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All Journal Jurnal Penelitian dan Evaluasi Pendidikan INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Jurnal Pendidikan dan Pengajaran Lingua Scientia Journal Jurnal Pendidikan Bahasa Jepang Undiksha Language and Education Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Indonesia Jurnal Ilmu Sosial dan Humaniora Journal of Education and Learning (EduLearn) Jurnal Pendidikan Bahasa Jurnal Pendidikan Matematika Jurnal Pendidikan Bahasa Inggris JURNAL KONFIKS IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Dimensi Pendidikan dan Pembelajaran JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang IRJE (Indonesian Research Journal in Education) Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Community Service Learning International Journal of Language and Literature Journal of Education Technology International Journal of Elementary Education Voices of English Language Education Society Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Journal of English Language Teaching Innovations and Materials (Jeltim) Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran Indonesian Values and Character Education Journal The Art of Teaching English as a Foreign Language (TATEFL) Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia EBONY Jurnal Locus Penelitian dan Pengabdian Indonesian Journal of Instruction Soshum: Jurnal Sosial dan Humaniora Tamaddun Studies in English Language and Education TELL - US JOURNAL KONSELOR Jurnal Multidisiplin Indonesia
Prof. Dr. Ni Nyoman Padmadewi,MA .
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The Implementation Of Cooperative Learning Method on Speaking Class of Grade Eight SMPN 9 Denpasar : A Descriptive Study on Speaking Competence of Different Gender ., LUH GEDE TRISNAWATI; ., PROF. DR. NI NYOMAN PADMADEWI, M.A.; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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ABSTRAK Bahasa Inggris penting untuk dipelajari karena bahasa Inggris adalah bahasa Internasional. Dalam era globalisasi ini, guru bahasa Inggris dibutuhkan untuk membuat siswa mampu berbicara bahasa Inggris sebagai bahasa internasional. Tetapi sebagai pendidik guru dihadapkan dengan banyak masalah dalam proses pembelajaran, termasuk perbedaan dalam kemampuan siswa dengan berbagai jenis kelamin. Sehingga sebagai pendidik, guru harus melakukan upaya untuk menemukan metode pembelajaran yang tepat. Metode bernomor Head Together dan Tiga Langkah Wawancara merupakan salah satu metode Cooperative Learning dan bisa menjadi metode pengajaran alternatif untuk guru. Proses strategi Pembelajaran Kooperatif dengan metode ini memiliki karakteristik seperti saling ketergantungan yang positif di kalangan siswa dalam kelompok, tanggung jawab individu, interaksi tatap muka, keterampilan sosial, kerja sama tim dan pengolahan kelompok juga harus diperhitungkan. Jadi selama beberapa dekade terakhir, pendidik telah menerapkan strategi Pembelajaran Kooperatif dalam upaya meningkatkan prestasi belajar siswa, meningkatkan literasi siswa dan kemampuan berbicara dalam menyajikan pendapat mereka. teknik Pembelajaran kooperatif telah dipelajari selama lebih dari 50 tahun dan telah dikaitkan secara positif dengan kinerja siswa. Teknik- teknik dalam Pembelajaran Kooperatif juga telah ditunjukkan untuk meningkatkan motivasi dan keterampilan belajar siswa. Metode pembelajaran kooperatif dapat memiliki dampak positif pada kelas. Kata Kunci : Metode Pembelajaran Kooperatif, Gender, Kompetensi Berbicara ABSTRACT English is important to be learned Because English is the International language. In this era of globalization, teacher of English language is required to make students able to speak English as an international language. But as educators of teachers are faced with many problems in the learning process, including the differences in the abilities of students with different gender. So that as educators, teachers should make efforts to find appropriate learning methods. Methods Numbered Head Together and Three Step Interview is one method of Cooperative Learning and could be alternative teaching methods for teachers. The process of Cooperative Learning strategies with this method has characteristics such as positive interdependence among students in a group, individual responsibility, face-to-face interaction, social skills, teamwork and group processing should also be taken into account. Thus during the past few decades, educators have implemented Cooperative Learning strategies in an effort to improve student achievement, improve student literacy and speaking competence in presenting their opinions. Cooperative Learning techniques have been studied for over 50 years and has been positively linked to the performance of students .Techniques of Cooperative Learning have also been shown to increase student motivation and skills of learning materials. Meanwhile, further research needs to be done, cooperative learning method can have a positive impact on the class. keyword : Cooperative Learning Method, Gender, Speaking Competence
A COURSE DESIGN OF INTERVIEW PREPARATION CLASS AT THE BALI HOTEL SCHOOL ., NI MADE AYU SULASMINI; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dra. Luh Putu Artini, MA., Ph.D.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Sebelum memasuki dunia kerja, calon tenaga kerja perhotelan harus melalui proses wawancara berbahasa Inggris. Mahasiswa Sekolah Perhotelan Bali dibekali dengan keterampilan wawancara melalui pelatihan Interview Preparation. Pelatihan tersebut diharapkan dapat mempersiapkan mahasiswa dalam mengikuti wawancara. Hanya saja, hasil yang diharapkan belum memadai. Proses pelatihan belum dilengkapi oleh perangkat pembelajaran yang memadai. Penelitian ini bertujuan untuk mengembangkan desain mata pelatihan Interview Preparation di Sekolah Perhotelan Bali yang meliputi silabus, materi serta perangkat evaluasi. Ini adalah studi deskriptif kualitatif, dengan pengembangan model desain mata pelatihan yang dikemukakan oleh Hutchinson and Waters (1978), kerangka pengembangan materi oleh Jolly dan Balitho (1998) serta kriteria materi yang baik oleh Tomlinson (1998).Data diperoleh melalui interview dan kuisioner serta dianalisi secara kulaitatif. Penelitian ini menghasilkan silabus, materi, serta perangkat evaluasi yang efektif dalam meningkatkan kompetensi mahasiswa berdasarkan rata-rata nilai pre tes 60 dan post test 70.Kata Kunci : Desain pelatihan, silabus, pengembangan materi, evaluasi Entering the workforce, hospitality workers must attend an interview process in English. Students of The Bali Hotel School, especially Cruise line program were scheduled to attend the Interview Preparation class to prepare them with the future interview. However, the result was not maximal. The training process was not completed with the proper instrument. This research aimed to develop a course design for English Interview Preparation at The Bali Hotel School including the syllabus, material and the assessment procedure. The research was descriptive qualitative, followed the course design model by Hutchinson and Waters (1978), material development framework by Jolly and Balitho (1998) and considered the criteria of a good material by Tomlinson (1998). The data were collected through interview and questionnaire and qualitatively analyzed. The research generated syllabus, material, and evaluation procedure that effectively increase the students? achievement on the Interview Preparation class from the average score of pre test 60 to post test 70. keyword : Keywords: Course Design, syllabus, material development, evaluation
THE EFFECT OF TASK-BASED LANGUAGE TEACHING AND ENGLISH GRAMMAR MASTERY ON THE WRITING COMPETENCY OF THE THIRD SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF UNMAS DENPASAR ., I PUTU YOGA BAWANTARA; ., PROF. DR. NI NYOMAN PADMADEWI, M.A.; ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Penelitian ini difokuskan pada pengaruh pengajaran bahasa berbasis tugas dan penguasaan tata bahasa inggris (grammar mastery) siswa terhadap kompetensi menulis siswa semester ketiga program pendidikan bahasa inggris UNMAS Denpasar. Penelitian ini merupakan penelitian eksperimental dengan hanya pendistribusian post test kepada kelompok eksperimen dan kontrol untuk mendapatkan hasil kompetensi menulis siswa setelah pengajaran dilakukan dengan desain faktorial 2 x 2. Populasi dari penelitian ini adalah mahasiswa semester ketiga 'dari bahasa Inggris Program Studi Pendidikan UNMAS Denpasar terdiri dari 135 siswa di mana 52 siswa dipilih sebagai sampel melalui Intact Group Random Sampling. Data penelitian dikumpulkan melalui tes penguasaan tata bahasa (grammar mastery test) dan uji tertulis dan dianalisis dengan menggunakan ANOVA Dua Arah dan uji Tukey dibantu oleh SPSS 22,0. Temuan penelitian menunjukkan bahwa, pertama, siswa yang diperlakukan dengan penerapan Pengajaran Bahasa berbasis tugas mendapat skor yang lebih baik didalam kompetensi menulis dari pada mereka yang diperlakukan dengan penerapan strategi pembelajaran konvensional; Kedua, tidak ada efek interaksional antara pengajaran bahasa berbasis task dan penguasaan tata bahasa (grammar mastery) siswa atas kompetensi menulis siswa yang dimana temuan menunjukkan bahwa hipotesis H0 nol diterima karena hasil perhitungan skor nilai probabilitas yang lebih tinggi dari 0.05. Dari data output diketahui bahwa nilai probabilitas adalah 0.758, yang lebih tinggi dari 0.05. itu berarti bahwa tidak ada interaksi antara strategi pembelajaran bahasa berbasis tugas dan penguasaan tata bahasa (grammar mastery) siswa atas kompetensi menulis siswa. Namun bertentangan dengan pengujian hipotesis kedua, bahwa siswa yang diajarkan dengan menggunakan pengajaran bahasa berbasis tugas memiliki kompetensi menulis yang seharusnya lebih baik daripada mereka yang diperlakukan dengan strategi mengajar konvensional. itu bisa dilihat dari pernyataan hipotesis pertama dan hasil uji Tukey yang diberikan kepada masing-masing variabel di mana tes menunjukkan hasil yang signifikan yang dibuktikan dengan skor nilai probabilitas adalah 0.00 dan itu lebih rendah dari 0.05 Selain itu, dapat disimpulkan juga bahwa, siswa yang diperlakukan dengan penerapan pengajaran bahasa berbasis tugas memiliki kemampuan menulis lebih baik daripada mereka yang diperlakukan oleh strategi mengajar konvensional. Namun, jika strategi ini dilaksanakan atau diterapkan dengan mempertimbangkan penguasaan tata bahasa (grammar mastery) mereka, hasil antara pelaksanaan pengajaran bahasa berbasis tugas dan strategi pembelajaran konvensional tidak memberikan hasil yang signifikan pada kompetensi menulis siswa.Kata Kunci : pengajaran bahasa berbasis tugas, kemampuan menulis, penguasaan tata bahasa (grammar mastery), jurusan bahasa Inggris Program Studi Pendidikan UNMAS Denpasar. This study was an experimental study aimed at finding out the effect of task-based language teaching and students? English grammar mastery on the students? writing competency. Post test was administered to the experimental and control groups to obtain the result of students? writing competency after treatment was done with 2 x 2 factorial design. The population of the study was the third semester students of English Education Study Program of UNMAS Denpasar consisted of 135 students where 52 students were chosen as the sample through intact group random sampling technique. The data of the research were collected through a grammar mastery test and writing test and were analyzed by using Two-Way ANOVA and Tukey test assisted by SPSS 22.0. The research findings showed that: (1) the students who were treated by task-based language teaching got better score in writing competency than those who were treated by conventional teaching strategy and (2) there was no interactional effect between task-based language teaching and grammar mastery upon the students? writing competency where the findings showed that the null hypotesis H0 was accepted becuase of the calculation of probability value score was higher than 0.05. From the data output it was known that the probability value was 0.758, which was higher than 0.05. It means that there was no interaction between task-based language teaching strategy and students? grammar mastery upon students? writing competency. However in contrast with the second hypothesis testing, that the students who were taught by using task-based language teaching had better writing competency than those who were treated by conventional teaching strategy. It could be seen from the statement of the first hypothesis and the result of the Tukey test which was administered to each variable in which the test showed a significant result which was proved by the probability value score of task-based language teaching strategy was 0.00 which was lower than 0.05 Furthermore, it could be concluded that, the students who were treated by using task-based language teaching had better writing competency than those who were treated by using conventional teaching strategy. However, if the strategy was implemented by considering the students? grammar mastery, the result between the implementation of task based language teaching and the conventional teaching strategy gave no significant result on students? writing competency.keyword : Task-based Language Teaching Strategy, Writing Competency, English Grammar Mastery, English Education Study Program of UNMAS Denpasar, Conventional Teaching Strategy
DEVELOPING RESEARCH AND DEVELOPMENT OF ENGLISH FOR SPECIFIC PURPOSES: SPECIFIC REFERENCE OF ENGLISH FOR SECRETARY ., I MADE SUTA WIJANA GIRI; ., DR. LUH PUTU ARTINI, M.A.; ., PROF. DR. NI NYOMAN PADMADEWI, M.A.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Penelitian ini adalah Penelitian dan Pengembangan, karena itu berfokus pada perancangan dan pengembangan bahasa Inggris untuk materi kursus khusus untuk Sekretaris di Bali. Ada dua tujuan dari penelitian ini: (1) Untuk mengetahui bahan ajar yang perlu dikembangkan untuk sekretaris dalam meningkatkan kemampuan bahasa Inggris mereka; (2) Untuk mengetahui kualitas materi ESP yang dikembangkan sebagai bahan ajar untuk sekretaris. Dalam membuat buku ini peneliti menggunakan model yang diusulkan oleh Sugiyono (2009). Kemudian dari hasil observasi, wawancara, dan kuesioner, peneliti membuat draft buku dengan terdiri dari 8 unit.kedelapan unit tersebut yaitu; (1) Ucapan Salam, (2) Menemukan orang, (3) Masyarakat di tempat kerja, (4) Berurusan dengan angka, (5) Mengambil dan Memberi pesan, (6) Menerima Pengunjung, (7) Form, Amplop, dan Surat, ( 8) Keterampilan membaca. Format yang ditetapkan pada setiap unit di buat sama dengan organisasi bahan dengan set gambar, grafik, audio dan proyek. Masing-masing unit memiliki fokus yang berbeda untuk meningkatkan masing-masing keterampilan berbahasa. Dalam setiap unit, ada juga informasi tambahan yang disediakan untuk memperluas pengetahuan topik tertentu. Kualitas buku ini dianalisa melalui kuesioner dari para ahli dan siswa. Evaluasi buku ini didasarkan pada model evaluasi Hutchinson dan Waters (1987) tentang buku ESP. Hasil dari kuesioner menunjukkan kualitas yang bagus dari buku ini, karena hanya ada sedikit revisi dari para ahli dan mendapat umpan balik yang positif oleh siswa. Kata Kunci : ESP, materi pengembangan, sekretaris This study is a Research and Developmentsince it focuses on designing and developing course material for English for Secretaries in Bali. Two purposes of this study are : (1) to find out the instructional materials need to be developed for secretaries in improving their English ability; (2) to find out the quality of the developed of ESP material for secretary. In designing this material, the researcher used the model proposed by Sugiyono (2009). From the result of observation, interview, and questionnaire, the researcher made draft of material in the form of a book which consists of 8 units : (1) Greeting, (2) Locating People, (3) People at Work, (4) Dealing with Numbers, (5) Taking and Giving Message, (6) Receiving Visitors, (7) Form, Envelopes, and Letter, (8) Reading Skill. The format was set on each unit to maintain the material organization with set of pictures, graphics, audio and projects. Each unit has different focus to enhance each of the language skills. In each of the unit, there is also additional information provided to broaden the knowledge of particular topic. The quality of the course book was driven from questionnaire from expert judges and prospective students. The evaluation of the course book was based on Hutchinson and Waters (1987) on ESP book evaluation. The questionnaire resulted to a high quality of the course book because there were only minor revisions from the experts and there were some positive feedbacks by the prospective students. keyword : ESP, material development, secretaries.
A GENDER STUDY ON THE USE OF DIFFERENT TYPES OF CORRECTIVE FEEDBACK AND LEARNERS’ UPTAKE AT DHYANA PURA UNIVERSITY ., NI WAYAN ADINIA PRASTITI; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Prof. Dr. Ni Nyoman Padmadewi,MA
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Penelitian ini bertujuan untuk menginvestigasi penggunaan umpan koreksi umpan balik oleh guru yang berdeda gender and respon siswa terhadap koreksi umpan balik yang diberikan guru. Penelitian ini adalah penelitian kualitatif dalam bentuk induksi analitikal. Peneliatian ini melibatkan empat guru dari Universitas Dhyana Pura. Mereka terdiri dari dua guru laki-laki dan dua guru perempuan serta dua puluh empat siswa. Untuk mengumpulkan data, empat instrumen berbeda digunakan. meliputi : petunjuk wawancara, kuestioner guru, kuestioner siswa dan lembar observasi. Dari analisis data ditemukan: (1). Tidak ada perbedaan yang berarti pada cara guru dalam memberikan koreksi umpan balik kepada siswa yabg berbeda gender, namun ditemukan perbedaan pada cara guru lali-laki dan perempuan dalm memberikan koreksi. (2). Dari data analisi juga ditemukan bahwa 72.5 % eror selama penelitian dikoreksi saat error itu terjadi, sedangkan 27.5 % error lainnya dikoreksi beberapa saat setelah eror terjadi. (3). Dari semua jenis koreksi umpan balik yang digunakan guru, koreksi eksplisitlah yang paling banyak digunakan, persentasenya mencapai 41.22%. (4). Dari semua respon siswa yang muncul selama penelitian, respon siswa yang dengan benar dapat membperbaiki error mereka muncul paling banyak, persentasenya mencapai 48.09%. Kata Kunci : gender, koreksi umpan balik, koreksi langsung, koreksi tertunda dan respon siswa This study was attempted to investigate the use of corrective feedback by different gender of teacher and the learners? uptake toward the corrective feedback given. This study was qualitative study. The study involved four teachers from Dhyana Pura University. Those teachers consisted of two male and to female teachers and twenty four students. To gain the data the researcher used four kinds of instruments; interview guide, teacher questionnaire, students? questionnaire and observation sheet. From the data analysis it was found that (1). There was no significant difference in teachers? way in giving corrective feedback to difference genders of students. (2). from the data analysis, it was also found out that 72.5 % of the error occurs during the data gathering was given immediate corrective feedback and the rest 27.5% of the error was given delayed corrective feedback (3). It was found out that explicit correction was the types of corrective feedback which was used most frequent; its percentage covered 41.22% (4). From all the uptake appeared in this study, uptake inform of repaired appeared frequently. The percentage was 48.09%. keyword : gender, corrective feedback, immediate correction, delayed correction, learners? uptake
A STUDY ON MALE AND FEMALE TEACHERS' STRATEGIES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN UNIVERSAL SCHOOL ., NI PUTU YENI YULIANTARI; ., PROF. DR. NI NYOMAN PADMADEWI, M.A.; ., DRS. I WAYAN SUARNAJAYA, M.A., P.hD
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 untuk: a) mengidentifikasi strategi yang digunakan oleh guru laki-laki dalam mengajar bahasa Inggris; b) mengidentifikasi strategi yang digunakan oleh guru perempuan dalam mengajar bahasa Inggris; c) mengidentifikasi perbedaan penggunaan strategi oleh guru laki-laki dan perempuan dalam mengajar bahasa Inggris. Penelitian ini merupakan bentuk penelitian kualitatif. Subyek penelitian ini adalah dua guru laki-laki dan dua guru perempuan. Data dalam penelitian ini dikumpulkan melalui tiga cara yaitu observasi, pencatatan dan pencatatan. Sebuah observasi non - partisipan dilakukan untuk mengumpulkan data mengenai kegiatan kelas. Peneliti merupakan instrumen utama dalam penelitian ini. Data dianalisis menggunakan teknik analisis deskriptif naratif dengan menerapkan Miles dan Huberman model. Langkah-langkah analisis data meliputi reduksi data, display data dan penarikan kesimpulan atau verifikasi. Hasil penelitian ini menunjukkan, 1) guru laki-laki menggunakan empat dari tujuh strategi mengajar Burden and Byrd (2009) yaitu Direct Instruction, Questioning, Practice dan Discussion; 2) guru perempuan menggunakan enam dari tujuh strategi mengajar Burden dan Byrd yaitu Direct Instruction, Questioning, Practice, Discussion, Cooperative Learning dan Role Playing; 3) perbedaan penggunaan strategi antara guru laki-laki dan guru perempuan bisa dilihat ketika mereka menerapkan strategi saat mengajar di kelas.Kata Kunci : gender, strategi mengajar, mengajar bahasa Inggris This research aimed at: a) identifying the strategies which are employed by male teachers in teaching English; b) identifying the strategies which are employed by female teachers in teaching English; c) identifying the difference strategies preferences by male and female teachers in teaching English. This research was in the form of qualitative research. The subjects of this study were two male teachers and two female teachers. The data in this research were collected through three ways: observation, recording and note taking. A non ? participant observation was carried out to collect data concerning classroom activities. The researcher was the main instrument of this research. The data were analyzed using the descriptive narrative analysis technique applying Miles and Huberman?s model. The steps of data analysis included data reduction, data display and conclusion drawing or verification. The results of this research show that, 1) male teachers used four of the seven Burden and Byrd?s (2009) teaching strategies: Direct Instruction, Questioning, Practice and Discussion; 2) female teachers in teaching English used six of the seven Burden and Byrd?s (2009) teaching strategies: Direct Instruction, Questioning, Practice, Discussion, Cooperative Learning and Role Playing; 3) the difference strategy preference by male and female teachers could be seen when male and female teachers conducted the strategies in the classroom.keyword : gender, teaching strategies, teaching English
Developing English Materials for nursing students of SMK Kesehatan Bali Medika Denpasar ., I GEDE ARIS PRATAMA PUTRA; ., PROF. DR. NI NYOMAN PADMADEWI, M.A.; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
Jurnal Pendidikan dan Pembelajaran Matematika Indonesia Vol 6, No 2 (2017)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppm.v6i2.2513

Abstract

This study aimed at: a) developing materials for teaching English for nursing students of SMK Kesehatan Bali Medika Denpasar; b) knowing the quality of the developed materials for teaching English for nursing students of SMK Kesehatan Bali Medika Denpasar as perceived by expert judges. This study used R & D model proposed by Sugiyono (2013). Step 1 (identifying the potency & problem phase or need analysis phase) of Sugiyono Model of R&D Design used Hutchinson & Waters?s Learning-Centered Need Analysis Framework (1987) in order to be used to analyze target and learning needs of English for nursing students. The present study was limited into developing the product and expert judgment. Therefore, the field test was not conducted in the present study. The materials were designed by following the model of ESP material design of Hutchinson and Waters (1987:108) which consisted of input, content focus, language focus, and task. The findings of this study showed that there were 8 units of English for nursing students? material had been developed. Those were; (1) Establishing a Relationship; (2) Giving Directions in Hospital; (3) Health Problems; 4) Dimension of Symptoms; 5) Diagnosing Health Problems; 6) Sharing Observation; (7) General Assessment; (8) Patient Assessment. The materials were focused on developing the students? speaking ability. The quality of the product was very good (Product Quality = 4.13) and had met the criteria of material evaluation checklist proposed by McDonough et al (2013).Kata Kunci : materials, students, nursing Penelitian ini bertujuan untuk: (a) mengembangkan materi bahasa inggris keperawatan untuk pengajaran mata pelajaran bahasa inggris keperawatan siswaSMK Kesehatan Bali Medika Denpasar; (b) mengetahui kualitas materi bahasa inggris keperawatan untuk pengajaran mata pelajaran bahasa inggris keperawatan siswa SMK Kesehatan Bali Medika Denpasar dari penilaian para ahli. Penelitian ini dirancang dalam bentuk Penelitian dan Pengembangan model Sugiyono (2013). Tahap pertama Penelititan dan Pengembangan model Sugiyono (tahap mengindentifikasi potensi dan masalah atau analisis kebutuhan) menggunakan model analisis kebutuhan Learning Centered Hutchinson dan Waters (1987) untuk digunakan untuk menganalisa kebutuhan target dan belajar mata kuliah bahasa inggris keperawatan. Penelitian ini hanya terbatas dalam pengembangan produk dan uji pakar. Sehingga penelitian ini tidak diarahkan untuk menguji coba produk di lapangan. Materi ajar didesain mengunakan model Hutchinson dan Waters (1987:108) yang terdiri dari input, content focus, language focus, dan task. Hasil penelitian menunjukkan bahwa terdapat 8 unit materi bahasa inggris keperawatan yang sudah dikembangkan. Materi-materi tersebut adalah: (1) Establishing a Relationship; (2) Giving Directions in Hospital; (3) Health Problems; 4) Dimension of Symptoms; 5) Diagnosing Health Problems; 6) Sharing Observation; (7) General Assessment; (8) Patient Assessment. Materi tersebut difokuskan untuk mengembangkan kemampuan berbicara bahasa inggris siswa. Kualitas produk sangat bagus (kualitas produk = 4.13) dan sudah memenuhi kriteria evaluasi materi McDonough dkk (2013).keyword : materi, mahasiswa, keperawatan
A COMPARATIVE EFFECT OF WRITING WORKSHOP AND JOURNAL WRITING TECHNIQUES BASED ON TEXT TYPES ON THE EIGHTH GRADE STUDENTS’ WRITING COMPETENCY AT SMP NEGERI 1 SINGARAJA IN THE ACADEMIC YEAR 2012/2013 Suprianti, Gusti Ayu Putu; Tantra, Dewa Komang; Padmadewi, Ni Nyoman
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (355.521 KB) | DOI: 10.23887/jpbi.v1i0.745

Abstract

  Abstract This study aimed at comparing the effect of different teaching techniques (Journal Writing and Writing Workshop Techniques) based on text types (recount and narrative texts) on students? writing competency. Post-test Only Comparison Group Design was applied as the research design. After the treatment sessions, post-test was administered to discover the impact of the treatments. The data obtained from the post-test were analyzed by using descriptive and inferential statistical analyses. Through descriptive analysis, it was found that the mean scores of the group who was taught both narrative and recount text by using Journal Writing Technique was higher than the group who was taught by using Writing Workshop. In other words, the group who was taught by using Journal Writing Technique tends to perform better than group who was taught by using Writing Workshop Technique. The difference between writing competency of the students who were taught using different teaching techniques was analyzed through two-way Anova. Based on the result of the hypothesis testing, it was found that there was a significant difference between the two teaching techniques on students? writing competency and there was no interactional effect between the two teaching techniques and the text types on students? writing competency.   Keywords: writing competency, journal writing, writing workshop, text types
THE EFFECT OF DIFFERENTIATED INSTRUCTION AND ACHIEVEMENT MOTIVATION ON STUDENTS’ WRITING COMPETENCY Gualbertus, Endal; Nyoman, padmadewi; Made, Ratminingsih
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (286.609 KB) | DOI: 10.23887/jpbi.v1i0.808

Abstract

This experimental study aims at investigating the effect of Differentiated Instruction and achievement motivation on students? writing competency of tenth grade students of SMAN 2 Denpasar. The design of this research was 2x2 factorial design. Data of students? writing competency were collected by using an essay type test. Meanwhile, data of students? achievement motivation level were collected by using questionnaire. The acquired data were analyzed statistically by two way ANOVA and Tukey test. This research discovers: 1) there is a significant difference in writing competency between the students taught with Differentiated Instruction and those taught with conventional method, 2) there is no significant difference in writing competency between the students having low achievement motivation taught with different instruction and those taught with conventional method, 3) there is a significant difference in writing competency between the students having high achievement motivation taught with Differentiated Instruction and those taught with conventional method, and 4) there is a significant interaction effect of teaching method (Differentiated Instruction and conventional method) and achievement motivation level (high and low levels) on students? writing competency.   Keywords: differentiated instruction, achievement motivation, writing competency
A COMPARATIVE STUDY OF DIFFERENT TEACHING STRATEGIES BASED ON TEXT TYPES ON STUDENTS’ SPEAKING COMPETENCY Nirmala, Tari,; Ni Nyoman, Padmadewi; Luh Putu, Artini,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (71.294 KB) | DOI: 10.23887/jpbi.v1i0.576

Abstract

Abstract This study aimed at comparing the effect of different teaching strategies based on text types on students? speaking competency. Post-test Only Comparison Group Design was applied as the research design. After the treatment sessions, post-test was administered to discover the impact of the treatments. The data obtained from the post-test were analyzed by using descriptive and inferential statistical analyses. Through descriptive analysis, it was found that the mean scores of the two samples for descriptive text were 71.63 and 73.96 and for procedure text were 74.93 and 76.80. The difference between students? speaking competency who were taught using different teaching strategies was analyzed through two-way Anova. Based on the result of the hypothesis testing, it was found that; there was a significant difference between two teaching strategies on students? speaking competency and there was no interactional effect between two teaching strategies and the text types on students? speaking competency. These findings provide empirical evidence of the importance to determine teaching strategies that suit the text types taught in speaking class.       Key terms : speaking competency, speaking random club, panauricon and text types
Co-Authors ., A.A. Ari Kartini Priyanti ., Ade Putra Sujana Mahardikha ., Ade Putra Sujana Mahardikha ., Amanda Dyah Paramita Hagk ., ANAK AGUNG ISTRI HARI NINGRAT ., Ayu Nanda Septiana ., DR. ASRIL MARDJOHAN, MA. ., DR. LUH PUTU ARTINI, M.A. ., DR. LUH PUTU ARTINI, M.A. ., Dr. Sudirman, M.L.S ., Gde Arys Bayu Rewa ., Gde Arys Bayu Rewa ., Gede Aan Karisma ., Gede Aan Karisma ., HANA ANDRIANA ., Husnul Lail ., I D A Ade Upaningsih ., I Dewa Ayu Junita Sari ., I Dewa Ayu Tri Utaminingsih ., I DEWA MADE BAGUS KASUMAJAYA ., I GEDE ARIS PRATAMA PUTRA ., I Gede Made Juni Wirdana ., I Gede Soni Restiadi ., I Gede Soni Restiadi ., I Gede Yoga Pramana ., I Gede Yoga Pramana ., I Gst Ayu Lisna Listiari ., I Komang Bima Aditya Nugraha ., I Komang Bima Aditya Nugraha ., I NYOMAN SWARA MERTA ADI ., I Putu Ambara Putra ., I Putu Ambara Putra ., Ib Kd Mega Brahwija ., Ida Ayu Kade Sucia Pratiwi ., Ida Bagus Gede Suaditya ., Kadek Anggun Pradnya Sari ., Kadek Anggun Pradnya Sari ., Kadek Intan Rustiana Dewi ., Komang Ayu Dian Pertiwi ., Komang Ayu Dian Pertiwi ., KOMANG RUSMA ARI SANTHI ., LAURENSIUS PUTU VERDIKA ., Luh Eka Sumeningsih ., Luh Eka Sumeningsih ., Luh Gede Ayu Devitasari ., Luh Gede Puspayanti ., Luh Gede Puspayanti ., LUH GEDE TRISNAWATI ., Luh Putu Ayu Wijayanti ., Luh Putu Ayu Wijayanti ., Luh Putu Nia Arnida Putri ., Luh Putu Nia Arnida Putri ., Luh Ririn Sukma Dewi ., Luh Ririn Sukma Dewi ., Made Ade Krisna Kurniarta ., Made Ade Krisna Kurniarta ., Made Githa Swami Mardawati ., Made Yuliarta Sari ., Made Yuliarta Sari ., Md Gd Dwi Susantha s ., Md Gd Dwi Susantha s ., Meindy Ferawati Effendy ., MOH. ADZKIYAUNUHA ., Ni Kadek Gita Dewa Huti ., Ni Kadek Swandewi ., Ni Kadek Swandewi ., Ni Kadek Yuni Artini ., Ni Kadek Yuni Artini ., Ni Komang Ayu Tri Purwanti ., Ni Komang Santiari ., NI LUH KOMANG DUJANI ., Ni Luh Putu Lia Krisnayanti ., Ni Luh Putu Sri Natalia ., Ni Luh Ratih Cris Andini ., Ni Luh Ratih Cris Andini ., Ni Luh Sri Marini ., Ni Made Arismayanti ., NI MADE KUSUMADEWI ., Ni Md Pande Candra Sapitri ., Ni Md Pande Candra Sapitri ., Ni Putu Eka Maryani Dewi ., Ni Putu Ekayanthi ., NI PUTU PAMELA RAHAYU ., Ni Putu Puspita Selly Aryati ., Ni Putu Puspita Selly Aryati ., NI PUTU YENI YULIANTARI ., Ni Wayan Evin Yunarsia ., Pande Made Hari Sugiharta ., PANDE MADE PRADNYANA PUTRA ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A. ., Putu Anastasia Mayrika ., Putu Pande Novita Sari ., Putu Pande Novita Sari ., Putu Pendi Adnyana Putra ., Putu Pendi Adnyana Putra ., Retno Dewi Satiti ., Vivien Hartini Laksmi Magga ., Vivien Hartini Laksmi Magga A.A. RATIH WIJAYANTI . A.A.A.Ngr. BELA SANGGRAHA RATU . Abd. Rasyid Syamsuri Abd. Syakur Adnyani, Ni Luh Putu Sri Agus Adi Yasmita . AHMAD MUNIR Amanda Dyah Paramita Hagk . Anak Agung Gede Yudha Paramartha Anam, Syafi'ul andrea, kadek niko Arnaya, Ida Bagus Putu Adhitya Arsani, Ni Ketut Ari Artini, Ni Nyoman Aryanata, I Made Wahyu Aryanata Ayu Nanda Septiana . Bakti, Windy Kurnia Bayu Prayogi, I Gede Blangsinga, Aditya Cahya, Wahyu Dwi Cahyani, Putu Anggun Candra Dewi, Made Raninta Cucu Ardiah Ningrum . Darmawan, Cahya Swaztine Desak Made Sri Mardani Devi, Madhu Sri Dewa Ayu Andhina Maretha Putri Dewa Ayu Eka Agustini Dewa Gede Agung Aditya . Dewa Gede Oko Wibawa . Dewa Gede Oko Wibawa ., Dewa Gede Oko Wibawa Dewa Komang Tantra Dewa Putu Ramendra Dewi, Gusti Putu Rustika Dewi, I Gusti Ayu Triska Sri Urmila Dewi, Ida Ayu Komang Trisna Dewi, Kadek Intan Rustiana Dewi, Putu Eka Sulistya Dinatha. W, Made Deni Dita Pratiwi . Dodik Wiratama, Dewa Ngakan Putu Drs.Gede Batan,MA . Duta Kharisma, I Made Dwi Susanti . Dzul Rachman, Dzul EKA ERVIN YUNI RUSTANTI . Endal Gualbertus Fitri Adji Rarasati ., Fitri Adji Rarasati G.A.P. Suprianti G.P. Chikita Gede Mahendrayana Gede Satya Hermawan, S.S.,M.Si . Gede Susila Darma . Gina Wulandari . Gusti Ayu Putu Diah Permata Sari ., Gusti Ayu Putu Diah Permata Sari Gusti Ayu Santika Dewi . GUSTI NGURAH PUTRA SUWANTARA . GUSTI NGURAH PUTRA SUWANTARA ., GUSTI NGURAH PUTRA SUWANTARA Hemas, Made Diana Ayu Hermawan, Gede Satya I D A Ade Upaningsih . I Dewa Gede Rat Dwiyana Putra I G. A. R. Sri Swaningrat . I G. A. R. Sri Swaningrat ., I G. A. R. Sri Swaningrat I Gede Andre Putra . I Gede Budasi I Gede Okta Santikacahya . I GEDE PUTRA SASTRAWAN . I Gede Putu Adhitya Prayoga . I GEDE SUKRANENGRAT . I Gede Vera Perdana . I Gede Vera Perdana ., I Gede Vera Perdana I GEDE WAYAN SUPARNA . I GUSTI AYU INDAH TRIANA JULIARI . I GUSTI AYU KADE DORIANTARI . I Gusti Ngurah Wahyu Danuarta Yoga ., I Gusti Ngurah Wahyu Danuarta Yoga I Kadek Putra Ari Jaya . I Kadek Suarsana . I KETUT RIADA . I Ketut Seken I Ketut Suada I Ketut Trika Adi Ana I Ketut Trika Adi Ana I KOMANG SURYA ASTIKA . I Made Krisna Pranata . I Made Suta Wijana Giri . I Nyoman Adi Jaya Putra I Nyoman Pasek Hadisaputra I Nyoman Purnawan I Putu Agus Juli Sastrawan ., I Putu Agus Juli Sastrawan I PUTU INDRAWAN . I Putu Ngurah Wage Myartawan I Putu Yoga Bawantara I Putu Yoga Purandina I Wayan Edi Artawan . I Wayan Edi Artawan ., I Wayan Edi Artawan I Wayan Suarnajaya I WAYAN SUTENA . I Wayan Swandana I.G.A. Lokita Purnamika Utami Ida Ayu Kade Sucia Pratiwi . IDA AYU MIRAH PRABANI . Josuharyadi, Komang Junita Friska Kadek Dian Sri Pratiwi . Kadek Dwi Saptayani ., Kadek Dwi Saptayani Kadek Eva Krishna Adnyani Kadek Kartika Suherma Yanthi ., Kadek Kartika Suherma Yanthi Kadek Lusia Andary . Kadek Lusia Andary ., Kadek Lusia Andary Kadek Maya Cyntia Dewi Kadek Ria Anestia Dewi ., Kadek Ria Anestia Dewi Kadek Sintya Dewi Kadek Yogi Parta Lesmana Ketut Susiani KOMANG TRISNA DEWI . KOMANG WIDIARSANA . Krismayanti, Ni Made Novia Kristyaningdih, Ni Komang Kusuma, Desak Anugrah Dwi Laba, Luh Nityaswari Lailiyah, Leni Laksana, I Putu Yoga Laksono, Kisyani LELA RAHMAWATI . Lestari, Ni Made Pebriyanti Loviyani, Ni Putu Ayu Niya Luciana, Ni Luh Ratih Luh Diah Surya Adnyani Luh Eka Susanti Luh Gd Rahayu Budiarta Luh Gede Eka Wahyuni Luh Putu Artini M.L.S ., Dr.Sudirman, M.L.S M.L.S Drs.Sudirman . M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd Made Arya Putri Agung Indhira . Made Hery Santosa MADE KRISTIAN BUDIANI . Made Metha Suadnyani ., Made Metha Suadnyani MADE SUARTININGSIH . Made Yebbie Bismantara . Mahayana, Dwi Hendra Mahayoni, Ni Putu Tia Mahesuari, Kadek Diah Tantri Muhamad Nova ., Muhamad Nova Nariswari, I Gusti Ayu Nila Nariswari Nila Natalia, Putu Rosa Ndun, Lesly Narwasti NI KADEK MELINA SAPUTRA . Ni Ketut Indah Permata Sari . Ni Komang Arie Suwastini Ni Komang Santiari . Ni Luh Devi Mas Juliani . Ni Luh Gede Sukarini Novia Dartika . Ni Luh Gede Sukarini Novia Dartika ., Ni Luh Gede Sukarini Novia Dartika Ni Luh Putu Eka Sulistia Dewi Ni Luh Putu Lia Krisnayanti . Ni Luh Putu Suarnitawati . Ni Luh Putu Suarnitawati ., Ni Luh Putu Suarnitawati NI LUH PUTU WIWIEN PUSPA HARUM . Ni Luh Sri Marini . Ni Made Arismayanti . Ni Made Astiti Sari . NI MADE AYU SULASMINI . Ni Made Ayu Vinandari Safitri ., Ni Made Ayu Vinandari Safitri Ni Made Ratminingsih Ni Made Widayati Anggun Pratiwi ., Ni Made Widayati Anggun Pratiwi NI NYOMAN ARI RATNADI . Ni Putu Astiti Pratiwi NI PUTU AYU AGUSTINI . Ni Putu Deny Andari . Ni Putu Desi Wulandari Ni Putu Era Marsakawati Ni Putu Nila Kusumayanti . Ni Putu Ria Tirana Surastiani . NI WAYAN ADINIA PRASTITI . Ni Wayan Evin Yunarsia . Ni Wayan Sri Nuryani . Ni Wayan Sri Nuryani ., Ni Wayan Sri Nuryani Ni Wayan Suarini ., Ni Wayan Suarini Ni Wayan Surya Mahayanti Nimanuho, Maria Salvatrix B B Ningrum, Ida Ayu Fortuna Ningsih, Kadek Wiwin Dwipajaya Noprianti, Ni Kadek Nova, M Nyoman Karina Wedhanti P.K. Nitiasih Paragae, IGAPNS Pebri Ariati Ni Putu . Permadi, Gede Agus Pradnyadari, Ni Made Meita Pramesti, Raisha Dian Prawoco, Fajar Sandi Prayoga, Kadek Agus Prof. Dr. A. A. I. Ngurah Marhaeni,MA . Prof. Dr.I Ketut Seken,MA . Purwananda, I Gede Arda Putra, I Kadek Swartana Putra, I Komang Janu Prianda Putra, Made Surya Adi Putri Balqis, Putri Putu Adi Krisna Juniarta Putu Ayu Prabawati Sudana Putu Eka Dambayana Suputra PUTU EKA RIANI . Putu Harris Baskara Dinata . Putu Kerti Nitiasih Putu Novi Permata Sari . PUTU PRATIWI PUJI LESTARI . Putu Rony Putrawan . Putu Rusanti Putu Setia Budi Erawan . Putu Suarcaya Putu Wahyu Dianny Wijayanti . PUTU WAHYU HENDRAWAN . Putu Yuni Damayanti Raeni Susanti Ni Made . Raeni Susanti Ni Made ., Raeni Susanti Ni Made Rahmad Husein Rahmayanti, Putu Rany Prihastuti, Luh Putu Raspadewi, Ni Luh Putu Diah Ratama, I Putu Resmi, Komang Dauh Retno Dewi Satiti . Retno Susanti . Retno Susanti ., Retno Susanti Ria Rarasati ., Ria Rarasati Rikayani, Ni Putu Della Rizki Prasetya S.Pd. I Nyoman Pasek Hadi Saputra . S.Pd. Putu Eka Dambayana S. . S.S.,M.Si ., Gede Satya Hermawan, S.S.,M.Si Sandiyani, Ni Luh Kupit SANG AYU MAS TIRTANINGRUM . SANG NYOMAN OKA TRIDHARMA S. . Saputra, I Nyoman Pasek Hadi Saputra, Nyoman Pasek Hadi Sari, Yulnada Semara Putra, Gusti Bagus Setyawati, Ni Luh Eka Shanmuganathan, Thilagavathi Sindu, I Gede Partha Sintayani, Ni Luh Sri Rwa Jayantini, I Gusti Agung Suada, Putu Devita Kiranaputri Suarini, Ni Wayan Suhardiana, I Putu Andre Sukadana, I Made Sukma Adisetiawan Supariani, Ni Ketut Lilis Ayu Tantri, Ni Nyoman Tari, Nirmala Triananda, Anak Agung Ayu Novi Trisnawati, Putri Utami, I. G. A. Lokita Purnamika Utami, IGA. Lokita Purnamika Utami, Luh Putu Restu Adi Varadita Septian Nanda Dewi . Varadita Septian Nanda Dewi ., Varadita Septian Nanda Dewi Wahyudi, Gede Setia Widiastuti, Ni Luh Anis Widnyani, Ni Kadek Widyawati, Ni Kadek Priska Ayu Wiraningsih, Putu Yudha, Yohanes Satria Indra Yuliantari, I Gusti Ayu Winda ZAENUL FIKRI . Zamzam, Ahmad