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 Flashcards and the Manual Book for Teaching English Vocabulary for Young Learners in Singaraja ]]>
<![CDATA[Taharyanti, Gusti Ayu Putu]]>
<![CDATA[ Journal of Psychology and Instructions Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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<![CDATA[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. ]]>
<![CDATA[The Effect of the Implementation of Dictogloss Technique on Listening Comprehension of the 10th Grade Students Of SMA Negeri 1 Sukasada ]]>
<![CDATA[Dinatha, I. K. A. H. Yasa]]>
<![CDATA[ Journal of Psychology and Instructions Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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<![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 studentsâ listening achievement that were taught by using Dictogloss technique than were taught by using conventional teaching technique. ]]>
<![CDATA[A Comparative Study of KWL and TWA Techniques upon Studentsâ Reading Competency at SMAN 1 Singaraja ]]>
<![CDATA[Ekayani, Ni Wayan]]>
<![CDATA[ Journal of Psychology and Instructions Vol 1, No 3 (2017) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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<![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 studentsâ reading competency when they read texts using KWL and TWA technique. Because there is no different on the studentsâ reading competency between the two groups when they read texts using KWL and TWA techniques, Turkey analysis did not need to be administrated.]]>
<![CDATA[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 ]]>
<![CDATA[Dewi, A.N.P.]]>
<![CDATA[ Journal of Psychology and Instructions Vol 2, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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<![CDATA[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 âask questionâ 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 âask questionâ category is the difficulty of the students in learning and the students need teacherâs guidance. ]]>
<![CDATA[THE EFFECT OF COOPERATIVE LEARNING MODEL OF THINK PAIR SHARE BASED ON CONCEPT MAPPING TOWARDS CIVICS ACHIEVEMENT ]]>
<![CDATA[Suyatni, Ni Wayan]]>;
<![CDATA[Rendra, Ndara Tanggu]]>;
<![CDATA[Rati, Ni Wayan]]>
<![CDATA[ Journal of Psychology and Instructions Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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<![CDATA[This study is aimed at investigating the difference of studentsâ civics achievement between those who are taught by Think Pair Share model based on concept mapping and those who are taught by conventional learning model of the fifth grade students in Elementary School of Cluster I in Petang District. It is a quasi-experimental research using non-equivalent post-test only control group design. The population of this research is 102 students in grade V in Elementary School of Cluster I Petang District. The samples of this research are fifth grade students of SD Negeri 3 Carangsari as experimental group and fifth grade students of SD Negeri 1 Carangsari as control group. The data of civics achievement were collected by using multiple choice tests. The data obtained were analyzed using descriptive statistics and inferential statistical analysis (t-test). The result showed that tcount= 3,83 and ttable = 2,03 (tcount>ttable) which can be concluded that there are significant difference between the studentsâ civics achievement between those who were taught by Think Pair Share learning model based on concept mapping and those who were taught by the conventional learning model in grade V in Elementary School of Cluster I Petang District of Badung Regency in academic year 2017/2018.]]>
<![CDATA[WORD-SOUND THERAPY AS AN INTERVENTION TO IMPROVE PHONOLOGICAL AWARENESS: CASE STUDY ON A CHILD WITH PHONOLOGICAL DISORDER ]]>
<![CDATA[Sessiani, Lucky Ade]]>
<![CDATA[ Journal of Psychology and Instructions Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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<![CDATA[Phonological awareness is ability to segment the syllables and phonemes heard in speech. It is also the most important behavioral index to measure the development of reading skill. Children who had problems or impairments in phonological awareness will perform high-risk for reading skill mastery which is the most important skill in early education level. The current study aims to evaluate the effect of Word-Sound Therapy in improving phonological awareness and speech production in single word segment level. The subject of the study is a child, 5 years of age, who met the diagnostic criterias for Phonological Disorder according to Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). The Word-Sound Therapy is used as an intervention which include series of phonological awareness tasks and inserting the speech production training between the phonological awareness activities to improve phonemic awareness. This research is using a multiple baseline across behavior design. The qualitative data analysis was conducted using behavioral approach, Response Antecedents Consequences-Strength (RAC-S). Visual inspection was also used to observe the emergence of target behaviors. Result showed that Word-Sound Therapy is improving childâs ability in identifying similarity and analyze the last phoneme in words. Result also showed that this therapy could be used for children at minimum 5 years of age, had normal IQ, and needs a phonological awareness intervention especially focused in rhyme detection and last phoneme isolation.]]>
<![CDATA[The Analysis of Studentsâ Ability of Decimal Numeral Multiplication of the Fifth Grade Students ]]>
<![CDATA[Suwariyasa, Made]]>
<![CDATA[ Journal of Psychology and Instructions Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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<![CDATA[This study aimed to (1) describing Learning multiplication of decimal fractions in V grade,(2) The students ability in completing the multiplication of decimal fractions, (3) The constraints which were faced by students in completing the multiplication of decimal fractions and the solutions to overcome those obstacles. The type of this study was descriptive quantitative and qualitative research. The subjects of this study were the fifth grade students of SD Negeri 2 Penarukan, consisted of 20 students and teachers in V class. The object of this study were (1) Learning multiplication decimal fraction in V grade, (2) The students ability in completing the multiplication of decimal fractions, (3) The constraints which were faced by students in completing the multiplication of decimal fractions and the solutions to overcome those obstacles. The observation, test, interview, and documentation were used to collect the data. The data were analyzed using descriptive quantitative and qualitative approach. The results showed (1) Learning multiplication decimal fractions was categorized good with a value of 84 , (2) the average test results in classical 59.9 with low category with the highest indicators is to solve everyday problems which involves multiplication of various fractions 55.25% and the lowest indicator is determining the results of multiplication operations of various fractional 88.5 %, (3) The constraints faced by students are: forget the concept of decimal fractions multiplication operations, forget to put coma at the end of the answer and students are still confusein completing the essay task. The solution to overcome those constraints aregiving students a lot of exercises regarding the multiplication of decimal fractions. So that students are better trained and familiar with the particular multiplication exercises. ]]>
<![CDATA[The Effect of Using Blended Learning Strategy toward the 8 Grade Studentsâ Writing Competency ]]>
<![CDATA[Permana, Yoga Gede]]>
<![CDATA[ Journal of Psychology and Instructions Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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<![CDATA[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 âblended learningâ and class VIII A7 as the control group which was taught by using âconventional strategyâ. 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. ]]>
<![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[Kartadi, Ni Komang Amelia]]>
<![CDATA[ Journal of Psychology and Instructions Vol 1, No 3 (2017) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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<![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 studentsâ vocabulary mastery rather than using conventional teaching. ]]>
<![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[Susanti, Putu Tressya]]>
<![CDATA[ Journal of Psychology and Instructions Vol 1, No 3 (2017) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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<![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 studentsâ vocabulary mastery rather than using conventional teaching. ]]>
