Article Per Year (5 Year)
p-Index From 2021 - 2026
0
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Bahasa Inggris
Drs.Gede Batan,MA .
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

Published : 134 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 134 Documents
Search

 4   5   6   7   8 
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)
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
THE PHONOLOGICAL SYSTEM OF PELAGA DIALECT: A DESCRIPTIVE QUALITATIVE STUDY ., Gusti Ngurah Rai Dwijantara; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Drs.Gede Batan,MA
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.v1i1.3333

Abstract

Penelitian ini bertujan untuk mendiskripsikan jumlah fonem dari dialek Pelaga. Penelitian deskriptif ini di desain dengan menggunakan penelitian deskriptif kualitatif. Tiga narasumber di pilih berdasarkan beberapa kriteria. Data di kumpulkan berdasarkan tiga word list, yaitu Swadesh, Budasi, and Holle. Data yang diperoleh di analisis secara deskriptif. Hasil dari penelitian menunjukan PD memiliki 55 fonem, yaitu: 6 vowel: /ʌ/, /i/, /u/, /e/, /o/, dan /∂/. 4 geminate vowels: /ʌʌ/, /II/,/ɔɔ/, and /ʊʊ/, 19 Consonants: /p/, /b/, /t/, /d/, /k/, /g/,/ʔ/,/s/, /ʧ/,/j/, /l/, /r/, /h/, /m/, /n/, /ñ/, / ŋ/, /w/, and /y/, and 19 Consonant clusters: /kl/,/pl/, /bl, /ml/, /tl/, /kr/, /mp/, /mb/, /nt/, /nd/,/nj/, /nc/, /ŋk/, /ŋs/, /ŋg/, /ŋw/, and /ŋky/. Tidak semua distribusi fonem PD ada di tiga posisi (initial. middle and final). Kata Kunci : Kata Kunci: Penelitian deskriptif kualitatif, sistem fonologi ,dialek Pelaga, fonem, vokal, diftong, konsonan and kelompok konsonan. The study aimed at describing the number of phonemes of Pelaga Dialect (PD). This descriptive study was designed by using a descriptive qualitative research. Three informant samples of PD were chosen based on a set of criteria. The data were collected based on three word lists: Swadesh, Budasi, and Holle’s Word Lists. The obtained data were analyzed descriptively. The result of the study shows that PD has 55 phonemes, namely: 6 vowels; /ʌ/, /i/, /u/, /e/, /o/, and /∂/. 9 Dipthongs; /ʌi/, /iʌ/, /ʌu/, /uʌ/, /ʌ∂/, /ʌe/, /ʌɔ/, /iu/, and /ɔʌ/, 4 geminate vowels; /ʌʌ/, /II/,/ɔɔ/, and /ʊʊ/, 19 Consonants; /p/, /b/, /t/, /d/, /k/, /g/,/ʔ/,/s/, /ʧ/,/j/, /l/, /r/, /h/, /m/, /n/, /ñ/, / ŋ/, /w/, and /y/, and 19 Consonant clusters; /kl/,/pl/, /bl, /ml/, /tl/, /kr/, /mp/, /mb/, /nt/, /nd/,/nj/, /nc/, /ŋk/, /ŋs/, /ŋg/, /ŋw/, and /ŋky/. Not all of phonemes distribute in three positions (initial, middle, and final position). keyword : Key Words: Descriptive qualitative study, the phonological system, Pelaga dialect, phonemes, vowel, diphthong, consonant cluster and consonant.
Developing Culture-based English E-media to Support the Implementation of Curriculum 2013 for the First Semester of Grade VII of Junior High School in Buleleng Sub District ., Ni Luh Putu Maya Apsari; ., Drs.Gede Batan,MA; ., Ni Wayan Surya Mahayanti, S.Pd, M.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.v1i1.6151

Abstract

Desain dan pengembangan penelitian ini bertujuan untuk merancang dan mengembangkan elektronik media bahasa inggris berbasis budaya local Bali untuk mendukung pelaksanaan kurikulum 2013 untuk semester pertama kelas VII SMP di kecamatan Bulelelng. Penelitian ini difokuskan pada pengembangan e-media yang terintegrasi dengan budaya Bali. Tujuan dari penelitian ini adalah elektronik media bahasa inggris berbasis budaya Bali yang dikembangkan dengan menggunakan program Adobe Flash CS6. Sumber data diambil dari kebutuhan analisis yang dilakukan oleh Dewi dan Batan (2015), literatur terkait pada pengembangan e-media, dan hasil penilaian ahli. Data dianalisis secara deskriptif kualitatif dan kuantitatif. Penelitian ini dirancang berdasarkan Peffers, dkk (2007) yang terdiri dari enam fase yaitu:. (1) mengidentifikasi masalah, (2) menjelaskan tujuan, (3) merancang dan mengembangkan produk, ( 4) pengujian produk dengan menggunakan penilaian ahli, (5) mengevaluasi hasil pengujian, dan (6) mengkomunikasikan hasil pengujian. Hasil skor penilaian ahli 'menunjukkan bahwa total berarti skor 3,8 yang berarti e-media memiliki kualitas yang baik dan dapat digunakan dalam proses belajar mengajar bahasa Inggris untuk semester pertama kelas VII SMP di Buleleng.Kata Kunci : elektronik media, berbasis budaya, budaya Bali This design and development research aimed at designing and developing a culture-based English e-media to support the implementation of curriculum 2013 for the first semester of grade VII of junior high schools in Buleleng sub-district. This research focused on developing e-media that is integrated with Balinese culture. The object of this reseach was culture-based English e-media that was developed by using Adobe Flash CS6 program. The source of data was taken from the need analisys conducted by Dewi and Batan (2015), related literatures on developing the e-media, and the result of expert judgement. The data were analyzed descriptively both qualitatively and quantitatively. This research was designed based on the adaptation of peffers et al.’s model (2007) that consisted of six phases namely: (1) identifying the proble, (2) describing the objective, (3) designing and developing the product, (4) testing the product by using expert judgement, (5) evaluating the testing result, and (6) communicating the testing result. The result of experts’ judgement score showed that the total mean score 3.8 which means the e-media had a good quality and it can be used in teaching and learning English for the second semester of grade VII of junior high schools in Buleleng.keyword : E-media, Culture-based, Balinese culture
The Contribution of Picture Media towards the English Language Competency of the Seventh Grade Students of SMP N 1 Singaraja in relation to the Implementation of Curriculum 2013 in 2013/2014 ., Made Seni Ryana; ., Drs.Gede Batan,MA; ., I Putu Ngurah Wage M, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The aim of this study were to find out (a) significant difference of English language competency of between the students who learnwith picture mediain a scientific approach and those who learn without picture media; (b) to find out the students’ responses towards the use of picture media in learning English based on the scientific approach. The resultwas an experimental with a post-test control group design. The population of this study consisted of 236 students eight different classes. There were 60 students selected as the sample using cluster random sampling divided into a control group and an experimental group. The data of the study were collected by using test, questionnaires, and observation check list. The analysis of the quantitative data was carried out by using descriptive and inferential statistics, while the analysis of the qualitative data were made descriptively. The results indicated that: (a) there was a significant different of English language competency between the students who were taught with picture media. This meant that picture media used based on the scientific approach contributed significantly the English language competency of the students at the seventh grade of SMP Negeri 1 Singaraja. (b) The students’ development of scientific attitude based on the results it was recommended for the teacher to implement the scientific approach supported by picture media,. Kata Kunci : picture, English Language, Scientific Approach The aim of this study were to find out (a) significant difference of English language competency of between the students who learnwith picture mediain a scientific approach and those who learn without picture media; (b) to find out the students’ responses towards the use of picture media in learning English based on the scientific approach. The resultwas an experimental with a post-test control group design. The population of this study consisted of 236 students eight different classes. There were 60 students selected as the sample using cluster random sampling divided into a control group and an experimental group. The data of the study were collected by using test, questionnaires, and observation check list. The analysis of the quantitative data was carried out by using descriptive and inferential statistics, while the analysis of the qualitative data were made descriptively. The results indicated that: (a) there was a significant different of English language competency between the students who were taught with picture media. This meant that picture media used based on the scientific approach contributed significantly the English language competency of the students at the seventh grade of SMP Negeri 1 Singaraja. (b) The students’ development of scientific attitude based on the results it was recommended for the teacher to implement the scientific approach supported by picture media,. keyword : picture, English Language, Scientific Approach
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
AN ANALYSIS OF CODE MIXING IN FACEBOOK STATUS USED BY 8TH GRADE STUDENTS AT SMP NEGERI 1 SERIRIT AND ITS IMPLICATIONS IN LEARNING ENGLISH ., Luh Putu Pipin Dwineta; ., Drs. Asril Marjohan,MA; ., Drs.Gede Batan,MA
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.v1i1.3927

Abstract

Penelitian ini bertujuan untuk (1) menganalisis jenis campur kode dalam status facebook digunakan oleh siswa kelas 8 di SMP Negeri 1 Seririt, (2) menganalisis tipe dominan campur kode dalam status facebook, (3) menganalisis alasan siswa dalam menggunakan campur kode, (4) menjelaskan implikasinya dalam belajar bahasa Inggris. Penelitian ini adalah penelitian deskriptif dengan subjek guru bahasa Inggris dan siswa 8E dan 8F di SMP Negeri 1 Seririt. Data diperoleh melalui observasi dan wawancara. Metode yang digunakan dalam penelitian ini: mengamati, wawancara, dan merekam. Data primer diperoleh melalui facebook status dari sampel penelitian, dan data sekunder diperoleh melalui wawancara. Ada 6 jenis campur kode dalam status facebook digunakan oleh siswa-8 berdasarkan Ho (2007) yaitu: 1) Letter of alphabet 19 kode (13,1%), 2) Short forms: 1 kode (0,6 %), 3) Proper nouns: 2 kode (1,3%), 4) Lexical words: 68 kode (46,8%), 5) Incomplete sentence: 26 kode (17,9%), 6) Single full sentence: 29 kode (20%). Jenis dominan adalah lexical words. Alasan siswa menggunakan campur kode: 1) membantu pengguna facebook lain untuk memahami topik; 3) kebiasan; 4) menunjukkan identitas kelompok mereka; 5) mengutip ungkapan terkenal; 6) membicarakan topik tertentu. Implikasi positif: 1) meningkatkan kosakata bahasa Inggris; 2) menggungkapkan makna. Implikasi negatif: 1) siswa menggunakan pola bahasa Inggris yang tidak sesuai; 2) siswa tidak mampu berkomunikasi secara efektif.Kata Kunci : Campur Kode, Status Facebook, Implikasi dalam Belajar Bahasa Inggris This study aimed at (1) analyzing the types of code mixing in facebook status were used by 8th grade students at SMP Negeri 1 Seririt, (2) analyzing dominant type of code mixing in facebook status, (3) analyzing students’ reasons in using code mixing, (4) describing its implications in learning English. This study was descriptive research with the subjects were English teacher and students of 8E and 8F at SMP Negeri 1 Seririt. The data was obtained through observation and interview. The methods was used in this study were observing, interviewing, and recording. Primary data was obtained through facebook status of the study sample, and secondary data was obtained through interview. There were 6 types of code mixing in facebook status used by 8th students based on Ho‘s (2007) namely: 1) Letter of alphabet: 19 items (13.1%), 2) Short forms: 1 item (0.6%) , 3) Proper nouns: 2 items (1.3%), 4) Lexical words: 68 items (46.8%), 5) Incomplete sentence: 26 items (17.9%), 6) Single full sentence: 29 items (20%). The dominant type was Lexical words. The students’ reasons in using code mixing such as: 1) Helping the other facebook users to understand the topic; 2) student’s habit; 3) Expressing group identity; 4) Quoting the famous expressions; 5) Talking about particular topic. The positive implications such as: 1) Improving English vocabularies; 2) Understanding the meaning of English sentence. The negative implications such as: 1) The students used inappropriate English pattern; 2) The students were not able to communicate effectively. keyword : Code mixing, Facebook Status, Implications in Learning English
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)
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
An Analysis of Strategies Used in Translating the Metaphorical expressions in Harry Potter and Goblet of Fire movie ., Ni Made Pastiyari; ., Drs.Gede Batan,MA; ., G.A.P. Suprianti, S.Pd., M.Pd.
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.v4i2.9694

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui strategi yang digunakan oleh penerjemah dalam menerjemahkan ekspresi metafora yang terdapat dalam filem Harry Potter and the Goblet of Firei. Penelitian ini merupakan penelitian kualitatif dimana data tersebut dijelaskan secara deskriptif. Dalam pengumpulan data, peneliti menggunakan kuesioner dan analisis dokumen. Dalam menganalisis strategi yang digunakan oleh penerjemah dalam menerjemahkan ekspresi metaforis, peneliti menggunakan teori Larson (1984). Hasil penelitian menunjukkan bahwa ada empat strategi yang diterapkan oleh penerjemah dalam menerjemahkan metafora. Mereka Metafora diterjemahkan kedalam metaphora, (10 data), metafora diterjemahkan kedalam Simile (1 data). Metafora diterjemahkan kedalam term yang sama dengan bahasa target (1 data) and metafora diterjemahkan kedalam non-kiasan(7 data). Kata Kunci : metafora, penerjemahan, strategi penerjemahan. The aim of this study is to find the strategies used by the translator in translating the metaphorical expressions in Harry Potter and Goblet of Fire movie. This study is qualitative study in which the data were analyzed descriptively. In collecting the data, the researcher used questionnaire and document analysis. In analyzing the strategies used by the translator in translating the metaphorical expression, the researcher used Larson’s theory (1984). The result shows that there are four strategies applied by the translator in translating the metaphorical expressions. They are The Metaphor is maintained (10 data), Translating the Metaphor as Simile (1 data) 3). Substitute the Metaphor with Similar Term in Target Language (1 data), Translating the Metaphor without Keeping the Metaphorical Imagery (7 data). keyword : metaphor, translation strategies, translation.
An Analysis of Derivational and Inflectional Morphemes on Balinese Affixes of Tambakan Dialect ., Petrus I Wayan Brahmadyantara; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Drs.Gede Batan,MA
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.v1i1.3416

Abstract

Penelitian ini merupakan penelitian deskriptif kualitatif, yang bertujuan untuk menjelaskan awalan dan akhiran pada dialect Tambakan yang mengalami proses derivasi dan infleksi. Dua narasumber dari Tambakan dipilih berdasarkan beberapa kriteria. Data Dikumpulkan menggunakan tiga teknik, yaitu: teknik observasi, teknik merekam, dan teknik wawancara (mendengarkan dan mencatat). Hasil penelitian menunjukkan bahwa ada enam jenis awalan ditemukan dalam dialek Tambakan . Awalan itu adalah: [ si - ] , [ ma - ] , [ n - ] , [ ka - ] , [ pa - ] , dan [ba - ] . Juga ada enam jenis akhiran ditemukan ada dalam dialek Tambakan . Akhiran itu adalah : [ -in ] , [ - ang ] , [ - ne ] [ -an ] , [ -a ] , [ - n ] . Selain itu ada empat awalan yang mengalami derivasi: [ si - ] , [ ma - ] , [ n - ] dan [ ka - ] dan ada dua macam akhiran ditemukan pada dialek Tambakan yang diklasifikasikan sebagai akhiran derivatif . Akhiran itu adalah : [ -in ] dan [ - ang ] . Sementara itu, awalan yang mengalami infleksi adalah [ ma - ] , [ n - ] , dan [ pa - ] dan akhiran yang mengalami infleksi adalah [ -in ] , [ - ne ] , [ - ang ] , [ -an ] , [ -a ] dan [ - n ] .Kata Kunci : morfem derivasi, morfem infleksional, Tambakan Dialek (TD) This research is a descriptive qualitative research, which aimed at describing the prefixes and suffixes in Tambakan Dialect which belong to derivational and inflectional. Two informants sample of TD were chosen based on a set of criteria. The data were collected based on three techniques, namely: observation, recording technique, and interview (listening and noting) technique. The results of the study showed that there were six types of prefix found in Tambakan dialect. Those prefixes are: [si-], [ma-], [n-], [ka-], [pa-], and [ba-]. Also there were six types of suffixes found existing in Tambakan dialect. Those suffixes are: [-in], [-ang], [-ne] [-an], [-a], [-n]. Moreover there are four prefixes belong to derivational prefix, they are: [si-], [ma-], [n-] and [ka-] and There were two kinds of suffixes found in TD that classified as derivational suffix. They are: [-in] and [-ang]. Meanwhile, inflectional prefixes are [ma-], [n-], and [pa-] and inflectional suffixes are [-in], [-ne], [-ang], [-an] , [-a] and [-n].keyword : derivational morpheme, inflectional morpheme, Tambakan Dialect (TD)
A COMPARATIVE STUDY ON THE EFFECT OF JIGSAW AND STAD OF THE STUDENTS’ READING COMPREHENSION AT THE TENTH GRADE OF SMA NEGERI 2 BANJAR IN THE ACADEMIC YEAR 2013/2014 ., Irene Puspita Sari; ., Drs.Gede Batan,MA; ., Ni Wayan Surya Mahayanti, S.Pd, M.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.v1i1.4404

Abstract

Penelitian ini bertujuan untuk menyelidiki perbedaan antara prestasi pemahaman membaca siswa yang diajarkan dengan menggunakan Jigsaw dan diajarkan dengan menggunakan STAD. Populasi penelitian ini adalah siswa di kelas X SMA Negeri 2 Banjar pada tahun akademik 2013/2014. Enam puluh dua siswa terpilih menjadi sampel melalui Cluster Random Sampling di mana siswa kelas X 1 ditetapkan sebagai eksperimen kelompok-X diperlakukan dengan teknik Jigsaw dan siswa di kelas X 2 ditetapkan sebagai eksperimen berbeda. Rerata prestasi siswa dalam pemahaman membaca yang diajarkan dengan menggunakan Jigsaw adalah 78.71 dan rata-rata siswa dalam pemahaman membaca yang diajarkan dengan menggunakan STAD adalah 77.74.kelompok-Y diperlakukan dengan teknik STAD. Penelitian ini mempergunakan desain post test saja. Sebagai hasilnya, nilai probabilitas atau Sig. (2-tailed) adalah 0.682. Ini berarti bahwa tidak ada perbedaan yang signifikan dalam prestasi pemahaman membaca antara siswa yang diajarkan dengan menggunakan Jigsaw dan yang diajarkan dengan menggunakan STAD. Namun, nilai rata-rata dari masing-masing kelompok.Kata Kunci : Teknik Jigsaw, Teknik STAD dan Pemahaman Membaca This study aimed at investigating the different between students’ reading comprehension achievement taught by using Jigsaw and taught by using STAD. The population of this study was students at the tenth grade of SMA Negeri 2 Banjar in academic year 2013/2014. Sixty two students were selected to be the sample through Cluster Random Sampling in which students in class X 1 were assigned as the experimental group-X treated by Jigsaw technique and those at class X 2 were assigned as the experimental group-Y treated by STAD technique. This research applied post test only design. As the result, probability value or Sig. (2-tailed) was 0.682. It means that there was no significant difference in reading comprehension achievement between the students taught by using Jigsaw and those taught by using STAD. However, the mean score of each group is different. The mean of the students’ reading comprehension achievement taught by using Jigsaw was 78.71 and the mean of the students’ reading comprehension achievement taught by using STAD was 77.74. keyword : Jigsaw Technique, STAD technique and Reading Comprehension
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 .