Journal of Psychology and Instructions
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.
Articles
239 Documents
<![CDATA[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 ]]>
<![CDATA[Ni Luh Putu Maya Apsari]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 2 (2017): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i2.10366
<![CDATA[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. ]]>
<![CDATA[The Effect of the Implementation of Dictogloss Technique on Listening Comprehension of the 10th Grade Students Of SMA Negeri 1 Sukasada ]]>
<![CDATA[I. K. A. H. Yasa Dinatha]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 2 (2017): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i2.10367
<![CDATA[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. ]]>
<![CDATA[The Effect of Using Word Family Game on The Vocabulary Mastery of The Fifth Grade Students at SD Negeri 1 Astina in Academic Years of 2017/2018 ]]>
<![CDATA[Ni Komang Amelia Kartadi]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 3 (2017): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i3.12573
<![CDATA[This study aimed at investigating of the effect of using word family game committed by the fifth grade student in SD Negeri 1 Astina in mastering the English vocabulary. This study was True-Experimental with post-test only control group design. The population was 59 students of the fifth grade and the sample was selected by using cluster random sampling. The sample of this research study was 22 students in 5A as an Experimental Group while 22 students in 5B as a Control Group. The experimental group was taught by using Word Family Game and control group was taught without using Word Family Game. The data was analyzed descriptively and inferentially through SPSS 16.0 Program. Descriptively, the students in experimental group were achieved better than the students in control group. It was proven by the result of the mean score of the experimental group was 90.45, while the mean score of control group was 83.18. The result of the t-test also showed that the score of the (tobs) was 3.393 which the score of (tcv) was 1.682 which based on the degree of freedom was 42. It showed that the (tobs) > (tcv), where: 3.393 > 1.682. It could be concluded that the word family game had a significant effect on the students’ vocabulary mastery rather than using conventional teaching. ]]>
<![CDATA[Models of Teaching Reading Comprehension Applied by English Teacher of J-2 School In Academic Year 2016/2017 ]]>
<![CDATA[Ni Wayan Oktavia Usadi]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 3 (2017): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i3.12574
<![CDATA[This research aimed to analyze the models that applied by the English teacher on J-2 SCHOOl. The subject was the English teachers and the students of J-2 in academic year of 2016/2017. This research was designed as descriptive research design. The researcher instruments are observation and interviewThe result of this study is the used of bottom-up and top models in teaching reading comprehension based on Grabe theory. The frequency of directive in first and second meeting the teacher taught with bottom-up model. The teacher used bottom-up model to teach the students with word meaning and the small particle part in reading comprehension. The third until five meeting was top-down model. The teacher would teach the students with a specific aspect, like teach the students about the specific of descriptive text. It could make students more critical about the text. The underlying reasons of English teacher apply models in teaching reading comprehension are to make the process of teaching English can run appropriately with the students level and the students can join the learning process efficiently. Bottom-up and top down model could make the students active and comfortable in the classroom. ]]>
<![CDATA[The Impact of Direct Feedback on Students’ EFL Writing Skill: A Case Study on Writing III Course in STKIP Suar Bangli ]]>
<![CDATA[I Putu Suyoga Dharma]]>;
<![CDATA[Nirmala Tari]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 3 (2017): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i3.12575
<![CDATA[This case study research aims at knowing the impact of direct feedback on EFL students‟ writing skill. This research was done on the fourth semester students of English Education Department in STKIP Suar Bangli. Totally, there were three students selected to be the subject. The students were assigned to write short essay consisting of 6-7 paragraphs, then it was returned after direct feedback was given. Next, the students were assigned to write the new one. It was then analyzed qualitatively. Based on the result of data analysis, it was discovered that there was no significant impact of direct feedback on students‟ writing quality. The students still made the same mistakes as before. It implies that the use of direct feedback should be reduced in writing. ]]>
<![CDATA[Developing E-Learning-Based English Material for Teaching the Tenth Grade Students of Light Vehicle Department at SMK N Bali Mandara ]]>
<![CDATA[Ni Made Dwi Putri Widiantarai]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 3 (2017): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i3.12576
<![CDATA[This study aimed at: (1) identifying e-learning based English materials which were needed by the tenth grade students of Light Vehicle Department at SMK N Bali Mandara; (2) identifying the design of the e-learning based English materials for the tenth grade students of Light Vehicle Department at SMK N Bali Mandara; (3) measuring the quality of the e-learning based English materials for the tenth grade students of Light Vehicle Department at SMK N Bali Mandara. This study applied Research and Development designed by Lee and Owens (2004). The data of the study were collected through document analysis, questionnaire, and expert judge. The results of the data from the document analysis and questionnaire were analyzed descriptively; the data from expert judge was analyzed quantitatively by using a formula proposed by Candiasa (2010). The result of the study showed that the tenth grade students of Light vehicle Department at SMK N Bali Mandara were still taught using general English and the students needed English materials which were developed in accordance with their expertise program. Thus, this study developed four topics based on the students’ expertise, namely: 1) Describing Hand Tools; 2) Signs at the Workplace; 3) Stating Capabilities in Repairing Car; and 4) Inviting Customer. Each topic was designed using Moodle version 3.3.x and focused on improving the students’ four language skills. Based on the result of expert judgment, the mean score from both judges was 92 and was categorized as good materials.]]>
<![CDATA[A Comparative Study of KWL and TWA Techniques upon Students’ Reading Competency at SMAN 1 Singaraja ]]>
<![CDATA[Ni Wayan Ekayani]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 3 (2017): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i3.12577
<![CDATA[This research aimed at testing which technique between KWL and TWA techniques is better to be used in order to help students in promoting their reading competency to achieve the performance indicator which is set to the tenth-grade students at SMAN 1 Singaraja. The design of the study was Post-test Only Two Non-Control Group Design. The population was 11 classes with 317 tenth-grade students at SMAN 1 Singaraja in which 2 classes were selected as the sample of the research which was determined by using cluster random sampling. One class with 28 students read texts using KWL and the other class with 30 students read texts using TWA technique. The instruments which were used such as lesson plans, try out test and final test. The data were collected through reading test (final test) that were analysed descriptively and inferentially which used one-way ANOVA in inferential statistics analysis. The result shows that, F=1.863 with the significance value was 0. 140 which was higher than the significance value of alpha, 0.05. Thus, there is no significant difference on the students’ reading competency when they read texts using KWL and TWA technique. Because there is no different on the students’ reading competency between the two groups when they read texts using KWL and TWA techniques, Turkey analysis did not need to be administrated.]]>
<![CDATA[The Effect of Using Word Clap Game on The Vocabulary Mastery of The Fifth Grade Students at SD Negeri 1 Banjar Jawa in Academic Years of 2017/2018 ]]>
<![CDATA[Putu Tressya Susanti]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 3 (2017): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i3.12578
<![CDATA[This study aimed at investigating whether or not there was a significant effect of using Word Clap Game on the vocabulary mastery of the fifth grade students of SD Negeri 1 Banjar Jawa. The research was true experimental with Post-test Only Control Group Design. The population was the fifth grade students of SD Negeri 1 Banjar Jawa. Cluster Random Sampling was assigned to select the sample of the study. The samples were 30 students at grade 5A for experimental group and 30 students at grade 5B for control group. Those two groups were determined by lottery. The experimental group was taught by using Word Clap Game and the control group was taught by using conventional teaching technique. The data were 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 89,33 while the mean score of the control group was 84,67. The result of the t-test also showed that the value of the tobs was greater than the tcv where the tobs was 2,586 while the tcv was 1,672. Based on the findings, it was concluded that there was a significant effect of using word clap game on the students’ vocabulary mastery rather than using conventional teaching. ]]>
<![CDATA[The Relationship between Parental Involvement and Students’ English Achievement at 8th Grade Students in SMP Negeri 1 Singaraja ]]>
<![CDATA[G. A. Artasthana]]>;
<![CDATA[A. A. I. N. Marhaeni]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 3 (2017): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i3.12579
<![CDATA[The purpose of this study is to investigate the significant relationship between parental involvement and students’ English achievement of 8th grade students in SMP Negeri 1 Singaraja. The design of this study is simple correlation involving 58 students and their parents as the sample. The material of the questionnaire was adopted from Shute et al. (2011) and was used to collect the data of the home – based parental involvement, while the data of the English achievement was collected from school principal. Pearson Product Moment Correlation was used to investigate the correlation between parental involvement and students’ English achievement. The result shows that parental involvement and students’ English achievement have a positive and significant correlation, with the Pearson Correlation value = 0.440 > 0.05.]]>
<![CDATA[The Effect of Anonymous Peer Assessment on Writing Ability of the Eleventh Grade Students at SMK PGRI 1 Singaraja ]]>
<![CDATA[A.P. Adhiyanti]]>;
<![CDATA[A.A.I.N Marhaeni]]>;
<![CDATA[I.P.I Kusuma]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 2 No. 1 (2018): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v2i1.13735
<![CDATA[ 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. ]]>
