cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Kadek Wirahyuni
Contact Email
kadek.wirahyuni@undiksha.ac.id
Phone
+6282236067235
Journal Mail Official
kadek.wirahyuni@undiksha.ac.id
Editorial Address
Jalan Udayana No.11 Singaraja
Location
Kota denpasar,
Bali
INDONESIA
Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha
Published by Universitas Pendidikan Ganesha
ISSN : http://u     EISSN : http://u     DOI : http://dx.doi.org/10.23887/jjpbs.v10i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
As an international, multi-disciplinary, peer-refereed journal, the scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching at Indonesia Language and Art Education. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in review and the selection process concerns the significance of the contribution to the area of learning and instruction. Instruction, learning and teaching, curriculum development, learning environment, teacher education, educational, technology, and educational development at Indonesia Language and Art Education
Arjuna Subject : Umum - Umum
Articles 1,214 Documents
 66   67   68   69   70 
KEMAMPUAN MENULIS CERITA FABEL DALAM PEMBELAJARAN BAHASA INDONESIA SISWA KELAS VIII SMPN 6 SINGARAJA: SEBUAH KAJIAN STRUKTUR GRAMATIKAL I Wayan Sudiasa .; Drs. I Wayan Rasna,M.Pd .; Dra. Made Sri Indriani, M.Hum. .
Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha Vol. 3 No. 1 (2015)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpbs.v3i1.4772

Abstract

Penelitian ini bertujuan untuk (1) mendeskripsikan kemampuan menulis teks cerita fabel siswa kelas VIII SMPN 6 Singaraja dalam pembelajaran bahasa Indonesia ditinjau dari struktur gramatikal: morfologi dan sintaksis, (2) mendeskripsikan kendala-kendala yang dihadapi oleh siswa kelas VIII SMPN 6 Singaraja dalam menulis teks cerita fabel pada pembelajaran bahasa Indonesia. Dalam mencapai tujuan itu, peneliti menggunakan rancangan deskriptif kualitatif. Subjek penelitian ini adalah siswa kelas VIII SMP Negeri 6 Singaraja. Pengumpulan data menggunakan metod tes dan wawancara. Data yang diperoleh dianalisis dengan deskriptif kualitatif yang meliputi tiga tahap, yaitu 1) reduksi data, penyajian data, dan penyimpulan. Hasil analisis menunjukkan bahwa penulisan cerita fabel yang ditinjau dari, (a) unsur morfologi tergolong baik sekali dengan pemerolehan rata-rata skor 90. (b) unsur sintaksis dalam kategori sangat baik dengan pemerolehan rata-rata skor 99,48, 1) kendala-kendala yang dihadapi saat penulisan kembali cerita fabel yang diungkapkan beragam. Seperti pemilihan kata dan pembentukan kalimat yang sesuai. Selain kendala di atas kendala lain yang dihadapi oleh siswa antara lain sulit menentukan alur cerita dan memberikan tanda baca.Kata Kunci : cerita fabel, morfologi, sintaksis This research aims to (1) describe the ability to write text fable of grade viii students learning Bahasa in terms of grammatical structure: morphology and syntax.,(2) describe the obstacles which are faced by the students of grade viii SMPN 6 Singaraja at write text fable toward in learning Bahasa. In attain to that goal , researcher uses quantitative descriptive design. Subject of this research is students in SMPN 6 singaraja. Data were collected by using test method and interview. Data were analyzed with descriptive quantitative includes three stages namely 1) data reduction, data presentation, and process of drawing a conclusion. The results of analysis show that process of writing fable in terms of (a) morphological element is categorized as good morphological elements quite well once the acquisition of the average score 90. (b) syntactic element in the excellent category with the acquisition of an average score 99.88. 2) obstacles which is faced when re-writing fable which were dictated diverse. Such as the choice of word and the establishment of an appropriate sentence. In addition to the above constraints other faced students as between the other determines the storyline and gives punctuation.keyword : fable,morphology, syntax
PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) DALAM PEMBELAJARAN MENULIS TEKS ANEKDOT Wayan Somodana .; Drs. Ida Bagus Sutresna,M.Si. .; Dra. Made Sri Indriani, M.Hum. .
Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha Vol. 3 No. 1 (2015)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpbs.v3i1.4773

Abstract

Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan (1) mendeskripsikan perencanaan model pembelajaran berbasis masalah dalam pembelajaran menulis teks anekdot siswa kelas X SMA Negeri 3 Singaraja;(2) mendeskripsikan penerapan model pembelajaran berbasis masalah dalam pembelajaran menulis teks anekdot siswa kelas X SMA Negeri 3 Singaraja;(3) mendeskripsikan hambatan yang ditemui guru dalam menerapkan model pembelajaran berbasis masalah dalam pembelajaran menulis teks anekdot siswa kelas X SMA Negeri 3 Singaraja. Subjek dalam penelitian ini adalah guru dan siswa kelas X SMA Negeri 3 Singaraja. Metode yang digunakan untuk mengumpulkan data dalam penelitian ini adalah metode dokumentasi, observasi dan metode wawancara. Metode dokumentasi digunakan untuk mengumpulkan data mengenai perencanaan dan penerapan model pembelajaran berbasis masalah. Metode observasi digunakan untuk memperoleh data mengenai penerapan model pembelajaran berbasis masalah dan metode wawancara untuk mendapatkan data mengenai hambatan yang ditemui guru dalam menerapkan model pembelajaran berbasis masalah. Data yang telah terkumpul dianalisis dengan metode deskriptif. Hasil penelitian ini adalah (1) perencanaan model pembelajaran berbasis masalah yang dibuat oleh guru berupa RPP telah sesuai dengan komponen kurikulum 2013;(2) penerapan model pembelajaran berbasis masalah yang dilakukan guru telah sesuai dengan sintaks model pembelajaran berbasis masalah;(3) hambatan yang dihadapi atau ditemui guru dalam menerapkan model pembelajaran berbasis masalah dalam pembelajaran menulis teks anekdot adalah dari aspek guru dan peserta didik.Kata Kunci : model pembelajaran berbasis masalah, anekdot This descriptive qualitative research was aimed at (1) describing the plan of problem-based learning method for grade X students of SMA Negeri 3 Singaraja in writing anecdote text; (2) describing the application of problem-based learning method for grade X students of SMA Negeri 3 Singaraja in writing anecdote text; (3) describing the obstacles faced by the teacher while applying problem-based learning method for grade X students of SMA Negeri 3 Singaraja in writing anecdote text. The subject of this research was the teacher and the grade X students of SMA Negeri 3 Singaraja. The data was collected through documentation, observation and interview. The documentation method was conducted to collect the data of the plan and application of problem-based learning method. The observation method was conducted to collect the data of the application of problem-based learning method. The interview method was conducted to collect the data of the obstacles faced by the teacher while applying problem-based learning method. Those data was analyzed through descriptive method. The result of the research were (1) the plan of problem-based learning method which was made by the teacher was lesson plan; (2) describing the application of problem-based learning method which was conducted by the teacher had already appropriate with the syntax of problem-based learning method; (3) the obstacles faced by the teacher while applying problem-based learning method came from teacher and students aspects. keyword : problem-based learning model, anecdotes
PENERAPAN METODE PEMBELAJARAN TWO STAY TWO STRAY UNTUK MENINGKATKAN KETERAMPILAN BERDISKUSI SISWA KELAS IX D SMP NEGERI 2 KUBU I Gede Denly Anayuda Giantika .; Prof. Dr.Ida Bagus Putrayasa,M.Pd .; Drs. Gede Gunatama, M.Hum. .
Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha Vol. 3 No. 1 (2015)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpbs.v3i1.4775

Abstract

Penelitian Tindakan Kelas (PTK) ini bertujuan (1) mendeskripsikan aktivitas guru dan siswa dalam penerapan Metode pembelajaran Two Stay Two Stray untuk meningkatkan keterampilan berdiskusi pada siswa kelas IXD di SMP Negeri 2 Kubu, (2) mendeskripsikan peningkatan keterampilan siswa berdiskusi melalui penerapan Metode pembelajaran Two Stay Two Stray kelas IXD di SMP Negeri 2 Kubu, dan (3) mendeskripsikan respons siswa kelas IXD di SMP Negeri 2 Kubu terhadap penerapan Metode pembelajaran Two Stay Two Stray. Subjek dalam penelitian ini adalah guru dan siswa kelas IX D SMP Negeri 2 Kubu. Objek penelitian ini adalah aktivitas siswa, peningkatan hasil, dan respons siswa dalam penerapan Metode pembelajaran Two Stay Two Stray dalam pembelajaran berdiskusi. Metode pengumpulan data yang digunakan dalam penelitian ini adalah observasi, tes, dan anggket atau kuesioner. Data yang didapatkan dianalisis dengan Metode deskriptif-kualitatif dan deskriptif-kuantitatif. Hasil penelitian ini menunjukkan bahwa, (1) siswa dan guru terlihat sangat aktif dalam melaksanakan kegiatan pembelajaran; (2) penerapan Metode pembelajaran Two Stay Two Stray dapat meningkatkan keterampilan berdiskusi siswa. Hal ini dapat dilihat dalam perbandingan skor rata-rata klasikal, yakni pada pratindakan skor rata-rata klasikal 68.33 (cukup), siklus I memperoleh skor rata-rata klasikal 76,39 (baik), sedangkan pada siklus II nilai rata-rata klasikal siswa menjadi 85,65 (baik); (3) siswa memberikan respons sangat positif terhadap penerapan Metode pembelajaran Two Stay Two Stray dalam pembelajaran berdiskusi. Dari hasil yang telah dicapai, bahwa Metode pembelajaran Two Stay Two Stray perlu dipertimbangkan sebagai upaya untuk mengoptimalkan proses dan hasil belajar bahasa dan sastra.Kata Kunci : Berbicara, Berdiskusi, Two Stay Two Stray This Classroom Action Research (CAR) aimed at (1) described teacher and student’s activity on the implementation of Two Stay Two Stray strategy to improve student’s discussion ability of IXD class at SMP Negeri 2 Kubu, (2) described the improvement of student’s discussion ability through Two Stay Two Stray strategy of IXD class at SMP Negeri 2 Kubu, and (3) described student’s response of IXD class at SMP Negeri 2 Kubu on the implementation of Two Stay Two Stray strategy. The Subjects of this study were teacher and students of IXD class at SMP Negeri 2 Kubu. The objects of this study were students’ activity, improvement of achievement, and student’s response on the implementation of Two Stay Two Stray strategy in discussion class. Method of data collection used in this study was observation, test, and questionnaire. The data gathered were analyzed by descriptive-qualitative and descriptive-quantitative. The result of this study shows that, (1) the students seen active in the learning process, (2) the implementation of Two Stay Two Stray strategy improved student’s ability in discussion. It can be seen from the comparison average score of Classical, which in the pre-action the average score of the classical were 68.33 (enough), the average score of the first cycle was 76.39 (good), meanwhile on the second cycle the average score of student’s classical were 85.65 (good); (3) students gave positive response on the implementation of Two Stay Two Stray strategy on the discussion learning. From the results which have been received, Two Stay Two Stray strategy needed to be considered as an effort to optimize the process and outcome of learning language and literature. keyword : Speaking, Discussion, and Two Stay Two Stray
PENERAPAN MODEL PEMBELAJARAN EXPERIENTIAL LEARNING UNTUK MENINGKATKAN KEMAMPUAN MENULIS PARAGRAF DESKRIPSI PADA SISWA KELAS VII B SMP NEGERI 2 TAMPAKSIRING Ni Ketut Sriani .; Prof. Dr. I Made Sutama,M.Pd .; Ida Ayu Made Darmayanti, S.Pd. .
Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha Vol. 3 No. 1 (2015)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpbs.v3i1.4776

Abstract

Penelitian ini bertujuan untuk mendeskripsikan peningkatan kemampuan menulis paragraf deskripsi dengan penerapan model pembelajaran experiential learning, mendeskripsikan langkah-langkah pembelajaran yang tepat melalui penerapan model pembelajaran experiential learning, dan mendeskripsikan respons siswa terhadap penerapan model pembelajaran experiential learning dalam pembelajaran menulis paragraf deskripsi. Penelitian ini menggunakan rancangan penelitian tindakan kelas (PTK). Subjek penelitian ini adalah siswa kelas VII B SMP Negeri 2 Tampaksiring dan guru bahasa Indonesia di kelas tersebut. Objek penelitian ini adalah keterampilan menulis paragraf deskripsi siswa, langkah-langkah pembelajaran menulis paragraf deskripsi, dan respons siswa terhadap pembelajaran menulis paragraf deskripsi. Metode pengumpulan data yang digunakan adalah metode observasi, tes, kuesioner, dan wawancara. Data yang diperoleh dianalisis dengan menggunakan teknik analisis deskriptif kualitatif dan teknik analisis deskriptif kuantitatif. Hasil penelitian ini menunjukkan bahwa (1) Penerapan model pembelajaran experiential learning dapat meningkatkan keterampilan menulis paragraf deskripsi siswa kelas VII B SMP Negeri 2 Tampaksiring. Data refleksi awal menunjukkan bahwa nilai rata-rata kelas adalah 70 (cukup), kemudian menjadi 74,8 (cukup) pada siklus I dan meningkat menjadi 82,2(baik) pada siklus II. (2) Terdapat beberapa langkah penerapan model pembelajaran experiential learning untuk meningkatkan kemampuan menulis paragraf deskripsi, dan (3) Siswa memberikan tanggapan sangat positif terhadap penerapan model pembelajaran experiential learning dalam pembelajaran menulis paragraf deskripsi. Berdasarkan hasil penelitian ini, peneliti lain disarankan untuk mengadakan penelitian lanjutan yang sejenis degan penelitian ini, sehingga diperoleh hasil yang lebih meyakinkan serta sebagai sumbangan bagi guru untuk bahan kajian dan peningkatan mutu pendidikan.Kata Kunci : model pembelajaran experiential learning, paragraf deskripsi This research aimed at describing students’ competency in writing descriptive paragraph through the application of experiential learning method, describing the steps of experiential learning method and describing the students’ response to the experiential learning method in writing descriptive paragraph. This research was in the form of classroom action based research. The subjects of this research were VII B students at SMP Negeri 2 Tampaksiring and the teacher who teach Indonesian language subject in that class. The object of this research was the students’ competency in writing descriptive paragraph, the steps of writing descriptive paragraph, and students’ response to the experiential learning method in writing descriptive paragraph. Observation, test, questionnaire and interview were the method used by the researcer in collecting the data. The collected data were analyzed by using qualitative and quantitative technique. The result of this research showed that (1) Application of experiential learning method can increase students’ competency in writing descriptive paragraph. The preliminary observation data reflect that the mean of the students in that was 70 (sufficient), increasing become 74,8 (sufficient) in cycle I and 82,2 (good) in cycle II. (2) There were some steps of experiential learning method that could be applied to increase the students’ competency in writing descriptive paragraph. (3) The students give positive response to the application of experiential learning method in writing descriptive paragraph. The result of this research reflect that the experiential learning method was good to apply in teaching writing descriptive paragraph in the classroom.keyword : experiential learning method, descriptive paragraph
MODEL INKUIRI DALAM PEMBELAJARAN MENULIS TEKS EKSPOSISI DI SMA NEGERI 1 SUKASADA Agus Eddy Hartawan .; Prof. Dr.Ida Bagus Putrayasa,M.Pd .; Drs.I Wayan Artika,S.Pd,M.Hum .
Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha Vol. 3 No. 1 (2015)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpbs.v3i1.4777

Abstract

Penelitian ini bertujuan: (1) mengkaji perencanaan pembelajaran menulis teks ekposisi dengan penerapan model inkuiri di SMA Negeri 1 Sukasada, (2) mengkaji pelaksanaan pembelajaran menulis teks ekposisi dengan penerapan model inkuiri di SMA Negeri 1 Sukasada, dan (3) mengkaji evaluasi pembelajaran menulis teks ekposisi dengan penerapan model inkuiri di SMA Negeri 1 Sukasada. Penelitian ini menggunakan rancangan deskriptif-kualitatif. Subjek penelitian adalah siswa kelas X dan objek penelitian ini ialah pembelajaran teks eksposisi dengan model inkuiri di kelas X yang meliputi: perencanaan, pelaksanaan, dan evaluasi atau penilaian pembelajaran teks eksposisi. Data penelitian ini dikumpulkan melalui metode observasi. Instrumen penelitian ini adalah lembar observasi dan video. Analisis data yang digunakan dalam penelitian yaitu deskriptif kualitatif untuk mengenalisis data yang diperoleh dari hasil observasi, wawancara, dan dokumentasi. Hasil penelitian ini menunjukkan (1) rancangan pelaksanaan pembelajaran mencangkup beberapa komponen, yaitu komponen-kompnen RPP kurikulum 2013 tersebut meliputi: identitas mata pelajaran/tema, perumusan indikator, perumusan tujuan pembelajaran, memilih materi ajar, pemilihan sumber belajar, pemilihan media belajar, model pembelajaran, skenario pembelajaran/langkah-langkah, dan penlaian. Namun, komponen dalam RPP teks eksposisi belum sepenuhnya diisi atau dicantumkan. Hal itu dapat dilihat dari beberapa komponen yang tercantum pada RPP yang digunakan oleh guru masih perlu diperbaiki dan dikembangkan lagi Komponen yang dimaksud, yaitu kegiatan pembelajaran. (2) Pelaksanaan pembelajaran menulis teks eksposisi yang dilakukan di dalam kelas teryata tidak sepenuhnya mengacu pada langkah-langkah pembelajaran yang telah disusun oleh guru dalam RPP karena tergantung pada situasi dan kondisi kelas. (3) Guru sudah melaksanakan penilaian segi kompetensi sikap, kompetensi pengetahuan, dan kompetensi keterampilan. Penilaian pembelajaran teks eksposisi sangat sulit karena terlalu banyak aspek yang dinilai seperti penilaian kompetensi sikap, penilaian kompetensi pengetahuan, dan penilaian kompetensi keterampilan.Kata Kunci : Inkuiri, pembelajaran menulis, teks eksposisi This examination have a purpose ( 1 ) to recite the lesson plan of exposition writing text with the inquiry model in SMA Negeri 1 Sukasada , (2) to recite the implementation of exposition writing text with the inquiry model , in SMA Negeri 1 Sukasada , (3) to recite the evaluation of the exposition writing text with the inquiry model in SMA Negeri 1 Sukasada . This examination use the descriptive – qualitative plan. The subject of the examination are the students of class x and the object of the examination is exposition writing text with the inquiry model in class x such as : plan ,implementation , and evaluation or judging of the exposition writing text . The data of this examination assembled by the observation method . The instrument of this examination is thread of observation and video . The analyze of the data that can be use in this examiantion is descriptive - qualitative to analyze the data that can get from the observation , interview , and documentation . The result of this examination show about (1 ) the plan , implementation , that can catch many components such as : component of RPP curriculum 2013 cover about identity , the subject , / tema, indicator , purpose , choose the material , sources , media , model of the lesson , scenario of the lesson / steps and evaluations . But , the components of RPP in exposition writing text were not included . That matter can be see in many components which include in RPP that the teacher use had to corrected and expanded . Those components are ( 1 ) the activity , (2) implementation of the exposition writing text in the classroom cannot strike in the activity that the teacher arranged in RPP because of the situation in the classroom .(3 ) The teacher have done the evaluation of attitude component , knowledge ,and skill . The evaluation of exposition writing text is very difficult because there are so many aspects that had to estimated such as : judging of attitude , knowlege and skillkeyword : inkuiri, writing learning, expoaition text
PENERAPAN MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) UNTUK MENINGKATKAN HASIL BELAJAR SISWA DALAM MENULIS KARYA ILMIAH DI KELAS XII AP I SMK NEGERI 1 SERIRIT Made Hela Irawadi .; Prof. Dr. I Nengah Martha,M.Pd .; Drs.I Wayan Wendra,M.Pd .
Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha Vol. 3 No. 1 (2015)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpbs.v3i1.4778

Abstract

Penelitian ini bertujuan mendeskripsikan (1) langkah-langkah yang ditempuh dalam penerapan metode pembelajaran Cooperative Integrated Reading and Composition (CIRC), (2) peningkatan hasil belajar siswa hingga tercapainya tingkat ketuntasan hasil belajar siswa pada kegiatan menulis karya ilmiah, (3) respons siswa terhadap penerapan model pembelajaran Cooperative Integrated Reading and Composition (CIRC). Penelitian ini merupakan penelitian tindakan kelas. Subjek penelitian ini adalah guru dan siswa kelas XII AP I SMK Negeri 1 Seririt dan objek yang dikaji adalah langkah-langkah penerapan model pembelajaran Cooperative Integrated Reading and Composition (CIRC), kemampuan siswa menulis karya ilmiah, dan respons siswa terhadap penggunaan model pembelajaran Cooperative Integrated Reading and Composition (CIRC) dalam pembelajaran menulis karya ilmiah. Metode pengumpulan data yang digunakan adalah metode observasi, tes, kuesioner, dan wawancara. Data dianalisis dengan teknik analisis data kuantitatif dan kualitatif. Hasil penelitian ini menunjukkan bahwa, (1) langkah-langkah pembelajaran yang tepat dalam penelitian ini dititikberatkan pada tiga hal, yaitu pemberian wacana yang sesuai dengan jumlah masing-masing anggota kelompok, pemberian tema wacana yang dekat dengan lingkungan siswa, dan mengajak siswa menganalisis contoh proposal secara konkret; (2) penerapan model pembelajaran Cooperative Integrated Reading and Composition (CIRC) dapat meningkatkan hasil belajar menulis karya ilmiah siswa. Hal ini dapat dilihat dalam perbandingan skor rata-rata klasikal, yakni pada pratindakan skor rata-rata klasikal 68,2 (cukup), siklus I memperoleh skor rata-rata klasikal 75,7 (baik), sedangkan pada siklus II nilai rata-rata klasikal siswa menjadi 82,2 (baik); (3) siswa memberikan respons sangat setuju terhadap penerapan model pembelajaran Cooperative Integrated Reading and Composition (CIRC) dalam pembelajaran menulis karya ilmiah yakni dengan skor 45,3. Hasil penelitian ini juga menunjukkan bahwa ada peningkatan aktivitas guru dan aktivitas siswa dalam pembelajaran menulis karya ilmiah dengan menggunakan model pembelajaran Cooperative Integrated Reading and Composition (CIRC). Peneliti menyarankan agar hasil penelitian ini dapat diterapkan oleh guru bahasa Indonesia untuk meningkatkan hasil belajar siswa dalam menulis karya ilmiah. Kata Kunci : CIRC, hasil belajar, karya ilmiah This study is aimed to describe (1) the steps which were taken in implementing the Teaching Learning method of Cooperative Integrated Reading and Composition (CIRC), (2) the improvement of students learning result to the achievement of completeness level in the students learning result on an activity of writing a scientific esay, (3) the students response toward the implementation of Teaching Learning method of Cooperative Integrated Reading and Composition (CIRC). This study is a classroom action research. The subject of this study is teacher and students of XII AP I SMK Negeri 1 Seririt and the object which was examined is the steps in implementing the Teaching Learning method of Cooperative Integrated Reading and Composition (CIRC), students capability in writing a scientific esay and the students response toward the use of the Teaching Learning method of Cooperative Integrated Reading and Composition (CIRC), in learning to write a scientific esay. The methods of collecting data which were used are observation, test, questionnaire and interview. The data was analyzed by data analysis technique in quantitatively and qualitatively. The result of this research was (1) the learning steps was done in this research was in three steps, they were; the given text in accordant to group numbers, the theme of text which familiar to students’ environment, and invite students to analyze the given proposal concretely; (2) the implementation of Cooperative Integrated Reading and Composition (CIRC) could increase students’ scientific writing achievement. It could be seen on their average score of classical term, it was about 68.2 (adequate), the classical average score on the first cycle was 75.7 (good), meanwhile the classical average score on the second cycle was 82.2 (good); (3) Students gave a good response on the implementation of Cooperative Integrated Reading and Composition (CIRC) toward the scientific writing study with score 45.3. The result of this research showed the enhancement of teacher and students’ activity in scientific writing learning process with the implementation of Cooperative Integrated Reading and Composition (CIRC). The researcher suggests that the result of this research to be implemented in scientific writing learning process by the teacher. keyword : CIRC, the result of learning, scientific esay
PENERAPAN METODE PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISIONS (STAD) UNTUK MENINGKATKAN KEMAMPUAN MENULIS TEKS LAPORAN HASIL OBSERVASI SISWA KELAS X MIA 1 SMAN 1 MENDOYO Komang Krisna Kumarawati .; Drs.Gde Artawan,M.Pd .; Dra. Made Sri Indriani, M.Hum. .
Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha Vol. 3 No. 1 (2015)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpbs.v3i1.4780

Abstract

Penelitian Tindakan Kelas ini bertujuan (1) mendeskripsikan langkah-langkah yang ditempuh dalam menerapkan model pembelajaran kooperatif tipe STAD dalam pembelajaran menulis teks Laporan Hasil Observasi, (2) mendeskripsikan peningkatan hasil belajar siswa hingga tercapainya tingkat ketuntasan hasil belajar siswa pada kegiatan menulis teks Laporan Hasil Observasi dengan penerapan model pembelajaran kooperatif tipe STAD (3) mendeskripsikan respons siswa terhadap penerapan model kooperatif tipe STAD. Subjek dalam penelitian ini adalah guru dan dan siswa kelas X Mia 1 SMAN 1 Singaraja yang berjumlah 20 orang. Objek penelitian ini adalah langkah-langkah pembelajaran, peningkatan hasil menulis teks laporan hasil observasi dengan penerapan model pembelaaran kooperatif tipe STAD, dan respons siswa terhadap pembelajaran kooperatif tipe STAD dalam pembelajaran menulis teks Laporan Hasil Observasi. Metode pengumpulan data yang digunakan dalam penelitian ini adalah metode tes, metode observasi, dan metode kuesioner, serta metode wawancara. Data dianalisis dengan menggunakan teknik deskriptif kuantitatif dan deskriptif kualitatif Hasil penelitian ini adalah (1) terdapat sembilan belas langkah penerapan model pembelajaran kooperatif tipe STAD untuk meningkatkan ketuntasan hasil belajar menulis teks Laporan Hasil Observasi, (2) tercapainya ketuntasan hasil belajar menulis teks Laporan Hasil Observasi siswa berkat diterapkannya model pembelajaran ini, yakni pada pratindakan skor rata-rata klasikal 65.7, siklus I memperoleh skor rata-rata klasikal 74.3, sedangkan pada siklus II nilai rata-rata klasikal siswa menjadi 85.75,(3) siswa memberikan tanggapan positif terhadap penerapan model pembelajaran kooperatif tipe STAD dalam pembelajaran menulis teks Laporan Hasil Observasi. Berdasarkan hasil penelitian ini, peneliti lain disarankan untuk menerapkan model pembelajaran ini, sebagai model pembelajaran inovatif, pada mata pelajaran bahasa yang lain pada umumnya dan pada pelajaran Bahasa Indonesia pada khususnya.Kata Kunci : kooperatif, STAD, teks laporan hasil observasi Classroom Action Research is aimed at ( 1 ) describe the steps taken to implement cooperative learning model STAD in learning to write text Observation Reports , ( 2 ) describe the learning outcome of students to achieve mastery level student learning outcomes in writing activities text Reports observations with the implementation of cooperative learning model STAD ( 3 ) describe the student's response to the application of STAD cooperative models . Subjects in this study were teachers and students of class X and Mia 1 SMAN 1 Singaraja , amounting to 20 people . The object of this research is learning steps , increased yield write a text report of observations with the implementation of cooperative learning model STAD , and student responses to STAD cooperative learning in teaching writing text Observation Reports . Data collection methods used in this research is the method of testing , observation methods , and methods of questionnaire and interview methods . Data were analyzed using descriptive techniques of quantitative and qualitative descriptive The results of this research are ( 1 ) there is a nineteen- step implementation of STAD cooperative learning model to improve the completeness of the results of learning to write text Observation Reports , ( 2 ) the achievement of mastery learning outcomes writing text report Observations of students thanks to the implementation of this model , namely the pre measures the average score classical 65.7 , cycle I gained an average score classical 74.3 , while in the second cycle the average value becomes 85.75 classical students , ( 3 ) students responded very positively to the implementation of cooperative learning model STAD in learning to write text Reports observations . Based on these results , other researchers are advised to apply this learning model , as the innovative learning model , in subjects other languages in general and the Indonesian lessonsin particular.keyword : cooperative , STAD , text reports observations
PEMBELAJARAN MENULIS TEKS PROSEDUR DENGAN METODE DISCOVERY LEARNING DI KELAS X MIA 2 SMA NEGERI 1 BLAHBATUH Putu Gede Ari Pradana .; Drs.Gde Artawan,M.Pd .; Ida Ayu Made Darmayanti, S.Pd. .
Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha Vol. 3 No. 1 (2015)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpbs.v3i1.4840

Abstract

Penelitian ini bertujuan mendeskripsikan (1) perencanaan pembelajaran menulis teks prosedur dengan metode discovery learning di kelas X MIA 2 SMAN 1 Blahbatuh, (2) pelaksanaan pembelajaran menulis teks prosedur dengan metode discovery learning di kelas X MIA 2 SMAN 1 Blahbatuh, dan (3) proses penilaian pembelajaran menulis teks prosedur dengan metode discovery learning di kelas X MIA 2 SMAN 1 Blahbatuh. Subjek penelitian ini adalah satu orang guru kelas X MIA 2 dan siswa kelas X MIA 2 SMAN 1 Blahbatuh. Objek penelitian adalah perencanaan pembelajaran, pelaksanaan pembelajaran, dan proses penilaian dalam pembelajaran menulis teks prosedur dengan metode discovery learning. Metode pengumpulan data yang digunakan adalah metode observasi dan dokumentasi. Data dianalisis dengan teknik analisis data deskriptif kualitatif. Hasil penelitian menunjukkan (1) perencanaan pembelajaran dengan metode pembelajaran discovery learning yang telah direncanakan oleh guru telah memenuhi standar pelaksanaan yang ditentukan. Keberhasilan perencanaan pembelajaran dapat diperhatikan dari terpenuhinya keseluruhan sintak atau prosedur standar penyusunan langkah persiapan/perencanaan pembelajaran dengan metode discovery learning. (2) Pelaksanaan pembelajaran yang dilaksanakan oleh guru dan siswa, guru dapat dikategorikan berhasil menerapkan metode discovery learning untuk menulis teks prosedur kompleks. Keberhasilan pelaksanaan pembelajaran dengan metode discovery learning dapat diperhatikan dengan membandingkan langkah-langkah pembelajaran yang dilakukan guru sebagaimana kegiatan pembelajaran dengan sintak pembelajaran discovery learning. (3) Guru telah mampu menerapkan proses penilaian pembelajaran discovery learning dalam menulis teks prosedur kompleks secara baik dan sesuai dengan sintak yang sudah ditetapkan dan mampu memenuhi kriteria penilaian yang dicantumkan di dalam RPP yang disusun sebelumnya.Kata Kunci : discovery learning, menulis, teks, teks prosedur This Research aimed at described (1) the writing learning’s plan of procedure text by using Discovery Learning in X MIA 2 class of SMAN 1 Blahbatuh, (2) the writing learning’s action of procedure text by using Discovery Learning in X MIA 2 class of SMAN 1 Blahbatuh, (3) the writing learning’s assessment of procedure text by using Discovery Learning in X MIA 2 class of SMAN 1 Blahbatuh. The Subjects of this study were a class teacher of X MIA 2 and students of X MIA 2 class at SMAN 1 Blahbatuh. The objects of this study were learning’s plan, learning’s action, and learning’s assessment of writing learning of procedure text by using Discovery Learning method. Methods of data collection used in this study were observation and documentation. The data were analyzed by using descriptive qualitative data analysis. Result of this study shows that (1) the learning plan of Discovery Learning method which planned by the teacher has fulfill the standard process which have been specified. The successfulness of learning plan can be seen from the fulfillment of all syntax or standard procedure of making the steps of preparation/learning plan by using Discovery Learning method. (2) The implementation of learning done by the teacher and students, teacher can be categorized success in implementing Discovery Learning method for writing complex procedure text. The successfulness of learning using Discovery Learning method can be considered by comparing the learning steps which have been done by the teacher as the learning activity with learning syntax of Discovery Learning. (3) the teacher was capable to implement the learning assessment of Discovery Learning in writing complex procedure text properly and according to syntax which have been specified and capable to fulfill the assessment criteria included in the previously Lesson Plan which have been prepared.keyword : discovery learning, writing, text, procedure text
PENGGUNAN MEDIA GAMBAR BERSERI BERBASIS PENDEKATAN SAINTIFIK UNTUK MENINGKATKAN KEMAMPUAN BERMAIN PERAN DALAM PEMBELAJARAN DRAMA PADA SISWA KELAS XI IPB2 SMA NEGERI 1 SERIRIT Kadek Vera Pratiwi .; Drs.Gde Artawan,M.Pd .; I Made Astika, S.Pd. .
Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha Vol. 3 No. 1 (2015)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpbs.v3i1.4857

Abstract

Penelitian ini dilakukan bertujuan untuk (1) mengetahui langkah-langkah penggunaan media gambar berseri berbasis pendekatan saintifik untuk meningkatkan kemampuan bermain peran dalam pembelajaran drama, (2) mengetahui kemampuan siswa dalam bermain peran melalui penggunaan media gambar berseri berbasis pendekatan saintifik dalam pembelajaran drama, dan (3) mengetahui respons siswa terhadap penggunaan media gambar berseri berbasis pendekatan saintifik untuk meningkatkan kemampuan bermain peran dalam pembelajaran bermain drama pada siswa Kelas XI IPB 2 SMA Negeri 1 Seririt. Subjek dalam penelitian adalah siswa kelas XI SMA Negeri 1 Seririt yangberjumlah satu kelas (32 orang siswa), dan seorang guru bidang bahasa dan sastra Indonesia. Penelitian ini menggunakan rancangan penelitian tindakan kelas (PTK), yang dianalisis dengan rancangan kuantitatif-kualitatif. Metode pengumpulan data yang digunakan adalah metode observasi, metode tes, metode angket/ kuesioner, dan metode wawancara. Hasil penelitian menunjukkan bahwa (1) pembelajaran drama dilaksanan dalam dua siklus, masing-masing siklus dirancang dalam dua kali pertemuan. Pada tindakan siklus I, siswa diberikan materi tentang drama, dan diajak memahami adegan-adegan drama dalam gambar berseri, (2) kemampuan siswa dalam pembelajaran sangat tinggi, yakni siswa mampu memenuhi KKM (kriteria ketuntasan minimal) yang telah ditentukan pihak sekolah, yaitu 75, pada siklus II, dan (3) dalam pembelajaran drama dengan menggunakan gambar berseri berbasis pendekatan saintifik, guru dan siswa mengalami berbagai kendala, antara lain (1) siswa merasa malu saat bermain peran, (2) media gambar berseri yg digunakan masih kurang rinci, dan (3) siswa masih belum memahami cara berdialog dengan baik. Pembelajaran drama dengan media gambar berseri berbasis pendekatan saintik sangat efektif diterapkan dalam pembelajaran. Oleh karena itu, guru bidang bahasa dan sastra Indonesia sudah seharusnya menggunakan media gambar berseri berbasis pendekatan saintifik, guna menunjang materi yang akan disampaikan kepada peserta didik.Kata Kunci : media gambar berseri, pendekatan saintifik, pembelajaran drama This study aimed (1) to know the steps of using series of pictures media based on scientific approach to improve the students’ achievement in acting on drama lesson, (2) to know the students’ achievement in acting through the using series of pictures media based on scientific approach on drama lesson and (3) to know the students’ response on the using of series of pictures media based on scientific approach to improve the students’ achievement in acting on drama lesson of grade XI IPB 2 students of SMA Negeri 1 Seririt. The subject of this study is the students of grade XI of SMA Negeri 1 Seririt which consists of 32 students (1class) and a teacher of Indonesian Language and Literature. This is a classroom based action research which is analyzed by quantitative-qualitative design. The methods of collecting the data are observation, test, questionnaire and interview. The result of the study shows that (1) the drama lesson is conducted in two cycles, each cycle is designed for two meetings. In cycle 1, the students are given a material about drama and asked to understand the acts of a drama based on the series of pictures given, (2) the students’ achievement in learning process are very high, in which the students are able to reach the KKM (students’ passing grade) which is already set by the school that is 75, in cycle 2, and (3) in drama learning process by using series of pictures based on scientific approach, the teacher and the students have some obstacles, those are (1) students are still shy in acting, (2) the series of pictures media that are used is still not detailed yet, and (3) the students still do not understand how doing dialogue well. Learning drama through series of pictures media based on scientific approach is very effective to be conducted in learning process. For that reason, teachers of Indonesian Language and Literature should be using the series of pictures media based on scientific approach in purpose to support the material which will be given to the students. keyword : series of pictures media, scientific approach, drama lesson
PENGGUNAAN PENDEKATAN SAINTIFIK BERMEDIA VIDEO GANESHA PUBLIC SPEAKING SCHOOL UNTUK MENINGKATKAN KEMAMPUAN BERBICARA (PIDATO) SISWA KELAS XII IPS 1 SMA SARASWATI SERIRIT Putu Agus Sanjaya .; Drs.I Gede Nurjaya,M.Pd .; Ida Ayu Made Darmayanti, S.Pd. .
Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha Vol. 3 No. 1 (2015)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpbs.v3i1.4877

Abstract

Penelitian ini bertujuan (1) mendeskripsikan langkah-langkah yang efektif dalam penggunaan pendekatan saintifik bermedia video ganesha public speaking school guna meningkatkan keterampilan berbicara (pidato), (2) mendeskripsikan hasil belajar siswa pada kemampuan berbicara (pidato) melalui penggunaan pendekatan saintifik bermedia video ganesha public speaking school, dan (3) mendeskripsikan respons siswa terhadap penggunaan pendekatan saintifik bermedia video ganesha public speaking school dalam keterampilan berbicara (pidato). Penelitian ini menggunakan rancangan penelitian tindakan kelas (PTK) yang dilaksanakan dalam dua siklus. Subjek penelitian ini adalah siswa kelas XII IPS 1 SMA Saraswati Seririt yang berjumlah 33 orang dan objeknya adalah langkah-langkah pembelajaran, hasil belajar, dan respons siswa dalam mengikuti pembelajaran berbicara (pidato) melalui penggunaan pendekatan saintifik bermedia video ganesha public speaking school. Data langkah-langkah yang efektif dalam penggunaan pendekatan saintifik bermedia video ganesha public speaking school guna meningkatkan keterampilan berbicara (pidato) dikumpulkan dengan metode observasi yang dianalisis dengan metode deskriptif kualitatif, data hasil belajar siswa dalam pembelajaran berbicara (pidato) dikumpulkan dengan metode tes yang dianalisis dengan metode deskriptif kualitatif dan kuantitatif, dan data respons siswa dikumpulkan dengan metode kuesioner yang dianalisis dengan metode deskriptif kuantitatif. Hasil penelitian ini adalah (1) pembelajaran berbicara (pidato) dengan penggunaan pendekatan saintifik bermedia video ganesha public speaking school dilaksanakan dalam beberapa langkah pembelajaran, (2) kemampuan berbicara (pidato) siswa meningkat, yakni dari 73,72 pada siklus I menjadi 78,03 pada siklus II, dan (3) menciptakan respons siswa yang positif dalam pembelajaran berbicara (pidato). Dengan demikian, dapat ditarik simpulan bahwa (1) dengan penggunaan pendekatan saintifik bermedia video ganesha public speaking school, hasil pembelajaran berbicara (pidato) siswa dapat ditingkatkan; (2) pembelajaran berbicara (pidato) dapat dilakukan dengan penggunaan pendekatan saintifik bermedia video ganesha public speaking school; dan (3) belajar dalam suasana menyenangkan membawa keberhasilan yang signifikan. Oleh karena itu, guru bahasa Indonesia dapat menggunakan pendekatan saintifik bermedia video ganesha public speaking school sebagai alternatif untuk meningkatkan kemampuan berbicara (pidato) siswa.Kata Kunci : saintifik, video ganesha public speaking school, berbicara, pidato This research aims (1) to describe some efective steps to use scientific approach with media video ganesha public speaking school to improve the ability of speaking (speech), (2) describe the learning outcomes of students in speaking (speech) through the use of the scientific approach with media video ganesha public speaking school, and (3) describe the response of the students against the use of the scientific approach with media video ganesha public speaking school in speaking ability (speech). This study designed using classroom action research (CAR) that concluded in two cycles. The subject of this research are the students of the class XII IPS 1 SMA Saraswati Seririt that consist of 33 people and the object are the steps of the learning process, result of the study, and the response of the students in participating in learning speaking (speech) through the use of the scientific approach with media video ganesha public speaking school. The data of effective steps in the use of the scientific approach with media video ganesha public speaking school to improve the speaking ability (speech) collected with the observation method and analyzed by descriptive qualitative method, students outcome data in learning speaking (speech) collected by test method that analyzed with descriptive qualitative and quantitative method, and students’ response data collected by questionnaire method that analyzed with descriptive quantitative method. The result of this research method are (1) learning speaking (speech) with the use of the scientific approach with media video ganesha public speaking school carried out in several steps of learning, (2) students’ speaking ability (speech) increased, starts from 73,72 in cycle I and become 78,03 at cycle II, and (3) creating a positive student response in learning speaking (speech). Thus it can be concluded that (1) by using scientific approach with media video ganesha public speaking school, students’ outcome of learning speaking (speech) can be increased; (2) learning to speak (speech) can be done by using a scientific approach with media video ganesha public speaking school; and (3) learning in a pleasant atmosphere brings a significant success. Therefore, Indonesian language teacher can use a scientific approach with media video ganesha public speaking school as the alternate way to improve students’ the ability to speak (speech).keyword : scientific, ganesha public speaking school video, speaking, speech

Page 68 of 122 | Total Record : 1214

 66   67   68   69   70 

Filter by Year

2013 2025


Reset
Filter By Issues
All Issue Vol. 15 No. 3 (2025) Vol. 15 No. 2 (2025) Vol. 15 No. 1 (2025) Vol. 14 No. 4 (2024) Vol. 14 No. 3 (2024) Vol. 14 No. 2 (2024) Vol. 14 No. 1 (2024) Vol. 13 No. 4 (2023) Vol. 13 No. 3 (2023) Vol. 13 No. 2 (2023) Vol. 13 No. 1 (2023) Vol. 12 No. 4 (2022) Vol. 12 No. 3 (2022) Vol. 12 No. 2 (2022) Vol 12, No 1 (2022) Vol. 12 No. 1 (2022) Vol 11, No 4 (2021) Vol. 11 No. 4 (2021) Vol. 11 No. 3 (2021) Vol 11, No 3 (2021) Vol 11, No 2 (2021) Vol. 11 No. 2 (2021) Vol. 11 No. 1 (2021) Vol 11, No 1 (2021) Vol 10, No 2 (2020) Vol. 10 No. 2 (2020) Vol. 10 No. 1 (2020) Vol 10, No 1 (2020) Vol 9, No 2 (2019) Vol. 9 No. 2 (2019) Vol. 9 No. 1 (2019) Vol 9, No 1 (2019) Vol. 8 No. 2 (2018) Vol 8, No 2 (2018) Vol 8, No 1 (2018) Vol. 8 No. 1 (2018) Vol 7, No 2 (2017): Vol. 7 No. 2 (2017) Vol 6, No 1 (2017): Vol. 6 No. 1 (2017) Vol. 5 No. 3 (2016) Vol 5, No 3 (2016): Vol 4, No 2 (2016): Vol. 4 No. 2 (2016) Vol 3, No 1 (2015): Vol. 3 No. 1 (2015) Vol. 2 No. 1 (2014) Vol 2, No 1 (2014): Vol. 1 No. 8 (2013) Vol 1, No 8 (2013) Vol 1, No 7 (2013) Vol. 1 No. 7 (2013) Vol 1, No 6 (2013) Vol. 1 No. 6 (2013) Vol 1, No 5 (2013) Vol. 1 No. 5 (2013) Vol. 1 No. 4 (2013) Vol 1, No 4 (2013) Vol. 1 No. 2 (2013) Vol 1, No 2 (2013) Vol 1, No 1 (2013) Vol. 1 No. 1 (2013) More Issue