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All Journal Cakrawala Pendidikan Lingua Scientia Journal Mimbar PGSD Undiksha Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Indonesia Jurnal Pendidikan Bahasa PREMISE: Journal of English Education and Applied Linguistics Script Journal: Journal of Linguistic and English Teaching LLT Journal: A Journal on Language and Language Teaching Indonesian EFL Journal Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Education Technology Journal of Psychology and Instructions Voices of English Language Education Society Psychology, Evaluation, and Technology in Educational Research Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Pioneer: Journal of Language and Literature Jurnal Penelitan Mahasiswa Indonesia CITIZEN: Jurnal Ilmiah Mulitidisiplin Indonesia Indonesian Journal of Educational Development (IJED) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education IJLHE: International Journal of Language, Humanities, and Education
I Putu Indra Kusuma
Universitas Pendidikan Ganesha
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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ENACTING AN ARTIFICIAL INTELLIGENCE-BASED LEARNING MEDIA TO SUPPORT VOCABULARY MASTERY AT SMA NEGERI 2 GEROKGAK: A MIXED METHODS STUDY Antini, Ade Juni; Santosa, Made Hery; Kusuma, I Putu Indra
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 12, No 1 (2024)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v12i1.3398

Abstract

This study explores the impact of the Busuu application on students' vocabulary mastery and their perception of its implementation in eleventh-grade classes at SMA Negeri 2 Gerokgak. The research aims to address the lack of vocabulary teaching in Indonesia and the challenges faced by teachers in incorporating technology into vocabulary instruction. Educational technology, including the Busuu application, offers opportunities for students to learn independently and access a wide range of learning materials that are designed for learning foreign languages, providing users with feedback from native speakers and downloadable lessons. Previous studies have highlighted the positive impact of Busuu on students' motivation and vocabulary learning. This study utilizes a mixed methods research design, combining quantitative data analysis and qualitative interviews. The research is conducted over seven meetings with eleventh-grade students to improve their vocabulary skills. The study examines the statistical significance of increased vocabulary acquisition among Busuu users and analyzes qualitative data to gain insights into students' perceptions of the app. The findings of this research contribute to the improvement of language learning practices in Indonesia and provide valuable insights for language learners and educators. The study's significance lies in informing teachers about various learning media and their impact on English language teaching Furthermore, the research helps schools improve existing learning media and keep up with educational developments. However, the results indicate that Busuu is a valuable platform for vocabulary learning, creating a positive learning atmosphere. In conclusion, the study demonstrates the effectiveness of the Busuu application in improving students' vocabulary mastery. It highlights the importance of incorporating technology into vocabulary instruction and provides insights for further research in this field.
Developing Reading Material for Elementary Students in Tourism Area by Inserting Local Culture Kusuma, I Putu Indra
JEELS (Journal of English Education and Linguistics Studies) Vol. 3 No. 1 (2016): JEELS May 2016
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (265.495 KB) | DOI: 10.30762/jeels.v3i1.176

Abstract

This research and development (R&D) aimed at 1) developing reading material for the fifth grade students of elementary schools in tourism area, and (2) investigating the quality of the material developed. To gather the data, this study used scoring rubric, questionnaires, observation sheets, interview guide, and test. This study used the development model proposed by Sugiyono (2011) and was developed based on the characteristics of good reading material proposed by Tomlinson (1998). The results showed that (1) reading material was developed by involving some of local contents and (2) reading material had high validity and practicality and was proven to be effective. It then can be concluded that to make good quality of a reading material, the development of it should involve local content and should be based on the criteria of good material.
LEVERAGING THE ACTIVITY OF READING USING LINE WEBTOON: ITS EFFECT ON EFL STUDENTS’ VOCABULARY DEVELOPMENT Winarti, Desita Ahadia; Kusuma, I Putu Indra
Lingua Scientia Vol. 31 No. 2 (2024)
Publisher : Undiksha Press

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Abstract

In technology era, the use of digital-based media is certainly a facility that has good prospects on the condition that it pays attention to techniques so that technology-based learning facilities are feasible to be integrated into English language teaching including in using digital comics as media in facilitating students in learning the language. The interest and enthusiasm of students to learn through the use of digital comics such as Webtoon make students feel confident in reading skills, this research was employed to determine the effect of using media digital comic Webtoon in teaching reading especially in sub skill vocabulary development. This research was a quasi-experimental research using a posttest-only control group design. This research used a quantitative approach. The research was conducted on SMP Negeri 4 Sawan, Grade IX students for the 2023/2024 academic year. The experimental group was taught using Webtoon, and the control group used conventional strategies. The sample was selected using an intact group sampling technique. The total population of this study was 129 students, and the sample was 64 students. Data was collected through a post-test through, a multiplechoice test given to students. Data were analyzed using the Mann Whitney U Test in the SPSS 26.0 program. The Mann-Whitney U test for independent samples shows a significant difference in students' vocabulary understanding between the experimental and control classes {Sig. (U) is smaller than 0.05}. The learning outcomes of the experimental class were higher than the control class (Mexp= 48.69; Mcon= 17.29). Based on these results, there was a significant influence on student's vocabulary development on teaching reading in grade IX students SMP Negeri 4 Sawan. Students' responses to the application of reading Webtoon in vocabulary development are positive. This can be seen from an increase in metacognition through increasing students' vocabulary development and in the affective aspect, namely increasing motivation, self-confidence, interest in learning, and students' sense of enjoyment. This research implied that a webtoon media was recommended for implementation by teachers in the classroom. Key Words: Teaching Reading, Vocabulary Development, Webtoon
THE ANALYSIS OF INTERCULTURAL AND PEACE EDUCATION ENGLISH MATERIALS, FOCUSING ON SPEAKING SKILLS IN JUNIOR HIGH SCHOOL I Komang Agus Tirtayasa, I Komang Agus Tirtayasa; Budiarta, Luh Gd Rahayu; Kusuma, I Putu Indra
Lingua Scientia Vol. 31 No. 2 (2024)
Publisher : Undiksha Press

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Abstract

This research aimed to analyze English teaching materials that integrated cross-cultural and peace education, with a focus on speaking skills at the junior high school level. The method used was basic qualitative with document studies to obtain the data. The objects in this research were two books each from three different curricula, namely the 2006 KTSP curriculum, the 2013 curriculum, and the Merdeka curriculum. Two books per curriculum were sufficient to reflect important elements of the research topic, allowing for in-depth analysis without requiring excessive resources and time. The research instruments consisted of an observation sheet, comprehensive notes, and the researcher as the instrument. Data was collected by carrying out thematic analysis, with Inductive Thematic Analysis used to analyze the possibility of themes emerging from the data itself, not determined by pre-existing theories or expectations. The results showed that the 2006 KTSP curriculum provided a strong foundation but required additional interactive elements to deepen cultural understanding and improve speaking skills. The 2013 curriculum offered a more engaging approach but faced challenges in terms of consistency and support. The Independent Curriculum excelled at integrating cultural context and practical application but required effective monitoring and assessment to fully realize its potential. It was concluded that each curriculum had its own advantages and limitations.
LANGUAGE LEARNING GAMES DEVELOPMENT BASED ON CURRICULUM 2013 Mahayanti, Ni Wayan Surya; Suprianti, G.A.P.; Kusuma, I Putu Indra
Journal of Education Technology Vol. 1 No. 1 (2017): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v1i1.10086

Abstract

This research aimed at developing character based language learning games in teaching English which can be used by teacher of junior high school grade VII as an alternative activities in the classroom. This research is R&D which used the design from Sugiyono (2011). The data in this study were collected through in depth interview, observation, and questionnaire distribution for both teacher and students. Then the data gained were analyzed qualitatively as the basis to develop the games and manual. As the result, 3 character based language learning games are developed; they are Word Bricks, Race Words dan Snake and Signs games. Validation from experts has been conducted and the scores given indicate that the product designed can be categorized as good games and excellent manual. It is also found that the product developed is categorized as good games and manual based on teacher’s score. After the implementation, it is shown that the students are motivated in learning English by using games. Besides, it is also found that students’ characters are starting to emerge in students who played the games.
DISCREPANCY STUDY ON THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN SMP NEGERI 4 SINGARAJA BASED ON CURRICULUM 2013 ., Made Widi Darma Prasetya; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., I Putu Indra Kusuma, S.Pd., M.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.v4i2.8749

Abstract

Penelitian ini bertujuan untuk menyelidiki (1) perbedaan implementasi pendekatan ilmiah di SMP Negeri 4 Singaraja berdasarkan Kurikulum 2013 dan (2) keyakinan guru bahasa Inggris pada pelaksanaan pendekatan ilmiah di SMP Negeri 4 Singaraja berdasarkan Kurikulum 2013. Subjek penelitian ini adalah dua guru bahasa Inggris di SMP Negeri 4 Singaraja. Sedangkan objek penelitian ini adalah rencana pembelajaran yang dirancang oleh guru bahasa Inggris dan pelaksanaan pendekatan ilmiah berdasarkan kurikulum 2013. Penelitian ini merupakan penelitian evaluasi yang menggunakan Model Evaluasi Provus yang dikembangkan oleh Malcolm M. Provus. Pengumpulan data dilakukan melalui observasi dengan menggunakan checklist sebagai standar dan wawancara dengan menggunakan pedoman wawancara. Hasil evaluasi pelaksanaan pendekatan ilmiah tentang rencana pembelajaran dan pengajaran bahasa Inggris di SMP Negeri 4 Singaraja menunjukkan bahwa ada perbedaan yang kebanyakan ditemukan pada tahap menanya dan mengkomunikasikan dari pendekatan ilmiah berdasarkan kurikulum 2013. Selanjutnya, guru bahasa Inggris percaya bahwa pendekatan ilmiah tidak sesuai dilaksanakan dalam pembelajaran bahasa Inggris tetapi lebih tepat dalam Sains. Dapat disimpulkan bahwa ada perbedaan pada rencana pembelajaran yang dirancang serta pelaksanaan. Mungkin itu disebabkan oleh keyakinan guru pada kurikulum 2013.Kata Kunci : pendekatan ilmiah, kurikulum 2013, perbedaan This study aimed at investigating (1) discrepancy of scientific approach implementation in SMP Negeri 4 Singaraja based on Curriculum 2013 and (2) English teachers’ belief on the scientific approach implementation in SMP Negeri 4 Singaraja based on Curriculum 2013. The subjects of this study were two English teachers in SMP Negeri 4 Singaraja. While the objects of the research were the lesson plan designed by the English teachers and the scientific approach implementation based on curriculum 2013. This study was an evaluation study which used Provus Discrepancy Model developed by Malcolm M. Provus. The data was collected through observation by using checklist as the standard and interview by using interview guide. The results of evaluation of the scientific approach implementation on lesson plan and teaching English in SMP Negeri 4 Singaraja showed that there were discrepancies found mostly in questioning and communicating steps of scientific approach based on curriculum 2013. Furthermore, English teachers believed that scientific approach is not appropriate implemented in English but it is more appropriate in Science. It can be concluded that there were discrepancies on the lesson plans designed as well as the implementations. Possibly it was caused by the teachers’ beliefs on curriculum 2013. keyword : scientific approach, curriculum 2013, discrepancy
AN ANALYSIS OF LEARNING MATERIALS IN LEARNING ENGLISH AT THE SEVENTH GRADE STUDENTS OF SMPN 4 SINGARAJA IN TERMS OF SPEECH ACT TYPE, SUB TYPE AND SPEECH STANDARD BASED ON CURRICULUM 2013 ., Ni Putu Artila Dewi; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., I Putu Indra Kusuma, S.Pd., M.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.v4i2.8775

Abstract

ABSTRAK Penelitian ini difokuskan pada dua masalah. Pertama, perencanaan materi pembelajaran berdasarkan Kurikulum 2013 dalam buku siswa dan rencana pelaksanaan pembelajaran guru. Bahan pembelajaran dianalisis dalam hal jenis tindak tutur utama dan spesifik dan sub jenis serta variasi bahasa. Kedua, pelaksanaan materi pembelajaran berdasarkan Kurikulum 2013 seperti yang direncanakan dalam rencana pelaksanaan pembelajaran guru. Bahan pembelajaran dianalisis dalam hal jenis tindak tutur utama dan spesifik dan sub jenis serta variasi bahasa. Subjek penelitian terdiri dari rencana pelaksanaan pembelajaran guru, buku siswa kelas VII dan guru bahasa Inggris. Data dikumpulkan melalui studi dokumen, observasi, dan pedoman wawancara. Data dianalisis secara kualitatif. Hasil penelitian menunjukkan sebagai berikut: 1) perencanaan materi pembelajaran berdasarkan Kurikulum 2013 seperti yang direncanakan dalam buku siswa dan RPP guru, yaitu: a. expressif dengan sub jenisnya menyapa, berterima kasih, meminta maaf. b. asertif dengan sub jenisnya menyatakan, mendeskripsikan dan menjelaskan. c. komisif dengan sub jenisnya menawarkan dan d. directif dengan sub jenisnya menanya, meminta, memohon. Semua dari mereka menggunakan pidatonya bahasa baku dan tidak baku. 2) pelaksanaan materi pembelajaran berdasarkan Kurikulum 2013 seperti yang direncanakan dalam RPP guru dan implementasinya, yaitu: a. expressif dengan sub jenisnya menyapa, berterima kasih, meminta maaf. b. asertif dengan sub jenisnya menyatakan, mendeskripsikan. c. komisif dengan sub jenisnya menawarkan dan d. direktif dengan sub jenisnya menanya, meminta. keseluruhan menggunakan pidatonya bahasa baku dan tidak baku.Kata Kunci : bahan pembelajaran, tindak tutur, tuturan baku dan tidak baku ABSTRACT The research focused on two problems. First, the planning of learning materials based on Curriculum 2013 in the students’ book and teacher’s lesson plan. The learning materials were analyzed in terms of the main and specific speech act types and sub types as well as speech variation. Second, the implementation of learning materials based on Curriculum 2013 as planned in the teacher’s lesson plans. The learning materials were analyzed in terms of the main and specific speech act types and sub types as well as speech variation. Research subjects consisted of teacher’s lesson plans, students’ book and the English teacher. The Data were collected through document study, observation, and interview guide. The data were analyzed qualitatively. The results show the following: 1) the planning of learning materials based on Curriculum 2013 as planned in the students’ book and lesson plans, namely: a. expressives with subtypes greeting, thanking, apologizing. b. Assertive with subtypes stating, describing. c. Commisives with subtype offering. d. directives with subtypes questioning, requesting, ordering. All the learning materials used standard and non standard. 2) implementation learning materials based on Curriculum 2013 : a. expressive with sub type greeting, thanking, apologizing. b. Assertive with sub type stating, describing. c. commisives with sub type offering. dan d. Directives with sub type questioning, requesting. All the learning materials used standard and non standard. keyword : learning material, speech act, speech standard and non standard
AN ANALYSIS OF LEARNING MATERIALS IN LEARNING ENGLISH AT THE EIGHTH GRADE STUDENTS OF SMPN 4 SINGARAJA IN TERMS OF SPEECH ACT TYPE, SUB TYPE AND SPEECH FORMALITY BASED ON CURRICULUM 2013 ., Luh Putu Dewi Lestari; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., I Putu Indra Kusuma, S.Pd., M.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.v4i2.8776

Abstract

Penelitian ini difokuskan pada dua masalah. Pertama, perencanaan materi pembelajaran berdasarkan Kurikulum 2013 dalam buku siswa dan rencana pelaksanaan pembelajaran guru dianalisis dalam hal jenis tindak tutur utama dan spesifik dan sub jenis serta variasi bahasa. Kedua, pelaksanaan materi pembelajaran berdasarkan Kurikulum 2013 seperti yang direncanakan dalam rencana pelaksanaan pembelajaran guru dianalisis dalam hal jenis tindak tutur utama dan spesifik dan sub jenis serta variasi bahasa. Subjek penelitian terdiri dari rencana pelaksanaan pembelajaran guru, buku siswa dan guru bahasa Inggris. Data dikumpulkan melalui studi dokumen, observasi, dan pedoman wawancara. Data dianalisis secara kualitatif. Hasil penelitian menunjukkan sebagai berikut: 1) perencanaan materi pembelajaran berdasarkan Kurikulum 2013 seperti yang direncanakan dalam buku siswa dan RPP guru, yaitu: a. direktif dengan sub jenisnya bertanya, meminta, memesan, mengundang, melarang. b. asertif dengan sub jenisnya menyatakan, mengeluh dan menjelaskan. c. komisif dengan sub jenisnya menjanjikan, menolak dan menawarkan dan d. ekspresif dengan sub jenisnya menyapa, berterima kasih, meminta maaf, memberi selamat dan memuji. Semua dari mereka menggunakan pidatonya formalitas formal dan informal. 2) pelaksanaan materi pembelajaran berdasarkan Kurikulum 2013 seperti yang direncanakan dalam RPP guru, yaitu: a. direktif dengan sub jenisnya bertanya, meminta dan memerintah, b. asertif dengan sub jenisnya menyatakan, c. komisif dengan sub jenisnya menolak dan d. ekspresif dengan sub jenisnya berterima kasih dan memuji. Semua itu menggunakan tuturan resmi dan tidak resmi. Kata Kunci : bahan pembelajaran, tindak tutur, tuturan formal dan informal The research focused on two problems. First, the planning of learning materials based on Curriculum 2013 in the students’ book and teacher’s lesson plan in terms of the main and specific speech act types and sub types as well as speech variation. Second, the implementation of learning materials based on Curriculum 2013 as planned in the teacher’s lesson plans in terms of the main and specific speech act types and sub types as well as speech variation. Research subjects consisted of teacher’s lesson plans, students’ book and the English teacher. The Data were collected through document study, observation, and interview guide. The data were analyzed qualitatively. The results show the following: 1) the planning of learning materials based on Curriculum 2013 as planned in the students’ book and lesson plans, namely: a. directive with the sub type questioning, requesting, ordering, inviting, prohibiting. b. assertive with the sub type stating, complaining and describing. c. commisisve with the sub type promising and refusing, and d. expressive with the sub type greeting, thanking, apologizing, congratulating and praising. All of them used speech formality formal and informal.2) the implementation of learning material based on Curriculum 2013 as planned in the students’ book, namely directive with the sub type questioning, requesting and commanding, assertive with the sub type stating, commisisve with the sub type refusing and expressive with the sub type thanking and praising. All of them used speech formality formal and informal. keyword : learning material, speech act, speech formality
THE EFFECT OF SQ3R METHOD ON READING COMPREHENSION OF THE ELEVENTH GRADE STUDENTS OF SMA LAB UNDIKSHA IN ACADEMIC YEAR 2016/2017 ., I Putu Oka Mahendra; ., Dr.Sudirman, M.L.S; ., I Putu Indra Kusuma, S.Pd., M.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.v4i2.9695

Abstract

Penelitian ini bertujuan untuk menyelidiki apakah ada pengaruh yang signifikan atau tidak pada kemampuan membaca siswa kelas sebelas SMA Lab Undiksha. Desain penelitian ini adalah Post-test Only Control Group Design. Populasi penelitian ini adalah siswa kelas sebelas SMA Lab Undiksha. Cluster Random Sampling digunakan untuk memilih sampel penelitian. Dua kelas dipilih sebagai sampel penelitian. Satu kelas diperlakukan sebagai grup eksperimen dan yang lain diperlakukan sebagai grup control. Grup eksperimen diajar dengan menggunakan metode SQ3R dan kelompok kontrol diajar dengan menggunakan teknik mengajar konvensional (Read aloud). Data penilitian akan dianilis melalui t-test dengan menggunakan SPSS 16.0. Hasil penilitian didapat dari analisis hasil post-test dari kedua grup secara deskriptip dan inferential. Hasil analisis data menunjukkan bahwa siswa dalam grup eksperimen menunjukkan hasil lebih baik daripada siswa dalam grup kontrol. Hal ini dibuktikan oleh hasil statistik deskriptif yang menunjukkan nilai rata-rata dari grup eksperimen adalah 82.16 sedangkan nilai rata-rata dari grup kontrol adalah 78.24. Hasil uji-t juga menunjukkan bahwa nilai tobs (2.226) lebih tinggi dari tcv (2.003). Ini berarti ada perbedaan yang signifikan pada kemampuan membaca siswa yang diajar dengan menggunakan metode SQ3R dan yang diajar dengan menggunakan teknik mengajar konvensional.Kata Kunci : metode SQ3R, kemampuan membaca This study was aimed at investigating whether or not there was a significant effect of the implementation of SQ3R method on reading comprehension of the eleventh grade students of SMA Lab Undiksha. The research design of this study was Post-test Only Control Group Design. The population was the eleventh grade students of SMA Lab Undiksha. Cluster Random Sampling was used to select the sample of the study. Two classes were selected as the sample of the study. One was treated as the experimental group and the other one was treated as control group. The experimental group was taught by using SQ3R and the control group was taught by using conventional teaching method (read aloud). The data were analyzed by using t-test through SPSS 16.0. 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 82.16 while the mean score of the control group was 78.24. The result of the t-test also showed that the value of the tobs (2.226) was higher than the tcv. (2.003). It could be concluded that there was a significant difference on reading comprehension of the eleventh grade students of SMA Lab Undiksha that were taught by using SQ3R method than those who were taught by using conventional teaching method.keyword : SQ3R method, reading comprehension.
The Linguistic Evidences That Unite Batur and Pelaga Dialect: A Comparative Study ., I Gede Wahyu W.p; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., I Putu Indra Kusuma, S.Pd., M.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.v4i2.9696

Abstract

Abstrak Penelitian ini bertujuan untuk menjelaskan persamaan fonologi dan leksikal antara Dialek Batur dan Dialek Pelaga. Tiga narasumber dari kedua dialek dipilih berdasarkan kriteria yang sudah di tentukan. Penelitian ini menggunakan metode komparatif. Penelitian ini membandingkan dua dialek: Dialek Batur dan Dialek Pelaga. Data yang diperoleh dalam bentuk leksikon diidentifikasi menggunakan daftar kata Swadesh, Budasi, dan Hole. Data diperoleh menggunakan teknik mencatat, mendengarkan dan juga merekam pembicaraanya. Hasil dari penelitian ini menunjukkan bahwa ada 51 fonem yang sama dari kedua dialek. Fonem tersebut diantaranya adalah: 1) enam vokal: /ʌ/, /i/, /u/, /e/, /ɔ/, and /ə/; 2) sembilan diftong: /ʌi/, /iʌ/, /ʌu/, /uʌ/, /ʌə/, /ʌe/, /ʌɔ/, /iu/, and /ɔʌ/; 3) empat gemenite: , /ʌʌ/, /II/, /ʊʊ/, and /ɔɔ/; 4) sembilan belas konsonan: /p/, /b/, /t/, /d/, /k/, /g/, /ʔ/, /s/, / tʃ/, / dʒ/, /l/, /h/, /m/, /n/, /ñ/, /ŋ/, /r/, /w/, and /y/; 5) tiga belas gugusan konsonan: /tl/, /ml/, /mp/, /mb/, /nt/, /nd/, /ŋk/, /ŋs/, /ŋtʃ/ /kl/ /bl/ /pl/, and /kr/. Dari ke tiga daftar kata di temukan bahwa 1029 kata diantaranya memiliki cara penulisan yang sama persis dan 265 di antaranya ditemukan kemiripan diantara Batur dan Pelaga Dialek.Kata Kunci : fonologi, vokal, rangkap, diftong, konsonan, kosa kata, metode komparatif, Dialek Batur, Dialek Pelaga. This research aimed at describing the phonological and lexical similarities between Batur Dialect and Pelaga Dialect. Three informants from those dialects were selected based on a set of criteria. This research applied comparative method. This study compared two dialect: Batur Dialect and Pelaga Dialect. The obtained data in the form of lexicon identified using Swadesh Wordlist, Budasi Wordlist, and Hole Wordlist. Data were collected through noting, listening and recording techniques. The results of this research show that there are 51 same phonemes in both dialects. Those phonemes are: 1) six vowels: /ʌ/, /i/, /u/, /e/, /ɔ/, and /ə/; 2) nine diphthong: /ʌi/, /iʌ/, /ʌu/, /uʌ/, /ʌə/, /ʌe/, /ʌɔ/, /iu/, and /ɔʌ/; 3) four geminate: , /ʌʌ/, /II/, /ʊʊ/, and /ɔɔ/; 4) nineteen consonants: /p/, /b/, /t/, /d/, /k/, /g/, /ʔ/, /s/, / tʃ/, / dʒ/, /l/, /h/, /m/, /n/, /ñ/, /ŋ/, /r/, /w/, and /y/; 5) thirteen consonants cluster: /tl/, /ml/, /mp/, /mb/, /nt/, /nd/, /ŋk/, /ŋs/, /ŋtʃ/ /kl/ /bl/ /pl/, and /kr/. From the three wordlist there are 1029 words which were exactly the same and 265 similar words found from Batur and Pelaga Dialect.keyword : phonology, vowels, geminate, diphthong, consonants, lexicon, comparative method, Batur Dialect, Pelaga Dialect.
Co-Authors ., Dr. Sudirman, M.L.S ., Dr. Sudirman, M.L.S ., Gede Agus Artasthana ., I Gede Wahyu W.p ., I Gede Wahyu W.p ., I Kadek Agus Hendra Yasa Dinatha ., I Kadek Mudita ., I Putu Oka Mahendra ., Ida Ayu Made Dwi Srawasti ., Ida Ayu Made Dwi Srawasti ., Luh Putu Dewi Lestari ., Luh Putu Dewi Lestari ., Made Widi Darma Prasetya ., Made Widi Darma Prasetya ., Ni Made Ari Widyantari ., Ni Made Ari Widyantari ., Ni Nyoman Dewik Sawitri ., Ni Nyoman Dewik Sawitri ., Ni Putu Anggie Orchidiani ., Ni Putu Anggie Orchidiani ., Ni Putu Artila Dewi ., Ni Putu Artila Dewi ., Ni Wy Oktavia Usadi ., Niluh Sri Hendrayani ., Niluh Sri Hendrayani ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Kusumawati ., Putu Kusumawati ., Yeyen Andiani Anak Agung Istri Ngr. Marhaeni Anak Agung Putri Maharani Antini, Ade Juni Ashadi Ashadi Br Kaban, Gres Desika Br Sembiring, Belia Damayanti Darmayasa, Made Wahyu Dewa Komang Tantra Dzul Rachman, Dzul Filemon Sihombing G.A.P. Suprianti Gede Mahendrayana Gusti Ayu Putu Taharyanti Gusti Ayu Putu Taharyanti, Gusti Ayu Putu Hashim, Haida Umiera I Gede Budasi I Ketut Suada I Komang Agus Tirtayasa, I Komang Agus Tirtayasa I Putu Ngurah Wage Myartawan I Wayan Suarnajaya I Wayan Wiarta Jayanti, Made Dwi Surya Darmi Kadek Sintya Dewi Kartadi Ni Komang Amelia Luh Gd Rahayu Budiarta Luh Gede Eka Wahyuni Luh Putu Artini M.L.S ., Dr.Sudirman, M.L.S M.Pd. S.Pd. Luh Indrayani . Made Hery Santosa Marianus Roni Martina Mulyani Muhammad Handi Gunawan Ni Komang Amelia, Kartadi Ni Luh Diah Surya Adnyani Ni Luh Diah Surya Adnyani, Ni Luh Diah Surya Ni Made Ratminingsih Ni Putu Astiti Pratiwi Ni Putu Era Marsakawati Ni Putu Ristia Ayu Ningsih Ni Wayan Suniasih Ni Wayan Surya Mahayanti Prof. Dr. Anak Agung Istri Ngr. Marha . Prof. Dr.I Ketut Seken,MA . Putu Adi Krisna Juniarta Putu Kerti Nitiasih Putu Tressya, Susanti Resaldi, Muhamad Ridho Rio Arif Pratama Sudirman Sudirman Sugeng, Santoso Susanti Putu Tressya Tarigan, Elsaday Marsanda Winarti, Desita Ahadia Yani, Ni Kadek Refi Marsita Yasa, I Gede Bayu Kartika