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All Journal Jurnal Pendidikan Bahasa Inggris International Journal of Language and Literature
Nitiasih, PK
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Education Languange, Linguistic, Communication & Media

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THE EFFECT OF GUIDED WRITING TECHNIQUE AND ANXIETY UPON WRITING COMPETENCY NT, Januartini,; PK, Nitiasih,; W, Suarnajaya,
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 research aimed at investigating the effect of guided writing and anxiety upon writing competency. It was an experimental research with 2x2 factorial design. The result showed that (a) there was significant difference in writing competency between the students taught by guided writing technique and those taught by conventional technique, b) there was an interactional effect between the implementation of guided writing and the students’ anxiety, (c) there was significant different in the writing competency between the students’ with high anxiety, taught by implementing guided writing technique and those who are taught by conventional technique, (d) there was significant different in the writing competency between the students’ with low anxiety, taught by implementing guided writing technique and those who are taught by conventional technique, (e) the implementation of guided writing technique was responded in a more positive way by the students with high anxiety rather than by the ones with low anxiety.   Keywords: guided writing, anxiety, and writing competency.
THE EFFECT OF GUIDED WRITING TECHNIQUE AND ANXIETY UPON WRITING COMPETENCY NT, Januartini,; PK, Nitiasih,; W, 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 (38.5 KB) | DOI: 10.23887/jpbi.v1i0.496

Abstract

Abstract This research aimed at investigating the effect of guided writing and anxiety upon writing competency. It was an experimental research with 2x2 factorial design. The result showed that (a) there was significant difference in writing competency between the students taught by guided writing technique and those taught by conventional technique, b) there was an interactional effect between the implementation of guided writing and the students? anxiety, (c) there was significant different in the writing competency between the students? with high anxiety, taught by implementing guided writing technique and those who are taught by conventional technique, (d) there was significant different in the writing competency between the students? with low anxiety, taught by implementing guided writing technique and those who are taught by conventional technique, (e) the implementation of guided writing technique was responded in a more positive way by the students with high anxiety rather than by the ones with low anxiety.   Keywords: guided writing, anxiety, and writing competency.
JUNIOR HIGH SCHOOL STUDENTS’ SELF-REGULATED LEARNING Nitiasih, PK; Mahayanti, NWS; Wijayanti, NPR
International Journal of Language and Literature Vol. 2 No. 1 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v2i1.16091

Abstract

In this globalisation era, being able to manage our own learning is a mist and self-regulated learning can be the answer for making the students be able to do so. Identifying self-regulated learning implemented by the students of Junior High School in Buleleng sub-district and also identifying self-regulated aspects which were mostly implemented by Junior High School students in Buleleng sub-districtwerethepurposesofthis study. A total of 444 students from JuniorHighSchoolswhichhaveimplementedcurriculum 2013 were taken as the subjects of this study. Asaqualitativeresearch, the instruments used in this study were observation checklist, questionnaires and also interview guide. The result of the study shows that 78% of Junior High School students in Buleleng sub-district haveimplemented self-regulated learning and there aretwo aspects of self-regulated learning which aremostly implemented by the students, theyareself-judgment and self-reaction in which those two aspects are in self-reflection phase.
THE EFFECT OF BIG BOOKS AS TEACHING MEDIA ON THE SECOND GRADE STUDENTS’ READING COMPREHENSION IN SOUTH BALI Jayendra, IMS; Nitiasih, PK; Mahayanti, NWS
International Journal of Language and Literature Vol. 2 No. 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v2i2.16097

Abstract

The aim of this study was to investigate whether or not there was any significant effect on the second grade students’ reading comprehension taught by using Big Books as teaching media. The design of this study used post test only control group of quasi experimental research. Therefore the population of this study was second grade students in south Bali. The data were analyzed by using descriptive and inferential statistical analysis. 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 resultthat showed the mean score of the experimental group was 81.59 while the mean score of the control group was 73.64. The result of the t-test also showed the value of t-observed (tobs) was 3.009 and the value of t-critical value (tcv) was 2.018. It shows the value of tobs is higher than the value of tcv. Therefore, it could be concluded that there was significant effect of Big Books as teaching media on the second grade students’ reading comprehension in south Bali.
Co-Authors Januartini, NT Jayendra, IMS Mahayanti, NWS Suarnajaya, W Wijayanti, NPR