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AN ANALYSIS OF STUDENT’S WRITING DEFICIENCIES ACROSS TEXT TYPES AT THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 2 BANJAR ., Pande Nyoman Purwaningsih; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Kadek Sonia Piscayanti, 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.v5i2.12393

Abstract

Penelitian ini bertujuan untuk (1) mendeskripsikan jenis-jenis kelemahan yang dibuat oleh siswa-siswi kelas sebelas pada penulisan teks report, teks narrative, dan teks analytical exposition dan (2) untuk mencari tahu kendala-kendala kelemahan siswa pada penulisan teks report, teks narrative, dan teks analytical exposition. Subjek penelitian ini adalah 34 siswa siswi kelas XI IPA 1 di SMA Negeri 2 Banjar. Model penelitian yang digunakan adalah descriptive qualitative. Data dalam penelitian ini dikumpulkan dengan memberikan siswa tugas untuk menulis teks report, teks narrative, dan teks analytical exposition. Sedangkan kendala-kendala yang dialami siswa diperoleh melalui kuesioner. Kelemahan yang dianalisis meliputi tujuh indikator dalam menulis, yakni judul, kalimat utama, pengembangan kalimat, hubungan antar kalimat, gaya penulisan, tata bahasa dan tanda baca. Sedangkan kendala-kendala kelemahan siswa dalam menulis dibedakan menjadi tiga berdasarkan theory Zinsser (2013), kelemahan tersebut meliputi, pengetahuan yang kurang, latihan yang kurang, dan faktor ingatan. Hasil penelitian ini menunjukkan semua kesalahan-kesalahan siswa muncul pada tiga teks yang berbeda. Hasil kuesioner menunjukkan kendala-kendala siswa dalam menulis yakni pengetahuan yang kurang, latihan yang kurang, dan faktor ingatan.Kata Kunci : kelemahan-kelemahan dalam menulis, kendala-kendala kelamahan dalam menulis, menulis This study aimed at (1) describing students writing deficiency at the eleventh grade students in report text, narrative text, and analytical exposition text and (2) discovering the constraints of writing deficiency in report text, narrative text, and analytical exposition text. The research design was descriptive qualitatively. The subjects were 34 students of XI IPA1 class in SMA Negeri 2 Banjar. The data was collected through writing task in form of report text, narrative text, and analytical exposition text. Meanwhile the constraints of writing deficiency were collected through questionnaire. The writing deficiency analyzed including title, topic sentence, developing sentence, coherence, diction, grammar, and mechanics. The constraints of writing deficiency were differentiated based on Zinsser theory (2013), the constraints was including absence of knowledge, less practice, and forgetting. The result of the research found that all of the deficiencies occurred in three different kinds of text. The result of the questionnaire showed that the constraints of student’s writing deficiency were absence of knowledge, less practice, and forgetting.keyword : constraints of writing deficiency, writing, writing deficiency
A COMPARATIVE STUDY ON THE STUDENTS' READING COMPETENCY ACROSS CLASSES AT SMP N 2 KEDIRI BASED ON THE CURRICULUM 2006 ., I Dewa Ayu Tri Utaminingsih; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.
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.v5i2.12398

Abstract

Tujuan dari penelitian ini adalah (1) menguji perbedaan yang signifikan terhadap kompetensi membaca siswa antar kelas di SMP N 2 Kediri pada tahun akademik 2017/2018, dan (2) menyelidiki kelemahan membaca siswa yang bisa dilihat dari indikator membaca berdasarkan kurikulum tahun 2006 pada tahun ajaran 2017 / 2018. Desain dari penelitian ini adalah penelitian deskriptif. Populasi adalah siswa kelas delapan SMP N 2 Kediri. Cluster Random Sampling digunakan untuk memilih sampel dalam penelitian ini. Empat kelas dipilih sebagai sampel penelitian. Hasil analisis data menunjukkan bahwa siswa di H Class tampil lebih baik daripada siswa kelas E, F, dan G. Hal itu dibuktikan dengan hasil statistik deskriptif yang menunjukkan skor rata-rata empat kelas antara lain: skor rata-rata kelas E adalah 46,19, nilai rata-rata kelas F adalah 46,33, nilai rata-rata kelas G adalah 52,40 dan skor rata-rata kelas H adalah 53,23. Hasil uji anova menunjukkan nilai fobs (4,076) lebih tinggi dari fcv (2,72). Dapat disimpulkan bahwa ada perbedaan yang signifikan antara kompetensi membaca siswa antar kelas di SMP N 2 Kediri pada tahun ajaran 2017/2018. Selain itu, peneliti menemukan bahwa sebagian besar siswa kelas delapan memiliki kelemahan membaca dalam mengetahui gagasan utama teks tertulis.Kata Kunci : kompetensi membaca, kelemahan membaca The study was aimed at (1) testing the significant differences of the students’ reading competency across classes at SMP N 2 Kediri in the academic year 2017/2018, and (2) investigating the student’s reading deficiency viewed from reading indicators based on curriculum 2006 in the academic year 2017/2018. The research design of this study was descriptive research. The population was the eight grade students of SMP N 2 Kediri. Cluster Random Sampling was used to select the sample of this study. Four classes were selected as the sample of the study. The result of the data analysis showed that the students in H Class performed better than the students in the E, F, and G Class. It was proven by the result of the descriptive statistics which showed the mean score of four classes such as: the mean score E class was 46.19, the mean score of F class was 46.33, the mean score of G class was 52.40 and the mean score of H class was 53.23. The result of Anova test showed the value of the fobs(4.076) was higher than fcv (2.72). It can be concluded that there were any significant differences of the students’ reading competency across classes at SMP N 2 Kediri in the academic year 2017/2018. Additionally, the researcher found that most of the eight grade students had reading deficiency in finding out the main idea of the written text. keyword : reading competency, reading deficiency
CLASSROOM INTERACTION ANALYSIS IN EFL WRITING CLASS BASED ON THE CURRICULUM 2013 AT SMP NEGERI 1 SINGARAJA ., Komang Ayu Sukmawati; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Kadek Sonia Piscayanti, 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.v5i2.12443

Abstract

Penelitian ini bertujuan untuk menemukan kategori interaksi kelas yang terjadi di kelas delapan SMP Negeri 1 Singaraja berdasarkan Sistem Analisis Interaksi Bahasa Asing (FLINT), perilaku verbal dan nonverbal guru dan siswa yang ditemukan pada kelas penulisan EFL di SMPN 1 Singaraja dan untuk menemukan kendala dalam menerapkan interaksi kelas aktif selama kelas penulisan EFL di SMPN 1 Singaraja. Subyek penelitian adalah guru bahasa Inggris dan siswa kelas VIII A3. Penelitian ini dirancang dengan menggunakan penelitian kualitatif deskriptif. Hasil penelitian menunjukkan bahwa: (1) semua kategori interaksi kelas berdasarkan sistem FLINT ada selama proses pembelajaran yang dilakukan oleh guru dan ditanggapi oleh siswa dalam setiap tahap pendekatan ilmiah berdasarkan K-13. (2) kendala yang dihadapi guru dalam menerapkan interaksi kelas aktif berasal dari kedua peserta, yaitu guru memiliki keterbatasan kekreatifan and inovatif dalam mengajar dan karakter siswa dipengaruhi oleh sikap budaya.Kata Kunci : Interaksi Kelas, Tahap Pendekatan Ilmiah berbasis K-13, Sistem Analisis Interaksi Bahasa Asing (FLINT) This study was aimed at finding the classroom interaction categories occurring in the eighth grade of SMP Negeri 1 Singaraja based on Foreign Language Interaction Analysis (FLINT) System, the teacher’s and students’ verbal and nonverbal behaviors found during EFL writing class in SMPN 1 Singaraja and discovering the constraints in implementing active classroom interaction during EFL writing class in SMPN 1 Singaraja. The subjects of the study were the English teacher and students in class VIII A3. This study was designed by using descriptive qualitative research. The result of the research showed that:(1)all categories of classroom interaction based on FLINT system existed during the teaching and learning process produced by the teacher and responded by the students in every stage of scientific approach based on K-13. (2) the constraints were faced by the teacher in implementing an active classroom interaction came from both participants; those are the teacher has the lack of creative and innovative teaching and the students characteristics which were influenced by the cultural attitudes.keyword : Classroom interaction, Scientific Approach Stage based on K-13, Foreign Language Interaction (FLINT) system
A COMPARATIVE STUDY OF KWL AND TWA TECHNIQUES UPON STUDENTS' READING COMPETENCY AT SMAN 1 SINGARAJA ., Ni Wayan Ekayani; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Dr. Ni Made Ratminingsih, M.A.
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.v5i2.12565

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Penelitian ini bertujuan untuk menguji teknik mana antara teknik KWL dan TWA yang lebih baik digunakan untuk membantu siswa dalam meningkatkan kemampuan membaca mereka untuk meraih nilai di atas KKM pada kelas 10 di SMAN 1 Singaraja. Desain penelitian ini menggunakan Post-test Only Two Non-Control Group Design. Populasi dalam penelitian ini adalah 317 siswa kelas 10 yang terbagi menjadi 11 kelas dimana dalam menentukan sample, 2 kelas dipilih menggunakan teknik cluster random sampling. Satu kelas yang berjumlah 28 siswa membaca teks dengan teknik KWL dan satu kelas lagi dengan jumlah 30 siswa membaca teks dengan teknik TWA. Instrumen penelitian yang digunakan antara lain try out test, RPP dan final test. Data dikumpulkan melalui tes membaca (final test) yang kemudian dianalisis secara deskriptif dan inferensial statistik dimana one-way ANOVA digunakan dalam pengujian hipotesis. Hasil dari analisis menunjukan F=1.863 dengan nilai signifikan 0.140 dimana nilai tersebut lebih besar dari nilai signifikan alpha (0.05). Jadi, dapat disimpulkan bahwa tidak ada perbedaan pada kemampuan membaca siswa ketika mereka membaca teks menggunakan teknik KWL dan TWA. Karena tidak terdapat perbedaan pada kemampuan membaca siswa ketika membaca teks dengan kedua teknik tersebut, Turkey analisis tidak perlu dilakukan. Kata Kunci : teknik KWL, kemampuan membaca siswa, teknik TWA This research aimed at testing which technique between KWL and TWA techniques is better to be used in order to help students in promoting their reading competency to achieve the performance indicator which is set to the tenth-grade students at SMAN 1 Singaraja. The design of the study was Post-test Only Two Non-Control Group Design. The population was 11 classes with 317 tenth-grade students at SMAN 1 Singaraja in which 2 classes were selected as the sample of the research which was determined by using cluster random sampling. One class with 28 students read texts using KWL and the other class with 30 students read texts using TWA technique. The instruments which were used such as lesson plans, try out test and final test. The data were collected through reading test (final test) that were analyzed descriptively and inferentially which used one-way ANOVA in inferential statistics analysis. The result shows that, F=1.863 with the significance value was 0. 140 which was higher than the significance value of alpha, 0.05. Thus, there is no significant difference on the students’ reading competency when they read texts using KWL and TWA technique. Because there is no different on the students’ reading competency between the two groups when they read texts using KWL and TWA techniques, Turkey analysis did not need to be administrated. keyword : KWL technique, reading competency, TWA technique
AN ANALYSIS OF LEARNING ACTIVITIES IN WRITING CLASSES BASED ON THE CURRICULUM 2013 AT SMPN 4 SINGARAJA ., Komang Juni Artini; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Ni Wayan Surya Mahayanti, 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.v5i2.13293

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Penelitian ini bertujuan untuk mendeskripsikan perencanaan kegiatan-kegiatan pembelajaran dalam belajar menulis berdasarkan kurikulum 2013 dalam perencanaan pembelajaran guru dan pengimplementasian kegiatan pembelajaran oleh para guru bahasa inggris dalam pembelajaran bahasa inggris. Penelitian ini adalah penelitian deskriptif kualitatif. Pengumpulan data dilakukan melalui analisa dokumen, wawancara, dan pengamatan. Data analisis berdasarkan topic, prosedur inti, prosedur khusus dan komen. Subjek penelitian ini adalah para guru bahasa inggris di kelas delapan dan objek penelitian ini adalah kegiatan pembelajaran yang di rencakanakan dalam prencanaan kgitaian guru dan penerapan kegiatan pembelajaran dikelas. Hasil dari penelitian menunjukkan (1) kegiatankegiatan pembelajaran yang direncanakan tidak semua di implementasikan di dalam kelas. (2) kedua guru masih kesulitan dalam merencanakan kegiatan pembelajaran di karenakan karena kurangnya interaktif dan semangat siswa.Kata Kunci : kurikulum 2013, kegiatan pembelajaran, pendekatan scientific. The objectives of this study were describing the planning of learning activities in teaching writing based on the Curriculum 2013 in learning activities in the teachers’ lesson plans and the implementation of learning activities based on the Curriculum 2013 and This study was descriptive qualitative. The data were collected through doing document, interview, and observation. The data were analyzed based on topic, main procedures, specific procedures, and comment. The subject was the eighth grade English teachers and the objects of this study were learning activities contained in the lesson plans, and its implementation in the classroom. The result of this study shows (1) the learning activities planned were not fully implemented in the classroom, especially in questioning due to reason: time and classroom situation, and (2) both of teachers were still difficult in designing the learning activities in the lesson plans due to reason: were not interactive and motivating in the learning process.keyword : the Curriculum 2013, learning activities, scientific Approach.
Classroom Interaction Analysis Viewed from Information Sources at SMAN 2 Singaraja ., Ni Made Budi Artati; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Kadek Sonia Piscayanti, 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.v5i2.13461

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This study aimed at analyzing the implementation of classroom interaction characteristics in writing at SMAN 2 Singaraja viewed from information sources and the description of constrains were found in implementing multi-way interaction in writing at SMAN 2 Singaraja viewed from information sources. The subject of the study were a teacher and 34 students.Kata Kunci : Classroom Interaction, Information Sources This study aimed at analyzing the implementation of classroom interaction characteristics in writing at SMAN 2 Singaraja viewed from information sources and the description of constrains were found in implementing multi-way interaction in writing at SMAN 2 Singaraja viewed from information sources. The subject of the study were a teacher and 34 students.keyword : Classroom Interaction, Information Sources
AN ANALYSIS OF ACTIVE LEARNING CHARACTERISTICS IMPLEMENTED IN EFL AT SMA NEGERI 2 SINGARAJA ., Putu Dian Sukmawati; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Ni Wayan Surya Mahayanti, 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.v5i2.13462

Abstract

Tujuan dari penelitian ini adalah menganalisis penerapan karakteristik pembelajaran berdasarkan Kurikulum 2013 oleh siswa kelas X di SMA Negeri 2 Singaraja dan mengidentifikasi kendala dalam menerapkan pembelajaran aktif siswa kelas X pada pembelajaran menulis di SMA Negeri 2 Singaraja. Penelitian ini bersifat deskriptif kualitatif. Data dikumpulkan melalui observasi kelas dan wawancara. Data dianalisis berdasarkan respon siswa saat pembelajaran sedang berlangsung di kelas. Subjek penelitian adalah siswa kelas X dan objek penelitian ini adalah respon siswa. (1) Hasil penelitian ini menunjukkan bahwa ada lima karakteristik pembelajaran aktif yang diajukan oleh Bonwell dan Eison (1991) yang diimplementasikan dalam X.MIPA 3 yaitu: siswa dilibatkan dalam lebih dari sekedar mendengarkan pasif, siswa terlibat dalam kegiatan (mis. , membaca, mendiskusikan, berbicara dan menulis), ada penekanan lebih besar pada eksplorasi sikap dan nilai, motivasi siswa meningkat (terutama untuk pelajar dewasa) dan Siswa dilibatkan dalam pemikiran tingkat tinggi (analisis, sintesis, dan evaluasi). (2) Kendala yang ditemukan dalam menerapkan pembelajaran aktif adalah waktu yang terbatas, media yang digunakan oleh guru dan manajemen kelas.Kata Kunci : Kurikulum 2013, pembelajaran aktif, karateristik pembelajaran aktif dan kendala The objectives of this study were analyzing of the implementation of learning characteristics based on Curriculum 2013 by the tenth grade students at SMA Negeri 2 Singaraja and identifying the constraints in implementing the students’ active learning by the tenth grade students in writing classes at SMA Negeri 2 Singaraja. This study was descriptive qualitative. The data were collected through doing classroom observation and interview. The data were analyzed based on the students’ responses when the teaching and learning process were running in the classroom. The subjects were the tenth grade students and the objects of this study were students’ responses. (1) The result of this study shows that there were five characteristics of active learning which proposed by Bonwell and Eison (1991) implemented in X.MIPA 3 namely:students are involved in more than passive listening, students are engaged in activities (e.g., reading, discussing, speaking and writing), there is greater emphasis placed on the exploration of attitudes and values, student motivation is increased (especially for adult learners) and Students are involved in higher order thinking (analysis, synthesis, and evaluation). (2) The constraints which were found in implementing students’ active learning were the limited time, the media used by the teacher and classroom management.keyword : Curriculum 2013, active learning, active learning characteristics and constraints
Complaint Acts Expressed by The Tenth Grade Students at Sekolah Menengah Kejuruan Negeri 1 Sukasada ., Putu Ayu Masita Maheswari; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Ni Putu Astiti Pratiwi, 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.v5i2.15094

Abstract

Keluhan dan tanggapan siswa masih kurang bervariasi. Sebenarnya ada beberapa jenis dan strategi dinyatakan dan dipilih untuk membuat keluhan dan tanggapan keluhan. Penelitian ini berfokus pada tindak lisan dan tanggapan lisan mengenai keluhan. Penelitian ini bertujuan untuk mengenali dan mengerti jenis dan strategi pada tindak lisan dan tanggapan lisan yang digunakan siswa sekolah kejuruan dalam membuat keluhan dan menanggapi keluhan. Penelitian ini dilaksanakan di Sekolah Menengah Kejuruan Negeri 1 Sukasada. Penelitian ini merupakan penelitian deskriptif kualitatif yang menggunakan teknik elisitasi melalui simulasi percakapan. Siswa diminta untuk mengeluh dan menanggapi keluhan berdasarkan lima situasi berbeda. Data dikategorikan dan dianalisis berdasarkan teori mengenai jenis dan strategi tentang keluhan dan tanggapannya yang digunakan dalam penelitian ini. Hasil penelitian menunjukkan siswa kebanyakan menyatakan jenis keluhan langsung yang bentuknya tertuju pada seseorang yang ada dalam situasi. Lalu, siswa kebanyakan menyatakan jenis penerimaan untuk menanggapi keluhan yang berarti mereka mengkonfirmasi keluhan tersebut. Di sisi lain, siswa kebanyakan memilih penuduhan langsung sebagai strategi tindak lisan dalam keluhan yang berarti mereka secara langsung menyatakan keluhan tersebut. Sementara itu, mereka memilih penjelasan sebagai tanggapan lisan yang digunakan untuk menjelaskan alasan kenapa keluhan tersebut dapat terjadi.Kata Kunci : tindakan keluhan, tindakan ujaran, tindakan respon, kategori, strategi This study intends to examine the locutionary and perlocutionary act categorizations of complaint and to investigate the locutionary and perlocutionary act strategies of complaint. There were 34 students as the subjects and they were asked to complain to their peers by given five different situations. The data were collected by using elicitation technique. The results of this study showed that the students used two categorizations for locutionary acts of complaint; Direct Complaint (187 complaints) and Indirect Complaint (142 complaints). For the perlocutionary act, they used four categorizations namely Acceptance (175 responses), Partial Acceptance (80 responses), Rejection (63 responses), and Disregarding (16 responses). In locutionary act strategies of complaint, the students used eight strategies; Hints (13 complaints), Annoyance (51 complaints), Ill Consequence (6 complaints), Direct Accusation (133 complaints), Indirect Accusation (39 complaints), Modified Blame (26 complaints), Explicit Blame in Person (34 complaints), and Explicit Blame in Condition (31 complaints). They also used nine strategies in responding the complaints. It included IFIDs (73 responses), Explanation or Account (95 responses), Acceptance of Responsibility (45 responses), Expression of Appeal (10 responses), Refusing Responsibility (43 responses), Concern to the Hearer (0 responses), Promise to Forbearance (11 responses), Offer of Repair (38 responses), and Emotional Exclamation (21 responses).keyword : complaint act, locutionary act, perlocutionary act, categorizations, strategies
PROMISE ACTS EXPRESSED BY EFL STUDENTS AT SEKOLAH MENENGAH ATAS NEGERI 1 MENGWI ., Ni Made Sinta Dwi Putri; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Kadek Sonia Piscayanti, 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.v5i2.15158

Abstract

Tindakan berjanji merupakan salah satu tindakan komisif yang paling lazim digunakan oleh masyarakat dalam percakapan sehari-hari. Tindakan berjanji merupakan tindak tutur yang berhubungan dengan sesuatu yang mungkin terjadi di masa depan dan komitmen dari pembicara. Tindakan ini selalu digunakan oleh siswa EFL di Indonesia. Janji digunakan untuk menciptakan atau menjaga hubungan sosial antara individu dalam masyarakat. Namun, siswa tidak tahu dan mengerti tentang bentuk dan strategi tindakan berjanji. Permasalahan pada penelitian difokuskan pada lokusi (tindakan verbal) dan perlocutionary (tanggapan). Desain deskriptif kualitatif digunakan dengan subjek penelitian dari siswa EFL. Data dikumpulkan melalui mengamati simulasi permainan peran dan dianalisis secara deskriptif dengan cara mengidentifikasi, mengklasifikasikan, dan menyimpulkan. Hasil penelitian menunjukkan bahwa sebagian besar siswa menggunakan bentuk informal sebagai tindakan dan tanggapan verbal berjanji. Siswa paling sering memilih strategi future action sebagai tindakan verbal, sementara, penerimaan (acceptance) paling sering dipilih sebagai tindakan menanggapi janji. Penelitian ini dibatasi melalui permainan peran dibawah lima situasi.Kata Kunci : bentuk, tindakan verbal, menjanjikan, tindakan respon, strategi Promise is one of the most familiar acts of commissives acts used by EFL students in Indonesia. It is used to create or maintain social relationships between the individuals in any society. However, the students did not know and understand about the forms and strategies of promise acts. The problem were focused on the locutionary (verbal acts) and perlocutionary (response acts). The research design was descriptive qualitative and used EFL senior high school students as the subject. The data were collected through observing simulated speech encounter from the role play and they were analyzed descriptively. The results showed that most of the students employed informal forms as their verbal acts and verbal response forms of promise. The students were most frequently chosen future acts strategy as the verbal acts, while acceptance was most frequently chosen as verbal response of promise. This research was limited through a role play under five situations. keyword : form, locutionary acts, perlocutionary acts, promising, strategy
OFFERING ACTS AMONG EFL STUDENTS AT SEKOLAH MENENGAH ATAS NEGERI 1 SINGARAJA ., Ni Komang Ary Aprilyani; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Ida Ayu Made Istri Utami, 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.v5i2.15161

Abstract

Masalah penelitian ini berfokus pada jenis kalimat dan strategi dari tindak lokusi dan perlokusi dari tindak penawaran (offering acts. Subjek dari penelitian ini adalah siswa sekolah menengah atas. Process pengambilan data menggunakan metode observasi dengan mengobservasi kegiatan percakapan yang dilakukan siswa pda lima situasi. Data dianalisis secara deskriptif melalui proses mengidentifikasi, mengklasifikasi, dan penyampaian kesimpulan. Ditemukan bahwa dalam membuat tawaran sebagian besar siswa menggunakan kalimat tanya. Sementara dalam menanggapi tawaran, kalimat deklaratif yang paling sering digunakan oleh siswa. Strategi terpopuler yang digunakan oleh siswa dalam membuat penawaran adalah suggestory formula dan diikuti oleh question desire. Dalam menerima penawaran, strategi menyetujui adalah strategi yang paling banyak digunakan. Sementara itu, dalam menolak tawaran dianalisis dengan membagi respon menjadi segmen yang lebih kecil dan menemukan bahwa strategi non-permformative, strategi menyatakan alasan/penjelasan, dan strategi mengungkapkan syukur / apresiasi adalah strategi umum yang paling sering digunakan oleh siswa dalam penelitian ini.Kata Kunci : tindak lokusi, tindak perlokusi, bentuk, strategi, penawaran. The problems were focused on the locutionary and perlocutionary act of sentence types (forms) and strategies of offering acts among foreign language students. The research subjects were the senior high school students. The data collection method is observation method by observing the simulated speech encounter. Then, the data were analyzed descriptively through identifying, classifying, and drawing conclusion. From the collected data, it was found that most of the students used the interrogative sentence when they were making an offer. While in responding to offer, the students frequently constructed declarative sentences. The popular strategy that was chosen by students in making offer was suggestory formula and it was followed by question desire. In accepting an offer, the agreeing strategy was the most strategy implemented by students. Besides, refusing offer was analyzed by dividing the responses into smaller segments and the researcher discovered non-performative strategy, state excuse, reason, explanation strategy, and state gratitude/appreciation strategy were as the common collaboration strategies that were used by the students in this study.keyword : locutinary acts, perlocutionary acts, forms, strategy, offer.
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