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All Journal E-Journal of Linguistics Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Bahasa Inggris Jurnal Manajemen Pelayanan Hotel International Journal of Linguistics and Discourse Analytics (ijolida) Seminar Ilmiah Nasional Teknologi, Sains, dan Sosial Humaniora (SINTESA) Litera : Jurnal Bahasa dan Sastra
I Wayan Agus Anggayana
Akademi Komunitas Manajemen Perhotelan Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Social Sciences Other

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AFFIXATION OF BUGBUG DIALECT: A DESCRIPTIVE STUDY ., I Wayan Agus Anggayana; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
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 awalan dan akhiran infleksi dan awalan dan akhiran derivasi dari Dialek Bugbug di desa Bugbug. Penelitian ini merupakan penelitian deskriptif kualitatif. Dua contoh informan dari Dialek Bugbug dipilih berdasarkan kriteria yang ditentukan. Data dikumpulkan berdasarkan tiga teknik, yaitu: observasi, teknik perekaman, dan teknik wawancara (mendengarkan dan mencatat). Hasil penelitian menunjukkan bahwa ada tiga jenis awalan di Dialek Bugbug yang termasuk derivasi, awalan {mΛ-}, {m-}, dan {kɅ-}. Ada lima jenis awalan di Dialek Bugbug yang termasuk infleksi, awalan {n-}, {ŋ-}, {ñ-}, {m-} dan {Λ-}. Ada dua jenis akhiran di Dialek Bugbug yang termasuk derivasi, akhiran {-Λŋ} dan {-In}. Ada dua jenis akhiran di Dialek Bugbug yang termasuk infleksi, akhiran {-ē} dan {-Ʌ}. Awalan dan akhiran di Dialek Bugbug yang termasuk derivasi adalah awalan {mΛ-}, {m-} dan {kɅ-} dan akhiran {-Λŋ} dan {-In}. Awalan dan akhiran di Dialek Bugbug yang temasuk infleksi adalah awalan {n-}, {ŋ-}, {ñ-}, {m-}, dan {Λ-} dan akhiran {-ē} dan {-Ʌ}.Kata Kunci : Awalan dan Akhiran Derivasi, Awalan dan Akhiran Infleksi, Dialek Bugbug The study aimed at describing inflectional prefixes and suffixes and derivational prefixes and suffixes of Bugbug Dialect in Bugbug village. This research is a descriptive qualitative research. Two informants sample of Bugbug Dialect were chosen based on a set of criteria. The data were collected based on three techniques, namely: observation, recording technique, and interview (listening and noting) technique. The results of the study showed that there were three kinds of derivational prefixes in Bugbug Dialect; prefix {mΛ-}, {m-}, and {kɅ-}. There were five kinds of inflectional prefixes in Bugbug Dialect; prefix {n-}, {ŋ-}, {ñ-}, {m-} and {Λ-}. There were two kinds of derivational suffixes in Bugbug Dialect; suffix {-Λŋ} and {-In}. There were two kinds of inflectional suffixes; suffix {-ē} and {-Ʌ}. Prefixes and suffixes in Bugbug Dialect which belong to derivation: prefix {mΛ-}, {m-} and {kɅ-} and suffix {-Λŋ} and {-In}. Prefixes and suffixes in Bugbug Dialect which belong to inflection: prefix {n-}, {ŋ-}, {ñ-}, {m-}, and {Λ-} and suffix {-ē} and {-Ʌ}.keyword : Derivational Prefixes and Suffixes, Inflectional Prefixes and Suffixes, Bugbug Dialect
DEVELOPING ENGLISH FOR SPECIFIC PURPOSES COURSE MATERIALS FOR ART SHOP ATTENDANTS AND STREET VENDORS ., I WAYAN AGUS ANGGAYANA; ., PROF. DR. PUTU KERTI NITIASIH, M.A.; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 4, No 1 (2016)
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

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Abstract

Penelitian ini bertujuan: (1) menginvestigasi materi yang diperlukan oleh pedagang seni dan pedagang acung dalam mengembangkan keterampilan berbahasa Inggris mereka, (2) mengembangkan materi ESP untuk pedagang seni dan pedagang acung, dan (3) mengevaluasi kualitas materi yang dikembangkan untuk pedagang seni dan pedagang acung yang telah dikembangkan berdasarkan topik yang diperlukan dan persepsi para ahli. Penelitian ini menggunakan model Penelitian dan Pengembangan Sugiyono (2014). Subjek penelitiannya yaitu pedagang seni dan pedagang acung di Taman Tirtagangga dan Lovina. Hasil penelitian menunjukkan sepuluh topik, yaitu, (1) Salam, (2) Menggambarkan Aktivitas yang sedang berlangsung, (3) Mengucapkan angka dan mata uang, (4) menggambarkan harga dan nilai, (5) menjelaskan produk, (6) meninjau produk, (7) menjual produk, (8) menegosiasikan harga, (9) memberikan pelayanan yang baik, (10) memberikan pujian dan penghargaan. Di masing-masing unit berisi teks bacaan, berbicara, mendengarkan, dan menulis. Penilaian para ahli dan stakeholders dalam kualitas dari produk menunjukkan bahwa materi dikategorikan sangat baik. Dapat disimpulkan bahwa materi bagus digunakan untuk mengajar bahasa Inggris untuk pedagang seni dan pedagang acung karena sesuai dengan kebutuhan mereka agar mencapai sukses dalam bertransaksi.Kata Kunci : Pengembangan Materi, Bahasa Inggris untuk Pedagang Seni dan Pedagang Acung, ESP This research aimed at (1) investigating the materials required by the art shop attendants and street vendors in developing their English language skills, (2) developing ESP materials for Art Shop Attendants and Street Vendors, and (3) evaluating the quality of the course material for art shop attendants and street vendors which have been developed based on the required topics and the perception of expert judges. This study used Research and Development design suggested by Sugiyono (2014). The subjects were art shop attendants and street vendors in Taman Tirtagangga and Lovina. The results showed that the materials include ten topics, namely, (1) greeting, (2) describing present activities, (3) saying with numbers and currencies, (4) describing price and value, (5) explaining the product, (6) reviewing a product, (7) selling product, (8) negotiating price, (9) giving good service, (10) giving compliment and appreciation. Each unit consists of reading, speaking, listening, and writing. The evaluation of experts and stakeholders on the quality of the product shows that the materials under the category excellent. In conclusion, the developed materials is good for teaching English for art shop attendants and street vendors because it accommodates the needs for their success in the transaction.keyword : Developing Materials, English for Art Shop Attendants and Street Vendors, ESP
Description of Phonology, Characteristics, and Determination of the Origin Language of Waisika I Wayan Agus Anggayana; I Nyoman Suparwa; Ni Made Dhanawaty; I Gede Budasi
e-Journal of Linguistics Vol 15 No 1 (2021): ejl-January
Publisher : Doctoral Studies Program of Linguistics of Udayana University Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/e-jl.2021.v15.i01.p04

Abstract

This study aims to describe the Waisika language carried out in the Northeast Alor sub-district based on the observation point, which was the object of research. This research uses quantitative and qualitative approaches. In diachronic research methods, there are two main methods in facilitating the direction of research, namely quantitative methods and qualitative methods. Application of minimal pairing procedures and similar environments, it can be found that all vocoids sound in Waisika is vocal segments /a, i, u, e, o/. Application of minimal pairing procedures and similar environments, it can be found that all contoid sounds are consonant segments [p, b, mb, t, nt, d, k, g, nd, h, s, m, n, N, Nk, l, r, w]. Five vowel phonemes, which are found to have complete distribution at the front, central, and back of the morpheme. The phoneme /mb/, /nt/, /d/, /k/, /nd/, /r/, /w/ only exists in the initial and middle position of words. The phonemes /Nk/ are only in the central position of words. The phonemes /N/ are only in the central and back positions.
KEMAMPUAN MENULIS KARANGAN DIALOG MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK-PAIR-SHARE PADA MAHASISWA JURUSAN TATA HIDANGAN DI AKADEMI KOMUNITAS MANAJEMEN PERHOTELAN INDONESIA Ni Putu Lindawati; Retny Asriyani; I Wayan Agus Anggayana
Seminar Ilmiah Nasional Teknologi, Sains, dan Sosial Humaniora (SINTESA) Vol 1 (2018): PROSIDING SINTESA
Publisher : LPPM Universitas Dhyana Pura

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Abstract

ABSTRAKPenelitian ini bertujuan mengetahui seberapa besar penggunaan model pembelajaran kooperatif tipe Think-Pair-Share (TPS). Penelitian ini dilaksanakan dalam bentuk penelitian tindakan kelas yang terdiri atas empat tahapan dalam setiap siklusnya. Tes awal diberikan untuk mengetahui kemampuan awal mahasiswa dalam kemampuan menulis sehingga nilai yang diperoleh pada tes awal dapat dibandingkan dengan siklus I. Hasil data kuantitatif menunjukkan bahwa TPS dapat meningkatkan kemampuan menulis mahasiswa, khususnya pada karangan dialog dengan menggunakan simple past tense. Hal ini dapat dilihat dari hasil yang diperoleh oleh mahasiswa terjadi peningkatan selama model pembelajaran kooperatif tipe TPS diterapkan. Nilai rata-rata yang diperoleh mahasiswa pada tes awal adalah 60,9. Setelah diberikan pembelajaran pada siklus I, nilai rata-rata mahasiswa meningkat menjadi 80,0. Dari hasil data kualitatif terbukti bahwa mahasiswa mampu menulis karangan dialog menggunakan simple past tense dengan penyusunan kalimat yang benar sesuai dengan tata bahasa.Kata kunci: kemampuan menulis, pembelajaran kooperatif, Think-Pair-Share.ABSTRACTThis research aimed at finding out how far the use of cooperative learning type Think-Pair-Share (TPS). This research designed in form of action-based research which involved four steps in each circle. Pre-test was conducted in order to know the student’s basic ability at writing skill, so that the achievement on the pre-test can be compared with the achievement on circle I. The result of quantitative data showed TPS could improve students writing ability especially at writing dialogs using simple past tense. It can be seen from the result of the student’s achievement tests which increased continuously during the application of cooperative learning type TPS. The mean score of students in the pre-test was 60,9. After conducting the treatment in the first circle, the students mean score improved to 80,0. The qualitative data, it was showed that the students could write good dialogs using simple past tense with proper structure.Keywords: speaking ability, cooperative learning, Think-Pair-Share.
MODEL KOOPERATIF THINK-PAIR-SHARE DALAM MENINGKATKAN KEMAMPUAN MENULIS KARANGAN DIALOG BAHASA INGGRIS MAHASISWA AKADEMI KOMUNITAS MANAJEMEN PERHOTELAN INDONESIA Ni Putu Lindawati; Retny Asriyani; I Wayan Agus Anggayana
LITERA : Jurnal Bahasa Dan Sastra Vol. 4 No. 1 (2018): LITERA : Jurnal Litera Bahasa Dan Sastra
Publisher : LPPM Universitas Dhyana Pura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36002/litera.v4i1.594

Abstract

ABSTRACTThe cooperative learning model think-pair-share aimed to influence student interaction. The highest scoreof pre-action student’ writing was 65.0, the lowest score 58.3. All students score below the MinimumCriterion Score ≥68. Error writing on mechanical aspects, grammar, vocabulary, developing idea. Increasedin cycle I reaching Minimum Criterion Score: (1) average score on mechanical aspect 65.0; (2) averagescore on grammatical aspects 70.8; (3) average score on idea 83.3; (4) average score on vocabulary 71.4;total mean score in cycle I 74.0. The acquisition of the score was sufficiently completed, so it was decidedending the activities in cycle I.Keywords: cooperative model, writing skill, think-pair-shareABSTRAKModel pembelajaran kooperatif think-pair-share bertujuan untuk memengaruhi pola interaksi mahasiswa.Nilai tertinggi tahap pratindakan mahasiswa menulis karangan dialog 65.0, nilai terendah 58.3. Semuamahasiswa mendapat nilai di bawah nilai Kriteria Ketuntasan Minimum ≥68. Kesalahan penulisan padaaspek mekanik, tata bahasa, kosakata, pengembangan ide. Peningkatan siklus I yang mencapai KKM: (1)Nilai rerata pada aspek mekanik 65.0; (2) Nilai rerata pada aspek tata bahasa 70.8; (3) Nilai rerata padaaspek ide 83.3; (4) Nilai rerata pada aspek kosakata 71.4; Total nilai rerata pada siklus I 74.0. Perolehannilai tersebut sudah cukup sepenuhnya sehingga diputuskan untuk menyudahi kegiatan pada siklus I.Kata Kunci: model kooperatif, kemampuan menulis, think-pair-share
PENERAPAN TEKNIK ROLE PLAY DALAM MENINGKATKAN KOMPETENSI BERBICARA BAHASA INGGRIS SISWA KELAS SEBELAS TERHADAP KEANEKARAGAMAN PERSONALITY TYPES DI SMK PARIWISATA TRIATMA JAYA BADUNG Retny Asriyani; Dewa Ayu Suryawati; I Wayan Agus Anggayana
LITERA : Jurnal Bahasa Dan Sastra Vol. 5 No. 2 (2019): LITERA : Jurnal Litera Bahasa Dan Sastra
Publisher : LPPM Universitas Dhyana Pura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36002/litera.v5i2.908

Abstract

ABSTRAKPenelitian ini membahas Tipe Kepribadian pada kompetensi berbicara. Secara khusus,penelitian ini bertujuan untuk menyelidiki apakah ada siswa yang membantunya menggunakanperan bermain dan teknik konvensional yang ia miliki (a) perbedaan signifikan dalamkompetensi berbicara, (b) perbedaan signifikan dalam kompetensi berbicara siswa ekstrovertdan introvert, ( c) efek interaksi antara teknik kompetensi berbicara pada kompetensi berbicara,(d) perbedaan signifikan dalam kompetensi berbicara siswa ekstrovert dan (e) perbedaansignifikan dalam kompetensi berbicara siswa introvert. Penelitian ini akan dilakukan diAkademi Komunitas Manajemen Perhotelan Indonesia. Sebutkan bahwa desain kelompokkontrol Post-test only mempertimbangkan dua kelompok di mana salah satu dari merekamenerima bantuan eksperimental, sedangkan yang lain tidak. Pada akhirnya, kedua kelompokdiberi post-test. Setelah disetujui, siswa diberi perhatian. Kelompok eksperimen yang berjudulPeran Teknik Bermain dan kelompok kontrol menang dengan teknik konvensional dalambentuk mata bor. Perawatan berlangsung selama 8 pertemuan. Pada akhir kelas kedua teskompetensi berbicara diberikan. Setelah itu, data akan digabungkan dan dianalisis secarainferensial. Analisis inferensial dilakukan untuk menguji hipotesis penelitian dan untukmenjawab pertanyaan penelitian untuk penelitian ini.Kata Kunci: Role Play, Kompetensi Berbicara Bahasa Inggris, Tipe Kepribadian.ABSTRACTThis study discusses Personality Type on speaking competence. Specifically, this studyaims to investigate whether any of the students helped him use the role of play and theconventional techniques he possessed (a) significant differences in speaking competency, (b)significant differences in the speaking competence of extroverted and introverted students, (c)the interaction effect between speaking competency techniques on speaking competencies, (d)significant differences in speaking competence of extroverted students and (e) significantdifferences in speaking competencies of introverted students. This research will be conductedon Akademi Komunitas Manajemen Perhotelan Indonesia. State that Post-test only controlgroup design considers two groups where one of them receives experimental assistance, whilethe other does not. In the end, the two groups were given a post-test. After approval, studentsare given care. The experimental group entitled Role of Playing Techniques and control groupswon with conventional techniques in the form of drill bits. The treatment lasts for 8 meetings.At the end of the second class a speaking competency test was given. After that, the data willbe combined and analyzed inferentially. Inferential analysis is done to test the researchhypothesis and to answer the research questions for this study.Keywords: Role Play, English Speaking Competency, Personality Types
Analyzing The Use Of Discourse Markers In EFL Classroom Interactions: A Qualitative Study At Bali International Language Center Lindawati, Ni Putu; Asriyani, Retny; Anggayana, I Wayan Agus
International Journal of Linguistics and Discourse Analytics Vol 6 No 1 (2024): IJOLIDA Vol. 6 No. 1, September 2024
Publisher : Denpasar Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52232/ijolida.v6i1.143

Abstract

Discourse markers are essential for effective communication, serving to structure and manage interactions in both native and non-native language contexts. Despite their significance, there is a noticeable gap in the literature regarding their specific functions within English as a Foreign Language (EFL) settings and how these functions align with theoretical frameworks versus practical classroom applications. This study aims to address this gap by exploring the use of discourse markers in an EFL classroom setting and assessing their impact on communication. The study’s primary objective is to analyze the utilization of discourse markers in EFL classroom interactions, identify patterns of their usage, and evaluate their effectiveness in facilitating communication between students and teachers. Employing a qualitative research design, the study involved detailed observations of one randomly selected class at Bali International Language Center (BILCEN). Data were collected through audio recordings of classroom interactions, which were transcribed and analyzed thematically. Instruments used for data collection included observation protocols and transcription software. The findings indicate that discourse markers were frequently used to manage conversational flow, signal transitions, and link ideas, playing a crucial role in maintaining coherence and promoting smoother communication. However, instances of overuse or incorrect usage occasionally led to misunderstandings among students. In conclusion, this study highlights the importance of discourse markers in enhancing EFL classroom interactions and suggests that focused instruction on these markers can significantly improve students' communicative competence. By bridging the gap between theoretical understanding and practical implementation, the research offers valuable insights for educators aiming to enhance oral communication skills in EFL contexts
Utilizing Technology to Check the Assignments of Food Beverage Product Students Anggayana, I Wayan Agus
Jurnal Manajemen Pelayanan Hotel Vol 7 No 1 (2023): Jurnal Manajemen Pelayanan Hotel
Publisher : Akademi Komunitas MAPINDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37484/jmph.070129

Abstract

This research utilizing technology to check the assignments simulates the use of Grammarly as one assessment tool for identifying errors in essays in writing English. The result analysis shows that Grammarly is used to assess the students’ grammatical and mechanical writing errors. From Grammarly report, it represents the quality of writing. Grammarly is an online proofreading service that checks for students’ grammar, spelling, and punctuation errors. Grammarly automatically verifies or detects the work typed based on various factors and reveals a variety of student writing errors, both in terms of grammatical and mechanical. This finding suggests that lecturers can use Grammarly, as automated software to implement corrective evaluation of Food Beverage Product Students' writing. This research is descriptive qualitative research. Researchers classify the issues in Grammarly: (a) Correctness (b) Clarity, (c) Engagement, (d) Delivery, the data taken only for the male of Food Beverage Product Students. Based on results and discussion, total Correctness 610, Clarity 12, Engagement 8, Delivery 1. For this research, male Food Beverage Product Students have more errors in Correctness, including Improved spelling, grammar, and punctuation, and one student writes in Indonesian. Keywords: Utilizing Technology, Food Beverage Product Students, Grammarly, Assignments
THE ISSUE OF CULTURE ON HOSPITALITY STUDENTS IN LANGUAGE ACQUISITION Anggayana, I Wayan Agus
Jurnal Manajemen Pelayanan Hotel Vol 6 No 1 (2022): Jurnal Manajemen Pelayanan Hotel
Publisher : Akademi Komunitas MAPINDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37484/jmph.060130

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This study aims to find the relationship between language acquisition and culture and its changes for hospitality students. The instruments used in this research are (a) daily notes, (b) an interview guide, and (c) a camera. Observation methods, interview techniques and documentation in the form of recorded speech results when conducting research. The subordinate relationship reflects a quality of the relationship that is only one-sided, meaning that cultural dynamics affect the dynamics of language acquisition for hospitality students. It is evidenced by the relationship that states language is the result of culture when compared to the language used by hotel students with Balinese in general. It is partly influenced by foreign tourists who often communicate with hospitality students, where the students practice and do internships. It can sharpen knowledge linguistically in language learning. Keywords: Hospitality Student, Language Acquisition, Culture, Linguistics.
KEMAMPUAN BERBICARA BAHASA INGGRIS MAHASISWA AKOMODASI PERHOTELAN: SEBUAH KAJIAN FONOLOGI Anggayana, I Wayan Agus; Paramita Sari, Ni Luh Komang Julyanti
Jurnal Manajemen Pelayanan Hotel Vol 1 No 1 (2017): Jurnal Manajemen Pelayanan Hotel
Publisher : Akademi Komunitas MAPINDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (139.173 KB) | DOI: 10.37484/jmph.010102

Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana pelafalan bahasa Inggris mahasiswa jurusanAkomodasi Perhotelan Akademi Komunitas Manajemen Perhotelan Indonesia. Serta hambatan apasaja yang dialami.Data kualitatif berupa hasil proses pembelajaran di dalam kelas, berupa pencatatanhasil pengucapan (pronounciation) yang dipakai oleh mahasiswa.Instrumen penelitian (a) catatanharian, (b) renstra, (c) pedoman wawancara, (d) kamera.Metode observasi digunakan untukmemperoleh data penerapan teknik bermain peran. Penelitian ini menggunakan Teknik analisiskualitatif analisis yang terdiri atas komparasi data, verifikasi, dan penyajian data. Mahasiswa selamakegiatan belajar mengajar mengalami masalah serta hambatan dalam berkomunikasi bahasa Inggriskhususnya pada pelafalan. Pelafalan yang dilakukan terjadi akibat masih kuatnya pengaruh bahasa ibuyang dimiliki mahasiswa. Selain itu pemahaman dalam tata bahasa asing mereka juga kurangmemahami.
Co-Authors Antara, I Made Kusuma Asriyani, Retny Dewa Ayu Suryawati Dewi, Si Putu Agung Ayu Pertiwi Ditya Adi Putra, I Made Marianto DWIYANTI, NI MADE CHRISTINE I Gede Budasi I NYOMAN SUPARWA I Wayan Suarnajaya Jimmy Harry Putu Suarthana Lindawati, Ni Putu Made Hedy Wartana Ni Luh Komang Julyanti Paramita Sari, Ni Luh Komang Julyanti Ni Made Dhanawaty Ni Putu Lindawati Putu Kerti Nitiasih Retny Asriyani Rosvita Flaviana Osin Sengkey, Fenny Suryawati, Dewa Ayu Yanti, Ni Ketut Karisma