Claim Missing Document
Check
Articles

LOCAL WISDOM IN PICTURES CONTAINED IN ENGLISH TEXTBOOKS: AN ANALYSIS OF ILLUSTRATION IN ENGLISH TEXTBOOK FOR THE 7TH GRADE IN JUNIOR HIGH SCHOOL ., Ni Luh Wayan Verayanti; ., Dewa Putu Ramendra, S.Pd, M.Pd; ., G.A.P. Suprianti, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9345

Abstract

Penelitian ini adalah analisis deskriptif yang bersifat kualitatif. Studi ini meneliti dan menjelaskan kearifan lokal diwakili dalam gambar yang terdapat dalam buku pelajaran bahasa Inggris untuk kelas 7 SMP. Penelitian ini bertujuan untuk menganalisis bagaimana kearifan lokal diwakili dalam gambar di buku teks bahasa Inggris dari kelas 7 SMP. Subjek penelitian ini adalah buku teks bahasa Inggris untuk kelas 7 SMP; Berjudul "Bahasa Inggris, when English rings the bell (untuk SMP / Mts Kelas VII)". Data dikumpulkan melalui beberapa instrumen penelitian, seperti peneliti, catatan penelitian dan dokumen. Gambar-gambar diselidiki kemudian dikategorikan menjadi tiga tema yaitu nilai keluarga, interaksi guru-siswa, dan interaksi siswa-siswa. Representasi dari kearifan lokal yang terkandung dalam buku ini dapat dianalisis dalam penelitian ini melalui teori semiotik, kerangka tata bahasa visual dan empat dimensi budaya. Penelitian ini menemukan bahwa rasa semantik budaya mendominasi kejadian khas budaya lokal diwakili dalam gambar. Dianjurkan untuk guru menggunakan buku teks bahasa Inggris untuk kelas 7 SMP berjudul Bahasa Inggris, when English rings the bell (untuk SMP / Mts Kelas VII) karena representasi kearifan lokal di di perlihatkan dalam buku ini. Kata Kunci : buku teks, kerangka tata bahasa visual, kearifan lokal This research was in form of descriptive analysis which is qualitative in nature. The study investigates and describes the occurrences in the form of local wisdom is represented in pictures contained in English textbooks for the 7th grade in junior high school. This research aimed at to analyzing how local wisdom was represented in the picture in English textbook of the 7th grade in junior high school. Subject of this study was an English textbook for the 7th grade in Junior High School; Entitled “Bahasa Inggris, when English rings the bell (untuk SMP/Mts kelas VII)”. The data were collected through several research instruments, such as researcher, research note and document. The pictures investigated were then categorized into three themes that is family value, teacher-student interaction, and student-student interaction. The representation of local wisdoms contained in this textbook could be analyzed in this research through semiotic theory, visual grammar framework and the four dimensions of culture. This research found that the semantic sense of culture is dominating the distinctive occurrences of local culture represented in the pictures. It is recommended to the teacher use English textbook for 7th grade in Junior High School entitled Bahasa Inggris, when English rings the bell (untuk SMP/Mts kelas VII) because the representation of local wisdoms is showed in this book.keyword : text book, visual grammar framework, local wisdom .
An Analysis of Strategies Used in Translating the Metaphorical expressions in Harry Potter and Goblet of Fire movie ., Ni Made Pastiyari; ., Drs.Gede Batan,MA; ., G.A.P. Suprianti, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9694

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui strategi yang digunakan oleh penerjemah dalam menerjemahkan ekspresi metafora yang terdapat dalam filem Harry Potter and the Goblet of Firei. Penelitian ini merupakan penelitian kualitatif dimana data tersebut dijelaskan secara deskriptif. Dalam pengumpulan data, peneliti menggunakan kuesioner dan analisis dokumen. Dalam menganalisis strategi yang digunakan oleh penerjemah dalam menerjemahkan ekspresi metaforis, peneliti menggunakan teori Larson (1984). Hasil penelitian menunjukkan bahwa ada empat strategi yang diterapkan oleh penerjemah dalam menerjemahkan metafora. Mereka Metafora diterjemahkan kedalam metaphora, (10 data), metafora diterjemahkan kedalam Simile (1 data). Metafora diterjemahkan kedalam term yang sama dengan bahasa target (1 data) and metafora diterjemahkan kedalam non-kiasan(7 data). Kata Kunci : metafora, penerjemahan, strategi penerjemahan. The aim of this study is to find the strategies used by the translator in translating the metaphorical expressions in Harry Potter and Goblet of Fire movie. This study is qualitative study in which the data were analyzed descriptively. In collecting the data, the researcher used questionnaire and document analysis. In analyzing the strategies used by the translator in translating the metaphorical expression, the researcher used Larson’s theory (1984). The result shows that there are four strategies applied by the translator in translating the metaphorical expressions. They are The Metaphor is maintained (10 data), Translating the Metaphor as Simile (1 data) 3). Substitute the Metaphor with Similar Term in Target Language (1 data), Translating the Metaphor without Keeping the Metaphorical Imagery (7 data). keyword : metaphor, translation strategies, translation.
TEACHING ENGLISH VOCABULARY BY USING PUPPET TO THE FOURTH GRADERS OF SD INSAN MANDIRI AMLAPURA ., Ni Wayan Widiasih; ., Dr.Sudirman, M.L.S; ., G.A.P. Suprianti, 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.v5i2.10959

Abstract

Penelitian ini bertujuan untuk mengkaji pengajaran kosakata bahasa Inggris dengan menggunakan boneka kepada siswa sekolah dasar. Pengajaran kosakata bahasa Inggris dianalisis dari (1) cara guru mengajar kosakata bahasa Inggris dengan menggunakan boneka, dan (2) cara guru menilai prestasi siswa. Penelitian ini merupakan studi kasus kualitatif yang menganalisis fenomena pengajaran kosakata bahasa Inggris dengan menggunakan boneka oleh guru di SD Insan Mandiri Amlapura. Subjek penelitian ini adalah seorang guru SD Insan Mandiri Amlapura. Data dikumpulkan melalui observasi, analisis dokumen, dan wawancara. Berdasarkan temuan pada penelitian tersebut, diperoleh data sebagai berikut (1) guru mengajarkan kosakata bahasa Inggris kepada siswa dengan menggunakan suara yang berbeda untuk setiap wayang dan dapat membuat siswa termotivasi untuk belajar, (2) guru menilai prestasi siswa melalui penilaian secara holistik yang meliputi dua bagian yaitu: tertulis (tugas yang diberikan selama proses pembelajaran di ruang kelas, dan pekerjaan rumah), dan lisan (berbicara) siswa disuruh kedepan kelas untuk berdialog bersama temannya. Dapat disimpulkan bahwa guru SD Insan Mandiri Amlapura dapat menggunakan boneka untuk mengajarkan kosa kata bahasa Inggris kepada siswa untuk meningkatkan motivasi belajar siswa dengan pembelajaran yang menarik, dan menyenangkan. Sehingga siswa mudah memahami materi yang sampaikan.Kata Kunci : Boneka, kosa kata bahasa inggris, siswa. This research aimed at studying the teaching of English vocabulary by using puppet to elementary school students. The teaching of English vocabulary was analyzed from (1) the way the teacher teaches English vocabulary using puppet, and (2) the way the teacher assess the students’ achievement. This study was a qualitative case study which analyzed the phenomenon of teaching English vocabulary by using puppets by the teacher in SD Insan Mandiri Amlapura. The subject of this study was one teacher of SD Insan Mandiri Amlapura. The data were collected through observation, document analysis, and interview. Based on the findings of the study, the following data were obtained (1) the teacher taught students English vocabulary using different voice for each puppets, and can make students 'learning motivation (2) the teacher assesses the students’ achievement through a holistic assessment which covered two parts namely: written (assignment given during the learning process in the class room, and home work) and oral (speaking) the student came front of the class to dialogued with his friends. It can be concluded that the teachers of SD Insan Mandiri Amlapura can use puppets to teach English vocabulary to students to improve students' learning motivation with interesting, fun and enjoyable learning. So that students easily understand the material conveyed.keyword : Puppet, English vocabulary, young learners.
THE ANALYSIS OF QUESTIONING STAGE IN THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN THE ENGLISH INSTRUCTION AT SMA NEGERI 1 TABANAN ., I Gede Made Juni Wirdana; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., G.A.P. Suprianti, 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.v5i2.11096

Abstract

Penelitian ini bertujuan untuk mengobservasi pelaksanaan tahapan menanya dalam pendekatan ilmiah dalam pengajaran bahasa Inggris di SMA Negeri 1 Tabanan, dan mengungkap masalah yang dihadapi oleh guru dalam penerapan tahapan menanya berdasarkan Kurikulum 2013. Penelitian ini merupakan penelitian deskriptif yang menggunakan Miles & Huberman model. Sebanyak empat kelas siswa dan dua guru bahasa Inggris yang diambil sebagai subyek penelitian. 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 hanya mencapai 5 poin dengan partisipasi siswa sebanyak 29.26% dan T2 hanya meraih 3 poin dari 11 poin yang dipersyaratkan oleh kurikulum 2013 dengan partisipasi hanya sebanyak 20.17%. Oleh karena itu, pelaksanaan tahapan menanya di SMA Negeri 1 Tabanan kurang relevan dalam hal pelaksanaannya. 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 SMA Negeri 1 Tabanan, and encountered 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. There were four classes of students and two English teachers taken as the subjects of the study. 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 only achieved 5 points with the students’ participation only 29.26% and T2 only achieved 3 points out of the 11 points that is required by curriculum 2013 with students’ participation only 20.17%. Therefore, the implementation of questioning stage at SMA Negeri 1 Tabanan were less relevant in terms of the implementation. 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, and scientific approach
THE EFFECT OF MIND MAPPING STRATEGY COMBINED WITH PEER ASSESSMENT TOWARD STUDENTS’ WRITING COMPETENCY ., Abdul Wahab; ., Dr.Sudirman, M.L.S; ., G.A.P. Suprianti, 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.v5i2.11302

Abstract

Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh yang signifikan terhadap kompetensi menulis siswa yang diajar dengan strategi pemetaan pikiran yang dikombinasikan dengan penilaian sejawat dan mereka yang diajar dengan strategi konvensional. Populasi penelitian ini adalah siswa kelas XI SMK Triatma Jaya Singaraja. Melalui teknik random sampling, dua kelas diambil sebagai sampel dalam penelitian ini. Mereka ditugaskan sebagai kelompok eksperimen dan kelompok kontrol dengan undian. Untuk mendapatkan data yang dibutuhkan, kedua kelompok diberi perlakuan berbeda. Kelompok eksperimen diajar dengan menggunakan strategi pemetaan pikiran yang dikombinasikan dengan peer assessment, sedangkan kelompok kontrol diajar dengan menggunakan strategi konvensional (strategi penulisan bebas). Instrumen yang digunakan dalam penelitian ini untuk mengumpulkan data adalah skenario pengajaran dan post-test dalam bentuk tes tulis. Data yang diperoleh kemudian dianalisis secara deskriptif dan inferensial. Hasil statistik inferensial menunjukkan bahwa t yang diamati melebihi nilai t-kritis. Dengan demikian, hipotesis nol ditolak, yang berarti ada pengaruh signifikan terhadap kompetensi menulis siswa yang diajar dengan strategi pemetaan pikiran yang dikombinasikan dengan penilaian sejawat dan mereka yang diajar dengan strategi konvensional.Kata Kunci : Conventional, Mind Mapping, Peer Assessment, Writing Competency This study aimed at investigating whether or not there was any significant effect on students’ writing competency who were taught by mind mapping strategy combined with peer assessment and those who were taught by conventional strategy. The population of this study was the tenth grade students in SMK Triatma Jaya Singaraja. Through random sampling technique, two classes were taken as samples in this study. They were assigned as experimental group and control group by lottery. To obtain the required data, the two groups were given different treatments. The experimental group was taught by using mind mapping strategy combined with peer assessment, meanwhile the control group was taught by using conventional strategy (free writing strategy). The instruments used in this study to collect the data were the teaching scenario and post-test in the form of writing test. The obtained data were then analyzed descriptively and inferentially. The result of inferential statistics showed that the t observed exceeded the t-critical value. Thus, the null hypothesis was rejected, which means there was significant effect on students’ writing competency who were taught by mind mapping strategy combined with peer assessment and those who were taught by conventional strategykeyword : Conventional, Mind Mapping, Peer Assessment, Writing Competency
THE EFFECT OF INFORMATION-GAP GAME ON SPEAKING COMPETENCY OF THE TENTH GRADE STUDENTS IN SMA NEGERI 1 SAWAN ., Ni Wayan Lestari; ., Dr.Sudirman, M.L.S; ., G.A.P. Suprianti, 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.v5i2.11519

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh signifikan dari penerapan information-gap game terhadap kemampuan berbicara siswa kelas X di SMA Negeri 1 Sawan. Penelitian ini merupakan penelitian eksperimental dengan menggunakan posttest-only control group design. Sample penelitian ini adalah 25 orang siswa kelas X2 yang digunakan sebagai kelompok kontrol dan 28 orang siswa kelas X3 yang digunakan sebagai kelompok eksperimen. Instrumen yang digunakan dalam penelitian ini adalah speaking test dalam bentuk performance test. Data yang didapatkan kemudian dianalisis menggunakan analisis deskriptif dan analisis inferensial. Hasil analisis menunjukkan bahwa nilai rata-rata kelompok eksperimen adalah 82,7, sedangkan nilai rata-rata kelompok kontrol adalah 79,1. Hasil uji hipotesis menunjukkan bahwa nilai dari thitung lebih besar dari nilai ttabel (2,625 > 1,675). Berdasarkan hasil tersebut, dapat disimpulkan bahwa terdapat pengaruh signifikan dari information-gap game terhadap kemampuan berbicara siswa kelas X di SMA Negeri 1 Sawan.Kata Kunci : berbicara, information-gap game The aim of this study was to investigate whether or not there is significant effect of information-gap games technique on the speaking competency of the tenth grade students of SMA Negeri 1 Sawan. The present study was an experimental research which used posttest-only control group design. The samples of this study were X2 and X3, where X3 that consisted of 28 students as the experimental group and X2 that consisted of 25 students as the control group. The instrument used for collecting data in this study was speaking test in form of performance test. The data were analyzed by using descriptive analysis and inferential analysis. The result of the study showed that the mean of experimental group was 82.7, while the mean of control group was 79.1. Then, the result of hypothesis testing showed that the value of tobservedwas higher that the value of tcritical value (2.625 > 1.675). Based on the result, it can be concluded that there is significance effect of information-gap game on speaking competency of the tenth grade students in SMA Negeri 1 Sawan. keyword : information-gap game, teaching speaking, speaking
An Error Analysis Applying Dulay, Burt & Krashen's Theory to the Seventh Grade Students' Writing of SMP N 2 Seririt ., Kadek Wiwik Wirayanthi; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., G.A.P. Suprianti, 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.v5i2.11675

Abstract

Penelitian ini dilakukan untuk mengetahui jenis kesalahan apa yang dibuat oleh siswa kelas VII di SMP N 2 Seririt dalam tulisan mereka dan apa penyebab kesalahan dalam tulisan mereka. Ada 34 tulisan siswa yang dianalisis berdasarkan taksonomi strategi permukaan (surface strategy taxonomy) yang diajukan oleh Dulay et al. (1981). Penelitian ini merupakan penelitian deskriptif kualitatif. Data yang diperoleh dianalisis secara kualitatif dengan menggunakan teori analisa kesalahan dari Gass & Selingker. Hasil penelitian ini menunjukkan bahwa ada 253 kesalahan yang dilakukan oleh subjek penelitian ini. Kesalahan yang ditemukan dalam penelitian ini adalah kesalahan pengurangan (omission) 183 (72,3%), kesalahan penambahan (addition) 25 (9,9%), kesalahan penempatan (misordering) 24 (9,5%), dan kesalahan bentuk (misformation) 21 (8,3%). Kesalahan pengurangan (omission) adalah kesalahan yang paling sering ditemukan dalam penelitian ini dan ada tiga jenis sumber kesalahan yang ditemukan dalam penelitian ini, yaitu transfer intralingual (intralingual transfer) (86.7%), transfer interlingual (interlingual transfer) (10.3%), dan konteks pembelajaran (context of learning) (3,0%). Kata Kunci : tulisan, kesalahan, analisis kesalahan This study was carried out to find out what types of error made by students of seventh grade of SMP N 2 Seririt in their writing and what causes of the students error in their writing. There were 34 students’ writing which analyzed based on surface strategy taxonomy proposed by Dulay et al. (1981). This study was descriptive qualitative study. The data obtained were analyzed qualitatively by using Gass & Selingker’s theory of error analysis. The result of this study showed that, there were 253 errors committed by the subject of this study. The errors found in this study were 183 (72.3%) omission errors, 25 (9.9%) addition errors, 24 (9.5%) misordering errors, and 21(8.3%) misformation errors. Omission error was the most frequent errors found in this study and there were three types of sources of errors found in this study, those were intralingual transfer (86.7%), interlingual transfer (10.3%), and context of learning (3.0%).keyword : writing, error, error analysis
ROSE AS A SYMBOL OF KNOWLEDGE IN BURNS' A RED, RED ROSE, O'REILLY'S A WHITE ROSE AND HERRICK'S HOW ROSES CAME RED ., Ni Ketut Ayu Diah Oktariani; ., Dr. Ni Komang Arie Suwastini, S.Pd, M.Hu; ., G.A.P. Suprianti, 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.v5i2.12128

Abstract

Penelitian ini bertujuan untuk mengidentifikasi makna kata “rose” pada tiga jenis puisi yang berjudul “A Red, Red Rose”, “A White Rose” dan “How Roses Came Red”. Makna kata “rose” pada tiga puisi tersebut disampaikan melalui figurative languages dan tone. Metode yang digunakan dalam penelitian ini adalah textual analysis. Hasil dari penelitian ini menyatakan bahwa makna kata “rose” pada tiga puisi tersebut adalah pengetahuan. Selain itu, ketiga puisi ini menyampaikan hal yang sama, yaitu antusiasme. Antusiasme merupakan hal yang sangat penting dalam mencapai sebuah pengetahuan. Antusiasme berperan sebagai usaha yang dilakukan oleh speaker dalam mendapatkan sebuah pengetahuan. Dalam prosesnya, speaker juga menghadapi beberapa hambatan. Semua hambatan tersebut hanya mampu dilewati dengan memiliki antusiasme. Tanpa adanya antusiasme maka sangatlah mustahil untuk bisa mendpatkan pengetahuan. Pengetahuan yang dimaksud adalah puisi. Puisi merupakan salah satu subjek yang mampu menyampaikan pengetahuan. Penelitian ini menunjukkan bahwa pengetahuan adalah hal yang indah, manis, abadi dan antusias. Kata Kunci : rose, symbol, puisi The purpose of this study was to identify the meaning of rose in three poems entitled “A Red, Red Rose”, “A White Rose” and “How Roses Came Red”. This study used textual analysis as the method for analyzing the meaning of rose in three poems as delivered through figurative languages and tone at each poem. The result of analysis showed the meaning of rose was knowledge. Furthermore, these poems also delivered the same point. It was passion. Passion was highly needed to get the knowledge. The passion acted as the effort of the speaker to have the knowledge. The passion directed the speaker to do something. It helped the speaker to get the knowledge easier. In the process of getting the knowledge, the speaker found some obstacles. All the obstacles could only be passed by having the passion. Without having passion, it was impossible for getting the knowledge. The knowledge meant in this study was poetry. Poetry was one of the subjects which delivered the knowledge. This study showed the knowledge was very beautiful, sweet, eternal and passion. keyword : rose, symbol, poetry
AN ANALYSIS OF THE PHONOLOGICAL AND LEXICAL CHANGES FROM TIGAWASA DIALECT TO DENCARIK DIALECT: A DESCRIPTIVE STUDY ., I Komang Bramawan; ., Dr. I Gede Budasi, M.Ed.; ., G.A.P. Suprianti, 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.v5i2.12232

Abstract

Penelitian ini bertujuan untuk menjelaskan perubahan fonologis dan leksikal dialek Tigawasa ke Dencarik. Penelitian deskriptif kualitatif ini menggunakan 3 informan dari masing masing dialek, yang dibagi atas satu orang ditunjuk sebagai informan utama, sedangkan 2 orang ditunjuk sebagai informan pendamping Data diperoleh dengan mengunakan 4 teknik, yaitu: peneliti, observasi, rekaman, dan daftar kata Swadesh dan Nothofer. Dialek di desa Tigawasa dan Dencarik unik karena situasi dan kondisi desa tersebut. Hasil menunjukkan bahwa 4 kata apocope, 4 kata syncope, 10 suku kata (haplology), 3 kata epenthesis, 3 kata prothesis, 3 kata paragoge, dan 48 kata termasuk kategori perubahan bunyi abnormal. Perubahan leksikal yang terdapat dari dialek Tigawasa ke dialek Dencarik dapat dikategorikan sebagai berikut: 10 kata termasuk penyalinan leksikal, 10 kata termasuk kata yang sudah punah, 4 kata yang di kompres, dan 4 kata yang dicampur.Kata Kunci : dialek, perubahan fonologi, perubahan leksikal This study aimed at describing the phonological and lexical changes from Tigawasa to Dencarik dialect. This research was a descriptive qualitative research. In this study, there were three informants selected for each dialect, One person was appointed as the main informant, where as two others were appointed as the secondary informants. The obtained data were collected by using these techniques, namely: the researcher, observation, recording, and Swadesh’s and Nothofer’s wordlist. The results of the data analysis show that there were four words which were categorized as deletion in the final word position (apocope), four words as deletion in the middle word position (syncope), ten words were as deletion of syllable in the word (haplology), three words as addition in the middle word position (epenthesis), three words were as addition in the initial word position (prothesis), three words were as addition in the final word position (paragoge), forty eight words as abnormal sound change. The lexical changes which occur from Tigawasa dialect to Dencarik dialect were categorized as follows: ten words were categorized as lexical copying, ten words were as lost words, four words were as compressions (initials) and four words were as blends.keyword : dialect, phonological changes, lexical changes
*THE EFFECT OF CAROUSEL BRAINSTORMING STRATEGY ON THE STUDENTS' READING ACHIEVEMENT AT SMA SARASWATI SERIRIT IN ACADEMIC YEAR 2017/2018 ., Ni Made Indah Sari; ., Kadek Sonia Piscayanti, S.Pd., M.Pd.; ., G.A.P. Suprianti, 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.v5i2.12273

Abstract

*Abstract This study was aimed AT investigating whether or not there was a significant difference between the students’ reading achievement taught by using Carousel Brainstorming Strategy and conventional strategy. Post-test only control group design was applied in this study. The population of this study was the eleventh grade students at SMA Saraswati Seririt. The sampling technique used in this study was Cluster Random Sampling. IPS I class and IPS II class were taken as the samples of this study. Through lottery technique, it was determined that IPS I class was assigned as experimental group and IPS II assigned as control group. The experimental group was taught by using Carousel Brainstorming Strategy meanwhile, the control group was taught by using Conventional Strategy (Teacher-Centered). The data was obtained from post-test and was analyzed descriptively and inferentially. The result of post-test showed that the experimental group gained better achievement compare with the control group. It was proven by the mean score of the experimental group which was 83 meanwhile the mean score of the control group was 59. In addition, the result of inferential statistic analysis showed the value of t observed was 15.574 was higher than t critical value (tcv) which was 16.715 at significant level 0.05. From the result, it was found that the null hypothesis (Ho) is rejected. This proved that there was a significant difference in the students’ reading achievement of the eleventh grade students at SMA Saraswati Seririt who were taught by using Carousel Brainstorming Strategy. Kata Kunci : Reading Achievement, Carousel Brainstorming Strategy *Abstract This study was aimed AT investigating whether or not there was a significant difference between the students’ reading achievement taught by using Carousel Brainstorming Strategy and conventional strategy. Post-test only control group design was applied in this study. The population of this study was the eleventh grade students at SMA Saraswati Seririt. The sampling technique used in this study was Cluster Random Sampling. IPS I class and IPS II class were taken as the samples of this study. Through lottery technique, it was determined that IPS I class was assigned as experimental group and IPS II assigned as control group. The experimental group was taught by using Carousel Brainstorming Strategy meanwhile, the control group was taught by using Conventional Strategy (Teacher-Centered). The data was obtained from post-test and was analyzed descriptively and inferentially. The result of post-test showed that the experimental group gained better achievement compare with the control group. It was proven by the mean score of the experimental group which was 83 meanwhile the mean score of the control group was 59. In addition, the result of inferential statistic analysis showed the value of t observed was 15.574 was higher than t critical value (tcv) which was 16.715 at significant level 0.05. From the result, it was found that the null hypothesis (Ho) is rejected. This proved that there was a significant difference in the students’ reading achievement of the eleventh grade students at SMA Saraswati Seririt who were taught by using Carousel Brainstorming Strategy. keyword : *Reading Achievement, Carousel Brainstorming Strategy
Co-Authors ., Abdul Wahab ., Dr. Sudirman, M.L.S ., Dr. Sudirman, M.L.S ., I Dewa Gde Agung Ananta Kusuma ., I Dewa Gde Agung Ananta Kusuma ., I G A. Bella Mastika Dewi Mandala ., I G A. Bella Mastika Dewi Mandala ., I Gede Made Juni Wirdana ., I Komang Bramawan ., I Komang Bramawan ., I Putu Duara ., I Putu Duara ., I Wayan Rengkuh Febri Subrata ., I Wayan Rengkuh Febri Subrata ., Kadek Eddy Prasetyawan ., Kadek Eddy Prasetyawan ., Kadek Herma Ardianto Giri ., Kadek Herma Ardianto Giri ., Kadek Wiwik Wirayanthi ., Kadek Wiwik Wirayanthi ., KETUT ARYATI UTAMI ., KETUT ARYATI UTAMI ., Made Ayu Rizky Dewanti ., Made Ayu Rizky Dewanti ., Ni Ketut Ayu Diah Oktariani ., Ni Ketut Ayu Diah Oktariani ., Ni Komang Dina Kristina Dewi ., Ni Komang Dina Kristina Dewi ., Ni Luh Ersiana Wati ., Ni Luh Ersiana Wati ., Ni Luh Wayan Verayanti ., Ni Luh Wayan Verayanti ., Ni Made Indah Sari ., Ni Made Kartika Dewi ., Ni Made Kartika Dewi ., Ni Made Pastiyari ., Ni Made Pastiyari ., Ni Made Susi Herlina Wati ., Ni Made Susi Herlina Wati ., Ni Putu Ayu Sriratna Dewipayani ., Ni Putu Ayu Sriratna Dewipayani ., Ni Wayan Widiasih ., Ni Wayan Widiasih ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Siti Umayah ., Siti Umayah A A I N Marhaeni Anak Agung Gede Yudha Paramartha Anak Agung Istri Ngurah Marhaeni Arsini, Ni Wayan Widya D.P. Ramendra D.P. Ramendra, D.P. Desak Putu Parmiti Dewa Komang Tantra Dewa Putu Ramendra Dewi, N A K Dewi, Ni Putu Anjar Astriani Dhirapriyani, Kadek Drs.Gede Batan,MA . ENDANG NURHAYATI Ersianawati, NL Gunottama, I.M.A. I Gede Budasi I Komang Yogi Pratama Wedananta I Made Tegeh I Nyoman Adi Jaya Putra I Nyoman Laba Jayanta I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I Wayan Suarnajaya I.A.M.I. Utami I.G.A. Lokita Purnamika Utami I.K.R. Arthana I.P.I. Kusuma IDA AYU MADE ISTRI UTAMI . Jaya Putra, I Gede Ardika K.D. Septiyaningsih Kadek Sonia Piscayanti Kadek Suardika Kadek Yunita Adriyanti Konradus Silvester Jenahut Kusuma, I. P. I. Kusuma, I. P. I. Kusuma, I.P.I. Lamri Luh Dewi Asih Luh Diah Surya Adnyani Luh Gd Rahayu Budiarta Luh Gede Eka Wahyuni M.L.S ., Dr.Sudirman, M.L.S M.Pd. S.Pd. Luh Indrayani . Made Aryawan Adijaya Made Hery Santosa Made Tantri Pratiwi Mahayanti, N. W. S. Mahayanti, N. W. S. Mahayanti, N.W.S. Margana Margana N A K Dewi N. W. S., Mahayanti N.G.P. Putra N.L.P.S. Paramitha N.W.S. Mahayanti Ni Ketut Alit Juniari Ni Komang Arie Suwastini Ni Luh Putu Eka Sulistia Dewi Ni Luh Putu Wahyumunika Ni Made Ratminingsih Ni Nyoman Ganing Ni Wayan Lestari . Ni Wayan Surya Mahayanti Nyoman Trijaya Suparyanta P.A.A.G, Suarjaya Padmadewi, NN Piscayanti, K. S. Pitaloka, Ni Putu Riza Clarita Pramilaga, Ni Made Pratama, I Putu Mega Pratama, I Putu Mega Premana, M.Y.H. Prof. Dr. Ni Nyoman Padmadewi,MA . Putra, IGYA Putra, Made Agus Mandala Putra, N.G.P. Putri Nida Dewi, Ni Komang Putu Adi Sumertha Putu Eka Dambayana Suputra Rismayanti, Luh Ayu Safa, Bilqis Salsabila S. Sanjaya, I Agus Rudi Santosa, MH Sepang, Kevin Marion Septiyaningsih, K.D. Setiawan, Wayan Agris Jodi Suardika, Kadek Suarimbawa, Kadek Agus Suartini, N.K.T. Suganda, Prana Isvari Sumertha, Putu Adi Trisnawati, Komang Ayu Utami, I GA Lokita Purnamika Utami, I.A.M.I. Utami, I.G.A.L.P. Wahyumunika, Ni Luh Putu Wedhanti, N.K