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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Indonesia Journal of Indonesian Tourism and Development Studies Jurnal Santiaji Pendidikan (JSP) Jurnal Pendidikan Bahasa Jurnal Bakti Saraswati IJoLE: International Journal of Language Education Jurnal Pengabdian Masyarakat AbdiMas WIDYABHAKTI Jurnal Ilmiah Populer Jurnal Pengabdian kepada Masyarakat International Journal of Social Science NUSRA: Jurnal Penelitian dan Ilmu Pendidikan International Journal of Applied Science and Sustainable Development (IJASSD) Jurnal Cakrawala Ilmiah Journal of Innovation Research and Knowledge Soshum: Jurnal Sosial dan Humaniora Jurnal Pendidikan Bahasa dan Sastra Indonesia Suluh Pendidikan: Jurnal Ilmu-ilmu Pendidikan Jurnal Abdi Dharma Masyarakat E-Amal: Jurnal Pengabdian Kepada Masyarakat ETERNAL: English Teaching Journal
I Nyoman Adi Susrawan
Universitas Mahasaraswati Denpasar
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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RESPONS SISWA TERHADAP PERILAKU MENGAJAR GURU BERSERTIFIKASI Tri Laksmi, Ni Nyoman Ayu; Karinda, Yuliana Olgadesti; Wedasuwari, Ida Ayu Made; Susrawan, I Nyoman Adi; Suciari, Ni Komang Dina
Suluh Pendidikan : Jurnal Ilmu-Ilmu Pendidikan Vol 21 No 1 (2023): SULUH PENDIDIKAN : Jurnal Ilmu-Ilmu Pendidikan
Publisher : IKIP SARASWATI TABANAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46444/suluh-pendidikan.v21i1.514

Abstract

Penelitian ini bertujuan untuk mengetahui respons siswa terhadap pembelajaran yang dilakukan guru bersertifikasi. Penelitian ini menggunakan jenis penelitian deskriptif dengan pendekatan kualitatif. Teknik pengumpulan data dalam penelitian ini dilakukan dengan menggunakan angket dan wawancara. Hasil penelitian ini menunjukkan bahwa siswa menunjukkan respon positif terhadap prilaku mengajar guru bersertifikasi. Hal ini ditunjukkan dari hasil angket yaitu sebanyak 91,88% siswa sangat setuju dan setuju terhadap perilaku mengajar guru bersertifikasi yang sudah ideal dalam pembelajaran. Penelitian ini berimplikasi terhadap kebijakan pemerintah yang berkaitan dengan sertifikasi guru.
PENERAPAN METODE TIME TOKEN BERBASIS ICT UNTUK MENINGKATKAN KETERAMPILAN BERBICARA PADA SISWA KELAS VII E SMP N 14 DENPASAR TAHUN PELAJARAN 2023/2024 Utama, I Komang Asmara; Wedasuwari, Ida Ayu Made; Susrawan, I Nyoman Adi
JIPBSI (Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia) Vol. 8 No. 1 (2024): JIPBSI
Publisher : Prodi Pendidikan Bahasa dan Sastra Indonesia FKIP Unmas Denpasar

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Abstract

This research is Classroom Action Research (PTK) which aims to 1) find out whether the ICT-based time token method can improve speaking skills in class VII E students of SMP N 14 Denpasar; 2) find out the steps for the ICT-based time token method in improving speaking skills in class VII E students of SMP N 14 Denpasar. Data collection was carried out using interview, observation and test methods. The data obtained was then analyzed using quantitative analysis techniques and qualitative descriptive techniques. The research results obtained showed that there was an increase in speaking skills through the ICT-based time token method in class VII E students at SMP N 14 Denpasar. The improvement in students' speaking skills can be seen from the initial test score of 67.47 in cycle I, namely 81.04 and the test score in cycle II increased to 90.38. The application of the ICT-based time token learning model strategy makes students feel happy, because it provides an interesting passion for students to do it.   Abstrak Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan 1) mengetahui apakah metode metode time token berbasis ICT dapat meningkatkan keterampilan berbicara pada siswa kelas VII E SMP N 14 Denpasar; 2) mengetahui langkah-langkah metode time token berbasis ICT dalam meningkatkan keterampilan berbicara pada siswa kelas VII E SMP N 14 Denpasar. Pengumpulan data yang dilakukan dengan metode wawancara, observasi dan tes. Data yang didapatkan lalu dianalisis menggunakan teknik analisis kuantitatif dan teknik deskriptif kualitatif. Hasil penelitian yang diperoleh menunjukan bahwa terjadi peningkatan keterampilan berbicara melalui metode time token berbasis ICT pada siswa kelas VII E SMP N 14 Denpasar. Peningkatan keterampilan berbicara siswa dilihat dari nilai tes awal sebesar 67.47 pada siklus I yaitu 81.04 dan nilai tes siklus II naik menjadi 90,38. Penerapan setrategi model pembelajaran time token yang berbasis ICT membuat siswa merasa senang, karena memberikan gairah yang menarik untuk siswa mengerjakannya.
PENERAPAN METODE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) UNTUK MENINGKATKAN KEMAMPUAN MENULIS CERPEN PADA SISWA KELAS VIII C SMP WIDYA SAKTI DENPASAR TAHUN PELAJARAN 2023/2024 Ari, Luh Putu Gita Sahalia; Susrawan, I Nyoman Adi; Erawan, Dewa Gede Bambang
JIPBSI (Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia) Vol. 8 No. 1 (2024): JIPBSI
Publisher : Prodi Pendidikan Bahasa dan Sastra Indonesia FKIP Unmas Denpasar

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Abstract

This research is classroom action research (PTK) which aims to (1) find out that the CIRC method can improve the ability to write short stories in class VIII C students at Widya Sakti Denpasar Middle School in the 2023/2024 academic year, (2) find out the right steps in application of the CIRC method to improve short story writing skills. Data collection used observation methods and test methods. The data obtained was analyzed using qualitative analysis and quantitative analysis methods. The research results obtained showed that there had been an increase in the test scores as follows: (1) In cycle I the average score of the initial test (pretest) increased from 3.69 to 5.69. (2) Cycle II increased the average value from 5.69 to 8.19. The steps for implementing the CIRC method are as follows: 1) the teacher asks students what they know about short stories, 2) the teacher asks students to group together by counting. Each group consists of 4-5 students. 3) the teacher explains the meaning of short stories, the purpose of writing short stories, the steps for writing short stories and examples of short stories, 4) the teacher distributes short story texts to each group and asks them to read the short story texts with their friends, 5) the teacher invites students to analyze the use of spelling according to EYD, the diction used, the harmony and suitability of the content of the story with the themes presented in the short story text that has been distributed 6) after the teacher explains, students are invited to ask questions 7) The teacher gives assignments to students in each group to create a story short with a theme given by the teacher. 8) after the students create a short story the teacher assigns each group to present the results of the short story they have created 9) the teacher provides feedback to each group. ABSTRAK Penelitian ini merupakan penelitian tindakan kelas (PTK) yang bertujuan (1) mengetahui bahwa dengan metode CIRC dapat meningkatkan kemampuan menulis cerita pendek pada siswa kelas VIII C SMP Widya Sakti Denpasar Tahun Pelajaran 2023/2024, (2) mengetahui langkah-langkah yang tepat dalam penerapan metode CIRC untuk meningkatkan kemampuan menulis cerita pendek. Pengumpulan data yang digunakan dengan metode observasi dan metode tes. Data yang diperoleh dianalisis dengan metode analisis kualitatif dan analisis kuantitatif. Hasil penelitian yang menunjukkan terjadi peningkatan yaitu dari nilai tes sebagai berikut: (1) Pada siklus I nilai rata-rata tes awal (pretest) meningkat dari 3,69 menjadi 5,69. (2) Siklus II peningkatan nilai rata-rata dari 5,69 menjadi 8,19. langkah-langkah penerapan metode CIRC sebagai berikut: 1) guru memberi pertanyaan kepada siswa apa yang mereka ketahui tentang cerita pendek, 2) guru meminta siswa untuk berkelompok dengan cara berhitung. Setiap kelompok terdiri atas 4-5 siswa. 3) guru menjelaskan pengertian cerita pendek, tujuan menulis cerita pendek, langkah-langkah menulis cerita pendek dan contoh cerita pendek, 4) guru membagikan teks cerita pendek kepada setiap kelompok dan meminta untuk membaca teks cerita pendek bersama teman-temannya, 5) guru mengajak siswa untuk menganalisis penggunaan ejaan sesuai EYD, diksi yang digunakan, keselarasan dan kesesuaian isi cerita dengan tema yang disajikan dalam teks cerita pendek yang sudah dibagikan 6) setelah guru menjelaskan maka siswa dipersilahkan untuk bertanya 7) Guru memberikan tugas disetiap kelompok untuk membuat cerita pendek dengan tema yang diberikan guru. 8) setelah siswa membuat cerita pendek guru menugaskan masing-masing kelompok untuk mempresentasikannya 9) guru memberikan tanggapan kepada masing-masing kelompok.
Indonesian Textbooks Oriented on Social Integration and 21st Century Skills in Higher Education: Validity, Practicality, and Effectiveness Susrawan, I Nyoman Adi; Suandi, Nengah; Sudiana, I Nyoman; Dewantara, I Putu Mas
International Journal of Language Education Vol. 8, No. 1, 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v8i1.60910

Abstract

This research problem is how to overcome the need for Indonesian textbooks that integrate social and 21st century skills. This research aims to develop valid, practical, and effective textbooks to improve students' Indonesian understanding. The research design uses Research and Development (R&D) methods. The research was conducted at the Indonesian Language and Literature Education Study Program, Faculty of Teacher Training and Education, Mahasaraswati University, Denpasar. Data was collected through documentation techniques, Focus Group Discussions, questionnaires, and test administration. The instrument involves documentation sheets, validation, questionnaires, and self-evaluation. Data analysis focuses on the validity, practicality, and effectiveness of textbooks with parameters of (1) level of validity, (2) level of practicality, and (3) level of effectiveness. The results suggest the need for continuous development of appropriate and effective textbooks to meet students' needs and educational development. Research reveals that the textbook meets the criteria of validity, practicality, and effectiveness. The results suggest the need for continuous development of appropriate and effective textbooks to meet students' needs and educational development.
PELATIHAN LITERASI DIGITAL BAGI GURU DAN SISWA SMK PARIWISATA UNTUK MENINGKATKAN KETRAMPILAN BERBAHASA Wardana, I Ketut; Susrawan, I Nyoman Adi
E-Amal: Jurnal Pengabdian Kepada Masyarakat Vol 4 No 2: Mei-Agustus 2024
Publisher : LP2M STP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47492/eamal.v4i2.3410

Abstract

Masalah digitalisasi dalam pendidikan di SMK belum menjadi fokus utama sehingga, capain tujuan belajar tidak maksimal. Pengabdian melalui literasi digital bagi guru dan siswa SMK pariwisata bertujuan untuk meningkatkan pemahaman dan keterampilan dalam konteks penguasaan bahasa pendidikan pariwisata. Sosiaisasi dan pelatihan digital literasi diberikan untuk 20 orang guru dan siswa melalui kegiatan workshop. Metode pelaksanaan program melalui sosialisasi, pelatihan dan pendampingan. Teknik pelatihan melalui ceramah, diskusi kelompok, dan praktik langsung. Ahli dibidangnya dilibatkan untuk memberikan materi tentang pembuatan soal dan pelaksanaan pembelajaran daring dalam berbagai platform digital melalui short digital course. Hasil pengabdian ini menunjukkan peningkatan kuantitas dan kualitas guru dan siswa dalam menggunakan platform digital sehingga pembelajaran bahasa lebih efisien dan inovatif. Dapat simpulkan bahwa melalui keterampilan digital literasi, guru dapat meningkatkan ketrampilan siswa dan motivasi mereka dalam penggunaan bahasa Kegiatan ini berimplikasi positif menghadapi tantangan pendidikan yang terus terdigitalisasi sehingga memberikan dampak signifikan bagi guru, siswa, dan lembaga.
PENERAPAN METODE DIARY WRITING BERBASIS ICT DENGAN MEMANFAATKAN INSTAGRAM STORY UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS PENULISAN CERPEN KELAS VIII C DI SMP NEGERI 4 KUTA UTARA Pinatih, Ni Luh Eka Purnami; Susrawan, I Nyoman Adi; Wedasuwari, Ida Ayu Made
JIPBSI (Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia) Vol. 9 No. 2 (2024): JIPBSI
Publisher : Prodi Pendidikan Bahasa dan Sastra Indonesia FKIP Unmas Denpasar

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Abstract

This research is Classroom Action Research (PTK) which aims to (1) Describe the learning outcomes of students VIII C of SMP Negeri 4 North Kuta on critical thinking skills in short story writing after implementing the ICT-based Instagram Story diary writing method; (2) Describe the steps of the Instagram Story ICT-based diary writing method which is effective for improving the critical thinking skills of VIII C students in short story writing; (3) Analyzing the results of student VIII C's responses to the ICT-based Instagram Story diary writing method on short story writing skills. Data collection was carried out using observation, tests and questionnaires. The data obtained was analyzed descriptively qualitatively and quantitatively. The results and responses of students are qualitatively quantitative while the learning steps are qualitative. The results of the research show that the application of the Instagram Story ICT-based diary writing learning method is able to improve critical thinking skills in short story writing in class VIII C students who have been tested according to the success indicators of this research. The increase in these skills can be seen from the enthusiasm of students when learning is collaborated with ICT in the form of social media Instagram, students begin to be active in the learning steps, namely (1) topic delivery stage, (2) discovery, (3) imaginative, (4) analyze, (5) reality, (6) yourself, (7) consultation stage, (8) writing assignment, (9) testing stage and (10) evaluation stage that have been carried out in this diary writing method, this improvement can also be seen from the results of short story writing skills using creativity obtained from Instagram through imagination that is linked to students' daily lives. Evidenced by the increase in student learning outcomes in the pre-cycle with a score of 65, classical completeness only had a score of 9.3%, in the first cycle the students managed to get a score of 73 with classical completeness being 37.5%, in the second cycle with an average class score namely 90.5 with 100% classical completeness. With student response results of 96.8% in the very good category.
Digital-Based Literary Appreciation Teaching Materials to Strengthen Students' Communicative and Collaborative Character Ida Ayu Made Wedasuwari; I Nyoman Adi Susrawan; I Komang Widana Putra; Ni Nyoman Ayu Tri Laksmi; Ni Luh Eka Purnami Pinatih
Jurnal Pendidikan Indonesia Vol 13 No 2 (2024): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpiundiksha.v13i2.75908

Abstract

Using digital-based teaching materials is urgently needed to increase student involvement and foster communicative and collaborative character. However, many traditional teaching materials have yet to utilize the full potential of digital technology. This research aims to develop teaching materials for digital-based literary appreciation to strengthen students' communicative and collaborative character. This research method uses a qualitative descriptive method. The research design used in this research is 4-D Research and Development research. The development of digital-based literary appreciation teaching materials to strengthen students' communicative and collaborative character is carried out in several stages: analysis, design, development, implementation, and evaluation. Product trials are conducted on students based on the pretest and posttest results. The pretest results for students obtained data (quite effective) and posttest results (very effective) in learning literature to strengthen communicative and collaborative characteristics. Product trials were also carried out on lecturer groups to show good results and were suitable for use in literature learning. This research has implications for literature learning, especially in developing literary appreciation teaching materials combined with (digital) technological advances.
Profile of Post-Certification Public High School Teachers' Teaching Behavior Wedasuwari, Ida Ayu Made; Suciari, Ni Komang Dina; Susrawan, I Nyoman Adi; Budiningsih, Desak Nyoman; Laksmi, Ni Nyoman Ayu Tri; Karinda, Yuliana Olgadesti
Jurnal Pendidikan Indonesia Vol 12 No 1 (2023): March
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (348.358 KB) | DOI: 10.23887/jpiundiksha.v12i1.56337

Abstract

Realizing the 2045 golden generation for the millennial generation, it is more relevant to do this with an educational trilogy such as family, school and community. Therefore education has an important role through intellectual intelligence education as well as human abilities can be developed so that education is believed to be the best solution. Various efforts have been made by the government to improve the quality of education in Indonesia through increasing teacher professionalism, such as through upgrading, training, and teacher certification. The aims of this study is to analyzing teaching behavior of public high school teachers after teacher certification. This research is a quantitative descriptive study with the number of respondents being 3 certified high school model teachers and 80 students involved in filling out the Teacher Behavior Inventory (TBI) questionnaire which includes aspects of clarity, enthusiasm, interaction, organization, speed, disclosure, speaking ability, and interpersonal relationships. The data obtained were analyzed using statistical analysis. The results of the study showed that the teaching behavior of public high school teachers after certification was in the good category.
PRINSIP KERJA SAMA GRICE DALAM INTERAKSI LISAN GURU DAN SISWA SERTA IMPLIKASINYA PADA PEMBELAJARAN BAHASA INDONESIA DI KELAS VIII.3 SMP NEGERI 7 DENPASAR Virgantika, I Gusti Ayu Putri; I Nyoman Adi Susrawan; Sukanadi, Ni Luh
JIPBSI (Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia) Vol. 10 No. 1 (2025): JIPBSI
Publisher : Prodi Pendidikan Bahasa dan Sastra Indonesia FKIP Unmas Denpasar

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Abstract

This study examines the application of the principle of Grice's cooperation in oral interaction between teachers and students and its implications for Indonesian language learning in grade VIII.3 of SMP Negeri 7 Denpasar. Using a descriptive qualitative approach, this study aims to identify the forms of compliance and violation of the Grice principle of cooperation, the factors that cause it, strategies to reduce violations, and its implications for learning. Data is collected through observation, interviews, documentation, and recordings. The results of the study showed that there was compliance and violation of the four maxims of the Grice cooperation principle. Influencing factors include understanding the context, desire to communicate effectively, adequate knowledge, and limited understanding and desire to avoid topics. Strategies to reduce violations include communication training, increased contextual awareness, and the use of clear language. The implications of this study provide insights to improve the quality of interaction and effectiveness of Indonesian learning in the classroom. Abstrak Penelitian ini mengkaji penerapan prinsip kerja sama Grice dalam interaksi lisan antara guru dan siswa serta implikasinya pada pembelajaran Bahasa Indonesia di kelas VIII.3 SMP Negeri 7 Denpasar. Dengan menggunakan pendekatan kualitatif deskriptif, penelitian ini bertujuan untuk mengidentifikasi wujud pematuhan dan pelanggaran prinsip kerja sama Grice, faktor-faktor penyebabnya, strategi untuk mengurangi pelanggaran, serta implikasinya terhadap pembelajaran. Data dikumpulkan melalui observasi, wawancara, dokumentasi, dan rekaman. Hasil penelitian menunjukkan adanya pematuhan dan pelanggaran terhadap keempat maksim prinsip kerja sama Grice. Faktor-faktor yang mempengaruhi meliputi pemahaman konteks, keinginan berkomunikasi efektif, pengetahuan yang memadai, serta keterbatasan pemahaman dan keinginan menghindari topik. Strategi untuk mengurangi pelanggaran mencakup pelatihan komunikasi, peningkatan kesadaran konteks, dan penggunaan bahasa yang jelas. Implikasi penelitian ini memberikan wawasan untuk meningkatkan kualitas interaksi dan efektivitas pembelajaran Bahasa Indonesia di kelas.
IMPLEMENTASI METODE TIME TOKEN BERBANTUAN MEDIA QUESTION BOX UNTUK MENINGKATKAN KETERAMPILAN MENULIS TEKS ANEKDOT PADA SISWA KELAS X 1 SMA (SLUA) SARASWATI 1 DENPASAR TAHUN PELAJARAN 2024/2025 Semuel, Hilda; Wedasuwari, Ida Ayu Made; Susrawan, I Nyoman Adi
JIPBSI (Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia) Vol. 10 No. 1 (2025): JIPBSI
Publisher : Prodi Pendidikan Bahasa dan Sastra Indonesia FKIP Unmas Denpasar

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Abstract

This research is a Class Action Research (PTK) which aims to (1) the implementation of the time token method with the help of Question Box media can improve anecdotal text writing skills in grade X 1 students of Saraswati 1 High School (SLUA) Saraswati 1 Denpasar. (2) to find out the steps of the time token method of Question Box media assistance in improving the ability to write anecdotal texts in grade X 1 students of SMA (SLUA) Saraswati 1 Denpasar. (3) to find out the response of students in class X 1 of SMA Saraswati 1 Denpasar after the implementation of the Time Token method with the help of Question Box media in an effort to improve the ability to write anecdotal texts. The data collection methods used are observation, tests, questionnaires and documentation. The data analysis methods are carried out in a qualitative descriptive and quantitative descriptive manner. The success indicator in this study is that if the writing ability of students is at least 75 with a good category, the steps to implement the time token method assisted by media question boxes show an increase in students reaching 80% and getting more respondents "SS" (Strongly Agree) and "S" (Agree). The results of the study showed an increase. In the initial test, the average score of students' ability to write anecdotal texts was 46.76, cycle I increased to 64.41 and cycle II increased to 91.17. The implementation of the time token method assisted by media question boxes received a positive response from students, this can be proven from the results of student questionnaires, most students strongly agree and agree with the percentage of 82.93%. Thus, the time token method assisted by question box media can improve students' anecdotal text writing skills. AbstrakPenelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan (1) implementasi metode time token bantuan media Question Box dapat meningkatkan keterampilan menulis teks anekdot pada siswa kelas X 1 SMA (SLUA) Saraswati 1 Denpasar. (2) mengetahui langkah-langkah metode time token bantuan media Question Box dalam meningkatkan kemampuan menulis teks anekdot pada siswa kelas X 1 SMA(SLUA) Saraswati 1 Denpasar. (3) mengetahui respon siswa kelas X 1 SMA (SLUA) Saraswati 1 Denpasar setelah diimplementasi metode time token bantuan media Question Box dalam upaya meningkatkan kemampuan menulis teks anekdot. Metode pengumpulan data yang digunakan adalah observasi, tes, kuisioner dan dokumentasi. Metode analisis data yang di lakukan secara deskriptif kualitatif dan deskriptif kuantitatif. Indikator keberhasilan dalam penelitian ini apabila kemampuan menulis siswa minimal 75 dengan kategori baik, langkah-langkah implementasi metode time token berbantuan media question box menunjukan peningkatan siswa mencapai 80 % dan mendapatkan responden lebih banyak “SS“ (Sangat Setuju) dan “S“ (Setuju). Hasil dari penelitian menunjukkan adanya peningkatan. Pada tes awal nilai rata-rata kemampuan menulis teks anekdot siswa yakni 46,76, sikus I mengalami peningkatan menjadi 64,41 dan siklus II mengalami peningkatan menjadi yang dapat 91,17. Implementasi metode time token berbantuan media question box mendapatkan respon positif dari siswa, hal tersebut dapat dibuktikan dari hasil kuisioner siswa, sebagian besar siswa sangat setuju dan setuju dengan presentase 82,93%. Dengan demikian metode time token berbantuan media question box dapat meningkatkan keterampilan menulis teks anekdot siswa.
Co-Authors AA. Rai Laksmi Adhiguna, I Made Pradipta Adnyana, Pande Putu Bawa Albertus Yoram Diri Ana Rohaidatul Aisi Ananda Aura Sifa Ari, Luh Putu Gita Sahalia Bagus Nyoman Mantra, Ida Budiningsih, Desak Nyoman Dewa Ayu Wulan Widyantari Dewa Gede Bambang Erawan Dewa Gede Bambang Erawan Dewa Gede Bambang Erawan Dewa Gede Bambang Erawan Dewa Gede Bambang Erawan Dewa Gede Bambang Erawan Dewi Shintiyah Dwi Handayani, Nengah Fitri Ayu Ambarawati Huriah Raidah S I Gusti Agung Made Agung Dwipayana I Gusti Ayu Putu Tuti Indrawati I Gusti Ayu Putu Tuti Indrawati I Ketut Suada I Ketut Wardana I Komang Widana Putra I Komang Widana Putra I Komang Widana Putra I Made Pradipta Adhiguna I Made Sutajaya I Nengah Astawa I Nengah Astawa I Nengah Astawa I Nengah Resmana Putra I Nyoman Suparsa I Nyoman Suwandi I Putu Mas Dewantara I Wayan Artika I Wayan Eka Artajaya I Wayan Suja I.G.A. Lokita Purnamika Utami Ida Ayu Made Sri Widiastuti Ida Ayu Made Wedasuwari Ida Ayu Nyoman Yuliastuti Ida Bagus Ari Arjaya Ida Bagus Nyoman Mantra Ida Bagus Nyoman Mantra IGA. Putu Tuti Indrawati IGAP Tuti Indrawati Indrawati, IGAP Tuti Kadek Rahayu Puspadewi Karinda, Yuliana Olgadesti Kurniawati, Ni Kadek Laksmi, Ni Nyoman Ayu Tri M.Pd Prof. Dr. I Nyoman Sudiana . Malini, Ni Wayan Diah Mariana Helga Eka Septiana Muhammad Zahid Adana Ni Luh Anita Purnama Yanti Ni Luh Eka Purnami Pinatih Ni Luh Sukanadi Ni Luh Sukanadi Ni Luh Sukanadi Ni Luh Sukanadi Ni Luh Sukanadi Ni Made Dwi Sintia Wulandari Ni Made Dwi Sintia Wulandari Ni Made Wersi Murtini Ni Made Widaswari Ni Nyoman Ayu Tri Laksmi Ni Putu Mega Arta Widiantari Ni Wayan Eminda Sari Ni Wayan Putu Dewi Dyantari Paulina Juita Doni Pinatih, Ni Luh Eka Purnami Raidah S, Huriah Ratna Dwi Anjani Putri Rita Widiya Sari Rodearthani Br Girsang Santhi Duwi Juni Sukmawati Sari, Rita Widiya Semuel, Hilda Suandi, Nengah Suciari, Ni Komang Dina Suwandi, I Nyoman Tri Laksmi, Ni Nyoman Ayu Utama, I Komang Asmara Virgantika, I Gusti Ayu Putri Wiliyarse, Widi Yundari, Yundari