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All Journal E-Journal of Linguistics Linguistika Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Language and Education Journal Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal IKA Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Bahasa Jurnal Pendidikan Bahasa Inggris IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Language and Literature Journal of Education Action Research JOURNEY : Journal of English Language and Pedagogy Yavana Bhasha : Journal of English Language Education Elsya : Journal of English Language Studies Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran English Learning Innovation (englie) Jurnal Penelitan Mahasiswa Indonesia Jurnal Locus Penelitian dan Pengabdian Indonesian Journal Of Educational Research and Review JASL - Journal of Applied Studies in Language Yavana Bhasha: Journal of English Language Education Research and Innovation in Applied Linguistics Journal of Linguistic and Literature Studies (JOLLES)

I Nyoman Adi Jaya Putra

Universitas Pendidikan Ganesha

Author-ID : 214663

Religion Aerospace Engineering Arts Humanities Automotive Engineering Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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THE STUDY OF ERRORS COMMITTED BY THE EIGHTH GRADE STUDENTS OF SMP NEGERI 10 DENPASAR IN ENGLISH WRITING ., NI NYOMAN AYU J. SASTAPARAMITHA; ., Prof. Dr. Dewa Komang Tantra, M.Sc., Ph.; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Studi ini berfokus pada analisis tipe-tipe, sumber-sumber dan manajemen dari error yang dilakukan oleh siswa kelas delapan di SMP Negeri 10 Denpasar dalam menulis paragraph deskriptif dan narratif dalam bahasa Inggris. Penelitian ini di desain secara Descriptive Qualitatively melalui suatu observasi. Data yang digunakan untuk mengidentifikasi tipe-tipe error dikumpulkan dengan cara memberikan tugas ke siswa untuk menulis paragraph deskriptif dan narrative. Data untuk mencari sumber-sumber kesalahan diperoleh melalui Focus Group Discussion. Sedangkan, data untuk manajemen error di peroleh lewat process approach dalam menulis. Hasil pertama dari penelitian menunjukkan 7 tipe error yaitu judul paragraph, topic kalimat, kalimat penjelas, koheren antar kalimat, diksi, grammar dan mekanik penulisan. Temuan yang kedua menunjukkan ada empat sumber error, yaitu, ketidaktahuan tentang indicator dalam menulis, kurangnya latihan dalam menulis paragraph deskriptif dan narrative, lupa pada aturan grammar, ejaan dan penggunaan kata. Ada juga beberapa error yang tidak termasuk ke dalam tiga sumber error di atas. Hasil yang ketiga menunjukkan bahwa tipe dan sumber error yang ada masih sama, namun jumlah siswa yang melakukan dan menyatakan alasan yang sama berkurang. Hasil penelitian ini menunjukkan kepada para guru tentang perlunya menerapkan process approach dalam menulis paragraf deskriptif dan narratif. Sementara itu, siswa seharusnya memperoleh pengetahuan tetntang indicator dalam menulis serta sering latihan dalam menulis paragraph deskriptif dan narratif. Terlebih lagi, bagi para peneliti di masa depan agar mencari alternatif lain selain process approach untuk memanajemen error secara lebih efisien dan efektif.Kata Kunci : Menulis , Process Approach,TIpe dan Sumber Error This study was focused on analyzing the types, the sources and the management of errors committed by the eighth grade students of SMP Negeri 10 Denpasar in writing descriptive and narrative paragraphs. This research was designed descriptive qualitatively through an observation. The data for the types of errors were collected by assigning students to write descriptive and narrative paragraphs. The data for the sources of errors were collected through Focus Group Discussion. Whereas, data for the management of errors were collected through a process approach in writing. The obtained data were analyzed descriptively in term of types and sources of errors. The first research finding shows seven errors namely title of the paragraphs, the topic sentence, the development of paragraphs, the coherence, the diction, the grammar, and the mechanics. The second finding shows the four sources of errors namely absence of knowledge about writing indicators, less practice in writing descriptive and narrative paragraphs, forgetting about grammatical rules, spelling and the usage of the words. Some errors are unclassifiable based on previous criteria. The third finding shows that the types and sources of errors remained the same, however the number of students committed and reasoning such errors are reduced. The findings imply the necessity for the teacher to implement process approach in writing descriptive and narrative paragraphs. Meanwhile, the students should gain knowledge about writing indicators, and practice in writing descriptive and narrative paragraphs. Moreover, future researchers need to find other alternative aside from process approach in managing errors more efficiently and effectively. keyword : Process Approach, Types and Sources of Errors, Writing

*OBSERVANCE AND NON-OBSERVANCE OF GRICEAN MAXIMS IN INSTRUCTIONAL CONTEXT: AN ANALYSIS OF EFL CLASSROOM INTERACTION* ., LUH MEGA SAFITRI; ., Prof. Dr.I Ketut Seken,MA; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Penelitian ini bertujuan untuk mendeskripsikan, menganalisis dan menjelaskan tentang macam-macam kepatuhan dan ketidakpatuhan terhadap maksim Grice, percakapan implikatur, dan faktor ketidakpatuhan terhadap maksim yang diproduksi di dalam kelas. Subjek penelitian ini adalah guru-guru dan siswa-siswa kelas tujuh dan delapan dari Sekolah Internasional Gandhi. Sebagai sebuah penelitian kualitatif naturalistik, data di kumpulkan melalui observasi dan interview yang kemudian dianalisis menggunakan teori Cooperative Principle Grice (1975). Penelitian ini menemukan bahwa guru-guru dan siswa-siswa mematuhi semua maksim Grice dalam kegiatan belajar mengajar. Dalam penelitian ini juga ditemukan bahwa guru memproduksi persentase yang tinggi dari flouting maksim. Guru sering memilih untuk memberikan instruksi secara tidak langsung di dalam kelas dan berharap siswa untuk mencari makna tersembunyi. Di sisi lain siswa memproduksi persentase tinggi dalam violating maksim dan infringing maksim. Dalam hal ini, siswa gagal mematuhi maksim karena mereka tidak mampu untuk berbicara dengan jelas dan kurangnya kemampuan dalam berbahasa Inggris. Lebih jauh lagi ditemukan bahwa guru dan siswa lebih sering menggunakan flouting (53.55%) dan violating (46.66%) dalam interaksi kelas. Penelitian ini juga menunjukan bahwa guru dan siswa memproduksi flouting dan violating dari maksim quality, quantity, relation dan manner. Guru dan siswa memilih ketidaklangsungan dalam berbicara dan tidak mematuhi maksim Grice yang bertujuan untuk menunjukkan kesopanan dan membuat lelucon. Ketika konsep dari face threatening act dilibatkan, maka guru dan siswa akan menggunakan percakapan implikatur dan sering tidak mematuhi prinsip-prinsip dalam percakapan. Kata Kunci : Kepatuhan terhadap Maxim, Ketidakpatuhan terhadap Maxim, Percakapan Implikatur, Kesopanan This study was intended to describe, analyze and explain types of observance and non-observance of Gricean Maxims, conversational implicatures and factors of non-observance produced in the classroom. The subjects were the teachers and students of grades seven and eight of Gandhi Memorial International School (GMIS). The data for this naturalistic qualitative study were collected through observation and interviews which were then analyzed by using Paul Grice?s (1975) Cooperative Principle theory. The study showed that both teachers and students observed all of the Gricean maxims in certain part of classroom teaching activities. This study also found that the teachers produced high percentage of flouting the maxims. Teachers often preferred not blatantly giving instructions in the classroom but hoped the students to find the implied meaning. Meanwhile the students produced high percentages of violating the maxims and infringing the maxims. In this case, the students failed to observe the maxims because they were unable to speak clearly or lacked language ability in English. Furthermore, in conversational implicature, it was found that teachers and students used flouting the maxims most (53.33 %) than violating the maxims (46.66 %) in classroom interaction. The study showed that both teachers and students flouted and violated maxim of quality, maxim of quantity, maxim of relation and maxim of manner. However, teachers and students preferred indirectness and did not observe Gricean maxims with the intentions of showing politeness and making jokes. When a face threatening act was involved, they employed conversational implicature and often violated the cooperative principle of conversation. keyword : *Observance of maxims, Non-observance of maxims, Conversational Implicature, Politeness*

The Speech Acts Used among the Eleventh Grade Students of "Usaha Perjalanan Usaha" (UPW) at SMK Negeri 5 Denpasar ., I GEDE SANDYANA; ., Prof. Dr. Dewa Komang Tantra, M.Sc., Ph.; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

This study was focused at finding out 1) the speech acts used, 2) the styles of politeness used, and 3) the speaking errors made by the students in handling ticket reservation. It was a qualitative research, and the subjects of the study were the eleventh grade students of UPW in SMKN 5 in academic year 2013/2014. The research data were collected through simulated speech. The speech acts that were used the most by the students were expressive. There were 37% expressive, followed by Assertive 34%, directive 18%, and commisive 11%. The politeness styles showed that 91% speech acts were categorized as polite and there were 9% speech acts categorized as impolite. The maxims that the students used were tact, generosity, approbation, and modesty. The students made some errors in speaking, grammar 25%, content 21%, pronunciation 20% and diction 6%. It can be concluded that the speech acts, politeness, and speaking skills have a significant rule to help the students to be able to communicate well. English teachers should teach the students more expressions to express actions and also let the students know about politeness so that they can be good and polite in communication.keyword : Speech acts, politeness, speaking errors

DEVELOPING CHARACTER-BASED ASSESSMENT IN TEACHING ENGLISH FOR THE TENTH GRADE STUDENTS OF SMKN 3 SINGARAJA ., KOMANG AGUS OKA SAPUTRA; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

This study was conducted by following the design of research and development model (R&D). The purposes of the study were: (1) To identify the problems faced by the English teachers in assessing students characters in SMKN 3 Singaraja; (2) To develop characters-based assessments designs which were needed for assessing the characters of tenth grade students of SMKN 3 Singaraja in studying English; (3) To identify the content validity of the developed characters-based assessments; (4) To identify the reliability of the developed characters-based assessments; (5) To identify the problems in implementing the developed characters-based assessments. The data of the study were collected through questionnaire, observation, documentation, expert judgment sheet and test. The collected data were analyzed qualitatively and quantitatively. The results of the study show that: (1) The problems in assessing the students? characters that were faced by the English teachers at SMK N 3 Singaraja were: the difficulty in assessing the students? characters objectively, the difficulty in developing the assessment instrument, the absence of instruments to evaluate the students? characters; (2) The design of the instruments were developed based on the character values that should be integrated in teaching English for Vocational High School students as what are stated on the guideline of character education issued by the curriculum center, and the language skills and the materials that should be covered based on the syllabus; (3) Based on the content validity analysis and empirical validity analysis that have been conducted, it can be concluded that the developed instruments were valid; (4) The reliability analysis of the instruments showed that the instruments were reliable; (5) Some problems were identified during the implementation of the developed instruments, those problems were: time consuming, the difficulty in recognizing the students, and the requirement of high concentration. keyword : assessment, character-based, research and development.

THE EFFECT OF PEER-ASSESSMENT AND ANXIETY ON WRITING COMPETENCY OF GRADE X STUDENTS OF SMA NEGERI 5 DENPASAR ., I GEDE WAYAN SUPARNA; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

ABSTRAK Suparna, I Gede Wayan (2013), Pengaruh ?Peer Asessment? dan Kecemasan terhadap Kompetensi Menulis pada Siswa Kelas X SMA Negeri 5 Denpasar, Thesis, Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Pendidikan Ganesha. Tesis ini sudah disetujui and diperikasa oleh: Pembimbing I: Prof. Dr. Ni Nyoman Padmadewi, MA, and Pembimbing II: Prof. Dr. I Nyoman Adi Jaya Putra, MA Kata kunci: kecemasan, asesmen rekan sebaya, kompetensi menulis. Tujuan penelitian ini adalah untuk membuktikan apakah ada perbedaan pengaruh yang signifikan penerapan asesmen rekan sebaya terhadap kompetensi menulis siswa; ada hubungan pengaruh yang signifikan antara penerapan asesmen rekan sebaya dengan kecemasan siswa terhadap kompetensi menulis siswa; ada perbedaan pengaruh yang signifikan dalam kompetensi menulis siswa antara siswa yang memiliki kecemasan tinggi yang dinilai dengan menggunakan asesmen rekan sebaya dan siswa yang dinilai dengan menggunakan asesmen konvensional; ada perbedaan pengaruh yang signifikan dalam kompetensi menulis siswa antara siswa yang memiliki kecemasan rendah yang dinilai dengan menggunakan asesmen rekansebaya dan siswa yang dinilai dengan menggunakan asesmen konvensional. Penelitian ini merupakan penelitian eksperimental dengan menggunakan rancangan factorial 2x2 yang mana satu kelompok mendapat perlakuan experimental tetapi kelompok lainnya tidak mendapat perlakuaan tersebut. Populasi berjumlah 10 kelas dengan total jumlah populasi 346 dari semua siswa di kelas X SMA Negeri 5 Denpasar. Total jumlah sampel berjumlah 80 siswa yang dibagi menjadi dua kelompok yaitu kelompok experimental dan kelompok kontrol dengan menggunakan tekhnik Cluster Random Sampling. Dalam penelitian ini menggunakan data kwantitif dan data kwalitatif. Data kwantitatif dikumpulkan melalui kuesioner kecemasan dan tes menulis, yang dianalisis menggunakan uji statistik Anova Dua Jalur dan uji Tukey. Data kwalitatif dikumpulkan dalam anecdotal record melalui langkah observasi. Hasi lpenelitian menunjukkan bahwa, Pertama, ada perbedaan pengaruh yang signifikan penerapan asesmen rekan sebaya terhadap kompetensi menulis siswa, di mana siswa yang dinilai dengan menggunakan asesmen rekan sebaya memiliki kompetensi menulis lebih tinggi dari pada mereka yang dinilai dengan menggunakan asesmen konventional. Kedua, ada hubungan pengaruh yang signifikan antara asesmen rekan sebaya dengan kecemasan terhadap kompetensi menulis siswa. Ketiga, terdapat perbedaan yang signifikan pada kompetensi menulis siswa yang memiliki tingkat kecemasan tinggi ketika dinilai dengan menggunakan asesmen rekan sebaya dan mereka yang dinilai dengan asesmen konvensional, dimana kompetensi menulis siswa yang dinilai dengan model asesmen rekan sebaya memiliki kompetensi lebih rendah dari pada siswa yang dinilai dengan model asesmen konvensional. Keempat, terdapat perbedaan yang signifikan pada kompetensi menulis siswa yang memiliki tingkat kecemasaan rendah ketika dinilai dengan menggunakan asesmen rekan sebaya dan mereka yang dinilai dengan asesmen konventional, dimana kompetensi menulis siswa yang dinilai dengan model asesmen rekan sebaya memiliki kompetensi menulis lebih tinggi daripada siswa yang dinilai dengan model asesmen konvensional. Kata Kunci : kecemasan, asesmen rekan sebaya, kompetensi menulis. ABSTRACT Suparna, I Gede Wayan (2013), The Effect of Peer Assessment and Anxiety on Writing Competency of Grade X Students of SMA Negeri 5 Denpasar. Thesis, English, Postgraduate Program , Ganesha Universty of Education. This thesis has been approved and corrected by supervisor I: Prof. Dr. Ni Nyoman Padmadewi, M.A., and Supervisor II: Prof. Dr. I Nyoman Adi Jaya Putra, M.A. Keywords: anxiety, peer-assessment, writing competency. The aim of this study was to prove whether there was any significant difference effect of peer-assessment on the writing competency; there was any significant effect of the interaction between peer-assessment and anxiety on the writing competency; there was any significant difference on the writing competency of high anxiety students who were assessed by using peer-assessment and those who were assessed by using conventional assessment; there was any significant difference on the writing competency of low anxiety students who were assessed by using peer-assessment and those who were assessed by using conventional assessment. The study was experimental study by applying 2x2 factorial designs which one group received experimental treatment, whereas the other did not. The population was 10 classes which total number of population were 346 students of grade X of SMA Negeri 5 Denpasar. The total sample was 80 students which assigned into two groups i.e. experimental group and control group by using Cluster Random Sampling Technique. Quantitative and qualitative data were obtained in this study. The quantitative data was obtained through writing test and anxiety questionnaire which analyzed by using Statistical Two-Way Anova And Tukey test. The qualitative data was obtained through anecdotal record. The results showed that, first, there was any significant difference effect of peer-assessment on the writing competency, in which the students who were assessed by using peer-assessment had better writing competency than those who were assessed by using conventional assessment. Secondly, there was any significant effect of the interaction between peer- assessment and anxiety on the writing competency. Third, there was any significant different on writing competency between high anxiety students who were assessed by using peer-assessment and those who were assessed by using conventional assessment, in which high anxiety students who were assessed by using peer-assessment had lower writing competency than those were assessed by using conventional assessment. Fourth, there was any significant difference on writing competency between low anxiety students who were assessed by using peer-assessment and those who were assessed by using conventional assessment, in which low anxiety students who were assessed by using peer-assessment had better writing competency than those who were assessed by using conventional assessment. keyword : anxiety, peer-assessment, writing competency

DEVELOPING ENGLISH MATERIALS FOR THE ELEVENTH GRADE STUDENTS OF SMK TRIATMA JAYA SINGARAJA WITH THE INSERTION OF THE VALUES OF NATION CHARACTER ., I WAYAN PUTRAWAN; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

This study is a Research and Development study (R&D) which aimed at (1) identifying problem in the existing materials used at SMK Triatma Jaya Singaraja, (2) identifying the needs of the English materials for SMK students, (3) determining the suitable design of the English materials for SMK Students, (4) developing English materials for SMK Students, (5) measuring the effectiveness of the English materials developed, (6) determining the quality of the materials developed. The research was conducted at SMK Pariwisata Triatma Jaya Singaraja in academic year 2012/2013. The subject of the study was the eleventh grade students of Food & Beverage Department. The data of the present study was collected by interview, questionnaire test and document analysis. The instruments used in the present study were interview guide, document analysis worksheet, questionnaire, and rubric. The data of the present study was analyzed descriptively and quantitatively. This present study showed that (1) the problems faced by the existing materials used at SMK Triatma Jaya Singaraja are irrelevancy of the materials with the department of the students, insufficiency of pictures and illustration on the materials, and non-existence of the clear statement of the development of the values of nation character. (2) The need of the English materials for SMK students are the materials must follow the basic competences of the syllabus, the materials must include English expression, text, and grammar focus, reading materials should be quite long, materials discuss kitchen work safety, materials must include earth saving program, materials must discus the technology in kitchen, materials must be equipped with sufficient pictures, and the materials should relate to F & B service. (3) The English material for SMK students are designed to meet the need of school syllabus, teacher, students and tourism industry, should insert the values of nation character, and conform with the criteria of good materials. (4) The materials development model used are the combination of Dick and Carey and Tomlinson Models. The new model consists of five major stages. They are (a) need analysis, (b) drafting, (c) expert judgment, (d) field test, and (e) production. (5) The materials developed were less effective than the old materials. The average score for pre-test was 78.2 and the average score for post-test was 73. It was because of (a) time limitation, (b) length of the text, and (c) students? readiness. (6) The quality of the materials developed is excellent. The final product of this research was the department related and character based English Materials completed with compact disc (CD) for listening material. The materials are in the form of text which consists of two units. keyword : research & development (R&D) and the values of nation character

Profil Bahasa Bali Masyarakat Tutur Muslim Pegayaman Dan Implikasi Pengajarannya di Sekolah Putra, I Nyoman Adi Jaya
Jurnal Pendidikan dan Pengajaran Vol 42, No 1 Apr (2009)
Publisher : Universitas Pendidikan Ganesha

Penelitian yang dilakukan di masyarakat tutur Muslim Pegayaman ini adalah penelitian kebahasaan yang memfokuskan kajian pada dua aspek mikro dari Bahasa Bali (BB) yang mereka gunakan. Kedua aspek bahasa yang dimaksud meliputi aspek fonologi dan aspek morfologi. Pada aspek fonologi ditemukan sejumlah proses fonologis, yang meliputi: degeminasi, homorganik, harmonisasi suara vokal, alternasi suara konsonan, pelesapan suara konsonan, penyisipan vokal atau konsonan, dan variasi pelafalan fonem /f/ dan /p/. Sedangkan pada aspek morfologi di-temukan adanya penambahan afiksasi (inklusif awalan, sisipan, akhiran, dan konfiks) kepada bentukan-bentukan dasar yang khas Pegayaman. Terkait temuan-temuan ini, dalam mengajarkan BB di Sekolah Dasar maupun di Madrasah Ibtidaiyah, sebagai tempat pendidikan formal pertama di mana BB diajarkan sebagai muatan lokal, guru-guru Bahasa Bali diharapkan lebih luwes dengan tetap mengedepankan pentingnya mengajarkan kaidah-kaidah BB yang dibakukan. Dengan singkat, para guru Bahasa Bali yang bertugas di Pegayaman hendaknya memahami dengan baik dan mengajarkan language usage dan language use secara proporsional.Kata kunci: aspek fonologi, aspek morfologi, Bahasa Bali, masyarakat tutur, Pegayaman

BAHASA, VARIETAS BAHASA, DAN VARIABEL-VARIABEL PENENTU PENGGUNAANNYA. Putra, I Nyoman Adi Jaya
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol 6, No 12 (2010): Periode Juli-Desember 2010
Publisher : Universitas Pendidikan Ganesha

Almost every language has its own varieties. In any verbal interaction, the use of certain varietiesis determined by such social variables as social status, age, sex, and education. Besides these socialvariables, there are also affecting factors such as psychological factor of the participant, geographicalfactor, and socio-cultural factor of a speech community. While communicating, a speaker uses acertain variety of a language in order to show his relative position or his relationship with his interlocutor.No single strategy is associated with the use of a certain variety of a languageâ€”whichevervariety is used merely exhibits a speakerâ€™s verbal repertoire which accordingly could be activated indifferent speech events, with different objectives, as well as with different illocutionary force.

A Desccriptive Study on the Use of Code Mixing by the English Teacher at SMAN Bali Mandara in the Academic Year 2014/2015 Purnamasari, N M.G.; Putra, I Nyoman Adi Jaya; Suwastini, Ni Komang Arie
Lingua Scientia Vol 23, No 2 (2016)
Publisher : Universitas Pendidikan Ganesha

This study aimed at finding out the process of code mixing, the reasons of using code mixing by English teacher of grade X and knowing the studentsâ€™ responses on the use of code mixing used by their English teacher at SMAN Bali Mandara in the academic year 2014/2015. This research was conducted by using descriptive qualitative design. The instruments used in this study were observation sheet, audio recorder, interview guide and questionnaires. Accordingly, the data accumulation showed that there was 84 sentences, classified as insertion processes, and then 37 sentences belonged to alternation process, and the last there were 14 sentences, classified as congruent lexicalization processes. The reasons of using code mixing were, 1) to make intention of clarifying the speech content for interlocutor, 2) to be emphatic about something, 3) there is no appropriate word which can be understood by the students, 4) to help the teacher to create relax situation, and 5) to quote somebody else.

DEVELOPING ONLINE FORMATIVE ASSESSMENT USING QUIZIZZ FOR ASSESSING READING COMPETENCY OF THE TENTH GRADE STUDENTS IN BULELENG REGENCY Ari Puspitayani, Desak Made; Jaya Putra, I Nyoman Adi; Santosa, Made Hery
Jurnal Imiah Pendidikan dan Pembelajaran Vol 4, No 1 (2020): Maret 2020
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v4i1.24169

This research and development study (R&D) aimed to: (1) develop online quiz prototype using Quizizz and (2) examine the quality of the developed online quiz. This study employed Four-D model with Define, Design, Develop, and Disseminate phases by Thiagarajan (1974). The subjects of this study were 10 Senior High School English Teachers in Buleleng regency. The data about the teachers? need were collected by administering questionnaire and analyzing the teachers? documents while the quality of the developed online quiz was validated by expert and user judges. The data of the teachers? need were analyzed descriptively. The quality of the developed online quiz in terms of content validity was analyzed by using Gregory?s formula while the practicality was analyzed by using practicality criteria. The results of the study shows that the teachers need online quiz as formative assessment instruments which consisted of of linguistic and level comprehension aspects. The prototype of online formative assessment was initiated in define phase by doing target situation analysis, learner analysis, concept analysis, task analysis, and present situation analysis. The quality of the developed online quiz was examined in develop phase. The result of the study shows that the quality of the developed online quizzes as a formative assessment in terms of content validity was very high and the practicality was excellent. The implication of this finding is that the developed online quiz as formative assessment instrument is highly recommended to be implemented in the real classroom and widely disseminated. It is not only beneficial for the teachers in teaching and learning process but also improve teachers? competence. Therefore, this formative assessment instrument is ready to be used for assessing the tenth grade students? reading competency. Keywords: formative assessment; online quiz; prototype; reading competency; teachers? competency

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 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 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 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 Nur Alfillail 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

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