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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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A STUDY ON THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING WRITING SKILL TO ENGLISH EDUCATION DEPARTMENT STUDENTS OF MAHASARASWATI UNIVERSITY DENPASAR IN ACADEMIC YEAR 2013/2014 ., I DEWA GEDE RAT DWIYANA PUTRA; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris Vol 2, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa Inggris

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Penelitian ini bertujuan untuk mengetahui: (1) bagaimana implementasi PBL di dalam pengajaran menulis essay, (2) bagaimana respon mahasiswa terhadap aplikasi PBP pada pembelajaran menulis essay, dan (3) sejauh mana efektifitas dari pembelajaran berbasis projek dalam meningkatkan kemampuan mahasiswa dalam menulis essay. Penelitian ini adalah penelitian deskripsif yang menggunakan desain Sequential Exploratory dari penggabungan metode kwantitatif dan kwalitatif (mixed method) oleh Clark & Creswell, 2008:178-180. Subjek dari penelitian ini adalah 20 mahasiswa jurusan pendidikan Bahasa Inggris, Universitas Mahasaraswati Denpasar pada tahun ajaran 2013/2014. Fokus dari penelitian ini adalah aplikasi PBP dalam pengajaran menulis essay. Data dikumpulkan dengan menggunakan recana pembelajaran, test menulis, rubrik penilaian, catatan lapangan, dan kemudian dianalisa menggunakan Paired Sample t-Test dan interpretasi kualitatif data. Hasil dari penelitian ini adalah: (1) Aplikasi PBP di kelas mendukung proses pembelajaran menulis, (2) Pembelajaran Berbasis Projek mampu meningkatkan kemampuan siswa dalam 5 aspek menulis yaitu; ‘main idea’, ‘on topic’, ‘details’, ‘parts of essay’, and ‘word choice’, dan (3) Mahasiswa memberikan respon yang positif terhadap penggunaan PBP di kelas menulis, setelah mengaplikasikan beberapa modifikasi. Hasil penelitian ini memiliki kontribusi penting untuk pendidikan Bahasa Inggris sebagai bahasa asing secara umum dan pembelajaran berbasis projek secara khusus.Kata Kunci : Kemampuan Menulis, Pembelajaran Berbasis Projek, Respon Mahasiswa This study aimed at investigating: (1) how is the implementation of Project-Based Learning in essay writing classroom, (2) how do students respond to the application of PBL in teaching essay writing, and (3) to what extent is the effectiveness of PBL approach in improving students’ essay writing skill. This study is a descriptive study which is employed Sequential Exploratory Design of mixed method by Clark & Creswell, 2008:178-180. The subjects of this study were 20 adult learners in English Education Department of Mahasaraswati University Denpasar in academic year 2013/2014. The focus of this research is the application of PBL in teaching essay writing. The data were collected by the means of lesson plan, writing test, scoring rubrics, and field notes which were analyzed using Paired Sample t-Test and qualitative data interpretation. The results indicated that: (1) The implementation of PBL supports the instructional process of essay writing, (2) PBL is effective in improving students’ ability in 5 domains of writing, those are; ‘main idea’, ‘on topic’, ‘details’, ‘parts of essay’, and ‘word choice’, and (3) Students gave positive responses toward the application of PBL after several modifications of implementations. These findings have important contribution to EFL pedagogy in general and the PBL application in particular.keyword : Essay Writing Skill, Project-Based Learning, Students’ Response
THE EFFECT OF CIRC STRATEGY AND ACHIEVEMENT MOTIVATION TOWARD STUDENTS/ READING COMPREHENSION ., LELA RAHMAWATI; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dr.Ni Made Ratminingsih, MA
Jurnal Pendidikan Bahasa Vol 3, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa

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The aim of this study is to investigate (1) whether there is a difference in the reading comprehension between students who are taught by using CIRC strategy and those taught by using the conventional strategy; (2) an interactional effect between the reading strategyi applied and achievement motivation toward students’ reading comprehension; (3) a difference in reading comprehension between students with high achievement motivation who are taught by using CIRC strategy and those taught by using the conventional strategy; and (4) a difference in reading comprehension between students with low achievement motivation who are taught by using CIRC strategy and those taught by using the conventional strategy. The study administrated a 2X2 factorial design, which 175 students were involved as the sample. The data were collected by using qquestionnaire and a reading test then analyzed by Two-way ANOVA. The result indicates that (1) there is a significant difference in reading comprehension between the students who are taught by using CIRC strategy and those taught by using the conventional strategy; (2) there is an effect of the interaction between the teaching strategy applied and students’ achievement motivation toward their reading comprehension; (3) there is a significant difference in reading comprehension between students with high achievement motivation who are taught by using CIRC strategy and those taught with the conventional strategy; and (4) there was significant difference in reading comprehension between the students with low achievement motivation who are taught by using CIRC strategy and those taught with the conventional strategy.Kata Kunci : : CIRC, achievement motivation, reading comprehension The aim of this study is to investigate (1) whether there is a difference in the reading comprehension between students who are taught by using CIRC strategy and those taught by using the conventional strategy; (2) an interactional effect between the reading strategyi applied and achievement motivation toward students’ reading comprehension; (3) a difference in reading comprehension between students with high achievement motivation who are taught by using CIRC strategy and those taught by using the conventional strategy; and (4) a difference in reading comprehension between students with low achievement motivation who are taught by using CIRC strategy and those taught by using the conventional strategy. The study administrated a 2X2 factorial design, which 175 students were involved as the sample. The data were collected by using qquestionnaire and a reading test then analyzed by Two-way ANOVA. The result indicates that (1) there is a significant difference in reading comprehension between the students who are taught by using CIRC strategy and those taught by using the conventional strategy; (2) there is an effect of the interaction between the teaching strategy applied and students’ achievement motivation toward their reading comprehension; (3) there is a significant difference in reading comprehension between students with high achievement motivation who are taught by using CIRC strategy and those taught with the conventional strategy; and (4) there was significant difference in reading comprehension between the students with low achievement motivation who are taught by using CIRC strategy and those taught with the conventional strategy.keyword : CIRC, achievement motivation, reading comprehension
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 Bahasa Vol 3, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa

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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 CONCEPT MAPPING AND SELF-REGULATION ON STUDENTS’ WRITING COMPETENCY ., I GEDE SUKRANENGRAT; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Prof. Dr. Ni Nyoman Padmadewi,MA
Jurnal Pendidikan Bahasa Vol 3, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa

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Abstrak Studi eksperimen ini bertujuan untuk menginvestigasi pengaruh peta konsep dan kemandirian terhadap kemampuan menulis siswa kelas delapan SMP Negeri 2 Singaraja. Penelitian ini menggunakan desain posttest only control group dengan rancangan faktorial 2x2. Sebanyak 60 siswa dilibatkan sebagai sampel penelitian. Mereka dipilih dengan teknik sampel acak. Data kemampuan menulis siswa dikumpulkan dengan instrumen yang merupakan tipe tes essay. Data tingkat kemandirian siswa dikumpulkan dengan kuesioner yang menggunakan skala Likert. Data yang diperoleh dianalisis secara statistik dengan ANAVA 2 jalur pada taraf kesalahan 5%. Temuan penelitian ini adalah 1) terdapat perbedaan yang signifikan dalam kemampuan menulis antara siswa yang diajar dengan peta konsep dengan yang diajar dengan metode konvensional. Itu dibuktikan dengan nilai probabilitas 0.00, yang lebih rendah dari 0.05. dan 2) tidak terdapat pengaruh interaksi yang signifikan antara metode mengajar (peta konsep dan konvensional) dan tingkat kemandirian (tinggi dan rendah) terhadap kemampuan menulis. Ini dibuktikan dengan nilai probabilitas 0,778. Itu berarti bahwa peta konsep sesuai untuk diterapkan bagi pengaturan diri siswa tingkat rendah dan tinggi. Hal ini dapat dibuktikan dari analisis deskriptif yang menunjukkan bahwa nilai siswa yang diajar dengan peta konsep adalah lebih tinggi daripada yang diajar dengan teknik konvensional baik untuk pengaturan diri siswa yang tinggi maupun yang rendah. Dari analisis deskriptif, nilai rata-rata tinggi pengatuaran diri siswa diajar dengan keta konsep = 85,29, sedangkan nilai rata-rata tinggi kemandiriian siswa diajar dengan teknik konvensional = 79,82. Sementara bagi siswa pengaturan-diri yang rendah, nilai rata-rata siswa yang diajar dengan peta konsep = 80,00, sedangkan nilai rata-rata pengaturan diri siswa rendah diajar dengan teknik konvensional = 73,97.Kata Kunci : Kata-kata kunci: peta konsep, kemandirian, kemampuan menulis Abstract This experimental study aims at investigating the effect of Concept Mapping and self-regulation on the writing competency of the eighth grade students of SMP Negeri 2 Singaraja. The design of this research was posttest only control group with 2x2 factorial arrangement. 60 students were selected as sample through random sampling. The data of students’ writing competency were collected by using an essay type test. Meanwhile, data of students’ self-regulation level were collected by using questionnaire with Likert scale. The acquired data were analyzed statistically by two way ANOVA at 5% significance level. This research discovers (1) there is a significant difference in writing competency between the students taught with Concept Mapping and those taught with conventional technique. It is proven by the probability value of 0.00, which was lower than 0.05. and (2) there is no significant interaction between the implementation of teaching technique (Concept Mapping and conventional technique) and self-regulation levels (high and low levels) on students’ writing competency. It is proven by the probability value of 0.778. it means that Concept Mapping is appropriate to be implemented for low and high self-regulation students. It can be proven from the descriptive analyasis showing that the score of students taught with Concept Mapping is higher than those taught with conventional technique both for high and low self-regulation students. From the descriptive analysis, the mean score of high self-regulation students taught with Concept Mapping = 85.29; meanwhile the mean score of high self-regulation students taught with Conventional technique = 79.82. Meanwhile for low self-regulation students, the mean score of students taught with Concept Mapping = 80.00; meanwhile the mean score of low self-regulation students taught with Conventional technique = 73.97. keyword : Keywords: concept mapping, self-regulation, writing competency
A Descriptive Study of Male and Female Teachers’ Preferences of Strategies Used for Teaching Speaking in SMPN 1 Singaraja, ., NI NYOMAN ARI RATNADI; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Prof. Dr. Ni Nyoman Padmadewi,MA
Jurnal Pendidikan Bahasa Vol 3, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa

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Penelitian ini bertujuan untuk mendeskripsikan strategi yang dipilih oleh guru pria dan wanita dalam mengajar berbicara di SMPN 1 Singaraja. Penelitian ini menganalisis strategi yang dipilih oleh lima guru bahasa Inggris yang mengajar kelas tujuh dan delapan di SMPN 1 Singaraja. Penelitian ini dirancang sebagai sebuah penelitian deskriptif yang menerapkan teknik analisis isi (content analysis) untuk menunjukkan dan memverifikasi data yang diperlukan. Pengambilan data dilakukan dengan observasi, kuesioner, dan wawancara dengan guru pria dan wanita. Hasil penelitian ini menunjukkan bahwa guru pria dan wanita menggunakan empat dari tujuh strategi mengajar dalam mengajar berbicara pada siswa mereka. Strategi tersebut adalah instruksi langsung, diskusi, bekerja berkelompok, dan aktivitas kinerja. Alasan dari guru pria dan wanita menggunakan strategi tersebut karena strategi tersebut dapat membuat siswa aktif berpartisipasi di kelas. Siswa dapat bertukar pengetahuan, ide atau opini dalam diskusi atau bekerja berkelompok dengan siswa lainnya. Siswa juga dapat belajar berbicara lebih banyak dalam aktivitas kinerja yang dapat membuat siswa percaya diri ketika siswa harus berbicara dalam bahasa Inggris dengan orang lain. Kata Kunci : strategi mengajar, guru pria dan wanita, mengajar berbicara This study was carried out to describe male and female teachers’ preferences of strategies used for teaching speaking and the reasons why male and female teachers used certain strategies for teaching speaking in SMPN 1 Singaraja. This study analyzed strategy preferences of five English teachers who taught in grade seven and eight in SMPN 1 Singaraja. This study was designed as a descriptive study by applying seven Killen’s teaching strategies that adapted content analysis technique to reveal and verify the needed data. The data collection was done through observation, questionnaire, and interviewing male and female English teachers. The results show that male English teachers used four of seven Killen’s teaching strategies in teaching speaking to their students. The strategies were direct instruction, discussion, group work, and performance activity. While female English teachers also preferred four of seven Killen’s teaching strategies used for teaching speaking in the classroom. The reasons of male and female teachers used certain strategies because those strategies made students actively participate in the class. They could share their knowledge, ideas or opinion in discussion session or in group work with their partner or their group. They also learned to speak English more in the performance activity that could make them confident when they should speak English with other people.keyword : teaching strategy, male and female teacher, teaching speaking.
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 Bahasa Vol 3, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa

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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
An Analysis Of Code Mixing In The Interaction Between English Teachers And Students During English Class Toward Tenth Graders Of SMA Negeri 1 Kediri In Academic Year 2013/2014 ., Cucu Ardiah Ningrum; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., I Nyoman Pasek Hadi Saputra, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3417

Abstract

Dalam pembelajaran bahasa, peluang munculnya campur bahasa sangat mungkin terjadi. Fenomena tersebut selaras dengan fakta yang terjadi di Indonesia dimana Bahasa Inggris dipelajari bahasa asing. Campur Bahasa dapat diindikasikan dari dua atau lebih bahasa yang digunakan dalam percakapan selama proses pembelajaran. Para guru cenderung untuk mencampur bahasa yang dipelajari dengan bahasa pertama peserta didik untuk membuat proses belajar menjadi mudah untuk diikuti. Tujuan dari penelitian ini adalah untuk menemukan fenomena campur bahasa yang digunakan oleh para guru dan siswa tingkat sepuluh SMA Negeri 1 Kediri selama pelajaran Bahasa Inggris. Dalam penelitian ini, peneliti meneliti campur bahasa yang muncul lalu menganalisa data yang didapat berdasarkan klasifikasi oleh Ho. Hasil dari penelitian dan pengambilan data menunjukkan bahwa hanya lima tipe campur bahasa dari tujuh tipe berdasarkan klasifikasi Ho yang muncul selama proses pengajaran dan pembelajaran. Klasifikasi tersebut adalah;(1) kata benda (2) kata kata leksikal (3) frase (4) kalimat tidak lengkap dan (5) kalimat tunggal lengkap. Jumlah total dari seluruh ungkapan ynag terkait dengan campur bahasa adalah 194 ungkapan.Kata Kunci : campur bahasa, SMA Negeri 1 Kediri, klasifikasi Ho ABSTRACT The aim of this study is to find out the code mixing used by the teachers and the students of the tenth graders in SMA Negeri 1 Kediri during English Class. In language learning, the opportunity of code mixing appeared is very possibly happening. This phenomenon is in line with the fact in Indonesia in which English is learned foreign language. The teachers tend to mix the language with the leaner’s first language in order to make the learning process become easier to be followed. In this study, the researcher observed the code mixing occurred and analyzed the data obtained based on Ho’s classification. The result of the observation and recordings showed that there were only five types from seven types of code mixing based in Ho’s classification that was appeared in teaching learning process. The classifications are; (1) Proper nouns (2) Lexical words, (3) Phrases, (4) Incomplete sentence and (5) Single Full Sentences. The total numbers of utterances in relation to code mixing are 194 utterances. keyword : Keywords: Code mixing, SMA Negeri 1 Kediri, Ho’s classification
A COMPARATIVE STUDY OF NUMBERED HEAD TOGETHER (NHT) AND THINK PAIR SHARE (TPS) IN THE STUDENTS’ READING COMPREHENSION AT THE ELEVENTH GRADE OF SMA NEGERI 1 KUBU IN ACADEMIC YEAR 2013/2014 ., I Gede Okta Santikacahya; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., I Nyoman Pasek Hadi Saputra, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3687

Abstract

Penelitian ini merupakan penelitian eksperimental yang bertujuan untuk menemukan apakah ada perbedaan yang signifikan dalam kemampuan membaca siswa antara siswa yang diajarkan dengan menggunakan NHT dan TPS. Penelitian ini juga bertujuan untuk mengetahui respon siswa terhadap teknik NHT dan TPS. Populasi penelitian ini adalah siswa di kelas XI SMA Negeri 1 Kubu di tahun akademik 2013/2014. Teknik Cluster Random Sampling digunakan untuk memilih sampel di mana kelas XI IPA 1 diajarkan dengan teknik TPS dan kelas XI IPA 3 diajarkan dengan teknik NHT. Desain penelitian yang digunakan adalah Randomized Posttest-Only Two Group Design. Hasil analisis deskriptif menunjukkan bahwa nilai rata-rata kelompok NHT adalah 78,23 dan nilai rata-rata kelompok TPS adalah 75,19. Ini berarti bahwa nilai rata-rata kelompok NHT lebih tinggi dari nilai rata-rata kelompok TPS. Kemudian, analisis inferensial yang menggunakan t-test menunjukkan to adalah 2,418. Ini melebihi tcv yang mencapai 2,00 (taraf signifikansi 5%). Hal ini menunjukkan bahwa ada perbedaan yang signifikan antara pemahaman membaca siswa antara siswa yang diajarkan dengan menggunakan NHT dan TPS. Selain itu, dari kuesioner yang diberikan kepada siswa menunjukkan bahwa 20 (66,7%) siswa memberikan respon yang sangat positif, dan 10 (33,3%) siswa memberikan respon positif terhadap teknik NHT. Sementara itu, 4 (12,5%) siswa memberikan respon yang sangat positif, 19 (59,4%) siswa memberikan respon positif, dan 9 (28,1%) siswa memberikan respon biasa saja terhadap teknik TPS.Kata Kunci : Kemampuan membaca, teknik NHT dan teknik TPS. This study was an experimental study which aimed at finding whether there was any significant difference in students’ reading comprehension between the students who were taught by using NHT and TPS. This study also aimed at knowing the students response toward NHT and TPS techniques. The population of this study was students at the eleventh grade of SMA Negeri 1 Kubu in academic year 2013/2014. Cluster Random Sampling technique was administered to select sample in which class XI IPA 1 treated by TPS technique and class XI IPA 3 treated by NHT technique. The research design used was Randomized Posttest-Only Two Group Design. The result of descriptive analysis showed that the mean score of NHT group was 78.23 and then the mean score of TPS group was 75.19. It means that the mean score of NHT group was higher than the mean score of TPS group. Then, the inferential analysis which used t-test showed that to was 2.418. It exceeded the tcv which was 2.00 (significance level 5%). It indicated that there was a significant difference among the students’ reading comprehension between students taught by using NHT and TPS. In addition, the questionnaire that given to the students showed that 20 (66.7%) students gave very positive response, and 10 (33.3%) students gave positive response toward NHT technique. Meanwhile, 4 (12.5%) students gave very positive response, 19 (59.4%) students gave positive response, and 9 (28.1%) students gave moderate response toward TPS technique.keyword : Reading Comprehension, NHT technique and TPS technique
AMORPHOLOGICAL STUDY ON THE USE OF REVERSED WORDS IN BALINESE LANGUAGE USED BY THE PEOPLE IN TIANYAR TIMUR ., Ni Made Astiti Sari; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dewa Putu Ramendra, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3961

Abstract

Penelitian ini berusaha untuk menggambarkan bentuk kata terbalik digunakan oleh orang-orang di Tianyar Timur dalam proses morfologi dan untuk menggambarkan fungsi kata terbalik dalam percakapan sehari-hari. Obyek penelitian terbalik kata-kata sebuah studi morfologi dilakukan dalam bahasa Bali yang digunakan dalam Tianyar Timur. Mereka adalah tiga jenis pembentukan kata yang ditemukan dalam kata-kata terbalik yang digunakan dalam Tianyar Timur: 1) tipe pertama pembentukan kata dibentuk dengan mengucapkan suku kata dari kata dari suku kata kembali ke suku kata depan, 2) jenis kedua kata formasi dibentuk dengan mengucapkan huruf dari kata dari huruf terakhir dengan huruf depan, 3) jenis ketiga adalah suara vokal: A, I, U, E, O, e yang konstanta, dan suara konsonan harus diubah menjadi: BJ, CD, F, P, V NY, GW, HR, Q, KN, LT, Y NG, MS, Z. Kata akan berubah karena; kata ini memiliki suara yang sama dan suara dari kata yang penting. Kata Kunci : Kata Terbalik, studi morfologi, Pidato Community. ABSTRACT This study attempted to describe the forms of the reversed word used by people in Tianyar timur in morphological process and to describe the function of the reversed word in daily conversation. The objects of study were reversed words a morphological study conducted in the Balinese language used in Tianyar Timur. They were three types of word formation found in the reversed words used in Tianyar Timur: 1) the first type of word formation was formed by uttering the syllable of the word from the back syllable to the front syllable, 2) the second type of word formation was formed by uttering the letter of the word from the last letter to the front letter, 3) the third type is the vocal sound: A,I,U,E,O,e are constants, and the consonant sound must be changed to become: B J, C D, F,P,V NY, G W, H R, Q,K N, L T, Y NG, M S,Z. The word changes because; this word has a same sound and the sound of the word which is important. Key Words: Reversed word , Morphological study, Speech Community. keyword : Key Words: Reversed words , Morphological study, Speech Community
THE APPLICATION OF MULTIPLE INTELLIGENCE THEORY AT TK PELITA KASIH SINGARAJA CASE STUDY ., Dwi Susanti; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dra. Luh Putu Artini, MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.4619

Abstract

Penelitian ini dilaksanakan untuk mendeskripsikan aplikasi teory MultipleIntelligence oleh guru dan juga untuk menemukan hambatan yang dihadapi oleh guruTK Pelita Kasih dalam mengimplementasikan teori Multiple Intelligence ini. SubyekPenelitian ini adalah guru yang mengajar TK A dan Play Group di TK Pelita Kasihpada tahun ajaran 2013/2014. Penelitian ini adalah sebuah penelitian kualitatif dan dilaksankan di dalamkelas. Data dalam penelitian ini didapatkan melalui melakukan observasi, merekamdan wawancara terhadap subyek penelitian dan juga melakukan analisis dokumen.Data yang diperoleh adalah hasil bagiaman aplikasi Multiple Intelligence di dalamkelas dan hambatan yang dihadapi guru saat mengaplikasikannya. Lalu, data yang telah didapatkan dianalisis secara deskriptif. Temuan dalam penelitian ini menunjukkan bahwa guru yang mengajar siswa TK A dan Play Group di TK Pelita Kasih tahun ajaran 2013/2014 telah mengaplikasikan Multiple Intelligence dalam proses belajar mengajar. Berdasarkan pada observasi dan wawancara, ditemukan bahwa inteligensi linguistik dan kinestetik yang paling sering dipergunakan dalam instruksi pembelajaran. Dalam pengaplikasiannya, guru sangat kekurangan waktu dan juga menemukan kesulitan dalam memilih aktifitas pembelajaran yang mengaplikasikan semua inteligensi. Tetapi,guru telah mencoba untuk mengkombinasikan kegiatan dengan tujuan mengembangkan dan mengeksplorasi intelegensi siswa. Kata Kunci : Kata Kunci: Multiple Intelligences, anak-anak dan hambatan. This study was conducted to describe the application of Multiple Intelligence theory by the teachers and also to find out the barriers faced by the teachers at TK Pelita Kasih, Singaraja. The subjects of this study were the teachers who teach TK A and Play Group students at TK Pelita Kasih in the academic year of 2013/2014.This study was a qualitative study and was conducted in the classroom. The data were obtained through conducting observation, recording and interview to the subject of the study, and also analyzing documents. The data collected were the result of how application of Multiple Intelligence in the classroom and the barriers faced by the teachers. Then, the data obtained were descriptively analyzed. The findings of the study showed the teachers who teach TK A and Play Group students at TK Pelita Kasih in the academic year of 2013/2014 had conducted the application of Multiple Intelligence in the teaching and learning process. Based on the observation and interview it was found that linguistics and bodily-kinesthetic intelligence were mostly exploited in instruction. In applying Multiple Intelligence in classroom activity, teachers had lack of time and also found difficulties in choosing the activities which included all intelligences. However, teachers tried to combine and mix the activity in order to develop and explore students’ intelligences. keyword : Key Terms: Multiple Intelligences, Young Learners, and Barriers
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 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