Claim Missing Document
Check
Articles

AN ANALYSIS OF THE EXPRESSIVE ACTS USED BY THE EIGHTH GRADE STUDENTS OF SMPN 4 SINGARAJA ., Komang Hendra Gunawan; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Dra. Luh Putu Artini, MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 1 (2016): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i1.8187

Abstract

Penelitian ini menganalisis: 1) tindak tutur ekspresif yang digunakan oleh siswa kelas VIII SMPN 4 Singaraja kepada teman laki-laki/perempuan dan kepada guru dalam hal struktur sintaksis dan pilihan kata, 2) gaya bahasa yang digunakan oleh siswa kelas VIII SMPN 4 Singaraja dalam hal strategi kesopanan. Penelitian ini adalah penelitian kualitatif. Subjek dalam penelitian ini adalah siswa kelas VIII A2 dan VIII B3, yang terdiri dari 34 siswa perempuan dan 36 siswa laki-laki. Data dikumpulkan dengan menggunakan teknik elisitasi. Data yang diperoleh dianalisis secara deskriptif. Hasil penelitian ditunjukkan dalam urutan berikut ini: 1) tindak tutur ekspresif yang digunakan adalah a) meminta maaf, b) menyapa, c) memberi ucapan selamat, d) Berterimakasih, e) memuji, f) menyesal, 2) gaya bertutur yang digunakan yaitu a) kesopanan positif, b) tindak tutur langsungKata Kunci : kesopanan, pilihan kata, struktur sintaksis, tindak tutur ekspresif This research analyzed: 1) the expressive acts as they were used by the eighth grade students of SMPN 4 Singaraja among male-female friends and teacher in terms of syntactical structure and lexical choice, 2) the speech style applied by the eighth grade students of SMPN 4 Singaraja in terms of politeness strategy. The research design was qualitative. The subjects were the eighth grade students of A2 class and B3 class, consisting of 34 female and 36 male students. The data were collected through an elicitation technique. The obtained data were analyzed descriptively. The results were showed in the following order: 1) the expressive acts used are a) apologizing, b) greeting, c) congratulating, d) thanking, e) praising, f) regretting; 2) the speech style applied namely a) positive politeness, b) bald on record.keyword : Expressive acts, lexical choice, politeness, syntactical structure
An Analysis of Learning Materials for the Seventh Grade Students at SMP Negeri 4 Singaraja in Implementing the 2013 Curriculum ., Nyoman Andika Juniarta; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Made Hery Santosa, S.Pd, M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8716

Abstract

Tujuan dari penelitian ini adalah untuk menganalisis materi pembelajaran yang direncanakan dalam buku teks siswa yang berjudul "When English Rings a Bell", dan dalam rencana pembelajaran untuk siswa kelas tujuh, dan penerapan materi pembelajaran dalam kegiatan belajar mengajar. Bahan pembelajaran dianalisis dalam hal jenis tindak tutur utama dan spesifik serta penggunaan tindak tutur dan tempat tindak tutur. Subjek penelitian ini terdiri dari rencana pelajaran, buku siswa, dan seorang guru bahasa Inggris. Desain penelitian ini adalah deskriptif kualitatif. Data dikumpulkan dari dokumen, wawancara, dan observasi. Hasil penelitian menunjukkan sebagai berikut. Pertama, bahan yang didasarkan pada 2013 Kurikulum seperti yang direncanakan dalam buku siswa yaitu: directive dengan sub tipe questioning dan ordering, assertive dengan sub tipe stating dan describing, commisisve dengan sub tipe offering, eexpressive dengan sub tipe greeting, thanking, apologizing, feeling, dan taking leave. Fungsi tindak tutur yaitu interactional, personal, heuristik, instrumental, informative, dan attention getting. Tempat tindak tutur yaitu formal, informal, dan non-formal. Jenis tindak tutur utama dan spesifik serta penggunaan tindak tutur dan tempat tindak tutur dalam buku sama seperti dalam rencana pembelajaran. Kedua, materi pembelajaran dilaksanakan sepenuhnya didasarkan pada rencana pelajaran. Hasil menyiratkan bahwa asertif, direktif, commisive dan ekspresif harus direncanakan dalam bahan dan guru belajar harus menumbuhkan kompetensi komunikatif siswa dan berusaha untuk memberikan mereka kesempatan lebih untuk berlatih menggunakan tindak tutur dalam Bahasa Inggris.Kata Kunci : Rencana Pembelajaran, Materi Pembelajaran, Tindak Tutur The objectives of this study were to analyze the learning materials planned in the students’ textbook entitled “When English Rings a Bell”, and in the lesson plans for the seventh grade students, and the implementation of the learning materials in the teaching learning activity. The learning materials were analyzed in the terms of the main and specific speech act types as well as speech use and speech setting. Subjects studied consisted of lesson plan, students’ book, and the English teacher. The design of this study was descriptive qualitative. The data were collected from document, interview, and observation. The results show the following. First, learning materials based on the 2013 Curriculum as planned in the students’ book namely: directive with the sub type questioning and ordering, assertive with the sub type stating and describing, commisisve with the sub type offering, expressive with the sub type greeting, thanking, apologizing, feeling, and taking leave. The speech uses were interactional, personal, heuristic, instrumental, informative, and attention getting. The settings were formal, informal, and non-formal. These speech acts, specific speech acts, speech use, and speech setting were found are same as in lesson plans. Second, the learning material implemented wholly based on the lesson plans. The results imply that assertive, directive, commisive and expressive should planned in learning materials and teacher should cultivate the students’ communicative competence and attempt to give them opportunities to practice more English speech acts. keyword : Lesson Plans, Learning Materials, Speech Acts
AN ANALYSIS OF LEARNING MATERIALS IN LEARNING ENGLISH AT THE SEVENTH GRADE STUDENTS OF SMPN 4 SINGARAJA IN TERMS OF SPEECH ACT TYPE, SUB TYPE AND SPEECH STANDARD BASED ON CURRICULUM 2013 ., Ni Putu Artila Dewi; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., I Putu Indra Kusuma, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8775

Abstract

ABSTRAK Penelitian ini difokuskan pada dua masalah. Pertama, perencanaan materi pembelajaran berdasarkan Kurikulum 2013 dalam buku siswa dan rencana pelaksanaan pembelajaran guru. Bahan pembelajaran dianalisis dalam hal jenis tindak tutur utama dan spesifik dan sub jenis serta variasi bahasa. Kedua, pelaksanaan materi pembelajaran berdasarkan Kurikulum 2013 seperti yang direncanakan dalam rencana pelaksanaan pembelajaran guru. Bahan pembelajaran dianalisis dalam hal jenis tindak tutur utama dan spesifik dan sub jenis serta variasi bahasa. Subjek penelitian terdiri dari rencana pelaksanaan pembelajaran guru, buku siswa kelas VII dan guru bahasa Inggris. Data dikumpulkan melalui studi dokumen, observasi, dan pedoman wawancara. Data dianalisis secara kualitatif. Hasil penelitian menunjukkan sebagai berikut: 1) perencanaan materi pembelajaran berdasarkan Kurikulum 2013 seperti yang direncanakan dalam buku siswa dan RPP guru, yaitu: a. expressif dengan sub jenisnya menyapa, berterima kasih, meminta maaf. b. asertif dengan sub jenisnya menyatakan, mendeskripsikan dan menjelaskan. c. komisif dengan sub jenisnya menawarkan dan d. directif dengan sub jenisnya menanya, meminta, memohon. Semua dari mereka menggunakan pidatonya bahasa baku dan tidak baku. 2) pelaksanaan materi pembelajaran berdasarkan Kurikulum 2013 seperti yang direncanakan dalam RPP guru dan implementasinya, yaitu: a. expressif dengan sub jenisnya menyapa, berterima kasih, meminta maaf. b. asertif dengan sub jenisnya menyatakan, mendeskripsikan. c. komisif dengan sub jenisnya menawarkan dan d. direktif dengan sub jenisnya menanya, meminta. keseluruhan menggunakan pidatonya bahasa baku dan tidak baku.Kata Kunci : bahan pembelajaran, tindak tutur, tuturan baku dan tidak baku ABSTRACT The research focused on two problems. First, the planning of learning materials based on Curriculum 2013 in the students’ book and teacher’s lesson plan. The learning materials were analyzed in terms of the main and specific speech act types and sub types as well as speech variation. Second, the implementation of learning materials based on Curriculum 2013 as planned in the teacher’s lesson plans. The learning materials were analyzed in terms of the main and specific speech act types and sub types as well as speech variation. Research subjects consisted of teacher’s lesson plans, students’ book and the English teacher. The Data were collected through document study, observation, and interview guide. The data were analyzed qualitatively. The results show the following: 1) the planning of learning materials based on Curriculum 2013 as planned in the students’ book and lesson plans, namely: a. expressives with subtypes greeting, thanking, apologizing. b. Assertive with subtypes stating, describing. c. Commisives with subtype offering. d. directives with subtypes questioning, requesting, ordering. All the learning materials used standard and non standard. 2) implementation learning materials based on Curriculum 2013 : a. expressive with sub type greeting, thanking, apologizing. b. Assertive with sub type stating, describing. c. commisives with sub type offering. dan d. Directives with sub type questioning, requesting. All the learning materials used standard and non standard. keyword : learning material, speech act, speech standard and non standard
AN ANALYSIS OF LEARNING MATERIALS IN LEARNING ENGLISH AT THE EIGHTH GRADE STUDENTS OF SMPN 4 SINGARAJA IN TERMS OF SPEECH ACT TYPE, SUB TYPE AND SPEECH FORMALITY BASED ON CURRICULUM 2013 ., Luh Putu Dewi Lestari; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., I Putu Indra Kusuma, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8776

Abstract

Penelitian ini difokuskan pada dua masalah. Pertama, perencanaan materi pembelajaran berdasarkan Kurikulum 2013 dalam buku siswa dan rencana pelaksanaan pembelajaran guru dianalisis dalam hal jenis tindak tutur utama dan spesifik dan sub jenis serta variasi bahasa. Kedua, pelaksanaan materi pembelajaran berdasarkan Kurikulum 2013 seperti yang direncanakan dalam rencana pelaksanaan pembelajaran guru dianalisis dalam hal jenis tindak tutur utama dan spesifik dan sub jenis serta variasi bahasa. Subjek penelitian terdiri dari rencana pelaksanaan pembelajaran guru, buku siswa dan guru bahasa Inggris. Data dikumpulkan melalui studi dokumen, observasi, dan pedoman wawancara. Data dianalisis secara kualitatif. Hasil penelitian menunjukkan sebagai berikut: 1) perencanaan materi pembelajaran berdasarkan Kurikulum 2013 seperti yang direncanakan dalam buku siswa dan RPP guru, yaitu: a. direktif dengan sub jenisnya bertanya, meminta, memesan, mengundang, melarang. b. asertif dengan sub jenisnya menyatakan, mengeluh dan menjelaskan. c. komisif dengan sub jenisnya menjanjikan, menolak dan menawarkan dan d. ekspresif dengan sub jenisnya menyapa, berterima kasih, meminta maaf, memberi selamat dan memuji. Semua dari mereka menggunakan pidatonya formalitas formal dan informal. 2) pelaksanaan materi pembelajaran berdasarkan Kurikulum 2013 seperti yang direncanakan dalam RPP guru, yaitu: a. direktif dengan sub jenisnya bertanya, meminta dan memerintah, b. asertif dengan sub jenisnya menyatakan, c. komisif dengan sub jenisnya menolak dan d. ekspresif dengan sub jenisnya berterima kasih dan memuji. Semua itu menggunakan tuturan resmi dan tidak resmi. Kata Kunci : bahan pembelajaran, tindak tutur, tuturan formal dan informal The research focused on two problems. First, the planning of learning materials based on Curriculum 2013 in the students’ book and teacher’s lesson plan in terms of the main and specific speech act types and sub types as well as speech variation. Second, the implementation of learning materials based on Curriculum 2013 as planned in the teacher’s lesson plans in terms of the main and specific speech act types and sub types as well as speech variation. Research subjects consisted of teacher’s lesson plans, students’ book and the English teacher. The Data were collected through document study, observation, and interview guide. The data were analyzed qualitatively. The results show the following: 1) the planning of learning materials based on Curriculum 2013 as planned in the students’ book and lesson plans, namely: a. directive with the sub type questioning, requesting, ordering, inviting, prohibiting. b. assertive with the sub type stating, complaining and describing. c. commisisve with the sub type promising and refusing, and d. expressive with the sub type greeting, thanking, apologizing, congratulating and praising. All of them used speech formality formal and informal.2) the implementation of learning material based on Curriculum 2013 as planned in the students’ book, namely directive with the sub type questioning, requesting and commanding, assertive with the sub type stating, commisisve with the sub type refusing and expressive with the sub type thanking and praising. All of them used speech formality formal and informal. keyword : learning material, speech act, speech formality
AN ANALYSIS OF LEARNING ACTIVITIES BASED ON CURRICULUM 2013 IN TEACHING ENGLISH IN SMP NEGERI 1 SINGARAJA ., Luh Putu Rany Prihastuti; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Ni Wayan Surya Mahayanti, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9249

Abstract

Penelitian ini bertujuan untuk mendeskripsikan perencanaan kegiatan-kegiatan pembelajaran berdasarkan Kurikulum 2013 di buku guru yang berjudul “When English Rings a Bell” dan kegiatan-kegiatan pembelajaran di rencana pelaksananaan pembelajaran dari para guru dan pengimplementasian kegiatan pembelajaran oleh para guru bahasa Inggris dalam pengajaran bahasa Inggris. Penelitian ini adalah penelitian deskriptif kualitatif. Pengumpulan data dilakukan melalui analisa dokumen, wawancara, dan pengamatan. Data dianalisis berdasarkan topik, prosedur-prosedur inti, prosedur-prosedur khusus, dan contoh ekspresi-ekspresi yang digunakan. Subjek penelitian ini adalah para guru bahasa Inggris di kelas tujuh dan objek penelitian ini adalah kegiatan pembelajaran yang terdapat dalam buku guru, rencana pelaksanaan pembelajaran, dan penerapan kegiatan pembelajaran di kelas. Hasil dari penelitian menunjukkan (1) kedua guru tidak mengikuti buku guru dalam merencanakan kegiatan-kegiatan pembelajaran karena mereka mengakui bahwa kegiatan pembelajaran dalam buku guru tidak dapat memfasilitasi kebutuhan siswa dalam pembelajaran, (2) kegiatan-kegiatan pembelajaran yang direncanakan tidak semua diimplementasikan di dalam kelas, khususnya kegiatan menanya karena alas an waktu dan situasi kelas.Kata Kunci : Kurikulum 2013, kegiatan-kegiatan pembelajaran, pendekatan scientific. The objectives of this study were describing the planning of learning activities based on the Curriculum 2013 in the teacher’s book entitled “When English Rings a Bell” and learning activities in the teachers’ lesson plans and the implementation of learning activities based on the Curriculum 2013 by the English teachers in teaching English. This study was descriptive qualitative. The data were collected through doing document study, interview, and observation. The data were analyzed based on topic, main procedures, specific procedures, and example of the expressions. The subject was the seventh grade English teachers and the objects of this study were learning activities contained in the Teacher’s Book, lesson plans, and its implementation in the classroom. The result of this study shows that (1) both teachers did not follow the teacher’s book in planning the learning activities because they admitted that the learning activities in the teacher’s book could not facilitate the students’ need, (2) the learning activities planned were not fully implemented in the classroom, especially in questioning due to reasons; time and classroom situation.keyword : Curriculum 2013, learning activities, scientific approach.
AN ANALYSIS OF LEARNING ASSESSMENT BASED ON THE CURRICULUM 2013 BY THE SEVENTH GRADE TEACHER IN SMP NEGERI 1 SINGARAJA ., I Gusti Agung Ayu Agustini; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9250

Abstract

Tujuan dari penelitian ini adalah(1) unutuk menganalisis perencanaan penilaian pembelajaran berdasarkan Kurikulum 2013 yang terdapat dalam buku guru yang berjdul "When English Rings a bell" dan rencana pelaksanaan penilaian yang di rencanakan oleh para guru, dan (2) penerapan kegiatan penilaian berdasarkan Kurikulum 2013 pada guru pada pembelajaran bahasa Inggris. Jenis penelitian ini adalah kualitatif. data dikumpulkan dari data analisis isi, wawancara, dan hasil pengamatan. data di analisi berdasarkan kompetensi inti, alat penilaian, model penilaian dan tehnik penilaian. Subjek dari penelitian ini adalah para guru dan objeknya dalah buku guru, rencana pelkasanaan pembelajaran, dan penerapan didalam kelas. Hasil dari penelitian ini adalah (1) kedua guru tidak mengikuti buku guru dalam membuat kegiatan penilaian, dan (2) kedua guru di rencanakan pelaksanaan penelitian tidak semua dilaksanakan di dalam kelas.Kata Kunci : Kurikulum 2013, penilaian pemebelajaran, penilaian autentik ABSTRACT The aims of this study were (1) to analyze the planning of learning assessment based on Curriculum 2013 in the teacher’s book entitle “When English Ring a Bell” and the teacher’s lesson plans of seventh grade students and (2) the implementation of the learning assessment based on Curriculum 2013 in the teacher’s lesson plans. The design of this study was qualitative. The data were collected by document study, interview, and observation. The analysis was based on the core competency, instruments, technique of assessment and model of assessment. The subject was an English teachers and the objects of this study were teacher’s book, lesson plans and the implementation in the classroom. The results of this study were (1) both of the teacher’s mostly did not follow the assessment in the teacher’s book in planning learning assessment in the classroom. (2) The learning assessment in the lesson plans were not fully implemented in the classroom especially in the religious and social competencies.keyword : Curriculum 2013, learning assessment, Authentic Assessment
IMPROVING STUDENTS WRITING COMPETENCY THROUGH THE IDEA-DETAILS STRATEGY IN CLASS XI IPA-2 OF SMA N 1 SUKASADA IN THE ACADEMIC YEAR 2016/2017 ., I Putu Ngurah Wirabawa Jelantik; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9718

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui apakah pelaksanaan The Idea-Detail Strategi dapat meningkatkan kompetensi menulis siswa dalam XI IPA-2 di SMA N 1 Sukasada. Ada 9 perempuan dan 11 siswa laki-laki di kelas XI IPA 2. Penelitian ini dilakukan dalam bentuk Penelitian Tindakan Kelas yang melibatkan empat langkah, yaitu perencanaan, tindakan, observasi, dan refleksi. Data dikumpulkan melalui beberapa instrumen yaitu menulis uji kompetensi, angket, dan studi observasi checklist.The dilakukan dalam dua siklus yang terdiri dari dua pertemuan pada setiap siklus. Hasil pengamatan awal menunjukkan bahwa siswa menghadapi masalah dalam menulis kompetensi. Ada 80% dari total siswa memperoleh skor kurang dari yang diharapkan mencetak 75 dan hanya ada 20% mencapai skor lebih tinggi dari skor standar atau sama dengan 75. Rerata kompetensi menulis siswa dalam observasi awal adalah 69,5. Setelah pelaksanaan The Idea Detail-Strategi, ditemukan bahwa ada peningkatan menulis kompetensi siswa. persentase siswa yang mencapai skor yang lebih tinggi dari atau sama dengan 75 meningkat dari 20% di observasi awal untuk 85% pada siklus 2. Sehubungan dengan indikator kinerja, siklus dihentikan karena persentase siswa yang mencapai lewat sakit lebih dari 75%. Hasil ini diperkuat dengan respon siswa terhadap penerapan The Idea-rincian Strategi. Dapat disimpulkan bahwa penggunaan The Idea-Detail strategi dapat meningkatkan kompetensi menulis siswa.Kata Kunci : Kata kunci: Menulis Kompetensi, The Idea-Detail Strategi. The aim of this study was to find whether the implementation of The Idea-Details Strategy could improve students’ writing competency in XI IPA-2 at SMA N 1 Sukasada. There were 9 female and 11 male students in class XI IPA 2. This study was conducted in form of Classroom Action Research which involved four steps, namely planning, action, observation, and reflection. The data were collected through some instruments namely writing competency test, questionnaire, and observation checklist.The study was conducted in two cycles that consisted of two meetings in each cycle. The result of preliminary observation showed that the students faced problems in writing competency. There were 80% of total students obtaining score less than the expected score 75 and there were only 20% achieving higher score than the standard score or equal to 75. The mean of students’ writing competency in preliminary observation was 69.5. After the implementation of The Idea Details-Strategy, it was found that there was improvement of students’ writing competency. the percentage of students who achieved score higher than or equal to 75 increased from 20% in preliminary observation to 85% in cycle 2. Regarding to the performance indicator, the cycle was stopped since the percentage of the students who achieved the passing sore were more than 75%. This result was strengthened by students’ response toward the application of The Idea-details Strategy. It could be concluded that the use of The Idea-Details strategy could improve students’ writing competency. keyword : Key words: Writing Competency, The Idea-Details Strategy.
AN ANALYSIS OF THE ENGLISH LEARNING MATERIALS BASED ON CURRICULUM 2013 AT SMP NEGERI 2 SINGARAJA ., Anak Agung Istri Pita Paramita Octovia; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Kadek Sonia Piscayanti, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9734

Abstract

Penelitian ini bertujuan untuk menganalisis perencanaan materi pembelajaran berdasarkan Kurikulum 2013 yang terdapat dalam rencana pelaksanaan pembelajaran yang direncanakan oleh guru, dan penerapan kegiatan pembelajaran berdasarkan Kurikulum 2013 oleh guru dalam pembelajaran bahasa Inggris. Jenis penelitian ini adalah penelitian kualitatif. Data dikumpulkan melalui analisis isi, dan hasil pengamatan. Analisis isi digunakan untuk menganalisis perencanaan materi pembelajaran, pengamatan dilaksanakan untuk mengumpulkan data tentang implementasi materi pembelajaran. Subjek dari penelitian ini adalah guru bahasa inggris dan objek dalam penelitian ini adalah materi pembelajaran dalam perencanaan pelaksanaan pembelajaran yang dibuat oleh guru beserta implementasinya di kelas. Penelitian dilaksanakan di SMP Negeri 2 Singaraja. Data dikumpulkan dengan melakukan studi dokumen, wawancara dan observasi. Data dianalisis berdasarkan fungsi sosial, unsur kebahasaan, dan struktur teks. Hasil dari penelitian menunjukkan (1) perencanaan materi pembelajaran direncanakan berdasarkan KI, KD, Indikator, fungsi sosial, unsur kebahasaan dan struktur teks, (2) materi pembelajaran pada perencanaan pelaksanaan pembelajaran tidak spenuhnya dilaksanakan di dalam kelas.Kata Kunci : Kurikulum 2013 ,materi pembelajaran, fungsi sosial, unsur kebahasaan, struktur teks. This study aimed at analyzing the planning of learning materials the teacher’s lesson plans and its implementation in teaching English based on the Curriculum 2013. This study was descriptive qualitative. Content analysis and observational study were used in this research. Content analysis was used for analyzing data about planning of learning materials based on the Curriculum 2013, observational study was conducted in collecting data about implementation of learning materials based on the Curriculum 2013. The subject was the English teacher and the objects of this study were learning materials contained in the teacher’s lesson plan, and implementation in the classroom. The setting of the study was in SMP Negeri 2 Singaraja. The data were collected by doing document study, interview, and observation. The data were analysed based on topic, social function, language feature, and text structure. The result of this study shows that (1) The learning materials planned in the lesson plans were planned based on KI, KD, Indicator, social function, language feature and text structure, (2) the learning materials in the lesson plan were not fully implemented in the classroom.keyword : Curriculum 2013, learning materials, social function, language feature, text structure.
AN ANALYSIS OF THE EIGHTH GRADE STUDENTS' WRITING DEFICIENCY AT SMP NEGERI 5 MELAYA IN ACADEMIC YEAR 2016/2017 ., Ni Kadek Nelly Yuniartini; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Putu Eka Dambayana S., S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12228

Abstract

This study aimed at analyzing (1) the deficiencies which are found in the students’ writing different text genres and (2) the causes of deficiencies found in the students’ writing different text genres of grade VIII Negeri 5 Melaya in academic year 2016/2017. The instrument used for data collection were writing task, rubrics and interview guideline. The methods of data collection were analyzing students’ writing task and interview. The result of the study showed that most of students’ writing descriptive and recount text contained of grammatical and mechanics deficiency. The causes of students’ writing deficiency that were mostly found such as minimum knowledge of how to write a good paragraph, lack of feedback from the teacher, confusion in choosing verb tense and students’ carelessness of punctuation in writing text. Kata Kunci : Descriptive text, Recount Text, and Writing Deficiency. Penelitian ini bertujuan untuk menganalisis (1) kekurangan yang ditemukan pada penulisan teks berbeda genre dan (2) penyebab kekurangan yang ditemukan pada penulisan teks berbeda genre siswa kelas VIII Negeri 5 Melaya pada tahun akademik 2016/2017. Instrumen yang digunakan untuk pengumpulan data adalah penulisan tugas, rubrik dan pedoman wawancara. Metode pengumpulan data menganalisis tugas dan wawancara siswa. Hasil penelitian menunjukkan bahwa sebagian besar tulisan teks deskriptif dan recount siswa mengandung kekurangan gramatikal dan mekanika. Penyebab kekurangan menulis siswa yang banyak ditemukan seperti pengetahuan minimal tentang bagaimana menulis paragraf yang baik, kurangnya umpan balik dari guru, kebingungan dalam memilih kata kerja dan kecerobohan siswa dalam penulisan tanda baca pada teks.keyword : Teks Deskriptif, Teks Recount, dan Kekurangan Penulisan.
AN ANALYSIS OF CLASSROOM INTERACTION IN ENGLISH LANGUAGE LEARNING BASED ON THE CURRICULUM 2013 AT SMA N 2 TABANAN ., Ni Putu Widya Kristy Yanti; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Drs.Gede Batan,MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12268

Abstract

Penelitian ini bertujuan untuk menemukan kategori interaksi kelas yang muncul di kelas XII IPA 1 di SMA N 2 Tabanan dan permasalahan yang ditemukan dalam pembelajaran Bahasa Inggris. Penelitian ini dianalisis dengan menggunakan teori Foreign Language Interaction Analysis (FLINT) System. Subyek penelitian ini adalah seorang guru Bahasa Inggris dan siswa kelas XII IPA 1. Penelitian ini menggunakan desain kualitatif. Data dari penelitian ini dikumpulkan melaui observasi yang tidak mengganggu kegiatan belajar dan wawancara. Temuan menunjukkan bahwa: (1) deals with feelings terjadi 30 kali, praises or encourages terjadi 65 kali, jokes terjadi 10 kali, uses ideas of students terjadi 35 kali, repeat student response verbatim terjadi 44 kali, ask question terjadi 262 kali, gives information terjadi 246 kali, corrects without rejection terjadi 11 kali, gives direction terjadi 274 kali, criticizes student behavior terjadi 7 kali, criticizes student response terjadi 7 kali, student response-specific terjadi 150 kali, students response-open-ended or student-initiated terjadi 172 kali, silence terjadi 547 kali, confusion-work-oriented terjadi 6 kali, confusion-non-work-oriented terjadi 1 kali, laughter terjadi 17 kali, uses the native language terjadi 652 kali, nonverbal terjadi 43 kali; (2) permasalahan yang ditemui oleh guru yaitu, kesulitan menyampaikan materi kepada siswa, kesulitan memilih strategi pembelajaran yang sesuai dengan topic, kesulitan dalam mengimplementasikan pembelajaran discovery, kesulitan mengimplementasikan pendekatan saitifik, kesulitan untuk membuat siswa berkonsentrasi, dan kesulitan dalam menegur siswa; permasalahan yang dihadapi oleh siswa yaitu, kurangnya pembendaharaan kata, mereka tidak percaya diri untuk mengatakan jawaban mereka, tidak suka belajar Bahasa Inggris, mereka tidak mengerti yang dikatakan guru, siswa tidak bisa memfokusan pikiran dalam belajar Bahasa Inggris.Kata Kunci : interaksi kelas, pembelajaran bahasa inggris, kurikulum 2013, Foreign Language Interaction Analysis (FLINT) System This study aimed at finding the classroom interaction categories that occurred in the XII IPA 1 class of SMA N 2 Tabanan and the problem encountered in the English language learning. This study analyzed by used theory of Foreign Language Interaction Analysis (FLINT) System. The subjects of the study were one English teacher and the students of XII IPA 1 class. This study employed qualitative design. The data were collected through doing unobtrusively observation and interview. The result showed that, (1) deals with feelings occurred 30 times, praises or encourages occurred 65 times, jokes occurred 10 times, uses ideas of students occurred 35 times, repeat student response verbatim occurred 44 times, ask question occurred 262 times, gives information occurred 246 times, corrects without rejection occurred 11 times, gives direction occurred 274 times, criticizes student behavior occurred 7 times, criticizes student response occurred 7 times, student response-specific occurred 150 times, students response-open-ended or student-initiated occurred 172 times, silence occurred 547 times, confusion-work-oriented occurred 6 times, confusion-non-work-oriented occurred once, laughter occurred 17 times, uses the native language occurred 652 times, nonverbal occurred 43 times, (2) the problem encountered by the teacher were difficult in delivering the material to the students, difficult in deciding the learning strategy that appropriate with the topic, difficult in implementing discovery learning, difficult in implemented scientific approach, hard to make the students concentrate in learning, and difficult to admonished the students; the problems encountered by the students namely lack of vocabulary, they were not confident to tell their answer, they did not like learning English, they did not understand what the teacher said, and they could not concentrate their mind in learning English. keyword : Classroom Interaction, English Language Learning, Curriculum 2013, Foreign Language Interaction Analysis (FLINT) System
Co-Authors ., Anak Agung Istri Pita Paramita Octovia ., Anak Agung Istri Pita Paramita Octovia ., DR. ASRIL MARDJOHAN, MA. ., Ester Adi Wiryani ., Ester Adi Wiryani ., I Dewa Ayu Tri Utaminingsih ., I DEWA AYU VIRMA T ., I DEWA AYU VIRMA T ., I Dewa Gde Agung Ananta Kusuma ., I Dewa Gde Agung Ananta Kusuma ., I GEDE PASEK BERATA LOKA GIRI ., I Gusti Agung Ayu Agustini ., I Gusti Agung Ayu Agustini ., I MADE DIDI DONA JULYANANTARA ., I Putu Ngurah Wirabawa Jelantik ., I Putu Ngurah Wirabawa Jelantik ., I Wayan Doder Sumirta ., I Wayan Doder Sumirta ., IDA BAGUS YUANA WAHARIKA ., Kadek Alit Putri Adriani ., Kadek Boy Satriawan ., Ketut Lediani ., Ketut Sintya ., Komang Ayu Sukmawati ., Komang Ayu Sukmawati ., Komang Hendra Gunawan ., Komang Juni Artini ., Luh Made Mira Wirawati ., Luh Made Mira Wirawati ., Luh Putu Dewi Lestari ., Luh Putu Dewi Lestari ., Luh Putu Rany Prihastuti ., Luh Putu Rany Prihastuti ., Luh Putu Utami Krisna Yanti ., LUH WIDIANI ., Made Lady Agustina ., MOH. ADZKIYAUNUHA ., Ni Kadek Nelly Yuniartini ., Ni Kadek Nelly Yuniartini ., Ni Komang Ary Aprilyani ., Ni Komang Ary Aprilyani ., Ni Made Budi Artati ., Ni Made Dwi Puji Antari ., Ni Made Dwi Puji Antari ., Ni Made Sinta Dwi Putri ., Ni Made Sinta Dwi Putri ., Ni Nyoman Pradnyani Prawira ., Ni Putu Artila Dewi ., Ni Putu Artila Dewi ., NI PUTU DIAN INDRA PRATIWI ., Ni Putu Widya Kristy Yanti ., Ni Putu Widya Kristy Yanti ., Ni Wayan Ekayani ., Ni Wayan Ekayani ., NI WAYAN MEI INDRAYANI ., Nyoman Andika Juniarta ., Nyoman Andika Juniarta ., PANDE MADE PRADNYANA PUTRA ., Pande Nyoman Purwaningsih ., Putu Ayu Masita Maheswari ., Putu Ayu Masita Maheswari ., Putu Dian Sukmawati ., Putu Dian Sukmawati ., Putu Eka Dambayana S., S.Pd., M.Pd. ., Putu Eka Dambayana S., S.Pd., M.Pd. ., PUTU NARITA SARI ., PUTU NARITA SARI ., PUTU NITA YULIANI ., PUTU NITA YULIANI ., RISMA DIYAN SAPUTRI ., Vieny Andani Padmallah Anak Agung Gede Yudha Paramartha Arcana Yasa, I Putu Budi Arsini, Ni Wayan Widya Asari, Rahayu Kusuma Widya Dambayana S., Putu Eka Dewa Ayu Eka Agustini Dewa Ayu Putu Pradnyani ., Dewa Ayu Putu Pradnyani Dewa Putu Ramendra Dian Yurista Ningsih Drs.Gede Batan,MA . G.A.P. Suprianti Gede Mahendrayana Gede Susila Darma . Gita Swari, Sarasvati Gunawati, Pande Made Gusti Ayu Nyoman Maha Hasrini ., Gusti Ayu Nyoman Maha Hasrini GUSTI AYU PUTU OLIARNI . Handayani, Made Ari Juli Hendrayani, Kadek Nila Heni Pujiastuti I Gede Budasi I GEDE SANDYANA . I Ketut Sandiyasa I Nyoman Adi Jaya Putra I Putu Indra Kusuma I Putu Maharta Widia Wiguna ., I Putu Maharta Widia Wiguna I Putu Ngurah Wage Myartawan I Putu Sujana . I PUTU WIMA ARINDA SAPUTRA . I Wayan Adi Eka Sunu . I Wayan Suarnajaya I.G.A. Lokita Purnamika Utami Ida Ayu Fajar Librayanti ., Ida Ayu Fajar Librayanti IDA AYU MADE ISTRI UTAMI . Ida Ayu Putu Rina Windyani ., Ida Ayu Putu Rina Windyani IDA AYU TARY PUSPA Ida Ayu Teguh Kesari Wirata ., Ida Ayu Teguh Kesari Wirata Iin Pramunistyawaty ., Iin Pramunistyawaty Kadek Indah Maha Putri Kadek Sonia Piscayanti Kadek Vani Septiani ., Kadek Vani Septiani Kadek Yudha Septiawan Komang Dedy Sandiarsa Komang Dedy Sandiarsa Sari Kusumadewi, Ni Wayan Eka Lalu Hamdian Affandi Larasati, Ni Nyoman Diah Krisna Luh Diah Surya Adnyani Luh Gd Rahayu Budiarta Luh Putu Artini M.A. ., PROF. DR. I KETUT SEKEN, M.A. M.L.S ., Dr.Sudirman, M.L.S M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd Made Hery Santosa Made Mesy Dwimantari . Maha Putri, Kadek Indah Marhaeni, Ni Nengah Resti Mas Mirah Dewi Ni Gusti Ayu Kade ., Mas Mirah Dewi Ni Gusti Ayu Kade Masakawati, Ni Putu Era Miangtari, Nyoman Miangtari, Nyoman Mira, Putu Ni Kadek Ayu Wirawati Ni Kadek Swadnyani . Ni Komang Arie Suwastini Ni Luh Asriani ., Ni Luh Asriani Ni Luh Bendi Arfani ., Ni Luh Bendi Arfani Ni Luh Putu Meriyanti . Ni Luh Rani Anggraningsih . Ni Made Rai Wisudariani Ni Made Ratminingsih Ni Nengah Resti Marhaeni Ni Nyoman Diah Krisna Larasati Ni Nyoman Sri Wahyu Puspitasari . Ni Putu Astiti Pratiwi Ni Putu Era Masakawati Ni Wayan Surya Mahayanti Nyoman Karina Wedhanti Pande Made Sugiri Adi Nandha . Prof. Dr. I Wayan Rasna,M.Pd . Prof. Dr. Ni Nyoman Padmadewi,MA . Putu Adi Krisna Juniarta Putu Eka Dambayana Suputra S.Pd. I G A Lokita P Utami . Saitri, I Gusti Ayu Ditha Sandiarsa, Komang Dedy Sandiyasa, I Ketut Saputra, I Nyoman Pasek Hadi Sastaparamitha, Ni Nyoman Ayu J. Septiani, Kadek Vani Suadnyani, Ni MAde Anik Sukmayanthi, Ni Made Ika Swadnyani, Ni Kadek Trisnayanti, Ni Luh Putu Devi Widiasih, Putu Sri Widiastuti, Ni Luh Anis Wulandari, Putu Devi Mas