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The Effect of Reciprocal Teaching and Self-Concept upon the Reading Comprehension of the Tenth Grade Students of SMA Negeri 1 Gianyar. Thesis. Language Education Study Program, Postgraduate Program, Ganesha University of Education. Maharani, Anak Agung Putri
Jurnal Pendidikan Bahasa Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan Bahasa

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Maharani, Anak Agung Putri (2012), The Effect of Reciprocal Teaching and Self-Concept upon the Reading Comprehension of the Tenth Grade Students of SMA Negeri 1 Gianyar. Thesis. Language Education Study Program, Postgraduate Program, Ganesha University of Education.This thesis has been approved and corrected by:Supervisor IÂ Â Â : Prof.Dr. A.A. Istri Ngurah Marhaeni, M.A. Supervisor IIÂ Â Â : Dra. Luh Putu Artini, M.A., Ph.D.Keywords: reading comprehension, reciprocal teaching, self-concept. This study aimed at: a) investigating the significant difference in reading comprehension between the students who are taught by using reciprocal teaching and those who are taught by using conventional teaching; b) investigating the interactional effect between teaching methods and self-concept upon studentsâ reading comprehension; c) investigating the significant difference in reading comprehension between the students with high self-concept who are taught by reciprocal teaching and those who are taught by conventional teaching; and d) investigating the significant difference in reading comprehension between the students with low self-concept who are taught by reciprocal teaching and those who are taught by conventional teaching. It was an experimental study by making use posttest-only control group with 2 x 2 factorial design. The population of the study was 240 tenth grade students of SMA Negeri 1 Gianyar in the academic year 2011/2012 wherein 80 students were chosen as the sample through Cluster Random Sampling. The research data were collected through a self-concept questionnaire and a reading comprehension test and were analyzed by using Two-Way Anova and Tukey test. The results discovered that, first, the students who were treated by reciprocal teaching obtained better reading comprehension than those who were treated by conventional teaching; second, there was an interactional effect between teaching methods and self-concept upon the studentsâ reading comprehension; third, the students with high-self concept obtained higherÂ reading comprehension when they were treated by reciprocal teaching than by conventional teaching; and fourth, the students with low self-concept attained higher reading comprehension when they were treated by conventional teaching than by reciprocal teaching. ABSTRAKMaharani, Anak Agung Putri (2012). Pengaruh Penggunaan Pengajaran Resiprokal dan Konsep Diri terhadap Pemahaman Membaca Siswa Kelas X di SMA Negeri 1 Gianyar. Tesis. Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Pendidikan Ganesha.Tesis ini telah disetujui dan dikoreksi oleh:Pembimbing IÂ Â Â Â Â Â : Prof. Dr. A.A. Istri Ngurah Marhaeni, M. A.Pembimbing IIÂ Â Â : Dra. Luh Putu Artini, M.A. Ph.D.Kata Kunci: pemahaman membaca, pengajaran resiprokal, konsep diriPenelitian ini bertujuan untuk: a) mengetahui perbedaan signifikan pada pemahaman membaca di antara siswa yang diajar dengan pengajaran resiprokal dan siswa yang diajar dengan pengajaran konvensional; b) mengetahui efek interaksi yang terjadi di antara pengajaran resiprokal dan konvensional dengan konsep diri terhadap pemahaman membaca siswa; c) mengetahui perbedaan signifikan pada pemahaman membaca di antara siswa berkonsep diri tinggi yang mengikuti pengajaran resiprokal dan yang mengikuti pengajaran konvensional; dan d) mengetahui perbedaan signifikan pada pemahaman membaca siswa berkonsep diri rendah yang mengikuti pengajaran resiprokal dan yang mengikuti pengajaran konvensional. Studi eksperimen ini menggunakan rancangan penelitian posttest-only control group design dengan faktorial 2x2. Populasi penelitian berjumlah 240 siswa kelas X di SMA Negeri 1 Gianyar pada tahun ajaran 2011/2012 yang mana 80 siswa dipilih sebagai sampel dengan penyampelan acak cluster. Data penelitian dikumpulkan dengan menggunakan kuesioner konsep diri serta tes pemahaman membaca dan kemudian dianalisis menggunakan Anova dua jalur yang diikuti dengan tes Tukey. Adapun temuan-temuan penelitian ini yaitu: pertama, siswa yang mengikuti pengajaran resiprokal meraih pemahaman membaca yang lebih baik daripada siswa yang mengikuti pengajaran konvensional; kedua, terdapat efek interaksi di antara pengajaran resiprokal dan pengajaran konvensional dengan konsep diri terhadap pemahaman membaca siswa; ketiga, siswa berkonsep diri tinggi yang diajar dengan pengajaran resiprokal meraih pemahaman membaca yang lebih baik daripada siswa yang diajar dengan pengajaran konvensional; dan keempat, siswa berkonsep diri rendah yang diajar dengan pengajaran konvensional meraih pemahaman membaca yang lebih baik daripada siswa yang diajar dengan pengajaran resiprokal.

Penerapan Problem-Based Learning dengan Siklus Lesson Study untuk Meningkatkan Kemampuan Menulis Esai Argumentatif Maharani, Anak Agung Putri
Sphota : Jurnal Linguistik dan Sastra Vol 11 No 1 (2019): Sphota
Publisher : Sphota : Jurnal Linguistik dan Sastra

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Kemampuan menulis esai argumentatif sebagai kebutuhan di abad 21 sangat penting dikuasai mahasiswa untuk mengasah kemampuan berpikir kritis mereka. Dirancang sebagai penelitian tindakan kelas, peneliti menerapkan Problem-Based Learning dengan siklus Lesson Study yang menjawab dua pertanyaan penelitian berikut: (a) Bisakah kemampuan menulis esai argumentatif dari mahasiswa ditingkatkan dengan penerapan Problem-Based Learning dengan siklus Lesson Study? Dan (b) Bagaimanakah respon mahasiswa terhadap penerapannya? Subjek penelitian terdiri dari 36 mahasiswa semester IVA di PSP Bahasa Inggris, FKIP Unmas Denpasar. Untuk mengumpulkan data, tes dan kuisioner dipakai sebagai instrumen penelitian. Data dianalisis secara deskriptif kuantitatif dan kualitatif (model interaktif). Ditemukan bahwa penerapan Problem-Based Learning dan Lesson Study mampu meningkatkan kemampuan menulis esai argumentatif mahasiswa serta subjek memberikan respon yang positif terhadap penerapannya demi peningkatan pembelajaran.    

PLAGIARISM IN CREATING ACADEMIC BASED ARGUMENTATIVE ESSAY: THE STRATEGIES TO AVOID IT Putri Maharani, Anak Agung
Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018)
Publisher : Institut Hindu Dharma Negeri Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1554.479 KB)

Through this paper, the strategies of avoiding plagiarism implemented by the participants were presented. There were 136 fifth semester students of English Language Education Study Program (hereafter, ELESP) in Mahasaraswati Denpasar University who willingly contributed to the research investigation. All of them enrolled the Writing IV course which mainly focuses on academic writing and plagiarism. To attain the data, an open-ended questionnaire was distributed which followed by interview and Focus Group Discussion (henceforward, FGD). The obtained data were analyzed by means of Interactive Model which involves data collection, data filter, data presentation, and verification. It was found that the students encompassed 4 strategies in the attempt to avoid plagiarism such as producing a thorough outline prior to drafting, using own words, citing: quoting, paraphrasing, and utilizing plagiarism checker. These strategies are categorized into 3 different divisions based on the period of applying them.

ASSESSING DESCRIPTIVE PARAGRAPH WRITING ABILITY OF THE EIGHTH GRADE STUDENTS OF SMPN 2 SUKAWATI THROUGH GUIDED QUESTION AND ANSWERING ACADEMIC YEAR 2018/2019 Cahyadi, I Wayan Karang; Krismayani, Ni Wayan; Maharani, Anak Agung Putri
Yavana Bhasha : Journal of English Language Education Vol 2, No 1 (2019)
Publisher : Institut Hindu Dharma Negeri Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (915.461 KB)

The researchers was interested in undertaking the study which dealt with assessing descriptive paragraph writing ability of the eighth grade students of SMPN 2 Sukawati through guided question and answer in academic year 2018/2019. It was aimed at figuring out the achievement of the eighth grade students’ descriptive paragraph writing ability at SMPN 2 Sukawati in academic year 2018/2019 which was assessed through guided question and answer. The study was designed in the form of ex-post facto research. There were 50 eighth grade students of SMPN 2 Sukawati in academic year 2018/2019 who were chosen by using random sampling technique with lottery system as the research samples. The data were collected by administering guided question and answer test as the research instrument. The obtained data had been analyzed by using norm reference measure of five standard values. The results of the data analysis showed that (1) 1 or 2% of 50 samples got excellent achievement of descriptive paragraph writing ability, (2) 18 or 36% of 50 samples got good achievement, (3) 15 or 30% of samples got sufficient achievement, (4) 9 or 18% of samples got insufficient achievement, (5) 7 or 14% got poor achievement. It could be concluded that there were 68% of the samples were successful and there were 32% of the samples were unsuccessful in writing descriptive paragraph which was assessed by guided question and answer.

The Effect of Reciprocal Teaching and Self-Concept upon the Reading Comprehension of the Tenth Grade Students of SMA Negeri 1 Gianyar. Thesis. Language Education Study Program, Postgraduate Program, Ganesha University of Education. Maharani, Anak Agung Putri
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (59.821 KB)

Maharani, Anak Agung Putri (2012), The Effect of Reciprocal Teaching and Self-Concept upon the Reading Comprehension of the Tenth Grade Students of SMA Negeri 1 Gianyar. Thesis. Language Education Study Program, Postgraduate Program, Ganesha University of Education.This thesis has been approved and corrected by:Supervisor I : Prof.Dr. A.A. Istri Ngurah Marhaeni, M.A. Supervisor II : Dra. Luh Putu Artini, M.A., Ph.D.Keywords: reading comprehension, reciprocal teaching, self-concept. This study aimed at: a) investigating the significant difference in reading comprehension between the students who are taught by using reciprocal teaching and those who are taught by using conventional teaching; b) investigating the interactional effect between teaching methods and self-concept upon students? reading comprehension; c) investigating the significant difference in reading comprehension between the students with high self-concept who are taught by reciprocal teaching and those who are taught by conventional teaching; and d) investigating the significant difference in reading comprehension between the students with low self-concept who are taught by reciprocal teaching and those who are taught by conventional teaching. It was an experimental study by making use posttest-only control group with 2 x 2 factorial design. The population of the study was 240 tenth grade students of SMA Negeri 1 Gianyar in the academic year 2011/2012 wherein 80 students were chosen as the sample through Cluster Random Sampling. The research data were collected through a self-concept questionnaire and a reading comprehension test and were analyzed by using Two-Way Anova and Tukey test. The results discovered that, first, the students who were treated by reciprocal teaching obtained better reading comprehension than those who were treated by conventional teaching; second, there was an interactional effect between teaching methods and self-concept upon the students? reading comprehension; third, the students with high-self concept obtained higher reading comprehension when they were treated by reciprocal teaching than by conventional teaching; and fourth, the students with low self-concept attained higher reading comprehension when they were treated by conventional teaching than by reciprocal teaching. ABSTRAKMaharani, Anak Agung Putri (2012). Pengaruh Penggunaan Pengajaran Resiprokal dan Konsep Diri terhadap Pemahaman Membaca Siswa Kelas X di SMA Negeri 1 Gianyar. Tesis. Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Pendidikan Ganesha.Tesis ini telah disetujui dan dikoreksi oleh:Pembimbing I : Prof. Dr. A.A. Istri Ngurah Marhaeni, M. A.Pembimbing II : Dra. Luh Putu Artini, M.A. Ph.D.Kata Kunci: pemahaman membaca, pengajaran resiprokal, konsep diriPenelitian ini bertujuan untuk: a) mengetahui perbedaan signifikan pada pemahaman membaca di antara siswa yang diajar dengan pengajaran resiprokal dan siswa yang diajar dengan pengajaran konvensional; b) mengetahui efek interaksi yang terjadi di antara pengajaran resiprokal dan konvensional dengan konsep diri terhadap pemahaman membaca siswa; c) mengetahui perbedaan signifikan pada pemahaman membaca di antara siswa berkonsep diri tinggi yang mengikuti pengajaran resiprokal dan yang mengikuti pengajaran konvensional; dan d) mengetahui perbedaan signifikan pada pemahaman membaca siswa berkonsep diri rendah yang mengikuti pengajaran resiprokal dan yang mengikuti pengajaran konvensional. Studi eksperimen ini menggunakan rancangan penelitian posttest-only control group design dengan faktorial 2x2. Populasi penelitian berjumlah 240 siswa kelas X di SMA Negeri 1 Gianyar pada tahun ajaran 2011/2012 yang mana 80 siswa dipilih sebagai sampel dengan penyampelan acak cluster. Data penelitian dikumpulkan dengan menggunakan kuesioner konsep diri serta tes pemahaman membaca dan kemudian dianalisis menggunakan Anova dua jalur yang diikuti dengan tes Tukey. Adapun temuan-temuan penelitian ini yaitu: pertama, siswa yang mengikuti pengajaran resiprokal meraih pemahaman membaca yang lebih baik daripada siswa yang mengikuti pengajaran konvensional; kedua, terdapat efek interaksi di antara pengajaran resiprokal dan pengajaran konvensional dengan konsep diri terhadap pemahaman membaca siswa; ketiga, siswa berkonsep diri tinggi yang diajar dengan pengajaran resiprokal meraih pemahaman membaca yang lebih baik daripada siswa yang diajar dengan pengajaran konvensional; dan keempat, siswa berkonsep diri rendah yang diajar dengan pengajaran konvensional meraih pemahaman membaca yang lebih baik daripada siswa yang diajar dengan pengajaran resiprokal.

AN ANTHROPOLOGICAL LINGUISTIC STUDY: LANGUAGE AND GENDER IN EFL CLASSROOM Maharani, Anak Agung Putri
Jurnal Santiaji Pendidikan (JSP) Vol 10 No 1 (2020): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Gender differences are pivotal in EFL (English as A Foreign Language) classroom. The aims of this anthropological linguistic study are to figure out the extent of female and male learnersâ€™ differences in EFL classroom, the factors which affect the gender differences in the EFL learnersâ€™ language use, and the effects that learnersâ€™ gender differences in language use bring to the EFL classroom. Having been designed as a conceptual study, several research findings were scrutinized to answer the research questions. It can be wrapped up that both male and female are distinctive in using English as an international language due to the reasons in communication. Further, it was revealed that multiple factors affect gender differences in using language within the EFL classes; such as: classroom environment, cultural, and social impacts. Finally, the findings definitely convey positive impacts towards the future EFL teaching and learning process.

URBAN VILLAGE LITERACY: DELVING ITS PROFOUND IMPLEMENTATION AND OBSTACLES Maharani, Anak Agung Putri
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 8, No 1 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v8i1.3134

School Literacy Movement (henceforth, SLM) is a pivotal program which published to deal with students? problem in literacy skills. Due to its crucial role, its implementation needs to be evaluated in the attempt to enrich the quality of the program. Therefore, this mini research was conducted involving two primary schools in Sempidi urban village to answer two research objectives; to explore the process of School Literacy Movement in Sempidi urban village primary schools and to figure out the obstacles found while implementing School Literacy Movement implemented in Sempidi urban village primary schools. To garner a rich set of data, 4 respondents (2 principals and 2 teachers) were invited to join this mini research. Additionally, to collect data, the method of data collection was observation, interview and Focus Group Discussion (hereafter, FGD). It was found that literacy skills in each school focus on different stages of SLM as well as different reading activities assigned for the students. Another finding was the obstacles faced during the implementation of SLM are originally from the teachers, the students, and the facilities that support the literacy.

PLAGIARISM IN CREATING ACADEMIC BASED ARGUMENTATIVE ESSAY: THE STRATEGIES TO AVOID IT Putri Maharani, Anak Agung
Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018)
Publisher : Institut Hindu Dharma Negeri Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/yb.v1i1.715

Through this paper, the strategies of avoiding plagiarism implemented by the participants were presented. There were 136 fifth semester students of English Language Education Study Program (hereafter, ELESP) in Mahasaraswati Denpasar University who willingly contributed to the research investigation. All of them enrolled the Writing IV course which mainly focuses on academic writing and plagiarism. To attain the data, an open-ended questionnaire was distributed which followed by interview and Focus Group Discussion (henceforward, FGD). The obtained data were analyzed by means of Interactive Model which involves data collection, data filter, data presentation, and verification. It was found that the students encompassed 4 strategies in the attempt to avoid plagiarism such as producing a thorough outline prior to drafting, using own words, citing: quoting, paraphrasing, and utilizing plagiarism checker. These strategies are categorized into 3 different divisions based on the period of applying them.

ASSESSING DESCRIPTIVE PARAGRAPH WRITING ABILITY OF THE EIGHTH GRADE STUDENTS OF SMPN 2 SUKAWATI THROUGH GUIDED QUESTION AND ANSWERING ACADEMIC YEAR 2018/2019 Cahyadi, I Wayan Karang; Krismayani, Ni Wayan; Maharani, Anak Agung Putri
Yavana Bhasha : Journal of English Language Education Vol 2, No 1 (2019)
Publisher : Institut Hindu Dharma Negeri Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/yb.v2i1.993

The researchers was interested in undertaking the study which dealt with assessing descriptive paragraph writing ability of the eighth grade students of SMPN 2 Sukawati through guided question and answer in academic year 2018/2019. It was aimed at figuring out the achievement of the eighth grade studentsâ€™ descriptive paragraph writing ability at SMPN 2 Sukawati in academic year 2018/2019 which was assessed through guided question and answer. The study was designed in the form of ex-post facto research. There were 50 eighth grade students of SMPN 2 Sukawati in academic year 2018/2019 who were chosen by using random sampling technique with lottery system as the research samples. The data were collected by administering guided question and answer test as the research instrument. The obtained data had been analyzed by using norm reference measure of five standard values. The results of the data analysis showed that (1) 1 or 2% of 50 samples got excellent achievement of descriptive paragraph writing ability, (2) 18 or 36% of 50 samples got good achievement, (3) 15 or 30% of samples got sufficient achievement, (4) 9 or 18% of samples got insufficient achievement, (5) 7 or 14% got poor achievement. It could be concluded that there were 68% of the samples were successful and there were 32% of the samples were unsuccessful in writing descriptive paragraph which was assessed by guided question and answer.

AN ANTHROPOLOGICAL LINGUISTIC STUDY: LANGUAGE AND GENDER IN EFL CLASSROOM Anak Agung Putri Maharani
Jurnal Santiaji Pendidikan (JSP) Vol. 10 No. 1 (2020): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v10i1.698

Gender differences are pivotal in EFL (English as A Foreign Language) classroom. The aims of this anthropological linguistic study are to figure out the extent of female and male learners’ differences in EFL classroom, the factors which affect the gender differences in the EFL learners’ language use, and the effects that learners’ gender differences in language use bring to the EFL classroom. Having been designed as a conceptual study, several research findings were scrutinized to answer the research questions. It can be wrapped up that both male and female are distinctive in using English as an international language due to the reasons in communication. Further, it was revealed that multiple factors affect gender differences in using language within the EFL classes; such as: classroom environment, cultural, and social impacts. Finally, the findings definitely convey positive impacts towards the future EFL teaching and learning process.

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