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All Journal International Journal of Evaluation and Research in Education (IJERE) Linguistika Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Jurnal Jurusan Ilmu Keolahragaan Jurnal IKA Jurnal Pendidikan Bahasa Inggris Jurnal Ilmu Sosial dan Humaniora Language Circle : Journal of Language and Literature Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Jurnal Pendidikan Bahasa Jurnal Pendidikan Bahasa Inggris EXPOSURE JOURNAL Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ETERNAL(english, teaching, learning, and Research Journal) Cetta: Jurnal Ilmu Pendidikan Kandai International Journal of Community Service Learning International Journal of Language and Literature WIDYA LAKSANA Journal of Education Technology International Journal of Elementary Education Jurnal Ilmiah Pendidikan Profesi Guru Journal on Education Journal of English Education, Linguistic and Literature Voices of English Language Education Society Proceedings of ISELT FBS Universitas Negeri Padang SOSHUM : Jurnal Sosial dan Humaniora [Journal of Social Sciences and Humanities] Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Jurnal Review Pendidikan dan Pengajaran (JRPP) ACITYA Journal of Teaching & Education SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme PROJECT (Professional Journal of English Education) MES: Journal of Mathematics Education and Science Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran Jurnal Pedagogi dan Pembelajaran JURNAL PENDIDIKAN DASAR FLOBAMORATA Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran The Art of Teaching English as a Foreign Language (TATEFL) Journal of Educational Study Widyadari : Jurnal Pendidikan Indonesian Journal of Educational Development (IJED) International Journal of Applied Science and Sustainable Development (IJASSD) Journal of Advanced Sciences and Mathematics Education Soshum: Jurnal Sosial dan Humaniora Innovative: Journal Of Social Science Research PPSDP International Journal of Education
Putu Kerti Nitiasih
Universitas Pendidikan Ganesha
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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AN ANALYSIS ON CLASSROOM INTERACTION USING IRF (INITIATION-RESPONSE-FOLLOW UP) IN TEACHING AND LEARNING PROCESS AT IX E GRADE SMP N 2 SERIRIT ., Ni Luh Seri Maratni; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Putu Eka Dambayana S., 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.v1i1.6080

Abstract

Tujuan dari penelitian ini adalah untuk mendeskripsikan 1) Tipe interaksi kelas apa yang digunakan oleh guru dan siswa selama proses belajar dan mengajar di SMP N 2 Seririt, 2) Apa fungsi dari masing-masing tipe interaksi kelas selama proses belajar dan mengajar dikelas. Subjek dari penelitian ini adalah guru dan kelas IX E SMP Negeri 2 Seririt. Penelitian ini menggunakan rancangan kualitatif dalam bentuk study kasus. Instrument yang digunakan dalam mengumpulkan data adalah peneliti, kamera, lembar observasi, panduan wawancara. Hasil dari analisi menunjukkan ada 9 tipe Sinclair dan Coulthard (1975) teori yang dikenal dengan IRF (Initiation-Response-Follow up) yang terjadi selama interaksi di kelas. Masing-masing tipe tersebut adalah: question, inform, invitation, direction, prompt, encouragement, ignoring, acknowledge and response. Tipe interaksi kelas yang paling sering terjadi adalah response dan yang paling sedikit adalah ignoring. Ada tigabelas fungsi yang berbeda di setiap tipe interaksi kelas yang ditemukan berdasarka Sinclair dan Coulthard (1975) di level act, diantaranya adalah starter, directive, informative, clue, reply, bid, react, nomination, accept, acknowledge and prompt. Kata Kunci : Kata kunci: Interaksi kelas, Sinclair dan Coulthard (1975) teori This study aimed at describing (1) what types of classroom interaction are used by English teacher and students during teaching and learning process in SMP N 2 Seririt, (2) What are the functions of each type of classroom interaction during teaching and learning process in SMP N 2 Seririt. The subjects of the study were the teacher and students in IX E class SMP Negeri 2 Seririt. This study was qualitative in the form of case study. The instruments used in collecting the data were: the researcher, video camera, observation sheet, and interview guide. The result of the analysis showed that there were nine types of Sinclair and Coulthard (1975) theory occurred during the interaction in the class which is known as IRF (initiation-response-follow up). Respectively the types were as follows: question, inform, invitation, direction, prompt, encouragement, ignoring, acknowledge and response. The response type was the most frequently occurred, while ignoring was the least frequently occurred during the teaching and learning process. There were thirteen different functions in each type of classroom interaction which was found based on Sinclair and Coulthard (1975) in the level of ac, they were: starter, directive, informative, clue, reply, bid, react, nomination, accept, acknowledge and prompt.keyword : Key words: Classroom interaction, Sinclair and Coulthard (1975) theory
THE IMPLEMENTATION OF INSTRUCTIONAL STRATEGIES AND TEACHER’S ROLES IN CLASSROOM MANAGEMNET AT SECOND GRADE (A CLASS) OF ELEMENTARY STUDENTS IN CIS SCHOOL BALI IN THE ACADEMIC YEAR 2015/2016 ., Ni Nengah Muriani; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Nyoman Karina Wedhanti, 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.v1i1.6092

Abstract

ABSTRAK Tujuan dari penelitian ini adalah untuk mendeskripsikan strategy mengajar dan peran guru dalam proses belajar mengajar yang digunakan di Sekolah CIS Bali. Subyek dari penelitian ini adalah guru dan siswa di kelas 2A sekolah dasar di sekolah CIS Bali tahun ajaran 2015/2016. Data dikumpulkan melalui observasi langsung, dokumentasi, wawancara, dan kemudian dianalisis secara deskriptif. Terdapat empat alat yang digunakan dalam penelitian ini diantaranya lembaran observasi, pedoman wawancara, catatan kecil dan handy cam. Penelitian ini menggunakan dua teori sebagai dasar dalam menganalisis data diantaranya teori strategi mengajar menurut Petrina (2007) dan teori tentang peran guru menurut Harmer (2007). Hasil dari penelitian ini adalah berbagai strategi mengajar dalam bentuk metode yg bervariasi telah diterapkan di sekolah CIS Bali kecuali strategi mengajar “indrirect instruction”. Diantara peran-peran guru yang digunakan, hanya satu peran guru yang tidak diterapkan di sekolah CIS Bali yaitu peran guru sebagai seorang “Tutor”. Strategi yang paling sering digunakan adalah strategi “direct instruction” dalam bentuk metode “didactic question” (64,45% dan diaplikasikan sebanyak 29 kali) dan strategi yang paling sedikit digunakan adalah strategi “independent study” (100 % dan diaplikasikan sebanyak 1 kali. Terkait dengan peran guru, peran yang paling sering digunakan adalah peran guru sebagai “organizer” (52,85% dan diaplikasikan sebanyak 158 kali) dan peran guru yang paling sedikit digunakan adalah peran guru sebagai “assessort” (5,35% dan diaplikasikan sebanyak 16 kali). Dengan mengkombinasikan strategi mengajar dan peran guru dalam proses belajar mengajar, guru di kelas 2A sekolah dasar di sekolah CIS Bali mampu mengelola kelas dengan baik, hal itu terlihat dari keefektifan dari proses belajar mengajar yg dilakukan oleh guru di dalam kelas. Kata Kunci : Manajemen Kelas, Strategi Mengajar, Peran Guru ABSTRACT The purpose of this study were to describe instructional strategies and teacher’s roles in teaching and learning process which were frequently used in CIS School Bali. The subject of the study were the teacher and the students at second grade (A class) elementary of CIS School Bali in the academic year 2015/2016. The data was collected through observations, documentation, and interview and then analyzed descriptively. There were four instruments which used in this study such as, observation sheets, interview guide, field notes, and handy cam in which triangulation was used for the trustworthiness of this research. There were two theories used in this study as the basis of analyzing the data, instructional Strategies proposed by Petrina (2007) and teacher’s roles stated by Harmer (2007). The results of the study were various instructional strategies were implemented in CIS School Bali in the form of various instructional methods except one instructional strategy namely: indirect instruction strategy. Among various teacher’s roles which were used only teacher’s role as a tutor which was not implemented in CIS School Bali. The most used instructional strategy was direct instruction in the form of didactic question method (64,45% and applied 29 times) and the least frequently used was independent study (100% and applied 1 time). Related to the teacher’s roles, the most role was implemented was teacher’s role as an organizer (52,85% and applied 158 times) and the least implemented was teacher’s role as assessor (5,35% and applied 16 times). Finally, by combining instructional strategies and teacher’s roles in teaching and learning process, the teacher at second grade (A class) of elementary students in CIS School Bali was able to manage the class well which could be seen from the effectiveness of the teaching and learning process which done by the teacher in the classroom. keyword : Key words: Classroom Management, Instructional Strategies, Teacher’s Roles
An Analysis Of Classroom Interaction In Teaching EFL Of Students With Dissabilities (Autism) At SLB C Singaraja ., Ni Luh Ika Ayu Pertiwi; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., I Putu Ngurah Wage M, 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.v1i1.6607

Abstract

Tujuan dari penelitian ini adalah untuk mendeskripsikan 1) Tipe interaksi kelas apa yang digunakan oleh guru dan siswa selama proses belajar dan mengajar di SLB C Singaraja, 2) Kategori interaksi kelas yang mana yang paling sering dilakukan di kelas saat belajar bahasa inggris untuk siswa yang berkebutuhan khusus (autis) di SLB C Singaraja. Penelitian ini menggunakan rancangan qualitative dalam bentuk study kasus. Instrument yang digunakan dalam mengumpulkan data adalah peneliti, kamera, lembar observasi, panduan wawancara. Hasil dari analisis menunjukkan ada 8 tipe Flanders Interaction Analysis Category teori yang terjadi selama interaksi di kelas. Masing-masing presentase keseluruhan pertemuan adalah . Praising or Encouraging 15%, Asking Question 13,9%, Lecturing 7,3%, Giving Direction 30,5% , Criticizing or Justifying Authority 0,004% , Students’- Talk Response 26,7%, Students’ Talk Initiation 2,5% , Silence or Confusion 3,6%. Tipe yang paling banyak ditemukan adalah Giving Direction, sedangkan Criticizing or Justifying Authority adalah tipe yang terjadi paling rendah selama proses belajar dan mengajar.Kata Kunci : Interaksi kelas, Kategori analisis interaksi Flanders teori, Autis This study is aimed at describing (1) types of classroom interaction used by English teacher and students during teaching and learning process in SLB C Singaraja, (2) which category of classroom interaction is most frequently occurs during teaching and learning EFL for students with disabilities (autism) in SLB C Singaraja. The subjects of the study were the teachers and students in grade IX of SLB C Singaraja. This study was qualitative in the form of case study. The instruments used in collecting the data were: the reseacher herself, video camera, observation sheet, and interview guide. The result of the analysis showed that there were eight types of Flanders Interaction Analysis Category theory occurred during the interaction in the class. Respectively, the percentages from the whole meeting were as follows. Praising or Encouraging was 15.02%, Asking Question was 14.25%, Lecturing was 7.38%, Giving Direction was 30.28% , Criticizing or Justifying Authority was 0.51% , Students’- Talk Response was 26.46%, Students’ Talk Initiation was 2.54% , Silence or Confusion was 3.56%. The type of Giving Direction was the most frequently occurred, while Criticizing or Justifying Authority was the lowest frequently occurred during the teaching and learning process. keyword : Classroom interaction, Flanders Interaction Analysis Category theory, Autism
AN ANALYSIS OF TEACHER AND STUDENT TALK IN CLASSROOM INTERACTION BY USING FOREIGN LANGUAGE INTERACTION ANALYSIS SYSTEM IN ACADEMIC YEAR 2015/2016 ., A.A.A. Ngr. Lusia Widanti; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Dr.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.v1i1.6643

Abstract

Tujuan dari penelitian ini adalah untuk menggambarkan interaksi antara guru dan siswa, untuk mengidentifikasikan kategori dari interaksi di dalam kelas yang paling sering dan paling jarang terjadi, untuk menemukan alasan dari interaksi yang terjadi selama proses belajar-mengajar di kelas XI di SMA Pariwisata Kertha Wisata. Penelitian ini dirancang dalam bentuk penelitian kualitatif. Instrumen yang digunakan dalam pengumpulan data adalah kamera video, lembar observasi, dan wawancara. Data yang terkumpul diperoleh dengan merekam interaksi di dalam kelas selama proses belajar-mengajar, mentranskripsikan, dan mengkategorikannya berdasarkan pada sistem analisis FLINT. Hasil penelitian menunjukkan bahwa pembicaraan guru mengambil partisipasi lebih banyak di dalam kelas dengan persentase frekuensi yang diucapkan sebesar 50,1%, sedangkan pembicaraan siswa menghasilkan 49,9%. Kategori FLINT yang paling sering terjadi adalah kategori menanyakan pertanyaan dengan persentase sebesar 19,4%, sedangkan yang paling jarang terjadi adalah kategori tertawa yaitu sebesar 0,3% dari 975 ucapan-ucapan yang dihasilkan oleh guru dan siswa. Guru harus membuat perbaikan agar pelajaran menjadi lebih menyenangkan tapi bermakna, dan siswa harus mengambil lebih banyak partisipasi dalam kelas sehingga tujuan pembelajaran dapat dicapai.Kata Kunci : FLINT, frekuensi, interaksi. The purposes of this study were to describe the interaction between the teacher and students, to identify categories of classroom interaction which the most and least frequently occurred, to discover the reasons of the interaction during the teaching–learning process in class XI at SMA Pariwisata Kertha Wisata. This study was designed in form of qualitative research. The instruments used in gathering data were video camera, observation sheet, and interview guide. The collected data gained by recording the classroom interaction during teaching-learning process, transcribing, and categorized it based on FLINT analysis system. The result showed that teacher talk took more participation in the classroom with percentage of frequency uttered was 50.1%, while the students talk produced 49.9%. The FLINT categories which most frequently occurred was asks question category in percentage of 19.4%, whereas the least frequently occurred was laughter category which was 0.3% from 975 utterances produced by the teacher and the students. The teacher should make improvement in making the lesson become joyful but meaningful, and the students should take more participation in the class so the learning goal could be achieved.keyword : FLINT, frequency, interaction.
Developing Differentiated electronic Supplementary Reading Exercises for the Slow Learners of Seventh Year Students at SMP N 2 Singaraja ., Ni Nyoman Ayu Utari Dewi; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Ni Wayan Surya Mahayanti, S.Pd, M.Pd
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.v4i1.8235

Abstract

Mengintegrasikan ICT dalam pembelajaran telah menjadi tuntutan Kurikulum 2013. Namun, tidak semua guru memiliki media untuk mendukung integrasi ICT dalam pembelajaran. Padahal, integrasi ICT dapat membantu para guru untuk mengakomodasi keragaman siswa dengan menggunakan differentiated instruction. Sehingga, penelitian ini bertujuan untuk: (1) mengidentifikasi jenis latihan bacaan tambahan yang dibutuhkan oleh siswa kelas tujuh di SMP N 2 Singaraja; (2) mengidentifikasi desain latihan bacaan tambahan elektronik untuk siswa kelas tujuh yang berkemampuan dibawah rata-rata di SMP N 2 Singaraja; (3) mengukur kualitas latihan bacaan tambahan elektronik untuk siswa kelas tujuh yang berkemampuan dibawah rata-rata di SMP N 2 Singaraja. Penelitian ini dilakukan berdasarkan pada desain penelitian dan pengembangan oleh Sugiono (2011). Data penelitian dikumpulkan melalui kuesioner, wawancara, observasi, uji ahli dan studi lapangan. Hasil data dianalisa lebih lanjut dengan menggunakan analisis deskriptif dan Intrerrater Agreement Model dari Gregory (2000). Hasil penelitian menunjukkan bahwa (1) latihan membaca tambahan yang dibutuhkan oleh siswa kelas tujuh yang berkemampuan dibawah rata-rata di SMP N 2 Singaraja adalah latihan bacaan tambahan yang terintegrasi dengan ICT; (2) desain latihan bacaan tambahan elektronik untuk siswa kelas tujuh yang berkemampuan dibawah rata-rata di SMP N 2 Singaraja berdasarkan kebutuhan; (3) latihan bacaan tambahan elektronik untuk peserta didik yang lambat dikategorikan sebagai latihan berkualitas tinggi siswa kelas tujuh yang berkemampuan dibawah rata-rata di SMP N 2 Singaraja berdasarkan validitas isi, validitas empiris, kualitas tes media dan bidang. Kata Kunci : Kata kunci: R & D, Differentiated Instruction, Siswa dibawah rata-rata, Latihan tambahan, Latihan Membaca Elektronik. Integrating ICT in learning has become the demands of Curriculum 2013. Yet, not all of the teacher have media to support the integration of ICT in learning. Whereas, the integration of ICT may help the teachers to accomodate students’ diversity by using differentiated instruction. Thus, this study aimed at: (1) identifying kinds of supplementary reading exercises are needed by the Seventh Year Students at SMP N 2 Singaraja; (2) identifying the design of the electronic supplementary reading exercises for the slow learners of seventh year students at SMP N 2 Singaraja; (3) measuring the quality of the electronic supplementary reading exercises for the slow learners of seventh year students at SMP N 2 Singaraja. This study was conducted based on the research and development design proposed by Sugiono (2011). The data of the study were collected through questionnaire, interview, observation, expert judge and field study. The results of the data were further analyzed by using descriptive analysis and interrater agreement model from by Gregory (2000). The result of the study showed that (1) the supplementary reading exercise needed by the seventh year students at SMP N 2 Singaraja was supplementary reading exercise which was integrated with ICT; (2) the design of the electronic supplementary reading exercise for the slow learners was developed based on the needs; (3) the electronic supplementary reading exercise for the slow learners was categorized as high quality exercises based on content validity, empirical validity, quality of the media and field test. keyword : Key words: R&D, Differentiated Instruction, Slow Learners, Supplementary Exercise, Electronic Reading Exercise
DEVELOPING DIFFERENTIATED ELECTRONIC SUPPLEMENTARY READING EXERCISES FOR THE FAST LEARNERS OF SEVENTH YEAR STUDENTS AT SMP N 2 SINGARAJA ., Ni Putu Yeni Pramita; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Ni Wayan Surya Mahayanti, S.Pd, M.Pd
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.v4i1.8236

Abstract

Mengingat permintaan dari kurikulum 2013 untuk mengintegrasikan ICT dalam pembelajaran Bahasa Inggris, masalah yang dihadapi oleh SMP N 2 Singaraja dalam mengintegrasikan ICT, pentingnya keterampilan membaca dan masalah peserta didik yang berkemampuan diatas rata-rata, penelitian ini bertujuan untuk mengetahui (1) jenis latihan bacaan tambahan yang dibutuhkan oleh siswa kelas 7 di SMP N 2 Singaraja; (2) desain latihan bacaan tambahan elektronik untuk peserta didik diatas rata-rata; dan (3) kualitas latihan bacaan tambahan elektronik untuk peserta didik diatas rata-rata. Penelitian ini dilakukan berdasarkan pada penelitian dan pengembangan desain dari Sugiyono (2011). Penelitian ini dilakukan di SMP N 2 Singaraja. Data untuk penelitian ini dikumpulkan melalui analisis dokumen, kuesioner, wawancara, observasi, uji ahli, dan studi lapangan. Data penelitian ini dianalisis dengan menggunakan analisis deskriptif dan Itterater Agreement Model oleh Gregory (2000). Hasil penelitian ini menunjukkan bahwa (1) latihan membaca tambahan yang dibutuhkan adalah dalam bentuk latihan tambahan elektronik yang dapat digunakan sebagai media untuk mengintegrasikan ICT dalam pembelajaran Bahasa Inggris. Mereka juga membutuhkan latihan baca elektronik yang didasarkan pada karakteristik peserta didik kelas tujuh yang berkemampuan diatas rata-rata. (2) desain latihan bacaan tambahan elektronik untuk peserta didik berkemampuan diatas rata-rata yang dikembangkan berdasarkan kebutuhan. (3) latihan bacaan tambahan elektronik untuk peserta didik berkemampuan diatas rata-rata dikategorikan mempunyai kualitas yang sangat tinggi seperti yang terlihat dari validitas isi, kualitas empiris, kualitas media and uji lapangan.Kata Kunci : R&D, Latihan Tambahan, Latihan Membaca Elektronik, Differentiated Instruction, Siswa diatas rata-rata Considering the demand of the current curriculum on integrating ICT in teaching English, the problem that is faced by SMP N 2 Singaraja in integrating ICT in English class, the importance of reading skill and the problems of fast learners, this study aimed at finding out (1) kinds of supplementary reading exercises that are needed by the seventh year students at SMP N 2 Singaraja; (2) the design of the electronic supplementary reading exercises; and (3) the quality of the electronic supplementary reading exercises. This study was conducted based on the research and development design of Sugiyono (2011). This study was conducted at SMP N 2 Singaraja. The data for this study were collected through document analysis, questionnaire, interview, observation, expert judge, and field study. The data of this study were analyzed using descriptive analysis and interrater Agreement Model by Gregory (2000). The result of this study showed that (1) the supplementary reading exercises needed was in the form of electronic reading that could be used as the media to integrate ICT in English learning. They also needed the electronic reading exercises that were based on the fast learners characteristics of the seventh years students. (2) the design of the electronic supplementary reading exercises for the fast learners was developed based on the needs. (3) the electronic supplementary reading exercises for the fast learners was categorized as a very high quality as seen from content validity, empirical validity, quality of media, and field test.keyword : R&D, Supplementary Exercises, Electronic Reading Exercises, Differentiated Instruction, Fast Learners
DEVELOPING CHARACTER BASED BILINGUAL STORYBOOK AS A MEDIA FOR TEACHING ENGLISH TO 6TH GRADE STUDENTS IN SDN 3 BANJAR JAWA IN ACADEMIC YEAR 2015/2016 ., Kadek Ayu Ratih Indriani; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Ni Wayan Surya Mahayanti, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8728

Abstract

Penelitian ini bertujuan (1) untuk mengetahui topik yang bisa dikembangkan menjadi buku cerita dwibahasa anak anak (2) mengetahui pendidikan karakter yang dapat dimasukkan ke dalam buku cerita dwibahasa anak anak (3) mengetahui kualitas dari buku cerita dwibahasa. Penelitian ini adalah penelitian dan pengembangan. Alat yang digunakan untuk mengetahui topik adalah dari silabus yang digunakan di SD No.3 Banjar Jawa, sementara alat mengumpulkan data dan mengetahui kualitas buku cerita dwibahasa adalah kuesioner, kuesioner dan penguji ahli. Hasil penelitian menunjukkan bahwa ada 6 topik yang dapat dikembangkan yakni identitas diri (jati diri), kehidupan sekolah, kegiatan dirumah, keluarga, pakaian dan binatang. Sedangkan ada banyak pendidikan karakter yang dapat dimasukkan ke dalam buku cerita dwi bahasa seperti kreatif, peduli lingkungan, peduli social dan lain lain. Untuk kulialitas buku cerita, berdasarkan penilaian guru buku mendapat 194 dan dari penguji ahli 195, dengan ini dapat disimpulkan bahwa buku cerita dwibahasa ini dikategorikan sebagai buku yang sangat baik untuk kelas 6 SD. Kata Kunci : Kata kunci: Buku cerita dwibahasa, topic, pendidikas karakter, kualitas. This research aimed at (1) knowing the topics that are needed to develop a bilingual children storybook, (2) knowing the values are needed to develop the students’ character in the bilingual children storybook, (3) knowing the qualities of the developed bilingual children storybook. This research was RnD. The instrument used to know the topic was by analyzing syllabus which used in SDN 3 Banjar Jawa, while instruments in collecting the data and the quality of the book were questionnaire for students, teacher and expert judges. The result shows that there are six topics that should be developed namely identity, school life, house activity, family, cloth and animal. While there was many character education that could be inserted in the bilingual storybook such as storybook were tolerance , self confidence, friendly, humble, social care, honest, positive thinking, responsibility, hard working, discipline, friendly, religion, creative, positive thinking, and environmental care. For the quality of the book, based on assessment by the teacher, the book got score 194 and by the expert judge got 195, it can be concluded that bilingual children storybook could be categorized as an excellent book for sixth grade students. keyword : Key words: Bilingual Children Storybook, topic, character education, quality.
DEVELOPING BILINGUAL CHILDREN STORYBOOK AS MEDIA FOR TEACHING READING FOR THE IV GRADE STUDENTS OF SDN 3 BANJAR JAWA IN THE ACADEMIC YEAR 2015/2016 ., Citra Dewi; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Nyoman Karina Wedhanti, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8747

Abstract

Penelitian ini bertujuan untuk (1) mengetahui topik yang di butuhkan untuk mengembangkan buku cerita dwibahasa anak-anak yang dapat digunakan sebagai media pengajaran membaca di SDN 3 Banjar Jawa, (2) mengetahui nilai-nilai yang dibutuhkan dalam buku cerita dwibahasa anak-anak untuk mengembangkan karakter siswa dan (3) mengetahui kualitas dari buku cerita bilingual anak-anak yang di kembangkan. Subjek penelitian ini adalah siswa kelas IV SD di SDN 3 Banjar Jawa. Data penelitian ini diperoleh dengan menggunakan lembar observasi, wawancara, kuesioner, ceklis, rubrik, dan catatan. Penelitian ini adalah penelitian R & D (penelitian dan pengembangan) yang diikuti beberapa prosedur berdasarkan model dari Sugiyono (2009), yaitu mengidentifikasi potensi dan masalah, pengumpulan data, merancang produk, validasi desain produk, revisi produk desain, uji coba produk, dan revisi produk. Dengan demikian pada akhir penelitian ini, ada prototipe dari buku cerita dwibahasa anak-anak. Hasil penelitian ini menunjukkan bahwa ada tiga jenis buku cerita dwibahasa anak-anak yang dikembangkan dengan tema pengenalan, sekolah dan keluarga. Setiap buku cerita dwibahasa anak-anak terdiri dari empat belas sampai dengan lima belas halaman dan pendidikan karakter dimasukkan ke dalam cerita. Pada kualitas media, ditemukan bahwa buku cerita dwibahasa anak-anak yang dikembangkan dikategorikan sebagai media yang sangat baik. Dengan demikian, buku cerita dwibahasa anak-anak sangat tepat untuk digunakan sebagai media untuk mengajar membaca pada siswa kelas IV SD.Kata Kunci : buku cerita bilingual, pendidikan karakter, membaca, mengajar bahasa Inggris untuk anak-anak This research aimed to (1) know the topic that are needed to develop a bilingual children storybook at SDN 3 Banjar Jawa, (2) know the values are needed to develop the student’s character in the bilingual children storybook and (3) know the qualities of the developed bilingual children storybook. The subject of this research was the fourth grade students of elementary school at SDN 3 Banjar Jawa. The data of this research were obtained by using observation sheet, interview guidelines, item of questionnaire, checklist, rubric, and notes. This research was R & D (research and development) which followed several procedures based on Sugiyono, (2009) model namely identifying potency and problem, collecting data, designing product, validating design product, revising design product, trying-out product, and revising product. Thus, there was a prototype of bilingual children storybook in the end of this research. The result of this research showed that there were three kinds of character bilingual children storybook developed with the theme introduction, school and family. Each bilingual children storybook consisted of fourteen up to fifteen pages and was inserted character education in its story. For the quality of the media, it was found that the bilingual children storybook developed was categorized as excellent media. Thus, it was proper to be used as a media for teaching reading at fourth grade students of elementary school. keyword : bilingual story book, character education, reading, teaching English for young learners
DEVELOPING CHARACTER BASED BILINGUAL STORYBOOK FOR TEACHING ENGLISH TO 5TH GRADE STUDENTS IN SDN 3 BANJAR JAWA IN CADEMIC YEAR 2015/2016 ., I Gusti Putra Jnana Yoga; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8753

Abstract

Penelitian ini bertujuan untuk (1) Mengembangkan topic yang dibutuhkan dalam buku cerita dwibahasa anak-anak untuk siswa kelas 5 di SDN 3 Banjar Jawa Singaraja (2) menjelaskn nilai moral yang dibutuhkan untuk mengembangkan pendidikan karakter dalam buku cerita dwibahasa anak-anak untuk siswa kelas 5 di SDN 3 Banjar Jawa Singaraja (3) menjelaskan kualitas dari buku cerita dwibahasa anak-anak untuk siswa kelas 5 di SDN 3 Banjar Jawa Singaraja. Penelitian ini adalah (Penelitian dan Pengembangan) yang berdasarkan pada model Sugiyono. Terdapat beberapa prosedur yang perlu diikuti yakni mengidentifikasi masalah dan potensi, pengumpulan data, mendisain produk, memvalidasi disain produk, merevisi disain product, mencoba desain product dan merevisi produk. Dalam penelitian ini terdapat dua puluh delapan siswa kelas lima sekolah dasar sebagai subyek penelitian. Peneliti menggunakan enam instrument seperti lembar observasi, panduan wawancara, kuisioner, ceklist, rubric dan catatan untuk mendapatkan data dalam penelitian ini. Pada akhir penelitian ini terdapat lima contoh dari buku cerita dwibahasa anak-anak yang mengandung beberapa tema dan pendidikan karakter berdasarkan silabus kurikulum 2013. Terdapat beberapa tema yakni identitas, keluarga, rumah, lingkungan sekolah dan kegiatan sehari-hari. Hasil dari penelitian ini menunjukan bahwa kualitas dari buku cerita dibahasa anak-anak dapat dikategorikan sebagai media yang sangat bagus. Demikian hasil dari penelitian ini bahwa media yang di kembangkan pantas untuk di gunakan sebagai media dalam mengajar bahasa inggris untuk siswa kelas lima.Kata Kunci : buku cerita dwibahasa, pengajaran bahasa inggris untuk anak usia dini, pendidikan karakter This research aimed to (1) Develop topics that were needed for bilingual children story book for 5th grade students of SDN 3 Banjar Jawa, Singaraja (2) to describe the values that were needed to develop the students’ character in bilingual children storybook for 5th grade students of SDN 3 Banjar Jawa, Singaraja (3) to describe the qualities of the bilingual children story book for 5th grade students of SDN 3 Banjar Jawa, Singaraja. This research was R & D (Research and Development) which based on Sugiyono model. There were several procedure that need to be follow namely identifying potency and problem, collecting data, designing product, validating design product, revising design product, trying-out product, and revising product .In this research there were twenty-eight students of fifth grade students of elementary school as the subject of the study. The researcher used six instruments such as observation sheet, interview guide, questionnaire, checklist, rubric, and notes to obtain the data in this research. At the end of this research there were five prototypes of bilingual children storybooks which consist of several themes and character education according to syllabus of curriculum 2013. The themes were identity, family, house, school environment and daily activity. The result of this research showed that the quality of bilingual children storybook developed was categorized as excellent media. Thus, it was proper to be used as a media for teaching English at fifth grade students.keyword : bilingual storybook, teaching English to the young learner, character education
THE CORRELATION BETWEEN SELF-REGULATED LEARNING STRATEGIES AND THE 10TH GRADE STUDENT’S ENGLISH ACHIEVEMENT AT SMA NEGERI 2 BANJAR ., Kadek Andi Arta Dinata; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Ni Wayan Surya Mahayanti, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8778

Abstract

Penelitian ini bertujuan untuk mengtahui korelasi antara strategi belajar regulasi diri dan prestasi belajar bahasa Inggris kelas 10 di SMA Negeri 2 Banjar, dan strategi regulasi diri yang paling sering digunakan oleh siswa kelas 10 di SMA Negeri 2 Banjar. Penelitian ini menggunakan desain ex-post facto dengan studi korelasi yang melibatkan 152 siswa sebagai sampel penelitian. Data dalam studi ini didapatkan melalui penyebaran kuisioner dan pengoleksian daftar nilai bahasa Inggris siswa. Hasil penelitian menunjukkan:1) terdapat korelasi yang signifikan antara strategi belajar regulasi diri dengan prestasi belajar bahasa Inggris siswa di SMA Negeri 2 Banjar, dan 2) strategi regulasi diri dalam belajar secara berpasangan merupakan strategi belajar regulari diri yang paling sering digunakan oleh siswa. Kata Kunci : Strategi Belajar Regulasi Diri, Prestasi Belajar Bahasa Inggris This study aimed at finding out the correlation between self-regulated learning strategies and the 10th grade student’s English achievement at SMA Negeri 2 Banjar and the most frequent self-regulated learning strategies used by the 10th grade students at SMA Negeri 2 Banjar. The design of this research was an ex-post facto research using correlational study involving 152 students as the population sample. The data of the study were obtained through questionnaire and record keeping document related with the student’s English achievement. The result of the study shows that: 1) there is a significant correlation between self-regulated learning strategies and 10th grade student’s English achievement at SMA Negeri 2 Banjar, and 2) the most frequent self-regulated learning strategies used by the 10th grade students at SMA Negeri 2 Banjar is peer learning strategies. keyword : Self-regulated Learning Strategies, English Achievement
Co-Authors ., AGRA UTARI DEWI ., Citra Dewi ., DIAH CYNTHIA PUTRI ., DR. ASRIL MARDJOHAN, MA. ., DR. LUH PUTU ARTINI, M.A. ., Gede Pradipta Putra ., Gede Pradipta Putra ., Gede Tegar Kriswinardi ., Gede Tegar Kriswinardi ., Gusti Ayu Made Dwi Adi Susanti ., Gusti Ayu Made Dwi Adi Susanti ., I GEDE GALANG SURYA PRADNYANA ., I Gede Oka Yasa Aryawan ., I Gede Oka Yasa Aryawan ., I Gusti Putra Jnana Yoga ., I Komang Adi Wiguna ., I Komang Adi Wiguna ., I PUTU AGUS ENDRA SUSANTA ., I Putu Surya Anggana ., Kadek Andi Arta Dinata ., Kadek Andi Arta Dinata ., Kadek Ayu Ratih Indriani ., Kadek Puji Wedayani ., Kadek Puji Wedayani ., Ketut Ady Ananta ., Ketut Ady Ananta ., Ketut Andi Wiraprasta ., Ketut Andi Wiraprasta ., Ketut Intania Anggareni Mapet ., Ketut Intania Anggareni Mapet ., Ketut Rafika Yanthi ., Komang Widia Helena Arisandi ., Komang Widia Helena Arisandi ., LUH DEVI FEBRIANTI ., Luh Komang Sani Cahyani ., Luh Komang Sani Cahyani ., LUH PUTU DIAN KRESNAWATI ., MAKMUN TOHARI ., NI GUSTI AGUNG PUTRI KUSUMA RAHAYU ., NI LUH RANIATI ., NI MADE AYU PURNAMI ., NI MADE KUSUMADEWI ., Ni Nengah Raniasih ., Ni Nengah Raniasih ., Ni Nyoman Ayu Utari Dewi ., Ni Nyoman Dewik Sawitri ., Ni Nyoman Dewik Sawitri ., Ni Putu Novita Sukasari Kurniadi ., Ni Putu Novita Sukasari Kurniadi ., NI PUTU PAMELA RAHAYU ., Ni Putu Yeni Pramita ., Ni Putu Yeni Pramita ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A. ., PUTU DARSANA PUTRA ., Putu Eka Dambayana S., S.Pd., M.Pd. ., Putu Eka Dambayana S., S.Pd., M.Pd. ., Putu Linda Ayu Pebriyanti ., Putu Linda Ayu Pebriyanti ., Yogi Mahendra ., Yogi Mahendra A.A.A. Ngr. Lusia Widanti ., A.A.A. Ngr. Lusia Widanti Abd Syakur Adam Smith Bago Adnyani, Ni Luh Putu Sri Adnyayanti, Ni Luh Putu Era Amalia, Veninda Ayu Ambarini, Putu Citra Ardianti, Ni Putu Eni Ari, Ida Ayu Nyoman Maye Denia Arifin Aryaningsih, Ni Putu Ayu Asvio, Nova Atima Kaewsa-ard Banjar, I Dewa Ayu Ogik Vira Juspita Bestari Laia Bhujangga, N M Gea Vashya Budiantari Putu Yuli Budiarta, Luh Gede Rahayu Budiartha , Luh Gd Rahayu Cristiana, Olga Dana, I Kadek Wira Dewa Ayu Eka Agustini Dewa Gede Krishnadana Dewa Made Agustawan . Dewa Putu Agus Baruna Widnyana ., Dewa Putu Agus Baruna Widnyana Dewi, Gusti Putu Rustika Dewi, Ida Ayu Putu Utami Dewi, Kadek Kristin Karina Dewi, Ni Putu Agustina Konita Dio Aditya Ditha Saitri, I Gusti Ayu Djara , Jean Imaniar Drs.Gede Batan,MA . Dwikamayuda, Dewa Made Eka Grana Aristyana Dewi Eka Wahyu Ningsih Wijaya . Ekawati, Ni Elizabeth Norista Erinaryani, Ni Nyoman Febiyanti, Ni Wayan Fitria Sarnita Fitriani, Herdiyana Gd Rahayu Budiarta Gede Hendri Ari Susila Gede Rasben Dantes Gusti Putu Rustika Dewi Hardiantini, Luh Rista Haryanti, Novi Diah I Dewa Ayu Agung Radhaswati I Dewa Ayu Made Budhyani I Dewa Gede Budi Utama I Gede Budasi I Gede Budasi I Gede Surya Mertha . I Gede Wawan Sudatha I GEDE WIMI SUPUTRA . I Gusti Ayu Dwi Pradnyandari Pinatih I GUSTI AYU INDAH TRIANA JULIARI . I Kadek Wira Dana I Ketut Sudiatmika I Ketut Trika Adi Ana I Komang Agus Giska Adinatha . I Made Candiasa I Nengah Suardhana I Nyoman Adi Jaya Putra I PUTU BAYOE MAHA PUTRA . I Putu Gede Parma I Putu Indra Kusuma I PUTU INDRAWAN . I PUTU MARIANA . I PUTU PASEK SURYAWAN I PUTU YOGA LAKSANA . I Wayan Agus Anggayana I Wayan Eka Mahendra I Wayan Suarnajaya I Wayan Suwendra I Wayan Swandana IDA AYU MADE ISTRI UTAMI . IGB Rama Sujaya Ika Susilestari . Imam Subayil Jayantini, I Gusti Agung Rwa Kadek Adyatna Wedananta Kadek Agus Juniarta ., Kadek Agus Juniarta Kadek Nano ., Kadek Nano Kadek Sonia Piscayanti Kenny Tirtayasa, I Komang Kinanti, Gusti Ayu Anggita KOMANG AGUS OKA SAPUTRA . KOMANG MELIAWATI . Komang Sri Vidyartika Putri Laba, I Nyoman Laksmi, Putu Satya Wadi Libhi, Komang Sierrafany Surya Luh Ade Budanadi ., Luh Ade Budanadi Luh Diah Surya Adnyani Luh Gd Rahayu Budiarta Luh Gede Eka Wahyuni Luh Putu Artini LUH PUTU DIAN KRESNAWATI . M.L.S ., Dr.Sudirman, M.L.S M.L.S Drs.Sudirman . M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd M.Pd Prof. Dr. I Nyoman Sudiana . M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Made Hery Santosa Made Satya Raditya Made Sutajaya Mahadewi, Ni Made Nadindya Mahayanti, N.W. Surya Minxia, Zhu Muzakkir Walad Nababan, Siti Aminah Nancy Riastini, Putu Ndraha, Lies Dian Marsya Ni Kadek Deni Nitiasih . Ni Km Punia Antari ., Ni Km Punia Antari Ni Komang Arie Suwastini Ni Luh Ika Ayu Pertiwi ., Ni Luh Ika Ayu Pertiwi Ni Luh Ika Windayani Ni Luh Kadek, Erna Wijayani Ni Luh Putu Eka Sulistia Dewi Ni Luh Putu Era Adnyayanti Ni Luh Seri Maratni ., Ni Luh Seri Maratni Ni Made Dita Sintadewi . Ni Made Rai Wisudariani Ni Made Ratminingsih NI MADE YUNIARI . Ni Nengah Muriani ., Ni Nengah Muriani NI NYOMAN ARI RATNADI . Ni Nyoman Padmadewi Ni Nyoman Padmawati Ni Putu Astiti Pratiwi Ni Putu Ayu Indra Yuliantari . Ni Putu Ayu Yudha W. P. . Ni Putu Eni Ardianti Ni Putu Kusni Ratna Cari . Ni Putu Lisa Pebrianti . Ni Putu Mettarani Aprianti . Ni Putu Novita Sari . NI WAYAN ADINIA PRASTITI . Ni Wayan Risna Dewi NI WAYAN SATRI ADNYANI . Ni Wayan Surya Mahayanti Ningrum, Ida Ayu Fortuna Nora Idiawati Noviyanti, Putu Ledyari Nurul Fajri Nyoman Gana Suputra ., Nyoman Gana Suputra Nyoman Karina Wedhanti Nyoman Trisna Herawati Paramita, Ni Ketut Catur Patiung, Amos Permana, I Gede Yoga Pirdayanti, Ni Putu Ayu Pratama, Putu Yoga Sathya Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Purnami, Ni Luh Sri Wahyu Puspawati, Ni Wayan Nilam Putri, Ni Kadek Rai Sintia Putri, Rika Dwi Putu Agus Eka Lastya Pramana PUTU CANDRAWATI . Putu Dian Pratiwi . Putu Eka Dambayana Suputra Putu Nanci Riastini Putu Nanci Riastini, Putu Nanci Putu Pande Novita Sari Putu Tirta Dewi ., Putu Tirta Dewi Putu Wulandari Tristananda . Rahayu Budiarta Rauldatul Husni Riastini, Putu Nancy Rima Andriani Sari Rizki Prasetya Rusnalasari, Zulidyana Dwi S.Pd. I Kd. Happy Kardiawan . S.Pd. I Putu Ngurah Wage M . S.Pd. Putu Eka Dambayana S. . Sang Ayu Putu Sriasih Saputra, Pande Kadek Dika Sari, Komang Bela Pradnya Sasmita, I Made David Garcia siti rabiatul fajri, siti rabiatul Sudeni, Luh Metri Sulistya Sukma, I Made Gunawan Adi Tanjung, Henra Saputra Tienty, Luh Putu Cornea Arya Widyastuti, Ni Wayan Suwardewi Wijaya, Ni Komang Christania YAOU, Tamégnon Yasmiati, Ni Luh Wayan