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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. 2 No. 1 (2018): April" : 7 Documents clear
The Effect of Anonymous Peer Assessment on Writing Ability of the Eleventh Grade Students at SMK PGRI 1 Singaraja A.P. Adhiyanti; A.A.I.N Marhaeni; I.P.I Kusuma
Journal of Psychology and Instruction Vol. 2 No. 1 (2018): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v2i1.13735

Abstract

  This study aimed to investigate the effect of anonymous peer assessment on students’ writing ability. Quantitative approach was used in this study. Post-test only control group design was the design used in this experimental study. The post-test only control group design was designed to discover the purpose of this study which was to investigate the significant effect on writing ability between students who obtain feedback from anonymous peer assessment and students who obtain feedback from conventional assessment. The study was conducted at SMK PGRI 1 Singaraja. The eleventh grade students in Academic Year 2017/2018 were chosen as the population. The samples were 44 students from XI AP and XI UPW. The instruments used in this study were lesson plan, anonymous peer checklist, writing scoring rubric, and writing test. Writing scoring rubric and writing test were used to obtain the data through post-test while lesson plan and anonymous peer assessment were used during the treatment. The data then was analyzed by using SPSS 16. The results of the analysis show that (1) the mean score of the experimental group was 77.55 while the mean score of the control group was 68.77. (2) The t-observe was 3.892 and it exceeded the t-critical value which was 2.018. Therefore, based on the aforementioned results, it can be concluded that there was a significant difference on writing ability between the eleventh grade students who obtained feedback from anonymous peer assessment and those who obtained feedback from conventional assessment at SMK PGRI 1 Singaraja in academic year 2017/2018. 
The Types of Reinforcement Strategies Used by the Teacher in Motivating EFL Students at KG B Class in Bali Kiddy School D. Arista; L. P. Artini; M. Ratminingsih
Journal of Psychology and Instruction Vol. 2 No. 1 (2018): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v2i1.13736

Abstract

This study aimed at describing types and implementation of reinforcement strategies in motivating EFL students at KG B Class in Bali Kiddy School. This research was conducted in the second semester in the academic year of 2016/2017. The subjects of the research were a teacher and 22 students aged 5-7 years old. The data collected by two methods: observation and interview. It was found that Bali Kiddy used 5 types of reinforcement strategies, namely verbal reinforcement, gestural, contact, activity and token reinforcement. Each of these types consists of positive and negative reinforcement. For positive reinforcement Bali Kiddy used “good, very good, very good job, good job, excellent, that's good, wow, strong child, smile, nodding head, thumbs up, clap hands, hugging the student, stroking the student back, rubbing their head, outdoor playing, writing student name on board, studying on floor with teacher, more time for playing, appointed as leader of a group, storytelling, break time at computer room, sticker and write comment on student book”. For the negative reinforcements were "sssstt, tetot, forefinger in front of mouth, point the student and crossed hand in front of chest”. 5 ways of implementation were also found in study. They are: first, reinforcement was given with warmth and enthusiasm, second, negative reinforcement was avoided, third, reinforcement was emphasized on meaningfulness, fourth, reinforcement was given to both group and individual and fifth, reinforcement was given with variation in types and purposes. 
An Analysis of Teacher and Student Conversation in EFL Classroom Interaction by Using Foreign Language Interaction Analysis System in Class XI at SMK Negeri 1 Singaraja Academic Year 2017/2018 A.N.P. Dewi
Journal of Psychology and Instruction Vol. 2 No. 1 (2018): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v2i1.13737

Abstract

This study aimed at 1) find out classroom interaction categories by using FLINT that exist during English teaching learning process in class XI at SMK N 1 Singaraja using FLINT system. 2) Identifying categories of classroom interaction by using FLINT which are the most and least frequently occurs during the teaching-learning process in class XI at SMK Negeri1 Singaraja 3) discovering the reasons of the interaction during the teaching-learning process in class XI at SMK Negeri 1 Singaraja. This research was a descriptive study by using qualitative approach. There was one class as a sample for this research. The data were collected based on the instruments such as research observation, interview guide, video camera and note-taking . The results of the study show that, 1) two categories of foreign language interaction (FLINT) analysis system all categories of FLINT are occurred during learning process in XI B in SMK N 1 Singaraja, 2) The most frequently occurred of interaction category during three times observation was ‘ask question’ category.it appeared 121 times in the first meeting, 72 times in the second meeting, and 60 times in the third meeting. The total frequency of asking question was 253 or 24,5% 3) the reason of the occurrence of ‘ask question’ category is the difficulty of the students in learning and the students need teacher’s guidance. 
Teaching English Vocabulary for Young Learners through Electronic Guessing Game I.K.T.A Ana
Journal of Psychology and Instruction Vol. 2 No. 1 (2018): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v2i1.13738

Abstract

This study was an evaluative study as a part of research and development study which aimed at: (1) describing the benefits and the problems of implementing Electronic Guessing Game in teaching vocabulary; and (2) the students’ vocabulary mastery and their achievement motivation after the Electronic Guessing Game Implementation. The researcher collected the data of the study through observation, interview, questionnaire, and test. Since the data were in the form of quantitative and qualitative data, the researchers analyzed the data both qualitatively and quantitatively. The results of the study show that: (1) the benefits of implementing Electronic Guessing Game were: It makes teaching and learning process becomes fun; it activates the students to get involved; it integrates spelling, pronunciation, and meaning; it helps the students to memorize the vocabulary; and the learners like it. While the problems were: it needs sufficient facilities and some technical problems occur during the implementation; (2) the students’ vocabulary mastery improved after Electronic Guessing Game Implementation; and (3) most of the students are very motivated in learning vocabulary through Electronic guessing Game. 
The Role of Support Group for Parents of Children with Special Needs P.R Ujianti
Journal of Psychology and Instruction Vol. 2 No. 1 (2018): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v2i1.13739

Abstract

To have children with special needs is a challenge for parents. Acceptance on the children condition is the main key in determining attitudes and taking steps needed for optimizing the children’s growth and development. Unfortunately, many parents experience obstructions in accepting the condition of their children. This results in conflict within the parents themselves, with their spouses, or with other members of the family. This acceptance process itself has to go through several stages, namely denial, bargaining, anger, depression and acceptance. Many parents live in denial and anger before they can accept their children’s condition. Parents’ knowledge and understanding about their children’s special needs is one of the supporting factors which lead to acceptance. Yet the fact is, many parents especially from the middle and lower classes lack of information and believe more in superstitions in society. This fact surely hinders the steps needed to accept their children’s special condition and take proper care of them. The presence of support group which consist of parents of children with special needs and those concerned in the development of special needs children is a place for comfort, emotional release and information exchange for the parents. 
The Types of Communication Strategies Used by The English Teacher of SLB Negeri 1 Gianyar in Teaching Deaf or Hard of Hearing Students N.K.M Dewi
Journal of Psychology and Instruction Vol. 2 No. 1 (2018): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v2i1.13740

Abstract

This present study aimed at finding out the types of communication strategies used by the English teacher to communicate with D/HH students during teaching and learning process in the classroom, the teacher’s reason used those communication strategies and whether the teacher communicate with each student the same ways or not. This present study was a case study with qualitative approach. The subject of this study was an English teacher of Senior High School who teach D/HH students in SLB Negeri 1 Gianyar. The data was collected by using observation sheet, interview guide, and audio-video recorded. Then, the data was analyzed descriptively by using three steps, namely data reduction, data display, and conclusion drawing or verification. The results of the study show that there are 7 types of communication strategies used by the English teacher to communicate with D/HH students, namely: lips or speech reading, sign language, cued speech, total communication, conceptual language, visual media, and literal translation. The main reason why the English teacher used those communication strategies was in order to ease him to communicate with D/HH students and help him in explaining the material toward D/HH students. Then, it was found that the English teacher used different communication strategies to communicate with each student. Based on the finding above, the teacher used all types of communication strategies in every class and supported by logical reasons. 
An Analysis of The Use of ICT Tools and Its Problems in Teaching and Learning Process at SMA Negeri 2 Semarapura N.K Swandewi
Journal of Psychology and Instruction Vol. 2 No. 1 (2018): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v2i1.13741

Abstract

This study aimed at investigating (1) types of ICT tools implemented in teaching and learning process (2) English teacher’ planning of the use of ICT tools in lesson planning (3) procedures implemented in teaching English using the ICT tools (4) the problems faced by English teachers who used ICT tools in teaching and learning process at SMA Negeri 2 Semarapura when using ICT tools in teaching and learning process. This study was descriptive qualitative research involving three English teachers of SMA Negeri 2 Semarapura. The instruments used for data collection were researcher, questionnaire, interview guide, teachers’ lesson plan, observation sheet, and recorder. The methods of data collection were survey, interview, lesson plan analysis, observation, and recording. The result of the study showed that English teachers of SMA Negeri 2 Semarapura had already implemented ICT tools in teaching and learning process. Types of ICT tools used were laptop, LCD projector, speaker, video, Power Point, internet, and e-learning namely Quipper School. Before implementing those types of ICT tools, teachers planned ICT tools in the lesson planning. The use of ICT tools were planned explicitely in teaching media and tools as well as learning resources, while implicitely in steps of teaching and learning activity. In implementing ICT tools, the teachers had their own procedures which depended on types of ICT tools used and topic taught. Teachers encountered four main problems namely infrastructural problems, technical problems, problem of time, and lack of teachers’ competence in using ICT tools. 

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