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INDONESIA
Journal of Psychology and Instructions
Published by Universitas Pendidikan Ganesha
ISSN : -     EISSN : 25494589     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Environmental Science
Journal of Psychology and Instruction (JPAI), is an open access international journal which has been established for the dissemination of knowledge in the field of educational psychology and instructions. JPAI is currently accepting manuscripts for publication. In the interest of regional variations and wider impact, quality submissions from non-Indonesian authors are highly welcome.
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2017): July" : 7 Documents clear
Developing Guessing Game for Teaching Vocabulary to the Fifth Grade Students of SD Negeri 5 Kubutambahan Komang Gede Suardiyasa
Journal of Psychology and Instruction Vol. 1 No. 2 (2017): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v1i2.10361

Abstract

This present study was a research and development (R&D) which concerned in; identifying the kinds of vocabulary were appropriate to be developed as Guessing Game (GG) for teaching vocabulary to the fifth grade of students of SD Negeri 5 Kubutambahan, analyzing the quality of the developed Guessing Game (GG) for teaching vocabulary to the fifth grade of students of SD Negeri 5 Kubutambahan. This study followed the R&D design proposed by Dick and Carey (2005). This design involves: need analysis, instructional analysis, learner and learning environment, performance objectives, assessment rubric, story board, design and develop, formative evaluation, revision and final product. The subjects of the study were students of fifth grade and the teacher of SD Negeri 5 Kubutambahan. the data were collected through observation, questionnaire, interview, document review and expert judgment. The result of the study shows that: (1) there were four guessing games have been developed with four different themes which were aimed to be used as a media for teaching vocabulary to the first semester of 5th grade students. Those guessing game were designed based on the criteria of English syllabus of school based curriculum for the first semester of 5th grade students and also based on criteria of educational app by Lee & Cherner (2015). The final of the guessing game were presented into CD and a manual guide book for teacher. (2) the overall quality of the developed guessing game from the judgment of experts was categorized as excellent (2.73). 
Developing Flashcards and the Manual Book for Teaching English Vocabulary for Young Learners in Singaraja Gusti Ayu Putu Taharyanti
Journal of Psychology and Instruction Vol. 1 No. 2 (2017): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v1i2.10362

Abstract

This was a Research and Development study which intended to develop flashcards and manual book as teaching media for teaching English vocabulary for young learner in Singaraja. The subjects of this study were five English teachers in Singaraja. They were SDN 1 Baktiseraga, SDN 1 Banjar Bali, SDN 2 Banyuasri, SDN 2 Pemaron, and SDN 3 Kampung Baru. This study used design model proposed by Hannafin and Peck (1988). The instruments used in this study were interview guide, questionnaires for teachers and students, and the evaluation sheet. The data gathered was analyzed qualitatively and quantitatively. The result showed that teachers actually did not have any representative flashcards. The flashcards developed in this study covered 11 topics of noun and they were provided by manual book to support the implementation of the develop flashcards. The quality of the flashcards and the manual book got score almost 5 (highest score) from experts, which categorized to the excellent category. From the aforementioned result, it can be concluded that the teachers did not have any representative flashcards, therefore the development of flashcards which contained 11 topics of noun was conducted, and was supported by manual book in which their qualities were excellent. 
The Effect of Using Blended Learning Strategy toward the 8 Grade Students’ Writing Competency Yoga Gede Permana
Journal of Psychology and Instruction Vol. 1 No. 2 (2017): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v1i2.10363

Abstract

This study was aimed at investigating whether or not there was significant difference in writing competency between students who were taught by using blended learningand those who were taught by using conventional strategy. The research design used in this study was Post-test Only Control Group Design. The population in this study was eight grade students of SMP Negeri1Singaraja andthe samples of study were selected by using Cluster Random Sampling. Class VIII A8was assigned as the experimental group which was taught by using “blended learning” and class VIII A7 as the control group which was taught by using “conventional strategy”. The result of the data analysis showed that students in the experimental group performed better than the students in the control group. It was proven by the result of the descriptive statistics that showed the mean scoreof the experimental group was 84.75while the mean score of the control group was 76.75. The result of the t-test also showed that the value of the tob was higher than the tcv. The value of the tob was-6.379, while the value of the tcv was1.6736(α = 0.5). It means that there was a significant difference on writing competency between the students who were taught by using blended learningstrategy and those who were taught by using conventional strategy. 
The Effect of Directed Reading Thinking Activity In Cooperative Learning Setting Toward Students’ Reading Comprehension Of The Eleventh Grade Students S. A. Kompyang Arisetyawati
Journal of Psychology and Instruction Vol. 1 No. 2 (2017): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v1i2.10364

Abstract

This research was aimed at investigating whether there was a significant effect on reading comprehension of the eleventh grade students who were taught by using Directed Reading Thinking Activity in Cooperative Learning Setting and who were taught by using Directed Reading Thinking Activity only. The research was an experimental research with Post-Test Only Control Group Design. The research was conducted at SMA N 3 Singaraja. The population of this research was the eleventh grade students in academic year 2016/2017 with the samples of 65 students who were selected through random sampling technique. The data were collected by using reading comprehension test. The obtained data were analyzed by using t-test assisted with SPSS 22.0. The result of the research showed that there was a significant effect on reading comprehension of the eleventh grade students in which the students who were taught by using Directed Reading Thinking Activity in Cooperative Learning Setting achieved better reading comprehension than who were taught by using Directed Reading Thinking Activity only (tobs = 4.056, p < 0.05). 
The Analysis of Classroom Character Education in English Lessons Based on the 2013 Curriculum I. A. M. Ratih
Journal of Psychology and Instruction Vol. 1 No. 2 (2017): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v1i2.10365

Abstract

The study attempted to analyze the implementation of character education in the English lessons at SMP Negeri 1 Banjar. The subjects of the research were the eighth grade students and the English teacher. The researcher analyzed the lesson plans and the implementation to investigate how character education was inserted in the teaching of the four basic skills in English which has been integrated in the process of teaching and learning in 2013 curriculum. The instruments in this study consisted of interview guide, recorder, lesson plan analysis checklist, and observation checklist. Result of the analysis indicates that the teacher inserts the character values in indicators, learning materials, learning steps, and assessment instrument in lesson plans. In teaching and learning activities, character values are also implemented. However, the character values which are inserted in learning activities are different from one with another. It depends on the topic and indicators that will be achieved. In the evaluation, the strategies which were used by the teacher were in the form of advice and scoring rubric to assess character education in the process of teaching and learning. 
Developing Balinese Local Culture Based English E-Media to Support the Implementation of Curriculum 2013 for the First Semester of Grade VII Junior High School Ni Luh Putu Maya Apsari
Journal of Psychology and Instruction Vol. 1 No. 2 (2017): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v1i2.10366

Abstract

This design and development research aimed at designing and developing a culture-based English e-media to support the implementation of curriculum 2013 for the first semester of grade VII of junior high schools in Buleleng sub-district. This research focused on developing e-media that is integrated with Balinese culture. The object of this research was culture- based English e-media that was developed by using Adobe Flash CS6 program. The source of data was taken from the need analysis conducted by Dewi and Batan (2015), related literatures on developing the e-media, and the result of expert judgement. The data were analysed descriptively both qualitatively and quantitatively. This research was designed based on the adaptation of puffers et al.’s model (2007) that consisted of six phases namely: (1) identifying the problem, (2) describing the objective, (3) designing and developing the product, (4) testing the product by using expert judgement, (5) evaluating the testing result, and (6) communicating the testing result. The result of experts’ judgement score showed that the total mean score 3.8 which means the e-media had a good quality and it can be used in teaching and learning English for the first semester of grade VII of junior high schools in Buleleng. 
The Effect of the Implementation of Dictogloss Technique on Listening Comprehension of the 10th Grade Students Of SMA Negeri 1 Sukasada I. K. A. H. Yasa Dinatha
Journal of Psychology and Instruction Vol. 1 No. 2 (2017): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v1i2.10367

Abstract

This study aimed at investigating whether or not there was a significant effect of the implementation of Dictogloss technique upon listening comprehension of the tenth grade students of SMA Negeri 1 Sukasada. The research was an experimental one with Post-test Only Control Group Design. The population was the tenth grade students of SMA Negeri 1 Sukasada. Cluster Random Sampling was assigned to select the sample of the study. The samples were 20 students at grade X3 for experimental group and 21 at grade X2 for control group. The experimental group was taught by using Dictogloss technique and the control group was taught by using conventional teaching technique. The data was analyzed by using T-test through SPSS program. The result of the data analysis showed that students in experimental group performed better than the students in control group. It was proven by the result of the descriptive statistics that showed the mean score of the experimental group was 81.40 while the mean score of the control group was 78.24. The result of the t-test also showed that the value of the tobs was higher than the tcv. The value of the tobs was 2.185 while the value of the tcv was 2.023. It can be concluded that there was a significant effect on students’ listening achievement that were taught by using Dictogloss technique than were taught by using conventional teaching technique. 

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