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S.Pd. Putu Eka Dambayana S. .
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THE EFFECT OF USING JIGSAW PUZZLE BOARD GAME TOWARDS THE ENGLISH LEARNING ACHIEVEMENT OF FOURTH GRADE STUDENTS OF ELEMENTARY SCHOOL IN KAMPUNG BARU, BULELENG SUB-DISTRICT IN ACADEMIC YEAR 2015/2016 ., Putu Mursita Tenia Sari; ., Dra.Ni Made Ratminingsih, MA; ., Putu Eka Dambayana S., S.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.v4i1.8240

Abstract

Penelitian ini dilaksanakan untuk mengetahui pengaruh signifikan penggunaan media jigsaw puzzle board game terhadap prestasi belajar Bahasa Inggris siswa kelas empat sekolah dasar di Kampung Baru pada tahun ajaran 2015/2016. Penelitian ini merupakan kuasi-eksperimen dengan desain post-test only, non equivalent control group. Jumlah populasi penelitian ini adalah 163 siswa dari enam sekolah dasar di Kampung Baru. Dari jumlah populasi tersebut, penelitian ini menggunakan sampel 58 siswa dari SD Negeri 3 Kampung Baru sebagai kelas kontrol dan SD Negeri 5 Kampung Baru sebagai kelas eksperimen yang ditentukan dengan teknik cluster random sampling. Selanjutnya, data hasil penelitian yang diperoleh dianalisis secara kuantitatif dengan menggunakan analisis statistik deskriptif dan inferensial. Hasil analisis menunjukkan bahwa nilai rata-rata kelas eksperimen lebih tinggi dari nilai rata-rata kelas kontrol (80,50>72,93). Selain itu, hasil tes hipotesis (independent t-test) menunjukkan bahwa tobs = 2,810>tcv= 2,003 (α=0,05) dengan ukuran efek 0,75 (kategori sedang sampai kuat). Hal tersebut menunjukkan bahwa ada pengaruh signifikan dari penggunaan jigsaw puzzle board game terhadap prestasi belajar siswa. Sehingga dapat disimpulkan bahwa jigsaw puzzle board game efektif untuk digunakan sebagai media pembelajaran terhadap prestasi belajar siswa karena media ini memudahkan siswa untuk memahami materi pelajaran, menciptakan suasana belajar yang menyenangkan, mengurangi kecemasan, meningkatkan motivasi dan partisipasi, dan memberikan kesempatan kepada siswa untuk berinteraksi satu sama lain. Kata Kunci : prestasi belajar Bahasa Inggris, jigsaw puzzle board game, pebelajar anak-anak This study was conducted to find out the significant effect of using jigsaw puzzle board game media towards the English learning achievement of fourth grade students in Kampung Baru in academic year 2015/2016. It was a quasi-experimental research which used post-test only, non equivalent control group design. The population of this study was 163 students from six elementary schools in Kampung Baru. From that population, this research used 58 students as sample consisted of SD Negeri 3 Kampung Baru as control group and SD Negeri 5 Kampung Baru as experimental group which were administered by cluster random sampling technique. The data were analyzed quantitatively by using descriptive and inferential statistics analysis. It was found that the mean score of experimental group was higher than the control group (80.50>72.93). Besides, the result of hypothesis testing (independent t-test) showed the tobs = 2.810>tcv= 2.003 (α=0.05) with the effect size 0.75 (categorized as moderate to strong). It means that there is a significant effect of jigsaw puzzle board game towards the students’ English achievement. As a conclusion, jigsaw puzzle board game is effective to be used as teaching media towards the students’ English learning achievement because it eases the students to comprehend the material, creates joyful learning atmosphere, decreases anxiety, increases students’ motivation and participation, as well as allows students to interact with others.keyword : English learning achievement, jigsaw puzzle board game, young learners
Teachers' and Students' Perception on the Use of ICT Based Interactive Game in 4th Grade of Elementary School in Sukasada District in Academic Year 2016/2017 ., Luh Putu Yogi Indah Purnami; ., Dra.Ni Made Ratminingsih, MA; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.11497

Abstract

Penelitian ini bertujuan untuk meneliti persepsi guru dan siswa kelas 4 sekolah dasar dalam menggunakan Permainan Interaktif berbasis ICT. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan survey sebagai metode penelitian. Populasi dari penelitian ini adalah enam guru Bahasa Inggris dan 179 siswa kelas 4 sekolah dasar di Gugus IV dan V di Kecamatan Sukasada, Kabupaten Buleleng, tahun ajaran 2016/2017. Sekolah yang digunakan antara lain SD Negeri 1 Sukasada, SD Negeri 2 Sukasada, SD Negeri 3 Sukasada, SD Negeri 1 Panji, SD Negeri 2 Panji, and SD Negeri 3 Sambangan. Penelitan ini menggunakan sampel jenuh untuk menentukan sampel penelitian, dimana seluruh populasi menjadi sampel dalam penelitian ini. Data diperoleh melalui penyebaran kuisioner yang diukur dengan 3-point Likert scale. Data yang diperoleh dari guru adalah persepsi guru dalam menggunakan Permainan Interaktif berbasis ICT sebagai media pembelajaran. Sementara itu, data yang diperoleh dari siswa berupa persepsi siswa dalam menggunakan Permainan Interaktif berbasis ICT dalam motivasi belajar siswa dan prestasi siswa dalam belajar Bahasa Inggris. Hasil dari data yang diperoleh kemudian di analisis untuk mendapatkan persentase dari kuisioner. Temuan hasil analisis menunjukkan 99,17% guru setuju dengan penggunaan Permainan Interaktif berbasis ICT sebagai media pengajaran. Selanjutnya, 81,92% siswa setuju dengan penggunaan Permainan Interaktif berbasis ICT pada motivasi belajar siswa dan 79,17% pada prestasi belajar Bahasa Inggris siswa. Temuan ini berarti bahwa guru Bahasa Ingris dan siswa kelas 4 sekolah dasar di Gugus IV dan V di Kecamatan Sukasada, Kabupaten Buleleng, tahun ajaran 2016/2017memiliki persepsi positif terhadap penggunaan Permainan Interaktif berbasis ICT.Kata Kunci : motivasi belajar, permainan interaktif berbasis ICT, persepsi, prestasi belajar Bahasa Inggris The study aimed at investigating elementary school English teachers’ and 4th grade students’ perception on the use of ICT based Interactive Game. This was a quantitative research with survey as the research method. The population was six English teachers and 179 4th grade students from six elementary schools in cluster IV and V in Sukasada District, Buleleng Regency in academic year 2016/2017. The schools were SD Negeri 1 Sukasada, SD Negeri 2 Sukasada, SD Negeri 3 Sukasada, SD Negeri 1 Panji, SD Negeri 2 Panji, and SD Negeri 3 Sambangan. This research administered saturated sampling to determine the sample, in which all members of the population became the sample of the study. The data were collected by using questionnaire measured by 3-point Likert scale. The data collected from the English teachers were the teachers’ perception on the use of ICT based Interactive Game as teaching media. Meanwhile, the data collected from the students were students’ perception on the use of ICT based Interactive Game on their learning motivation and English learning achievement. The result of the derived data were analyzed by using Microsoft Office Excel in order to find the percentages and averages of each dimension of the questionnaires. The findings showed that 99.17% teachers agreed on the use of ICT based Interactive Game as teaching media. Furthermore, 81.92% students agreed on the use of ICT based Interactive Game on learning motivation and 79.17% on English learning achievement. It means that elementary school English teachers and 4th grade students in cluster IV and V in Sukasada District in academic year 2016/2017 had positive perception on the use of ICT based Interactive Game.keyword : English learning achievement, ICT based Interactive Game, learning motivation, perception
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)
Publisher : Jurnal Pendidikan Bahasa Inggris undiksha

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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 STUDY OF WRITTEN FEEDBACK ON STUDENTS EFL WRITING OF THE TWELFTH GRADE STUDENTS OF SMK N 1 SERIRIT IN THE ACADEMIC YEAR 2015/2016 ., Ni Putu Novita S Dewi; ., Putu Eka Dambayana S., S.Pd.; ., Nyoman Karina Wedhanti, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6116

Abstract

Penelitian ini bertujuan untuk (1) mengidentifikasi written feedback yang ideal dalam tulisan berbahasa inggris siswa. (2) mengidentifikasi respon – respon siswa terhadap written feedback yang diberikan guru terhadap tulisan berbahasa inggris siswa. Identifikasi terhadap written feedback yang ideal ditinjau berdasarkan theory dari Nicol (2010). Identifikasi terhadap respon – respon siswa terhadap written feedback ditinjau berdasarkan theory dari Gibbs and Simpson (2003). Subjek dari penelitian ini adalah guru dan siswa –siswa di kelas XII AP 1 di SMK N 1 Seririt. Penelitian ini adalah penelitian survai. Instrumen yang digunakan dalam penelitian ini adalah peneliti peneliti itu sendiri, dokumentasi, panduan wawancara dan angket. Data diperoleh dengan mengumpulkan dokumentasi siswa, panduan interview dan angket. Hasil dari penelitian menunjukkan bahwa ada enam karakteristik yang digunakan guru dalam pemberian written feedback yaitu understandable, selective, specific, timely, balanced and forward looking. Penelitian ini juga difokuskan dengan respon – respon siswa terhadap written feedback. Penelitian ini menggunakan tiga skala untuk mengukur respon – respon siswa terhadap written feedback. Tiga skala tersebut diantaranya jumlah dan waktu dari written feedback, kualitas dari written feedback dan kegunaan dari written feedback. Penelitian ini menemukan bahwa siswa menyadari akan pentingnya written feedback dalam menulis. Penelitian ini diharapkan kepada guru bahasa inggris untuk mengaplikasikan sebuah written feedback yang ideal. Kata Kunci : feedback, written feedback dan respon siswa ABSTRACT This study was aimed at (1) identify the ideal written feedback on the students’ EFL writing in SMKN 1 Seririt and (2) identify the students’ responses toward written feedback given by the teacher towards their EFL writing in SMKN 1 Seririt. The identification of ideal written feedback characteristics was crosschecked with the theory of Nicol (2010). The identification of students’ responses towards written feedback was crosscheck with the theory of Gibbs and Simpson (2003). The subjects of the study were a teacher and thirty nine students at XII AP 1 class of SMK N 1 Seririt. This study was a survey research. The instruments used in collecting the data were the researcher herself, documentation, interview guide and questionnaire. The data were gathered by collecting the students’ documentation, interview and questionnaire. The result of the study showed that there are six ideal characteristics of written feedback that the teacher used in giving written feedback namely understandable, selective, specific timely, balanced and forward looking. This also focused on students’ responses towards written feedback. This study used three scales to measure the students’ responses towards written feedback. The three scales were (1) quantity and timing of written feedback (2) quality of written feedback (3) use of written feedback. The triangulate data of this study found that the students’ got an ideal written feedback. This study also found that the students realize that written feedback was useful for their writing. This study is expected to English teacher to apply an ideal written feedback. keyword : feedback, written feedback and students’ responses
ENGLISH TEACHERS PERSONAL CHARACTERISTICS THAT MOTIVATE THE STUDENTS IN THE CLASSROOM: EFL STUDENTS PERSPECTIVE ., Luh Putu Ayu Surya Pratiwi; ., I Putu Ngurah Wage M, S.Pd.; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aimed to identify the EFL teacher’s personal characteristics that motivate the students in the classroom and to find out the students’ reasons of being motivated by their English teacher’s personal characteristics. The subjects of the study were 68 students of the eleventh grade of SMA Negeri 1 Negara in the academic year 2014/2015. This research was designed in the form of qualitative descriptive research. This research used focus group discussion as main data collection, observation and note taking as supporting data collection in collecting the data. The result of the study showed that there were six English teacher’s personal characteristics that motivated the students in the classroom namely having a sense of humor, demonstrating professional responsibility, effective rapport (being friendly, being respectful, and being kind), being patient, caring and being creative. A humorous teacher made the classroom environment cheerful; the students were enthusiastic in listening the lesson; and increase the students’ willingness to learn English. A friendly teacher made the students feel so close to the teacher which made them comfortable in learning English and brave to ask something related to the lesson. A creative teacher could entertain the students which made the students enthusiastic (not bored), interested, and fun during the lesson so the classroom environment would be pleasant and made the students remember the lesson longer and feel challenged to finish the assignment. A kind teacher made the students enjoy the study. A patient teacher made the students brave to ask something or share their opinion. A professional teacher made the students easier to catch the material and become more disciplined in the learning process. A caring teacher made the students feel secured and better understand the lesson. A respectful teacher made the students confident.keyword : EFL, motivation, personal characteristics
THE EFFECT OF SNOWBALL THROWING TOWARDS STUDENTS’ SPEAKING COMPETENCE ., Putu Linda Ayu Pebriyanti; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.11518

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh signifikan pada kemampuan berbicara siswa yang diajar menggunakan snowball throwing dan siswa yang diajar menggunakan konvensional strategi. Penelitian ini merupakan penelitian eksperimental dengan menggunakan posttest-only control group design. Populasi penelitian ini adalah siswa kelas XI SMA N 1 Sawan dengan sample berjumlah 52 siswa yang didapat menggunakan cluster random sampling. 26 orang siswa kelas XI IPB 1 terpilih sebagai kelompok eksperimen yang diajar dengan menggunakan strategi snowball throwing dan 26 orang siswa kelas XI IPB 2 terpilih sebagai kelas control yang diajar menggunakan strategi konvensional. Data yang diperoleh dianalisis menggunakan analisis deskriptif dan analisis inferensial. Hasil dari analisis data menunjukkan bahwa siswa yang diajar menggunakan snowball throwing mendapat hasil yang lebih baik. Hal tersebut dibuktikan dengan hasil dari analisis deskriptif yaitu nilai rata-rata dari kelompok eksperimen adalah 83.53 sedangkan nilai rata-rata dari kelompok kontrol adalah 79.53. Hasil dari uji hipotesis juga menunjukkan bahwa nilai dari tob lebih kecil dari dari tcv. Nilai dari tob adalah 3.019 sedangkan nilai dari tcv adalah 2.008. berdasarkan hasil tersebut, dapat disimpulkan bahwa ada pengaruh signifikan dari snowball throwing terhadap kemampuan berbicara siswa kelas XI SMA N 1 Sawan.Kata Kunci : kemampuan berbicara, snowball throwing This study aims to investigate whether or not there is significant effect in students’ speaking competence between students who were taught by using snowball throwing and those who were taught by using conventional strategy. The research design used in this study was experimental, post test only control group design. The population was eleventh grade students of SMA N 1 Sawan. The sample of research was 52 students determined by using Cluster Random Sampling. 26 students of XI IPB 1 was assigned as the experimental group which was taught by using snowball throwing and 26 students of XI IPB 2 as the control group which was taught by using conventional strategy. The data analyzed by using descriptive statistics analysis and inferential statistics analysis. The result of the data analysis showed that students in experimental group achieved better result than students in control group. It was proven by the result of descriptive statistics analysis that showed the mean score of the experimental group was 83.53 while the mean score of control group was 79.53. The result of the t-test also showed that the value of the tob was higher than the tcv. The value of tob was 3.019 while the value of tcv was 2.008. It means that there is significant effect in speaking competence of the eleventh grade students who are taught by using snowball throwing strategy. keyword : snowball throwing, speaking competence
Developing a Computer Game as a Learning Media to Learn English Vocabulary for Young Learners ., I Putu Surya Pratama; ., Kadek Sonia Piscayanti, S.Pd.; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.11589

Abstract

Penelitian ini bertujuan untuk mengembangkan sebuah permainan komputer sebagai media belajar untuk mempelajari kosakata Bahasa Inggris untuk anak usia dini. Penelitian ini menggunakan model penelitian Hannafin dan Peck. Subjek penelitian ini adalah 5 guru Bahasa Inggris dan 160 siswa kelas empat dari 5 sekolah dasar yang berbeda di Singaraja, Bali. Sekolah tersebut adalah SDN 1 Paket Agung, SDN 2 Paket Agung, SDN 1 Banjar Jawa, SDN 3 Banjar Jawa, dan SD Lab UNDIKSHA. Instrumen yang digunakan dalam penelitian ini meliputi panduan interview, kuisioner, dan lembar penilaian. Topik yang diselipkan dalam permain komputer ini adalah binatang, warna, dan angka. Dalam hal kualitas produk, nilai rata-rata menunjukkan angka 4.67 di mana permainan komputer ini dikategorikan sangat baik. Hal itu menunjukkan bahwa produk ini dapat membantu siswa kelas empat SD dalam mempelajari kosakata Bahasa Inggris.Kata Kunci : Anak usia dini, kosakata Bahasa Inggris, media belajar, permainan komputer This study was aimed to develop a computer game as a learning media to learn English vocabulary for young learners. This study used Hannafin and Peck design model. The subjects of this study were five English teachers and 160 fourth-grade students of five different elementary schools in Singaraja, Bali. The schools were SDN 1 Paket Agung, SDN 2 Paket Agung, SDN 1 Banjar Jawa, SDN 3 Banjar Jawa, and SD Lab UNDIKSHA. The instruments used in this study were an interview guide, a questionnaire, and evaluation sheets. The topics inserted in the computer game were animals, colors, and numbers. In term of product quality, the mean score was 4.67 in which the computer game was categorized excellent. It showed that this product was able to help four-grade students of elementary school to learn English vocabulary.keyword : Computer game, English vocabulary, learning media, young learners
THE EFFECT OF TEAM PAIR SOLO (TPS) TECHNIQUE ON THE DESCRIPTIVE WRITING ACHIEVEMENT OF THE SEVENTH GRADE STUDENTS OF SMP NEGERI 4 SINGARAJA ., Sapto Prio Utomo; ., Dr.Sudirman, M.L.S; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8705

Abstract

Penelitian ini bertujuan untuk menyelidiki apakah ada perbedaan yang signifikan pada kemampuan menulis teks deskriptif siswa pada kelas tujuh SMP Negeri 4 Singaraja. Desain penelitian yang diganakan adalah Post-test Only Control Group Design. Populasi penelitian ini adalah siswa kelas VII SMP Negeri 4 Singaraja. Cluster Random Sampling diguanakan untuk memilih sampel penelitian. Kelompok eksperimen diajar dengan menggunakan teknik Team Pair Solo dan kelompok kontrol diajar dengan menggunakan teknik mengajar konvensional. Hasil analisis data menunjukkan bahwa siswa dalam kelompok eksperimen lebih baik daripada siswa dalam kelompok kontrol. Hal ini dibuktikan oleh hasil statistik deskriptif yang menunjukkan nilai rata-rata dari kelompok eksperimen adalah 82,66 sedangkan nilai rata-rata dari kelompok kontrol adalah 79,75. Hasil uji-t juga menunjukkan bahwa nilai tobs lebih tinggi dari tcv. Nilai tobs adalah 3,214 sedangkan nilai tcv adalah 1,6697. Ini berarti ada perbedaan yang signifikan pada kemampuan menulis teks deskriptif siswa yang diajar dengan menggunakan teknik Team Pair Solo dan yang diajar dengan menggunakan teknik mengajar konvensional. Oleh karena itu, hipotesis nol (Ho) ditolak dan hipotesis alternatif (Ha) diterima.Kata Kunci : teknik Team Pair Solo, teknik mengajar konvensional, kemampuan menulis teks deskriptif. This study aimed to investigate whether there was a significant effect on students’ writing descriptive text achievement of the seventh grade of SMP Negeri 4 SIngaraja. The research design of this study was Post-test Only Control Group Design. The population was the seventh grade students of SMP Negeri 4 Singaraja. Cluster Random Sampling was assigned to select the sample of the study. The experimental group was taught by using Team Pair Solo Technique and the control group was taught by using conventional teaching technique. The result of the data analysis showed that students in experimental group performed better than the students in control group. It was proven by the result of the descriptive statistics that showed the mean score of the experimental group was 82.66 while the mean score of the control group was 79.75. 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 3.214 while the value of the tcv was 1.6697. It means that there was a significant difference on students’ writing descriptive text achievement who were taught by using Team Pair Solo Technique and those who were taught by using conventional teaching technique. Therefore the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted.keyword : Team Pair Solo Technique, conventional teaching technique, writing descriptive text achievement.
A STUDY ON THE TEACHER’S FEEDBACK IN THE CLASSROOM IN RELATION TO STUDENTS’ MOTIVATION AND ACHIEVEMENT IN LEARNING ENGLISH LANGUAGE FOR VII GRADE AT SMP NEGERI 1 BANJAR ., Ni Wayan Wita Astiti S.; ., Drs.Gede Batan,MA; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.11300

Abstract

Penelitian ini bermaksud untuk meneliti tingkatan umpan balik yang digunakan oleh guru di dalam kelas dalam mengajar bahasa Inggris dan meneliti hubungan antara umpan balik yang diberikan oleh guru dengan motivasi dan prestasi siswa. Penelitian ini menggunakan studi kasus deskriptif dan melibatkan seorang guru bahasa Inggris yang mengajar tujuh puluh empat siswa dari dua kelas. Pengumpulan data dilakukan dengan melakukan observasi, wawancara, dokumentasi, dan kuisioner. Berdasarkan temuan, guru menggunakan empat tingkatan umpan balik sesuai dengan teori dari Hattie&Timperley (2007); task level, process level, self-regulation level, dan self-level. Task level digunakan 10.76% di VII E dan 6.13% di VII F, process level digunakan 78.49% di VII E dan 65.31% di VII F, self-regulation level digunakan 7.69% di VII E dan 7.14% di VII F, dan self-level digunakan 3.06% di VII E dan 21.42% di VII F. Umpan balik dari guru berhubungan dengan motivasi dan prestasi siswa. Hal ini terbukti dari persentase motivasi dan prestasi siswa. 51.35% siswa memiliki motivasi yang tinggi, 48.65% siswa memiliki motivasi sedang, 63.5% siswa memiliki prestasi yang tinggi dan 36.5% siswa memiliki prestasi yang sedang. Kata Kunci : umpan balik, empat tingkatan umpan balik, motivasi, prestasi This study intends to investigate the level of feedback used by the teacher in the classroom in teaching English language and the relationship between the teacher?s feedback and students? motivation and their achievement. It utilized a descriptive case study and involved an English teacher who thought seventy-four students from two classes. The data were collected from an observation, an interview, a documentation, and a questionnaire. The findings showed that the teacher provided four levels of feedback as proposed by Hattie & Timperley (2007); task level, process level, self-regulation level, and self-level. Task level was used 10.76% in VII E and 6.13% in VII F, process level was used 78.49% in VII E and 65.31% in VII F, self-regulation level was used 7.69% in VII E and 7.14% in VII F, and self-level was used 3.06% in VII E and 21.42% in VII F. The teacher?s feedback had relationship with the students? motivation and achievement. It showed from the percentage of students? motivation and achievement. There were 51.35% students who had high motivation, 48.65% students who had moderate motivation, there were 63.5% students who had high achievement and 36.5% students who had moderate achievement.keyword : feedback, four levels of feedback, motivation, achievement
THE IDENTIFICATION OF MISBEHAVIORS OF THE TENTH GRADE STUDENTS OF SMA BHAKTIYASA SINGARAJA IN ACADEMIC YEAR 2015/2016 ., Meindy Ferawati Effendy; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9344

Abstract

Penelitian ini bertujuan untuk (1) mendeskripsikan jenis-jenis kenakalan yang dilakukan oleh siswa-siswa kelas X di SMA Bhaktiyasa Singaraja (2) menemukan kenakalan yang paling sering terjadi yang dilakukan oleh siswa-siswa kelas X di SMA Bhaktiyasa Singaraja. (3) menemukan dan mendeskripsikan penyebab kenapa kenakalan tejadi di siswa-siswa kelas X di SMA Bhaktiyasa Singaraja. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Alat untuk mengumpulkan data adalah buku tulis, panduan wawancara dan perekam. Data yang telah didapat kemudian dianalisis secara kualitatif menggunakan teori Miles and Huberman. Hasil penelitian menunjukkan bahwa (1) terdapat empat jenis kenakalan yang ditemukan di siswa-siswa kelas X di SMA Bhaktiyasa Singaraja. Jenis kenakalan yang ditemukan dalam penelitian ini adalah korupsi (berlaku curang 3,12%), tidak mematuhi aturan (ribut didalam kelas 12,5%, tidak mau berbicara bahasa inggris selama pembelajaran 3.12%), tidak sopan didalam kelas (menggunakan bahasa yang tidak sopan 6,25%, menggunakan nada tinggi ketika berbicara 6,25%, berjalan-jalan di kelas 6.25%), membuang waktu (menggunakan hp saat pembelajaran 12,5%, bolos pelajaran 12,5, melamun 3,12%, tidur saat pembelajaran 6,25%, menggambar 3,12%, merokok di area sekolah 12,5%, pergi ke kantin saat pembelajaran 12,5%). (2) Ribut didalam kelas, menggunakan hp saat pembelajaran, bolos pelajaran, merokok di area sekolah, dan pergi ke kantin saat pembelajaran menjadi kenakalan yang paling sering muncul dalam penelitian ini. (3) penyebab-penyebab dari kenakalan siswa tersebut berasal dari keluarga, bosan, dan faktor-faktor dari luar.Kata Kunci : kenakalan siswa, tipe kenakalan siswa, penyebab kenakalan siswa This research aimed at (1) investigating the types of student misbehavior conducted by the tenth grade students of SMA Bhaktiyasa Singaraja (2) describing the most common misbehaviors conducted by the tenth grade students of SMA Bhaktiyasa Singaraja and (3) describing the causes why misbehaviors at tenth grade students of SMA Bhaktiyasa Singaraja occur. This research used descriptive qualitative study. The instruments of collecting data were Note book, interview guide and a recorder. The data obtained were analyzed qualitatively by using Miles and Huberman theory. The result of this study showed that: (1) there are four types of student misbehavior found at tenth grade students of SMA Bhaktiyasa Singaraja. The types of misbehavior found in this study were corruption (cheating 3.12 %), disobeying authority (avoiding to be quiet in the classroom 12.5 %, avoiding to practice speaking English during lesson 3.12 %), disrespect in the classroom (using impolite language 6.25 %, using harsh tone when speaking 6.25 %, wandering around the classroom 6.25 %), wasting time (using cell phone during lesson 12.5 %, skipping the lesson 12.5 %, daydreaming 3.12 %, sleeping during lesson 6.25 %, drawing/doing graffiti on their book 3.12 %, smoking in school area 12.5 %, going to canteen 12.5 %). (2) Avoiding to be quiet in classroom, using cell phone and skipping the lesson became the most frequent misbehaviors happened inside of the classroom and smoking in school area and going to canteen became the most frequent misbehavior happened outside of the classroom in this study. (3) The causes of their misbehavior were family, boredom and external factors.keyword : student misbehavior, types of misbehavior, causes of misbehavior
Co-Authors ., Desak Ayu Made Pradnya Iswari ., Dewa Putu Nara Kusuma ., Dewa Putu Nara Kusuma ., I Kadek Tubuh Aryana ., I Kadek Tubuh Aryana ., I Pt Hendry Gunawan ., I Putu Surya Pratama ., I Putu Surya Pratama ., Komang Ayu Dian Pertiwi ., Komang Ayu Dian Pertiwi ., Luh Putu Yogi Indah Purnami ., Luh Putu Yogi Indah Purnami ., Made Dewi Setyathi ., Made Dewi Setyathi ., Md Yudyantara Risadi ., Md Yudyantara Risadi ., Meindy Ferawati Effendy ., Ni Wayan Wita Astiti S. ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Dinda Mirahayu ., Putu Linda Ayu Pebriyanti ., Putu Linda Ayu Pebriyanti ., Putu Mursita Tenia Sari ., Putu Mursita Tenia Sari ., Putu Seriardana ., Putu Seriardana ., Sapto Prio Utomo Anak Agung Gede Yudha Paramartha Dewa Made Agustawan . Drs.Gede Batan,MA . Eka Wahyu Ningsih Wijaya . Gede Surya Ulandara . I Gede Bryan Permana Yasa ., I Gede Bryan Permana Yasa I Gede Tawa Utara Jaya . I Nyoman Adi Jaya Putra I Putu Marten Chrispayana ., I Putu Marten Chrispayana I Wayan Suarnajaya Ika Susilestari . Kadek Agus Darmaya Putra ., Kadek Agus Darmaya Putra Kadek Sonia Piscayanti Komang Suarma ., Komang Suarma Luh Putu Ayu Surya Pratiwi ., Luh Putu Ayu Surya Pratiwi M.L.S ., Dr.Sudirman, M.L.S M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd Ni Kadek Deni Nitiasih . Ni Luh Putu Elly Trikayanti . Ni Luh Seri Maratni ., Ni Luh Seri Maratni Ni Made Dita Sintadewi . Ni Made Ratminingsih Ni Putu Ayu Indra Yuliantari . Ni Putu Ayu Yudha W. P. . Ni Putu Eka Novitri ., Ni Putu Eka Novitri Ni Putu Lisa Pebrianti . Ni Putu Mettarani Aprianti . Ni Putu Novita S Dewi ., Ni Putu Novita S Dewi Ni Putu Novita Sari . Ni Putu Veni Venikagitayani . Ni Wayan Yuni Lisnayanti ., Ni Wayan Yuni Lisnayanti Nyoman Karina Wedhanti Pande Made Ari Saguna ., Pande Made Ari Saguna Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Putu Dian Pratiwi . Putu Kerti Nitiasih S.Pd. I Putu Ngurah Wage M . Wisnu Saputra .