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CAMPUR KODE DALAM BAHASA INDONESIA LISAN SISWA KELAS VII SMP N 8 DENPASAR Adnyani, N.M; Martha, N.; Sudiana, N.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 2 (2013)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Abstrak Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk menganalisis dan mendeskripsikan Bahasa dan ragam bahasa yang memunculkan campur kode pemakaian bahasa Indonesia lisan, bentuk-bentuk campur kode bahasa Indonesia lisan, macam-macam campur kode bahasa Indonesia lisan, Faktor-faktor yang menyebabkan terjadinya campur kode bahasa Indonesia lisan. Sumber data dalam penelitian ini adalah tuturan-tuturan yang digunakan siswa dalam berkomunikasi. Metode yang digunakan untuk mengumpulkan data adalah metode observasi dan metode intervieu. Hasil penelitian ini menunjukkan adanya unsur bahasa lain dalam pemakaian bahasa Indonesia lisan siswa seperti bahasa Bali, bahasa kawi, bahasa Sansekerta, bahasa Inggris, dan bahasa Belanda. Bentuk-bentuk campur kode yang ditemukan dalam penelitian ini adalah campur kode berbentuk kata, frasa, dan Idiom. Macam-macam campur kode yakni campur kode ke dalam,  campur kode ke luar, dan campur kode campuran. Faktor-faktor penyebab campur kode yaitu faktor peserta wicara atau faktor ekstra linguistik, faktor topik pembicaraan atau faktor intra linguistik, dan faktor situasi. Berdasarkan temuan tersebut dapat disimpulkan adanya unsur bahasa lain dalam pemakaian bahasa Indonesia lisan siswa. Terjadinya peristiwa campur kode dalam penelitian ini diakibatkan oleh faktor kedwibahasaan dan karena situasi informal yang mendukung penggunaannya.   Kata kunci: campur kode, bahasa lisan siswa, bahasa indonesia   ABSTRACT This research is a descriptive qualitive research aimed at analyzing and describing Language and language veriation containing code mixing with referenceto the use of spoken Indonesian, various forms of code mixing in spoken Indonesian,  types of code mixing in spoken Indonesian. The sources of the data in this research are the spoken texts used by the students to communicate in certain speech events. The method adopted for collecting the data pertaining to research questions (1), (2), and (3) was observation method, while the data pertaining to researchcuestion (4) was obtained through interview. The result of this research shows that there are elements of other languages in the students? spoken Indonesian such as those from Balinese, old Japanese, Sanskrit, English, and Dutch. The forms of code mixing found in this research include those at word level represented. Code mixing in the forms of phrases and idioms are also found in this research. Types of code mixing found in this research include those accurring intra-linguistically, those occurring extra-linguistically, and those of mixed type. The factors which cause the occurrences of code mixing include:  The factor of participants (extralinguistic factor), the factor of topics (intra linguistic factor), and The factor of situation, Based on those findings mentioned above, it can be concluded that code mixing accurs because of the inclusion of elements from other languages into the spoken Indonesian of the students. As also found in this research, the factors of bilingualism and informal situation also have their share in the occurrences of code mixing.   Key Words :  Code mixing, students spoken language, indonesian language
PEMBELAJARAN SASTRA BERORIENTASI PENDIDIKAN KARAKTER SESUAI KURIKULUM 2013 DI KELAS VIII SMP TAWAKKAL ., IKA FEBRITA SARI; ., PROF.DR. I NENGAH SUANDI, M.Hum; ., PROF.DR. I NYOMAN SUDIANA, M.Pd.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Penelitian ini bertujuan (1) mendeskripsikan perencanaan pembelajaran sastra berorientasi pendidikan karakter di kelas VIII SMP Tawakkal, (2) mendeskripsikan pelaksanaan pembelajaran sastra berorientasi pendidikan karakter di kelas VIII SMP Tawakkal, dan (3) mendeskripsikan evaluasi pembelajaran sastra berorientasi pendidikan karakter di kelas VIII SMP Tawakkal. Penelitian ini menggunakan rancangan penelitian deskriptif kualitatif. Subjek penelitian ini adalah guru bahasa Indonesia dan siswa kelas VIII SMP Tawakkal. Objek Penelitian ini adalah pembelajaran sastra yang meliputi perencanaan, pelaksanaan, dan evaluasi pembelajaran sastra berorientasi pendidikan karakter sesuai Kurikulum 2013 di kelas VIII SMP Tawakkal. Metode pengumpulan data yang digunakan adalah observasi, dokumentasi, dan wawancara. Hasil penelitian ini bagian perencanaan dan pelaksanaan sebagian besar terkandung adanya pendidikan karakter. Bagian evaluasi hanya pada bagian penilaian sikap. Pada perencanaan pertama dan kedua 70% terkandung adanya pendidikan karakter dan 30% tidak terkandung adanya pendidikan karakter. Pada pelaksanaan di antaranya bagian pertama 73,3% terkandung adanya pendidikan karakter dan 26,7% tidak terkandung adanya pendidikan karakter. Terakhir pada evaluasi 33,3% mengandung adanya pendidikan karakter dan 66,7% tidak mengandung adanya pendidikan karakter. Pendidikan karakter yang tampak pada pembelajaran ini di antaranya adalah religius, santun, peduli, dan percaya diri, rasa ingin tahu, mandiri, kreatif, tanggung jawab, dan bersahabat/ komunikatif.Kata Kunci : perencanaan, pelaksanaan, evaluasi, pendidikan karakter This study aims to (1) describe the learning plan literature oriented character education in class VIII SMP Tawakkal, (2) describe the implementation of learning literature oriented character education in class VIII SMP Tawakkal, and (3) describe the evaluation of learning literature oriented character education in class VIII SMP Tawakkal. This research uses descriptive qualitative research design. The subjects were Indonesian teachers and students of class VIII SMP Tawakkal. The object of this research is the study of literature that includes planning, implementation, and evaluation of learning-oriented literature appropriate character education curriculum in class VIII SMP 2013 Tawakkal. This research uses methods used are observation, documentation, and interviews. The results of this study planning and execution largely contained their character education. Part evaluations only on the attitude measures. In planning the first and the second 70% contained their character education and 30% are not contained their character education. On the implementation of which the first part contained the 73.3% and 26.7% of character education is not contained their character education. Recently Reviewed evaluation 33.3% contain their character education and 66.7% did not contain any character education. Education characters that appear on learning of them are religious, polite, caring, and confident, curiosity, independence, creativity, responsibility, and friends or communicative.keyword : planning, implementation, evaluation, character education
Pembelajaran Bahasa Indonesia Berdasarkan Pendekatan Saintifik (Problem Based Learning) sesuai Kurikulum 2013 di Kelas VII SMP Negeri 2 Amlapura ., NI LUH GEDE RIWAN PUTRI BINTARI; ., Prof. Dr. I Nyoman Sudiana, M.Pd; ., Prof. Dr.Ida Bagus Putrayasa,M.Pd
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
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Penelitian ini bertujuan untuk mendeskripsikan (1) perencanaan pembelajaran bahasa Indonesia berdasarkan pendekatan saintifik sesuai Kurikulum 2013 di kelas VII SMP Negeri 2 Amlapura, (2) pelaksanaan pembelajaran bahasa Indonesia berdasarkan pendekatan saintifik sesuai Kurikulum 2013 di kelas VII SMP Negeri 2 Amlapura, (3) evaluasi pembelajaran bahasa Indonesia berdasarkan pendekatan saintifik sesuai Kurikulum 2013 di kelas VII SMP Negeri 2 Amlapura, dan (4) kendala-kendala yang dialami yang guru dalam menerapkan pembelajaran bahasa Indonesia berdasarkan pendekatan saintifik sesuai Kurikulum 2013 di kelas VII SMP Negeri 2 Amlapura. Rancangan penelitian ini menggunakan rancangan deskriptif kualitatif. Data dikumpulkan dengan menggunakan metode dokumentasi, observasi, dan wawancara. Data dianalisis melalui reduksi data, klasifikasi dan penyajian data, dan penarikan simpulan. Subjek dalam penelitian ini adalah guru bahasa Indonesia di kelas VII SMP Negeri 2 Amlapura. Hasil penelitian menunjukkan bahwa (1) dalam tahap perencanaan pembelajaran kelima kegiatan pokok pendekatan saintifik direncanakan pada komponen langkah-langkah pembelajaran, (2) dalam tahap pelaksanaan pembelajaran kelima kegiatan pokok pendekatan saintifik tampak dalam kegiatan pembelajaran dan terlaksana dalam dua kali pertemuan, (3) dalam tahap evaluasi pembelajaran penilaian meliputi penilaian aspek pengetahuan dan keterampilan, dan (4) kendala-kendala yang dialami guru adalah ketidaksesuaian antara waktu dengan cakupan materi pembelajaran, serta contoh yang disajikan dalam buku pegangan siswa tidak kontekstual. Berdasarkan temuan tersebut disarankan kepada lembaga-lembaga pendidikan untuk menggunakan penelitian ini sebagai penyedia teori berkaitan dengan pendekatan saintifik dalam pembelajaran bahasa. Para guru disarankan untuk lebih cermat dalam menyusun RPP. Pihak sekolah dan dinas pendidikan hendaknya terus memberikan pelatihan terkait implementasi pendekatan saintifik dalam pembelajaran. Peneliti lain disarankan untuk mengadakan penelitian lanjutan terkait implementasi pendekatan saintifik dalam pembelajaran. Kata Kunci : pembelajaran bahasa Indonesia, pendekatan saintifik, dan kurikulum 2013 This research aims to describe (1) lesson plan of Indonesian learning based on scientific approach according to Curriculum 2013 in VII grade class of SMP N 2 Amlapura, (2) the application of Indonesian learning based on scientific approach according to Curriculum 2013 in VII grade class of SMP N 2 Amlapura, (3) the evaluation of Indonesian learning based on scientific approach according to Curriculum 2013 in VII grade class of SMP N 2 Amlapura, (4) the obstacles that happened when the teacher apply Indonesian learning based on scientific approach according to Curriculum 2013 in VII grade class of SMP N 2 Amlapura. This research is using descriptive qualitative method. The data in this research is compiled using documentation method, observation method, and interview method. The data is analyzed which are the data reduction, data classification, and the drawing of the conclusion. The subject in this research is the Indonesian teacher in VII grade class of SMP N 2 Amlapura. The result of the study shows that (1) in lesson planning stage, five main activities in scientific approach are planned on the lesson plan steps component, (2) in the implementation of learning activity, five main activities in scientific approach appear in the learning activity and it implemented in two meetings, (3) in the assessment stage, it covers assessment of knowledge and skill aspects, and (4) the problems experienced by the teacher are time with the learning material scope is not compatible and also the example showed in student book is not contextual. According to that result, educational institution are suggested to use this research as the theory providers according to scientific approach in language learning. The teachers are suggested for more careful in setting the lesson plan. The school and also educational agency must give the teacher training about the implementation of the scientific approach in the learning process continually. The other researchers are suggested to continue in conducting the study about the implementation of scientific approach in learning. keyword : Indonesian Learning, Scientific Approach, Curriculum 2013
PEMBELAJARAN BAHASA INDONESIA BERBASIS KARAKTER BANGSA PADA SISWA SMK NEGERI 2 TABANAN Yusana, D.M. Wardika; Putrayasa, I.B.; Sudiana, N.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 2 (2013)
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ABSTRAK Penelitian ini menggunakan rancangan penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan dan menjelaskan (1) perencanaan pembelajaran, (2) pelaksanaan pembelajaran, dan (3)  evaluasi pembelajaran bahasa Indonesia berbasis pendidikan karakter bangsa di SMK Negeri 2 Tabanan. Subjek penelitian ini adalah  guru bahasa Indonesia kelas X,XI,XII. Pengumpulan data menggunakan metode dokumen untuk mendapatkan data  berupa RPP, observasi dan wawancara untuk mendapatkan data tentang pelaksanaan dan evaluasi pembelajaran. Analisis data dalam penelitian ini menggunakan prosedur analisis data kualitatif yakni reduksi data, penyajian data, dan penyimpulan/verifikasi. Hasil penelitian menunjukkan bahwa (1) perencanaan pembelajaran bahasa Indonesia berbasis pendidikan karakter bangsa dikembangkan secara bervariasi oleh guru. (2) Pelaksanaan pembelajaran  bahasa Indonesia berbasis pendidikan karakter bangsa belum sepenuhnya diterapkan guru. (3) Evaluasi pembelajaran  bahasa Indonesia, nilai pendidikan karakter bangsa belum diterapkan oleh guru. Dengan demikian dapat disimpulkan bahwa pembelajaran bahasa Indonesia berbasis karakter  bangsa pada Siswa SMK Negeri 2 Tabanan belum sepenuhnya dilaksanakan guru.   Kata kunci : pembelajaran bahasa Indonesia, penerapan, nilai karakter bangsa     ABSTRACT This research used a qualitative descriptive design that aims to describe and explain (1) lesson planning, (2) the implementation of learning, and (3) evaluation of learning based on national character education in SMK Negeri 2 Tabanan.The subject of this research is,  Indonesian teachers of X, XI, XII class. Data collection used the document method to get the data in the form of lesson plans, observation and interviews to obtain data on the implementation and evaluation of learning. Analysis of the data in this research used the qualitative data analysis procedure such as data reduction, data display, and conclusion / verification. The results showed that (1) planning- Indonesian learning based on national character education developed variously by teacher. (2) The implementation of Indonesian learning based on national character education teacher has not been fully implemented. (3)The evaluation of Indonesian learning, the value of the national character education has not been applied by the teacher. It can be concluded that Indonesian learning based on national character on the students of SMK Negeri 2 Tabanan has not been fully implemented by the teachers. Keywords: learning Indonesian, the application, the value of the nation's character
PENGEMBANGAN BAHAN AJAR MEMBACA SASTRA INDONESIA DAN PERANGKAT PENILAIAN AUTENTIK SISWA KELAS VII SEMESTER 1 SMP NEGERI 8 DENPASAR Md Aryaningsih, I Gst. A.; Sudiana, N.; Martha, N.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 2 (2013)
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Abstrak Penelitian ini termasuk penelitian pengembangan. Masalah yang ditemui di SMP Negeri 8 Denpasar adalah kurang tersedianya bahan ajar membaca sastra yang sesuai dengan kebutuhan siswa dan penilaian yang digunakan oleh guru tidak bercirikan penilaian autentik. Terkait dengan masalah ini, tujuan penelitian: (a) untuk mengembangkan bahan ajar membaca sastra Indonesia yang layak dan dapat diaplikasikan, dan (b) untuk mengembangkan perangkat penilaian yang bercirikan penilaian autentik. Penelitian pengembangan ini menggunakan langkah-langkah penelitian pengembangan menurut Borg dan Gall (1983) yang dimodifikasi: analisis kebutuhan, mengembangkan desain, mengembangkan bahan ajar, uji awal, revisi, produk uji awal, uji ulang, revisi, uji akhir, dan produk akhir. Pengumpulan data menggunakan tes, observasi, dan kuesioner. Data hasil tes uji coba dianalisis secara statistik deskriptif. Data hasil studi empirik tentang pelaksanaan pembelajaran bahasa Indonesia dianalisis secara deskriptif. Hasil uji coba pengembangan bahan ajar membaca sastra Indonesia dan perangkat penilaian autentik mencapai nilai rata-rata di atas KKM (80). Berdasarkan hasil uji coba, dapat disimpulkan bahwa bahan ajar yang dikembangkan telah layak dan dapat diaplikasikan. Demikian juga penilaian yang dikembangkan telah bercirikan penilaian autentik, karena penilaian telah mampu digunakan untuk mengungkap kompetensi yang diinginkan atau sesuai dengan indikator.   Kata kunci : bahan ajar, membaca sastra, penilaian autentik   Abstract This research belongs to research and development (R&D). The problems faced at SMP Negeri 8 Denpasar are the lack of reading material of Indonesian literature which is not appropriate with the students? needs and the assessment used by the teachers is not authentic. The purposes of this study are (a) To develop reading material of Indonesian literature which is appropriate and applicable, and (b) To develop assessment which is authentic. This research and development used a model proposed by Borg and Gall (1983) which was modified such as: need analysis, developing design, developing material, pre-test, revision, product preliminary test, product re-test, revision, posttest, and final product. The data was gathered by using test, observation sheet, and questionnaires. The preliminary test was analyzed by using descriptive statistic while the data about empirical study about the implementation of reading material of Indonesian literature was analyzed descriptively. The tryout test shows that the result is above 80 (standard achievement score). Based on the tryout?s result, it can be concluded that material developed is appropriate and applicable while the assessment developed is authentic and appropriate where it is also based on the competency and indicator that want to be achieved.   Keywords : Teaching Material, Reading Literature, Authentic Assessment.
PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR MENULIS KARANGAN ARGUMENTASI BERBAHASA BALI PADA SISWA KELAS VIII SMPN 4 SINGARAJA ., PUTU DITA PERBAWANI; ., PROF.DR. I NENGAH SUANDI, M.Hum; ., PROF.DR. I NYOMAN SUDIANA, M.Pd.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 4, No 1 (2015):
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Penelitian ini bertujuan untuk menguji pengaruh (1) pengaruh penerapan model pembelajaran berbasis masalah terhadap hasil belajar menulis karangan argumentasi berbahasa Bali, (2) pengaruh interaksi antara model pembelajaran berbasis masalah dan motivasi belajar terhadap hasil belajar menulis karangan argumentasi, (3) pengaruh penerapan model pembelajaran berbasis masalah dan motivasi tinggi terhadap hasil belajar menulis karangan argumentasi berbahasa Bali, dan (4) pengaruh penerapan model pembelajaran berbasis masalah dan motivasi rendah terhadap hasil belajar menulis karangan argumentasi berbahasa Bali. Populasi dalam penelitian ini adalah siswa kelas VIII SMPN 4 Singaraja. Sampel pada penelitian ini menggunakan teknik sampel kelompok (Clauster Sampling). Penelitian ini menggunakan rancangan non equivalent posttest only control group design. Data dalam penelitian ini dikumpulkan dengan menggunakan pedoman kuesioner dan tes penilaian menulis karangan argumentasi. Data dianalisis dengan menggunakan statistik deskriptif dan anava dua jalur. Hasil penelitian menunjukkan (1) terdapat pengaruh penerapan model pembelajaran berbasis masalah terhadap hasil belajar menulis karangan argumentasi berbahasa Bali (F=35,755; p
PEMBELAJARAN APRESIASI SASTRA BERBASIS KEARIFAN LOKAL DI SMP WIDYA SAKTI DENPASAR Dewi, Ida Ayu; Sudiana, I N.; Putrayasa, I.B.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 2 (2013)
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ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan: 1) perencanaan pembelajaran apresiasi sastra berbasis kearifan lokal, 2) pelaksanaan pembelajaran apresiasi sastra berbasis kearifan lokal, dan 3) evaluasi pembelajaran apresiasi sastra berbasis kearifan lokal di SMP Widya Sakti Denpasar. Metode yang digunakan untuk mengumpulkan data adalah dokumentasi, observasi, dan wawancara. Data yang terkumpul dianalisis dengan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa (1) Perencanaan pembelajaran apresiasi sastra berbasis kearifan lokal secara umum sudah mengintegrasikan nilai-nilai kearifan lokal. Pada RPP kelas VII dan VIII  pengintegrasian tampak pada materi, langkah inti, dan media pembelajaran. Pada RPP kelas IX pengintegrasian nilai-nilai kearifan lokal tampak pada bagian rumusan kompetensi dasar, indikator pembelajaran, tujuan, materi, kegiatan inti, pemilihan media, dan penilaian hasil pembelajaran, (2) Pelaksanaan pembelajaran apresiasi sastra berbasis kearifan lokal sudah mengintegrasikan nilai-nilai kearifan lokal dalam semua tahapan pembelajaran, dan (3) Evaluasi pembelajaran apresiasi sastra berbasis kearifan lokal berlangsung sejalan dengan proses pembelajaran melalui pengamatan atas sikap dan respons siswa. Kata Kunci: apresiasi sastra, kearifan lokal, pembelajaran bahasa indonesiaABSTRACT This study aims at describing: 1) the instructional planning of literature appreciation based on local genius, 2) the instructional implementation of literature appreciation on the basis of local genius, and 3) the evaluation on the literature appreciation instruction on the basis of local genius at SMP Widya Sakti Denpasar. The methods used for the data collection were documents, observation, and interview. The collected data were then analyzed by means of descriptive and qualitative analysis. The result of the study shows that (1) the instructional planning of literature appreciation based on local genius, has generally integrated the values of local genius. In the instructional preparation for grades 7 and 8, the integration appeared in the material, whilst activities, and instructional media. In the instructional preparation for grade 9, the integration of the values of local genius were inserted in the basic competency, instructional indicators, objectives, material, whilst activities, media selection, the teaching and learning evaluation, (2) The implementation of the literature appreciation instruction based on local genius, has already incorporated the values of social genius in all stages of instruction, and, (3) The evaluation of the literature appreciation instruction which is based on local genius took place in line with the instructional process through the observation of the students? attitudes and responses. Keywords: literature appreciation, local genius, learning indonesian
Tajuk Rencana Bertemakan Politik dalam Surat Kabar Bali Post (Sebuah Kajian Analisis Wacana Kritis Teun A. van Djik) ., I Gusti Ngurah Risma Junaedi; ., PROF.DR. I NYOMAN SUDIANA, M.Pd.; ., PROF. DR. I MADE SUTAMA, M.Pd.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
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Penelitian ini termasuk dalam penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan dan menganalisis (1) tajuk rencana bertemakan politik dalam surat kabar Bali Post ditinjau dari dimensi teks, (2) tajuk rencana bertemakan politik dalam surat kabar Bali Post ditinjau dari dimensi kognisi sosial, dan (3) tajuk rencana bertemakan politik dalam surat kabar Bali Post ditinjau dari konteks sosial. Subjek dalam penelitian ini adalah surat kabar Bali Post, sedangkan objek dalam penelitian ini adalah tajuk rencana bertemakan politik. Data penelitian dikumpulkan dengan metode dokumentasi dan wawancara. Data yang terkumpul kemudian dianalisis menggunakan metode analisis deskriptif kualitatif. Berdasarkan hasil penelitian dan pembahasan, dapat disimpulkan bahwa, (1) tajuk rencana bertemakan politik dalam surat kabar Bali Post ditinjau dari dimensi teks didominasi oleh sistematika penulisan (pendahuluan (masalah), isi (analisis masalah) dan penutup (solusi)), elemen detail dan kata ganti, (2) tajuk rencana bertemakan politik dalam surat kabar Bali Post ditinjau dari dimensi kognisi sosial memperlihatkan bahwa, penulis/redaksi memang memiliki pengetahuan yang bagus mengenai politik, sikap netral dalam tulisan dan kenyataan juga telah ditunjukan, tetapi penulis/redaksi belum berani melakukan suatu gebrakan atas isu yang berkembang di masyarakat dan masih sebatas melihat suatu peristiwa/informasi dari satu sisi, yakni instansi yang terkait atau berwenang, (3) tajuk rencana bertemakan politik dalam surat kabar Bali Post ditinjau dari konteks sosial menunjukan bahwa Bali Post memiliki citra yang baik di mata masyarakat pembaca dalam penyampaian peristiwa melalui tajuk rencana, tidak adanya tanggapan masyarakat yang menyatakan bahwa tajuk rencana di Bali Post mengandung praktik kekuasaan kenetralan Bali Post juga terlihat dari beberapa media lain yang juga mengangkat topik yang sama dan di hari yang sama. Oleh karena itu, disarankan kepada redaksi surat kabar Bali Post agar mempertahankan netralitas dalam menampilkan sebuah tajuk rencana, mempertahankan kekonsistenan dalam hal sistematika tulisan (supra struktur) dan lebih berani menggali data terselubung dari suatu peristiwa/tokoh.Kata Kunci : Bali Post, tajuk rencana, politik, analisis wacana kritis. This study was a descriptive qualitative study which aimed to describe and analyze (1) Editorialwith politic theme in Bali Post reviewed from text demention, (2) Editorial with politic theme in Bali Post reviewed from cognition social demention, (3) Editorial with politic theme in Bali Post reviewed from social context. The subject of this study was Daily Newspaper, Bali Post, meanwhile the object was its Editorial with Politic Theme. The data were obtained through documentation and interview method. The obtained data then were analyzed using descriptive qualitative analysis method. Based on findings and discussion, it could be concluded that, (1) editorial with politic theme in Bali Post reviewed from text dimension was dominated by text structure ( opening of the case), content (case analysis), and closing ( solution) details and substitution words, (2) editorial with politic theme in Bali Post reviewed from cognitive Social dimension showed that, the writer/editor was truly had good competence about politics, neutral side in his writing, and the facts he wrote about, however he was not brave enough to do changes towards the issues spreading up in society. He still sat himself in one side about the issues or information, that is government side, (3) editorial with politic theme in Bali Post reviewed from social context showed that Bali post had good reputation among its readers proofed by how they told the issues through Editorial of Bali post. There was no comment from society who stated that Editorial of Bali post containing of authority practice. The neutrality of was also identified from other media which wrote the same issues in the same time. So, it was suggested to editors of Daily Neswpaper Bali Post to still keep steadly the neutrality in writing an editorial, keep consistency in writing structure (supra structure, and more brave to search valid data from couted issues or special persons.keyword : Bali Post, Editorial, politics,critical text analysis.
COMPARATIVE EFFECT BETWEEN QUESTION ANSWER RELATIONSHIP AND DIRECTED READING THINKING ACTIVITY TECHNIQUES ON READING COMPREHENSION ., PUTU WIWIN SUPANDENI; ., Prof. Dr. I Nyoman Sudiana, M.Pd; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i0.911

Abstract

This study is an experimental study on the tenth year students of Saraswati Senior High School Seririt in the academic year 2012/2013, which aimed to investigate whether there is (1) Is there an interactional effect through teaching narrative and descriptive text using QAR techniques and DRTA techniques of the first year students of SMA Saraswati Seririt; 2) Is there significant difference on the students? reading competency who were taught by using QAR and DRTA techniques in narrative text of the first year student of SMA Saraswati Seririt in the academic year of 2012/2013; 3) Is there significant difference in students? reading comprehension between Question Answer; 4) Is there an interactional effect through teaching narrative and descriptive text using QAR techniques and DRTA techniques of the first year students of SMA Saraswati Seririt. In analyzing the data 2X2 factorial design was used and involved 140 students as sample. The data were collected through reading test and analyzed by Two-way ANOVA. Research?s result indicates that (1) there is a significant interactional effect between the teaching techniques applied and text types; (2) there is a significant difference in reading achievement between students who are taught by using QAR technique and those taught by using DRTA technique in descriptive text type; and (3) there is a significant difference in reading achievement between the students who are taught by using QAR technique and those taught by using DRTA technique in narrative text type; (4) there is a significant difference in reading achievement between the students who are taught by using QAR technique and those taught by using DRTA technique. Key words: comparative, QAR, DRTA, reading achievement INTRODUCTION language as a means of communication is constructed of elements; sounds, words, and sentences presented in the form symbols used to express ideas, feelings, and thoughts. This language perspective comes nearly toward the language teaching which is primarily concerned with second or foreign learning. By applying the language learning appropriately, human could be able to express the ideas, feelings, and thoughts in a real communication, make relation each other. Each member of society will then recognize one another within their community, family, tribes, regency, nation, and daily activities (Dinnen (1967). Moreover, there are four language skills which should be mastered by students in learning English. Those four language skills are listening, speaking, reading, and writing. From those language skills mentioned above, reading skill should be mastered by students. Through reading, students can enlarge their knowledge and experiences. Having good ability in reading, the students can understand written text in the target language. In supporting this insight, Harmer (2007) highlights that English teacher should understand the importance of reading skill in supporting students English competence. He discloses that reading is useful for language acquisition. Teacher?s main task is provide the students more or less understand what they read, the more they read, the better they get at it. Reading also has positive effect on students? vocabulary knowledge, on their spelling and on their writing. Harmer adds that reading skill also provide good models for English writing, encourage student to focus on vacabulary, grammar or punctuation. In line with Harmer?s concept, Olson and Ames (1972) stated that reading has a very important role in learning process because the skill of reading very much determines the success of the students in learning many things particularly in daily life. Without the skill of reading, they cannot make satisfactory progress in school. Moreover, reading is an important skill that must be thought by the teacher because through reading, students are expected to be able to get more about certain knowledge, information and pleasure. To achieve reading comprehension, there are several important components that the students should master. Furthermore, Walker (2008) says that reading skill has always been an essential part of English as a Foreign Language (EFL). In EFL setting, EFL students may not use English in their environment, and they just learn English in formal situation. By read some English texts may help the EFL students in acquiring their target language. In this case, reading skill is very important for the students especially for EFL students in mastering English language. However, reading is a cognitive process in which not only about spelling a word by words or mastering vocabulary, but also readers have to construct their creative thinking by combining their prior knowledge, their previous experiences, and their situation with the information, idea, and the situation of the written text that they read in order to comprehend the textual, ideational meanings, and the values of the texts. Additionally, Paris (2005) also affirms that reading is one of the greatest accomplishments for the language learners because it is the foundation for learning and academic achievement. He adds that developing reading skill is an important component in learning a language, by reading, the students could enrich their vocabulary, because by reading some texts, the readers will try hard to get the meaning about the text, so the readers have to understand every word that they read. More than that reading skill is to be highly provided to be mastered by students in terms of comprehending the English text. Anne Ediger in Celce-Murcia (2001: 153) affirms that reading seems to be primary to the most skills because the teaching of writing and oral skills is increasingly being integrated with reading instruction for EFL learners. Further, Ediger highlights that reading can be gradually being recognized as a valuable source of language input, particularly for students in learning environments in which fluent speakers of English are generally not available to provide other kinds of language input. Besides, Nunan (1991) emphasizes that reading is a complex and purposeful socio-cultural, cognitive, and linguistic process in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text. They also use of their knowledge about their culture to construct meaning with the text. This means that reading is a process of relating to the knowledge of the readers with the ideas in the text to construct meaning. It is also a process of making sense of the text by decoding the written symbols. The importance of reading skill cannot be denied. The components can be categorized as the basic competencies that the students should achieve, they are: 1) the ability to obtain general and specific information from the written text, either it is explicitly or implicitly stated, 2) the ability to obtain main ideas stated in a text whether explicitly or implicitly, 3) the ability to guess the meaning of the words, phrases, or sentences based on the context, and 4) the ability to understand reference devices used in a text (Depdiknas, 2007). Consequence of this description, in Indonesia, English becomes a primary subject that is taught in school. Until now, learning English is developed widely from elementary level to university level. It is supported by the government by always developing the national curriculum to become better. As stated in Depdiknas (2007) that KTSP is an operational curriculum which is constructed and implemented by each educational unit. In other words, KTSP (specifically English curriculum) is signified by the realization of local autonomy in educational field in which one of the elements is the students? ability to read as the determinant of the speed of learning process. It means that the learning process should be emphasized on the implementation of reading skill, without ignoring the other skills. As a matter of fact, the teaching of reading in schools seemed to fail to equip students with reading skills that needed in real life. The real life reading skills in this context refer to students? ability to efficiently find information from a brochure, or other authentic materials. To be able to gain the skills, the teaching of reading should be innovative and is closed to real life context. However, it was found that many teachers still applied conventional technique in their teaching learning process, in which the students were mainly assigned to read the passage and then work on questions related to those passages. In other words, there had been a convention that a class was always started with reading the passage and continued by answering the questions. Therefore, it is necessary to find other technique which can optimize the factors which can influence students? reading comprehension as well as develop their reading skills. The students? inability to understand English? reading comprehension is caused by inside and outside factors. The inside factors are students? learning motivation, age, aptitude, learning style. Meanwhile, the outside factor is related to the teacher?s technique in creating good classroom atmosphere. The teacher should be able to recognize the students? problem and to create conducive atmosphere in the classroom that will raise the students? competency to understand reading comprehension. Consequently, English teachers are expected to apply the appropriate technique which will surely work to fulfill learners? need of reading comprehension. Related to this assumption, Richards and Rodgers (1987:12) said that teaching is usually regarded as something that teachers do in order to bring about changes in learners. A central component of methodology is how teachers view their role in the process. The teacher?s role is to active the students in learning. In teaching, teacher helps the students to find their own ways in learning. In further comprehending of the teacher?s role, Breen and Candlin as quoted by Richard and Rodgers (1987:77) stated that teacher?s role is to facilitate communication process between all participants in the classroom, and between these participants. Teacher should creatively a communication atmosphere in the classroom. In supporting ideas of fulfilling learners? need of reading comprehension as described above, English teachers are hoped to choose appropriate techniques in their teaching learning process. Related to this idea, question answer relationships (QAR) and directed reading thinking activity (DRTA) are good to be implemented. According to Raphael (1986) defines that Question-Answer Relationship (QAR) is a way to help students to figure out how to get about answering-questions based on a given text. This strategy will help them to understand the different types of question and know how to approach the text based on the different questions types effectively and efficiently. The three components of question-answer relationship (QAR) strategy are right there question, think and search question, author and you questions, and on my own question Helping students to analyze the question-answer will enable them to become skillfull in analyzing the types of question that they are typically asked to respond to when reading a text. Further Raphael discloses the reasons of implementing QAR in teaching reading comprehension; 1) question-answer relationship technique helps students learn the kind of thinking that different types of questions require, as well as where to go for answers in the text. It encourages students to be more efficient and strategic readers, 2) question-answer relationship can help students to ask effective questions as they read and respond to the text, 3) Teachers use QAR to guide and monitor student learning and to promote higher-level thinking in their students. Besides, Conner (2006) highlights that Question-Answer Relationship (QAR)) as a reading strategy in which students categorize comprehension question according to where they get information they need to answer each question. The students are asked to indicate whether the information they use to answer question about the text is textually explicit and implicit information. Conner adds his logical reasons for the strength points of the possibility in implementing the QAR in teaching reading in EFL teaching, that is, it helps the students figure out how to go about answering the questions based on a given text and it helps students understanding the different types of question and know to approach requires the students to analyze the types of question. Furthermore, Zygouris-Coe and Glass (2004) affirms that QAR technique helps students better understanding of the text learned. Moreover, Walker (1992) states that there are nine steps followed to apply QAR technique in teaching reading such as: 1) The teacher selects a text that represents different kinds of questions, 2) The introduce ?right there? sources of information. ?Right there? means that the answers are ?right there? on the page and the words from the text can be used to answer the question. This source must often be used in answering a teacher?s question and in in completing textbook exercise. The teacher completes an example lesson identifying the kind of answer that is required by the questions as well as the answer. She models the strategy of finding answers to questions and identifying the sources of information used, 3)The teacher introduces the ?think and search? question answer relationship. Here, the students must read the text carefully and then ?think and search? different parts of the text to find the answers that fit together to answer the question, 4) Then, the teacher introduces ?author and you? sources of information. In this response, the students need to think about what they know, what the author tells them, and how this information fit together, 5) The teacher completes an example lesson, identifying the kind of answer that is required by the questions as well as the answer. She models by using all four sources of information and telling why and how the answers were obtained, 6) The students complete a third example lesson using a paragraph, the question, and the answer. The students as a group identify the question-answer relationship. The students talk about reasons for a particular answer and strategy used to obtain the answer, 7) The students complete fourth example lesson using a paragraph, the question, and the answers. Individually, the students identify the question-answer relationship. Then, the students tell why they choose answer, based on the textual and non textual information and the strategy used to obtain the answer, and 8) Steps 5,6, and 7 are extended to longer passages in progressive steps until the procedure can be used with basal readers or content area text. Meanwhile, Stauffer (1980) says that the Directed Reading-Thinking Activity is considered as a framework that can be especially effective in content area reading. He also considers the DRTA, which is often used in conjunction with basal readers, as an aid for students in overcoming some of the problems associated with content area materials, such as difficulty in understanding highly technical and unfamiliar concepts, seeing a need or purpose for reading the material under consideration, dealing with content material at a readability level above the student?s ability, and handling content area material independently. Further, Burgess (1997) also states that: DRTA is a group type reading activity in which all members of group type read at the same time. The primary objective is to develop a skill in reading critically. Predictions, assumption, and problem solving are important features in the approach. Burgess discloses steps in teaching reading by using DRTA such as: 1) Use the index or table of contents to have students predict what they think story tells about and what they like to find out, 2) Use title and first picture for setting the purpose, 3) Use some of the story?s pictures without the title, 4) Read to the end the first page or second page or middle of the story and allow students to set their purpose for reading, 5) Read one-fourth or some fraction of the story, then another fraction, and another. At the end of each section the students stop reading and refine their purposes, 6) Read last page of the story first, and 7) Use key vocabulary words. More than that Burgess highlights strategies for developing reading omprehension in a group setting in terms of DRTA technique such as: 1) Ask students about what their ?going? to read. This enhances higher level thinking rather than asking them what they have read which encourages literal recall, 2) Minimize ?no? answer from teacher. Instead ask students to share why they believe what they believe, 3) Do not accept ?I don?t know? answers. Encourage students to make their best guess, 4) Make sure you give adequate time for students to formulate answers and do not allow more aggressive students to dominate. Give at least five seconds wait time after asking question and express that you would like to hear from certain students, 5) Avoid diversionary question, 6) Encourage students to listen to other students, 7) Minimize paraphrasing. If the teacher paraphrases the responses, students will listen less effectively to their peers and expect that teacher will sharpen or modify the responses. This lessens the students? participation in the thinking process, 8) Make sure that students understand that a good response is based on using the evidence from the reading passage, not whether they are ?right? or ?wrong?, and 9) Create an open and trusting environment. Addressing QAR and DRTA technique as stated above, the study supposed to answer four questions, namely: (1) whether there is a significant difference in reading achievement between students who are taught by using QAR technique and those taught by using DRTA technique; (2) whether there is a significant interactional effect between teaching techniques applied and two text types; (3) whether there is a significant difference in reading achievement between students who are taught by using QAR technique and those taught by using DRTA technique in descriptive text type; and (4) whether there is a significant difference in reading achievement between students who are taught by using QAR technique and those taught by using DRTA technique in narrative text type. The undertaking as such aimed at (1) finding out whether there is a significant difference in reading achievement between students who are taught by using QAR technique and those taught by using DRTA technique; (2) finding out whether there is a significant interactional effect between teaching techniques applied and two text types; (3) finding out whether there is a significant difference in reading achievement between students who are taught by using QAR technique and those taught by using DRTA technique in descriptive text type; and (4) finding out whether there is a significant difference in reading achievement between students who are taught by using QAR technique and those taught by using DRTA technique in narrative text type. RESEARCH METHODS This research conducted at the second semester of the tenth grade students of Saraswati Senior High School Seririt, this reserach was done in two months (March ? April). There were five classes of tenth grades students as the population of this study, which altogether consisted of 175 students. Sample of 140 students was used, which was selected by using Random Sampling Technique. By doing the lottery, two classes as experimental groups and two classes as control groups was selected and then the experimental groups were taught by using QAR technique both descriptive and narrative text types and control groups were taught by the DRTA technique both descriptive and narrative text types. The research used a posttest only control group design by using a 2 x2 factorial arrangement. Two classes as experimental group were taught by using QAR technique, which one class taught by using descrptive text type and one class taught by using narrative text type and two classes as control group were taught by using DRTA technique, which one class taught by using descrptive text type and one class taught by using narrative text type. There were three variables in this research, that is, independent variable (QAR and DRTA techniques), moderator variable (descriptive and narrative text types), and dependent variable (reading achievement). The data were collected by using a reading comprehension test in multiple choice type. This instrument had been tried out to measure their validity and reliability. To collect this data the students were asked to answer 30 item numbers based on instruction given on test paper. Furthermore, the test was constructed based on the reading dimmensions. Data analysis was conducted after obtaining the scores from a posttest given to both experimental group and control group. The scores obtained were then analyzed by using two forms of statistical analysis; descriptive statistical analysis and inferential statistical analysis which were done by using two?way ANOVA and continued by Tukey test to find out the interactional effect between the teaching techniques applied and two text types. Kolmogorov-Smirnov statistics was applied to test the normality of the data distribution, whereby were normally distributed. Besides, Levene?s test of Equality of Error variance found that the variances of data were homogeneous. FINDINDS AND DISCUSSION This research tried to answer four research questions.The following description explains the finding that anwers each research question. The first research question is concerned with whether there is a significant difference in reading achievement between the students who are taught by using QAR technique and those taught by using DRTA technique. Inferential statistics finds that both the QAR technique and DRTA technique have an effect on students? reading achievement. The result of the analysis shows the coeficient of ANOVA as FAB = 51.9985. This measure is then compared to Fcv(3,136;(005)) = 2.675. From this difference calculation, it can be said that FAB was higher than Fcv. It means this difference calculation, the first research question is answered, that is, there is a significant difference in students? reading achivement between the students who are taught by using QAR technique and those taught by using DRTA technique. Moreover, the difference of the gain mean score indicates that QAR technique is more effective than DRTA technique. The difference of the gain mean score of the students? reading achievement who taught by using the QAR technique (XAI = 0.68) is higher than the gain mean score of the students? reading achievement who taught by using DRTA technique (XA2 = 0.31). The difference result above strongly believed that QAR technique is better than DRTA technique. Conner (2006) highlights that Question-Answer Relationship (QAR)) as a reading strategy in which students categorize comprehension question according to where they get information they need to answer each question. The students are asked to indicate whether the information they use to answer question about the text is textually explicit and implicit information. Conner adds his logical reasons for the strength points of the possibility in implementing the QAR in teaching reading in EFL teaching, that is, it helps the students figure out how to go about answering the questions based on a given text and it helps students understanding the different types of question and know to approach requires the students to analyze the types of question. Furthermore, Zygouris-Coe and Glass (2004) affirms that QAR technique helps students better understanding of the text learned. Moreover, Raphael (1986) defines Question-Answer Relationships, or QAR, is a reading comprehension strategy developed to clarify how students approach the tasks of reading texts and answering questions. It encourages students to be active, strategic readers of texts. Further Raphael discloses the reasons of implementing QAR in teaching reading comprehension; 1) question-answer relationship technique helps students learn the kind of thinking that different types of questions require, as well as where to go for answers in the text. It encourages students to be more efficient and strategic readers, 2) question-answer relationship can help students to ask effective questions as they read and respond to the text, 3) Teachers use QAR to guide and monitor student learning and to promote higher-level thinking in their students, and 4) question-answer relationship is an effective strategy for improving students? reading comprehension. Above experts? ideas are also in line with research conducted by Kinniburgh in 2010. He investigated the effect of QAR technique toward students? reading comprehension achievement primary grades students at University of South Alabama, College of Education, U.S.A and the research finding out that QAR is an effective technique to increase comprehension of young students and provide a strong foundation for reading comprehension. The second research question is whether or not significant interactional effect between techniques applied and two text types. The two-way ANOVA shows that the value of FAB on the interactional effect is 5.237, whereas Fcv(1,136;(005)) is 3.92 when Fob is higher than Fcv, it means that there is a significant interactional effect between the teaching techniques applied and two text types. Because there is an effect of the interaction in this research, third and fourth research questions could be continued. The third research question is whether there is a significant difference in reading achievement between the students who are taught by using QAR technique and those taught by using DRTA technique in descriptive text type. Inferential statistics shows that the gain mean score of students who are taught by using QAR technique in descriptive text type (XA1B1: 0.7297) is higher than the gain mean score of the students who are taught by using DRTA technique in descrptive text type (XA2B1: 0.5769). To ensure these means difference are significant, the Tukey test is also conducted. The Tukey test finds out that The Qcv on df = 35 at the significant value 0.05 is 2.035, whereas Qob is 2.376785. From the calculation, Qob> Qcv, indicates that significant means difference is answered. Fourth research question is whether there is a significant difference in reading achievement between the students who are taught by using QAR technique and those taught by using DRTA technique in narrative text type. Inferential statistics and Tukey test, which indicates that the gain mean score of the students? reading achievement who are taught by using QAR technique in narrative text type (A1B2: 0.5769) is higher than the gain mean score of the students? reading achievement who are taught by using DRTA technique in narrative text type (A2B2: 0.4534). Besides, the result of Tukey test finds out that the value of Qcv in df = 35 at the significance level 0.05 is 2.035, compared to the Qcv is 2.62 from this calculation, it indicates that Qob is higher than Qcv, which means there is a significant difference in the reading achievement between the students who are taught by using QAR technique and the students who are taught by using the DRTA technique in narrative text type. CONCLUSION, IMPLICATION, AND SUGGESTION Based on the data analysis presented, the conclusion of this study can be described as follows: 1) There was a significant difference in reading achievement of describing thing, culture and art, and communication & information technology of the tenth year students of Saraswati Senior High School Seririt in the academic year 2012/2013 between the students who were taught by using QAR technique and those taught by using DRTA technique in desriptive and narrative text types. The students? reading achievement was better when they were taught by using QAR technique than when they were taught by using DRTA technique both descriptive and narrative text types, 2) There was a significant interactional effect between the teaching techniques applied and text types toward their reading achievement of describing thing, culture and art, and communication & information technology of the tenth year students of Saraswati Senior High School Seririt in the academic year 2012/2013, 3) There was a significant difference in the reading achievement for the topics of describing thing, culture and art, and communication & information technology of the tenth year students of Saraswati Senior High School Seririt in the academic year 2012/2013 between the students who were taught by using QAR technique and those taught by using DRTA technique in descriptive text type. QAR technique gave better achievement to the students? reading competency than DRTA technique in descriptive text type, and 4) There was a significant difference in the reading achievement of describing thing, culture and art, and communication & information technology of the tenth year students of Saraswati Senior High School Seririt in the academic year 2012/2013 between the students who were taught by using QAR technique and those taught by using DRTA technique in narrative text type. QAR technique gave better achievement to the students? reading competency than DRTA technique in narrative text type. The implication of this study strongly indicated that the application of QAR technique is more effective than DRTA technique in descriptive and narrative text types for students? reading competency toward the topics of describing thing, culture and art, and communication & information technology of the tenth year students of Saraswati Senior High School Seririt in the academic year 2012/2013. The English teachers should consider to use the QAR technique as one of alternative techniques in teaching reading of descriptive and narrative text types since it was proven in this study. It indicated that the usage of QAR technique is one of the potential technique to support better students? competence in reading. Moreover, QAR technique is appropriate to be applied by English teachers for increasing students? reading competency in descriptive and narrative text types for senior high school level. Additionally, English teacher reconsider the implementation of DRTA technique in teaching reading for descriptive and narrative text types since it was not more effective than QAR technique. Based on the finding of the analysis and the implications, the researcher has one suggestion for the English teacher in SMA Saraswati Seririt in academic year 2012/2013 should use QAR technique to teach descriptive and narrative reading text type because QAR teachnique is able to encourage students to be active in reading class and QAR technique is also able to lead students to find out the main idea of the reading text easily. Furthermore, QAR technique is suggested to be applied since it involves activities that can support students? reading competency. Besides, the English teachers are also suggested to realize that QAR technique was more effective in upgrading students? reading achievement for two types of reading text only, that is, descriptive and narrative text types. . THANKS TO: Researcher would like to express her greatest acknowledge a number of people for the help given to her during the process of writing this thesis: 1) Prof. Dr. Nyoman Sudiana, M.Pd, as the Rector of Ganesha University of Education Singaraja, Indonesia and as my first supervisor for his guidance, criticism, attention to details, motivation and support, during the process of accomplishment of this research; 2) Prof. Dr. Nyoman Dantes, the Director of Postgraduate Program, for his valuable help, lessons, criticism, motivation and support; 3) Prof. Dr. I. Nengah Suandi, M.Hum, the Head of Language Education Program, for his attention, motivation and support; 4) Prof. Dr. I Nyoman Adi Jaya Putra, M.A., as my second supervisor for his valuable academic and non academic guidance, supervision, motivation and support during the whole process of this research accomplishment; 5) Drs. Nyoman Arjana, M.Pd for his recommendation to conduct this research at SMA Saraswati Seririt, 6) Agus Kadek Sutastrawan, M.Pd, as the English teacher for his valuable help, motivation and support during collecting the data of this study; 7) First year students of Saraswati Senior High School Seririt in the academic year 2012/2013, for their active participation during collecting the data of this thesis; 8) My classmates who have shared their academic inputs during finishing this study; 9) My beloved husband Putu Sunadia., for his valuable academic and non academic guidance, motivation and support during the whole process of my study; and My beloved daughters Putu Shela Widyawati and Kadek Nadia Sari, and my beloved son Komang Raditya Ray Wijaya for their motivation and warm greeting during the whole process of my study at Ganesha University of Education Singaraja, Indonesia. Finally, I realize that this research is still far from perfect. Therefore, any constructive suggestions and criticism are highly appreciated. REFERENCES Burgess, Debra. A. 1997. Directed Reading Thinking Activities. New York : Scholastic Books. http:/www. Marvbk.com./teachers.html. Accessed on January 24th 2010. Celce-Murcia, M. 2001. Teaching English as a Second or Foreign Language (Third Edition). New York: Heinle&Heinle, Ltd. Depdiknas. 2007. Materi Sosialisasi dan Pelatihan Kurikulum Tingkat Satuan Pendidikan (KTSP) SMK. Jakarta : Departemen Pendidikan Nasional. Dinnen, Frencis, P; SJ. 1967. General linguistic. USA: Holt Rinehart and Winston Inc. Harmer, J. 2007. How to (New Edition). Edinburgh Gate: Pearson Longman. Harper and Row. http://www.surgery.mc.duke.edu/commdis/clds. Accessed on February 1th 2010. Kinniburgh, H.L. 2010. Question-Answer Relationships (QAR) in the Primary Grades: Laying the Foundation for Reading Comprehension. University of South Alabama, College of Education, U.S.A. Koyan, W.I. 2011. Statistik Terapan. 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And Glass, C. 2004. Modified QAR. Last updated 6 December 2004. http://forpd.unf.edu./strategies/stratqar.html. Accessed on 19 September 2009. keyword : comparative, QAR, DRTA, reading achievement
DEVELOPING ICT-BASED READING MATERIALS FOR GRADE-EIGHT STUDENTS OF JUNIOR HIGH SCHOOL I Nyoman, Arimbawa,; Nitiasih, Kerti; I Nyoman, Sudiana,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (106.44 KB) | DOI: 10.23887/jpbi.v1i0.724

Abstract

Abstract   This study was aimed at developing ICT-based reading materials for grade-eight students of Junior High School at SMPN 1 Kubutambahan which met the criteria of good reading materials and investigating whether the ICT-based reading materials were able to improve the students? reading competency. It was conducted through seven steps: need analysis, product design, design evaluation, design revision, field test (CAR), product revision and prototype product. The data were collected using questionnaires and reading tests. The data obtained were analyzed qualitatively and quantitatively. Based on the findings of this study, it was concluded that (1) the ICT-based reading materials could be developed through need analysis, then designing the product, evaluating the product design by experts, revising the product design, field-testing the product (through CAR), re-revising the product and finally producing the prototype product; (2) the ICT-based reading materials were able to improve the students? reading competency significantly.   Keywords: ICT, material development, and reading materials.
Co-Authors ., A.A Raka Adi Suryawati ., A.A. Sagung Putri Pramestiswari ., Arista Ediawati ., Desi Nurani Sari Ni Kadek ., I Gusti Ayu Seni p ., I Made Astika, S.Pd., M.A. ., Kadek Letiraismayani ., Komang Rina Dewi ., Luh Ade Rahayu Irma Yanti ., Made Lia Kusmiati ., Made Wik Milantini ., Ngurah Harsana ., Ni Gusti Ayu Sintadewi ., Ni Kadek Widiastini ., Ni Luh Ayu Gayatri ., NI LUH BUDI ARTINI ., NI LUH PUTU ERNA PURNAMA WARDANI ., NI PUTU AYU WRASPRADNYA MITA DEWI ., Ni Putu Ira Suciptawati ., PUTU DITA PERBAWANI ., Putu Herlyn Novita Dewi ., Riza Fahmi A.A Raka Adi Suryawati . A.A. Sagung Putri Pramestiswari . Abdul Rahman Adhi Dwipayana Aguswin Pradnyantika, I Gede Aiman, Ummu Amran Amran Andi Wapa Anfal, Wahyuddin Antara, I Gede Wahyu Suwela Ardian, Teofilus Arifin . Arimbawa, I Nyoman Arista Ediawati . Astiti - Bagus Putrayasa, Ida Barkah Beri Ledang, Herlince Brilianthi, Komang Selina Budi, Imanuel Setyo Budiman, Herdi Budiman Cahyani, Made Novia candra prastya Christina Purwanti Christina Purwanti, Christina Cokorda Istri Anom Darma Fatni . Cokorda Istri Anom Darma Fatni ., Cokorda Istri Anom Darma Fatni D.M. Wardika Yusana DA Ningrum Darmawati, Anak Agung Sri Dermawati, Nursyamsi Desak Putu Reza Maylita Desi Nurani Sari Ni Kadek . Dewa Gede Acharya G.P. . Dewa Gede Acharya G.P. ., Dewa Gede Acharya G.P. Dewa Made Riyan Gunawan Dewa Nyoman Suardana Dewantara , I Putu Mas Ditriguna, I Nyoman Arya Kasuma Dukha Yunitasari Edvin Priatna Engel Bertha Halena Gena Fahyuddin Fahyuddin, Fahyuddin Ferdiantini, Aniek Gde Artawan Gede Hendri Ari Susila Gusti Ayu Putu Intan Kusuma D Gusti Ngurah Bagus Tirtayadna H. Aripin, H. Hairunnisah, Yulianti Harsana, Ngurah Hasyda, Suryadin Hermaditoyo, Stanislaus Hidayat Hidayat Hikamitsu Kikuchi, Hikamitsu I Gede Nurjaya I GEDE WIMI SUPUTRA . I Gst. A. Md Aryaningsih I Gusti Agung Ayu Lily Purnami I Gusti Agung Galuh Wismadewi I Gusti Ayu Komang Lili Absari . I Gusti Ayu Niken Launingtia, I Gusti Ayu Niken I Gusti Ayu Seni p . I Gusti Ngurah Santika I KADEK ADHI DWIPAYANA . I Kadek Agus Ariawan I Kadek Arta I Kadek Tediana Saputra I KOMANG SUARJANA . I Komang Tri Jayantra I Made Aditya Dharma I Made Artika I MADE ARTIKA I Made Astika I Made Astika, S.Pd., M.A. . I Made Hendra Sukmayasa I Made Hendra Sukmayasa I Made Pandi Surya Pradnya I Made Yudana I Nengah Martha I Nengah Suandi I Nengah Suastika I Nyoman Adi Jaya Putra I Nyoman Adi Susrawan I Nyoman Laba Jayanta I Nyoman Yasa I Putu Ari Utama Irawan . I Putu Gede Sutrisna . I Putu Mas Dewantara I Putu Rudiartawan I Wayan Artika I Wayan Dio Sepliawan I Wayan Lasmawan I Wayan Suastra I Wayan Wendra I.B. Putrayasa Ida Ayu Dewi Ida Ayu Putu Purnami Ida Ayu Wikayanti . Ida Ayu Wikayanti ., Ida Ayu Wikayanti Ida Bagus Putra Manik Aryana Ida Bagus Putrayasa Ida Bagus Putrayasa Ida Bagus Rai, S.S., M.Pd . Ida Bagus Sutresna Ida Usman Ika Febrita Sari . Imas Mastiah . Imas Mastiah ., Imas Mastiah Indra Sadguna, I Gde Made Indriana Safitri . Indriana Safitri ., Indriana Safitri Jamaah Jamaah Julhidayat Muhsam Kadek Dimas Mahardika Kadek Letiraismayani . Kadek Paria Wati Kadek Suparta Kadek Wirahyuni Kasman Katsuide Sako, Katsuide Kerti Nitiasih Ketut Mertana Ketut Rosiani . Ketut Suma Khamalt, Rachmawati Km Budi Sastrawan Komang Rina Dewi . Komang Sumantara . Komang Sumantara ., Komang Sumantara Komang Susi Ariantini . Komang Susi Ariantini ., Komang Susi Ariantini Komang Trisna Yuliantari Kornelia Sri Rejeki Kusuma, Putu Wira Adi La Agusu La Ode Kadidae, La Ode la Ode Safiuddin Ledang, Herlince Beri LETASADO, MUHAMAD RUSADI Lidia Hindriyani, Ni Made Liniati, Ni Wayan Lita Sabila Luh Ade Rahayu Irma Yanti . M. Deni Siregar M.Hum ., PROF.DR. I NENGAH SUANDI, M.Hum M.Pd S.S. Ida Bagus Rai . M.Pd. ., PROF. DR. I MADE YUDANA, M.Pd. M.Pd. ., PROF.DR.A.A. GEDE AGUNG, M.Pd. Made Anita Restuningsih Made Lia Kusmiati . Made Sri Indriani Made Sutama Made Wik Milantini . Mahayanti, Kadek Manu, Ferderika Nofriyanti Maria Made Iis Hermawati . Mariamah Mariamah Mas Heri Rusli Maulida, Ikrima Mekson Fernandes Landu Mila Sintia Moch. Sugiono Muhammad Anas Muhammad Romli Muhammad Romli dan Suprihatin Andes Ismayana Muhammad Sururuddin Mukhsar . Mustakim Mustakim N. M. Ermadwicitawati N. Martha N.M Adnyani Ngurah Harsana Ngurah Harsana . Ni Gusti Ayu Sintadewi . Ni Kadek Anggreni Ni Kadek Juniari . Ni Kadek Widiasih Ni Kadek Widiastini . Ni Ketut Cahya Mahayuni . Ni Ketut Cahya Mahayuni ., Ni Ketut Cahya Mahayuni Ni Komang Sudiartini Ni Luh Ayu Gayatri . Ni Luh Degeng Ratna Dewi . Ni Luh Degeng Ratna Dewi ., Ni Luh Degeng Ratna Dewi NI LUH GEDE RIWAN PUTRI BINTARI . Ni Luh Nyoman Wina Wahini Ni Made Apriatini Ni Made Candra Kusuma Dewi . Ni Made Lidia Hindriyani Ni Made Rai Wisudariana Ni Made Rai Wisudariani Ni Nengah Mirayani Ni Nyoman Ayu Yuliastri ni nyoman kurnia wati Ni Nyoman Kurnia Wati Ni Nyoman Kurnia Wati Ni Nyoman Mei Artini Ni Putu Adi Utami Ni Putu Ayu Tri Utami Ni Putu Eni Astuti Ni Putu Ira Suciptawati . Ni Putu Liana Randika Diantari Ni Putu Sri Ulandari . Ni Putu Suparmini Ni Putu Wiwik Candra Dewi . Ni Wayan Rismayanti Ni Wayan Santi Priliyantari . Nita Talia Nofriyanti Manu, Ferderika Nur Afni Nyoman Ayu Putri Lestari Nyoman Dantes Nyoman Yogi Parama Putra . Oktavian, Putri Pande Agus Adi Wijaya Pandu Hidayat Pandu Hidayat, Pandu PELIPUS W.KAKA . Pradnya, I Made Pandi Surya Pratiwi, Kadek Dwi Priyanti Dharma Prof. Dr. I Made Sutama,M.Pd . Prof. Dr. I Nengah Suandi,M.Hum . Prof. Dr. I Wayan Rasna,M.Pd . Putrayasa, lda Bagus Putri Hidayah Putu Ayu Pramita Putu Herlyn Novita Dewi . Putu Kerti Nitiasih PUTU WIWIN SUPANDENI . Ratna Ayu Yistiana . Risma Junaedi Rismayanti, Ni Wayan Riza Fahmi . Rizkika Windasari Roudlotul Sholilah Rusli, Mas Heri Safaani, Jamhir Sang Ayu Putu Sriasih Santika, I Gusti Ngurah Sari, Mira Yulia Sariyasa . Sarwan Hamid Seitaro Mitsudo, Seitaro Sembiring, Fabriella Happy Agata Br Shunsuke Inagaki, Shunsuke Siagian, Yosua Marasi Parningotan Sintia, Mila Sri Indriani Suandi, Nengah Suastika, I Putu Gede Sudhana, I Ketut Sudiartini, Ni Nyoman Svilen Sabchevski, Svilen Takda, Amiruddin Tantri, Ade Asih Susiari Tri Haryanto Trisiwi, Ni Putu Ayu Vero Thessalonica Widana, I Gede Rai Widyami, GA Putu Ayu Suci Wijaya, I Wayan Aditya Kurnia Winata, I Made Oka Adi Wiraputra, I Putu Fredy Andi Wisnu, I Wayan Gede Wisudarini, Ni Made Rai Wy. Moh. Hamzan Wadi Yanti Maliani Yanuarius Bria Seran Yasa, Ida Bagus Putra Yulia Sari, Mira Yulianti Hairunnisah Yuni Nuryanti Yuni Santika Dewi