Feeling, Praise and Encourages, Jokes, Uses Ideas of Student, Repeats Student Response Verbatim, Asks questions, Gives information, Corrects without Rejection, Gives Direction, Direct Pattern Drills, Criticizes Student Behavior, Criticizes Student Response, Student Response Specific, Student Response Choral, Student Response Open-Ended or Student Initiated, Silence, Silence AV, Confusion Work-Oriented, Confusion non work-oriented, Laughter, Uses of Native Language and Nonverbal. (2) The teacher talk category that mostly occurs is asking question while student talk category that mostly appears is student response, open ended or student initiated (3) the average score of the students’ competency from all of the observation is 79. It means the category of the average score was B-. Even the result of all the observation shows that the students talk more than the teacher talk, but the use of native language is very highly used in the observation.keyword : Classroom interaction, English Language Instruction, English Language Competency, Foreign Language Interaction (FLINT) system
DEVELOPING A STANDARD ENGLISH LANGUAGE FINAL ACHIEVEMENT TEST INSTRUMENT FOR 8TH GRADE STUDENTS BASED ON THE IMPLEMENTATION OF CURRICULUM 2013 IN KARANGASEM AND BULELENG REGENCY IN 2014/2015 SCHOOL YEAR ., Ni Wayan Aristiya Dewi; ., Drs.Gede Batan,MA; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.11241

Abstract

Penelitian R&D ini bertujuan untuk menyajikan spesifikasi dan pengembangan instrumen tes ulangan kenaikan kelas Bahasa Inggris untuk menilai kompetensi pengetahuan siswa kelas 8 berdasarkan penerapan Kurikulum 2013. Spesifikasi tes dirancang berdasarkan 15 kompetensi dasar bidang pengetahuan dalam silabus kurikulum 2013. Pengembangan tes mengikuti enam prosedur pengembangan tes bahasa standar oleh Brown dan Abeywickrama (2010). Akan tetapi, karena keterbatasan penelitian maka pengembangan tes hanya mengikuti 4 prosedur yaitu 1) menentukan objektif dan tujuan tes, 2) merancang kisi-kisi, 3) merancang tes, dan 4) membuat evaluasi yang sesuai terhadap butir soal (validasi, try-out, dan analisis butir). Proses validasi tes melibatkan dua orang ahli yang hasilnya menyatakan tes tersebut memiliki validitas konstruk dan tampilan yang sangat baik. Uji coba dilakukan dua kali dan analisis buti dilakukan terhadap skor tes siswa untuk mendapatkan hasil tingkat kesusahan, daya pembeda, keefektifan pengecoh, dan homogenitas butir soal. Uji reliabilitas dihitung dengan metode Split half dan hasilnya adalah 0,93. Dari 100 butir soal yang awalnya dirancang, 65 butir soal dinyatakan layak untuk test.Kata Kunci : tes ulangan kenaikan kelas, pengembangan tes, analis butir soal, kurikulum 2013 This R&D study was aimed to present the specification and the development of a standard English Language final achievement test instrument to assess the 8th grade students knowledge competency based on the implementation of Curriculum 2013. The specification of the test was designed based on the 15 basic competencies of knowledge competence in the curriculum 2013 syllabus. The test development followed six procedures of developing standard language test by Brown and Abeywickrama (2010). However, because of the limitation of the study the test development only followed 4 procedures namely 1) determining the objective and purpose of the test, 2) designing the test specification, 3) designing the test, and 4) make appropriate evaluation of different kinds of items (validation, try-outs, and item analysis). The test validation process involved two experts and the result showed that the test has a very good construct and face validity. Try out tests were conducted twice and item analysis was conducted on the students’ test score to get the result of the item facility, item discrimination, distractor efficiency, and item homogeneity. The reliability of the test was calculated with Split half method and found to be 0.93. From 100 questions item that initially designed, 65 question items were accepted for the test. keyword : achievement test, test development, item analysis, curriculum 2013
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 .