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S.Pd. I Putu Ngurah Wage M .
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THE DERIVATIONAL AND INFLECTIONAL PROCESSES OF LOLOAN DIALECT SPOKEN BY THE PEOPLE IN LOLOAN VILLAGE ., Ida Bagus Putu Kusuma Adi; ., 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.v1i1.3490

Abstract

Penelitian ini bertujuan untuk mendeskripsikan awalan dan akhiran pada Dialek Loloan (DL) yang termasuk proses derivasional dan infleksional yang digunakan oleh masyarakat di desa Loloan. Penelitian ini merupakan studi deskriptif kualitatif. Tiga informan dipilih sebagai sampel dalam penelitian ini. Data dikumpulkan berdasarkan tiga teknik, yaitu: observasi, teknik perekaman, dan teknik wawancara (mendengarkan dan mencatat). Hasil penelitian menunjukkan bahwa ada tiga awalan dalam DL yang termasuk proses derivasional: awalan {n-}, {mê-}, {pê-} dan tiga awalan dalam DL yang termasuk proses infleksional: awalan {mê-}, {N-} and {di-}. Ada dua akhiran dalam DL yang termasuk proses derivasional: akhiran {-i} and {-an} dan dua akhiran yang termasuk proses infleksional: akhiran {-i} and {-an}. Ada dua akhiran di DL yang termasuk proses derivasional; akhiran {-i} and {-an} dan dua akhiran di DL yang termasuk proses infleksional; akhiran {-i} and {-an}.Kata Kunci : Proses Derivasional, Proses Infleksional, Dialek Loloan (DL) This study aims at describing the prefixes and suffixes in Loloan Dialect (LD) that belong to the derivational and inflectional processess spoken by the people in Loloan village. This study is a descriptive qualitative research. Three informants were chosen as the sample of this study. The data were collected by means of three techniques, namely: observation, recording technique, and interview (listening and noting) technique. The results of the study show that there are three prefixes in LD that belong to a derivational process; prefix {n-}, {me-}, {pe-} and three prefixes in LD that belong to an inflectional process; prefix {me-}, {n-} and {di-}. There are two suffixes in LD that belong to a derivational process; suffix {-i} and {-an} and two suffixes in LD that belong to an inflectional process; suffix {-i} and {-an}.keyword : Derivational process, Inflectional process, Loloan Dialect (LD)
PREFIXATION IN NUSA PENIDA DIALECT: A QUALITATIVE STUDY OF MORPHOLOGICAL PROCESS ., I Putu Sidiasa; ., 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.v1i1.3491

Abstract

Penelitian ini bertujuan untuk mendeskirpsikan awalan yang terdapat dalam Dialek Nusa Penida (DNP) dan awalan yang mengalami proses morfofonemik. Penelitian ini merupakan deskriptif kualitatif. Tiga informan dipilih berdasarkan kriteria tertentu. Data dikumpulkan berdasarkan tiga teknik, yaitu: observasi, teknik perekaman dan teknik wawancara. Hasil penelitian ini menunjukan bahwa ada enam jenis awalan di Dialek Nusa Penida (DNP): awalan {mə-}, {n-}, {Λ-}, {pə-}, {kə-} dan{sə-}. Diantara keenam awalan tersebut, ada empat awalan yang ditemukan mengalami proses morfofonemik. Awalan tersebut adalah awalan {mə-}, {n-}, {pə-} dan{kə-}.Kata Kunci : proses awalan, awalan, proses morfofonemik, Dialek Nusa Penida (DNP) This study aims at describing the prefixes that exist in Nusa Penida Dialect (NPD) and the prefixes that take morphophonemic process. This research was a descriptive qualitative study. Three informants were chosen as the samples of the study based on certain criteria. The data were collectedby using three techniques, namely: observation, recording technique, and interview technique. The results of the study show that there are six kinds of prefixes in NPD:prefix {mə-}, {n-}, {Λ-}, {pə-}, {kə-} and {sə-}.Among the six prefixes, four prefixes were found to undergo morphophonemic process. They are prefix {mə-}, {n-}, {pə-} and{kə-}.keyword : prefixation, prefix,morphophonemic process,Nusa Penida Dialect (NPD)
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): May
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
AN ANALYSIS OF POLITENESS STRATEGIES USED BY INDONESIAN POLITICIANS ON TWITTER ., Adex Palos Agustin Dwicahya; ., 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.v1i1.3688

Abstract

Penelitian ini menganalisa jenis strategi kesantunan yang digunakan oleh politisi Indonesia di twitter. Tujuan dari penelitian ini adalah untuk mengungkapkan jenis strategi kesantunan yang digunakan oleh para politisi Indonesia sebagai tanggapan terhadap pertanyaan, dukungan atau kritik dari followers mereka di Twitter. Selain itu, penelitian ini juga menggambarkan konteks situasi di mana jenis strategi tertentu digunakan oleh politisi Indonesia di Twitter. Penelitian ini menggunakan pendekatan deskriptif kualitatif untuk menganalisis dua puluh tujuh tweets yang dikirim oleh tujuh politisi sebagai tanggapan terhadap pengikut mereka di Twitter. Data diunduh dari internet dan disimpan menggunakan aplikasi printscreen dan MS Word. Metode pengumpulan data yang digunakan adalah observasi dan dokumentasi. Strategi kesantunan dianalisis menurut teori kesantunan Brown dan Levinson (1987). Hasil penelitian menunjukkan bahwa politisi Indonesia menggunakan berbagai strategi kesantunan, termasuk penggunaan strategi positive politeness, strategi negative politeness dan strategi off-record. Mereka cenderung menggunakan strategi yang meminimalkan jarak dengan para pengikut mereka. Hal ini dapat dilihat dari penggunaan strategi didominasi oleh strategi positive politeness (74%). Sebagai perbandingan, penggunaan strategi off-record hanya 15% dan diikuti oleh strategi negative politeness (11%). Melihat konteks situasi, di mana latar komunikasi adalah di media yang bersifat publik (situs jejaring sosial) dan waktu komunikasi adalah selama masa kampanye pemilu legislatif dan presiden, politisi Indonesia tampaknya menggunakan strategi yang meminimalisir ‘jarak’ dengan pendengar. Ini mungkin saja disebakan karena mereka harus menjaga citra mereka di khalayak umum dan terlebih lagi mereka ingin lebih 'dekat' ke pendengar.Kata Kunci : Strategi kesantunan, Politisi Indonesia, Konteks situasi, Twitter. This study analyzes the types of politeness strategies used by Indonesian politicians on twitter. The purpose of this study is to reveal the types of politeness strategies used by the Indonesian politicians as the responses to the questions, supports or critiques from their followers on Twitter. Moreover, this study also describes the contexts of situations in which particular types of strategies are used by Indonesian politicians on Twitter. This study used descriptive qualitative approaches to analyze twenty seven tweets posted by seven politicians as the responses to their followers on Twitter. The data were downloaded from the internet and saved using ‘printscreen’ and MS Word application. The methods of data collection were observation and documentation. The politeness strategies were analyzed according to Brown and Levinson’s (1987) politeness theory. The findings show that Indonesian politician used various politeness strategies, including the use of positive politeness, negative politeness and off-record strategy. They tend to use the strategy that minimizes the distance with their followers. It can be seen from the use of strategy dominated by positive politeness (74%). As comparison, the use of off-record strategy was only 15% and followed by negative politeness (11%). Looking at the context of situation, where the setting was in public media (social networking site) and the time of the communication was during the campaign period of the legislative and president election, Indonesian politicians seem to use the strategies that minimize the distance with the hearer. It may because they have to maintain their image in public and moreover they want to ‘come closer’ to the hearer.keyword : Politeness strategies, Indonesian Politicians, Context of Situation, Twitter.
IMPROVING ENGLISH LANGUAGE COMPETENCY BY USING SCIENTIFIC APPROACH FOR THE STUDENTS CLASS VIIIA.4 AT SMP NEGERI 1 SINGARAJA BASED ON CURRICULUM 2013 ., Ni Km Ari Widyasih; ., Drs.Gede Batan,MA; ., 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.v1i1.3853

Abstract

IMPROVING ENGLISH LANGUAGE COMPETENCY OF THE STUDENTS OF CLASS VIII A.4 AT SMP NEGERI 1 SINGARAJA BY USING SCIENTIFIC APPROACH BASED ON CURRICULUM 2013 Abstract The study was conducted in order : 1.to improve the students English language competency by using a scientific approach at class VIII A.4 SMP Negeri 1 Singaraja; 2.to find out the students’ responses towards the implementation of scientific approach in teaching English language at class VIII.A 4 SMP Negeri 1 Singaraja. It involved 27 students as the subjects. It was conducted in a classroom action research design. Pre-test and pre-classroom observations were carried out before conducting the cyclic process. The classroom action was carried out covering five topics for five sessions. After the action was conducted, in only one cycle, the next cycle is observation consisting of: test, questionnaire, teaching learning process observation was done in particular to check the students’ attitudes and communicative ability. The data collection which belonged to the observation stage was conducted by using test, questionnaire, teaching learning process observation. The data were analyzed descriptively. The results of the study indicated that (1) the implementation of the scientific approach could improve successfully the students’ English language competency from 76.33 to 91.70 (cycle one) exceeded the passing grade. This finding is supported by the improvement of the students’ attitude quality, as well as the students’ positive responses towards the implementation of the scientific approach. Key-words: scientific approach, attitudes, English language competency. Kata Kunci : Key-words: scientific approach, attitudes, English language competency. IMPROVING ENGLISH LANGUAGE COMPETENCY OF THE STUDENTS OF CLASS VIII A.4 AT SMP NEGERI 1 SINGARAJA BY USING SCIENTIFIC APPROACH BASED ON CURRICULUM 2013 Abstract The study was conducted in order : 1.to improve the students English language competency by using a scientific approach at class VIII A.4 SMP Negeri 1 Singaraja; 2.to find out the students’ responses towards the implementation of scientific approach in teaching English language at class VIII.A 4 SMP Negeri 1 Singaraja. It involved 27 students as the subjects. It was conducted in a classroom action research design. Pre-test and pre-classroom observations were carried out before conducting the cyclic process. The classroom action was carried out covering five topics for five sessions. After the action was conducted, in only one cycle, the next cycle is observation consisting of: test, questionnaire, teaching learning process observation was done in particular to check the students’ attitudes and communicative ability. The data collection which belonged to the observation stage was conducted by using test, questionnaire, teaching learning process observation. The data were analyzed descriptively. The results of the study indicated that (1) the implementation of the scientific approach could improve successfully the students’ English language competency from 76.33 to 91.70 (cycle one) exceeded the passing grade. This finding is supported by the improvement of the students’ attitude quality, as well as the students’ positive responses towards the implementation of the scientific approach. keyword : Key-words: scientific approach, attitudes, English language competency.
DEVELOPING CHARACTER-BASED INSTRUCTIONAL DEVICES USED FOR TEACHING ENGLISH FOR SEVENTH GRADER AT JUNIOR HIGH SCHOOL BASED ON CURRICULUM 2013 (THE IMPLEMENTATION OF CURRICULUM 2013) ., Ni Kadek Ary Nova Wardani; ., Drs.Gede Batan,MA; ., 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.v1i1.3858

Abstract

Penelitian ini merupakan penelitian pengembangan yang berhubungan dengan pendidikan yang bertujuan untuk mengembangkan rencana pelaksanaan pembelajaran yang berlandaskan karakter kepada siswa-siswi kelas VII (tujuh) SMP (sekolah menengah pertama) yang berdasar pada Kurikulum 2013 (implementasi Kurikulum 2013). Adapun langkah-langkah penelitian yang digunakan agar dapat mencapai tujuan dari penelitian ini, langkah 1 (penentuan masalah), langkah 2 (membuat desain), langkah 3 (pengembangan). Selain itu, terdapat pula 5 instrumen yang digunakan dalam penelitian ini, yakni rubrik penilaian, lembar ahli, kuisioner, pedoman wawancara, dan daftar pengawasan. Dalam penelitian ini, data yang diperoleh dianalisis secara descriptive kualitatif. Berdasarkan hasil penelitian, ditemukan bahwa rencana pelaksanaan pembelajaran berlandaskan karakter ini dibagi menjadi dua bagian, yakni semester 1 dan semester 2. Pada bagian semester 1, terdapat 4 buah unit dengan 12 rencana pelaksanaan pembelajaran, sedangkan semester 2 terdiri dari 14 rencana pelaksanaan pembelajaran yang dirangkum dalam 3 unit. Temuan lainnya dari penelitian ini yaitu rencana pelaksanaan pembelajaran yang dikembangkan dikategorikan sebagai “excellent” oleh para ahli. Terdapat pula terdapat tujuh fitur yang ditemukan sebagai rencana pelaksanaan pembelajaran inovatif yang baik dan dapat diaplikasikan sebagai implementasi Kurikulum 2013. Sehingga dapat disimpulkan bahwa rencana pelaksanaan pembelajaran yang dikembangkan dapat memenuhi kriteria sukses penelitian sebagai rencana pelaksanaan pembelajaran yang baik, mudah digunakan, dan inovatif yang berlandaskan karakter kepada siswa-siswi kelas VII (tujuh) SMP (sekolah menengah pertama) yang berdasar pada Kurikulum 2013 (implementasi Kurikulum 2013) sehingga dapat digunakan oleh guru. Kata Kunci : rencana pelaksanaan pembelajaran, berbasis karakter, Kurikulum 2013 This research was an educational research and development that aimed at developing character-based instructional devices used for teaching English for seventh grader at junior high school based on Curriculum 2013 (the implementation of Curriculum 2013). In order to attain the purpose of this study, there were three main stages, namely, stage 1 (problem determination), stage 2 (design), and stage 3 (development) that were used in this study. In addition, the data collection procedure of this research was assisted by five instruments, namely, scoring rubric, experts’ sheet, questionnaire, interview guidance, and observation checklist. Furthermore, the data obtained were analysed descriptive qualitatively. In accordance with the results of this research, it was found that these character-based instructional devices were divided generally into two semesters, which were semester 1 and semester 2. Semester 1 part was consisted with 4 units with 12 instructional devices, while the semester 2 part involved 14 instructional devices that were covered in 3 units. Another finding showed that the instructional devices were classified as “excellent” by the experts. And the last finding, there were seven features found of good and applicable innovative instructional devices as the implementation of Curriculum 2013. In conclusion, this developed instructional devices has answered the criteria of success of good and applicable innovative character-based instructional devices used for teaching English for seventh grader at junior high school based on Curriculum 2013 (the implementation of Curriculum 2013), thus this product can be used by the teacher.keyword : instructional devices, character-based, Curriculum 2013
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): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3861

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
WRITTEN CORRECTIVE FEEDBACKS USED BY ENGLISH TEACHERS OF THE STATE SENIOR HIGH SCHOOLS IN EFL WRITING CLASSES: A STUDY ON TEACHERS AND STUDENTS’ PERCEPTIONS ON THE MOST EFFECTIVE FEEDBACKS ., I Komang Sesara Rakayana; ., 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.v1i1.3950

Abstract

Penelitian ini bertujuan untuk (1) mengidentifikasi jenis umpan balik korektif tertulis digunakan oleh guru-guru di tiga SMA Negeri di Singaraja di kelas menulis, (2) mencari tahu apa yang guru pikir sebagai umpan balik yang paling efektif di antara jenis umpan balik korektif tertulis, dan (3) mencari tahu apa yang siswa pikir sebagai umpan balik korektif tertulis yang paling menguntungkan untuk peningkatan tulisan mereka. Penelitian ini melibatkan enam guru bahasa Inggris dan tiga belas anak kelas sebelas dari tiga SMA Negeri di Singaraja. Data penelitian ini berupa data pengamatan dan data wawancara. Data pengamatan dikumpulkan melalui pengamatan kelas dan tulisan-tulisan mahasiswa yang telah diperbaiki namun belum dikembalikan oleh guru, sedangkan data wawancara dikumpulkan melalui wawancara guru dan siswa. Semua data dianalisa secara deskriptif. Hasil penelitian ini menunjukkan bahwa umpan balik terintegrasi tampak mendominasi penggunaan. Para guru dan siswa memiliki persepsi yang beraneka mengenai masukan yang paling efektif dan menguntungkan, yang mencerminkan beberapa korespondensi dan perbedaan. Umpan balik secara lisan yang ditemukan dalam penggunaannya adalah jenis umpan balik formatif. Saran-saran diberikan terutama untuk guru bahasa Inggris dan Lembaga Kurikulum Pendidikan dan Pelatihan Guru.Kata Kunci : Umpan balik korektif, tulisan EFL, umpan balik efektif This study aimed at (1) identifying the types of written corrective feedback employed by the teachers in three state senior high schools in Singaraja in writing classes, (2) finding out what the teachers think as the most effective feedback among the types of written corrective feedback, and (3) finding out what the students think as the most beneficial written corrective feedback for their writing improvement. The study involved six English teachers and thirteen eleven graders from three state senior high schools in Singaraja. The data were in the forms of observation data and interview data. The observation data were collected through classroom observations and student writings which had been corrected but not returned yet by the teachers, while the interview data were collected through teacher and student interviews. The data were all analyzed descriptively. The results indicated that the integrated feedbacks seemed dominated the uses of written corrective feedback. The teachers and the students had varied perceptions on the most effective and beneficial feedbacks, which reflect some correspondences and discrepancies. Oral feedback found in use was the formative feedback. Suggestions were mainly provided for English teachers and the Curriculum of Teacher Training and Education Institution.keyword : Corrective feedback, EFL writing, effective feedback
AN ANALYSIS OF CLASSROOM INTERACTION AT VII. 4 CLASS OF SMP LABORATORIUM UNDIKSHA SINGARAJA IN ACADEMIC YEAR 2014/2015 ., Kadek Agus Juniarta; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., 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.v1i1.5375

Abstract

Abstrak Penelitian ini bertujuan untuk menganalisis kategori interaksi kelas yang terjadi di kelas VII.4 di SMP Laboratorium Undiksha Singaraja berdasarkan Flanders Interaction Analysis Categories (FIAC). Kategori interaksi yang sering digunakan, bahasa yang dominan di gunakan dan alasan menggunakan bahasa tersebut dalam interaksi kelas. Subjek dalam penelitian ini yaitu guru dan siswa kelas VII. 4 sebanyak 36 siswa. Penelitian ini menggunakan pendekatan kualitatif. Hasil dari penelitian ini menunjukkan bahwa: (1) accepts feelings terjadi sebanyak 126 ucapan, praises atau encouragement terjadi sebanyak 177 ucapan, accepts atau uses ideas of students terjadi sebanyak 74 ucapan, asks questions terjadi sebanyak 407 ucapan, lecturing terjadi sebanyak 230 ucapan, giving directions terjadi sebanyak 469 ucapan, criticizing atau justifying authority terjadi sebanyak 80 ucapan, students’ talk response terjadi sebanyak 348 ucapan, students’ talk initiation terjadi sebanyak 79 ucapan, silence atau confusion terjadi sebanyak 226 ucapan. Kategori dari interaksi kelas yang paling sering terjadi yaitu giving direction. Bahasa yang dominan di gunakan adalah Bahasa Indonesia yang terjadi sebanyak 1027 ucapan sementara Bahasa Inggris terjadi sebanyak 963 ucapan, selanjutnya alasan menggunakan Bahasa Indonesia dalam interaksi kelas yaitu: (a) karena Bahasa Indonesia digunakan untuk mengklarifikasi instruksi berbahasa inggris. (b) Bahasa Indonesia digunakan untuk mengklarifikasi kata-kata asing bagi siswa. (c) Bahasa Indonesia digunakan untuk memberikan contoh-contoh. (d) Bahasa Indonesia digunakan untuk mengkritisi tingkah laku negatif siswa. (e) Bahasa Indonesia digunakan untuk memberikan feedback. (f) Bahasa Indonesia digunakan untuk bertanya. Kata Kunci : Interaksi Kelas, Flanders Interaction Analysis Categories (FIAC). Abstract This research aimed at analyzing the classroom interaction category occurred at VII. 4 class of SMP Laboratorium Undiksha Singaraja based on Flanders Interaction Analysis Categories (FIAC). The category which mostly used, the dominant language used and the reasons to use it. The subjects of the research were a teacher and 36 students of VII.4 class. This research employed qualitative research. The results of this research showed that: (1) accepts feelings occurred 126 utterances, praises or encouragement occurred 177 utterances, accepts or uses ideas of students occurred 74 utterances, asks questions occurred 407 utterances, lecturing occurred 230 utterances, giving directions occurred 469 utterances, criticizing or justifying authority occurred 80 utterances, students’ talk response occurred 348 utterances, students’ talk initiation occurred 79 utterances, silence or confusion occurred 226 utterances. (2) The category that mostly occurred was giving direction. (3) The dominant language used was Bahasa Indonesia which occurred 1027 utterances while English occurred 963 utterances, furthermore the reasons of using Bahasa Indonesia during classroom interaction were: (a) because Bahasa Indonesia was used to clarify English instruction. (b) Bahasa Indonesia was used to clarify unfamiliar words. (c) Bahasa Indonesia was used to give examples. (d) Bahasa Indonesia was used to criticize students’ bad behavior. (e) Bahasa Indonesia was used to give feedback. (f) Bahasa Indonesia was used to ask questions. keyword : Classroom Interaction, Flanders Interaction Analysis Categories (FIAC).
English Teachers' Materials Development at SMA Negeri Bali Mandara in Academic Year 2014 / 2015 ., Luh Ade Budanadi; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., 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.v1i1.5376

Abstract

Penelitian ini bertujuan untuk menginvestigasi materi dan pengembangan materi yang digunakan dan dikembangkan oleh guru – guru Bahasa Inggris. Penelitian ini menggunakan metode kualitatif. Subjek dari penelitian ini adalah 2 guru Bahasa Inggris di SMA Negeri Bali Mandara. Pengambilan data dilakukan dengan 3 metode penelitian, yakni: observasi, interview, dan dokumen analisis. Peneliti menggunakan beberapa instrumen untuk pengambilan data, diantaranya adalah: Peneliti sebagai kunci instrument, buku catatan, beberapa pedoman pertanyaan, dokumen materi dan lembar observasi. Untuk mencari data, ada beberapa alat yang digunakan diantaranya adalah kamera dan perekam dari Assus Zenfone 5, perekam video dan laptop. Berdasarkan hasil analisis data, terdapat 28 materi yang digunakan dan dikembangkan dari sumber internet oleh kedua guru Bahasa Inggris tersebut. Guru bahasa inggris 1 menggunakan dan mengembangkan 3 topik diantaranya adalah : News Item, teks eksposisi dan teks report. Sedangkan guru bahasa Inggris 2 menggunakan dan mengembangkan 3 topik, diantaranya adalah: Teks explanation, discussion dan teks review. Adapun materi – materi yang digunakan dan dikembangkan diantaranya adalah : beberapa teks dari internet, berita dari Jakarta post, berita yang diambil dari youtube, video – video, dan film. Materi – materi yang digunakan dan dikembangkan dari kedua guru tersebut menggunakan metode adopsi dan adaptasi. Adopsi materi dilakukan dengan mengambil materi – materi tersebut dari sumber internet dan dikembangkan dengan memberikan beberapa aktivitas. Sedangkan adaptasi dilakukan dengan cara menyederhanakan, menghapus, mengganti, menambahkan materi dari sumbernya. Ada beberapa alasan dari kedua guru tersebut mengembangkan materi – materi tersebut. Adopsi materi dilakukan karena materinya harus disesuaikan dengan pengembangan materi, keahlian yang diajarkan, tujuan pembelajaran dan kosa katanya. Sedangkan adaptasi dilakukan dengan tujuan untuk membuat materinya sesuai dengan alokasi waktu, keahlian yang diajarkan, tingkat kesulitan dari materinya, dan persamaan materi dari satu teks dengan teks lainnya, dan keaslian materi.alat yang digunakan diantaranya adalah kamera dan perekam dari Assus Zenfone 5, perekam video dan laptop. Berdasarkan hasil analisis data, terdapat 28 materi yang digunakan dan dikembangkan dari sumber internet oleh kedua guru Bahasa Inggris tersebut. Guru yang mengajar bahasa Inggris kelas X yang mengambil mata pelajaran bahasa Inggris untuk kelas XI disebut Bahasa Inggris 4. Sedangkan siswa kelas XI yang mengambil mata pelajaran Bahasa Inggris kelas XII disebut Bahasa Inngris 6. Terdapat 3 topik yang digunakan dan dikembangkan untuk bahasa Inggris 4, diantaranya adalah : News Item, teks eksposisi dan teks report. Sedangkan Bahasa inggris juga memeiliki 3 topik yang digunakan dan dikembangkan, diantaranya adalah: Teks explanation, discussion dan teks review. Adapun materi – materi yang digunakan dan dikembangkan diantaranya adalah : beberapa teks dari internet, berita dari Jakarta post, berita dari diambil dari youtube, video – video, dan film. Materi – materi yang digunakan dan dikembangkan dari kedua guru tersebut menggunakan metode adopsi dan adaptasi. Adopsi materi dapat dilakukan dengan mengembangkan beberapa aktivitas dari materi tersebut. Sedangkan adaptasi dapat dilakukan dengan cara menyederhanakan, menghapus, mengganti, menambahkan, materi dari sumbernya. Ada beberapa alasan dari kedua guru tersebut mengembangkan materi – materi tersebut. Adopsi materi dilakukan karena materinya harus disesuaikan dengan pengembangan materi, keahlian yang diajarkan, tujuan pembelajaran dan kosa katanya. Sedangkan adaptasi dilakukan dengan tujuan untuk membuat materinya sesuai dengan alokasi waktu, keahlian yang diajarkan, tingkat kesulitan dari materinya, dan persamaan materi dari satu teks dengan teks lainnya, dan keaslian materi.Kata Kunci : materi, pengembangan materi. This study aimed at investigating the materials and the materials development which were used and developed by English teachers. This study used a qualitative research design. The subjects of the study were two English teachers at SMA Negeri Bali Mandara. The data were obtained by conducting three methods of data collection, they were: observation, interview, and the document analysis. The instruments whichwere used to help the researcher conducted the method of study, they were : the researcher as the key instrument, field note, questions guidelines, observation sheet, and the document study. The equipments used to obtain the data were: Assus Zenfone 5 camera and recorder, video recorder and laptop. From the result of study, the data showed that there were 28 different materials which were used and developed from the internet sources by both teachers. There were 3 topics that were used and developed by English Teacher 1 and 3 topics by English Teacher 2. The materials for English Teacher 1 were : News item, expositions text and report text. The materials for English Teacher 2 were: explanation, discussion and review text. The materials which were used and developed were: texts from the internet sources, news from Jakarta Post , news from Youtube, videos, and film. Those materials from both of the teachers were developed by adopting and adapting the materials. The adoption of the materials were taken from the internet sources and they were developed by giving some activities. However, the adaption of the materials were done by simplifying, deleting, replacing, and adding the materials from the source. There were some reasons that teachers have in order to develop those materials. The adoption of the materials were done because the teachers should make the materials appropriate with the activities developed, the skills that needed to be achieved, the purposes of the study and the vocabularies. Meanwhile the adaptation were done because the materials should be appropriate with the time allocation, the skills that had to be achieved, the level of difficulty of the materials, the similarities of the text with another text, and the authenticity of the materials. keyword : materials, materials development.
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. .