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AN ANALYSIS OF CONVERSATIONAL MAXIMS IMPLEMENTATION ON FACEBOOK AMONG THE GROUP MEMBERS OF BULELENG JENGAH ., Ridho Ananda Kusumonegoro; ., Drs. Asril Marjohan,MA; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3326

Abstract

Penelitian ini bertujuan untuk meneliti maksim percakapan yang digunakan pada Facebook oleh anggota grup Buleleng Jengah. Masalah pertama adalah untuk mengungkapkan jenis maksim yang diungkapkan oleh anggota kelompok selama percakapan mereka di Facebook atas dasar maksim percakapan yang dikemukakan oleh Grice dan masalah kedua adalah konteks yang mungkin memengaruhi percakapan anggota kelompok Buleleng Jengah selama percakapan mereka di Facebook. Penelitian ini dirancang dengan menggunakan penelitian kualitatif. Data diambil dari Facebook.com. Data yang diambil dalam bentuk percakapan. Data diidentifikasi dan dianalisis untuk mengetahui maksim-maksim yang digunakan dalam percakapan. Analisis dilanjutkan dengan mengidentifikasi dan menganalisis konteks yang mungkin memengaruhi percakapan di Facebook. Ditemukan bahwa jenis maksim yang digunakan oleh anggota kelompok Buleleng Jengah selama percakapan mereka di Facebook adalah maksim kuantitas, kualitas, relevansi, dan cara. Ada juga kondisi di mana anggota kelompok melanggar maksim selama percakapan mereka di Facebook. Konteks yang memengaruhi percakapan mereka di Facebook antara lain untuk membuat hubungan yang lebih dekat, menunjukkan rasa terima kasih, dan mengkritik orang lain. Kata Kunci : Conversational Maxims, Konteks, Facebook This study was aimed ay investigating the Conversational Maxims expressed on Facebook by the group member of Buleleng Jengah. The first problem was to reveal the kinds of maxims expressed by the group member during their conversation on Facebook on the basis of Grice’s Conversational Maxims and the second problem was the context that might affect the conversation by the group member of Buleleng Jengah. The research was designed by using qualitative research. The data were taken from Facebook.com. The data were taken in form of conversations. The data were identified and analyzed to know the maxims expressed in the conversation. The analysis was continued by identifying and analyzing the context that might affect the conversation on Facebook. It was found that the kinds of maxims that was used by the group member of Buleleng Jengah during their conversation on Facebook were Maxim of Quantity, Quality, Relation, and Manner. There were also conditions in which the maxim is flouted and infringed. The context affected their conversation on Facebook in order to make a closer relationship, showing gratitude, and criticize others. keyword : Conversational Maxims, Context, Facebook
THE EFFECT OF THE TRANSITION-ACTION- DETAILS AND ACTION-FEELINGS-SETTING STRATEGIES ON STUDENTS’ WRITING COMPETENCY AT TENTH GRADE STUDENTS OF SMA N 1 SAWAN ., Ni Kadek Widiantari; ., Drs. Asril Marjohan,MA; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3360

Abstract

Penelitian ini bertujuan untuk menyelidiki pengaruh dari strategi pembelajaran Transition-Action-Details (TAD) dan Action-Feelings-Setting (AFS) terhadap kompetensi menulis siswa. Lima puluh dua orang siswa kelas X dari SMA Negeri 1 Sawan dipilih sebagai sampel melalui Cluster Random Sampling. Randomized Pretest- Posttest Control Group Design diterapkan dalam penelitian ini. Prates diterapkan sebelum perlakuan setelah perlakuan, pascates diberikan untuk mengetahui pengaruh dari perlakuan. Dikarenakan desain penelitian adalah Randomized Pretest- Posttest Control Group, nilai prates dan pascates diubah ke dalam gain skor ternormalisasi. Kemudian gain skor ternormalisasi dianalisis menggunakan uji-t. Dari data yang dianalisis secara deskriptif dan inferensial diperoleh rata-rata nilai gain skor ternormalisasi dari kelompok eksperimen X (TAD) sebesar 0,55 dan kelompok eksperimen Y (AFS) sebesar 0,4. Hasil dari uji-t juga menunjukkan nilai tobs adalah 7,081 sedangkan nilai dari tcv adalah 2,06. Penelitian ini menemukan bahwa ada perbedaan nilai yang signifikan antara para siswa yang diajarkan dengan strategi pembelajaran TAD dan siswa yang diajarkan dengan strategi pembelajaran AFS dalam kemampuan menulis. Siswa yang diajarkan dengan strategi TAD memperoleh kemampuan menulis yang lebih baik daripada siswa yang diajarkan menggunakan strategi AFS.Kata Kunci : Action-Feelings-Setting (AFS, Kompetensi Menulis, Transition-Action-Details (TAD) This study aimed at investigating the effect of the Transition-Action-Details (TAD) and Action-Feelings-Setting (AFS) Strategies on students’ writing competency. 52 students at tenth grade of SMA N 1 Sawan were chosen as the sample through Cluster Random Sampling. The Randomized Pretest-Posttest Control Group Design was implemented in this study. Pretest was administrated before the treatment then after the treatment, posttest was administrated to find out the impact of the treatment. Because the research design was The Randomized Pretest-Posttest Control Group Design, the pretest and posttest scores were transformed into normalized gain score. The normalized gain score were then analyzed by using t-Test. From the data that were analyzed descriptively and inferentially, it was obtained that the mean normalized gain score of Exp. Group X (TAD) is 0.55 and Exp. Group Y (AFS) is 0.4 while, the result of t-Test showed that the value of tobs is 7.081 and tcv is 2.06. This study discovered that there is significant difference between the students taught by using TAD and those taught by using AFS strategies on students’ writing competency, the students taught by using TAD have better writing competency than those taught by using AFS.keyword : Action-Feelings-Setting (AFS, Transition-Action-Details (TAD), Writing Competency
Sociolinguistic Study on Code Used among People in Air Kuning Village ., Sri Pithamahayoni; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3415

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kode – kode yang digunakan oleh masyarakat di Desa Air Kuning. Kode yang digunakan dianalisis menggunakan teori dari Steinberg, Chaer dan Romaine. Subjek dari penelitian ini adalah masyarakat yang melakukan percakapan berdasarkan tiga domain yaitu, keluarga, tetangga, dan pertemanan. Penelitian ini adalah penelitian deskriptif yang memberikan gambaran tentang kode – kode yang digunaan oleh tiga domain di Desa Air Kuning. Data dikumpulkan melalui observasi dan interview. Penelitian ini menggunakan observasi partisipasi dimana peneliti menjadi bagian dari penelitian. Hasil dari penelitian ini menunjukkan bahwa tiga domain yaitu keluarga, tetangga dan pertemanan tidak mempengaruhi kode yang digunakan oleh masyarakat. Peneliti menemukan 96 kode yang digunakan di Desa Air Kuning. Kode – kode itu di kelompokkan menjadi tag question, kata bantu, bahasa sehari – hari, register, dan kata sapaan. Air Kuning mempunyai kata yok sebagai tag question, 3 kata bantu: budi, sa’a, seh, 6 register: ngujur, ngerawe, deldel, katih, nyambeng, kalbok, 12 macam kata sapaan: icang, awak, nyai, beng, cung, cai, nanang, ketuk, mbok, lik, ruang, dan 74 bahasa sehari – hari seperti,barang, pati, nyai, kelambi, tongtongan, kalijepan, sepedaha, gara, incega, wet. Kode – kode tersebut adalah percampuran antara bahasa Bali dan bahasa Bugis yang mereka sebut sebagai bahas kampung. Kata Kunci : penelitian deskriptif, kode, Desa Air Kuning The study aimed at describing the codes used among people in Air Kuning village. The codes used were analyzed by using Steibergs theory, Chaer theory, and Romaine theory. The subjects of this study were people in terms of three domains namely family, neighborhood, and friendship. This study is a descriptive study which gives description of codes used by three domains in Air Kuning village. The data were collected through observation and interview. This study used participative observation. The result of the study shows that three domains: family, neighborhood and friendship do not influence the way people used the codes. The researcher found 96 codes which were used by people in Air Kuning village. Those codes were separated into question tag, register, form of address and daily languages. Air Kuning has the word yok as the question tag, 3 auxiliaries: budi, sa’a, seh, 6 registers: ngujur, ngerawe, deldel, katih, nyambeng, kalbok, 12 kinds of form addresse: icang, awak, nyai, beng, cung, cai, nanang, ketuk, mbok, lik, ruang, and 74 daily languages such as, barang, pati, kelambi, tongtongan, kalijepan, sepedaha, gara, incega, wet. Those codes were the mixed of Balinese language and Bugis language that they called as ‘bahasa kampung’keyword : descriptive study, codes used, Air Kuning village
THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING COMBINED WITH VOCABULARY LEARNING STRATEGY IN LISTENING ON THE TENTH GRADE AT SMA LABORATORIUM UNDIKSHA ., Ni Luh Rani Anggraningsih; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3447

Abstract

Tujuan penelitian ini adalah mengurangi jumlah siswa yang memiliki masalah pada kompetensi mendengarkan di kelas X.3 SMA Laboratorium Undiksha dengan menggunakan kombinasi Contextual Teaching and Learning (CTL) dan Vocabulary Learning Strategy (VLS). Dengan kata lain, penelitian ini ingin meningkatkan kompetensi mendengarkan siswa berdasarkan indikator penilaian yang ditetapkan oleh sekolah. Subjek dari penelitioan ini terdiri dari 25 siswa, 10 orang perempuan dan 15 orang laki-laki. Penelitian ini merupakan penelitian tindakan kelas yang melaksanakan dua siklus. Ada empat fase yang dilakukan dalam penelitian tindakan kelas ini yaitu planning, action, observation, dan reflection. Data yang didapatkan didapatkan dalam penelitian ini dianalisis secara deskriptif. Hasil penelitian ini menunjukan bahwa jumlah siswa secara umum yang memiliki masalah pada kompetensi mendengarkan secara konsisten menurun. Sedangkan jumlah siswa yang memiliki masalah pada kompetensi mendengarkan berdasarkan jenis teks yang terdiri dari narrative, descriptive, dan news item menurun secara bervariasi dan siswa dapat meningkatkan kemampuan mereka berdasarkan indikator mendengarkan yang ditetapkan. Kesimpulan penilitian ini adalah kombinasi antara CTL dan VLS mampu meningkatkan kompetensi mendengarkan siswa dalam teks narrative, descriptive, dan news item. Kombinasi CTL dan VLS juga membuat siswa mampu mengidentifikasi ide pokok, informasi khusus, acuan kata, dan ati kata/frase/kalimat. Kata Kunci : kompetensi mendengarkan, CTL, VLS The objective of this research was decrease the number of students having problem in listening competency in X.3 class of SMA Laboratorium Undiksha by using the combination of Contextual Teaching and Learning (CTL) and Vocabulary Learning Strategy (VLS). In other words, it improved students’ listening competency based on performance indicator determined by the school. The subject consisted of 25 students with 10 females and 15 males. This research was designed in the form of classroom action-based research which conducted two cycles. There were 4 phases included, namely planning, action, observation, and reflection. The data obtained was analyzed descriptively. The result of research showed that the number of students having listening problem in general decreased consistently, number of students having problem based text types consisted of narrative, descriptive and news item was varied, and students were able to achieve listening’s indicators. It could be conclude that CTL combined with VLS could improve students’ listening competency in narrative, descriptive, and news items especially in identifying main idea, specific information, textual reference and word/phrase/sentence meaning in X.3 class of SMA Laboratorium Undiksha. keyword : Listening Competency, CTL, VLS
DEVELOPING MULTIMEDIA OF MICROTEACHING USING VARIATION IN TEACHING SKILL AND TEACHING SMALL GROUP AND INDIVIDUAL SKILL IN ENGLISH EDUCATION DEPARTMENT OF UNDIKSHA ., Ni Kadek Debi Kurniati; ., I G A Lokita P Utami, S.Pd.; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3488

Abstract

Penelitian pengembangan ini bertujuan untuk menghasilkan multimedia pembelajaran microteaching untuk mata kuliah microteaching di Jurusan Pendidikan Bahasa Inggris UNDIKSHA. Terdapat dua ketermapilan mengajar yang dikembangkan menjadi multimedia pembelajaran, yaitu keterampilan mengajar kelompok kecil dan perorangan dan keterampilan menggunakan variasi dalam mengajar. Metode penelitian yang digunakan adalah model penelitian dan pengembangan Borg dan Gall, yang terdiri dari 5 langkah penelitian yaitu (1) penelitian dan pengumpulan data awal, (2) perencanaan, (3) pembuatan produk awal, (4) uji coba awal, dan (5) perbaikan produk awal. Produk multimedia di validasi oleh seorang ahli isi, seorang ahli desain pembelajaran, seorang ahli media pembelajaran, seorang guru dalam uji coba perorangan, dan dua puluh lima siswa dalam uji coba kelompok kecil. Instrumen pengumpulan data adalah angket. Teknik untuk mengolah data adalah deskriptif kualitatif dan deskriptif kuantitatif. Data kualitatif diperoleh dari komentar, saran, atau mauskan dari ahli, uji coba perorangan, dan uji coba kelompok kecil. Sementara, data kuantitatif diperoleh dari skor yang deberikan pada angket. Hasi penelitian menunjukan bahwa kualitas multimedia keterampilan mengajar kelompok kecil dan perorangan dan keterampilan menggunakan variasi dalam mengajar ditinjau dari aspek; (1) isi adalah baik dan sangat baik dengan persentase 84% dan 90 %. (2) media pembelajaran adalah baik untuk kedua multimedia keterampilan mengajar dengan presentase 81% dan 80%, (3) desain pembelajaran adalah baik untuk kedua multimedia keterampilan mengajar dengan presentase 83% dan 81%, (4) tes perorangan adalah sangat baik untuk kedua multimedia keterampilan mengajar dengan presentase 997% dan 98%, and (5) tes kelompok kecil adalah baik untuk kedua multimedia keterampilan mengajar dengan presentase 88.52% dan 88.12%. Hasil validasi tersebut menunjukan bahwa multimedia yang dikembangkan tidak perlu direvisi. Berdasarkan hasil validasi tersebut, dapat disimpulkan bahwa multimedia microteaching dapat digunakan dalam proses belajar mengajar sebagai multimedia pembelajaran.Kata Kunci : multimedia pembelajaran, keterampilan mengajar kelompok kecil dan perorangan, keterampilan menggunakan variasi dalam mengajar, validasi. This development research was aimed at producing instructional multimedia of microteaching for microteaching course in English Education Department of UNDIKSHA. There were two skills of teaching being developed as instructional multimedia, those are teaching small group and individual skill and using variation in teaching skill. The research method of this study was research and development Borg and Gall Model which consisted of five steps, namely: (1) research and data collection, (2) planning, (3) making the initial product, (4) preliminary testing, and (5) upgrading the product. The product of the multimedia were validated by a content expert, an instructional design expert, an instructional media expert, a teacher in individual test, and twenty five students in small group test. The instrument used for collecting the data was questionnaire. The techniques of data analysis were descriptive qualitative and descriptive quantitative. Qualitative data were gained from comments, suggestions, or feedback given by experts, individual testing, and small group testing, while quantitative data were gained through the score given on the questionnaires. The result of the study showed that the validity of the multimedia of both teaching small group and individual skill and using variation in teaching skill in terms of; (1) content aspect were good and very good, with 84% and 90%, (2) instructional media aspect were good for both of the multimedia with 81% and 80%, (3) instructional design aspect were good for both of the multimedia with 83% and 81%, (4) individual testing aspect were very good for both of the multimedia with 997% and 98%, and (5) small group testing aspect were good for both of the multimedia with 88.52% and 88.12%. The result of the validation indicates that the multimedia does not need to be upgraded. Based on the result of the validation, it can be concluded that this multimedia of microteaching can be used in the process of teaching and learning as an instructional multimedia.keyword : instructional multimedia, teaching small group and individual skill, using variation in teaching skill, microteaching.
AN ANALYSIS OF LEXICO-GRAMMATICAL ERRORS COMMITTED BY THE SEVENTH GRADE STUDENTS OF SMP NEGERI 2 SINGARAJA IN WRITING DESCRIPTIVE TEXT ., Ida Ayu Putri Riyana Sari; ., Drs. Asril Marjohan,MA; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3754

Abstract

Penelitian ini bertujuan untuk menganalisis kesalahan kosa kata dan tata bahasa yang dilakukan oleh siswa kelas tujuh di SMP Negeri 2 Singaraja tahun akademik 2013/2014 dalam menulis teks deskriptif. Hasil penelitian menunjukkan bahwa ada dua kategori kesalahan pada tulisan siswa. Pada kategori pertama, jumlah kesalahan yang ditemukan adalah 465. Kesalahan-kesalahan tersebut adalah kesalahan ejaan, kesalahan pemilihan kata, kesalahan kata penghubung, kesalahan kata jamak, kesalahan subjek-kata kerja, kesalahan susunan kata, kesalahan bentuk kata kerja, kesalahan artikel, kesalahan kata ganti, dan kesalahan kata depan. Sementara itu, jumlah kesalahan yang ditemukan pada kategori kedua adalah 359. Kesalahan tersebut adalah penghilangan to be, penghilangan artikel, penghilangan kata depan, penghilangan kata penghubung, penghilangan penanda kepemilikan, penghilangan penanda kata jamak, menandai ganda, penyamaan bentuk, penambahan sederhana, kesalahan bentuk, dan kesalahan susunan kata. Selain itu, hasil analisis juga menemukan bahwa kesalahan - kesalahan siswa tersebut disebabkan oleh kecerobohan siswa, penyamarataan aturan yang berlebihan, salah menerjemahkan, penghidaran aturan, pembelajaran yang kurang dan konsep hipotesis yang salah dari siswa.Kata Kunci : deskriptif teks, kesalahan kosa kata dan tata bahasa, penyebab-penyebab kesalahan This study aimed at analyzing the lexico - grammatical errors committed by the seventh grade students of SMP Negeri 2 Singaraja in the academic year 2013/2014 in writing descriptive text. The result revealed that there were two categories of error found in the students’ writings. In the first category, the total of error found was 465. Those errors were spelling errors, diction error, conjunction error, pluralization error, subject-verb agreement error, word order error, verb error, article error, pronoun error and preposition error. Meanwhile, the total error of the second category was 359. Those errors were omission of to be/copular verb, omission of article, omission of preposition, omission of conjunction, omission of possessiveness, omission of plural maker, double marking, regularization, simple addition, misformation and misordering. In addition, it was also found that the students’ errors were caused by the students’ carelessness, the over-generalization of the rules, the incorrect translation, the avoidance of the rules, the inadequate learning, and the false concept hypothesized.keyword : causes of error, descriptive text, lexico - grammatical error
COMMUNICATION STRATEGIES USED BY TEACHER IN ENGLISH AS FOREIGN LANGUAGE TEACHING AND LEARNING IN NORTH BALI BILINGUAL SCHOOL ., I Putu Agus Juli Sastrawan; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5284

Abstract

Penelitian ini bertujuan untuk mengetahui jenis-jenis strategi komunikasi yang digunakan oleh guru di kelas II Yayasan Dwi Bahasa Bali Utara dalam berkomunikasi dengan siswa, jenis strategi komunikasi yang paling sering digunakan oleh guru dan alasan guru dalam menerapkan strategi komunikasi untuk berkomunikasi dengan siswa. Subyek penelitian ini adalah guru bahasa Inggris di kelas II di Yayasan Dwi Bahasa Bali Utara. Penelitian ini menggunakan desain kualitatif. Metode pengumpulan data adalah observasi dan wawancara. Temuan menunjukkan bahwa guru menggunakan enam jenis strategi komunikasi, yaitu: approximation (10%), circumlocution (5%), clarification request (10%), comprehension check (20%), use of fillers/hesitation devices (25%) and paralanguage (30%). Paralanguage adalah strategi komunikasi yang paling sering digunakan. Dua alasan utama mengapa guru menerapkan strategi komunikasi, yaitu: strategi komunikasi membantu siswa memahami sesuatu dengan cara yang berbeda dan membantu siswa dalam memahami apa yang dikatakan.Kata Kunci : strategi komunikasi, guru, dwi bahasa This study aimed at finding out the types of communication strategies used by teacher in grade II of North Bali Bilingual School in communicating with students, the type of communication strategies used most frequently by teacher and teacher’s reasons in applying communication strategies to communicate with the students. The subject of this study was an English teacher on grade II in North Bali Bilingual School. The present study employed qualitative design. The methods of data collection were observation and interview. The findings showed that the teacher used six types of communication strategy, namely: approximation (10%), circumlocution (5%), clarification request (10%), comprehension check (20%), use of fillers/hesitation devices (25%) and paralanguage (30%). Paralanguage was the communication strategy which was used most frequently. Two main reasons why the teacher applied communication strategies were found, those are: communication strategies helped the students understand something in different way and helped the students in understanding what is being said. keyword : communication strategies, teacher, bilingual
Language Use: An Analysis of Directive Acts Used by Eleventh Grade Students at SMAN 4 Singaraja ., Mas Mirah Dewi Ni Gusti Ayu Kade; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5365

Abstract

Penelitian ini bertujuan untuk menganalisa jenis directive acts, gaya, kesalahan yang dibuat, dan sumber kesalahan yang dilakukan oleh siswa kelas sebelas di SMAN 4 Singaraja. Penelitian ini adalah penelitian deskriptif kualitatif. Subjek dari penelitian ini adalah 32 siswa. Instrument yang digunakan adalah perekam, catatan, dan sebuah pedoman tanya jawab. Hasil dari penelitian ini menunjukkan bahwa ada tujuh jenis directive acts yang digunakan oleh siswa. Diantaranya (1) to request berjumlah 220 (22.9%), (2) to order berjumlah 496 (51.7%), (3) to permit berjumlah 23 (2.4%), (4) to ask berjumlah 7 (0.7%), (5) to advise berjumlah 35 (3.6%), (6) to pray berjumlah 21 (2.2%), (7) to invite berjumlah 14 (1.4%) dan (8) klasifikasi berbeda berjumlah 144 (15%). Selain itu, siswa menggunakan gaya resmi dan tidak resmi, diantaranya (1) to request formal berjumlah 24 (2.50%), (2) to request informal berjumlah 196 (20.41%), (3) to order formal berjumlah 6 (0.62%), (4) to order informal berjumlah 490 (51.04%), (5) to permit formal berjumlah 5 (0.52), (6) to permit informal berjumlah 18 (1.87%), (7) to ask informal berjumlah 7 (0.71%), (8) to advise formal berjumlah 3 (0.31%), (9) to advise informal berjumlah 32 (3.33%), and (10) to pray informal berjumlah 21 (2.20%). Terdapat 8 kesalahan penggunaan kata dan 52 grammar dalam data yang ditemukan. Kesalahyan tersebut dikategorikan kedalam interference dan developmental error.Kata Kunci : Kata Kunci: directive acts, style, and error bstract This study aimed at analyzing the types of directive acts, the style, the errors committed and the sources of errors by eleventh grade students at SMA N 4 Singaraja. This study is a descriptive qualitative research. The subject of this study are 32 students. The instruments used in this study are tape recorder, a field note, and an interview guide. The results of this study show that there are six types of directives act used by students. They are (1) to request had the number was 220 (22.9%), (2) to order had the number was 496 (51.7%), (3) to permit had the number was 23 (2.4%), (4) to ask had the number was 7 (0.7%), (5) to advise had the number was 35 (3.6%), (6) to pray had the number was 21 (2.2%), and unclassified categorize had the number was 158 (16.5%). Moreover, the students use formal and informal style, they are (1) to request formal was 24 (2.50%), (2) to request informal was 196 (20.41%), (3) to order formal was 6 (0.62%), (4) to order informal was 490 (51.04%), (5) to permit formal was 5 (0.52), (6) to permit informal was 18 (1.87%), (7) to ask informal was 7 (0.71%), (8) to advise formal was 3 (0.31%), (9) to advise informal was 32 (3.33%), and (10) to pray informal was 21 (2.20%). In those data there are 8 errors on diction and 52 errors on grammar. The errors are categorized as interference and developmental error. keyword : Key Words : directive acts, style, and error
Language Use: A Study of Commissive Acts by the Eleventh Grade Students of SMA Negeri 1 Kubutambahan ., Kadek Vani Septiani; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5368

Abstract

Kata Kunci : Commissive acts, grammatical error, diction error, sources of error This study aimed: 1) to identify the patterns of commisive acts, 2) to identify the speech styles used in terms of formal and informal in expressing commisisve acts, 3) to identify types of error based on grammar and diction and, 4) to analyze the sources of error as committed by the eleventh grade students in a language program class at SMA Negeri 1 Kubutambahan. This study was a qualitative research. The subjects of this study were the eleventh grade students in a language program of SMA Negeri 1 Kubutambahan. The instruments were data elicitation, field note, interview guide, and recorder. The methods of data analysis were data transcription, analysis and category. The results of this study showed that the students produced various categories of speech act nsmely to promise, to refuse, to swear, to threaten, to offer, to accept, to thank, to request, to give opinion, to congratulate. The commissive acts produced by the students were to promise with total percentage 73%, to refuse with total percentage 14%, to swear with total percentage 12% and to threaten with total percentage 1,4%. The speech styles used in terms of formality by the students were 62,3% of formal language and 38,3% of informal language. The errors committed by the students were 80.8% of the grammatical errors and 19,1% of the diction errors. There were two types of sources of errors committed by the students namely interlingual with the total percentage 19,7% and intralingual or developmental factors with the total percentage 80,2%. keyword : Commissive acts, grammatical error, diction error, sources of error
THE IMPLEMENTATION OF READ, ENCODE, ANNOTATE and PONDER (REAP) TECHNIQUE IN READING ON THE SEVENTH GRADE AT SMP NEGERI 6 SINGARAJA ., Ni Luh Asriani; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5370

Abstract

Abstrak Berdasarkan data yang ditemukan pada observasi awal, menyatakan bahwa kelas VII B2 di SMP Negeri 6 Singaraja memiliki kompetensi membaca yang rendah. Penelitian ini bertujuan untuk mengubah strategi membaca siswa, meningkatkan kompetensi membaca siswa dan untuk menyebutkan hambatan yang ditemukan dalam penerapan REAP teknik. Penelitian ini dirancang dalam bentuk penelitian tindakan kelas. Penelitian dilakukan dalam dua siklus. Subyek penelitian yaitu 36 siswa yang terdiri dari 18 laki-laki dan 18 perempuan. Data dikumpulkan melalui evaluasi, observasi dan kuesioner. Setelah diberi tindakan dari siklus I ke siklus II, perubahan strategi siswa dalam membaca yaitu, para siswa mampu membaca teks dengan mencari ide pokok dari suatu bacaan, menyandikan ide pokok dengan menggunakan kata-kata sendiri, membuat catatan penting/simbol tentang teks dalam bentuk tulisan dan mendiskusikannya dengan teman sebangku. Hasil kompetensi membaca siswa meningkat sejalan dengan pemberian latihan secara intensif. Persentase peningkatan hasil belajar siswa yang telah lulus pada observasi awal berjumlah 8 siswa (22%), pada siklus I berjumlah 22 siswa (61%), sedangkan pada siklus II meningkat menjadi 32 siswa (89%). Kendala-kendala yang ditemui dalam pelaksanaan strategi ini antara lain, para siswa tidak terbiasa dengan strategi yng digunakan peneliti, keadaan kelas yang diluar kendali, beberapa siswa yang tidak berpartisipasi dalam kegiatan dikelas. Berdasarkan hasil penelitian, dapat disimpulkan bahwa pelaksanaan REAP teknik dapat mengubah strategi membaca siswa, meningkatkan kompetensi membaca siswa kelas VII B2 di SMP Negeri 6 Singaraja dan hambatan-hambatan yang ditemukan selama penelitian. Kata Kunci : Kompetensi membaca, REAP teknik Abstract The findings of pre-observation indicated that student class VII B2 of SMP Negeri 6 Singaraja had low reading competency. The present study was intended to change the students’ reading strategy, to improve students reading competency and to find the obstacles conducting the implementation of REAP technique. The study was designed in the form of classroom action research. It was conducted in two cycles. The subjects of study were 36 students consisting of 18 males and 18 females. The data were collected through reading evaluation, observation checklist and questionnaires. After given the treatment from cycle I to Cycle II, students’ strategy in reading changed, they read the text and then encoded the main idea into their own language, annotated the main idea into a form of writing and pondered it with their friend. The data of students reading competency improved along with the implementation of intensive rehearsal. The percentage of students who had passed the passing score of reading in pre-observation were 8 students (22%), in cycle I were 22 students (61%), meanwhile in cycle II were improved into 32 students (89%). The obstacles were, the students were unfamiliar with the strategy, class become noise, some students inactive in classroom. It could be concluded that the implementation of REAP technique could change the students’ reading strategy and improve reading competency of students class VII B2 SMP Negeri 6 Singaraja. However, some obstacles found during the implementation of this strategy. keyword : Reading competency, REAP Technique.
Co-Authors ., Agung Indra Sembiring ., Agung Indra Sembiring ., Agus Dimas Darmawan ., Agus Dimas Darmawan ., I DEWA AYU VIRMA T ., I DEWA AYU VIRMA T ., I G A. Bella Mastika Dewi Mandala ., I G A. Bella Mastika Dewi Mandala ., I Gede Alit Ardimayasa ., I Gede Alit Ardimayasa ., I Gede Widiarsa ., I Gede Yoga Pramana ., I Gede Yoga Pramana ., I Gusti Agung Ayu Agustini ., I Gusti Agung Ayu Agustini ., I Gusti Ngurah Putra Aryana ., I Gusti Ngurah Putra Aryana ., I Gusti Putra Jnana Yoga ., I Gusti Putu Hendranatha Wijaya ., I Kadek Yogi Sancaya ., I Kadek Yogi Sancaya ., I Komang Piska Sandya Nata ., I Komang Piska Sandya Nata ., I PT AGUS KUSUMA W ., I Putu Adhi Wirayasa ., I Putu Duara ., I Putu Duara ., I Putu Era Agustrawan ., I Putu Era Agustrawan ., I Putu Gede Hendra Raharja ., I Putu Gede Hendra Raharja ., I Putu Ngurah Wirabawa Jelantik ., I Putu Ngurah Wirabawa Jelantik ., Ida Ayu Md Friska Setiawati ., Ida Ayu Md Friska Setiawati ., Kadek Alit Putri Adriani ., Kadek Yoga Pramartha ., Kadek Yoga Pramartha ., Ketut Hari Rameswara ., Komang Widia Helena Arisandi ., Komang Widia Helena Arisandi ., LUH DEVI FEBRIANTI ., Luh Komang Sani Cahyani ., Luh Komang Sani Cahyani ., Made Yuliarta Sari ., Made Yuliarta Sari ., Ni Komang Ayu Tri Purwanti ., Ni Luh Putu Mahachintya Supraptyanti ., Ni Wayan Putri Anggitawati ., Ni Wayan Widya Agustini ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Agus Septiyana ., Putu Agus Septiyana ., Putu Nita Handayani Amarwati, Luh Rika Anak Agung Istri Ngr. Marhaeni Anam, Syafi'ul Ananda Rival Prakoso Aprilia Purnama Sari Batan, Gede Cahya Kusuma Negara Dasa, Agung Krsna Lila Desak Ketut Indriyani Dewa Ayu Eka Agustini Dewa Komang Tantra Dewi, Ni Kadek Ayu Puspita Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . Eka Agustina, Dewa Ayu Eka Anastasia Wijaya Ery Al Ridho . G.A.P. Suprianti Gede Batan I Gede Budasi I Gusti Ayu Megantari ., I Gusti Ayu Megantari I Gusti Ngurah Edy Suwastrawan . I Gusti Ngurah Wahyu Danuarta Yoga ., I Gusti Ngurah Wahyu Danuarta Yoga I Komang Tyan Ferdiawan I Nyoman Adi Jaya Putra I Putu Agus Juli Sastrawan ., I Putu Agus Juli Sastrawan I Putu Dipta Priyatna I Putu Maharta Widia Wiguna ., I Putu Maharta Widia Wiguna I Putu Ngurah Wage Myartawan I.G.A. Lokita Purnamika Utami Ida Ayu Putri Riyana Sari . Ida Ayu Putu Rina Windyani ., Ida Ayu Putu Rina Windyani Ida Bagus Putu Eka Prayoga ., Ida Bagus Putu Eka Prayoga Kadek Nano ., Kadek Nano Kadek Sonia Piscayanti Kadek Vani Septiani ., Kadek Vani Septiani Kusumadewi, Luh Kade Diana Laksono, Kisyani Luh Ayu Purnayatri ., Luh Ayu Purnayatri Luh Gd Rahayu Budiarta Luh Gede Arik Widyastuti . Luh Gede Eka Wahyuni Luh Putu Artini Luh Putu Novi Anggita Widyamarta ., Luh Putu Novi Anggita Widyamarta Made Hery Santosa Made Tantri Pratiwi Mahendra, I Gusti Agung Bayu Mas Mirah Dewi Ni Gusti Ayu Kade ., Mas Mirah Dewi Ni Gusti Ayu Kade Ni Kadek Debi Kurniati . Ni Kadek Putri Pratiwi . Ni Kadek Swadnyani . Ni Kadek Widiantari . Ni Luh Asriani ., Ni Luh Asriani Ni Luh Putu Rastiti Era Agustini Ni Luh Rani Anggraningsih . Ni Made Ratminingsih Ni Made Sumarningsih Ni Made Yuni Setyawati Ni Nyoman Ari Ratnadi Ni Putu Astiti Pratiwi Ni Putu Ayu Surya Utari Dewi ., Ni Putu Ayu Surya Utari Dewi Ni Wayan Partini . Ni Wayan Surya Mahayanti Pande Made Sugiri Adi Nandha . Prakoso, Ananda Rival Pratama, Putu Yoga Sathya Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Putu Kerti Nitiasih Putu Seriardana Putu Yoga Sathya Pratama Rameswara, Ketut Hari S.Pd. I G A Lokita P Utami . Saputra, M. Eggy Sari, Aprilia Purnama Septiani, Kadek Vani Seriardana, Putu Setiawan, Wayan Agris Jodi Setyawati, Ni Made Yuni Sri Pithamahayoni . Suarnajaya, Wayan Sumarningsih, Ni Made Sumartini, Ni Luh Putu Swadnyani, Ni Kadek Syafiul Anam, Syafiul Trisna Yanti, Gusti Ayu Made Wedana, I Made Lanang