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ANALYZING METHODS OF TEACHING MICROTEACHING COURSE TO TEACH SENIOR HIGH SCHOOL STUDENTS FOR ENGLISH EDUCATION DEPARTMENTS IN BALI ., Made Metha Suadnyani; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
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.v1i1.5461

Abstract

Penelitian ini bertujuan untuk menganalisis masalah dan kebutuhan yang dihadapi oleh dosen mata kuliah Microteaching. Selain itu, metode mengajar, pendekatan, dan teknik dalam mata kuliah ini berdasarkan Kurikulum 2013 juga dianalisis. Penelitian ini adalah bagian dari sebuah penelitian yang lebih besar yang menggunakan model instruksi yang dikembangkan oleh Dick dan Carrey. Karena penelitian ini hanya menganalisa, instrumen yang digunakan adalah kuesioner dan panduan wawancara. Subjek penelitian ini adalah dosen Microteaching di Bali Untuk masalah dan kebutuhan dalam mata kuliah Microteaching, para responden menyatakan adanya masalah dan kebutuhan yang menyangkut ketersediaan materi dan media yang sesuai dengan Kurikulum 2013. Pendekatan yang dipilih oleh responden adalah konstruktivisme yang merupakan pembentukan pengetahuan oleh siswa dan humanisme yang merupakan pembelajaran oleh siswa sebagai manusia serta pandangan interaksional dan fungsional. Ada empat belas metode yang dianalisa. Menurut para responden, metode-metode yang telah disebutkan di atas dapat digunakan untuk melaksanakan kegiatan pembelajaran secara khusus. Untuk membuka pelajaran, metode yang paling cocok adalah problem-based, project-based, dan CLT. Untuk melaksanakan kegiatan inti, metode yang cocok adalah CLT, problem-based, dan inquiry-based learning. Untuk menutup pelajaran, metode tercocok adalah CLT. Teknik mengajar Microteaching yang sesuai adalah teknik kedua yang terdiri dari dari pemberian input, praktik, dan sesi pre-microteaching. Pada akhirnya, hasil akhir dari penelitian ini bisa dijadikan referensi bagi dosen mata kuliah Microteaching.Kata Kunci : Kurikulum 2013, metode pembelajaran, pendekatan pembelajaran, mata kuliah Microteaching, teknik Microteaching. This research aimed at analyzing the problems and needs of Microteaching course that were encountered by Microteaching course lecturers. Besides, the appropriate Microteaching course learning methods, approaches, and techniques according to Curriculum 2013 were also analyzed. This research was a part of a bigger research that was using the instructional model of Dick and Carrey. Since this research only aimed to analyze, the instruments were questionnaire sheet and an interview guide. The research subject was Mircoteaching lecturers in Bali. As for the problems and needs, respondent stated that the problems were about the unavailable material and media relevant to Curriculum 2013. The approaches were constructivism meaning the construction of student's own knowledge and humanism meaning students as human being and also interactional view and fungsional view. There are fourteen methods in the course. According to the respondents, those methods were appropriate to be used in certain activities in a lesson. For opening a lesson, the most appropriate methods are problem-based, project-based, and CLT. For conducting the whilst-activity, the appropriate methods are CLT, problem-based, and inquiry-based learning. In closing a lesson the most appropriate method is CLT. The cycle chosen by the respondents was the second cycle that consists of giving input, practice, and pre-microteaching session. The end result is expected to be a reference to Microteaching course lecturers to be able to conduct the course appropriately.keyword : Curriculum 2013, learning approach, learning method, Microteaching course, Microteaching technique.
Developing Assessment Instrument for Microteaching Course to EED for Universities in Bali ., Fitri Adji Rarasati; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
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.v1i1.5466

Abstract

Jumlah mahasiswa jurusan Pendidikan Bahasa Inggris dari tahun ke tahun terus bertambah. Mahasiswa tersebut disiapkan untuk menjadi guru Bahasa Inggris yang terampil dalam mengajar. Agar mampu menjadi alumni yang terampil, mahasiswa Jurusan Pendidikan Bahasa Inggris perlu mensimulasikan seluruh keterampilan Pengajaran Mikro pada mata kuliah Pengajaran Mikro. Namun, jurusan Pendidikan Bahasa Inggris masih kekurangan tenaga dosen Pengajaran Mikro yang professional. Mengingat mata kuliah Pengajaran Mikro itu sifatnya kompleks maka diperlukan alat penilaian yang mumpuni. Namun, banyak dosen merasa bingung dengan sistim penilaian yang digunakan dalam kurikulum saat ini karena perubahan kurikulum. Maka dari itu, artikel ini dimaksudkan untuk menciptakan alat penilaian yang digunakan pada mata kuliah Pengajaran Mikro di Jurusan Pendidikan Bahasa Inggris yang ada pada universitas-universitas di Bali. Penelitian ini mengunakan rancangan R&D dimana akan dihasilkannya suatu produk yang berbentuk alat penilaian. Subyek dari penelitian ini adalah para ahli pengajaran Bahasa Inggris dan 9 dosen Pengajaran Mikro pada Jurusan Pendidikan Bahasa Inggris di universitas-universitas di Bali. Hasil penelitian ini adalah berupa 12 alat penilaian yang perlu dikembangkan yang meliputi lembar penilaian untuk penilaian kinerja, evaluasi diri, penilaian teman sejawat, catatan anekdot, tes tulis, lembar observasi untuk diskusi siswa, tanya jawab, kinerja wicara, daftar cek, skala penilaian, tugas, hasil dan portofolio. Semua alat penilaian ini dianggap sebagai alat penilaian yang sangat relevan untuk menilai siswa didalam mata kuliah Pengajaran Mikro.Kata Kunci : Mata kuliah Pengajaran Mikro, instrumen penelitian, Jurusan Pendidikan Bahasa Inggris Year by year, there are an increasing number of English Education Department students in which they are planned to be skilful English teachers in the future. In order to create a skilful alumna, the students of English Education Department need to practice all teaching skills in Microteaching course. However, the department still has lack number of professional Microteaching lecturers. Considering that Microteaching course is a concrete one, therefore a reliable assessment instrument is badly needed. But, many lecturers are confused with the assessment used in the curriculum right now due to the changes of the curriculum. This paper is, therefore, intended to develop assessment instrument used in Microteaching course to English Education Department for universities in Bali. The study was part of a bigger study conducted at English Education Department in Bali. This study used R&D design in which it will produce a product in the form of assessment instrument. The subjects of this study are English learning expert and 9 Microteaching lecturers of English Education Department in Bali. The result has showed that there are 12 assessment instruments which need to be developed including; observation sheet on performance assessment, self assessment, peer assessment, anecdotal record, written test, observation sheet toward students’ discussion, Q&A, oral performance, checklist, rating scale, project, product, and portfolio. All assessment instruments were categorized as a very relevant assessment instrument to assess students in Microteaching course. keyword : Microteaching course, assessment instrument, English Education Department
IMPROVING STUDENTS’ ABILITY IN WRITING DESCRIPTIVE PARAGRAPH THROUGH DRAW LABEL CAPTION TECHNIQUE FOR CLASS XB OF SMA SARASWATI SINGARAJA IN THE ACADEMIC YEAR 2014/2015 ., I Gusti Ngurah Wahyu Danuarta Yoga; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Luh Diah Surya Adnyani, 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.v1i1.5695

Abstract

ABSTRAK Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam menulis paragraf deskriptif melalui penggunaan "Draw Label Caption Teknik". Subjek penelitian ini adalah siswa kelas XB SMA Saraswati Singaraja. Ada 20 siswa sama sekali, yang terdiri dari 10 laki-laki dan 10 perempuan. Penelitian ini dirancang dalam bentuk kelas berbasis penelitian tindakan dengan dua siklus. Setiap siklus memiliki tiga sesi dan setiap sesi yang terlibat perencanaan, tindakan, observasi, dan refleksi. Hasil penelitian menunjukkan bahwa melalui penerapan Draw Label Caption Teknik, kompetensi siswa dalam menulis paragraf deskriptif ditingkatkan. Perbaikan bisa dilihat dari data kualitatif dan kuantitatif ditemukan dalam penelitian ini. Data kuantitatif dapat dilihat dari nilai rata-rata siswa yang meningkat dari 57,75 (pre-test) untuk 67,5 (post-test 1 di siklus 1). Keberhasilan pelaksanaan undian Label Caption Teknik diperoleh ketika melakukan siklus kedua, di mana nilai rata-rata siswa meningkat dari 67,5 (post-test 1) ke 78 (post-test 2). Data kuantitatif didukung oleh analisis data kualitatif menunjukkan bahwa siswa lebih tertarik dan antusias dalam menulis setelah penerapan Teknik Menggambar Label Caption. Kata Kunci: Deskritif Paragraf, Draw Label caption Teknik ABSTRACT This study aimed at improving students’ ability in writing descriptive paragraph through the use of “Draw Label Caption Technique”. The subjects were the students of class XB of SMA Saraswati Singaraja. There were 20 students altogether, comprising of 10 males and 10 females. This study was designed in the form of classroom based action research with two cycles. Each cycle had three sessions and each session involved planning, action, observation, and reflection. The result of the study showed that through the implementation of Draw Label Caption Technique, the competency of the students in writing descriptive paragraph improved. The improvement could be seen from the qualitative and quantitative data found in this study. The quantitative data could be seen from the students’ mean score which improved from 57.75 (pre-test) to 67.5 (post-test 1 in cycle 1). The success of the implementation of Draw Label Caption Technique was gained when conducting the second cycle, in which the students’ mean score improved from 67.5 (post-test 1) to 78 (post-test 2). The quantitative data were supported by qualitative data analysis showed that the students were more interested and enthusiastic in writing after the application of Draw Label Caption Technique. Key word: Descriptive Paragraph, Draw Label Caption Technique. keyword : Descriptive Paragraph, Draw Label Caption Technique
THE EFFECT OF GENRE-BASED APPROACH TOWARDS STUDENTS’ WRITING COMPETENCY IN THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 4 SINGARAJA IN ACADEMIC 2014/2015 ., Ni Made Ayu Vinandari Safitri; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Drs.Sudirman, M.L.S
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.v1i1.5696

Abstract

This study was aimed at finding out whether there was significant difference in writing competency of eleventh grade students of SMA N 4 Singaraja between those who were taught using Genre-based Approach and those who were taught using Conventional Writing Strategy. The research was designed by using posttest only control group design. The population of this study was the students of class XI. There were two groups of samples in this research, which were selected by cluster random sampling. Class XI MIA 6 was assigned as the experimental group and treated by using Genre-Based Approach. Another class, XI MIA 5 was assigned as the control group and treated by using Conventional Writing Strategy. The treatments were conducted sixth times for each. At the end of the treatments period, the posttest was administrated. The result of posttest IS analyzed descriptively and inferentially. The result of this study showed that the experimental group performed better competency in writing rather than the control group. It was proven by the result of their posttest. The descriptive analysis shows that the mean score of experimental group 77.9 was higher than the control group 68.4. The inferential analysis also shows that t_o was 4.865. It was higher than the value t_cv at 1.99 (P = 0.05). It could also be seen that the significance value of the two tailed independent sample t-test (equal variance assumed) showed the value of 0.000 (less than 0.05). On the basic result of the study above, it can be concluded that the alternative hypothesis (Ha) used in this study was approved. It means that there was a significant difference in writing competency of grade eighth students of SMA N 4 Singaraja between those who were taught using Genre-Based Approach and those who were taught using Conventional Writing Strategy.Kata Kunci : Writing Competency and Genre-Based Approach Penelitian ini bertujuan untuk menemukan perbedaan pengaruh terhadap kemampuan menulis siswa di SMA N 4 Singaraja terhadap pengajaran mengunakan Genre-Based Approach dan strategi biasa. Penelitian ini di bentuk dengan menggunakan posttest only control group design. Populasi yang digunakan di penelitian ini adalah siswa kelas XI. Ada dua sample yang digunakan di penelitian ini, yang mana dipilih dengan cara cluster random sampling. Kelas XI MIA 6 dijadikan grup eksperimental dan XI MIA 5 dijadikan grup control. Masing-masing grup diajar selama 6 kali dan terkahir diberikan tes yang disebut posttest. Hasil dari posttest dianalis secara deskriptif dan inferensial. Hasil dari penelitian ini menunjukan grup eksperimental memiliki kemampuan menulis yang lebih baik. Ini ditunjukan dari hasil posttest. Analisis secara deskriptif menunjukan nilai rata-rata grup eksperimental adalah 77.9 dan grup kontrol 68.4. Analisis secara inferensial menunjukan t_o sebesar 4.865. itu lebih besar dari t_cv yg mana hanya 1.99 (P = 0.05). Ini juga bisa dilihat dalam pengaruh nilai dari two tailed independent sample t-test (equal variance assumed) menunjukan nilainya adalah 0.000 (lebih sedikit dari 0.05). Hasil diatas menunjukan bahwa alternative hypothesis (Ha) dalam penelitian ini diterima. Ini berarti, ada perbedaan pengaruh terhadap kemampuan menulis siswa di SMA N 4 Singaraja terhadap pengajaran mengunakan teknik Genre-Based Approach dan stategi biasa.keyword : Kemampuan Menulis dan Genre-Based Approach
ANALYZING METHODS OF TEACHING MICROTEACHING COURSE TO UNIVERSITIES FOR ENGLISH EDUCATION DEPARTMENTS IN BALI ., Gusti Ayu Putu Diah Permata Sari; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
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.v1i1.5751

Abstract

Penelitian ini membahas tentang pendekatan pembelajaran, metode pembelajaran, dan teknik pembelajaran. Untuk mendapatkan data, peneliti menggunakan model penelitian Dick dan Carrey sebagai prosedur penelitian. Ada tiga pendekatan yang digunakan dalam penelitian ini meliputi teori bahasa dan pembelajaran bahasa, teori konstruktivisme, dan teori humanisme. Sementara itu, tersedia sebelas metode pembelajaran menurut beberapa ahli microteaching. Terakhir peneliti menjelaskan dua siklus yang dapat digunakan dalam pembelajaran microteaching. Penelitian ini bekerja di bawah kombinasi pendekatan kualitatif dan kuantitatif. Pendekatan kualitatif diterapkan dalam tahap pertama dan kedua. Tahap pertama adalah pembukaan, dan tahap kedua adalah pembuatan kunci jawaban dan pengembangan model pembelajaran. Pendekatan kuantitatif digunakan saat memvalidasi model pembelajaran divalidasi melalui pengujian empiris, tes yang berarti untuk melakukan model dalam situasi nyata. Subjek penelitian ini merupakan ahli pembelajaran microteaching yang tersebar di seluruh Bali. Peneliti menggunakan dua jenis instrumen yaitu angket dan pedoman wawancara. Instrumen tersebut didistribusikan ke semua subjek dan dianalisis menggunakan teknik interpretasi dan teknik triangulasi untuk mendapatkan hasil penelitian. Hasil kuesioner akan ditunjukkan dalam penelitian ini dan dalam buku panduan. Pada akhir proses, buku panduan akan didistribusikan ke dosen pengempu mata kuliah microteaching. Buku panduan membantu dosen microteaching untuk mengajar kelas microteaching. Selain itu, mahasiswa akan siap untuk mengajar di kehidupan nyata sesuai dengan Kurikulum 2013.Kata Kunci : Kurikulum 2013, buku panduan, Microteaching. This research discussed about approach, learning method, and learning technique. There were three approach showed in this research including theory of language and language learning, constructivism theory, and humanism theory. Meanwhile, there were eleventh learning methods presented in this research according to the expert. The researcher also explained two cycles in microteaching course. In order to getting the data, the researcher used Dick and Carrey as the research procedures. This study works under the combination of qualitative and quantitative approach. Qualitative approach was applied in the first and second phase. The first phase was the opening, and the second phase was the making of key answer and the development of learning model. The quantitative approach was used when validating the learning model was validated through empirical test, a test that means to conduct the model in real situation. The subject of this research is microteaching course experts in Bali. The researcher used two kinds of instrument namely questionnaire and interview guide. Those instruments distributed to all subject and analyzed used interpretation, triangulation technique, in form of triangulation method and source to get the result. The result of questionnaire would be showed in this research and manual book. In the end of the process, the learning manual distributed to all microteaching lecturer. The manual book helped the microteaching lecturer to teach the microteaching course. In addition, the student would be ready to teach in the real life according to Curriculum 2013.keyword : Curriculum 2013, learning manual, Microteaching.
DEVELOPING MEDIA IN MICROTEACHING COURSE FOR TEACHING ENGLISH IN UNIVERSITY IN BALI ., Ni Made Widayati Anggun Pratiwi; ., 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.v1i1.5960

Abstract

Penelitian ini bertujuan untuk mengembangkan media di microteaching saja berdasarkan kurikulum 2013. Penelitian ini dirancang dalam dalam bentuk Penelitian dan Pengembangan (R & D) dari Dick & Carey (1990). Ada tiga langkah dalam desain penelitian ini, seperti: (1). Menganalisis kebutuhan dan permasalahan siswa kemudian digunakan sebagai dasar untuk merumuskan kompetensi yang akan dicapai. (2). Mengembangkan alat belajar dan keterampilan dasar, dan juga media dalam Microteaching saja. Data dikumpulkan dengan memberikan kuesioner kepada penilaian ahli. Data dianalisis dengan menggunakan kombinasi antara pendekatan kualitatif dan kuantitatif. Data menunjukkan bahwa ada 7 jenis media dinilai oleh penilaian ahli seperti: media audio-visual, media visual, media audio, media online, media realia, bahan daur ulang dan media offline. Media yang dipilih tertinggi oleh para ahli adalah media audio-visual (100%) dalam bentuk menggunakan video. Ada juga tiga jenis media yang dikembangkan oleh peneliti: (1). Media untuk Pengajaran Konsep. (2). Media Pembelajaran Model. (3) Media untuk Simulasi.Kata Kunci : mata kuliah Microteaching, media yan diperlukan dalam Microteaching, media yang dikembangkan dalam Microteaching This research was aimed to develop media in microteaching course based on curriculum 2013. The research was designed in in the form of Research and Development (R & D) from Dick & Carey (1990). There were three steps in this research design, such as: (1). Analyzing the needs and problems of students then used as a basis for formulating competencies to be achieved. (2). Developing learning tools and basic skills, and also media in Microteaching course. The data were collected by giving questionnaire to the expert judgments. The data was analyzed by using the combination between qualitative and quantitative approaches. The data showed that there were 7 types of media judged by the experts judgement such as: audio-visual media, visual media, audio media, online media, realia media, recycled material and offline media. The highest selected media by the experts is audio-visual media (100%) in the form of using video. There were also three different kinds of media developed by the researcher: (1). Media for Teaching Concepts. (2). Media for Learning Model. (3) Media for Simulation. keyword : Microteaching course, media needed in microteaching, media developed in microteaching
Developing A Character-Based Interactive Multimedia for Seventh Grade Junior High School Students ., Muhamad Nova; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., I Nyoman Pasek Hadi Saputra, 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.v1i1.5998

Abstract

Kurikulum 2013 membutuhkan insersi pendidikan karakter dan integrasi teknologi. Penitian ini bertujuan untuk 1) mengidentifikasi karakteristik dari multimedia interaktif berbasis karakter, 2) menjelaskan proses perancangan multimedia interaktif berbasis karakter, 3) menjelaskan produk multimedia interaktif berbasis karakter, dan 4) menjelaskan kualitas multimedia interaktif berbasis karakter. Penelitian ini merupakan Penelitian dan Pengembangan yang menggunakan pendekatan metode campuran, sequential exploratory design, dan Four-D model. Dari penilitian ini, ditemukan bahwa 1) karakteristik dari multimedia interaktif berbasis karakter adalah a) mengintegrasi ketrampilan berbahasa, b) mendukung 3 jenis gaya belajar, c) mengikuti tahapan pada Kurikulum 2013, d) mengandung nilai-nilai karakter, e) menggunakan deskripsi sebagai topic utama, dan f) mengintegrasi permainan, gambar, suara, animasi, dan sebuah program tambahan untuk memperkaya kosa-kata, 2) proses dari perancangan multimedia interaktif berbasis karakter dilaksanakan melalui pemilihan media dan format yang sesuai, penyisipan suara dan gambar, perancangan layout, dan penerbitan, 3) produk multimedia interaktif berbasis karakter dalam bentuk aplikasi Flash yang meliputi 5 tema pembelajaran dan terdiri dari 10 bagian, dan 4) multimedia interaktif berbasis karakter memiliki kualitas yang tinggi. Integrasi teknologi sebaiknya dipenuhi dalam kegiatan belajar mengajar di sekolah.Kata Kunci : Insersi Pendidikan Karakter, Integrasi Teknologi, Multimedia Interaktif, Multimedia Interaktif Berbasis Karakter The 2013 Curriculum required technology integration and character education insertion. This study aimed to 1) identify the characteristics of character-based interactive multimedia, 2) describe the process of designing the character-based interactive multimedia, 3) describe the product of character-based interactive multimedia, and 4) describe the quality of character-based interactive multimedia. This study was a Research and Development study using mixed method approach, sequential exploratory design, and Four-D model. From the study, it was found that 1) the characteristics of character-based interactive multimedia are a) integrating skills, b) supporting 3 kinds of learning style, c) following steps in 2013 Curriculum, d) containing character values, e) using Descriptive as main topic, and f) integrating game, picture, audio, animation, and an additional program for enriching vocabulary, 2) the process of designing character-based interactive multimedia are conducted by selecting appropriate media and format, inserting picture and audio, designing layout, and publishing, 3) the product of character-based interactive multimedia is in a form of Flash application which covers 5 learning themes and consists of 10 parts, and 4) the character-based interactive multimedia has high quality. Technology integration should be fulfilled in teaching and learning activity at school.keyword : Character-Based Interactive Multimedia, Character Education, Interactive Multimedia, Technology Integration
The use of communication strategies by the teacher as a technique of teaching to help students learn to communicate in English on elementary level in Bali children foundation ., Ni Wayan Suarini; ., Prof. Dr.I Ketut Seken,MA; ., Prof. Dr. Ni Nyoman Padmadewi,MA
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.v1i1.6031

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui tipe strategi komunikasi yang digunakan guru sebagai teknik mengajar untuk membantu siswa belajar berkomunikasi menggunakan bahasa inggris, alasan guru dalam menggunakan tipe strategi komunikasi tersebut dan pendapat siswa terhadap strategi komunikasi yang digunakan oleh guru. Data dikumpulkan melalui observasi langsung, wawancara, dan angket. Selain perekam, lembaran, pedoman wawancara juga digunakan untuk memperoleh data. penelitian ini adalah qualitative research, tipe ini adalah deskriptif yang mana data diambil dianalisis secara deskriptif. Hasil dari penelitian ini adalah: ada delapan strategi komunikasi yang di aplikasikan oleh guru dalam membantu siswa belajar berkomunikasi mengunakan bahasa inggris,strategi tersebut adalah literal translation, repetition, language switching, appeal for assistance, topic avoidance, paralanguage, comprehension check dan clarification request.(2) ada lima alasan utama yang menyebabkan guru mengaplikasikan strategi komunikasi tersebut seperti membantu siswa untuk memahami arti dari pengucapan bahasa inggris, untuk membantu siswa mengingat kata dalam bahasa inggris, untuk menghindari sebuah kesalahan, dan untuk membantu siswa memahami pelajaran. (3) dapat disimpulkan bahwa strategi komunikasi yang terapkan guru di dalam proses belajar mengajar dapat meningkatkan kemampuan berbicara siswa. karena guru menggunakan strategi komunikasi yang tepat dalam membantu siswa belajar menggunakan bahasa inggris. Kata Kunci : strategi komunikasi, teknik mengajar, kemampuan berbicara The purposes of this study were to investigate the types of communication strategies used by the teacher as a technique of teaching to help the students learn to communicate in English, the teacher’s reasons in applying certain types of communication strategies and the students’ perception toward communication strategies used by the teacher. The data was collected through direct observation, interview, and questionnaire. Besides, mobile recorder, observation sheet and interview guide also used in gaining the data. This study was qualitative research, this type of research was descriptive in which the data taken were automatically analyze descriptively. The result of this study were: there were eigh types of communication strategies applied by the teacher to help students learn to communicate in English, namely : literal translation, repetition, language switching, appeal for assistance, topic avoidance, para language, comprehension check and clarification request. (2) There were five main reasons that caused the teacher applied those communication strategies such as to help students to understand the meaning of English utterances, to help students memorized the word in English, to help the students in mastering a topic, to improve students’ motivation in speaking and to help students comprehend the lesson. (3) It can be concluded that communication strategies applied by the teacher in the teaching and learning process can increase the students’ ability in speaking, because the teacher used appropriate communication strategies to help students in learning English. keyword : communication strategies, technique of teaching, speaking ability
A DESCRIPTIVE ANALYSIS OF ARGUMENTATIVE DISCOURSE PERFORMED BY DEBATERS IN ENGLISH EDUCATION DEPARTMENT ENGLISH DEBATING CHAMPIONSHIP 2014 ., Ria Rarasati; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., I Nyoman Pasek Hadi Saputra, 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.v1i1.6140

Abstract

This study attempted to analyze the structure of arguments produced by debaters in debating using Asian Parliamentary System performed by debaters in English Education Department English Debating Championship 2014 and how the debaters fulfilled the elements of reasonable arguments. The data were collected through video recording and non-participatory observations, while the process of data analysis was done in accordance with van Eemeren’s structure of argumentative discourse (1984) and Toulmin’s elements of reasonable argument (1958). The subjects of this study were ten (10) debaters that performed in the competition. This research revealed that the subjects of this study showed the use of argumentative discourse as well as present reasonable arguments in their performances. The data collected were grouped and analyzed based on van Eemeren’s structure of argumentative discourse (1984) namely; confrontation, opening, argumentation, and concluding stage. Furthermore, the data were also analyzed by using Toulmin’s elements of reasonable argument (1958) which consists of Claim (C), Data (D), Warrant (W), Qualifier (Q), Backing (B), and Rebuttal (R). The result of the research showed that only six of ten debaters were able to fulfill the criteria of good argument based on van Eemeren and Toulmin’s theory. keyword : arguments, structure, reasonableness, debaters
The Type of Communication Strategies Used by the Teacher to the Deaf or Hard of Hearing Students During the Teaching and Learning Process in SLBN-B Singaraja ., Ni Kadek Gita Dewa Huti; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dr.Sudirman, M.L.S
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 1 (2016): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i1.8174

Abstract

Penelitian ini bertujuan untuk mengetahui jenis-jenis strategi komunikasi yang digunakan oleh guru untuk Tuna Rungu atau siswa yang sulit mendengar dalam proses belajar dan mengajar di SLBN-B Singaraja dan alasan guru dalam menggunakan strategi-strategi komunikasi tersebut selama proses belajar mengajar dalam pengajaran murid Tuna Rungu atau murid yang sulit mendengar di SLBN-B Singaraja. Subyek penelitian ini adalah guru bahasa Inggris di SLBN-B Singaraja yang mengajar dan berkomunikasi dengan siswa Tuna Rungu / sulit mendengar. Penelitian ini menggunakan desain kualitatif. Metode pengumpulan data adalah observasi, wawancara, mencatatan, dan rekaman. Temuan menunjukkan bahwa guru bahasa Inggris menggunakan enam jenis strategi komunikasi untuk berkomunikasi dengan siswa Tuna Rungu atau siswa yang sulit mendengar, yaitu: membaca bibir, bahasa isyarat, cued speech, komunikasi total, media visual, dan juga strategi bahasa konseptual. Ada alasan utama mengapa guru bahasa Inggris menggunakan atau menerapkan strategi-strategi komunikasi tersebut adalah untuk membantu para guru bahasa Inggris untuk berkomunikasi dengan siswa Tuna Rungu atau siswa yang sulit mendengar dan juga untuk membantu siswa tuna rungu atau siswa yang sulit mendengar untuk berkomunikasi dengan orang lain. Kata Kunci : strategi komunikasi, siswa tuna rungu atau sulit mendengar, guru bahasa Inggris This study aimed at finding out the types of communication strategies used by the English teachers to the Deaf or Hard of Hearing students on the teaching and learning process in SLBN-B Singaraja and the teachers’ reasons in using those communication strategies during the teaching and learning process. The subjects of the study were the English teachers in SLBN-B Singaraja who taught and communicated with the Deaf or Hard of Hearing students. The present study employed a qualitative design. The methods of data collection were observation, interview, taking note, and recording. The findings showed that the English teachers used six types of communication strategy to communicate with the Deaf or Hard of Hearing students, namely: lips or speech reading, sign language, cued speech, total communication, visual media, and also conceptual language strategies. The main reason why the English teachers used or applied those communication strategies is to help the English teachers to communicate with the deaf or hard of hearing students and also to help the deaf or hard of hearing students to communicate with each other. keyword : communication strategies, deaf or hard of hearing student, English teacher
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