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All Journal Mimbar PGSD Undiksha Jurnal Penelitian dan Evaluasi pendidikan Jurnal Pendidikan Bahasa Inggris Jurnal Ilmiah Sekolah Dasar Indonesian Values and Character Education Journal PENDASI: Jurnal Pendidikan Dasar Indonesia
N. Dantes
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Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media

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Journal : Jurnal Pendidikan Bahasa Inggris

 1 
THE EFFECT OF GUIDED WRITING STRATEGY AND STUDENTS’ ACHIEVEMENT MOTIVATION ON STUDENTS’ WRITING COMPETENCY A A, Komang, Handayani,; Dantes, N.; Ni Made, Ratminingsih,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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

Abstract

Abstract This study aimed at investigating whether the implementation of guided writing strategy and the students’ achievement motivation gave a significant effect to the students’ writing competency. This was an experimental research which applied 2 x 2 factorial design. The population was 6 classes (134 students) of grade X in SMAN 1 Sukasada in the academic year 2012/2013. The samples were 4 classes which were choosen by using Random Sampling and were divided into two groups, i.e. experimental group and control group. The research data were analyzed by using Statistical Two-Way ANOVA and Tukey Test. The result shows that, first, there was a significant difference on the students’ writing competency between the students who were taught by using guided writing strategy and conventional writing strategy. Second, there was a significant interactional effect on the students’ writing competency between the strategies applied and the students’ achievement motivation. Third, there was a significant difference on the students’ writing competency between the students who had high achievement motivation when they were taught by using guided writing strategy and conventional strategy. Fourth, there was a significant difference between the students’ writing competency of the students who had low achievement motivation when they were taught by using guided writing strategy and conventional strategy.     Keywords: achievement motivation, guided writing strategy, writing competency.
THE EFFECT OF JOURNAL WRITING TECHNIQUE AND STUDENTS’ ACHIEVEMENT MOTIVATION TOWARD WRITING ACHIEVEMENT OF THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF UNDIKSHA Mettaningrum, Gustiana; Dantes, N.; ., SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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Abstract

Abstract This study aims at investigating any significance difference between the writing achievement of students who were taught by using journal writing technique and those by conventional writing technique and investigating any interactional effect between the implementation of those techniques and the students’ achievement motivation upon students’ writing achievement. This research was a post-test only control group design which was conducted in the fourth semester students of English Education Department, Undiksha. The result shows that there is a significant difference between the writing achievement of the students taught by using journal writing technique and those by conventional writing technique, where the students taught by using journal writing technique shows better writing achievement than the students taught by using conventional writing technique. In addition, there is a significant interactional effect between the implementation of those techniques and the students’ achievement motivation. Keywords: Journal writing technique, achievement motivation, writing achievement
ANALYSIS OF AUTHENTICITY OF TEACHERS’ MADE ASSESSMENT AND ITS CONTRIBUTION TO STUDENTS’ ENGLISH ACHIEVEMENT IN ELEMENTARY SCHOOLS IN BULELENG REGENCY Natalia, S. A. M. K. D.; Marhaeni, A.A.I.N; Dantes, N.
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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Abstract

Abstract This study aimed at analyzing and investigating the authenticity of teacher’s made assessment and its contribution to students’ English achievement in Elementary schools in Buleleng regency. The authenticity of teachers’ made assessment was seen in terms of teachers’ assessment planning, assessment implementation as perceived by teachers, teachers’ assessment implementation as perceived by students. This study was also intended in order to know the contribution of those aspects to students’ English achievement. The research design for this study was Exploratory Mix-Method design, involving 33 English teachers. The data were collected through documentation, and questionnaires which were analyzed qualitatively and quantitatively. The result of data analysis showed that teachers’ assessment planning, assessment implementation as perceived by teachers and students had sufficient level of authenticity. From statistical analysis, it was found that only teachers’ assessment planning and assessment implementation as perceived by students which had significant contribution to students’ English achievement. However, it was also found that the three aspects were integratedly gave significant contribution to students’ English achievement. In conclusion, it showed how the teachers’ assessments with its level of authenticity gave contribution to the students’ English achievement.   Keywords: teachers’ assessment authenticity, students’ achievement
THE EFFECT OF WORDLESS PICTURE BOOKS ON THE ENGLISH WRITING OF THE STUDENTS DIFFERING IN SELF-CONFIDENCE Rozali, Muhamad; Marhaeni, A.A.I.N; Dantes, N.
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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Abstract

Abstrak Penelitian ini bertujuan mengetahui pengaruh buku bergambar tanpa kata terhadap prestasi menulis bahasa Inggris ditinjau dari tingkat percaya diri siswa kelas X SMAN 1 Selong. Penelitian eksperimen ini menggunakan posttest only control group design. Penelitian ini menggunakan teknik random sampling yang berjumlah 88 orang siswa yang terbagi kedalam kelompok eksperimen dan kontrol. Data penelitian dikumpulkan melalui kuesioner dan tes. Data dianalisis menggunakan ANAVA dua jalur. Hasil penelitian mengungkapkan bahwa (1) terdapat perbedaan signifikan prestasi menulis bahasa Inggris siswa yang mengikuti pembelajaran buku bergambar tanpa kata dan siswa yang mengikuti pembelajaran konvensional (FA=34,614, p<0,05), (2) terdapat interaksi signifikan antara pembelajaran (buku bergambar tanpa kata dan pembelajaran konvensional) dengan tingkat percaya diri terhadap prestasi menulis siswa (FAB =31,140, p<0,05), (3) untuk siswa yang memiliki percaya diri tinggi, terdapat perbedaan signifikan prestasi menulis siswa yang mengikuti pembelajaran menggunakan buku bergambar tanpa kata dan siswa yang mengikuti pembelajaran menggunakan pembelajaran konvensional (Qhitung = 11,46, p<0,05), (4) untuk siswa yang memiliki percaya diri rendah, tidak terdapat perbedaan signifikan prestasi menulis siswa yang mengikuti pembelajaran menggunakan buku bergambar tanpa kata dan siswa yang mengikuti pembelajaran menggunakan pembelajaran konvensional (Qhitung = 0,303, p > 0,05).   Kata kunci: Buku bergambar tanpa kata, Percaya Diri, Kemampuan Menulis Bahasa Inggris Abstract This study aimed at knowing the effect of wordless picture books on the English writing of the students differing in self-confidence at the tenth grade of SMAN 1 Selong. This study was an experimental research with post-test only control group design. The study used random sampling technique which involved 88 students who were divided into experimental and control groups. Data were collected using questionnaire and test. The data were analyzed using two-way ANOVA. The results of the study revealed that (1) there is a significant difference on the English writing of the students between the students taught by using wordless picture book and conventional learning (FA=34.614, p<0.05), (2) there is a significant interaction between teaching by using wordless picture book and conventional with students’ self-confidence level on the English writing of the students (FAB =31.140, p<0.05), (3) for the students with high self-confidence, there is a significant difference on the English writing of the students taught by using wordless picture book and conventional learning (Qobs = 11.46, p<0.05), (4) for the students with low self-confidence, there is no significant difference on the English writing of the students taught by using wordless picture book and conventional learning (Qobs = 0.303, p > 0.05).   Keywords : wordless picture books, self-confidence, English writing achievement
THE EFFECT OF COOPERATIVE LEARNING MODEL UPON READING COMPREHENSION OF ELEVEN GRADE STUDENTS OF SMA NEGERI 1 SELONG DIFFERING IN READING INTEREST ., Pahrurrozi; Marhaeni, A.A.I.N; Dantes, N.
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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

Abstract

Abstract This study aimed at finding out the effect of cooperative learning model upon   reading comprehension of eleven grade students of sma negeri 1 selong differing in reading interest. This study was experimental research used post-test only control group design. This study used random sampling technique involved 84 students who were divided into experimental and control group. Data were collected using questionnaire and test. The data were analyzed two- ways ANOVA and Tukey Test. The result of this research was (1) there was a significant difference between the achievement  of the students  who were taught by cooperative learning model and those who were taught  by using conventional learning model (FA=41,061, p<0,05). (2) There was an interaction between teaching using cooperative learning and conventional model with students’ reading interest upon reading comprehension (FAB=0.946 p<0,05). (3)  for the students with high reading interest, there was a significant difference on the reading comprehension between by using cooperative learning model and conventional learning model (Qhitung=4,119, p<0,05). (4) for the students with low reading interest, there was a significant difference on the reading comprehension between by using cooperative learning model and conventional learning model (Qhitung=2,174, p<0,05).   Keywords : cooperative learning model, reading comprehension, reading interest
THE EFFECT OF JOURNAL WRITING TECHNIQUE AND STUDENTS’ ACHIEVEMENT MOTIVATION TOWARD WRITING ACHIEVEMENT OF THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF UNDIKSHA Mettaningrum, Gustiana; Dantes, N.; ., SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (128.575 KB) | DOI: 10.23887/jpbi.v1i0.570

Abstract

Abstract This study aims at investigating any significance difference between the writing achievement of students who were taught by using journal writing technique and those by conventional writing technique and investigating any interactional effect between the implementation of those techniques and the students? achievement motivation upon students? writing achievement. This research was a post-test only control group design which was conducted in the fourth semester students of English Education Department, Undiksha. The result shows that there is a significant difference between the writing achievement of the students taught by using journal writing technique and those by conventional writing technique, where the students taught by using journal writing technique shows better writing achievement than the students taught by using conventional writing technique. In addition, there is a significant interactional effect between the implementation of those techniques and the students? achievement motivation. Keywords: Journal writing technique, achievement motivation, writing achievement
THE EFFECT OF WORDLESS PICTURE BOOKS ON THE ENGLISH WRITING OF THE STUDENTS DIFFERING IN SELF-CONFIDENCE Rozali, Muhamad; Marhaeni, A.A.I.N; Dantes, N.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i0.812

Abstract

Abstrak Penelitian ini bertujuan mengetahui pengaruh buku bergambar tanpa kata terhadap prestasi menulis bahasa Inggris ditinjau dari tingkat percaya diri siswa kelas X SMAN 1 Selong. Penelitian eksperimen ini menggunakan posttest only control group design. Penelitian ini menggunakan teknik random sampling yang berjumlah 88 orang siswa yang terbagi kedalam kelompok eksperimen dan kontrol. Data penelitian dikumpulkan melalui kuesioner dan tes. Data dianalisis menggunakan ANAVA dua jalur. Hasil penelitian mengungkapkan bahwa (1) terdapat perbedaan signifikan prestasi menulis bahasa Inggris siswa yang mengikuti pembelajaran buku bergambar tanpa kata dan siswa yang mengikuti pembelajaran konvensional (FA=34,614, p<0,05), (2) terdapat interaksi signifikan antara pembelajaran (buku bergambar tanpa kata dan pembelajaran konvensional) dengan tingkat percaya diri terhadap prestasi menulis siswa (FAB =31,140, p<0,05), (3) untuk siswa yang memiliki percaya diri tinggi, terdapat perbedaan signifikan prestasi menulis siswa yang mengikuti pembelajaran menggunakan buku bergambar tanpa kata dan siswa yang mengikuti pembelajaran menggunakan pembelajaran konvensional (Qhitung = 11,46, p<0,05), (4) untuk siswa yang memiliki percaya diri rendah, tidak terdapat perbedaan signifikan prestasi menulis siswa yang mengikuti pembelajaran menggunakan buku bergambar tanpa kata dan siswa yang mengikuti pembelajaran menggunakan pembelajaran konvensional (Qhitung = 0,303, p > 0,05).   Kata kunci: Buku bergambar tanpa kata, Percaya Diri, Kemampuan Menulis Bahasa Inggris Abstract This study aimed at knowing the effect of wordless picture books on the English writing of the students differing in self-confidence at the tenth grade of SMAN 1 Selong. This study was an experimental research with post-test only control group design. The study used random sampling technique which involved 88 students who were divided into experimental and control groups. Data were collected using questionnaire and test. The data were analyzed using two-way ANOVA. The results of the study revealed that (1) there is a significant difference on the English writing of the students between the students taught by using wordless picture book and conventional learning (FA=34.614, p<0.05), (2) there is a significant interaction between teaching by using wordless picture book and conventional with students? self-confidence level on the English writing of the students (FAB =31.140, p<0.05), (3) for the students with high self-confidence, there is a significant difference on the English writing of the students taught by using wordless picture book and conventional learning (Qobs = 11.46, p<0.05), (4) for the students with low self-confidence, there is no significant difference on the English writing of the students taught by using wordless picture book and conventional learning (Qobs = 0.303, p > 0.05).   Keywords : wordless picture books, self-confidence, English writing achievement
THE EFFECT OF GUIDED WRITING STRATEGY AND STUDENTS’ ACHIEVEMENT MOTIVATION ON STUDENTS’ WRITING COMPETENCY A A, Komang, Handayani,; Dantes, N.; Ni Made, Ratminingsih,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (81.16 KB) | DOI: 10.23887/jpbi.v1i0.563

Abstract

Abstract This study aimed at investigating whether the implementation of guided writing strategy and the students? achievement motivation gave a significant effect to the students? writing competency. This was an experimental research which applied 2 x 2 factorial design. The population was 6 classes (134 students) of grade X in SMAN 1 Sukasada in the academic year 2012/2013. The samples were 4 classes which were choosen by using Random Sampling and were divided into two groups, i.e. experimental group and control group. The research data were analyzed by using Statistical Two-Way ANOVA and Tukey Test. The result shows that, first, there was a significant difference on the students? writing competency between the students who were taught by using guided writing strategy and conventional writing strategy. Second, there was a significant interactional effect on the students? writing competency between the strategies applied and the students? achievement motivation. Third, there was a significant difference on the students? writing competency between the students who had high achievement motivation when they were taught by using guided writing strategy and conventional strategy. Fourth, there was a significant difference between the students? writing competency of the students who had low achievement motivation when they were taught by using guided writing strategy and conventional strategy.     Keywords: achievement motivation, guided writing strategy, writing competency.
ANALYSIS OF AUTHENTICITY OF TEACHERS’ MADE ASSESSMENT AND ITS CONTRIBUTION TO STUDENTS’ ENGLISH ACHIEVEMENT IN ELEMENTARY SCHOOLS IN BULELENG REGENCY Natalia, S. A. M. K. D.; Marhaeni, A.A.I.N; Dantes, N.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (155.705 KB) | DOI: 10.23887/jpbi.v1i0.727

Abstract

Abstract This study aimed at analyzing and investigating the authenticity of teacher?s made assessment and its contribution to students? English achievement in Elementary schools in Buleleng regency. The authenticity of teachers? made assessment was seen in terms of teachers? assessment planning, assessment implementation as perceived by teachers, teachers? assessment implementation as perceived by students. This study was also intended in order to know the contribution of those aspects to students? English achievement. The research design for this study was Exploratory Mix-Method design, involving 33 English teachers. The data were collected through documentation, and questionnaires which were analyzed qualitatively and quantitatively. The result of data analysis showed that teachers? assessment planning, assessment implementation as perceived by teachers and students had sufficient level of authenticity. From statistical analysis, it was found that only teachers? assessment planning and assessment implementation as perceived by students which had significant contribution to students? English achievement. However, it was also found that the three aspects were integratedly gave significant contribution to students? English achievement. In conclusion, it showed how the teachers? assessments with its level of authenticity gave contribution to the students? English achievement.   Keywords: teachers? assessment authenticity, students? achievement
THE EFFECT OF COOPERATIVE LEARNING MODEL UPON READING COMPREHENSION OF ELEVEN GRADE STUDENTS OF SMA NEGERI 1 SELONG DIFFERING IN READING INTEREST ., Pahrurrozi; Marhaeni, A.A.I.N; Dantes, N.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i0.814

Abstract

Abstract This study aimed at finding out the effect of cooperative learning model upon   reading comprehension of eleven grade students of sma negeri 1 selong differing in reading interest. This study was experimental research used post-test only control group design. This study used random sampling technique involved 84 students who were divided into experimental and control group. Data were collected using questionnaire and test. The data were analyzed two- ways ANOVA and Tukey Test. The result of this research was (1) there was a significant difference between the achievement  of the students  who were taught by cooperative learning model and those who were taught  by using conventional learning model (FA=41,061, p<0,05). (2) There was an interaction between teaching using cooperative learning and conventional model with students? reading interest upon reading comprehension (FAB=0.946 p<0,05). (3)  for the students with high reading interest, there was a significant difference on the reading comprehension between by using cooperative learning model and conventional learning model (Qhitung=4,119, p<0,05). (4) for the students with low reading interest, there was a significant difference on the reading comprehension between by using cooperative learning model and conventional learning model (Qhitung=2,174, p<0,05).   Keywords : cooperative learning model, reading comprehension, reading interest
Co-Authors A.A.I.N. Marhaeni Anak Agung Istri Ngurah Marhaeni Anggan Suhandana D. M. Kamajaya Dewi, M. Dina Utami Dibia, I. K. G. M. Eka Putra Gustiana Mettaningrum Handayani, Komang A A I Made Candiasa I Made Gunamantha I Nyoman Rauh I W Weja I W. Daging I W. Dira I. G. K. Artha I. W. Jiwa Muhamad Rozali N. Bawa Atmadja N. Kanca N.N.D. Kristanti N.P.F.V. Dewi Ni Made Ratminingsih Pahrurrozi . Purbalaksmi . S. A. M. K. D. Natalia Sariyasa . SUARNAJAYA, . Subakthi Putri, Inggit Pragasuri Sukmawati, N.M Indra Suranata, K. Yudiana, K.