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An Analysis of Teaching Strategies Used by English Teacher to handle student with Attention Deficit Hyperactivity Disorder (ADHD) in A2 class at Aura Sukma Insani Bilingual Kindergarten ., Ni Luh Ratih Cris Andini; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., I Nyoman Pasek Hadi Saputra, 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.v5i2.12246

This study aimed to describe teaching strategies to handle ADHD student in A2 class at Aura Sukma Insani Bilingual Kindergarten, SINGARAJA and the reasons of English teacher used some strategies to handle ADHD student in the learning process .This study also told about the teacher’s problems in handling ADHD student and the achievement that got from ADHD student in the learning process. This study used descriptive research design by involving ADHD student in A2 class. The objects of this study were the teaching strategies that used by English teacher to handle ADHD student in the learning process. The data were collected by conducting interviews, took some picture and document analysis. Based on the result of the data analysis, the researcher found that the English teacher used some kinds of teaching strategies in the learning process such us: Total Physical Response and modeling, Repetition drill, Verbal and Non verbal, Co-operative learning (group discussion) and games. The teacher told some reasons in used of those kinds of teaching strategy in the learning process, to make ADHD student always focus and enthusiasm in the learning process. In implemented those kinds of teaching strategies the teacher found some problems in handling student with ADHD in the class and, the teacher also saw ADHD student got some achievements in following the learning process. keyword : Teaching Strategies and ADHD student

THE IMPACT OF EXPLICIT TEACHING OF SELF-QUESTIONING STRATEGY ON THE ELEVENTH GRADE STUDENTS' READING COMPREHENSION OF BIOGRAPHICAL TEXT ., Ni Kadek Novi Susian Dewi; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd; ., I Putu Ngurah Wage Myartawan, S.Pd., M.P
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.v5i2.12389

Penelitian deskriptif kualitatif ini bertujuan untuk mengetahui pengaruh explicit teaching of self-questioning strategy terhadap kemampuan membaca siswa kelas sebelas dalam membaca teks biografi. Populasi penelitian ini adalah siswa kelas sebelas SMAN 3 Singaraja Tahun Ajaran 2016/2017. Sample penelitian ini terdiri dari 30 siswa kelas 11 di SMAN 3 Singaraja. Siswa menerima pengajaran dengan explicit teaching of self-questioning strategy yang mendorong pengaplikasian strategi self-questioning dalam proses membaca. Tes pilihan ganda diberikan di akhir perlakuan untuk pengumpulan data penelitian. Data yang didapat dari hasil post-test dianalisis menggunakan analisis statistik deskriptif. Temuan penelitian ini menunjukkan bahwa pengimplementasian explicit teaching of self-questioning strategy berdampak terhadap kemampuan membaca siswa secara keseluruhan dan berdampak paling besar terhadap kemampuan siswa dalam membuat prediksi berdasarkan informasi dalam bacaan dan kemampuan siswa dalam menarik kesimpulan dari informasi dalam bacaan. Oleh sebab itu, explicit teaching of self-questioning strategy adalah salah satu pengajaran yang efektif untuk meningkatkan kemampuan membaca siswa dan pengimplementasiannya disarankan bagi guru untuk meningkatkan kempuan membaca siswanya.Kata Kunci : kemampuan membaca, explicit teaching, self-questioning This descriptive qualitative study aimed at finding out the impact of explicit teaching of self-questioning strategy on eleventh grade students’ reading comprehension of biographical text. The population of the study was eleventh grade students of SMAN 3 Singaraja in Academic Year 2017/2018. The sample consisted of 30 students of an intact class which were randomly assigned as the sample of the study. In this study, the students received an explicit teaching of self-questioning strategy which encourages them to use the reading strategy in their reading class. Multiple choice tests were administered at the end of the treatment to collect the research data. The data obtained through post-test were analyzed quantitatively by using descriptive analysis. The findings showed that the implementation of explicit teaching of self-questioning strategy had an impact on students' reading comprehension of biographical text in which it gives impact on students’ overall comprehension especially on students’ ability in making prediction based on information provided in the text and drawing conclusion. Consequently, explicit teaching of self-questioning can be implemented for improving students’ reading comprehension and its implementation is suggested to teacher for improving their students’ reading comprehension. keyword : reading comprehension, explicit teaching, self-questioning

THE QUESTIONING STEP OF THE SCIENTIFIC APPROACH BASED ON CURRICULUM 2013 BY THE SEVENTH GRADE ENGLISH TEACHERS OF SMP NEGERI 1 SAWAN IN THE ACADEMIC YEAR 2017/2018 ., Ni Wayan Listya Kusuma Yanti; ., I Putu Ngurah Wage Myartawan, S.Pd., M.P; ., I Nyoman Pasek Hadi Saputra, 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.v5i2.12396

Penelitian ini bertujuan untuk mengobservasi pelaksanaan tahapan menanya dalam pendekatan ilmiah dalam pengajaran bahasa Inggris di SMP Negeri 1 Sawan, dan menginvestigasi masalah yang dihadapi oleh guru dalam penerapan tahapan menanya berdasarkan Kurikulum 2013. Penelitian ini merupakan penelitian deskriptif yang menggunakan Miles & Huberman model. Subyek dari penelitian ini adalah dua orang guru kelas tujuh di SMP Negeri 1 Sawan. Dalam mengumpulkan data, ada dua jenis instrumen yang digunakan, yaitu lembar observasi, dan panduan wawancara. Data dianalisis menggunakan analisis deskriptif-kualitatif. Hasil analisis data menunjukkan bahwa T1 dan T2 mempunyai masalah dalam pengimplementasian tahapan menanya dalam pendekatan ilmiah yang di perlihatkan dengan pengimplementasiannya yang kurang sesuai dengan standar yang diberikan oleh Kurikulum 2013. Berdasarkan temuan wawancara, dapat diketahui bagaimana guru mengatur waktu dan media dalam proses belajar mengajar, dan juga kemampuan siswa dalam berbicara bahasa Inggris merupakan faktor penentu dalam penerapan K-13.Kata Kunci : Kurikulum 2013, tahapan menanya, pendekatan saintifik This study aimed at observing the implementation of questioning stage in scientific approach in the English instruction at SMP Negeri 1 Sawan, and investigating the problem which is faced by the teacher in implementing questioning stage based on Curriculum 2013. This study was a descriptive study that used Miles & Huberman model. The subjects of this study were the two seventh grade English teachers at SMP Negeri 1 Sawan. In collecting the data, two kinds of instruments were used, namely, observation sheets, and interview guide. The data were analyzed by using descriptive-qualitative analysis. The result of data analysis showed that T1 and T2 had problems in implementing the questioning aspect of Scientific Approach which is shown that the implementations were less relevant with the standards given by Curriculum 2013. Based on the findings on the interview, it can be identified that how the teachers manage the time and media in teaching and learning process, and also the ability of students in speaking English were the defining factors in implementing K-13. keyword : Curriculum 2013, questioning stage, scientific approach

AN ANALYSIS OF COMMUNICATION STRATEGY USED BY TEACHER TO TEACH ENGLISH AS A FOREIGN LANGUAGE IN INCLUSIVE CLASSROOM AT AURA SUKMA INSANI BILINGUAL KINDERGARTEN ., Luh Eka Sumeningsih; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., I Nyoman Pasek Hadi Saputra, 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.v5i2.12397

Penelitian ini bertujuan untuk menganalisis jenis strategi komunikasi, strategi komunikasi yang paling sering digunakan, dan alasan penggunaan strategi komunikasi oleh guru dalam mengajar bahasa Inggris sebagai bahasa asing di kelas inklusif di Aura Sukma Insani Bilingual Kindergarten. Penelitian ini menggunakan rancangan penelitian kualitatif. Subjek penelitian ini adalah guru bahasa Inggris. Instrumen yang digunakan dalam penelitian ini adalah instrumen manusia, lembar observasi, pedoman wawancara, dan perekam audio - video. Hasil penelitian ini menunjukkan bahwa ada empat belas jenis strategi komunikasi yang digunakan oleh guru bahasa Inggris. Jenis-jenis itu adalah enam strategi strategi langsung yaitu penggantian pesan, terjemahan harfiah, pengalihan kode, sinyal non-linguistik / mime, self-rephrasing, dan self-repair. Dua strategi strategi tidak langsung, yaitu pengisi dan pengulangan. Enam strategi strategi interaktif yaitu: pemeriksaan pemahaman, permintaan pengulangan, permintaan konfirmasi, permintaan klarifikasi, ringkasan interpretasi, dan tanggapan. Strategi komunikasi yang paling sering digunakan oleh guru adalah terjemahan literal yang memperoleh 71,4% dan pengalihan kode yang mencapai 64,2%. Ada empat belas alasan mengapa guru menggunakan strategi komunikasi seperti membuat siswa menjadi lebih mudah dalam menangkap penjelasan guru, untuk membantu guru saat guru tidak tahu bagaimana mengucapkan kata tertentu dalam bahasa target, untuk membuat para siswa lebih memperhatikan instruksi, untuk memeriksa apakah pemahaman guru sama dengan makna yang dimaksudkan siswa, memberikan klarifikasi, untuk membuat siswa menerima pesan dengan benar, membuat rencana tentang kegiatan selanjutnya, untuk membantu siswa dalam menghafal, untuk mengetahui pemahaman siswa tentang konsep tersebut, untuk mendengarkan ucapan siswa dengan jelas, untuk mengkonfirmasi makna yang dimaksudkan siswa, untuk memberikan kesimpulan yang jelas tentang materi yang diberikan, untuk membantu siswa mengingat materi yang telah dipikirkan oleh guru dan untuk memberikan umpan balik kepada ucapan siswa. Kata Kunci : strategi komunikasi, kelas inklusif, bahasa Inggris sebagai bahasa asing This study aimed at analyzing the types of communication strategies, the most frequent communication strategies used, and the reasons for using the communication strategies by the teacher in teaching English as a foreign language in the inclusive classroom at Aura Sukma Insani Bilingual Kindergarten. This study used a qualitative research design. The subject of this study was English teacher. The instruments used in this study were human instrument, observation sheet, interview guide, and audio – video recorder. The result of this study showed that there were fourteen types of communication strategies used by English teacher. Those types were six strategies of direct strategy namely message replacement, literal translation, code switching, non-linguistics signal/mime, self-rephrasing, and self-repair. Two strategies of indirect strategy, they were fillers and repetition. Six strategies of interactional strategy namely: comprehension check, request for repetition, request for confirmation, request for clarification, interpretive summary, and responses. The most frequent communication strategies which used by the teacher were literal translation which gained 71,4 % and code switching which gained 64,2%. There were fourteen reasons why the teacher used the communication strategies such as to make the students became easier in catching the teacher’s explanation, to help the teacher when the teacher did not have any idea about how to say a certain word in target language, to make the students pay more attention to the instructions, to check whether the teacher comprehension was the same as students’ intended meaning, giving clarification, to make the students accept the message correctly, to make a plan about the next activity, to help the students in memorizing, to know the students’ comprehension about the concept, to listen the students’ utterance clearly, to confirm the students’ intended meaning, to give clear conclusion about the material given, to help the students in recalling the material that had been thought by the teacher and to give feedback to students’ utterances.keyword : communication strategies, inclusive classroom, English as a foreign language

THE EFFECT OF PQRST METHOD ON READING ACHIEVEMENT IN SEVENTH GRADE STUDENTS AT SMPN 3 SAWAN ., A.A. Ari Kartini Priyanti; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., I Nyoman Pasek Hadi Saputra, 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.v5i2.12595

Penelitian ini merupakan penelitian eksperimen yang menggunakan Post-Test Only Control Group Design untuk mengetahui ada tidaknya pengaruh metode PQRST terhadap prestasi membaca siswa kelas VIII di SMPN 3 Sawan. Pada penelitian ini, populasinya adalah siswa kelas VII yang terdiri dari 217 siswa. Ada dua kelompok yang dipilih sebagai sample dan kedua kelas tersebut masing-masing terdiri dari 27 siswa. Kelompok dipilih menggunakan teknik Cluster Random Sampling. Kelas 7 A4 merupakan kelompok eksperimen yang diajarkan menggunakan metode PQRST, sementara kelas 7 A5 merupakan kelompok konrol. Data yang dikumpulkan menggunakan reading test yang terdiri dari 20 soal objektif yang dianalisis secara deskriptif dan inferential menggunakan independent t-test. Null Hypothesis pada penelitian ini ditolak karena nilai signifikan adalah 0,000 dan lebih rendah dari nilai alpha yang signifikan (0,05). Selain itu, hasilnya dibuktikan dengan nilai rata-rata kedua kelompok. Nilai rata-rata kelompok eksperimen adalah 76.85 sedangkan nilai rata-rata kelompok control adalah 60.93. Ini berarti nilai tersebut menunjukan bahwa terdapat pengaruh yang signifikan dari metode PQRST pada prestasi membaca siswa kelas VII di SMPN 3 Sawan. Kata Kunci : prestasi membaca siswa, metode PQRST This research was an experimental research which used Post-Test Only Control Group Design to investigate whether or not there is any significant effect of PQRST method on reading achievement in seventh grade students at SMPN 3 Sawan. In this research, the population was the seventh grade students which consist of 217 students. There were 2 groups selected as sample and each group consist of 27 students. The group was chosen by cluster random sampling technique. The 7A4 class as an experimental group was taught by using PQRST method, while the 7A5 class as a control group. The data was collected by reading test consist of 20 questions which analyzed descriptively and inferentially used independent t-test. The Null hypothesis in this study was rejected because the significant value was 0.000 and lower than the significant value of alpha level (0.05). In addition, the result was also proved by the mean score of both groups. The mean score of experimental group was 76.85 while mean score of control group was 60.93. It meant the result showed that there was significant effect of PQRST Method on reading achievement in seventh grade students at SMPN 3 Sawan.keyword : Keywords: Students’ reading achievement, PQRST Method

THE EFFECT OF PROJECT-BASED FLIPPED LEARNING ON WRITING COMPETENCE OF THE ELEVENTH-GRADE STUDENTS OF SMA N 4 SINGARAJA IN ACADEMIC YEAR 2017/2018 ., Kadek Ari Yuliani; ., Made Hery Santosa, S.Pd, M.Pd., Ph.D.; ., I Nyoman Pasek Hadi Saputra, 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.v5i2.13273

Penelitian ini memiliki tiga tujuan. Yang pertama adalah untuk menyelidiki tingkat kesiapan siswa kelas 11 SMA N 4 Singaraja terhadap pelaksanaan e-learning. Yang kedua adalah untuk mengetahui apakah ada perbedaan yang signifikan pada kompetensi menulis siswa kelas XI SMA N 4 Singaraja setelah menggunakan project based-flipped learning. Dan yang ketiga adalah mengamati persepsi siswa terhadap pelaksanaan pembelajaran project based-flipped learning. Metode penelitian yang digunakan adalah Explanatory Sequential Mix Method Design. Populasi adalah siswa kelas XI SMA N 4 Singaraja. Dua kelas digunakan sebagai sampel penelitian baik, dimana kelompok eksperiment diberikan pembelajaran berbasis project based-flipped learning dan kelompok control diberikan pembelajaran berbasis conventional teaching. Data kuantitatif yang dikumpulkan dalam penelitian ini dianalisis dengan menggunakan SPSS 22.0. Hasil analisis data menunjukkan bahwa siswa kelas XI SMA N 4 Singaraja siap melaksanakan pembelajaran berbasis e-learning. Selain itu, hasil analisis data kuantitatif menunjukkan bahwa kelompok eksperimen lebih baik daripada siswa dalam kelompok kontrol. Hal itu dibuktikan dengan hasil analisis statistik deskriptif yang menunjukkan skor rata-rata kelompok eksperimen yaitu 79,75 sedangkan skor rata-rata kelompok kontrol adalah 73,10. Hasil uji-t juga menunjukkan bahwa nilai t-observation (tobs) adalah 3,465 dan nilai t-critical value (tcv) adalah 2,024. Ini menunjukkan bahwa terdapat perbedaan yang signifikan pada kompetensi menulis siswa antara siswa yang diajar dengan menggunakan pembelajaran berbasis proyek dan siswa yang diajar dengan menggunakan media konvensional. Selain itu, hasil wawancara menunjukkan bahwa siswa memiliki persepsi positif terhadap pelaksanaan pembelajaran berbasis project-based flipped learning.Kata Kunci : Kesiapan terhadap penggunaan e-learning, pembelajaran berbasis project-based flipped learning, kompetensi menulis, persepsi terhadap project-based flipped learning. This present study had three aims. The first was to investigate the eleventh-grade students of SMA N 4 Singaraja readiness level of the implementation of e-learning. The second was to determine whether there is a significant difference on writing competence of the eleventh-grade students of SMA N 4 Singaraja after the implementation of Project based-flipped learning. And the third was to observe students’ perception toward the implementation of project-based flipped learning. The research design of this study was explanatory sequential mixed methods design. The population was the eleventh-grade students of SMA N 4 Singaraja. Two classes were used as the sample of this study. One class was assigned to the experimental group and treated by using project based-flipped learning. Meanwhile, the other class was assigned to the control group and treated by using conventional teaching. The quantitative data that collected in this study were analyzed by SPSS 22.0. The result of the data analysis showed that the eleventh-grade students of SMA N 4 Singaraja are ready for the implementation of e-learning. Besides, the result of the quantitative data analysis it showed the experimental group performed better than the students in control group. It was proven by the result of a descriptive statistical analysis that showed the mean score of the experimental group was 79.75 while the mean score of the control group was 73.10. The result of the t-test also showed that the value of t-observed (tobs) was 3.465 and the value of t-critical value (tcv) was 2.024. It showed that the value of tobs was higher than the value of tcv. Therefore, it can be concluded that there was a significant difference on students writing competency between students taught by using Project based-learning and students taught by using conventional media. In addition, the result of the interview showed that the students’ had a positive perception toward the implementation of project based-flipped learning.keyword : E-learning readiness, project-based flipped learning, writing competence, students’ perception of project-based flipped learning.

THE EFFECT OF PROJECT-BASED FLIPPED LEARNING ON WRITING COMPETENCE OF THE ELEVENTH-GRADE STUDENTS OF SMA N 4 SINGARAJA IN ACADEMIC YEAR 2017/2018 ., Kadek Ari Yuliani; ., Made Hery Santosa, S.Pd, M.Pd., Ph.D.; ., I Nyoman Pasek Hadi Saputra, 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.v5i2.13274

Penelitian ini memiliki tiga tujuan. Yang pertama adalah untuk menyelidiki tingkat kesiapan siswa kelas 11 SMA N 4 Singaraja terhadap pelaksanaan e-learning. Yang kedua adalah untuk mengetahui apakah ada perbedaan yang signifikan pada kompetensi menulis siswa kelas XI SMA N 4 Singaraja setelah menggunakan project based-flipped learning. Dan yang ketiga adalah mengamati persepsi siswa terhadap pelaksanaan pembelajaran project based-flipped learning. Metode penelitian yang digunakan adalah Explanatory Sequential Mix Method Design. Populasi adalah siswa kelas XI SMA N 4 Singaraja. Dua kelas digunakan sebagai sampel penelitian baik, dimana kelompok eksperiment diberikan pembelajaran berbasis project based-flipped learning dan kelompok control diberikan pembelajaran berbasis conventional teaching. Data kuantitatif yang dikumpulkan dalam penelitian ini dianalisis dengan menggunakan SPSS 22.0. Hasil analisis data menunjukkan bahwa siswa kelas XI SMA N 4 Singaraja siap melaksanakan pembelajaran berbasis e-learning. Selain itu, hasil analisis data kuantitatif menunjukkan bahwa kelompok eksperimen lebih baik daripada siswa dalam kelompok kontrol. Hal itu dibuktikan dengan hasil analisis statistik deskriptif yang menunjukkan skor rata-rata kelompok eksperimen yaitu 79,75 sedangkan skor rata-rata kelompok kontrol adalah 73,10. Hasil uji-t juga menunjukkan bahwa nilai t-observation (tobs) adalah 3,465 dan nilai t-critical value (tcv) adalah 2,024. Ini menunjukkan bahwa terdapat perbedaan yang signifikan pada kompetensi menulis siswa antara siswa yang diajar dengan menggunakan pembelajaran berbasis proyek dan siswa yang diajar dengan menggunakan media konvensional. Selain itu, hasil wawancara menunjukkan bahwa siswa memiliki persepsi positif terhadap pelaksanaan pembelajaran berbasis project-based flipped learning.Kata Kunci : Kesiapan terhadap penggunaan e-learning, pembelajaran berbasis project-based flipped learning, kompetensi menulis, persepsi terhadap project-based flipped learning. This present study had three aims. The first was to investigate the eleventh-grade students of SMA N 4 Singaraja readiness level of the implementation of e-learning. The second was to determine whether there is a significant difference on writing competence of the eleventh-grade students of SMA N 4 Singaraja after the implementation of Project based-flipped learning. And the third was to observe students’ perception toward the implementation of project-based flipped learning. The research design of this study was explanatory sequential mixed methods design. The population was the eleventh-grade students of SMA N 4 Singaraja. Two classes were used as the sample of this study. One class was assigned to the experimental group and treated by using project based-flipped learning. Meanwhile, the other class was assigned to the control group and treated by using conventional teaching. The quantitative data that collected in this study were analyzed by SPSS 22.0. The result of the data analysis showed that the eleventh-grade students of SMA N 4 Singaraja are ready for the implementation of e-learning. Besides, the result of the quantitative data analysis it showed the experimental group performed better than the students in control group. It was proven by the result of a descriptive statistical analysis that showed the mean score of the experimental group was 79.75 while the mean score of the control group was 73.10. The result of the t-test also showed that the value of t-observed (tobs) was 3.465 and the value of t-critical value (tcv) was 2.024. It showed that the value of tobs was higher than the value of tcv. Therefore, it can be concluded that there was a significant difference on students writing competency between students taught by using Project based-learning and students taught by using conventional media. In addition, the result of the interview showed that the students’ had a positive perception toward the implementation of project based-flipped learning.keyword : E-learning readiness, project-based flipped learning, writing competence, students’ perception of project-based flipped learning.

DEVELOPING PROBLEM BASED LEARNING INSTRUCTIONAL VIDEO ON TEACHING ENGLISH BASED ON CURRICULUM - 13 FOR SENIOR HIGH SCHOOL ENGLISH TEACHERS ., I Gede Aan Somara Dyaksa; ., I Putu Ngurah Wage Myartawan, S.Pd., M.P; ., I Nyoman Pasek Hadi Saputra, 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.v5i2.13391

Penelitian ini bertujuan untuk mengembangkan sebuah video instruksional pembelajaran berbasis masalah dengan buku manualnya berdasarkan analisis kebutuhan yang dilakukan dalam penelitian ini dan menggambarkan fitur serta kualitas video yang dikembangkan. D & D yang mengadaptasi model Dick dan Carey adalah desain yang digunakan dalam peneletian ini. Dalam mengumpulkan data analisis kebutuhan, tiga guru SMA adalah subjeknya sedangkan dua dosen dari Pendidikan Bahasa Inggris UNDIKSHA adalah subjek dalam mengumpulkan data terkait dengan kualitas video yang dikembangkan. Objek penelitian ini adalah video pembelajaran berbasis masalah. Data dalam penelitian ini dikumpulkan menggunakan Lembar observasi, daftar periksa, catatan, pedoman wawancara, dan rubric penilaian. Data dari penelitian ini dianalisis secara kualitatif and kuantitatif. Hasil penelitian ini menunjukkan bahwa video yang dikembangkan mempunyai spesifikasi sebagai berikut; 1) format dari video adalah mp4 dan kualitasnya full HD 2) audio dari video berkualitas stereo dan spesifikasi dari buku manual adalah; 1) terdapat beberapa pertanyaan latihan untuk diskusi guru 2) terdapat langkah–langkah dari problem based learning model yang digunakan di video. Selanjutnya, rata-rata dari kedua ahli adalah 4.35. Itu berarti bahwa video instruksional ini termasuk dalam kategori baik dan dapat dilanjutkan ketahapan yang selanjutnya.Kata Kunci : Kurikulum 2013, Pembelajaran Bahasa Inggris, Pembelajaran Berbasis Masalah, Pembelajaran Berpusat padaSiswa, Video Instruksional This present study was aimed atdeveloping and describing the features of the problem-based learning instructional video with its manual book based on the needs analysis conducted and describingthe features as well as the quality of the video. D&D Method adapted from Dick and Carey (2001) was the research design used in this study. In gathering needs analysis data, three senior high school English teachers were the subject of the study meanwhile two college university lecturers of English Education Department UNDIKSHA were the subject in collecting the data about the quality of the product developed. The object of the study was Problem-based learning instructional video. The data were collected by using observation sheet, checklist, note, interview guide, and scoring rubric, and were analyzed qualitatively and quantitatively. The results of the study indicated that the video developed has the following specifications; 1) the video is full HD in mp4 format and 2) the audio is stereo. While the specifications of the manual book are 1) there are several questions of teacher training discussion and 2) it shows the steps of problem based learning model used in video. Furthermore, it was also shown that the quality of the video with its manual book is categorized as good with a mean of 4.35 out of the maximum score 5.0. As far as the result of the expert judgment is concerned, it could be said that the D&D process could convincingly be continued to the next phases. keyword : Curriculum 2013, English Language Teaching (ELT), Instructional Video, Problem-based Learning, Students-centered Instruction (SCI)

SECONDARY SCHOOL TEACHERS’ PERCEPTION TOWARDS THE USE OF FLIPPED LEARNING IN BULELENG REGENCY ., Desak Ketut Putri Handayani; ., Made Hery Santosa, S.Pd, M.Pd., Ph.D.; ., I Nyoman Pasek Hadi Saputra, 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.v5i2.13587

Penelitian ini bertujuan untuk (1) menginvestigasi persepsi guru bahasa Inggris sekolah menengah terhadap penggunaan Flipped Learning di Kabupaten Buleleng, (2) menyelidiki masalah yang dihadapi guru selama menerapkan Flipped Learning, dan (3) mengevaluasi solusi yang guru lakukan untuk memecahkan masalah penggunaan Flipped Learning. Penelitian ini merupakan rancangan penelitian metode campuran yang menggunakan survei cross-sectional sebagai metode. Dengan pengambilan sampel secara purposif, diketahui empat guru bahasa Inggris di sekolah menengah yang telah sedang menerapkan Flipped Learning dalam pengajaran mereka. Mereka berasal dari tiga sekolah menengah negeri di Kabupaten Buleleng. Penelitian ini menggunakan kuesioner dan panduan wawancara sebagai instrumen yang telah diuji validitas dan reliabilitasnya. Data kuesioner tersebut diolah dengan menghitung skor rata-rata untuk mengetahui tingkat kualifikasi masing-masing persepsi. Hasil analisis data menunjukkan bahwa persepsi guru sangat positif terhadap penggunaan Flipped Learning, dibuktikan dengan skor rata-rata 81.25 yang dikategorikan sangat tinggi. Hasilnya menunjukkan bahwa Flipped Learning sangat dianjurkan untuk diimplementasikan dalam proses pembelajaran bahasa Inggris.Kata Kunci : Persepsi, Flipped Learning, ELT This study is aimed at (1) investigating the perception of secondary school English teachers’ perception towards the use of Flipped Learning in Buleleng regency, (2) observing the problems that the teachers encountered during implementing Flipped Learning, and (3) evaluating the solutions that the teachers do to solve the problems. This study was a mixed-method research design which used cross-sectional survey as the method. Purposive sampling was employed to four secondary English teachers who apply Flipped Learning. They came from three public secondary schools in Buleleng regency. This study used a questionnaire and an interview guide as instruments which had been tested for its validity and reliability. The data from the questionnaires were processed by using Arithmetic Statistics in Microsoft Office Excel to calculate the mean score in order to know the qualification level of each perception. The results of data analysis indicated that most of teachers corresponded to very positive perception on the use of Flipped Learning since the mean score was 81.25 which categorized to very high category. The results imply that Flipped Learning is highly recommended to be implemented in the English teaching and learning process.keyword : Perception, Flipped Learning, ELT.

Investigating the Use of Social Media Platforms by the Screenagers and the English Teachers of SMA Negeri 1 Singaraja in the English Instruction ., Anak Agung Gde Putra Aditya Udayana; ., I Putu Ngurah Wage Myartawan, S.Pd., M.P; ., I Nyoman Pasek Hadi Saputra, 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.v5i2.14777

Penelitian deskriptif kualitatif ini bertujuan untuk menyelidiki: (1) jenis-jenis platform media sosial yang digunakan oleh siswa dan guru bahasa Inggris SMA Negeri 1 Singaraja dalam pelajaran bahasa Inggris, (2) manfaat dari menggunakan platform media sosial yang dirasakan oleh siswa dan guru bahasa Inggris SMA Negeri 1 Singaraja dalam pelajaran bahasa Inggris, dan (3) tantangan dari menggunakan platform media sosial yang dihadapi oleh siswa dan guru SMA Negeri 1 Singaraja dalam pelajaran bahasa Inggris. Populasi penelitian adalah 646 siswa berteknologi dan 5 guru bahasa Inggris SMA Negeri 1 Singaraja. Sampel penelitian terdiri dari 80 siswa berteknologi dan 5 guru bahasa Inggris SMA Negeri 1 Singaraja. Data dikumpulkan melalui diskusi kelompok terarah dan wawancara mendalam. Hasil penelitian menunjukkan bahwa meskipun siswa dan guru menggunakan jenis-jenis platform media sosial yang sama — misalnya situs jejaring sosial, blog, dan situs tanya dan jawab, situs jejaring sosial yang digunakan oleh para siswa lebih bervariasi daripada yang digunakan oleh para guru. Selain itu, ada lima manfaat dari menggunakan platform media sosial dalam pelajaran bahasa Inggris yang diungkapkan oleh siswa, yaitu: (1) membuat siswa lebih mudah mendapatkan informasi, (2) meningkatkan kolaborasi siswa, (3) menyediakan tempat untuk berbagi informasi, (4) memfasilitasi interaksi siswa, dan (5) memperkaya kosakata bahasa Inggris siswa. Ada dua manfaat yang diungkapkan oleh para guru seperti membuat siswa aktif dalam proses pembelajaran dan meningkatkan keterampilan menulis siswa. Selain itu, ada empat tantangan dari menggunakan platform media sosial dalam pelajaran bahasa Inggris yang diidentifikasi oleh para siswa, yaitu: (1) kurangnya aksesibilitas, (2) kurangnya tujuan, (3) kurangnya fleksibilitas, dan (4) kurangnya dukungan sosial. Ada tiga tantangan yang diidentifikasi oleh para guru, yaitu: (1) kurangnya pelatihan, (2) kurangnya motivasi, dan (3) manajemen waktu.Kata Kunci : Pelajaran bahasa Inggris, platform media sosial, siswa berteknologi. This qualitative descriptive research was aimed to investigate: (1) the types of social media platforms used by the students and the English teachers of SMA Negeri 1 Singaraja in the English instruction inside and outside the classroom, (2) the benefits of using the social media platforms felt by the students and the English teachers of SMA Negeri 1 Singaraja in the English instruction, and (3) the challenges of using the social media platforms faced by both students and the teachers of SMA Negeri 1 Singaraja in the English instruction. The population of the study was 646 screenagers and 5 English teachers of SMA Negeri 1 Singaraja. The samples of the study consisted of 80 screenagers and 5 English teachers of SMA Negeri 1 Singaraja. The data were collected through focus group discussion and in-depth interview. The results showed that although both of students and the teachers use the same types of social media platforms—e.g., social networking sites, blog, and questions and answers sites, the social networking sites utilized by the students are more varied than those used by the teachers. Moreover, there were five benefits of using the social media platforms in the English instruction expressed by the students, namely: (1) making the students easier to get the information, (2) enhancing the students' collaboration, (3) providing the place for sharing information, (4) facilitating the students' interaction, and (5) enriching the students’ English vocabulary. There were two benefits expressed on the part of the teachers such as making the students active in the learning process and improving the students’ writing skill. Furthermore, there were four challenges of using the social media platforms in the English instruction identified by the students, namely: (1) the lack of accessibility, (2) the lack of purpose, (3) the lack of flexibility, and (4) the lack of social support. There were three challenges identified on the part of the teachers, namely: (1) the lack of training, (2) the lack of motivation, and (3) the time management.keyword : English instruction, screenagers, social media platforms.

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