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THE EFFECT OF ROUND ROBIN TECHNIQUE ON THE SPEAKING ACHIEVEMENT OF THE 7TH GRADE STUDENTS OF SMP NEGERI 4 SINGARAJA IN THE ACADEMIC YEAR OF 2015/2016 ., Kadek Lina Kurniawati; ., Dr.Sudirman, M.L.S; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.
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.v4i1.8092

Abstract

Penelitian ini bertujuan untuk menyelidiki apakah ada atau tidak ada perbedaan yang signifikan dalam prestasi berbicara antara siswa yang diajarkan dengan menggunakan teknik round robin dan mereka yang diajarkan dengan menggunakan teknik praktek percakapan. Desain penelitian yang digunakan adalah Post-test Only Control Group Design. Populasi dalam penelitian ini adalah siswa kelas tujuh SMP Negeri 4 Singaraja dan penentuan sampel penelitian menggunakan teknik Cluster Random Sampling. Kelas VIIB 4 terpilih sebagai kelas ekperimen dimana tehnik round robin digunakan dan kelas VIIB 5 terpilih sebagai kelas kontrol dimana teknik praktek percakapan digunakan. Hasil analis data menunjukan siswa di kelas ekperimen medapatkan hasil yang lebih baik daripada siswa di kelas control. Hal ini dibuktikan oleh hasil statistik deskriptif yang menunjukkan nilai rata-rata kelas eksperimen adalah 8,5 sedangkan nilai rata-rata dari kelompok kontrol adalah 7,9. Slain itu, hasil dari uji t-test juga menunjukkan bahwa nilai tob lebih besar dari tcv tersebut. Nilai tob itu-5,726 sedangkan nilai Tcv adalah1,99162 (α = 0,05). Ini berarti bahwa terdapat perbedaan prestasi berbicara yang signifikan antara siswa yang diajarkan dengan menggunakan teknik round robin dan mereka yang diajarkan dengan menggunakan teknik praktek percakapan. Jadi dapat disimpulkan bahwa round robin teknik dapat meningkatkan prestasi siswa dalam berbicara.Kata Kunci : teknik round robin, teknik praktek percakapan, prestasi dalam berbicara. This study aimed at investigating whether or not there was significant difference in speaking achievement between students who were taught by using round robin technique and those who were taught by using conversation practice technique. The research design used in this study was Post-test Only Control Group Design. The population in this study was seventh grade students of SMP Negeri 4 Singaraja and the samples of study were selected by using Cluster Random Sampling. Class VIIB 4 was assigned as the experimental group, which was taught by using round robin technique while class VIIB 5 as the control group, which was taught by using conversation practice technique. The result of the data analysis showed that students in the experimental group performed better than the students in the control group. It was proven by the result of the descriptive statistics that showed the mean score of the experimental group was 8.5 while the mean score of the control group was 7.9. The result of the t-test also showed that the value of the tob was higher than the tcv. The value of the tob was -5.726, while the value of the tcv was1.99162 (α = 0.05). It means that there was a significant difference speaking achievement on the students who were taught using round robin technique and those who were taught by using conversation practice technique. It was concluded that round robin technique can improve students’ speaking achievement. keyword : round robin technique, conversation practice technique, speaking achievement.
AN ANALYSIS OF DIRECTIVE ACTS USED IN THE CLASSROOM INTERACTIONS FOR THE EIGHTH GRADE STUDENTS OF SMPN 2 SINGARAJA ., Luh Made Mira Wirawati; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.
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.v4i1.8142

Abstract

Penelitian ini bertujuan untuk menganalisa tindak tutur dan gaya bertutur yang dugunakan oleh siswa perempuan dan laki-laki di SMPN 2 Singaraja. Masalah yang diangkat dalam penelitian ini adalah: 1) tindak tutur yang digunakan oleh siswa kelas delapan di SMPN 2 Singaraja dalam hal struktur sintaksis dan pilihan kata, 2) gaya bertutur dalam hal kesopanan yang digunakan oleh siswa kelas delapan di SMPN 2 Singaraja. Subyek dari penelitian ini adalah siswa dari kelas VIII.14 dan VIII.15 di SMPN 2 Singaraja. Subyek terdiri dari 35 dan 36 siswa dengan 35 siswa perempuan dan 36 siswa laki-laki. Penelitian ini merupakan sebuah penelitian kualitatif. Pengumpulan data diambil melalui prosedur elisitasi. Data yang diperoleh dianaliss secara deskriptif. Hasil penelitian ditunjukkan dalam urutan berikut ini: 1) Tindak tutur yang digubakan adalah a) kalimat suruhan, b) kalimat permintaan, c) saran dan d) kalimat perintah; 2) gaya bertutur yang digunakan adalah a) kesopanan yang positif, b) tindak tutur langsung dan c) kesopanan yang negatif Kata Kunci : tindak tutur direktif, , struktur sintaksis, pilihan kata, kesopanan This research aimed at analyzing the locutionary acts and the locutionary styles that used by female and male students at SMPN 2 Singaraja. The problems raised in this research were: 1) the locutionary acts used by the eighth grade students of SMPN 2 Singaraja in terms of syntactical structure and lexical choice, 2) the locutionary styles in terms of politeness strategies applied by the eighth grade students at SMPN 2 Singaraja. The subjects were the students of class VIII.14 and VIII.15 of SMPN 2 Singaraja. The subjects consisted of 35 and 36 students with 35 female and 36 male students. The research design was qualitative. The data were collected through an elicitation technique. The obtained data were analyzed descriptively. The result were showed in the following order: 1) the locutionary acts used are a) order, b) request, c) suggestion and d) command; 2) the speech style applied namely a) positive politeness, b) on-record, and c) negative politeness.keyword : Directive acts, syntactical structure, lexical choice, politeness.
REPRESENTATION OF A STRONG WOMAN IN THE LYRIC OF ROLLING IN THE DEEP BY ADELE ., Putu Yasamahadewi; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.; ., Kadek Sonia Piscayanti, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8547

Abstract

Penilitian ini bertujuan untuk menemukan representasi dari sosok seorang wanita tangguh yang dideskripsikan di dalam syair lagu yang berjudul Rolling in the Deep oleh Adele. Penelitian ini dirancang menggunakan penelitian deskriptif kualitatif. Hasil dari penelitian ini menunjukkan bahwa terdapat tiga representasi dari sesosok wanita tangguh yang digambarkan di dalam syair lagu Rolling in the Deep by Adele, yaitu, keberanian, kekayaan, dan harga diri. Keberanian dari sosok wanita tangguh di dalam syair tersebut digambarkan sebagai seseorang yang memiliki keberanian untuk mengungkapkan perasaannya. Representasi wanita tangguh selanjutnya digambarkan dalam sesosok wanita tangguh yang memiliki kekayaan. Dalam hal ini sosok wanita yang berada didalam lirik tersebut digambarkan memiliki kekayaan lebih banyak dibandingkan mantan kekasihnya. Sementara representasi yang terakhir, yaitu seorang wanita tangguh yang memiliki harga diri. Wanita ini digambarkan sebagai seseorang yang mencintai dirinya lebih dari siapapun yang membuat dia berjuang untuk membela dirinya sendiri agar tidak dimanfaatkan oleh orang lain.Kata Kunci : representasi wanita tangguh, feminisme, syair lagu This research aimed to find the representation of a strong woman in the lyric of Rolling in the Deep by Adele. This study was a qualitative study in which the data was described descriptively. The results of this study showed that there were three representations of strong woman in the lyric of Rolling in the Deep by Adele, namely, courage, wealth, and self-worth. The courage representation of a strong woman in the lyric was represented as someone who had the courage to express her feelings. The next representation was represented as someone who had wealth. In this case, the speaker of the poem was represented as someone who had better financial income than her ex lover. Meanwhile, the last representation of a strong woman was the one who had self-worth. The speaker of the poem was described as someone who loved herself more than anyone that made her stood up for herself to prevent the other people to harm her.keyword : representation woman, feminism, lyric
AN ANALYSIS OF CLASSROOM INTERACTION IN THE ENGLISH AS A FOREIGN LANGUAGE CLASSROOM AT EIGHTH GRADE OF SMP NEGERI 2 SINGARAJA ACADEMIC YEAR 2016/2017 ., I Dewa Ayu Junita Sari; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8671

Abstract

Penelitian ini bertujuan untuk menganalisis kategori interaksi kelas yang muncul di kelas 8 SMP Negeri 2 Singaraja berdasarkan Foreign Language Interaction Analysis (FLINT) System, dan pengaruh dari interaksi kelas di antara guru dan murid terhadap pencapaian siswa. Subyek penelitian adalah seorang guru dan 37 siswa kelas VIII 14; 19 orang laki-laki dan 18 orang perempuan. Penelitian ini menggunakan pendekatan kualitatif yang dalam bentuk observasi tanpa partisipasi. Data yang terkumpul adalah ucapan yang dikatakan oleh guru dan siswa serta tingkah laku selama proses belajar-mengajar. Hasil dari penelitian menunjukkan bahwa : (1) kategori deals with feeling muncul 9 kali, kategori praises or encourages muncul 35 kali, kategori jokes muncul 5 kali, kategori uses idea of students muncul 10 kali, kategori repeats student response verbatim muncul 33 kali, kategori asks question muncul 81 kali, kategori gives information muncul 58 kali, kategori corrects without rejection muncul 16 kali, kategori gives direction muncul 12 kali, kategori criticizes student behavior muncul 3 kali, kategori criticizes student response muncul 10 kali, kategori student response-specific muncul 123 kali, kategori student response open-ended or student-initiated muncul 106 kali, kategori silence muncul 14 kali, kategori silence-audiovisual (AV) tidak muncul, kategori confusion work oriented muncul 10 kali, kategori confusion non work-oriented muncul 6 kali, kategori laughter muncul 8 kali, kategori uses the native language muncul 232 kali, dan kategori nonverbal muncul 15 kali; (2) interaksi cenderung bersifat dialogis; (3) dampak dari interaksi kelas terhadap pencapaian siswa adalah signifikan karena terdapat kenaikan dari pencapaian siswa yang terukur oleh guru.Kata Kunci : interaction, classroom interaction, Foreign Language Interaction Analysis (FLINT) System The study aimed at analyzing the classroom interaction category occurred at eight grade of SMP Negeri 2 Singaraja based on Foreign Language Interaction Analysis (FLINT) System, and the impact of classroom interaction between teacher and students towards students’ achievement. The subjects of the study were a teacher and 37 students of VIII 14 class; 19 were male and 18 were female. This study employed qualitative approach in the form of nonparticipant observation. The data gathered was the utterances produced by the teacher and the students as well as the behavior during teaching-learning process. The result of the study showed that: (1) deals with feeling occurred 9 times, praises or encourages occurred 35 times, jokes occurred 5 times, uses idea of students occurred 10 times, repeats student response verbatim occurred 33 times, asks question occurred 81 times, gives information occurred 58 times, corrects without rejection occurred 16 times, gives direction occurred 12 times, criticizes student behavior occurred 3 times, criticizes student response occurred 10 times, student response-specific occurred 123 times, student response open-ended or student-initiated occurred 106 times, silence occurred 14 times, silence-audiovisual (AV) did not occur, confusion work oriented occurred 10 times, confusion non work-oriented occurred 6 times, laughter occurred 8 times, uses the native language occurred 232 times, and nonverbal occurred 15 times; (2) the interaction tended to be dialogic; (3) the impact of classroom interaction towards students’ achievement was significant as there was an increase of students achievement measured by the teacher.keyword : interaction, classroom interaction, Foreign Language Interaction Analysis (FLINT) System
THE EFFECT OF STORYTELLING ON FIFTH GRADE STUDENTS' LISTENING SKILL AT PRIMARY SCHOOL IN BULELENG DISTRICT ., Ni Md Purnama Dwi y; ., Kadek Sonia Piscayanti, S.Pd.; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8675

Abstract

Penelitian ini bertujuan untuk mengetahui keefektifan dari penggunaan storytelling menggunakan media pop up dan sound effect terhadap kemampuan mendengarkan siswa kelas 5 SD. Penelitian ini merupakan penelitian eksperimen yang menggunakan Posttest-Only Control Group Design sebagai desain penelitian. Terdapat 80 siswa yang digunakan sebagai sampel penelitian. Mereka dikelompokkan secara acak menjadi kelas eksperimen dan kelas kontrol menggunakan teknik undian. Grup eksperimen diberi perlakuan menggunakan storytelling. Sedangkan grup kontrol diberi perlakuan menggunakan strategi mengajar konvensional. Hasil dari data yang diperoleh kemudian dianalisis secara statistik dan inferensial menggunakan SPSS versi 16.0. Hasilnya menunjukkan bahwa kemampuan bahasa Inggris siswa yang diberi perlakuan menggunakan storytelling lebih tinggi secara signifikan daripada siswa yang diberi perlakuan menggunakan strategi mengajar konvensional. Hal ini dibuktikan dengan nilai rata-rata dari grup eksperimen yaitu 80.02 sementara nilai rata-rata grup kontrol yaitu 76.80. Selain itu, hasil dari analisis t-test menunjukkan bahwa nilai dari t-observed (tobs) yaitu 3.722. Nilai ini lebih tinggi dari nilai t-critical value (tcv) yaitu 1.9909 pada level signifikan 0.05. Disamping itu, hasil dari perhitungan effect size yaitu 0.8, yang berarti bahwa storytelling menggunakan media pop up dan sound effect mempunyai pengaruh yang tinggi terhadap kemampuan mendengarkan siswa. Hal ini juga menunjukkan bahwa null hypothesis ditolak dalam penelitian ini. Kesimpulannya, storytelling memberikan pengaruh yang signifikan terhadap kemampuan mendengarkan siswa.Kata Kunci : Storytelling, Kemampuan Mendengarkan, Pelajar Usia Dini This study was aimed at investigating the effectiveness of storytelling using pop up media and sound effect on fifth grade students’ listening skill. This study was an experimental study which adopted Posttest-Only Control Group Design as the research design. There were 80 students who were taken as the sample of the study. They were classified randomly into experimental and control group by using lottery technique. The experimental group was treated by using storytelling. Meanwhile, control group was treated by using conventional teaching strategy. The result of the obtained data were analyzed both statistically and inferentially by using SPSS version 16.0. The result showed that the English listening ability of the students who were taught by storytelling was significantly higher than the students who were taught by conventional teaching strategy. It was proven by the mean of experimental group was 80.02 while the mean score of control group was 76.80. Moreover, the result of t-test analysis showed that the t-observed (tobs) was 3.722. It was higher than the t-critical value (tcv) that was 1.9909 at the level significance 0.05. Furthermore, the result of the effect size calculation was 0.8, which means that storytelling using pop up book media and sound effect has high influence on students’ listening skill. It also indicated that the null hypothesis was rejected in this study. In conclusion, the use of storytelling gave a significant effect on students’ listening skill.keyword : Storytelling, Listening Skill, Young Learners
LEXICAL BORROWING USED BY THE EIGHTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT IN BLACKBERRY MESSENGER ., I Wayan Rusdiana; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8698

Abstract

Penelitian ini bertujuan untuk mengidentifikasi jenis peminjaman leksikal dan untuk menyelidiki fungsi atau motif dari pengunaan peminjaman leksikal di Blackberry Messenger oleh mahasiswa semester delapan Jurusan Pendidikan Bahasa Inggris. Penelitian ini dirancang menggunakan penelitian deskriptif kualitatif. Instrumen yang digunakan dalam penelitian ini meliputi media electronik, lembar observasi, pedoman wawancara, rekaman audio. Hasil dari penelitian ini menunjukan bahwa terdapat tiga proses peminjaman leksikal yang dilakukan oleh mahasiswa semester delapan Jurusan Pendidikan Bahasa Inggris. Akumulasi data menunjukan bahwa terdapat enam puluh lima (65) kata yang diklasifikasikan sebagai proses impor, dua puluh enam (26) kata yang diklasifikasikan sebagai proses perpaduan pinjaman, dan yang terakhir ada satu (1) kata yang diklasifikasikan sebagai proses penerjemahan pinjaman. Fungsi atau motif dari peminjaman leksikal adalah “kebutuhan” dan “gengsi”, yang mana mereka mengakui meminjam kata-kata tersebut dikarenakan tidak adanya padanan kata yang ada di Bahasa Indonesia dan diharuskan untuk menggunakan kata-kata pinjaman dikarenakan mereka ingin terlihat pintar, keren, dan mempunyai status social yang lebih tinggi di social media. Kata Kunci : Blackberry Meessenger, Peminjaman Leksikal Abstract This study aimed to identify the types of lexical borrowing and to investigate the function or motive of the use of lexical borrowing in Blackberry Messenger by the eighth semester students of English Education Department. This study was conducted in descriptive qualitative design. The instruments used in this study were electronic media, observation sheet, interview guide, and audio recording. The result of this study showed that there were three process of lexical borrowing used by the eighth semester students of English Education Department. The data accumulation showed that there were sixty five (65) words borrowed by importation process, twenty six (26) words borrowed by loanblend process, and one (1) word classified as a of result loan translation process. The functions or motives in using of lexical borrowing were, “need” and “prestige”, in which they admitted borrowing the words because there is no exact equivalent word that exists in Bahasa Indonesia and have to used borrowed words because they want to look smart, being cool, and has higher social status in social media. keyword : Blackberry Messenger, Lexical Borrowing
THE IDENTIFICATION OF RACISM IN INTERNET MEME COMIC AT 9GAG.COM ., Gusti Ngurah Adi Kusuma; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8703

Abstract

Kajian ini bertujuan untuk menyelidiki isu-isu rasisme yang terkandung di dalam internet meme komik di 9gag.com melalui analisis tekstual menggunakan teori mythology dari Barthes. kajian ini juga difokuskan untuk menggali tujuan yang di miliki oleh internet meme di 9gag.com. dari hasil kajian ini ditemukan bahwa ada 56 meme yang teridentifikasi sebagai meme yang rasist dalam periode yang sudah di tentukan yaitu pada bulan Maret sampai dengan Mei 2106. Dari data, ditemukan bahwa, meme yang terkumpul bisa di bagi menjadi tiga klasifikasi besar yaitu rasis meme dengan isu politik, rasis meme dengan isu etnis dan rasis meme dengan isu agama. Dalam rasis meme dengan isu politic, bisa di bagi menjadi dua yaitu meme dengan isu politic mendukung pencalonan Donald Trump. dan meme dengan isu politik menolak pencalonan Donald Trump. dalam rasis memedengan isu etnik, dapat di bagi menjadi rasis meme dengan isu etnik menolak orang-orang asia, rasis meme dengan isu etnik menolak orang-orang kulit putih, rasis meme dengan isu etnik mendukung orang-orang kulit putih dan rasis meme dengan isu etnik menolak orang-orang Afro-American. Di dalam rasis meme dengan isu agama, meme itu terdiri dari rasis meme dengan isu agama terkait dengan anti islam.Kata Kunci : internet meme komik, teori mythology oleh Barthes, rasisme, myth. This present study was aimed at investigating racism issues signified in internet meme comic at 9gag.com through textual analysis using Barthes’s theory of mythology. This study also focused to discover the purpose conveyed by the internet meme comic at 9gag.com. The subject of this study was the internet meme comic at 9gag.com¬. It was found that there were 56 meme indicated as racist meme in the period of study that was from March to May 2016. From the data, it found that the meme collected could be divided into three major classifications that were racial meme with political issues, racial meme with ethnicity issues, and racial meme with religious issues. In racial meme with political issues, it could be divided into two that is meme with political issues supporting Donald Trump’s candidacy and meme with political issues against Donald Trump’s candidacy. In racial meme with ethnicity issues, it could be divided into racial meme with ethnicity issues against Asian people, racial meme with ethnicity issues against white people, racial meme with ethnicity issues supporting white people, and racial meme with ethnicity issues against Afro-American people. In racial meme with religion issues, it was consisted racial meme with religion issues related to anti-Islam.keyword : Key words: internet meme comic, Barthes theory of mythology, racism, myth.
AN ANALYSIS OF EFL TEACHERS AND STUDENTS BELIEFS ABOUT WRITTEN CORRECTIVE FEEDBACK IN WRITING INSTRUCTION ., Andre Dwi Saka; ., I Putu Ngurah Wage M, S.Pd.; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.
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.v5i2.11255

Abstract

Umpan balik koreksi tertulis merupakan salah satu strategi yang paling umum digunakan oleh guru EFL dalam merespon masalah siswa dalam menulis. Penelitian ini bertujuan untuk mengungkap keyakinan guru dan siswa terkait umpan balik koreksi tertulis dalam pelajaran menulis EFL. Untuk mengumpulkan data penelitian, dua orang guru dan dua puluh orang siswa dari sebuah sekolah menengah atas di Denpasar, Indonesia, diwawancara. Respon mereka lalu ditranskripsi dan dianalisis secara kualitatif. Hasil dari wawancara menunjukkan bahwa guru memandang umpan balik koreksi tertulis penting dalam meningkatkan akurasi menulis siswa. Namun, mereka juga menyatakan bahwa pemberian umpan balik koreksi tertulis memiliki tantangan tersendiri. Kedua guru memiliki pandangan berbeda terkait umpan balik koreksi tertulis yang efektif untuk diberikan kepada siswa. Salah satu guru lebih memilih menggunakan koreksi langsung, namun di sisi lain, guru yang lain percaya bahwa koreksi tidak langsung adalah yang terbaik. Temuan selanjutnya mengungkapkan bahwa siswa berpendapat umpan balik koreksi tertulis membantu mereka dalam menemukan dan memperbaiki kesalahan dalam tulisan mereka. Namun, terindikasi juga bahwa siswa mengalami beberapa kesulitan dalam memahami umpan balik dari guru mereka. Oleh karena itu, guru perlu menanggulangi masalah adanya koreksi yang belum dipahami oleh siswa, seperti dengan memberikan koreksi yang lebih jelas atau mengadakan diskusi dengan para siswa setelah pemberian koreksi.Kata Kunci : Umpan balik koreksi tertulis, kesalahan, keyakinan guru dan siswa Written corrective feedback is one of the most common strategies used by EFL teachers in responding to students’ problems in writing. The present study aimed to disclose the beliefs of teachers and students regarding written corrective feedback in EFL writing instruction. Two teachers and twenty students from a senior high school in Denpasar, Indonesia were interviewed to gather the data of this study. The response of the participants were transcribed and analyzed qualitatively. The results of the interviews showed that the teachers viewed written corrective feedback as important in improving students’ writing accuracy. However, they also mentioned that providing written corrective feedback had its own challenges. The teachers had contrasting ideas regarding the type of written corrective feedback that is the most effective to be provided. One teacher held a strong preference for direct written corrective feedback, but on the other hand, the other teacher believed indirect written corrective feedback was the best. Further result reveals that the students found written corrective feedback helpful in locating and revising the errors in their writing. However, the result also indicates that the students experienced some difficulties in understanding their teachers’ feedbacks. Because of that, teachers need to tackle the problems on written corrective feedback that is confusing for students, for instance by giving more clear correction or holding a discussion with the students after the provision of the correction.keyword : Written corrective feedback, error, teachers and students' beliefs
ROSE AS A SYMBOL OF KNOWLEDGE IN BURNS' A RED, RED ROSE, O'REILLY'S A WHITE ROSE AND HERRICK'S HOW ROSES CAME RED ., Ni Ketut Ayu Diah Oktariani; ., Dr. Ni Komang Arie Suwastini, S.Pd, M.Hu; ., G.A.P. Suprianti, S.Pd., M.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.v5i2.12128

Abstract

Penelitian ini bertujuan untuk mengidentifikasi makna kata “rose” pada tiga jenis puisi yang berjudul “A Red, Red Rose”, “A White Rose” dan “How Roses Came Red”. Makna kata “rose” pada tiga puisi tersebut disampaikan melalui figurative languages dan tone. Metode yang digunakan dalam penelitian ini adalah textual analysis. Hasil dari penelitian ini menyatakan bahwa makna kata “rose” pada tiga puisi tersebut adalah pengetahuan. Selain itu, ketiga puisi ini menyampaikan hal yang sama, yaitu antusiasme. Antusiasme merupakan hal yang sangat penting dalam mencapai sebuah pengetahuan. Antusiasme berperan sebagai usaha yang dilakukan oleh speaker dalam mendapatkan sebuah pengetahuan. Dalam prosesnya, speaker juga menghadapi beberapa hambatan. Semua hambatan tersebut hanya mampu dilewati dengan memiliki antusiasme. Tanpa adanya antusiasme maka sangatlah mustahil untuk bisa mendpatkan pengetahuan. Pengetahuan yang dimaksud adalah puisi. Puisi merupakan salah satu subjek yang mampu menyampaikan pengetahuan. Penelitian ini menunjukkan bahwa pengetahuan adalah hal yang indah, manis, abadi dan antusias. Kata Kunci : rose, symbol, puisi The purpose of this study was to identify the meaning of rose in three poems entitled “A Red, Red Rose”, “A White Rose” and “How Roses Came Red”. This study used textual analysis as the method for analyzing the meaning of rose in three poems as delivered through figurative languages and tone at each poem. The result of analysis showed the meaning of rose was knowledge. Furthermore, these poems also delivered the same point. It was passion. Passion was highly needed to get the knowledge. The passion acted as the effort of the speaker to have the knowledge. The passion directed the speaker to do something. It helped the speaker to get the knowledge easier. In the process of getting the knowledge, the speaker found some obstacles. All the obstacles could only be passed by having the passion. Without having passion, it was impossible for getting the knowledge. The knowledge meant in this study was poetry. Poetry was one of the subjects which delivered the knowledge. This study showed the knowledge was very beautiful, sweet, eternal and passion. keyword : rose, symbol, poetry
The Characterization of Elizabeth Bennet as a Post-feminist in Jane Austen's Pride and Prejudice ., Wahyu Dwi Cahya; ., Dr. Ni Komang Arie Suwastini, S.Pd, M.Hu; ., Ni Wayan Surya Mahayanti, S.Pd.,M.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.v5i2.12224

Abstract

Dalam novel Pride and Prejudice karya Jane Austen, Elizabeth Bennet sering dikaitkan dengan feminisme karena konteks masa sang penulis ketika dia menulisnya adalah pada awal feminisme. Namun, masih dipertanyakan apakah hal itu masih relevan dengan konteks sekarang atau tidak. Penelitian ini bertujuan untuk menganalisis karakterisasi Elizabeth Bennet dalam novel Pride and Prejudice karya Jane Austen dengan menggunakan post-feminisme yang mana merupakan konteks dari pembacaannya saat ini. Secara umum, karakterisasi Elizabeth Bennet adalah sebagai seorang wanita kelas menengah, berpikiran cepat, jeli, rasional, berwawasan, ceria, penuh kepedulian, bijaksana, pemberani, ambisius, keras kepala, egois, suka menghakimi, vocal, mandiri, cantik, ketinggalan zaman, dan bugar. Lebih khusus lagi, penelitian ini mengungkapkan bahwa sifat-sifat seperti rasional, berwawasan, pemberani, ambisius, vocal, dan mandiri sesuai dengan karakteristik seorang post-feminis. Yang mana mendukung kemampuan Elizabeth Bennet dalam mengambil keputusan, mengambil tanggung jawab pribadi, memusatkan perhatian pada individu dan mengekspresikan dirinya. Dengan ciri-ciri ini, Elizabeth Bennet menantang nilai-nilai tradisional di masyarakatnya dan menjadi sebuah anomali pada masanya, karena sifatnya tidak sesuai dengan konsep wanita berprestasi di akhir abad ke-18. Karakterisasi Elizabeth Bennet ini menunjukkan bahwa dia dapat dikategorikan sebagai post-feminis. Dengan demikian, dapat disimpulkan bahwa karakterisasi Elizabeth Bennet sebagai feminis relevan dengan konteks post-feminis abad ke-21.Kata Kunci : Karakterisasi, feminisme, post-feminisme In Austen’s Pride and Prejudice, Elizabeth Bennet is often connected with feminism because the context of Jane Austen’s time when she wrote it was in early feminism. However, it is still questioned whether it is still relevant to the present context or not. This study aimed at analyzing the characterization of Elizabeth Bennet in Austen’s Pride and Prejudice using post-feminism which is the context of its present reading. In general, Elizabeth Bennet’s characterization as a woman are middle-class, quick-minded, observant, rational, insightful, cheerful, caring, wise, brave, ambitious, stubborn, selfish, judgmental, outspoken, independent, pretty, unfashionable, and fit. More specifically, the study revealed that the traits like rational, insightful, brave, ambitious, outspoken, and independent were appropriate with the characteristics of a post-feminist. Which empowered Elizabeth Bennet in making decision, taking personal responsibility, focusing on the individual and expressing herself. With these traits, Elizabeth Bennet challenged traditional values in her society and became an anomaly of her time, because her traits were not in line with the concept of accomplished women in the late 18th century. These characterizations of Elizabeth Bennet show that she can be categorized as a post-feminist. Thus, it can be concluded that Elizabeth Bennet’s characterization as a feminist is relevant with the post-feminist context of the 21st century. keyword : characterization, feminism, post-feminism.
Co-Authors ., Andre Dwi Saka ., Gusti Ngurah Adi Kusuma ., Gusti Ngurah Adi Kusuma ., I Dewa Ayu Junita Sari ., I Ketut Restu Cahyadiarta ., Kadek Lina Kurniawati ., Kadek Lina Kurniawati ., Ketut Ariani ., Luh Made Mira Wirawati ., Luh Made Mira Wirawati ., Ni Kadek Ayu Mei Diah Trisnawati ., Ni Ketut Ayu Diah Oktariani ., Ni Ketut Ayu Diah Oktariani ., Ni Luh Putu Dwi Payani ., Ni Md Purnama Dwi y ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Wita Pradnya Dhari ., Putu Wita Pradnya Dhari ., Putu Yasamahadewi ., Putu Yasamahadewi ., Wahyu Dwi Cahya Abd. Rajab Aditana, I Kadek Arya Adnyani, Ni Luh Putu Sri Agustina, Luh Winda Agustini, I Dewa Ayu Eka Agustini, Ketut Filia Budi Alexei Wahyudiputra Anak Agung Gede Yudha Paramartha Anak Agung Istri Ngurah Marhaeni Anak Agung Mitha Indra Dewi ., Anak Agung Mitha Indra Dewi Anak Agung Mitha Indri Dewi Anggara, I Putu Dipa Ariyani, Luh Tu Artanayasa, Wayan Artini Ni Nyoman Artini, Ni Nyoman Asri, Ni Wayan Desy Prema Audina, Ira Putri Ayuningtyas, Luh Putu Swasti Banjar, I Dewa Ayu Ogik Vira Juspita Batan, I Gede Blangsinga, Gede Wisma Krisna Ari Aditya Brenda Khanadi Cahyani, Ni Made Wahyu Suganti Cahyani, Putu Anggun Citrawati, Ni Kadek Dewa Ayu Eka Agustini Dewa Ayu Puteri Handayani Dewa Komang Tantra Dewa Putu Ramendra Dewi, Anak Agung Mitha Indri Dewi, Gusti Putu Rustika Dewi, Kadek Intan Rustiana Dewi, Ni Komang Karisma Dewi, Ni Putu Purnama Dials, Jeanette Donatus Darso Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . Dwiyanti, Kadek Erlita Dzul Rachman, Dzul Eka Anastasia Wijaya Erika Citra Sari Hartanto Fery Setiawan G.A.P. Suprianti Gede Aditra Pradnyana Gede Mahendrayana Gede Rasben Dantes Gusti Putu Rustika Dewi Gusti Putu Rustika Dewi Haryanti, Novi Diah Hua, Liang Huizhao, Zhuo Hutapea Jesica Vanessa Hutapea, Jesica Vanessa I Gede Batan I Gede Budasi I Gusti Agung Sri Rwa Jayantini I Gusti Ayu Agung Dian Susanthi I Gusti Ayu Diah Gita Saraswati I Gusti Ayu Mirawati I Gusti Ngurah Agung Wijaya Mahardika I Gusti Ngurah Agung Wijaya Mahardika I Ketut Resika Arthana I Ketut Supir I Komang Sulatra I Made Ardwi Pradnyana I Made Arya Budiyasa ., I Made Arya Budiyasa I Made Drati Nalantha I Nyoman Adi Jaya Putra I Nyoman Adi Putra I Nyoman Pasek Hadi Saputra I Nyoman Pasek Hadisaputra I Putu Dipta Priyatna I Putu Ngurah Wage Myartawan I Wayan Adnyana I Wayan Heri Sumardika ., I Wayan Heri Sumardika I Wayan Juniartha I Wayan Rusdiana . I Wayan Suarnajaya I Wayan Swandana I.G.A. Lokita Purnamika Utami IDA AYU MADE ISTRI UTAMI . Ida Ayu U Wasundari Ida Ayu Utari Wasundari ., Ida Ayu Utari Wasundari Ida Bagus Gde Nova Winarta Indra Agus Eka Hariawan Ira Putri Audina Iswari, Nyoman Astari Pradnya Jayantini, I Gusti Agung Rwa Jeane Tuilan Jennet Senawati Jesica Vanessa, Hutapea Kadek Agina Purwanita Kadek Erlita Dwiyanti Kadek Eva Krishna Adnyani Kadek Lelyana Rastari Kadek Nina Harnin Kadek Puspa Ariantini Kadek Rossinta Dewi Kadek Sonia Piscayanti Kagiura, Fumiko Km Adi Nariyana p ., Km Adi Nariyana p Komang Adi Arta ., Komang Adi Arta Komang Ayu Dita Anggraeni Komang Febrinayanti Dantes Komang Tuti Irmawati ., Komang Tuti Irmawati Kultsum, Ummi Luh Gede Eka Wahyuni Luh Putu Artini Luh Putu Karina Febriyanti Aryawan Luh Riskayani Luh Shanti Nilayam Mihira Lulu April Farida M.L.S ., Dr.Sudirman, M.L.S Made Astawa Kusuma Mandala Made Hery Santosa Made Satya Raditya Mahardika, Anak Agung Ngurah Yudha Martin Mahardika, I Gusti Ngurah Agung Wijaya Mahayanti, Ni Mahendrayani, Kadek Leny Maheswari, Putu Ayu Masita Masumoto, Yukiko Mihira, Luh Shanti Nilayam Minxia, Zhu Murniasih, Tri Ery Myartawan, Putu Ngurah Wage N M.G. Purnamasari Ni Kadek Anggi Cahya Susaniari Ni Komang Julia Dewi Ni Komang Ratna Purwanti Ni Luh Bendi Arfani ., Ni Luh Bendi Arfani Ni Luh Denmacika Widiary ., Ni Luh Denmacika Widiary Ni Luh Devi Wimayanti Ni Luh Putu Eka Sulistia Dewi Ni Made Gina Purnamasari ., Ni Made Gina Purnamasari Ni Made Rai Wisudariani Ni Nyoman Artini Ni Nyoman Murniasih Ni Nyoman Padmadewi Ni Putu Dewi Ersani Ni Putu Diah Setyadewi Ni Putu Era Marsakawati Ni Putu Ines Marylena Candra Manik Ni Wayan Monik Rismadewi Ni Wayan Nilam Puspawati Ni Wayan Nilam Puspawati Ni Wayan Surya Mahayanti Nice Maylani Asril Nikova, Kartika Nitiasih, Ni Putu Kerti Nyoman Pasek Hadi Saputra Nyoman Trijaya Suparyanta Oktavirani, Ni Luh Gede Indah Pande Eka Putri Pradnyani Paramita, Ni Wayan Nita Pebriyanti, Ni Kadek Wuni Pradana, Wayan Radita Yuda Pramestika, Ni Luhde Meidy Prastika, Kadek Ayu Dewi Pratama, Putu Yoga Sathya Prof. Dr. Ni Nyoman Padmadewi,MA . Purnamasari, N M.G. Purwanti, Ni Komang Ratna Puspawati, Ni Wayan Nilam Putu Desi Anggerina Hikmaharyanti Putu Dita Marantika Putu Kerti Nitiasih Putu Pande Novita Sari Putu Suarcaya Putu Wiraningsih Putu Yasamahadewi Radhaswati, I Dewa Ayu Agung Rahayu Budiarta Rahmayanti, Putu Rastari, Kadek Lelyana Rewa, Gde Arys Bayu Riastini, Putu Nancy Rinawati, Ni Kadek Ayu Rinawati, Ni Komang Ayu Ronald Umbas Rusnalasari, Zulidyana Dwi S.Pd. I Putu Ngurah Wage M . Sanjaya, Komang Angga Surya Saputra, I Nyoman Pasek Hadi Saputra, Nyoman Pasek Hadi Sasmita, I Made David Garcia Senawati, Jennet Shanti, Putu Anggi Yumika Sri Rahmajanti, Sri Sri Rwa Jayantini, I Gusti Agung Suciarti, Ni Ketut Suprianti, GAP Suprihatin, Christina Turut Suryandani, Putu Dinia Tienty, Luh Putu Cornea Arya Ummi Kultsum Utami, Luh Putu Restu Adi Visestayati, Ni Putu Andilia Wahyuni, Luh Putu Ari Sri Wahyuni, Ni Luh Gede Eka Wasistha, I Gusti Agung Prajna Wasundari, Ida Ayu U Wati, Ni Nengah Ade Indria Wayan Cherrie Hana Melati ., Wayan Cherrie Hana Melati Widasuari, Ni Wayan Dinda Widiastuti, Ni Putu Santhi Wijaya, Kadek Agus Krisna Wirabrata, Dewa Gede Firstia Wiraningsih, Putu Yudiarta, Gede Raditya Stava Zhu Minxia Zulidyana Dwi Rusnalasari