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All Journal Language and Education Journal Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal Pendidikan Bahasa Inggris Language Circle : Journal of Language and Literature Jurnal Komunikasi Hukum Metathesis: Journal of English Language, Literature, and Teaching JELL (Journal of English Language Learning) Journal of Educational Research and Evaluation Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Thinking Skills and Creativity Journal Journal of English Language Teaching Innovations and Materials (Jeltim) JL3T (Journal of Linguistics, Literature and Language Teaching) The Art of Teaching English as a Foreign Language (TATEFL) Indonesian Journal Of Educational Research and Review UNNES International Conference on ELTLT

Nyoman Karina Wedhanti

Universitas Pendidikan Ganesha

Author-ID : 506296

Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Public Health Social Sciences Other

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Implementasi Creative Dictation Technique Untuk Meningkatkan Kompetensi Listening Siswa Di Kelas V SD N 1 Patemon Tahun Pelajaran 2013/2014 ., I Gusti Ayu Ade Purnama Sari; ., Drs.Sudirman, M.L.S; ., Nyoman Karina Wedhanti, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3856

Penelitian ini bertujuan untuk mengatasi masalah kompetensi listening. Penelitian ini diadakan di kelas V SD N 1 Patemon tahun pelajaran 2014/2015. Metode yang digunakan adalah Penelitian tindakan kelas yang terdiri dari observasi awal dan dua siklus. Data yang dikumpulkan melalui tes listening, diari peneliti, list pengamatan, dan kuisioner. Data dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa pada observasi awal semua siswa dibawah nilai standar yang telah ditetapkan di sekolah(60), dan rata-rata nilainya adalah(43). Padda siklus I, 45% siswa mencapai atau diatas nilai standar dengan rata-rata nilai 57.75. Pada siklus II, 95% siswa dapat mencapai atau diatas nilai standar dengan rata-rata nilai 69.25. Data ini menunjukkan bahwa kemampuan listening siswa meningkat dengan pengimplementasian Creative Dictation Technique. Sebagai tambahan, berdasarkan analisis diari peneliti , list observasi dan kuisioner menunjukkan bahwa Creative Dictation Technique mampu meningkatkan motivasi siswa dalam belajar bahasa Inggris. Untuk alasan tersebut, diharapkan untuk guru menggunakan Creative Dictation Technique dalam mengajar listening, karena tehnik ini mampu meningkatkan kemampuan listening siswaKata Kunci : Creative Dictation Technique, mengajar listening, kompetensi listening This study aimed at solving the problems in listening competency. The study was conducted in the 5th grade of SD N 1 Patemon in the academic year of 2013/2014.The design was a classroom action research that consisted of preliminary observation, and two cycles. The data were collected through listening tests, a researcher’s dairy, observation checklists, and questionnaires. The data were analyzed describe descriptively. The results showed that in preliminary observation, all students didn’t pass the standard score (60), they got mean score (43). In the cycle 1, 45% of the student can pass the standard score with mean score 57.75, and in the cycle 2, 95% of the students can pass the standard score and the mean score was 69.25. It showed that the students’ listening competency improved trough the implementation of the creative dictation technique. In addition, the data analysis from the researcher’s dairy, the observation checklists, and the questionnaires showed that the implementation of the creative dictation technique can motivate the students in learning English. For those reasons, it is suggested that teachers use creative dictation technique in teaching listening, because it can improve the students’ listening competency. keyword : Creative dictation technique, teaching listening, Listening competency

IMPROVING STUDENTS' WRITING ACHIEVEMENT THROUGH THE IMPLEMENTATION OF MIND MAPPING STRATEGY INTEGRATED WITH STAR CHART FOR GRADE EIGTH OF CLASS B2 STUDENTS AT SMPN 4 SINGARAJA IN THE ACADEMIC YEAR 2013/2014 ., Gusti Agung Ayu Inten Ariprami; ., Drs.Sudirman, M.L.S; ., Nyoman Karina Wedhanti, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3926

Penelitian ini merupakan penelitian tindakan kelas yang bertujuan untuk (1) mengetahui apakah strategi Mind Mapping yang diintegrasikan dengan Star Chart dapat meningkatkan prestasi menulis siswa, (2) mengetahui tanggapan siswa mengenai pengimplementasian strategi tersebut. Penelitian ini dilakukan dalam dua siklus yang terdiri dari tiga sesi di setiap siklusnya. Penelitian ini menggunakan dua jenis data (data kualitatif dan quantitatif) yang dikumpulkan melalui tes, kuisioner, dan buku harian peneliti Hasil tes menunjukan bahwa prestasi siswa meningkat di setiap siklusnya. Nilai rata-rata siswa di pre-test ialah 63.75, 69.79 di posttest 1, lalu meningkat menjadi 80.11 di posttest 2. Peningkatan tersebut dapat dilihat melalui jumlah siswa yang lulus: 3 siswa di pretest, 12 siswa di posttest 1, dan 25 siswa di post test 2. Hasil dari kuisioner dan buku harian peneliti menunjukan bahwa siswa memberikan tanggapan yang sangat positif terhadap pengimplementasian strategi Mind Mapping dan Star Chart.Kata Kunci : Strategi Mind Mapping, Star Chart, Prestasi Menulis, Teks Recount This study was a classroom based action research which aimed to (1) find out whether Mind Mapping strategy which is integrated with Star Chart can improve students’ writing achievement, (2) find out the response of the students toward the implementation of the strategies. This study was conducted in two cycles consisting of three sessions in each cycle. There were two kinds of data (qualitative and quantitative data) which were collected through tests, questionnaires, and writer’s diary. The result of the tests showed that the students’ writing achievement was improved in each cycle. The students’ mean score was 63.75 in pre test, 69.79 in post test 1, and improved became 80.11 in post test 2. It can be seen on the number of students passing the test. There were 3 students passed in the pre test, 12 students in the post test 1, and 25 students in the post test 2. The result of questionnaire and writer’s dairy showed that the students gave positive response toward the implementation of Mind Mapping strategy and Star Chart. The results of the questionnaires showed that 25 (89.29%) of the students admitted that they really like the implementation of Mind Mapping strategy and Star Chat. Moreover, 27 (96.43%) of the students admitted that they were motivated in learning English using Mind mapping strategy and Star Chart.keyword : Mind Mapping Strategy, Star Chart, Writing Achievement, Recount Text

THE PROFILE OF TEACHERS’ TECHNIQUES, MEDIA AND MATERIAL OF TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS APPLIED AT AURA SUKMA INSANI KINDERGARTEN (A CASE STUDY) ., Putu Wiwin Ekatrini Mahadewi; ., Drs.Sudirman, M.L.S; ., Nyoman Karina Wedhanti, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.4324

Penelitian ini bertujuan untuk memaparkan (1) tehnik, media dan materi guru dalam mengajarkan kosa kata bahasa Inggris pada siswa taman kanak-kanak di TK Aura Sukma Insani dan (2) masalah-masalah yang dihadapi oleh guru dalam mengaplikasikan tehnik, media dan materi untuk mengajar kosa kata. Penelitian ini merupakan studi kasus yang dipaparkan melalui pendekatan kualitatif. Subjek penelitian ini adalah guru-guru bahasa Inggris di TK Aura Sukma Insani. Instrumen yang digunakan dalam penelitian ini meliputi peneliti, teks wawancara, alat perekam video, lembar observasi dan buku catatan. Analisis data dilakukan melalui empat tahap yaitu pengumpulan data (data collection), pemilahan data (data reduction), pemaparan data (data display) dan penyimpulan data (conclusion drawing). Hasil analisis menunjukkan bahwa guru-guru mengaplikasikan beragam tehnik dan media untuk mengajar kosa kata. Berbagai tehnik dan dan media yang digunakan memungkinkan siswa untuk belajar kosa kata secara maksimal. Selain itu, masalah yang sering dihadapi para guru dalam mengajarkan kosa kata meliputi manajemen sikap siswa, perhatian siswa dan ketergantungan siswa terhadap guru.Kata Kunci : tehnik, media, materi, kosa kata, taman kanak-kanak This research aimed to describe (1) the teachers’ techniques, media and material in teaching English vocabulary to young learners at Aura Sukma Insani Kindergarten and (2) the problems faced by the teachers in applying the techniques, media and material in teaching vocabulary. This research was a case study under the form of qualitative design. The subjects of the study were the English teachers in Aura Sukma Insani Kindergarten. The instruments used in collecting the data were the researcher herself, interview guide, video recorder, observation checklist and field note. The data analysis was conducted through four stages namely data collection, data reduction, data display and conclusion drawing. The result of analysis showed that the teachers applied various teaching strategies with the support of various teaching media to teach vocabulary. The variation enabled the students to have much exposure to the vocabularies. Moreover, the problems faced by the teachers in teaching vocabulary were about the students’ behavioral management, attention management and dependence toward their teachers.keyword : technique, media, material, vocabulary, young learners

THE EFFECT OF SELF ASSESSMENT ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE PARAGRAPHS ., Putu Fika Andriani; ., Drs.Sudirman, M.L.S; ., Nyoman Karina Wedhanti, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.4334

Artikel ini ditulis berdasarkan hasil penelitian eksperimen yang melibatkan dua variabel yaitu: self- assessment dan prestasi menulis dalam Bahasa Inggris. Penelitian ini bertujuan untuk mengetahui efek teknik self –assessment pada kompetensi menulis siswa. Sebanyak empat puluh dua siswa kelas X SMA Negeri 1 Sawan tahun akademik 2013/2014 dipilih sebagai sampel penelitian melalui Cluster Random Sampling Technique. Post-Test Only Control Group Design diterapkan dalam penelitian yang berlangsung selama 8 kali. Dari data yang telah dianalisa secara deskriptif dan inferensial, ditemukan bahwa nilai rata-rata dari kelas eksperimental adalah 84.35 dan kelas kontrol sebesar 78.65. Sementara itu, nilai to sebesar 4.932 dan nilai tcv sebesar 2.0009. Hasil ini menunjukan bahwa siswa yang dievaluasi dengan menggunakan teknik self-assessment mendapatkan hasil yang lebih baik daripada siswa yang dievaluasi dengan menggunakan teknik konvensional. Penelitian ini menemukan bahwa ada perbedaan signifikan dalam kemampuan menulis antara siswa yang dievaluasi menggunakan metode self-assessment dan siswa yang dievaluasi menggunakan teknik konvensional. Kata Kunci : Penelitian Eksperimental, Self-assessment, Kompetensi Menulis This article was written based on an experimental research involving two variables, namely: self-assessment, and English writing achievement. This research aimed at investigating the effect of self-assessment technique on students’ writing competency. Forty two students of tenth grade in SMA Negeri 1 Sawan in the academic year 2013/2014 were chosen as the sample through Cluster Random Sampling. Post-Test Only Control Group Design was implemented in this experiment. The treatments were conducted 8 times, and after that the post test was administered in order to now the impact of the treatment toward the students’ writing competency. From the data which were analyzed descriptively and inferentially, it was obtained that the Mean score of the experimental group was 84.35 and the Control group was 78.65 while the value of to was 4.932 and tcv was 2.009. The students who were assessed by using self-assessment technique got better result than the students who were assessed by using conventional assessment technique. This research discovered that there was significant difference in writing competency between the students who were assessed by using self assessment technique and students who were assessed by using conventional assessment technique.keyword : Experimental Research, Self-assessment, Writing Competency

An Analysis of Grammatical Errors Committed by the Eighth Grade Students of SMP Negeri 1 Seririt in Writing Recount Text ., Ni Made Dwi Purnama Sari; ., Drs.Sudirman, M.L.S; ., Nyoman Karina Wedhanti, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.4400

Penelitian ini bertujuan untuk menganalisis kesalahan tata bahasa (grammar) yang dilakukan oleh siswa kelas VIII dari SMP Negeri 1 Seririt dalam menulis teks berbentuk recount. Subyek dari penelitian ini terdiri dari 32 siswa dari kelas VIII B. Penelitian ini merupakan penelitian deskriptif kualitatif. Instrument yang digunakan untuk mengumpulkan data adalah tugas menulis siswa dan hasil dari wawancar siswa. Kesalahan menulis siswa diklasifikasikan kedalam enam kategori yaitu, kesalahan dalam penggunaan kata (verb form error), kesalahan dalam menggunakan artikel, keslahan dalam menggunakan preposisi, kesalahan dalam menggunakan pluralisasi, kesalahan dalam menggunakan kata ganti (pronoun error), dan keslahan dalam menggunakan pengejaan (spelling error). Hasil dari penelitian menunjukan bahwa 62% siswa membuat keslahan dalam penggunaan kata (verb form error), 2% siswa membuat kesalahan dalam penggunaan artikel, 3% siswa membuat kesalahan dalam penggunaan preposisi, 10% siswa membuat kesalahan dalam penggunaan pluralisasi, 5% siswa membuat kesalahan dalam penggunaan kata ganti (pronoun), dan 18% siswa membuat keslahan dalam pengejaan (spelling error).Kata Kunci : Tata Bahasa, Kesalahan Tata Bahasa, Menulis, Teks Berbentuk Recount This research aimed at analyzing the grammatical errors committed by the eighth grade students of SMP Negeri 1 Seririt in writing recount text. The subject of this research were 32 students from class VIII B. This research was a descriptive qualitative one. The instruments used for collecting the data were students’ writing task and interview guide. The errors of students’ writing task were classified into six types: verb form error, article error, preposition error, pluralization error, pronoun error, and spelling error. The result of this study showed that 62% of the students made errors in verb form, 2% of the students made errors in using article, 3% of the students made errors in using preposition, 10% of the students made errors in pluralization, 5% of the students made errors in using pronoun, and 18% of the students made errors in spelling.keyword : Grammar, Grammatical Errors, Writing, Recount Text

Improving Students’ Speaking Competence through Paper Puppet Show (A Classroom Action Research on the Tenth Grade Students at SMA Karya Wisata Singaraja) in the Academic Year 2013/2014 ., Ida Bagus Komang Priotama; ., Drs.Sudirman, M.L.S; ., Nyoman Karina Wedhanti, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.4799

Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan pertunjukan wayang kertas dapat meningkatkan kemampuan berbicara siswa. Subjek penelitian ini adalah siswa kelas X5 di SMA Karya Wisata Singaraja pada tahun akademik 2013/2014 yang terdiri dari 42 (empat puluh dua). Penelitian tindakan kelas ini berdasarkan yang masing-masing terdiri dari empat tahap; perencanaan, bertindak, observasi, dan refleksi per-siklus. Dalam mempertahankan hasil penelitian, dua jenis data yang dikumpulkan; data kualitatif yang berasal dari observasi dan wawancara terhadap siswa dan guru juga. Di sisi lain, data kuantitatif yang diperoleh dari hasil uji; pre-test dan hasilnya post test. Ada ditemukan 15 poin dari peningkatan skor rata-rata siswa, 9 poin berasal dari post test I menghasilkan, dan 6,76 poin berasal dari post test II setelah menggunakan "Kertas Puppet Show". Rata Persentase siswa berbicara di dalam kelas telah membaik setelah boneka diberikan. Hal ini didukung oleh hasil yang berbeda signifikan dari pre-test yang lebih rendah (59,52%) dibandingkan post-test II (88,09%) yang berarti bahwa sebagian besar X5 kelas siswa harapan yang sangat baik skor sekolah standar (75). Berdasarkan kuesioner, sebagian besar siswa mengatakan bahwa penggunaan "Kertas Puppet Show" dapat membantu mereka dalam meningkatkan kompetensi berbicara. Berdasarkan hasil tersebut, ada 37 dari 42 siswa lulus KKM, dan itu berarti penelitian ini berhasil.Kata Kunci : Wayang Kertas, Kopetensi Berbicara The objective of the research is to know whether the use of the paper puppet show can improve students’ speaking competence. The subject of this study is students class X5 at SMA Karya Wisata Singaraja in the academic year 2013/2014 which consists of 42 (forty two). This classroom action based research which each consists of four phases; planning, acting, observing, and reflecting per-cycle. In sustaining the research result, two types of data are collected; qualitative data that derived from observation and interview toward the students and the teacher as well. On the other hand, the quantitative data that derived from the test result; pre-test and post test result. There were found 15 points of improvement of students’ mean score, 9 points were derived from post test I result, and 6.76 points were derived from post test II after using “Paper Puppet Show”. The percentage score of students’ speaking in the classroom has improved after the puppets were given. It was supported by the significant different result of the pre-test that was lower (59.52%) than post-test II (88.09%) which means that most of the students class X5 were very good expectation of standard school scores (75). Based on the questionnaire, most of the students said that the use of “Paper Puppet Show” could help them in improving speaking competency. Based on those results, there were 37 of 42 students passed the KKM, and it is meant this action research is successful.keyword : Paper Puppet Show, Speaking Competency

THE IMPLEMENTATION OF INQUIRY BASED LEARNING IN TEACHING ENGLISH IN AURA SUKMA INSANI KINDERGARTEN ., Kadek Ria Anestia Dewi; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Nyoman Karina Wedhanti, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5361

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran inkuiri dalam pengajaran bahasa inggris di TK Aura Sukma Insani. Penelitian ini fokus pada deskripsi tentang jenis RPP, langkah-langkah, serta penilaian dalam pengajaran bahasa inggris dengan menggunakan pembelajaran inkuiri. Subjek dalam penelitian ini adalah guru dan siswa kelas A1, A2, B1, dan B2 di TK Aura Sukma Insani. Penelitian ini menggunakan penelitian deskriptif kualitatif dengan peneliti sebagai instrumen utama. Hasilnya menunjukan bahwa ada lima RPP yang digunakan dalam pengajaran bahasa inggris dengan topik transportation, animal, occupation, family, dan clock. Kelima langkah dalam pembelajaran inkuiri telah diimplementasikan secara lengkap dalam pengajaran bahasa ingrris dengan topik animal dan family. Namun dalam pengajaran bahasa inggris dengan topik clock, ditemukan empat langkah dari pembelajaran inkuiri yaitu ask, investigate, create, dan discuss. Akan tetapi dalam proses mengajar topik tentang transportation dan occupation, hanya ada dua langkah yang diimplementasikan yaitu; ask dan investigate. Penilaian yang digunakan dalam pengajaran bahasa inggris dengan menggunakan pembelajaran inkuiri di TK Aura Sukma Insani adalah penilaian autentik yang dianalisis secara holistik dengan menggunakan simbol-simbol. Adapun jenis penilaian autentik yang digunakan adalah performance dan portfolio. Kata Kunci : pembelajaran inkuiri, pengajaran bahasa inggris untuk anak usia dini This study aimed at describing the implementation of inquiry based learning in teaching English in Aura Sukma Insani Kidergarten. This study focused on the description of the kinds of lesson plan, the steps and also the assessment in teaching English by using inquiry based learning. The subjects of the study were a teacher and the students in A1, A2, B1, and B2 classes of Aura Sukma Insani Kindergarten. This study used descriptive qualitative research with a researcher as the main instrument. The result of the study showed that there were five kinds of lesson plan used in teaching English with the topic of transportation, animal, occupation, family, and clock. The five steps of inquiry based learning were completely implemented in teaching English with the topic of animal and family. Meanwhile, in teaching English with the topic of clock, it was found the four steps of inquiry based learning implemented such as; ask, investigate, create, and discuss. Moreover, in the process of teaching the topics of transportation and occupation, there were two steps of inquiry based learning which were implemented such as; ask, and investigate. The assessment used in teaching English by using inquiry based learning in Aura Sukma Insani Kindergarten was authentic assessment which was analyzed holistically by using symbols. Kinds of authentic assessment used were performance assessment and portfolio assessment. keyword : inquiry based learning, teaching English to young learner

THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING ENGLISH BASED ON CURRICULUM 2013 IN SMA N 4 SINGARAJA ., Kadek Widiani; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Nyoman Karina Wedhanti, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5372

Penelitian ini bertujuan untuk membahas penerapan project based learning dalam pengajaran bahasa inggris di kelas X MIA 5 di SMA N 4 Singaraja. Jumlah subjek penelitian ini adalah 43 siswa, terdiri dari 22 perempuan dan 21 laki-laki. Pembahasan penilitian ini mencakup (1) topic-topik yang diajarkan dalam pengajaran bahasa inggris dengan menggunakan project based learning di SMA N 4 Singaraja, (2) langkah-langkah dalam pengajaran bahasa inggris dengan menggunakan projek based learning di SMA N 4 Singaraja, (3) jenis-jenis penilaian yang digunakan dalam pengajaran pengajaran bahasa inggris dengan menggunakan projek based learning di SMA N 4 Singaraja. Metode penelitian yang digunakan adalah metode dokumentasi, metode observasi dan metode wawancara. Data yang diperoleh dianalisis secara deskriptif melalui data reduction, data display, dan conclusion drawing/ verification. Hasil penelitian ini menunjukkan bahwa topic-topik yang diajarkan dengan menggunakan project based learning adalah explanation text, recount text, narrative text dan expression of sympathy and invitation. Langkah-langkah pengajaran bahasa inggris dengan menggunakan speculation, designing the project activities, conducting the project activities and evaluation. Jenis penilaian yang digunakan adalah penilaian sikap, penilaian pengetahuan dan penilaian keterampilan. Hasil penelitian menenukan bahwa guru di sekolah SMA N 4 Singaraja menerapkan project based learning dengan baik Kata Kunci : kurikulum 2013, project based learning, pengajaran bahasa inggris This present study aimed at discussing the implementation of project based learning in teaching English in class X MIA 5 in SMA N 4 Singaraja. The number of the subjects were 43 students, consisted of 22 females and 21 males. The discussion includes (1) the topics that were taught by using project-based learning in teaching English in SMA N 4 Singaraja, (2) the steps in teaching English by using project-based in SMA N 4 Singaraja and (3) the assessment types used in teaching English by using project-based learning in SMA N 4 Singaraja. Research methods used were documentation method, observation method and interview method. The data obtained were analyzed descriptively through data reduction, data display, and conclusion drawing/ verification. The result of the study showed that the topics taught by using project based learning were explanation text, recount text, narrative text and expression of sympathy and invitation. There were four steps found in implementing project based learning by the teacher namely speculation, designing the project activities, conducting the project activities and evaluation. Meanwhile the assessment types used were affective assessment, cognitive assessment and psychomotor assessment. The result of the study showed that the implementation of project based learning was implemented well by the teacher in SMA N 4 Singaraja.keyword : Curriculum 2013, project based learning, teaching English

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5373

The Implementation of Problem-Based Learning in Teaching English in Aura Sukma Insani Kindergarten ., Kadek Kartika Suherma Yanthi; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Nyoman Karina Wedhanti, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5378

Penelitian ini bertujuan untuk mengetahui pengimplementasian problem based learning dalam pengajaran Bahasa Inggris di TK Aura Sukma Insani yang menggunakan 5 tahapan pembelajaran seperti (1) mengidentifikasi masalah, (2) menggambarkan istilah yang berkaitan dengan masalah, (3) mengumpulkan strategi, (4) memilih strategi yang tepat, dan (5) melihat dampak dari strategi yang digunakan dalam memecahkan suatu permasalahan. Subjek daripenilitian ini adalah guru dan siswa kelas A1, A2, B1, dan B2. Penilitian ini menggunakan pendekatan kualitatif dalam bentuk observasi non-partisipan. Hasil penelitian ini menunjukkan bahwa setiap guru menggunakan rpp yang berbeda dalam mengajar disetiap kelasnya karena guru mengajarkan topik yang berbeda. Mereka memiliki wewenang untuk membuat rpp sendiri berdasarkan topik yang akan mereka ajar. Beberapa aktifitas sudah mengimplementasikan metode problem based learning untuk meningkatkan keaktifan siswa dalam proses belajar. Metode mpembelajaran Problem Based Learning yang diterapkan dalam pembelajaran Bahasa Inggris sangat efektif diterapkan di TK Aura Sukma Insani sehingga dapat meningkatkan kemampuan siswa dalam berfikir yang kritis dan siswa menjadi aktif serta mandiri dalam menerima ilmu dari guru selama proses pembelajaran berlangsung. Guru menilai siswa dari proses dan hasil yang telah dibuatnya dengan menggunakan penilaian secara holistik, dan memberikan penghargaan kepada siswa yang aktif dan memiliki peningkatan dalam proses belajar. Penilaian yang diberikan dalam bentuk sertifikat dengan 14 katagori yang berbeda, cap, stiker, dan kertas yang digulung. Aura Sukma Insani menggunkan penilaian autektik yang terdiri dari penilaian penampilan dan penilaian portofolio.Kata Kunci : problem based learning, pembelajar bahasa inggris usia dini. This study aimed at finding the implementation of problem based learning in teaching English in Aura Sukma Insani Kindergarten which utilized 5 stages of teaching such as (1) identifying the problem, (2) defining terms, (3) exploring strategies, (4) acting on the strategy, and (5) looking at the effect. The subjects of the study were a teacher and students of A1, A2, B1, and B2 class. This study employed qualitative approach in the forms of nonparticipant observation. The result showed that every teacher used different lesson plan in teaching the students in every class because the teachers taught different topic. They had authority to arrange the lesson plan based on the material taught. Several activities were implemented using Problem Based Learning method (PBL) which increased the students’ activeness in learning. PBL learning method which was implemented in English learning was effectively conducted in Aura Sukma Insani Kindergarten so it could improve the students’ ability in thinking critically, participating actively and independently while following the teaching and learning process with the teachers. The teachers assessed the students by observing the process and final product by giving the score holistically, and the reward were given for those who were active and had improvement in the learning process. Those were in forms of certificate with 14 categories, stamp, sticker, and rolled paper. Aura Sukma Insani Kindergarten used authentic assessment in assessing the students’ achievement, such as: performance and portfolio assessment. keyword : problem based learning, young English learner

Co-Authors ., Ade Ari Gianika ., Ade Ari Gianika ., Anak Agung Inten Sakanti ., Anak Agung Inten Sakanti ., Citra Dewi ., Desak Made Mira Diahningsih ., Desak Made Mira Diahningsih ., DWI KESUMA SUSILA ., Gede Agus Lesmana Putra ., Gede Agus Lesmana Putra ., Gede Dharma Arya Wicaksana ., Gede Dharma Arya Wicaksana ., Gusti Ngurah Nyoman Ariana ., I Dewa Made Adhi Wira Sanjaya ., I Dewa Made Adhi Wira Sanjaya ., I Gede Bages Rare Prabadesa ., I Gede Shasy Bagus ., I Gede Shasy Bagus ., I Gede Wira Wiguna ., I Gede Wira Wiguna ., I Gusti Bagus Widi Darmadi ., I Gusti Bagus Widi Darmadi ., I Gusti Ngurah Putu Angga Sri Pranatha ., I Gusti Ngurah Putu Angga Sri Pranatha ., I Kadek Tubuh Aryana ., I Kadek Tubuh Aryana ., I Ketut Satria Adiguna ., I Nym Dedy Rahland Krisna Hari ., I Nyoman Surya Manggala ., I Putu Agus Ariangga Iswara ., I Putu Agus Ariangga Iswara ., I Putu Bagus Arka Wiguna ., I Putu Fendy Cahya Kusuma Brian ., I Putu Fendy Cahya Kusuma Brian ., Ida Ayu Komang Krisna Dewi ., Ida Ketut Krisna Putra ., Ida Ketut Krisna Putra ., Iga Putu Ardaba Kory ., Iga Putu Ardaba Kory ., Kadek Praditya Dicky Wijaya ., Kadek Praditya Dicky Wijaya ., Kadek Toni Sumartawan ., Komang Evayanti ., Komang Evayanti ., Luh Gede Ayu Devitasari ., Luh Putu Utami Krisna Yanti ., Made Arna Jyoti Sistadi ., Made Arna Jyoti Sistadi ., MADE DYAN WIDHIADNYANI KUNDE ., Made Sukradana w ., Made Sukradana w ., Ni Made Ayu Ratna Sulistya Dewi ., Ni Made Dian Damayanti ., Ni Made Dian Damayanti ., Ni Nengah Intan Sariningsih ., Ni Nengah Intan Sariningsih ., Ni Putu Mirna Sari ., Ni Putu Mirna Sari ., Nyoman Erlina ., Nyoman Erlina ., Putu Adelina Kartika Dewi ., Putu Adelina Kartika Dewi ., Putu Eka Dambayana S., S.Pd., M.Pd. ., Putu Febby Laksmi Decker ., Putu Sri Ayu Padmi ., Putu Yogi Agustia p Dewa Ayu Eka Agustini Dewa Komang Tantra Dewi, Ketut Puspa Dewi, Ketut Sintya Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . Gede Mahendrayana Gusti Agung Ayu Inten Ariprami . Hemas, Made Diana Ayu Hendi Pratama I Gede Bagus Oka Wisnaya ., I Gede Bagus Oka Wisnaya I Gede Budasi I Gusti Ayu Ade Purnama Sari . I Gusti Gede Agung Andhika p ., I Gusti Gede Agung Andhika p I Ketut Trika Adi Ana I Komang Suantara ., I Komang Suantara I Nyoman Adi Jaya Putra I Putu Ngurah Wage Myartawan I Wayan Suarnajaya I.G.A Lokita Purnamika I.G.A. Lokita Purnamika Utami Ida Bagus Komang Priotama . Ida Bagus Made Widyatmika ., Ida Bagus Made Widyatmika Ida Kadek Satria Wardana ., Ida Kadek Satria Wardana Issy Yuliasri Kadek Kartika Suherma Yanthi ., Kadek Kartika Suherma Yanthi Kadek Ria Anestia Dewi ., Kadek Ria Anestia Dewi Kadek Samiyanti Kadek Sintya Dewi Kadek Sonia Piscayanti Kadek Widiani . Ketut Ary Sri Prawrethy ., Ketut Ary Sri Prawrethy Luh Maytri Lindayani Luh Putu Artini M.L.S ., Dr.Sudirman, M.L.S M.L.S Drs.Sudirman . M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd M.Pd. ., Made Hery Santoso, S.Pd, M.Pd. Made Hery Santosa Mahanjendra, Pande Gede Baba Mahendrayana , Made Mariati, Ni Komang Sri Ni Komang Sri Mariati Ni Luh Aristyawati Ni Luh Putu Viranicka Septyani Ni Made Christina Wijaya . Ni Made Dwi Purnama Sari . Ni Made Ratminingsih Ni Made Wulan Sintiyari ., Ni Made Wulan Sintiyari Ni Nengah Muriani ., Ni Nengah Muriani Ni Putu Mandalika Putri Hartini . Ni Putu Novita S Dewi ., Ni Putu Novita S Dewi Ni Putu Rai Yuliartini Ni Wayan Pitriani Ni Wayan Sri Ayu Rusiniawati ., Ni Wayan Sri Ayu Rusiniawati Pande Made Dharma Sanjaya Paramitha, Ida Ayu Putu Cintya Prof. Dr. Ni Nyoman Padmadewi,MA . Putu Adi Krisna Juniarta Putu Fika Andriani . Putu Kerti Nitiasih Putu Wiwin Ekatrini Mahadewi . Putu Yuni Damayanti S.Pd. I Putu Ngurah Wage M . S.Pd. Putu Eka Dambayana S. . Santhi, I Gusti Ayu Ira Krishna Surya, Cok Istri Rahma Pratami Warmadewi, Putu Sri zulfa Sakhiyya

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