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S.Pd. I G A Lokita P Utami .
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THE IMPLEMENTATION OF COMMUNICATIVE APPROACH COMBINED WITH INTENSIVE REHEARSAL IN READING ON THE EIGHTH GRADE AT SMP KATOLIK SANTO PAULUS SINGARAJA ., I Wayan Adi Eka Sunu; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., I G A Lokita P Utami, S.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.v1i1.3261

Abstract

Berdasarkan data yang ditemukan pada observasi awal, menyatakan bahwa kelas VIIIB di SMP Katolik Santo Paulus Singaraja memiliki kompetensi membaca yang rendah. Penelitian ini bertujuan untuk mengubah strategi membaca siswa, meningkatkan kompetensi membaca siswa dan untuk menyebutkan hambatan yang ditemukan dalam penerapan Pendekatan Komunikatif dikombinasikan dengan penugasan secara intensif. Penelitian ini dirancang dalam bentuk penelitian tindakan kelas. Penelitian dilakukan dalam dua siklus. Subyek penelitian yaitu 20 siswa yang terdiri dari 8 laki-laki dan 12 perempuan. Data dikumpulkan melalui evaluasi, observasi dan kuesioner. Setelah diberi tindakan dari siklus I ke siklus II, perubahan strategi siswa dalam membaca yaitu, para siswa mampu membaca teks dengan menggarisbawahi bagian penting dalam teks, memberi cek, nomor atau simbol, mencatat informasi spesifik setiap paragraf, menghubungkan informasi spesifik ke informasi lain pada paragraf lain. Hasil kompetensi membaca siswa meningkat sejalan dengan pemberian latihan secara intensif. Persentase peningkatan hasil belajar siswa yang telah lulus pada observasi awal berjumlah 4 siswa (20%), pada siklus I berjumlah 11 siswa (55%), sedangkan pada siklus II meningkat menjadi 17 siswa (85%). Kendala-kendala yang ditemui dalam pelaksanaan strategi ini antara lain, para siswa tidak terbiasa dengan strategi yng digunakan peneliti, keadaan kelas yang diluar kendali, beberapa siswa yang tidak berpartisipasi dalam kegiatan dikelas. Berdasarkan hasil penelitian, dapat disimpulkan bahwa pelaksanaan Pendekatan Komunikatif dikombinasikan dengan penugasan secara intensif dapat mengubah strategi membaca siswa, meningkatkan kompetensi membaca siswa kelas VIIIB di SMP Katolik Santo Paulus Singaraja dan hambatan-hambatan yang ditemukan selama penelitian.Kata Kunci : Kompetensi membaca, Pendekatan komunikatif, Penugasan secara intensif The findings of pre-observation indicated that student class VIIIB of SMP Katolik Santo Paulus Singaraja had low reading competency. The present study was intended to change the students’ reading strategy, to improve students reading competency and to find the obstacles conducting the implementation of Communicative Approach combined with Intensive Rehearsal. The study was designed in the form of classroom action research. It was conducted in two cycles. The subjects of study were 20 students consisting of 8 males and 12 females. The data were collected through reading evaluation, observation checklist and questionnaires. After given the treatment from cycle I to Cycle II, students’ strategy in reading changed, they read the text by underlining the important part in the text, gave check, number or symbol, noted the specific information each paragraph and connected the specific information to specific information each paragraph. The data of students reading competency improved along with the implementation of intensive rehearsal. The percentage of students who had passed the passing score of reading in pre-observation were 4 students (20%), in cycle I were 11 students (55%), meanwhile in cycle II were improved into 17 students (85%). The obstacles were, the students were unfamiliar with the strategy, class become noise, some students inactive in classroom. It could be concluded that the implementation of Communicative Approach combined with Intensive Rehearsal could change the students’ reading strategy and improve reading competency of students class VIIIB SMP Katolik Santo Paulus Singaraja. However, some obstacles found during the implementation of this strategy.keyword : Communicative approach, Intensive rehearsal, Reading competency
A STUDY ON THE STUDENTS' WRITING ERRORS IN CLASS VIII H AT SEKOLAH MENENGAH PERTAMA (SMP) NEGERI 1 SUKASADA ., Made Mesy Dwimantari; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., I G A Lokita P Utami, S.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.v1i1.3334

Abstract

Penelitian ini bertujuan untuk menganalisis tipe dan sumber kesalahan menulis pada siswa dan meningkatkan kompetensi menulis siswa melalui Pendekatan Proses. Penelitian ini dirancang dalam bentuk analisis deskriptif dan penelitian berbasis tindakan. Subyek penelitian adalah siswa kelas VIII H, SMP N 1 Sukasada tahun ajaran 2013/2014 sebanyak 30 siswa. Data dikumpulkan melalui pemunculan data, rancangan pembelajaran, tes tertulis, lembar observasi, dan kuesioner. Ada dua jenis data yang dikumpulkan, yaitu pertama, statistik deskriptif dan analisis kesalahan, kedua yaitu kuantitatif dan kualitatif data. Hasil dari analisis pertama menunjukkan bahwa ada empat jenis kesalahan yang dilakukan oleh siswa dalam menulis teks bahasa Inggris, yaitu omission error, addition error, misformation error, dan misordering error. Analisis data kedua menunjukkan bahwa kompetensi menulis siswa meningkat seiring dengan penerapan pendekatan proses. Hal ini dapat dilihat dari peningkatan persentase siswa yang lulus passing grade kompetensi menulis dari pra-observasi, siklus 1, dan siklus 2. Selain itu, peningkatan juga terlihat dari persentase siswa dalam setiap teks dan tujuh indikator kompetensi menulis. Peningkatan tersebut juga bisa dilihat dari hasil kuesioner yang menunjukkan bahwa siswa memberikan respon positif terhadap penerapan pendekatan proses. Dengan demikian, disarankan kepada guru untuk menggunakan pendekatan proses dalam pengajaran menulis, dimana pendekatan proses dapat memfasilitasi siswa untuk menulis sebuah paragraf yang baik di SMP Negeri 1 SukasadaKata Kunci : Analisis Kesalahan, Kompetensi Menulis, Pendekatan Proses The study aimed at analyzing types and sources of the students’ writing errors and improving students’ writing competency through Process Approach. The study was designed in the form of descriptive analysis and action-based research. The subjects of the study were 30 students in class VIII H of SMP N 1 Sukasada in the academic year 2013/2014. The data were collected through data elicitation, teaching scenario, writing tests, observation checklist, and questionnaire. There were two kinds of gathered data, first, descriptive statistics and error analysis data, second, qualitative and quantitative data. The result of the first analysis shows there are four types of errors committed by the students in writing English texts. They are omission errors, addition errors, misformation errors, and misordering errors. The second data analysis shows that the students’ writing competency improved along with the implementation of process approach. It could be seen from the improvement of percentage of students who had passed the passing grade of writing competency from pre-observation, cycle 1, to cycle 2. Moreover, the improvement involved the students’ percentage in each text and seven indicators of writing competency. The improvement also could be seen from the result of questionnaires in which it indicated that the students gave positive response toward the application of process approach. Thus, it is suggested to teachers to use the process approach in teaching writing since the approach could facilitate the students to write a good paragraph in SMP Negeri 1 Sukasadakeyword : Errors Analysis, Writing Competency, Process Approach
THE DEVELOPMENT OF LINEAR MULTIMEDIA IN TEACHING OPENING-CLOSING SKILL AND GIVING REINFORCEMENT SKILL IN MICROTEACHING CLASS AT ENGLISH EDUCATION DEPARTMENT ., Putu Chintya Dewi; ., I G A Lokita P Utami, S.Pd.; ., Kadek Sonia Piscayanti, S.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.v1i1.3375

Abstract

Desain penelitian dari abstrak ini bertujuan untuk meneliti dan mengembangkan multimedia linear dalam mengajarkan keterampilan membuka-menutup pelajaran dan keterampilan memberikan penguatan. Penelitian ini terdiri dari beberapa tahap; a) penelitian dan pengumpulan data, b) perencanaan, c) pembuatan prototipe d) penilaian awal produk, dan e) peningkatan produk. Instrument daripada penelitian ini adalah kuisioner penilaian ahli dan kuisioner penilaian pengguna. Semua data dianalisis secara kualitatif dan kuantitatif. Hasil dari penelitian ini berupa multimedia linear yakni dalam bentuk video dimana Bahasa Inggris sebagai mata pelajaran dan bahasa pengantar dalam video dan menggunakan murid SMP sebagai model murid di simulasi. Isi daripada video microteaching dikembangkan berdasarkan analisis kebutuhan dari mahasiswa Jurusan Pendidikan Bahasa Inggris. Lebih lanjut, multimedia linear dalam mengajar keterampilan membuka-menutup pelajaran dan keterampilan memberikan penguatan ini dikembangkan dengan mempertimbangkan indicator keberhasilan oleh Tegeh and Kirna (2010). Berdasarkan hasil dari penilaian ahli dan pengguna, kualitas linear multimedia ini sangat bagus.Kata Kunci : Keterampilan Membuka-Menutup Pelajaran, Keterampilan Memberikan Penguatan, Keterampilan Microteaching, Multimedia Linear, Video This resreach and development research design was aimed at studying and developing linear multimedia in teaching opening-closing skill and giving reinforcement skill. This research consisted of six phases: a) research and data collection, b) planning, c) creating product d) product testing, e) evaluating result of product testing, and f) upgrading product. The instrument of this research was expert judgment form and user form. All data were both analyzed descriptively and quantitatively. The result of this research was a linear multimedia which is video that contains English as subject material in teaching the microteaching skills, use English as the language instruction and use Junior High School students as the model in the simulation. The content of the microteaching video was developed based on the need analysis of English Education Department Students. Furthermore, linear multimedia in teaching opening-closing skill and giving reinforcement skill was developed by considering the indicator of success from Tegeh (2010). Based on the result of experts’ judgment and users, the quality of linear multimedia was excellent. keyword : Giving Reinforcement Skill, Linear multimedia, Microteaching Skill, Video, Opening-Closing skill
PRAGMATIC COMPETENCY OF THE ELEVENTH GRADE STUDENTS IN SPEAKING AT SMA N 1 AMLAPURA ., Ni Luh Putu Meriyanti; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., I G A Lokita P Utami, 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.v1i1.3928

Abstract

ABSTRAK Penelitian ini bertujuan untuk menganalisis jenis tindak tutur, dan gaya berbicara serta kesalahan yang dilakukan oleh siswa kelas XI di SMA N 1 Amlapura. Penelitian ini dirancang dengan cara kualitatif, dengan merekrut 30 siswa SMA N 1 Amlapura. Tindak tutur dan gaya berbicara diperoleh dengan menggunakan simulasi ujaran. Ucapan direkam, ditulis dan diproses secara kualitatif. Data dianalisis dengan mengelompokkan, mendeskripsikan, menjelaskan, dan menyimpulkan. Temuan ini menunjukkan sebagai berikut; pertama, ada empat tindak tutur yang paling umum digunakan dalam mengerjakan tugas, yaitu constantives, directives, commisives dan acknowledgement. Constantive adalah jenis tindak tutur yang paling dominan yang digunakan oleh siswa kelas XI di SMA N 1 Amlapura dengan persentase 93%, Frekuensi directives adalah 7 dengan persentase 3%. Acknowledgement menunjukkan frekuensi 6 dengan persentase 2,5%, dan yang terakhir adalah commisives dengan frekuensi 4 dan dengan persentase 1,7%. Kedua, dari segi gaya berbicara, ada perbedaan yang jelas dari frekuensi dan persentase antara bahasa standar dan bahasa non-standar yang digunakan oleh siswa kelas XI di SMA N 1 Amlapura. Frekuensi penggunaan bahasa standar adalah 230 dengan persentase 95,8%. Frekuensi penggunaan bahasa non-standar adalah 10 dengan persentase 4,2%. Ketiga, jenis kesalahan gramatikal merupakan jenis keslahan yang paling dominan yang dilakukan oleh siswa kelas XI SMA N 1 Amlapura dengan frekuensi 10 dari total 240 ucapan. Sementara itu, tidak ada jenis kesalahan lain yang ditemukan dalam jenis tindak tutur lainnya. Kata Kunci : kompetensi pragmatik, deskriptif kualitatif, tindak tutur, jenis kesalahan. This study analyzed the speech act types, and style as well as the errors committed by the eleventh grade students at SMA N 1 Amlapura. This study was designed with qualitative manner, by recruiting 30 students of SMA N 1 Amlapura. The speech acts and styles were elicited by using simulated utterances. The utterances were recorded, transcribed and processed qualitatively. The data were analyzed by categorizing, describing, explaining, and concluding. The finding showed the following; firstly, there were four speech acts most commonly used in excuting the tasks, namely constantives, directives, commisives and acknowledgement. Constantive was the most dominant type of speech act that exist among the eleventh grade students at SMA N 1 Amlapura with the percentage 93%, The frequency of directives was 7 with the percentage 3%. The acknowledgement showed the frequency 6 with the percentage 2.5%, and the last was commisives with the frequency 4 and with the percentage 1.7%. Secondly, in terms of speech style, there was clear distinction of the frequency and the percentage between the standard language and non-standard language used by the eleventh grade students at SMA N 1 Amlapura. The frequency of the use of standard language was 230 with the percentage 95.8%. The frequency of the use of non-standard language was 10 with the percentage 4.2%. The last, grammatical types of errors was the most dominant types of error committed by the eleventh grade students of SMA N 1 Amlapura with the frequency 10 from the total 240 speeches. Meanwhile, there weren’t any other types of errors found in other locutionary acts.keyword : pragmatic competency, descriptive qualitative, speech acts, types of errors
THE USE OF SPEECH ACTS AMONG PROSPECTIVE FRONT OFFICE STUDENTS OF SMK PARIWISATA DWI TUNGGAL TABANAN ., Ni Nyoman Sri Wahyu Puspitasari; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., I G A Lokita P Utami, 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.v1i1.4405

Abstract

ABSTRAK Penelitian ini terfokus pada analisis tindak tutur lokusi, jenis-jenis gaya bahasa yang berhubungan dengan kesopanan diantara siswa calon resepsionis SMK Pariwisata Dwi Tunggal Tabanan, dan kesalahan-kesalahan gaya bahasa yang berhubungan dengan tindak tutur lokusi dengan tugas-tugas serorang resepsionis. Ini merupakan penelitian kualitatif. Tehnik yang digunakan dalam penelitian ini adalah survei. Data dari penelitian ini dikumpulkan dengan menugaskan setiap siswa untuk mengucapkan tugas-tugas dari seorang resepsionis. Data dari penelitian ini diolah secara deskriptif dengan berfokus pada tindak tutur lokusi, tingkat kesopanan, dan kesalahan yang ditemukan di setiap tugas. Penemuan yang pertama menunjukkan bahwa ada empat tindak tutur lokusi yang sering digunakan oleh calon resepsionis SMK Pariwisata Dwi Tunggal Tabanan. Penemuan yang kedua menunjukkan bahwa tindak tutur lokusi lebih banyak di ekspresikan secara sopan (98.5%) daripada tidak sopan(1.5%). Penemuan ketiga menunjukkan bahwa kesalahan yang dilakukan oleh siswa sering terjadi pada penyambutan tamu dan pencatatan identitas tamu. Saran diberikan kepada guru SMK Pariwisata Dwi Tunggal Tabanan untuk menggunakan tindak tutur lokusi secara variatif. Kata Kunci : tindak tutur lokusi, gaya bahasa, siswa calon resepsionis AABSTRACT This research focused on the types of locutionary acts, speech styles in terms of politeness used by the prospective front officers of SMK Pariwisata Dwi Tunggal Tabanan, and the errors committed in their speech styles in terms of the appropriateness of locutionary acts and their respondent task. This research was a qualitative research. It was an observational study using a survey technique. The data were collected by assigning each student to express each of front office tasks verbally. Data were analyzed descriptively in terms of locutionary acts categories, level of politeness, and types of errors of each front office task. The first finding shows; there are four locutionary acts more frequently used by prospective front officers of SMK Pariwisata Dwi Tunggal Tabanan when they were assigning each of front office tasks. The second finding shows; the locutionary acts were expressed more in polite style (98.5%) than impolite style (1.5%). The third finding shows; the frequent of errors committed were in the appropriateness of locutionary acts and their corresponding tasks. Errors were mostly found in welcoming guest and recording guest identity. The suggestion was given to the teacher of SMK Pariwisata Dwi Tunggal Tabanan to vary the used of five locutionary acts appropriately and properly. keyword : locutionary acts, speech styles, prospective front office students
THE EFFECT OF DRAW A STORY TECHNIQUE UPON THE COMPETENCY IN WRITING DESCRIPTIVE PARAGRAPHS OF GRADE EIGHT STUDENTS OF SMP NEGERI 1 PUPUAN IN THE ACADEMIC YEAR OF 2013/2014 ., I Gede Prasetyo Wibisana; ., Drs.Gede Batan,MA; ., I G A Lokita P Utami, S.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.v1i1.2528

Abstract

Penelitian ini dilaksanakan untuk mengetahui apakah penggunaan teknik draw a story memberikan pengaruh yang signifikan terhadap kompetensi siswa dalam menulis paragraf deskriptif dibandingkan siswa yang diajar menggunakan teknik konvensional. Dalam penelitian ini, Hipotesis Nol digunakan. Karena penelitian ini merupakan penelitian eksperimental. Populasi pada penelitian ini adalah 279 siswa kelas delapan SMP Negeri 1 Pupuan. Teknik pengambilan sampel adalah dengan teknik kluster untuk menentukan kelompok experimen dan kelompok kontrolnya. Desain penelitian ini adalah post-tes dan kelompok kontrol. Dimana hasil dari perlakuan dapat ditentukan melalui post-tes setelah perlakuan untuk melihat pengaruhnya pada kelompok eksperimen yang diajar menggunakan teknik draw a story dan kelompok kontrol yang diaajar dengan menggunakan teknik konvensional. Hasil penelitian ini menunjukan bahwa rerata dari kelompok eksperimen adalah 92.87 dan rerata nilai pada kelompok kontrol adalah 86.2. Melalui nilai standar deviasi, dapat dilihat melalui tabel menunkukkan bahwa kelompok experimen memperoleh skor lebih tinggi dibanding kelompok kontrol. Standar deviasinya adakah 4.7 sedangkan pada kelompok kontrol hanya 3.3. Dilihat dari rerata dan standar deviasi, dapat dinyatakan bahwa siswa pada kelompok eksperimen menghasilkan kompetensi yang lebih baik. Disamping itu, melalui tes hipotesis dapat dikatakan bahwa hipotesis-Null ditolak dalam penelitian ini. Dapat dilihat bahwa hasil t-test adalah tobs 6.292 lebih tinggi dari nilai tcv at 2.58 pada level 0.01. Penolakan terhadap hipotesis ini menandakan bahwa terdapat pengaruh yang signifikan terhadap kompetensi siswa dalam menulis paragraf deskriptif antara siswa yang diajar menggunakan teknik draw a story dengan siswa yang diajar menggunakan teknik konvensional. Kata Kunci : kompetensi menulis, teknik draw a story, paragraf deskriptif This study was conducted to find out whether there was significant difference of students’ competency in writing descriptive paragraph between students who were taught by using draw a story technique and those who were taught by using conventional teaching technique. In this study, the Null Hypothesis was used. Since this study was experimental group. The population was the eighth grade students in SMP N 1 Pupuan which was consisted of 279 students. Cluster random sampling was used to choose the experimental group and control group. The design of this study was a Posttest-Only Control Group Design. The result of the treatment was identified through post-test which was given at the end of the treatment to see the significant difference between the experimental groups who had been treated using draw a story technique and the control group who had been treated using the conventional teaching technique. The findings of the study showed that the mean score for experimental group was 92.87 and the mean score for the control group was 86.2. In term of standard deviation, it could be seen from the table that the experimental group had higher score than the control group. The standard deviation for experimental group was 4.7 and the control group was 3.3. Seen from the mean score and the standard deviation, it can be concluded that the students of the experimental received better competency. Besides, from the hypothesis testing, it can be said that the Null Hypothesis (Ho) used in this study was rejected. It can be seen brom the result of t-test in which tobs 6.292 was higher than the value of tcv at 2.58 at level significance 0.01. The rejection of null hypothesis means that there was a significant difference on students’ competency in writing descriptive paragraph between eighth grade students of SMP N 1 Pupuan who were taught by using draw a story technique and those who were taught by using conventional teaching technique.keyword : writing competency, draw a story technique, descriptive paragraph
THE IMPLEMENTATION OF COMMUNICATIVE APPROACH COMBINED WITH INTENSIVE REHEARSAL IN READING ON THE EIGHTH GRADE AT SMP KATOLIK SANTO PAULUS SINGARAJA ., I Wayan Adi Eka Sunu; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., I G A Lokita P Utami, 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.v1i1.3262

Abstract

Berdasarkan data yang ditemukan pada observasi awal, menyatakan bahwa kelas VIIIB di SMP Katolik Santo Paulus Singaraja memiliki kompetensi membaca yang rendah. Penelitian ini bertujuan untuk mengubah strategi membaca siswa, meningkatkan kompetensi membaca siswa dan untuk menyebutkan hambatan yang ditemukan dalam penerapan Pendekatan Komunikatif dikombinasikan dengan penugasan secara intensif. Penelitian ini dirancang dalam bentuk penelitian tindakan kelas. Penelitian dilakukan dalam dua siklus. Subyek penelitian yaitu 20 siswa yang terdiri dari 8 laki-laki dan 12 perempuan. Data dikumpulkan melalui evaluasi, observasi dan kuesioner. Setelah diberi tindakan dari siklus I ke siklus II, perubahan strategi siswa dalam membaca yaitu, para siswa mampu membaca teks dengan menggarisbawahi bagian penting dalam teks, memberi cek, nomor atau simbol, mencatat informasi spesifik setiap paragraf, menghubungkan informasi spesifik ke informasi lain pada paragraf lain. Hasil kompetensi membaca siswa meningkat sejalan dengan pemberian latihan secara intensif. Persentase peningkatan hasil belajar siswa yang telah lulus pada observasi awal berjumlah 4 siswa (20%), pada siklus I berjumlah 11 siswa (55%), sedangkan pada siklus II meningkat menjadi 17 siswa (85%). Kendala-kendala yang ditemui dalam pelaksanaan strategi ini antara lain, para siswa tidak terbiasa dengan strategi yng digunakan peneliti, keadaan kelas yang diluar kendali, beberapa siswa yang tidak berpartisipasi dalam kegiatan dikelas. Berdasarkan hasil penelitian, dapat disimpulkan bahwa pelaksanaan Pendekatan Komunikatif dikombinasikan dengan penugasan secara intensif dapat mengubah strategi membaca siswa, meningkatkan kompetensi membaca siswa kelas VIIIB di SMP Katolik Santo Paulus Singaraja dan hambatan-hambatan yang ditemukan selama penelitian.Kata Kunci : Kompetensi membaca, Pendekatan komunikatif, Penugasan secara intensif The findings of pre-observation indicated that student class VIIIB of SMP Katolik Santo Paulus Singaraja had low reading competency. The present study was intended to change the students’ reading strategy, to improve students reading competency and to find the obstacles conducting the implementation of Communicative Approach combined with Intensive Rehearsal. The study was designed in the form of classroom action research. It was conducted in two cycles. The subjects of study were 20 students consisting of 8 males and 12 females. The data were collected through reading evaluation, observation checklist and questionnaires. After given the treatment from cycle I to Cycle II, students’ strategy in reading changed, they read the text by underlining the important part in the text, gave check, number or symbol, noted the specific information each paragraph and connected the specific information to specific information each paragraph. The data of students reading competency improved along with the implementation of intensive rehearsal. The percentage of students who had passed the passing score of reading in pre-observation were 4 students (20%), in cycle I were 11 students (55%), meanwhile in cycle II were improved into 17 students (85%). The obstacles were, the students were unfamiliar with the strategy, class become noise, some students inactive in classroom. It could be concluded that the implementation of Communicative Approach combined with Intensive Rehearsal could change the students’ reading strategy and improve reading competency of students class VIIIB SMP Katolik Santo Paulus Singaraja. However, some obstacles found during the implementation of this strategy.keyword : Communicative approach, Intensive rehearsal, Reading competency
DEVELOPING MULTIMEDIA OF MICROTEACHING USING VARIATION IN TEACHING SKILL AND TEACHING SMALL GROUP AND INDIVIDUAL SKILL IN ENGLISH EDUCATION DEPARTMENT OF UNDIKSHA ., Ni Kadek Debi Kurniati; ., I G A Lokita P Utami, S.Pd.; ., Luh Diah Surya Adnyani, 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.v1i1.3488

Abstract

Penelitian pengembangan ini bertujuan untuk menghasilkan multimedia pembelajaran microteaching untuk mata kuliah microteaching di Jurusan Pendidikan Bahasa Inggris UNDIKSHA. Terdapat dua ketermapilan mengajar yang dikembangkan menjadi multimedia pembelajaran, yaitu keterampilan mengajar kelompok kecil dan perorangan dan keterampilan menggunakan variasi dalam mengajar. Metode penelitian yang digunakan adalah model penelitian dan pengembangan Borg dan Gall, yang terdiri dari 5 langkah penelitian yaitu (1) penelitian dan pengumpulan data awal, (2) perencanaan, (3) pembuatan produk awal, (4) uji coba awal, dan (5) perbaikan produk awal. Produk multimedia di validasi oleh seorang ahli isi, seorang ahli desain pembelajaran, seorang ahli media pembelajaran, seorang guru dalam uji coba perorangan, dan dua puluh lima siswa dalam uji coba kelompok kecil. Instrumen pengumpulan data adalah angket. Teknik untuk mengolah data adalah deskriptif kualitatif dan deskriptif kuantitatif. Data kualitatif diperoleh dari komentar, saran, atau mauskan dari ahli, uji coba perorangan, dan uji coba kelompok kecil. Sementara, data kuantitatif diperoleh dari skor yang deberikan pada angket. Hasi penelitian menunjukan bahwa kualitas multimedia keterampilan mengajar kelompok kecil dan perorangan dan keterampilan menggunakan variasi dalam mengajar ditinjau dari aspek; (1) isi adalah baik dan sangat baik dengan persentase 84% dan 90 %. (2) media pembelajaran adalah baik untuk kedua multimedia keterampilan mengajar dengan presentase 81% dan 80%, (3) desain pembelajaran adalah baik untuk kedua multimedia keterampilan mengajar dengan presentase 83% dan 81%, (4) tes perorangan adalah sangat baik untuk kedua multimedia keterampilan mengajar dengan presentase 997% dan 98%, and (5) tes kelompok kecil adalah baik untuk kedua multimedia keterampilan mengajar dengan presentase 88.52% dan 88.12%. Hasil validasi tersebut menunjukan bahwa multimedia yang dikembangkan tidak perlu direvisi. Berdasarkan hasil validasi tersebut, dapat disimpulkan bahwa multimedia microteaching dapat digunakan dalam proses belajar mengajar sebagai multimedia pembelajaran.Kata Kunci : multimedia pembelajaran, keterampilan mengajar kelompok kecil dan perorangan, keterampilan menggunakan variasi dalam mengajar, validasi. This development research was aimed at producing instructional multimedia of microteaching for microteaching course in English Education Department of UNDIKSHA. There were two skills of teaching being developed as instructional multimedia, those are teaching small group and individual skill and using variation in teaching skill. The research method of this study was research and development Borg and Gall Model which consisted of five steps, namely: (1) research and data collection, (2) planning, (3) making the initial product, (4) preliminary testing, and (5) upgrading the product. The product of the multimedia were validated by a content expert, an instructional design expert, an instructional media expert, a teacher in individual test, and twenty five students in small group test. The instrument used for collecting the data was questionnaire. The techniques of data analysis were descriptive qualitative and descriptive quantitative. Qualitative data were gained from comments, suggestions, or feedback given by experts, individual testing, and small group testing, while quantitative data were gained through the score given on the questionnaires. The result of the study showed that the validity of the multimedia of both teaching small group and individual skill and using variation in teaching skill in terms of; (1) content aspect were good and very good, with 84% and 90%, (2) instructional media aspect were good for both of the multimedia with 81% and 80%, (3) instructional design aspect were good for both of the multimedia with 83% and 81%, (4) individual testing aspect were very good for both of the multimedia with 997% and 98%, and (5) small group testing aspect were good for both of the multimedia with 88.52% and 88.12%. The result of the validation indicates that the multimedia does not need to be upgraded. Based on the result of the validation, it can be concluded that this multimedia of microteaching can be used in the process of teaching and learning as an instructional multimedia.keyword : instructional multimedia, teaching small group and individual skill, using variation in teaching skill, microteaching.
THE EFFECT OF DIARY WRITING TECHNIQUE TOWARD THE STUDENTS’ WRITING COMPETENCY ., I Made Ekki Pramana Supardi; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., I G A Lokita P Utami, 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.v1i1.3321

Abstract

Penelitian ini bertujuan untuk mengetahui apakah implementasi teknik diary writing mempunyai efek yang signifikan terhadap kompetensi menulis siswa. Penelitian ini berjenis experimental yang menggunakan Posttest Only Control Group Design. Dalam penelitian ini, populasinya adalah seluruh siswa kelas VIII di SMP LAB UNDIKSHA Singaraja, Buleleng-Bali pada tahun akademik 2013/2014. Sampel dalam penelitian ini adalah kelas VIII-3 sebagai kelas eksperimen dan kelas VIII-4 sebagai kelas kontrol yang ditentukan melalui Random Sampling Technique. Data yang diperoleh dalam penelitian ini adalah hasil dari posttest menulis yang dilaksanakan setelah perlakuanselesai dilakukan.Berdasarkan hasil analisis statistik deskriptif diperoleh hasil bahwa nilai rata-rata kelas eksperimen adalah 84,19 dan nilai rata-rata kelas kontrol adalah 76,11. Ini mengindikasikan bahwa kelas eksperimen lebih baik daripada kelas kontrol dalam menulis karena memperoleh nilai rata-rata yang lebih tinggi. Sementara, hasil dari analisis statistik inferensial menunjukkan bahwa nilai to adalah 2,247, yang lebih tinggi daripada nilai tcv pada 2,00 (level signifikansi 5%). Oleh karena itu, dapat disimpulkan bahwa implementasi teknik diary writing mempunyai efek yang signifikan terhadap kompetensi menulis siswa. Kata Kunci : diary writing, kemampuan menulis siswa This study aimed to investigate whether the implementation of diary writing technique had significant effect toward the students’ writing competency. This study was an experimental research which used Posttest Only Control Group Design. In this study, the population was all the grade VIII students at SMP LAB UNDIKSHA Singaraja in the academic year 2013/2014. The samples of this study were class VIII-3 as the experimental group and class VIII-4 as the control group which were determined by using Random Sampling Technique. The data of this study were obtained from the result of writing posttest conducted after the treatments were finished. Based on the result of descriptive statistic analysis, it showed that the mean score of Experimental group was 84.19 and the mean score of control group was 76.11. This indicated that the experimental group performed better than the control group due to the higher mean score. Meanwhile, the result of inferential statistic analysis through independent sample t-test showed that the value of to was 2.247, which was higher than the value of tcv at 2.00 (significance level 5%). Thus, it can be concluded that the implementation of diary writing technique had the significant effect toward the students’ writing competency.keyword : diary writing, writing competency
AN ANALYSIS OF CLASSROOM INTERACTION IN AN ENGLISH CLASS: THE CASE AT ELEVENTH GRADE OF AN IMMERSION CLASS IN SMA NEGERI BALI MANDARA ., Ni Putu Rika Amanda Putri; ., Drs. Asril Marjohan,MA; ., I G A Lokita P Utami, 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.v1i1.3377

Abstract

Penelitian ini bertujuan untuk mengetahui kategori interaksi kelas pada kelas immersi dengan menggunakan Foreign Language Interaction (FLINT) system. FLINT system dibagi menjadi 22 kategori, yaitu: (1) Deals with Feeling, (2) Praise or Encouraging, (2a) Jokes, (3) Uses Ideas of Students, (3a) Repeats Student Response Verbatim, and (4) Asks Questions (5) Gives information, (5a) Corrects without Rejection, (6) Gives Directions, (6a) Direction Pattern Drills, (7) Criticizes Student Behaviour, and (7a) Criticizes Student Response (8) Student Response Specific, (8a) Student Response Choral, (9) Student Response Open-Ended or Student-Initiated, (10) Silence, (10a) Silence AV, (11) Confusion Work-Oriented, (11a) Confusion Non Work-Oriented, (12) Laughter, (13) Uses of the Native Language, and (14) Nonverbal. Penelitian ini dilaksanakan di kelas XI IPA I SMA Negeri Bali Mandara yang terdiri dari dua puluh dua siswa. Penelitian ini dirancang dengan menngunakan pendekatan deskriptif kualitatif. Terdapat lima instrument yang digunakan dalam penelitian ini yaitu, peneliti, kamera video, catatan lapangan, panduan wawancara dan daftar kategori.Data dikumpulkan dengan cara merekam interaksi kelas di kelas XI IPA I sebanyak empat kali. Kemudian, data ditranskrip dan dikategorikan berdasarkan FLINT system. Hasil analisis data menunjukan bahwa semua kategori interaksi kelas berdasarkan FLINT system terjadi di kelas. Jumlah interaksi yang dihasilkan oleh siswa 53.57 % sedangkan interkasi guru sebanyak 46.42%. Ini berarti bahwa interaksi guru dan siswa cukup seimbang dan siswa telah diberikan kesempatan terbaik untuk berpartisipasi di kelas.Kata Kunci : Kata kunci: Interaksi kelas, Foreign Language Interaction (FLINT) system, kelas immersi Abstract This study was aimed at finding the classroom interaction categories in an immersion class by using Foreign Language Interaction (FLINT) system. FLINT system is divided into 22 categories, namely: (1) Deals with Feeling, (2) Praise or Encouraging, (2a) Jokes, (3) Uses Ideas of Students, (3a) Repeats Student Response Verbatim, and (4) Asks Questions (5) Gives information, (5a) Corrects without Rejection, (6) Gives Directions, (6a) Direction Pattern Drills, (7) Criticizes Student Behaviour, and (7a) Criticizes Student Response (8) Student Response Specific, (8a) Student Response Choral, (9) Student Response Open-Ended or Student-Initiated, (10) Silence, (10a) Silence AV, (11) Confusion Work-Oriented, (11a) Confusion Non Work-Oriented, (12) Laughter, (13) Uses of the Native Language, and(14) Nonverbal. This study was conducted in XI Science I class of SMA Negeri Bali Mandara which consists of twenty two students. This study was designed by using descriptive qualitative approach. There were five instruments used in this study namely the researcher, video camera, observation sheet, interview guide and checklist. The data was collected by recording the classroom interaction in XI Science I class for four times. After that, the records were transcribed and categorized based on the FLINT system. The result of the data analysis shows that all categories of classroom interaction based on FLINT system occurred in classroom. The total interaction produced by the students was 53.57 % while the teacher produced 46.42%. It means that the interaction between teacher and students is quite balance and students are given best possible opportunity to participate in classroom. keyword : Keywords: Classroom interaction, Foreign Language Interaction (FLINT) system, Immersion class
Co-Authors Dewa Komang Tantra Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . I Gede Prasetyo Wibisana . I Made Ekki Pramana Supardi . I Made Suta Wijana Giri . I Nyoman Adi Jaya Putra I Wayan Adi Eka Sunu . Kadek Sonia Piscayanti Luh Diah Surya Adnyani Luh Putu Widianingsih . Made Mesy Dwimantari . Ni Kadek Debi Kurniati . Ni Luh Putu Meriyanti . Ni Nyoman Sri Wahyu Puspitasari . Ni Putu Rika Amanda Putri . Pande Putu Resita Wulan . Putu Chintya Dewi . Putu Reuni Yuliana . S.Pd. M.Pd. Ni LP. Eka Sulistia Dewi .