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Journal : Jurnal Pendidikan Bahasa Inggris

The Effect of Dialogue Journal upon the Writing Achievement of the 8th Grade Students of SMP N 3 Banjar in the Academic Year of 2014/2015 ., Ni Putu Oktaviana Dewi; ., Prof. Dr.I Nyoman Adi Jaya Putra, 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.v1i1.5371

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui ada atau tidaknya bebedaan berarti dalam kemampuan siswa menulis antara siswa yang diajar menggunakan strategi Dialogue Journal dengan siswa yang diajar menggunakan strategi konvensional. Penelitian ini menggunakan metode Post-test Only Control Group Design. Populasi dari penelitian ini adalah siswa kelas 8 SMP N 3 Banjar. Metode Cluster Random Sampling digunakan untuk menentukan sample dari penelitian ini. Kelas VIII.5 dipilih sebagai kelompok experimental yang diajar menggunakan strategi Dialogue Journal, sedangkan kelas VIII.3 dipilih sebagai kelompok kontrol yang diajar menggunakan strategi konvensional. Hasil dari pengolahan data menunjukkan bahwa siswa kelompok experimental menunjukan keterampilan menulis lebih baik dibandingkan dengan siswa kelompok kontrol. Hal ini dibuktikan dari analisis deskriptif yang menunjukan nilai rata-rata siswa kelompok experimental adalah 75.83, sedangkan nilai rata-rata siswa di kelompok kontrol adalah 62.46. Hasil dari t-test juga menunjukkan bahwa nilai tobs lebih besar dari nilai tcv. Nilai dari tobs adalah 7.256, sedangkan nilai dari tcv adalah 2.02 (α = .05). Ini berarti bahwa terdapat perbedaan yang berarti antara siswa yang diajar menggunakan strategi Dialogue Journal dengan siswa yang diajar menggunakan strategi Conventional.Kata Kunci : Strategi Dialogue Journal, Strategi konvensional, kemampuan menulis This study aimed at investigating whether or not there was a significant difference in writing competency between the students who were taught by using dialogue journal strategy and those who were taught by using conventional strategy. The research design of this study was Post-test Only Control Group Design. The population was the eighth grade students of SMP Negeri 3 Banjar. Cluster Random Sampling was assigned to select the sample of the study.Class VIII.5 was assigned as the experimental group which was taught by using Dialogue Journal Strategy and class VIII.3 as the control group which was taught by using conventional strategy.The result of the data analysis showed that students in experimental group perfomed better writing than students in control group. It was proven by the result of descriptive statistics that showed the mean score the experimental group was 75.83, while the mean score of control group was 62.46. The result of the t-test also showed that the value of the tobs was higher than the tcv. The value of the tobs was 7.256, while the value of the tcv was 2.02 (α = .05). It means that there is a significant difference in writing competency between students who were taught using dialogue journal with students who were taught using conventional strategykeyword : Dialogue Journal Strategy, Conventional Strategy, writing competence
AFFIXATION OF CEMPAGA DIALECT ., I Kadek Utama Putra; ., Prof. Dr.I Ketut Seken,MA; ., Prof. Dr.I Nyoman Adi Jaya Putra, 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.v1i1.5750

Abstract

Penelitian ini bertujuan untuk mendeskripsikan prefiks dan sufiks inflektif dan prefiks dan sufiks derivasi dari Cempaga Dialek di desa Cempaga. Penelitian ini merupakan penelitian deskriptif kualitatif. Dua sampel informan dari Cempaga Dialek dipilih berdasarkan seperangkat kriteria. Data dikumpulkan berdasarkan dua teknik, yaitu: elisity dan teknik snowball. Hasil penelitian menunjukkan bahwa ada empat jenis prefiks derivasional di Cempaga Dialek: awalan {mə-}, {m -}, kɅ-, dan pɅn-,. Ada lima jenis prefiks inflektif di Cempaga Dialek: awalan {n}, {N-}, {N-}, {m-} dan Λ-. Ada wes salah satu jenis akhiran derivatif di Cempaga Dialek: akhiran {-n}. Ada wes salah satu jenis akhiran infleksi: akhiran -ə. Prefiks dan sufiks di Cempaga Dialek yang milik derivasi adalah: prefix {mə-}, {m-}, {kɅ-} dan pɅn- dan akhiran {-n}. Prefiks dan sufiks di Cempaga Dialek yang milik belok adalah: prefix {n}, {N-}, {N-}, m-, dan Λ- dan akhiran -ə.Kata Kunci : Derivasi Awalan dan Akhiran, infleksi Awalan dan Akhiran, Cempaga Dialek This study aimed at describing inflectional prefixes and suffixes and derivational prefixes and suffixes of Cempaga Dialect in Cempaga village. This research is a descriptive qualitative research. Two informant samples of Cempaga Dialect were chosen based on a set of criteria. The data were collected based on two techniques, namely: elisity and snowball technique. The results of the study show that there were four kinds of derivational prefixes in Cempaga Dialect: prefix {mə-}, {m-},{kɅ-}, and {pɅn-}, . There were five kinds of inflectional prefixes in Cempaga Dialect: prefix {n-}, {ŋ-}, {ñ-}, {m-} and {Λ-}. There wes one kinds of derivational suffixes in Cempaga Dialect: suffix {-ŋ}. There wes one kinds of inflectional suffixes: suffix {-ə}. Prefixes and suffixes in Cempaga Dialect which belong to derivation are: prefix {mə-}, {m-}, {kɅ-}and {pɅn-} and suffix {-ŋ}. Prefixes and suffixes in Cempaga Dialect which belong to inflection are: prefix {n-}, {ŋ-}, {ñ-}, {m-}, and {Λ-} and suffix {-ə}.keyword : Derivational Prefixes and Suffixes, Inflectional Prefixes and Suffixes, Cempaga Dialect
TEACHERS' AND STUDENTS' PERCEPTION ON DEMOTIVATING FACTORS IN EFL LEARNING IN SMA N 2 BANJAR IN ACADEMIC YEAR 2014/2015 ., Kadek Diah Cahya Nita; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., Ni Wayan Surya Mahayanti, 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.v1i1.6000

Abstract

Penelitian ini bertujuan untuk mengetahui persepsi guru dan siswa terhadap faktor-faktor yang mengurangi motivasi siswa untuk belajar Bahasa Inggris serta persamaan dan perbedaan diantara persepsi guru dan siswa. Subjek dalam penelitian ini adalah seluruh siswa kelas XI di SMA 2 Banjar yang berjumlah 216 orang dan 3 orang guru Bahasa Inggris yang mengajar kelas XI. Sementara itu, objek dari penelitian ini adalah persepsi guru dan siswa terhadap faktor-faktor yang mengurangi motivasi siswa untuk belajar Bahasa Inggris. Penelitian ini adalah penelitian deskriptif dengan metode survey untuk mengumpulkan data. Kuisioner merupakan instrumen utama dalam penelitian ini yang didukung oleh hasil wawancara untuk memperkuat hasil kuisioner. Data dianalisis dengan metode kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa: 1) Guru menunjukkan persepsi positif terhadap 5 faktor seperti buku pelajaran yang digunakan di kelas dan persepsi negatif guru ditunjukkan terhadap 4 faktor seperti gangguan bahasa asing lain. 2) Siswa menunjukkan persepsi positif terhadap 2 faktor seperti tingkah laku teman sekelas dan persepsi negative terhadap 7 faktor seperti berkurangnya kepercayaan diri siswa karena pengalaman kegagalan siswa. 3) Guru dan siswa menunjukkan persepsi positif terhadap 2 faktor dan persepsi negatif terhadap 4 faktor. Perbedaan persepsi guru dan siswa ditemukan pada 3 faktor dimana guru menunjukkan persepsi positif namun siswa menunjukkan persepsi negatif.Kata Kunci : Faktor yang menurunkan motivasi belajar siswa, Persepsi guru, Persepsi siswa This present study aimed at finding out the teachers’ and students’ perception on demotivating factors in EFL and the similarities and the differences between teachers’ and students’ perception. The subjects of this study were all the eleventh grade students and three teachers of SMA N 2 Banjar in academic year 2014/2015. The object in this study was perception of teachers and students on demotivating factors in EFL learning. This study was a descriptive study with survey as the method for collecting the data. A questionnaire was the main instrument in gaining the data which were supported by an interview to strengthen the result of the questionnaire. The data were analyzed both quantitatively and qualitatively. The result of the study reveals that: 1) Teachers express their positive perceptions towards five demotivating factors such as course book used in the class and negative perception towards four demotivating factors such as interference of another foreign language that pupils studying. 2) Students’ positive perception is on two demotivating factors such as attitude of group members and students’ negative perception is on seven demotivating factors such as reduced self confidence due to experience of failure or lack of success. 3) Both teachers and students show their positive perception toward two demotivating factors. Otherwise, they show their negative perception towards four demotivating factors. Teachers’ and students’ perception is different on three demotivating factors in which students’ perception is negative but teachers’ perception is positive.keyword : Demotivating factors, Students’ perception, Teachers’ perception.
TEACHERS' AND STUDENTS' PERCEPTION ON DEMOTIVATING FACTORS IN EFL LEARNING IN SMA N 2 BANJAR IN ACADEMIC YEAR 2014/2015 ., Kadek Diah Cahya Nita; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., Ni Wayan Surya Mahayanti, 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.v1i1.6001

Abstract

Penelitian ini bertujuan untuk mengetahui persepsi guru dan siswa terhadap faktor-faktor yang mengurangi motivasi siswa untuk belajar Bahasa Inggris serta persamaan dan perbedaan diantara persepsi guru dan siswa. Subjek dalam penelitian ini adalah seluruh siswa kelas XI di SMA 2 Banjar yang berjumlah 216 orang dan 3 orang guru Bahasa Inggris yang mengajar kelas XI. Sementara itu, objek dari penelitian ini adalah persepsi guru dan siswa terhadap faktor-faktor yang mengurangi motivasi siswa untuk belajar Bahasa Inggris. Penelitian ini adalah penelitian deskriptif dengan metode survey untuk mengumpulkan data. Kuisioner merupakan instrumen utama dalam penelitian ini yang didukung oleh hasil wawancara untuk memperkuat hasil kuisioner. Data dianalisis dengan metode kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa: 1) Guru menunjukkan persepsi positif terhadap 5 faktor seperti buku pelajaran yang digunakan di kelas dan persepsi negatif guru ditunjukkan terhadap 4 faktor seperti gangguan bahasa asing lain. 2) Siswa menunjukkan persepsi positif terhadap 2 faktor seperti tingkah laku teman sekelas dan persepsi negative terhadap 7 faktor seperti berkurangnya kepercayaan diri siswa karena pengalaman kegagalan siswa. 3) Guru dan siswa menunjukkan persepsi positif terhadap 2 faktor dan persepsi negatif terhadap 4 faktor. Perbedaan persepsi guru dan siswa ditemukan pada 3 faktor dimana guru menunjukkan persepsi positif namun siswa menunjukkan persepsi negatif.Kata Kunci : Faktor yang menurunkan motivasi belajar siswa, Persepsi guru, Persepsi siswa This present study aimed at finding out the teachers’ and students’ perception on demotivating factors in EFL and the similarities and the differences between teachers’ and students’ perception. The subjects of this study were all the eleventh grade students and three teachers of SMA N 2 Banjar in academic year 2014/2015. The object in this study was perception of teachers and students on demotivating factors in EFL learning. This study was a descriptive study with survey as the method for collecting the data. A questionnaire was the main instrument in gaining the data which were supported by an interview to strengthen the result of the questionnaire. The data were analyzed both quantitatively and qualitatively. The result of the study reveals that: 1) Teachers express their positive perceptions towards five demotivating factors such as course book used in the class and negative perception towards four demotivating factors such as interference of another foreign language that pupils studying. 2) Students’ positive perception is on two demotivating factors such as attitude of group members and students’ negative perception is on seven demotivating factors such as reduced self confidence due to experience of failure or lack of success. 3) Both teachers and students show their positive perception toward two demotivating factors. Otherwise, they show their negative perception towards four demotivating factors. Teachers’ and students’ perception is different on three demotivating factors in which students’ perception is negative but teachers’ perception is positive.keyword : Demotivating factors, Students’ perception, Teachers’ perception.
DEVELOPING CULTURE-BASED ENGLISH LEARNING MATERIAL FOR GRADE SEVEN OF JUNIOR HIGH SCHOOL IN BULELENG SUB-DISTRICT TO SUPPORT THE IMPLEMENTATION OF CURRICULUM 2013 ., Luh Sri Damayanti; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., Drs.Gede Batan,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.v1i1.6066

Abstract

This research was aimed to design and develop culture-based English learning material for second semester of grade seven of junior high schools in Buleleng sub-district to support the implementation of curriculum 2013. This research was designed as research and development by following RnD model proposed by Peffers et.al (2007) as cited in Ellis and levy (2010) which consisted of six steps. The development of English learning material was in form of textbook. The development of English material was based on the need analysis. The data of need analysis were gained through the interview, questionnaires, and analysis the syllabus. Settings of this research were nine junior high schools in Buleleng sub-district. Balinese cultural values and character values in the textbook were integrated through the pictures, stories, dialogues, learning activities. Data were analyzed both qualitatively and quantitaviely.The quality of the textbook was assessed through expert judgment. Three aspects in the textbook were assessed through expert judgment form, namely content aspect, presentation aspect, and the aspect of integration of Balinese culture and character values. Based on the scores given by two experts, the quality of the textbook was categorized as excellent quality since the score given by expert 1 was 156 and expert 2 was 152. The reliability of the data was measured by using Alpha Cronbach’s coefficient. The result of the data analysis showed that α Cronbach’s coefficient was 0.77 and it was categorized as acceptable. In short, the developed culture-based English textbook has good quality and the data were reliable. Kata Kunci : Balinese culture-based learning material, English learning material, textbook, research and development, curriculum 2013 This research was aimed to design and develop culture-based English learning material for second semester of grade seven of junior high schools in Buleleng sub-district to support the implementation of curriculum 2013. This research was designed as research and development by following RnD model proposed by Peffers et.al (2007) as cited in Ellis and levy (2010) which consisted of six steps. The development of English learning material was in form of textbook. The development of English material was based on the need analysis. The data of need analysis were gained through the interview, questionnaires, and analysis the syllabus. Settings of this research were nine junior high schools in Buleleng sub-district. Balinese cultural values and character values in the textbook were integrated through the pictures, stories, dialogues, learning activities. Data were analyzed both qualitatively and quantitaviely.The quality of the textbook was assessed through expert judgment. Three aspects in the textbook were assessed through expert judgment form, namely content aspect, presentation aspect, and the aspect of integration of Balinese culture and character values. Based on the scores given by two experts, the quality of the textbook was categorized as excellent quality since the score given by expert 1 was 156 and expert 2 was 152. The reliability of the data was measured by using Alpha Cronbach’s coefficient. The result of the data analysis showed that α Cronbach’s coefficient was 0.77 and it was categorized as acceptable. In short, the developed culture-based English textbook has good quality and the data were reliable. keyword : Balinese culture-based learning material, English learning material, textbook, research and development, curriculum 2013
AN ANALYSIS OF COMMUNICATION STRATEGIES USED BY ENGLISH TEACHER AT SUTA DHARMA KINDERGARTEN ., Ni Wayan Yuni Lisnayanti; ., Prof. Dr.I Nyoman Adi Jaya Putra, 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.v1i1.6073

Abstract

Penelitian ini bertujuan untuk (1) mengetahui tipe-tipe strategi komunikasi yang digunakan oleh guru Bahasa Inggris di Taman Kanak-Kanak Suta Dharma dalam berkomunikasi dengan siswa, (2) mengetahui strategi komunikasi yang paling banyak digunakan oleh guru Bahasa Inggris dalam berkomunikasi dengan siswa, (3) mengetahui alasan dari guru Bahasa Inggris dalam menerapkan strategi komunikasi tertentu dalam berkomunikasi dengan para siswa. Penelitian ini bersifat kualitaitif. Subyek dari penelitian ini adalah seorang guru Bahasa Inggris yang mengajar pada pelajaran Bahasa Inggris kepada siswa di Taman Kanak-Kanak Suta Dharma. Guru menggunakan lebih dari satu bahasa yaitu bahasa Indonesia dan bahasa Bali di dalam pelajaran Bahasa Inggris. Bahasa Indonesia dan Bahasa Bali digunakan untuk membantu siswa mengerti dengan bahasa yang ingin dicapai. Objek dari penelitian ini adalah strategi komunikasi yang meliputi approximation, circumlocution, massage abandonment, code switch, repetition, literal translation, appeal for assistance, mime, generalization, drawl, reconstruction, topic avoidance, dan word coinage. Hasil dari penelitian ini memperlihatkan bahwa guru menerapkan delapan dari tiga belas strategi komunikasi dalam pengajaran Bahasa Inggris di Taman Kanak-Kanak Suta Dharma yaitu : topic avoidance, message abandonment, code switch, approximation, circumlocution, repetition, literal translation, dan mime. Strategi komunikasi yang paling banyak digunakan oleh guru Bahasa Inggris adalah code switch. Terdapat dua alasan mengapa guru di Suta Dharma Kindergarten menerapkan startegi komunikasi yaitu (1) untuk membuat para siswa mengerti tentang apa yang guru ucapkan dan (2) kurangnya kemampuan Bahasa Inggris dari guru tersebut. Kata Kunci : komunikasi, strategi komunikasi, bilingual This study aimed at finding out (1) the types of communication strategies which were used by the English teacher at Suta Dharma Kindergarten in communicating with students, (2) the communication strategy which was most frequently used by English Teacher in communicating with students, (3) English teacher’s reasons in applying the communication strategies to communicate with students. This study was qualitative. The subject of this study was an English teacher who taught the English lesson to the students at Suta Dharma Kindergarten. The teacher used more than one language which were Indonesian and Balinese in teaching English. Indonesian and Balinese were used to help the students understand the target language. The object of this study was communication strategies which included approximation, circumlocution, massage abandonment, code switch, repetition, literal translation, appeal for assistance, mime, generalization, drawl, reconstruction, topic avoidance, and word coinage. The results of this study showed that the teacher applied eight out of thirteen of communication strategies in teaching English at Suta Dharma Kindergarten that had been observed, namely: topic avoidance, message abandonment, code switch, approximation, circumlocution, repetition, literal translation, and mime. The communication strategy that was most frequently used by the English teacher was code switch. There were two reasons why the teacher at Suta Dharma Kindergarten applied the communication strategies. The reasons were (1) making the students understand about what the teacher said and (2) lack of the teacher English ability. keyword : communication, communication strategies, bilingual
AFFIXATION IN THE CODE USED BY THE MUSLIM PEOPLE OF PULUKAN VILLAGE: A DESCRIPTIVE STUDY ., I Putu Eka Adi Sanjaya; ., Prof. Dr.I Nyoman Adi Jaya Putra, 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.v1i1.6082

Abstract

Penelitian ini bertujuan untuk menjelaskan proses morfologi afiksasi yang ada di bahasa kode yang digunakan orang muslim di desa Pulukan yang memiliki peran dalam membangun kata dan maknanya ketika Bahasa tersebut ditambahkan ke basis tertentu. Itu karena bahasa Pulukan yang unik, peneliti perlu tahu lebih banyak tentang bahasa itu dan memberikan perhatian untuk membuat bahasa ini ada. Tujuan dari penelitian ini adalah: 1) Untuk mengetahui jenis-jenis afiks di Bahasa Pulukan , 2) Untuk mengetahui proses afiksasi membangun kalimat. Penelitian ini dirancang dalam bentuk penelitian deskriptif kualitatif. Data dikumpulkan melalui observasi dan wawancara proses, dan menggunakan beberapa instrumen seperti: peneliti itu sendiri, alat perekaman, daftar kata, dan pedoman wawancara. Subyek dalam penelitian ini adalah penutur asli desa Pulukan. Ada 3 orang dari Kampung Baru, Kampung Ledok, dan Kampung Loji. Hasil dalam penelitian ini menunjukkan bahwa di Bahasa Pulukan ditemukan tiga jenis afiks. afiks yang ditemukan adalah: Prefix {N-, me-, di-, ber-, ter-, se-}, akhiran {-i, -an, -ne, -no, -ken, -nye}, dan pengombinasian dari dua afiks {N-i, N-ken, N-ne, ke-an, pe-an, me-i}. Selain itu ada beberapa proses afiksasi yang ditemukan di Bahasa Pulukan yaitu proses derivasi dan proses infleksi. Dari proses - proses derivatif yang ditemukan, beberapa kata dapat mengubah arti kata tersebut berdasarkan dimana Bahasa tersebut digabungkan.Kata Kunci : Afiksasi, Bahasa Kode yang Digunakan Orang Muslim di Desa Pulukan, Proses Morfologi This study aimed at describing the morphological process concerning affixation found in Code of Muslim of Pulukan village which has roles in constructing words. It is because the language is unique, the researcher needs to know more about that language and give attention to make this language existed. The purposes of this research were: 1) To find out the affixes in Pulukan village dialect, 2) To know the affixation processes in constructing the word. This research was designed as a descriptive qualitative research. The data were collected through observation and interview, and the instruments were: the researcher itself, recording tools, words list, and interviewing guide. The subjects of this research were native speakers of Pulukan village. They were 3 people from Kampung Baru, Kampung Ledok, and Kampung Loji. The result of this study found three types of affixes. Those affixes that were found are: Prefix {N-, me-, di-, ber-, ter-, se-}, Suffix {-i, -an, -ne, -no, -ken, -nye}, and Confix {N-i, N-ken, N-ne, ke-an, pe-an, me-i}. Besides that there were some processes of affixation that were found in Code of Muslim of Pulukan village, they were derivational process and inflectional process. From the process of derivational process found some words that can change the meaning and the word function based on where the words were attached.keyword : affixation, code of Muslims of pulukan village, morphological process
An Analysis of Gesture Used by English teacher in English Teaching and Learning Activity of the Eight Grade Students of SMP N 2 Sawan in Academic year 2015/2016 ., I Kadek Supriawan Adinatha; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., Ni Wayan Surya Mahayanti, 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.v1i1.6137

Abstract

Abstrak Penelitian ini bertujuan untuk mengetahui jenis-jenis gerakan dan fungsi gerakan tertentu dalam mengajar dan aktivitas belajar, terutama dalam tiga kegiatan domain, mereka adalah: kegiatan menyapa, kegiatan mengajar dan kegiatan Tanya jawab. Penelitian ini dilakukan di SMPN 2 Sawan. Penelitian ini adalah desain dengan menggunakan pendekatan deskriptif kualitatif dimana data yang terkumpul dianalisis secara kualitatif. Ada enam instrumen untuk mengumpulkan data, mereka adalah: catatan lapangan, kamera, checklist pengamatan, pedoman wawancara, handphone dan peralatan menulis. Peneliti melakukan penelitian ini sampai studi jenuh atau tidak ada perubahan dari gerakan yang digunakan oleh guru bahasa Inggris. Teori didukung oleh gerakan guru bahasa Inggris yang digunakan di dalam kelas maka peneliti juga ingin mengetahui jenis gerakan dalam tiga kegiatan dan fungsi gesture tertentu dalam tiga kegiatan. Kata Kunci : Kata kunci : gerakan dan aktivitas belajar mengajar Bahasa inggris Abstract This study was aimed at finding out the kinds of gestures and the functions of certain gestures in teaching and learning activity, especially in three domain activities, those were: greeting, delivering and asking & answering activities. This study was conducted at SMPN 2 Sawan. This study was design by using qualitative descriptive approach in which the data collected were analyzed qualitatively. There were six instrument to collect the data, those were: field notes, camera, observation checklist, guidance interview, hand phone and writing equipment. The researcher conducted this study until the study stuck or there was no change of the gesture used by English teacher. The data were transcribed and analyzed to find out the kinds of gestures and the function of certain gestures. Based on the theory from McNeil (2005) there were four types of gesture, and each types had kind gestures. The theory supported by English teacher gestures used in the classroom then the researcher also wanted to find out the kind of gesture in three activities and function of certain gesture in three activities. keyword : Keywords: Gesture, English teaching and learning activities
A STUDY OF GRAMMATICAL ERRORS COMMITTED BY THE ELEVENTH GRADE STUDENTS OF SMK NEGERI 3 DENPASAR IN RESERVATION PRACTICE IN ACADEMIC YEAR 2014/2015 ., Anak Agung Sagung Intan Yashira Dewi; ., Prof. Dr.I Nyoman Adi Jaya Putra, 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.v1i1.6142

Abstract

This research aim to: (1) describe kinds of grammatical errors that are most frequently committed by the eleventh grade students of SMK Negeri 3 Denpasar in reservation practice, and (2) explain the sources of errors made by the eleventh grade students of SMK Negeri 3 Denpasar in reservation practice. The subjects of this study were the eleventh grade students of Hotel Accommodation Program at SMK Negeri 3 Denpasar. This research was designed as qualitative descriptive research. This study used video camera, coding sheets, questionnaire, and interview guide as the instruments in collecting data. After the data were collected, the data were transcribed, classified and analyzed, counted, and then the results were described. This study used Abisamra’s and Sawalmeh’s theory to know the types of grammatical errors that commonly made by EFL learners in learning English. The results of this study show that the eleventh grade students of SMK Negeri 3 Denpasar committed eight types of grammatical errors in reservation practice. These errors were verb error, noun error, adjective error, article error, pronoun error, preposition error, sentence fragment error, and word order error. There were 344 errors among 30 students were found and verb error as the most frequently errors committed by the students in reservation practice. The sources of errors were found based on Brown’s theory such as interlingual transfer, intralingual transfer, context of learning, and communication strategies. Interlingual transfer as the highest reason the students committed errors. It was because the students were interfered by the rules of their native language when they speaking in English. keyword : Grammatical Errors, Reservation Practice
AN ANALYSIS OF POLITENESS STRATEGY USED BY THE TENTH GRADE STUDENTS OF CANGGU COMMUNITY SCHOOL (CCS) IN ACADEMIC YEAR 2014/ 2015 ., Ni Luh Dewi Antari; ., Prof. Dr.I Nyoman Adi Jaya Putra, 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.v1i1.6190

Abstract

Penelitian ini tergolong penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan strategi kesopanan yang digunakan oleh siswa kelas sepuluh di Canggu Community School (CCS). Subjek penelitian ini adalah 20 siswa dari kelas Simon Baccanello (SB). Penelitian ini menggunakan teori dari Brown and Levinson sebagai landasan teori utama. Dari 20 siswa kelas sepuluh, 36% siswa setuju menggunakan strategi bald on record, 40% setuju menggunakan strategi kesopanan positif, 26% setuju menggunakan strategi kesopanan negatif, 21% setuju menggunakan strategi off record dan hanya 5% dari 20 siswa yang mengatakan setuju menggunakan strategi don’t do FTA. Dari transkrip data yang diperoleh, terdapat 173 ungkapan berbeda yang digunakan oleh siswa. Dari keseluruhan ungkapan tersebut, 52% termasuk dalam strategi kesopanan positif. Strategi strategi ini mereka gunakan untuk menyampaikan keluhan mereka secara halus, menunjukkan kedekatan hubungan satu sama lain, menunjukkan kemarahan dan membuat pendengar mengerti apa yang mereka rasakan, menunjukkan ketertarikan atau ketidaktertarikan terhadap pelajaran tersebut dan meunjukkan ketodakpuasan atas jawaban yang diberikan. Kata Kunci : siswa kelas sepuluh, kesopanan, tujuan This study was a descriptive qualitative research which is aimed at describing politeness strategy used the by tenth grade students of Canggu Community School (CCS). The subjects of this study were 20 students from Simon Baccanello (SB) class. This study used theory of Brown and Levinson as grand theory. The research instruments were human instrument, voice recorders, questionnaire, note taking and observation sheet. Form 20 students of the tenth grade, 36 % agreed to use bald on record strategy, 40% agreed to use positive politeness strategy, 26% agreed to use negative politeness strategy, 21% agreed to use off record strategy, and only 5% agreed to use don’t do Face Threatening Act (FTA) strategy. It was also supported by the result of data transcription which were 173 utterances found. From those utterances, 52% were categorized as positive politeness strategy. Those strategies were used for the following purposes, such as: expressing complains softly, showing close relationship, showing anger and made the hearer understood what the speaker felt, showing their interest or not in the lesson, showing their satisfaction to the answer. keyword : tenth grade students, politeness, purposes
Co-Authors ., Dewa Gede Rai Bisma Putra ., Dewa Gede Rai Bisma Putra ., Eva Patra Sari ., I Gede Andre Agasi ., I Gede Andre Agasi ., I Kadek Wardita Eka Putra ., I Kadek Wardita Eka Putra ., Kadek Herma Ardianto Giri ., Kadek Herma Ardianto Giri ., Kadek Intan Nirmala Sari ., Kadek Intan Nirmala Sari ., Kadek Praditya Dicky Wijaya ., Kadek Praditya Dicky Wijaya ., Kadek Prajinggo Patrya ., Kadek Prajinggo Patrya ., KETUT ARYATI UTAMI ., KETUT ARYATI UTAMI ., Ketut Asri Primayani ., M. Mas Gustrini Dewi ., Made Arna Jyoti Sistadi ., Made Arna Jyoti Sistadi ., Made Arsana ., Made Eny Andraeni Putri ., Made Sukradana w ., Made Sukradana w ., Ni G. A. Kd Sukma Dwijayanti ., Ni G. A. Kd Sukma Dwijayanti ., Ni Kadek Meina Andriani ., Ni Kadek Meina Andriani ., Ni Kadek Sudiartini ., Ni Kadek Sudiartini ., Ni Kadek Winda Arianti ., Ni Kadek Winda Arianti ., Ni Luh Patma Gita ., Ni Luh Patma Gita ., Ni Made Arisani ., Ni Made Arisani ., Ni Made Sariningsih ., Ni Made Sariningsih ., Ni Nengah Intan Sariningsih ., Ni Nengah Intan Sariningsih ., Ni Nym. Ayu Padmitri ., Ni Putu Stefi Anjani Darmarini ., Ni Putu Stefi Anjani Darmarini ., Ni Putu Wahyuni Sri Rahayu Cahyani ., Ni Putu Wahyuni Sri Rahayu Cahyani ., Ni Wayan Paramita Dewi ., Ni Wayan Paramita Dewi ., Ni Wayan Ria Candra ., Ni Wayan Ria Candra ., Nyoman Suci Triasih ., Pande Ayu Cintya Ningrum ., Pande Ayu Cintya Ningrum ., PUTU DIKA PRATIWI ., PUTU DIKA PRATIWI ., Putu Eka Dambayana S., S.Pd., M.Pd. ., Putu Eka Dambayana S., S.Pd., M.Pd. ., Servasius. Tawurutubun ., Servasius. Tawurutubun ., Siti Umayah ., Siti Umayah ., Wayan Septiana Lusiantari ., Wayan Septiana Lusiantari Adnyani, Ni Luh Putu Sri Adnyayanti, Ni Luh Putu Era Alfillail, Nur Anak Agung Gede Yudha Paramartha Anak Agung Sagung Intan Yashira Dewi ., Anak Agung Sagung Intan Yashira Dewi Anasthasia Carmanita Peu Ubu Ari Puspitayani, Desak Made Ariyanthi, Ketut Eni Budhi Astu Okta Widhi Atmi ., Budhi Astu Okta Widhi Atmi Cahyaningsih, Putu Devi Costa, Yuliana Maria Da Dewa Ayu Eka Agustini Dewa Komang Tantra Dewa Putu Ramendra Dewi, Kadek Linda Puspita Dewi, Ni Putu Purnama Drs.Gede Batan,MA . Dwitamayanti, Ni Kadek G.A.P. Suprianti Gede Mahendrayana Gusti Ayu Putu Ari Utami Heni Pujiastuti Hitasthana, Made Satya I Dewa Gede Budi Utama I Gede Budasi I Gede Novan Giri Prabawa . I Gede Oka I GEDE SANDYANA . I Gede Tawa Utara Jaya . I GEDE WAYAN SUPARNA . I Gusti Ayu Megantari ., I Gusti Ayu Megantari I GUSTI NGURAH OCTOVA SEVENTILOFA . I Kadek Supriawan Adinatha ., I Kadek Supriawan Adinatha I Kadek Utama Putra ., I Kadek Utama Putra I MADE DWI JAYA PRADITYA . I Made Ekki Pramana Supardi . I Nengah Suardhana I Putu Eka Adi Sanjaya ., I Putu Eka Adi Sanjaya I Putu Yoga Laksana I Wayan Astu Werdistira . I Wayan Epri Gunadi I WAYAN PUTRAWAN . I Wayan Sandiyasa . I Wayan Suarnajaya Ida Bagus Manuaba Ida Bagus Putu Suryadiputra . Iga Putu Sukasari ., Iga Putu Sukasari Kadek Dhea Paramitha Amara Putri Kadek Diah Cahya Nita ., Kadek Diah Cahya Nita Kadek Sintya Dewi Kadek Sonia Piscayanti Km Adi Nariyana p ., Km Adi Nariyana p KOMANG AGUS OKA SAPUTRA . Laksana, I Putu Yoga Laras Wahyurini . Luh Diah Surya Adnyani Luh Gd Rahayu Budiarta Luh Gede Eka Wahyuni Luh Made Astiti Partama . LUH MEGA SAFITRI . Luh Putu Artini Luh Sri Damayanti ., Luh Sri Damayanti M.L.S ., Dr.Sudirman, M.L.S M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd M.Pd Prof. Dr. I Nyoman Sudiana . M.Pd. ., Made Hery Santoso, S.Pd, M.Pd. Made Dewi Suparwati . Made Erwinda Febriyanti Made Hery Santosa Made Ika Sukmadewi Made Satya Hitasthana Mayori, Winda Muhamad Nur Huda Myartawan, Putu Ngurah Wage N M.G. Purnamasari Ni Kadek Ariasih . Ni Kadek Dinda Saraswati Ni Komang Arie Suwastini Ni Luh Dewi Antari ., Ni Luh Dewi Antari Ni Luh Emy Astuti Ni Luh Sutrisna Diyani Ni Made Dwi Dharmayanti Ni Made Gina Purnamasari ., Ni Made Gina Purnamasari Ni Made Lia Kesumayanti . Ni Made Putri Saraswathy . Ni Made Ratminingsih NI MADE TRIANI . Ni Nyoman Padmadewi Ni Nyoman Trisna Utami . Ni Putu Astiti Pratiwi Ni Putu Era Marsakawati Ni Putu Oktaviana Dewi ., Ni Putu Oktaviana Dewi Ni Wayan Surya Mahayanti Ni Wayan Yuni Lisnayanti ., Ni Wayan Yuni Lisnayanti Nora Idiawati Nyoman Karina Wedhanti Nyudak, Dwi Tahamata Paramarta, I Made Suta Peu Ubu, Anasthasia Carmanita Pramilaga, Ni Made PRATAMA, I PUTU SURYA Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Purnamasari, N M.G. Putra, Pande Agus Putu Dharma Putri Rahmayanti Putri, Kadek Dhea Paramitha Amara Putri, Ni Kadek Rai Sintia Putu Adi Krisna Juniarta Putu Dika Pratiwi Putu Kerti Nitiasih Putu Ngurah Wage Myartawan Putu Suarcaya PUTU WIWIN SUPANDENI . Ratih Apriliani Rinawati, Ni Kadek Ayu S.Pd. I G A Lokita P Utami . S.Pd. I Putu Ngurah Wage M . S.Pd. M.Pd. Ni LP. Eka Sulistia Dewi . S.Pd. Putu Eka Dambayana S. . Sahrullah Sahrullah Sang Ayu Putu Sriasih Saputra, I Nyoman Pasek Hadi Sastaparamitha, Ni Nyoman Ayu J. Sri Pithamahayoni . Sukmadewi, Made Ika Swandewi, Komang Sri Virginiya, Putu Tika