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S.Pd. I Putu Ngurah Wage M .
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An Analysis of Derivational and Inflectional Morphemes in Javanese Surakarta Dialect ., Anis Azizah Hidayati; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., I Putu Ngurah Wage M, 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.v1i1.3570

Abstract

penelitian ini dilakukan bertujuan untuk menginvestigasi morfem derivasi dan infleksi yang ada di Bahasa Jawa dialek Surakarta. Metode dalam penelitian ini adalah deskriptif kualitatif. Data-data dalam penelitian ini diperoleh dengan metode wawancara dengan informan dan observasi. Dalam penelitian ini melibatkan tiga informan yang dipilih berdasarkan kriteria yang berlaku. Hasil dalam penelitian ini menunjukkan ada lima morfem derivasi dan dua morfem infleksi yang ada dalam dialek Surakarta. Derivasi morfem yang ditemukan adalah {n-}, {n-/-i}, {n-/-ʌkɘn}, {dipUn-/-i} dan { dipun-/-ʌkɘn }, morfem infleksi adalah {dipun-} dan {-ipun}.Kata Kunci : morfem derivasi, morfem infleksi, dialek Surakarta The research is conducted to find out the derivational and inflectional morphemes existing in Javanese Surakarta dialect. The study was designed with descriptive method. The data observed in this study were obtained by interview the informants and observation. Three informants sample in this study were selected based on a number of criterias. The results of the study showed that there were five derivational morphemes and two inflectional morphemes in Surakarta dialect. The derivational morphemes were {n-}, {n-/-i}, {n-/-ʌkɘn}, {dipUn-/-i} and { dipun-/-ʌkɘn }, the inflectional morphemes were {dipun-} and {-ipun}.keyword : Derivational Morphemes, Inflectional Morphemes, Surakarta Dialect
IMPROVING THE LISTENING COMPETENCE OF THE TENTH GRADE STUDENTS’ OF SMK NEGERI 1 NUSA PENIDA BY USING STORY BASED AUDIO VISUAL MATERIALS. ., I Komang Alit Putra; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., I Putu Ngurah Wage M, 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.v1i1.6122

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dengan menggunakan story berdasarkan materi audio visual. Subjek penelitian ini adalah siswa kelas sepuluh multimedia di SMK Negeri 1 Nusa Penida, tahun akademik 2015/2016. Jumlah subjek penelitian ini adalah 24 siswa. Penelitian ini di desain menggunakan penelitian tindakan kelas dimana dilakukan dalam dua siklus. Tiap siklus berisi empat langkah seperti: perencanaan, tindakan, observasi, dan refleksi. Data di analisis deskirptif yang mana diperoleh dengan menggunakan dua jenis instrument: test dan questionnaire. Hasil penelitian ini menunjukkan bahwa cerita berdasarkan materi audio visual meningkatkan kemampuan siswa di dalam mendengarkan. Peningkatan siswa di lihat dari skor rata-rata yang diperoleh siswa. Skor rata-rata pre-test adalah 46,16 dan ini dalam tingkat kurang. Peningkatan Skor menjadi 61,00 di post test 1 yang mana berada di tingkat baik. Peningkatan skor menjadi 68,50 berada di tingkat baik. Dari penjelasan diatas, dapat disimpulkan bahwa memiliki pengaruh yang positif untuk meningkatkan kemampuan siswa dalam hal mendengarkan. Mengajarkan mendengarkan dengan menggunakan cerita berdasarkan materi audio visual material menarik minat siswa dalam meningkatkan kemampuan mendengarkan siswa. Kata Kunci : Kemampuan Mendengarkan, Cerita berdasarkan Materi Audio Visual In this research, the researcher used story based audio visual materials to improve students’ listening competence. The participants were the students of the tenth grade students of SMK Negeri 1 Nusa Penida in academic year 2015/2016. The subjects consisted of 24 students with 10 females and 14 males. This research was designed in the form of classroom action research (CAR) which was conducted in two cycles. There were 4 phases included, namely planning, action, observation, and reflection. The data obtained were analyzed descriptively. The mean score of the pre test was 46.16 which means that some of the students or 41% could pass the minimum score level of criteria (KKM) and it was categorized as poor level. Meanwhile, the mean score of the post test 1 was 61.00 which means that there were 12 students or 50% who could pass KKM and it indicated that students’ level was sufficient. After post test 2 was conducted, the mean score increased up to 68.50 which means that there were 19 students or 79% could pass KKM. The score of the post test 2 was categorized as good level. Based on the explanation above, it can be said that story based audio visual materials have positive influence for improving students’ listening competence in post test. It can help students improve their ability in listening. Then, teaching listening by using story based audio visual materials attracted the students’ attention in improving their listening competence. keyword : Listening Competence, Story based Audio visual Materials
The Direction of Phonological Change from Pacung Dialect to Les Dialect : Descriptive Study ., I Putu Anjas Widya k; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., I Putu Ngurah Wage M, 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.v1i1.6138

Abstract

Penelitian ini bertujuan untuk mendeskripsikan arah perubahan bentuk bunyi dari Pacung dialek ke dialek Les, yang meliputi perubahan asimilasi, perubahan disimilasi, dan perubahan metatesis. Penelitian ini merupakan penelitian deskriptif. Tiga informan masing-masing dialek terpilih sebagai sampel informan dari penelitian ini. Dalam hal ini, satu sampel yang penting ditentukan sebagai informan utama dan dua lainnya ditentukan sebagai informan sekunder. Data yang diperoleh dikumpulkan berdasarkan tiga teknik, yaitu observasi, wordlist, dan panduan wawancara. Berdasarkan metode yang digunakan untuk mengumpulkan data diperoleh 669 kata dan hasil analisis data menunjukkan bahwa ada 62 kata-kata yang dikandung oleh perubahan asimilasi, 27 kata yang terdapat perubahan disimilasi, dan tidak ada kata yang berisi perubahan metatesis. Kata Kunci : fonologi, asimilasi, disimilasi, metatesis This study aimed at describing the direction of phonological change from Pacung dialect to Les dialect, which covered assimilation change, dissimilation change, and metathesis change. This research is a descriptive research. Three speakers of each dialect were selected as informant samples of this study. In this case, one important sample was determined as the main informant and the other two were determined as the secondary informants. The obtained data were collected based on three techniques, namely observation, word list, and interview guide. Based on the method that was used to collect the data 669 words were obtained as data of study. The results of the data analysis show that there are 62 words which contained assimilation change, 27 words contained dissimilation change. There is no word which contained metathesis change. keyword : phonology, assimilation, dissimilation, metathesis
AN ANALYSIS OF DERIVATIONAL AND INFLECTIONAL MORPHEMES OF TENGANAN PEGRINGSINGAN DIALECT ., Ni Nyoman Trisna Utami; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., I Putu Ngurah Wage M, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris undiksha

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan proses derivasi dan infleksi di Dialek Tenganan Pegringsingan (DTP). Penelitian ini merupakan penelitian deskriptif kualitatif. Dua informan dari Tenganan Pegringsingan telah dipilih berdasarkan kriteria yang telah ditentukan. Data dikumpulkan berdasarkan tiga teknik, yaitu: observasi, teknik perekaman dan teknik wawancara (mendengarkan dan mencatat). Hasil penelitian menunjukkan bahwa ada 3 awalan di DTP; awalan {ma-}, {N-}, dan {a-}. Ada tiga jenis akhiran di DTP; akhiran {-e}, {-ang}, dan {-in}. Awalan dan akhiran di Dialek Tenganan Pegringsingan yang termasuk derivasi adalah awalan {ma-}, {N-}, and and suffix {-ang}, dan {-in}. Awalan dan akhiran di Dialek Tenganan Pegringsingan yang temasuk infleksi adalah awalan {N-}, and {a-} and suffix {-ǝ}, {-ang}, and {-in}.Kata Kunci : derivasi, morfem infleksi, dialek Tenganan Pegringsingan The study aimed at describing derivational and inflectional processes in Tenganan Pegringsingan Dialect (TPD). This research is a kind of linguistics research which is design in descriptive qualitative research. Two informants sample of TPD 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 result of the study showed that there were three kinds of prefixes in Tenganan Pegringsingan Dialect; prefix {ma-}, {N-}, and {a-}. There were three kinds of suffixes in Tenganan Pegringsingan Dialect; suffix {-e}, {-ang}, and {-in}. Prefixes and suffixes in TPD having derivational process were: prefix {ma-}, {n-}, and suffix {-ang}, and {-in}. Prefixes and suffixes in TPD having inflectional process were: prefix {N-}, and {a-} and suffix {-ǝ}, {-ang}, and {-in}.keyword : Derivational, Inflectional, Morpheme and Tenganan Pegringsingan Dialect (TPD)
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

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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
ENGLISH TEACHERS PERSONAL CHARACTERISTICS THAT MOTIVATE THE STUDENTS IN THE CLASSROOM: EFL STUDENTS PERSPECTIVE ., Luh Putu Ayu Surya Pratiwi; ., I Putu Ngurah Wage M, S.Pd.; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris undiksha

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Abstract

This research aimed to identify the EFL teacher’s personal characteristics that motivate the students in the classroom and to find out the students’ reasons of being motivated by their English teacher’s personal characteristics. The subjects of the study were 68 students of the eleventh grade of SMA Negeri 1 Negara in the academic year 2014/2015. This research was designed in the form of qualitative descriptive research. This research used focus group discussion as main data collection, observation and note taking as supporting data collection in collecting the data. The result of the study showed that there were six English teacher’s personal characteristics that motivated the students in the classroom namely having a sense of humor, demonstrating professional responsibility, effective rapport (being friendly, being respectful, and being kind), being patient, caring and being creative. A humorous teacher made the classroom environment cheerful; the students were enthusiastic in listening the lesson; and increase the students’ willingness to learn English. A friendly teacher made the students feel so close to the teacher which made them comfortable in learning English and brave to ask something related to the lesson. A creative teacher could entertain the students which made the students enthusiastic (not bored), interested, and fun during the lesson so the classroom environment would be pleasant and made the students remember the lesson longer and feel challenged to finish the assignment. A kind teacher made the students enjoy the study. A patient teacher made the students brave to ask something or share their opinion. A professional teacher made the students easier to catch the material and become more disciplined in the learning process. A caring teacher made the students feel secured and better understand the lesson. A respectful teacher made the students confident.keyword : EFL, motivation, personal characteristics
TEACHERS ACTIVITIES IN MOTIVATING STUDENTS IN THE ENGLISH AS FOREIGN LANGUAGE CLASSROOM ., Ni Made Wulan Sintiyari; ., I Putu Ngurah Wage M, S.Pd.; ., Nyoman Karina Wedhanti, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris undiksha

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Abstract

Penelitian ini merepakan penelitan deskriptif qualitative yang bertujuan untuk mendeskripsikan: (1) kegiatan yang dilakukan oleh guru yang dapat memotivasi siswa di dalam kelas Bahasa Inggris. (2) aktifitas yang effektif yang dapat memotivasi siswa di dalam kelas Bahasa Ingris. Subject penelitian ini adalah seorang guru baru di SMA N 2 Singaraja. Penelitian ini mengunakan observasi, mencatat, wawancara, dan FGD dalam pengumpulan data. Setelah data terkumpul, data lalu di transkrip, penggurangi data yang tidak di perlukan, dan hasilnya di transkrip kembali. Hasil dari penelitian ini menunjukan bahwa guru Bahasa Inggris menggunakan tiga jenis activitas yang dapat memotivasi siswa seperti: lagu, diskusi, dan game. Activitas yang paling efektif dalam memotivasi siswa adalah game. Menurut Park (2012), game memiliki potensi sebagai sebuah lingkungan pembelajaran karena game memiliki bentuk permainan yang dapat memotivasi siswa melalui element penghiburan. 50% siswa yang berada dalam kelas observasi memilih game sebagai aktifitas kesukaan mereka dalam kelas Bahasa Inggris. Kata Kunci : Bahasa Inggris, Kegiatan guru, Motivasi siswa. This study was a descriptive qualitative research which aimed to describe: (1) describe the teacher activity that motivating students in English as Foreign Language classroom. (2) describe which are the activity can motivate students motivation in English as Foreign Language classroom. The subject of this study was a fresh graduate teacher at SMA N 2 Singaraja. This study used observation, note taking, interview, and focus group discussion in collecting the data. After the data were collected, the data were transcribed, reduce by eliminating those were not appropriate and the result were described. The result of this study showed that, English as Foreign Language teacher used three kind of activities in the classroom such as: game, discussion and song. The effective activities that motivate students’ motivation in English as Foreign Language was game. Based on Park (2012), game have potential as a learning environment because they are a form of play that motivates learners through entertainment elements. 50% students in the observation class choose game as the favorite activity in the English as Foreign Language classroom. keyword : Englis as Foreign Language, Teacher Activities, Students’ Motivation
THE QUALITATIVE EVIDENCES THAT UNITE TAMBAKAN AND PELAGA DIALECTS: A COMPARATIVE STUDY ., Ni Wayan Desi Ariani; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., I Putu Ngurah Wage M, 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.v1i1.3374

Abstract

Penelitian ini bertujuan untuk mendeskripsikan persamaan fonologis dan leksikal antara dialek Tambakan (DT) dengan dialek Pelaga (DP). Objek dari penenlitian ini adalah dialek Tambakan dan Pelaga. Tiga orang penutur dari masing-maasing dialek dipilih sebagai informan dalam penelitian ini. Penelitian ini membandingkan dua dialek, yaitu dialek Tambakan dan dIalek Pelaga. Data yang didapatkan dalam bentuk leksikon yang diidentifikasi menggunakan Daftar Kata Swadesh, Daftar Kata Budasi, dan Daftar Kata Holle yang dikumpulkan menggunakan teknik merekam, mendengarkan, dan mencatat. Dalam penelitian ini, sistem fonologi dari kedua dialek dideskripsikan terlebih dahulu. Hasil dari penelitian menunjukkan bahwa DT dan DP memiliki persamaan fonologis dan leksikon yang relatif banyak. Terdapat 38 fonem yang sama di posisi awal, tengah, dan akhir pada leksikon kedua dialek tersebut. Fonem yang sama tersebut meliputi: a) enam vokal yang sama: //, /i/, /u/, /e/, // dan /o/; b) lima diftong yang sama: /i/, /u/, //, //, dan /u/; c) dua vokal rangkap yang sama: // and //; d) sembilan belas konsonan yang sama: /b/, /t/, /d/, /g/, /ʔ/, /h/, //, /k/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /w/, /y, /ŋ/, dan /ñ/; e) enam konsonan kluster yang sama: /kl/, /bl/, /pl/, /tl/, /ml/, dan /kr/. Dari tiga Daftar Kata yang terdiri dari 1.716 leksikon, ditemukan bahwa terdapat 946 leksikon yang sama dan 495 leksikon yang serupa sebagai bukti-bukti kualitatif yang menyatukan kedua dialek tersebut.Kata Kunci : metode perbandingan, aspek fonologis, leksikon, dialek Tambakan, dialek Pelaga This study aimed at describing the phonological and lexical similarities between Tambakan dialect (TD) and Pelaga dialect (PD). The objects of this study were Tambakan and Pelaga dialects. Three speakers from each dialect were chosen as the informants in this study. This study compared two dialects: Tambakan dialect and Pelaga dialect. The obtained data in the form of lexicons identified using Swadesh Wordlists, Budasi Wordlists, and Holle Wordlists were collected through recording, listening, and noting techniques. In this study, the phonological systems of both dialects were firstly described. The results of the study show that TD and PD actually have relatively many phonological and lexical similarities. The study has found that there are 38 same phonemes in the initial, middle and final positions of the words. Those phonemes were: a) six the same vowels phonemes: //, /i/, /u/, /e/, // and /o/; b) five the same diphthongs: /i/, /u/, //, //, and /u/; c) two the same geminate vowels: // and //; d) nineteen the same consonants: /b/, /t/, /d/, /g/, /ʔ/, /h/, //, /k/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /w/, /y, /ŋ/, and /ñ/; and e) six same consonant clusters: /kl/, /bl/, /pl/, /tl/, /ml/, and /kr/. From the three wordlists containing 1,716 lexicons, it has been found that there are 760 exactly the same lexicons and 546 similar lexicons as the qualitative evidences that unite those two dialects.keyword : comparative method, phonological aspect, lexicon, Tambakan dialect, Pelaga dialect
The Analysis of Terms of Address Used in the Debate Situations in the Indonesia Lawyers Club TV Program (A Sociolinguistics Study) ., Putu Indah Partami Putri; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., I Putu Ngurah Wage M, 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.v1i1.3411

Abstract

Penelitian ini bertujuan untuk: (1) mendeskripsikan jenis kata sapaan yang digunakan oleh peserta dalam situasi debat dalam program TV Indonesia Lawyers Club, (2) menggambarkan representasi dari kata sapaan yang digunakan oleh peserta dalam situasi perdebatan di program TV Indonesia Lawyers Club. Penelitian ini adalah penelitian deskriptif. Obyek penelitian ini adalah kata sapaan. Subjek penelitian ini adalah 62 peserta program TV Indonesia Lawyers Club yang mengucapkan kata sapaan. Data dikumpulkan dengan menggunakan laptop, pemutar video, notebook, dan checklist. Metode yang digunakan untuk menganalisis data yang diperoleh adalah metode kualitatif dan desain yang digunakan adalah desain kualitatif. Implikasi dari penelitian ini yang mengungkapkan jenis kata sapaan yang digunakan seperti: Nama seperti I Wayan Koster; Istilah kekerabatan seperti Ibu Theresia, dan Saudara AW; Istilah yang samar seperti Pemirsa dan Hadirin; Gelar seperti Mayor Jendral; Istilah kata benda yang abstrak seperti Johan Budi Yang saya hormati; Istilah pekerjaan seperti Penjaga Keamanan; Istilah panggilan sayang seperti Aunty; Selain itu, istilah Teknonyms seperti Anak saya. Dari delapan tipe, sapaan kekerabatan yang paling sering digunakan oleh peserta sebesar 38,19% dari total presentase. Representasi sapaan berdasarkan strategi kesantunan yang digunakan oleh peserta dalam program TV ILC seperti untuk bersikap sopan, pujian, mengekspresikan kealamian, menunjukkan rasa hormat, dan membuat malu seseorang.Kata Kunci : Kata Sapaan, Situasi Debat, Indonesia Lawyers Club This study aimed at: (1) describing types of terms of address used by the participants in the debate situations in the Indonesia Lawyers Club TV program, (2) describing the representation of terms of address used by the participants in the debate situations in the Indonesia Lawyers Club TV program. The study was a descriptive study. The objects of this study were terms of address. The subjects of this study were 62 participants of Indonesia Lawyers Club TV program who produced terms of address. The data were collected by using laptop, video player, notebook, and checklist. The method applied for analyzing the data obtained was qualitative method and the design used was qualitative design. The findings of this study that revealed the types of terms of address used were: name terms such as I Wayan Koster; kinship terms such as Ibu Theresia, and Saudara AW; vague terms such as Pemirsa and Hadirin; title terms such as Major Jendral; abstract noun terms such as; Johan Budi yang saya hormati; occupational terms such as Penjaga Keamanan; endearment terms such as Aunty; and teknonyms terms such as Anak saya. Kinship terms of address type from eight types were most widely used by the participants in ILC TV program amounting to 38,19% of the total percentage. There are several reasons used by the participants in order to represent terms of address such as being-polite, complimenting, expressing naturalness, losing-other’s-face context and expressing-neutralness context.keyword : Terms of Address, Debate Situations, Indonesia Lawyers Club
AN ANALYSIS OF THE IMPLEMENTATION OF CURRICULUM 2013 AT SEVENTH GRADE ENGLISH TEACHERS AT SMP NEGERI 1 SINGARAJA ., Luh Indrayani; ., Made Hery Santoso, S.Pd, M.Pd.; ., I Putu Ngurah Wage M, 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.v1i1.5511

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi Kurikulum 2013 dalam hal perencanaan pembelajaran, implementasi di dalam proses belajar mengajar, masalah yang dihadapi dalam implementasi Kurikulum 2013 serta solusi untuk mengatasi masalah yang dihadapi oleh guru-guru di SMP Negeri 1 Singaraja. Penelitian ini menggunakan model penelitian deskriptif kualitatif dengan subyek penelitian ini adalah guru-guru yang mengajar kelas tujuh dan siswa kelas VII A1 yang berjumlah 30 orang. Data-data yang dibutuhkan dikumpulkan dengan metode observasi, wawancara, serta analisis dokumen. Data-data yang dikumpulkan kemudian dideskripsikan berdasarkan hasil analisis Rencana Pelaksanaan Pembelajaran (RPP) dan hasil analisis implementasi di dalam proses belajar mengajar di kelas. Hasil dari penelitian ini dapat disimpulkan sebagai berikut (1) Rencana Pelaksanaan Pembelajaran (RPP) berdasarkan Kurikulum 2013 terdiri dari identitas sekolah, kompetensi inti, kompetensi dasar, indikator, tujuan pembelajaran, materi pembelajaran, metode pembelajaran, aktifitas pembelajaran, media pembelajaran, sumber pembelajaran, dan penilaian. Namun dalam penyusunan RPP oleh guru-guru kelas tujuh di SMP Negeri 1 Singaraja masih menemui permasalahan dalam merencanakan tujuan pembelajaran,metode pembelajaran, aktifitas pembelajaran, dan penyisipan nilai karakter. Hal itu disebabkan karena guru-guru kelas tujuh salah mengerti mengenai konsep perencanaan pembelajaran berdasarkan Kurikulum 2013 dan (2) implementasi Kurikulum 2013 dalam kegiatan pembelajaran di dalam kelas dilakukan dengan beberapa tahap, yaitu kegiatan pendahuluan, kegiatan inti, kegiatan penutup, dan penilaian, namun dalam implementasinya guru-guru kelas tujuh masih menemui kesulitan dalam melakukan kegiatan pendahuluan, kegiatan inti, seperti menanya, mengeksplorasi, dan mengasosiasi, kegiatan penutup, penyisipan nilai karakter melalui materi pembelajaran dan strategi pembelajaran, dan penilaian otentik. Masalah tersebut muncul dikarenakan guru-guru kelas tujuh salah mengerti mengenai proses pembelajaran di dalam kelas berdasarkan konsep Kurikulum 2013. Disarankan kepada guru-guru kelas tujuh untuk belajar dalam merencanakan RPP dan pengimplementasiannya di dalam proses belajar mengajar. Kata Kunci : Kurikulum 2013, Pendekatan Saintifik, Karakter dalam Pembelajaran This study aims at analyzing the implementation of Curriculum 2013 in terms of designing lesson plan and its implementation in classroom learning activities, problems encountered during the implementation and its solutions at seventh grade English teachers at SMP Negeri 1 Singaraja. The data were collected through descriptive qualitative method with subjects of this study were two seventh grade English teachers and 30 students in VIIA1 at SMPN 1 Singaraja. The data were collected by doing observation, interview, and document analysis. The data were described based on the analysis of the lesson plan and the implementation in teaching learning activities. The result of this study was concluded as follows (1) the English subject lesson plan based on Curriculum 2013 consisted of subject identity, core competency, basic competency, indicators, learning objectives, learning materials, learning method, learning activities, leaning media, learning sources, and assessment, but the seventh grade English teachers were having problems in designing learning objectives, learning method, learning activities, and the insertion of character values. It was because the seventh grade English teachers had misconception about the concept in designing lesson plan based on Curriculum 2013 and (2) The implementation of Curriculum 2013 by seventh grade English teachers was conducted in the form of pre-activities, whilst-activities, post-activities, and assessment, however the seventh grade English teachers were having problems in conducting pre-activities, whilst-activities, i.e. questioning, exploring, and associating, post-activities, inserting character values through learning materials and learning strategies, and authentic assessment. It was because the seventh grade English teachers had misconception about the concept in the implementation of Curriculum 2013. It is suggested that the seventh grade English teachers need to learn more how to design the lesson plan and its implementation accordingly.keyword : Curriculum 2013, Scientific Approach, Character in Education.
Co-Authors ., Anak Agung Raka Candra Dewi ., Anak Agung Raka Candra Dewi ., Andre Dwi Saka ., Gusti Ayu Putu Taharyanti ., I Gde Panji Naraswara ., I Gde Panji Naraswara ., I Gede Bages Rare Prabadesa ., I Kadek Wardita Eka Putra ., I Kadek Wardita Eka Putra ., I Made Partha Sarathi ., I Made Partha Sarathi ., Kadek Puji Wedayani ., Kadek Puji Wedayani ., Komang Sri Wahyuni ., Luh Gede Hesti Parwati ., Luh Gede Hesti Parwati ., Luh Putu Relita Wijayanti ., Luh Putu Relita Wijayanti ., Made Sarika Rosiki Haera ., Made Sarika Rosiki Haera ., Ni Luh Devi Wimayanti ., Ni Luh Devi Wimayanti ., Ni Nengah Nitiadhi ., Prof. Dr. Anak Agung Istri Ngr. Marha Adex Palos Agustin Dwicahya . Anis Azizah Hidayati . Dewa Putu Agus Baruna Widnyana ., Dewa Putu Agus Baruna Widnyana Drs.Gede Batan,MA . Gede Anna Putra ., Gede Anna Putra I Gede Budasi I Gusti Ayu Diah Pusparini ., I Gusti Ayu Diah Pusparini I Komang Alit Putra ., I Komang Alit Putra I Komang Sesara Rakayana . I Nyoman Adi Jaya Putra I Putu Anjas Widya k ., I Putu Anjas Widya k I Putu Sidiasa . I Wayan Suarnajaya Ida Bagus Putu Kusuma Adi . Kadek Agus Juniarta ., Kadek Agus Juniarta Luh Ade Budanadi ., Luh Ade Budanadi Luh Putu Artini Luh Putu Ayu Surya Pratiwi ., Luh Putu Ayu Surya Pratiwi Luh Suryani ., Luh Suryani M.L.S ., Dr.Sudirman, M.L.S M.Pd. ., Made Hery Santoso, S.Pd, M.Pd. M.Pd. S.Pd. Luh Indrayani . Made Dewi Suparwati . Made Seni Ryana . Ngurah Agung Riski Restuaji ., Ngurah Agung Riski Restuaji Ni Kadek Ary Nova Wardani . Ni Km Ari Widyasih . Ni Komang Arie Suwastini Ni Komang Sri Wahyuni ., Ni Komang Sri Wahyuni Ni Luh Ika Ayu Pertiwi ., Ni Luh Ika Ayu Pertiwi Ni Made Dwi Jayanti ., Ni Made Dwi Jayanti Ni Made Lia Kesumayanti . Ni Made Ratminingsih Ni Made Wulan Sintiyari ., Ni Made Wulan Sintiyari Ni Nyoman Trisna Utami . Ni Wayan Cintya Prayogi ., Ni Wayan Cintya Prayogi Ni Wayan Desi Ariani . Ni Wayan Sri Ayu Rusiniawati ., Ni Wayan Sri Ayu Rusiniawati Nyoman Karina Wedhanti Putu Indah Partami Putri . Putu Kerti Nitiasih Ratih Utari Purnama Dewi . S.Pd. Putu Eka Dambayana S. .