cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota denpasar,
Bali
INDONESIA
Jurnal Pendidikan Bahasa Inggris
Published by Universitas Pendidikan Ganesha
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 206 Documents
 17   18   19   20   21 
Search results for , issue "Vol 1, No 1 (2013): May" : 206 Documents clear
AN ANALYSIS OF CLASSROOM CHARACTER EDUCATION IN ENGLISH LESSON AT SMP NEGERI 1 SEMARAPURA IN ACADEMIC YEAR 2015/2016 ., Luh Putu Novi Anggita Widyamarta; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6356

Abstract

Penelitian ini dilakukan dalam rangka untuk mendeskripsikan pendidikan karakter di kelas dalam pembelajaran Bahasa Inggris di SMP Negeri 1 Semarapura. Subyek penelitian adalah siswa kelas tujuh dan guru bahasa Inggris di SMP Negeri 1 Semarapura. Peneliti menganalisis rencana pelajaran, pelaksanaan, dan evaluasi untuk mengetahui bagaimana nilai-nilai karakter yang dimasukkan dalam pengajaran empat keterampilan dasar dalam bahasa inggris. Nilai-nilai karakter yang diamati dalam penelitian ini adalah religius, cerdas, kejujuran, percaya diri, kesadaran, kerja tim, toleransi, ketangguhan, demokrasi, mandiri, dan mematuhi aturan-aturan sosial. Instrumen dalam penelitian ini terdiri dari panduan wawancara, perekam, analisis checklist rencana pelajaran, dan checklist observasi. Analisis penelitian menunjukkan bahwa guru memasukkan nilai-nilai karakter dalam indikator, materi pembelajaran, langkah-langkah pembelajaran, dan instrumen penilaian dalam rencana pelajaran. Sedangkan dalam kegiatan proses belajar mengajar, nilai-nilai karakter juga dimasukan. Namun, nilai-nilai karakter yang dimasukkan dalam kegiatan belajar terdapat beberapa perbedaan pada setiap pertemuan. Hal ini tergantung pada nilai-nilai karakter yang direncanakan dalam rencana pelajaran. Dalam evaluasi, guru menilai nilai-nilai karakter siswa dengan mengamati siswa yang aktif dan tidak aktif di dalam kelas. Setelah itu, guru memberikan tanda centang pada daftar hadiah siswa.Kata Kunci : Pendidikan Karakter di kelas, Pengajaran dan Pembelajarn Bahasa Inggris This study was conducted in order to describe the classroom character education in English lesson at SMP Negeri 1 Semarapura. The subjects of the study were the seventh grade students and the English teacher in SMP Negeri 1 Semarapura. The researcher analyzed the lesson plans, the implementation, and the evaluation to know how the character values were inserted in the teaching of the four basic skills in English. The character values which are observed in this study were religious, intelligent, honesty, self-confident, awareness, team work, tolerance, toughening, democracy, independent, and obey the social rules. The instruments in this study consisted of interview guide, recorder, lesson plan analysis checklist, and observation checklist. The analysis of the study 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 in each meeting. It depends on Character values which are planned in lesson plan. In the evaluation, the teacher assesses students’ character values by observing the students who are active and not active in the classroom. After that, the teacher give check mark on students’ presents listkeyword : classroom character education, English teaching and learning
REINFORCEMENT STRATEGIES USED TO BUILD STUDENTS' CHARACTER AT AURA SUKMA INSANI (ASI) KINDERGARTEN ., Dewa Ayu Dyah Surya Dewi; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Made Hery Santoso, S.Pd, M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6359

Abstract

Penelitian kualitatif ini bertujuan untuk mendeskripsikan penggunaan strategi penguatan untuk membangun karakter siswa di TK Aura Sukma Insani (ASI) Kindergarten. Fokus dari penelitian ini berkaitan dengan jenis strategi penguatan yang digunakan dan pelaksanaan strategi penguatan yang digunakan untuk membangun karakter siswa di TK Aura Sukma Insani (ASI) Kindergarten. Objek penelitian ini adalah implementasi dari strategi penguatan yang digunakan untuk membangun karakter siswa di TK Aura Sukma Insani (ASI) Kindergarten. Sumber data diambil dari literatur terkait pada pengembangan karakter siswa menggunakan strategi penguatan. Data dianalisis secara deskriptif baik secara induktif dan kualitatif. Temuan penelitian menunjukkan bahwa nilai karakter sebagian besar dibangun dengan menggunakan strategi penguatan. Strategi yang paling sering digunakan adalah dalam bentuk penguatan verbal dan pemberian hak istimewa. Temuan ini juga menunjukkan ada hubungan antara penggunaan strategi penguatan dan pembangunan karakter. Kata Kunci : Strategi penguatan, Nilai karakter This qualitative research aimed to describe the use of reinforcement strategies to build students’ character at Aura Sukma Insani Kindergarten. The focused of this research is relating the types of reinforcement strategies used and the implementation of reinforcement strategies that used to build the students’ character at Aura Sukma Insani (ASI) Kindergarten. The object of this research is the implementation of reinforcement strategies used to build the students’ character at Aura Sukma Insani (ASI) Kindergarten. The source of data was taken from related literatures on developing the students’ character using reinforcement strategies. The data were analyzed descriptively both inductively and qualitatively. The finding of the research shows that character value was mostly built by using reinforcement strategies. The most preferable strategies are in form of verbal reinforcement and privilege. The finding also shows there is a relation between the use of reinforcement strategies and character building.keyword : Reinforcement strategy, Character value
The Effect of Using Scaffolding Technique on the Competency in Writing Descriptive Text at the Eighth Grade of Mts Negeri Srono in Academic Year 2015/2016 ., Putri Dito Rembulan; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd; ., Kadek Sonia Piscayanti, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6363

Abstract

This study aimed at investigating whether or not there was a significant difference between the students’ writing competency in writing descriptive text taught by using Scaffolding Technique and Conventional Teaching Technique. Post test only control group design was applied in this study. The population of this study was the eighth grade students at MTs Negeri Srono. Through cluster random sampling, VIIIG class and VIIIH class were taken as the samples of this study. Then, by implementing a lottery technique, it was determined that VIIIG was assigned as experimental group and VIIIH as the control group. The experimental group was taught by using Scaffolding Technique, while the other group was taught by using Conventional Teaching Technique. The data were obtained from posttest and were analyzed by using descriptive statistic analysis as well as inferential statistic analysis. The result of posttest shows that the experimental group obtained better achievement than the control group. It was proven by the mean score of the experimental group was 84.46 while the mean score of the control group was 71.94. Moreover, the result of the inferential statistic analysis show the value of t observed (tobs) 5.977 higher than the critical value of t (tcv) which was 2.0395 at 0.05 significant levels. It indicates that the null hypothesis (Ho) in this study was rejected while the alternative hypothesis (Ha) was accepted. This proved that there was a significant difference in the students’ writing competency in writing descriptive text taught by using Scaffolding Technique and Conventional Teaching Technique.Kata Kunci : Writing Competency, Scaffolding Technique, Descriptive Text Penelitian ini bertujuan untuk menyelidiki apakah ada atau tidaknya perbedaan yang signifikan antara kompetensi menulis siswa dalam menulis teks deskriptif yang diajarkan dengan menggunakan teknik Scaffolding dan pengajaran teknik konvensional. Posttest only control desain diterapkan dalam penelitian ini. Populasi dari penelitian ini adalah siswa kelas delapan MTs Negeri Srono. Melalui cluster random sampling, kelas VIIIG dan kelas VIIIH diambil sebagai sampel penelitian ini. Kemudian, dengan menerapkan teknik undian, ditetapkan bahwa VIIIG dipilih sebagai kelompok eksperimen dan VIIIH sebagai kelompok kontrol. Kelompok eksperimen diajar dengan menggunakan teknik Scaffolding, sedangkan kelompok lainnya diajarkan dengan menggunakan Pengajaran Teknik Konvensional. Data diperoleh dari posttest dan kemudian dianalisis dengan menggunakan analisis statistik deskriptif serta analisis statistik inferensial. Hasil posttest menunjukkan bahwa kelompok eksperimen memperoleh nilai yang lebih baik daripada kelompok kontrol. Hal ini dibuktikan oleh nilai rata-rata dari kelompok eksperimen adalah 84,46 sedangkan nilai rata-rata dari kelompok kontrol adalah 71,94. Selain itu, hasil analisis statistik inferensial menunjukkan nilai t observed (tobs) 5,977 lebih tinggi dari nilai t critical value (tcv) yaitu 2,0395 pada tingkat signifikan 0,05. Hal ini menunjukkan bahwa hipotesis nol (Ho) dalam penelitian ini ditolak sedangkan hipotesis alternatif (Ha) diterima. Ini membuktikan bahwa ada perbedaan yang signifikan dalam kompetensi menulis siswa dalam menulis teks desktiptif yang diajarkan dengan menggunakan teknik Scaffolding dan pengajaran teknik konvensional.keyword : Kompetensi Menulis, Teknik Scaffolding , Teks Descriptif
Improving the Competence of the Tenth Grade Students of Senior High School Number 1 Sawan in English Speaking Through Video as Teaching Media ., I Made Arya Budiyasa; ., Dr.Sudirman, M.L.S; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6559

Abstract

ABSTRAK Penelitian ini bertujuan untuk meningkatkan kompetensi siswa kelas 10 SMA Negeri 1 Sawan dalam berbicara bahasa inggris menggunakan video sebagai media pembelajaran. Subjek dari Penelitian ini adalah kelas 10 SMA N 1 Sawan dengan jumlah 26 murid. Penelitian ini menggunakan procedure classroom action research (FTK) dan diselesaikan dalam dua siklus. Hasil dari penelitian ini menunjukkan bahwa pembelajaran menggunakan video sebagai media pembelajaran dapat meningkatkan kompetensi siswa kelas 10 SMA Negeri 1 Sawan. Hasil post-test II menunjukkan bahwa nilai rata-rata yg diproleh dari murid kelas 10 berjumlah 78. Sedangkan hasil test awal (Pre-test) nilai rata-rata yg diproleh berjumlah 63,23. Persentase sejumlah murid yang lulus tes juga meningkat dari 57,69% menjadi 30,77%. Hasil dari persentase kelulusanyang diproleh dari post-test II dengan jumlah 88,46% sudah melebihi dari target yang ditetapkan dengan jumlah 85,00%. Hasil kuesioner juga menunjukkan bahwa murid memberikan kesan yang positif terhadap pembelajaran bahasa inggris dengan menggunakan video sebagai media. Pembelajaran bahasa inggris menggunakan video sebagai media dapat meningkatkan motivasi dan konsentrasi belajar siswa.Kata Kunci : Video, Berbicara, Pengajaran Berbicara, Kemampuan Berbicara Abstract This study aimed at improving the competence of the tenth grade students of Senior High School Number 1 Sawan in academic English Speaking through video as teaching media. The subjects of this study were the tenth grade students of Senior High School Number 1 Sawan which consisted of 26 students. The study was conducted by following the action research procedures ad it was completed in two cycles. The result of the study showed that competence of the tenth grade student in English speaking could be improved by using videos. The result of post-test II showed that the students’ mean score was 78 which significantly improved from the pre-test result that was 63,23. The class percentage of the students passing the test 57,69% to 30,77%. The total class percentage of the students passing test was 88,46% which was beyond the expected target which was 85,00%. Based on the questionnaire result, the students also had positive response towards the implementation of the videos. The result showed that learning English using videos could improve their motivation and concentration.keyword : Video, Speaking, Teaching Speaking, Speaking Competence
IMPROVING STUDENTS’ READING COMPREHENSION THROUGH READING RESPONSE JOURNAL STRATEGY AT EIGHTH GRADE STUDENTS OF SMP N 1 BANJAR IN THE ACADEMIC YEAR 2015/2016 ., Komang Tuti Irmawati; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.; ., Dewa Putu Ramendra, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6560

Abstract

Penelitian ini dikategorikan sebagai penelitian tindakan kelas yang telah dilaksanakan untuk meningkatkan pemahaman membaca siswa di kelas VIIIB di SMP N 1 Banjar tahun ajaran 2015/2016 melalui penerapan teknik Reading Response Journal. Penelitian ini telah dilaksanakan dalam dua siklus. Setiap siklus terdiri empat kegiatan utama yaitu, perencanaan, pelaksanaan, pengamatan dan refleksi. Untuk mengumpulkan data, ada tiga jenis instrument yang digunakan yaitu tes, angket, dan catatan harian peniliti. Data yang didapat dalam penelitian ini dianalisis secara kuantitatif dan kualitatif. Data yang diperoleh dalam pre-test dan post-test dianalisis secara kuantitatif, sedangkan data dari angket dan catatan harian peniliti dianalisis scera kualitatif. Berdasarkan dari hasil tes siswa dalam pre-test, hanya 12,5% siswa melewati KKM (kriteria kelulusan minimal). Tetapi dalam post-test I, hasilnya meningkat menjadi 57.5% siswa, dan terakhir pada post-test II, kriteria pencapaian sudah mencapai 87.5% siswa yang secara sukses melewati KKM (criteria kelulusan minimal). Dengan kata lain, kesuksesan dari penelitian juga berdasarkan dari hasil angket dan catatan harian peneliti yang menunjukkan sikap positif siswa terhadap penerapan dari teknik Reading Response Journal dalam kegiatan membaca siswa.Kata Kunci : pemahaman membaca, strategi Reading Response Journal, penelitian tindakan kelas, siswa kelas delapan This study was categorized as classroom action research which was done to improve the students’ reading comprehension at Class VIIIB in SMP N 1 Banjar in the academic year 2015/2016 through the implementation of Reading Response Journal strategy. This study was done in two cycles. Each cycle consisted of four main activities namely planning, action, observation and reflection. To collect the data, there were three kinds of instruments used namely tests, questionnaire, and researcher’s diary. The data obtained in this study were analyzed quantitatively and qualitatively. The data gained in pre-test and post-test were analyzed quantitatively, while the data from questionnaire and researcher’s diary were analyzed qualitatively. Based on the result of this study, it was found that the students’ reading comprehension in Class VIIIB in SMP N 1 Banjar had improved significantly. It was indicated by the result of students’ tests in which in pre-test, there were only 12.5% students passing the school passing grade. But in post-test I, the number increased into 57.7% students, and finally in post-test II, the criteria of success reached as 87.5% students could successfully passed the standard passing score. In addition, the success of the study was also based on the results of the questionnaire as well as the researcher’s diary which showed the students’ positive attitudes toward the implementation of the Reading Response Journal strategy in their reading activities.keyword : reading comprehension, Reading Response Journal strategy, classroom action research, eighth grade students.
IMPLEMENTING THINK-PAIR-STRATEGY COMBINED WITH PICTURE SERIES FOR IMPROVING THE EIGHT GRADE STUDENTS’ WRITING COMPETENCY IN SMPN 6 SINGARAJA ., Dewa Ayu Putu Pradnyani; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Kadek Sonia Piscayanti, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6606

Abstract

Penelitian dilakukan dengan menerapkan strategi think-pair-share yang dikombinasikan dengan gambar seri untuk meningkatkan kompetensi menulis kelas delapan siswa di SMPN 6 Singaraja. Penelitian ini dirancang menggunakan Penelitian Tindakan Kelas, yang melibatkan 26 siswa. Instrumen yang digunakan untuk mengumpulkan data, yaitu: tes tertulis dalam jenis esai. Instrumen lain yang digunakan adalah (1) kuesioner dan (2) diary. Penelitian ini dilakukan dalam dua siklus dengan empat sesi kelas di masing-masing siklus. Data yang diperoleh dianalisis secara deskriptif. Hasil penelitian ini menunjukkan secara umum, kompetensi menulis siswa kelas delapan meningkat dari 72 di observasi awal, 76 pada siklus I dan 85 pada siklus II. Peningkatan kompetensi penulisan berspekulasi dalam kerja sama dan berbagi ide-ide antara rekan. Selain itu, gambar seri yang benar-benar membantu siswa dalam mengembangkan dan mengorganisir ide-ide sistematis dan produktif. Kata Kunci : Strategi Think Pair Share, gambar berseri, kompetensi writing The study was conducted by implementing think-pair-strategy combined with picture series for improving the eighth grade students’ writing competency in SMPN 6 Singaraja. The study was designed using a Classroom Action Research, involving 26 students. The instruments used for collecting data, namely: a writing test in an essay type. Another instruments used are (1) questionnaire and (2) diary. The research was conducted in two cycles with four class sessions respectively. The obtained data were analyzed descriptively. The result show generally, the eighth grade students’ writing competency improved from 72 in preliminary observation, 76 in cycle I and 85 in cycle II. The improvement in the writing competency is speculated due to collaborative and sharing ideas between peer. Moreover, picture series truly assisted students in developing and organizing ideas systematically and productively. keyword : think pair share strategy, picture series, writing competency
An Analysis Of Classroom Interaction In Teaching EFL Of Students With Dissabilities (Autism) At SLB C Singaraja ., Ni Luh Ika Ayu Pertiwi; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., I Putu Ngurah Wage M, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6607

Abstract

Tujuan dari penelitian ini adalah untuk mendeskripsikan 1) Tipe interaksi kelas apa yang digunakan oleh guru dan siswa selama proses belajar dan mengajar di SLB C Singaraja, 2) Kategori interaksi kelas yang mana yang paling sering dilakukan di kelas saat belajar bahasa inggris untuk siswa yang berkebutuhan khusus (autis) di SLB C Singaraja. Penelitian ini menggunakan rancangan qualitative dalam bentuk study kasus. Instrument yang digunakan dalam mengumpulkan data adalah peneliti, kamera, lembar observasi, panduan wawancara. Hasil dari analisis menunjukkan ada 8 tipe Flanders Interaction Analysis Category teori yang terjadi selama interaksi di kelas. Masing-masing presentase keseluruhan pertemuan adalah . Praising or Encouraging 15%, Asking Question 13,9%, Lecturing 7,3%, Giving Direction 30,5% , Criticizing or Justifying Authority 0,004% , Students’- Talk Response 26,7%, Students’ Talk Initiation 2,5% , Silence or Confusion 3,6%. Tipe yang paling banyak ditemukan adalah Giving Direction, sedangkan Criticizing or Justifying Authority adalah tipe yang terjadi paling rendah selama proses belajar dan mengajar.Kata Kunci : Interaksi kelas, Kategori analisis interaksi Flanders teori, Autis This study is aimed at describing (1) types of classroom interaction used by English teacher and students during teaching and learning process in SLB C Singaraja, (2) which category of classroom interaction is most frequently occurs during teaching and learning EFL for students with disabilities (autism) in SLB C Singaraja. The subjects of the study were the teachers and students in grade IX of SLB C Singaraja. This study was qualitative in the form of case study. The instruments used in collecting the data were: the reseacher herself, video camera, observation sheet, and interview guide. The result of the analysis showed that there were eight types of Flanders Interaction Analysis Category theory occurred during the interaction in the class. Respectively, the percentages from the whole meeting were as follows. Praising or Encouraging was 15.02%, Asking Question was 14.25%, Lecturing was 7.38%, Giving Direction was 30.28% , Criticizing or Justifying Authority was 0.51% , Students’- Talk Response was 26.46%, Students’ Talk Initiation was 2.54% , Silence or Confusion was 3.56%. The type of Giving Direction was the most frequently occurred, while Criticizing or Justifying Authority was the lowest frequently occurred during the teaching and learning process. keyword : Classroom interaction, Flanders Interaction Analysis Category theory, Autism
AN ANALYSIS OF TEACHER AND STUDENT TALK IN CLASSROOM INTERACTION BY USING FOREIGN LANGUAGE INTERACTION ANALYSIS SYSTEM IN ACADEMIC YEAR 2015/2016 ., A.A.A. Ngr. Lusia Widanti; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Dr.Sudirman, M.L.S
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6643

Abstract

Tujuan dari penelitian ini adalah untuk menggambarkan interaksi antara guru dan siswa, untuk mengidentifikasikan kategori dari interaksi di dalam kelas yang paling sering dan paling jarang terjadi, untuk menemukan alasan dari interaksi yang terjadi selama proses belajar-mengajar di kelas XI di SMA Pariwisata Kertha Wisata. Penelitian ini dirancang dalam bentuk penelitian kualitatif. Instrumen yang digunakan dalam pengumpulan data adalah kamera video, lembar observasi, dan wawancara. Data yang terkumpul diperoleh dengan merekam interaksi di dalam kelas selama proses belajar-mengajar, mentranskripsikan, dan mengkategorikannya berdasarkan pada sistem analisis FLINT. Hasil penelitian menunjukkan bahwa pembicaraan guru mengambil partisipasi lebih banyak di dalam kelas dengan persentase frekuensi yang diucapkan sebesar 50,1%, sedangkan pembicaraan siswa menghasilkan 49,9%. Kategori FLINT yang paling sering terjadi adalah kategori menanyakan pertanyaan dengan persentase sebesar 19,4%, sedangkan yang paling jarang terjadi adalah kategori tertawa yaitu sebesar 0,3% dari 975 ucapan-ucapan yang dihasilkan oleh guru dan siswa. Guru harus membuat perbaikan agar pelajaran menjadi lebih menyenangkan tapi bermakna, dan siswa harus mengambil lebih banyak partisipasi dalam kelas sehingga tujuan pembelajaran dapat dicapai.Kata Kunci : FLINT, frekuensi, interaksi. The purposes of this study were to describe the interaction between the teacher and students, to identify categories of classroom interaction which the most and least frequently occurred, to discover the reasons of the interaction during the teaching–learning process in class XI at SMA Pariwisata Kertha Wisata. This study was designed in form of qualitative research. The instruments used in gathering data were video camera, observation sheet, and interview guide. The collected data gained by recording the classroom interaction during teaching-learning process, transcribing, and categorized it based on FLINT analysis system. The result showed that teacher talk took more participation in the classroom with percentage of frequency uttered was 50.1%, while the students talk produced 49.9%. The FLINT categories which most frequently occurred was asks question category in percentage of 19.4%, whereas the least frequently occurred was laughter category which was 0.3% from 975 utterances produced by the teacher and the students. The teacher should make improvement in making the lesson become joyful but meaningful, and the students should take more participation in the class so the learning goal could be achieved.keyword : FLINT, frequency, interaction.
An Analysis of Students’ Grammatical Error in Writing Descriptive Texts of Second Grade Students at SMP Negeri 2 Seririt ., M. Joko Purnomo; ., Ni Wayan Surya Mahayanti, S.Pd, M.Pd; ., Dr.Sudirman, M.L.S
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6647

Abstract

The objectives of the research entitled “An Analysis of Students’ Grammatical Error In Writing Descriptive Text made by the Second Grade Students at SMP Negeri 2 Seririt” were: 1) to find out the grammatical error which are made by students in writing descriptive text, 2) to know the cause of grammatical errors which are made by students in writing descriptive text. The subjects of this study were all students in VIIIE at SMP Negeri 2 Seririt Academic Year 2015/2016. The data were obtained from collecting students’ writing task. The data were analyzed descriptively based on Dulay, Burt, Krashen’s theory. The result of this study shows that: 1) the total amount of error made by students in their writing were 420 errors. The types of students’ error included omission type with 228 errors (54.28%), the second is errors in misformation with 107 errors (25.47%), the third is errors in addition with 60 errors (14.28%), and the last error in misordering with 25 errors (5.95%).Kata Kunci : grammatical error, descriptive analysis, cause of students’ errors The objectives of the research entitled “An Analysis of Students’ Grammatical Error In Writing Descriptive Text made by the Second Grade Students at SMP Negeri 2 Seririt” were: 1) to find out the grammatical error which are made by students in writing descriptive text, 2) to know the cause of grammatical errors which are made by students in writing descriptive text. The subjects of this study were all students in VIIIE at SMP Negeri 2 Seririt Academic Year 2015/2016. The data were obtained from collecting students’ writing task. The data were analyzed descriptively based on Dulay, Burt, Krashen’s theory. The result of this study shows that: 1) the total amount of error made by students in their writing were 420 errors. The types of students’ error included omission type with 228 errors (54.28%), the second is errors in misformation with 107 errors (25.47%), the third is errors in addition with 60 errors (14.28%), and the last error in misordering with 25 errors (5.95%).keyword : grammatical error, descriptive analysis, cause of students’ errors
AFFIXATION OF PAYANGAN DIALECT: A DESCRIPTIVE STUDY ., Agus Yogi Pranata; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6665

Abstract

Penelitian ini bertujuan untuk mendeskripsikan awalan dan akhiran dari Dialek Melinggih, Payangan yang memiliki proses derivasi dan infleksi. Jenis penelitian ini yaitu penelitian deskriptif kualitatif. Dua narasumber dari desa Melinggih, Payangan dipilih sesuai dengan sejumlah kriteria yang ditetapkan. Data dikumpulkan dengan menggunakan tiga teknik yaitu teknik observasi, teknik rekaman, dan teknik wawancara (mendengarkan dan mencatat). Hasil dari penelitian ini menemukan ada lima awalan dan empat akhiran yang ada di Dialek Melinggih, Payangan. Awalannya meliputi {ma-}, {n-}, {ŋ-}, {ñ-}, and {ə-}. Akhirannya meliputi {-Λŋ}, {-in}, {-ɔ}, and {-an}. Awalan dan akhiran yang mengalami proses derivasi antara lain: awalan {mə-} dan {ŋ-} dan akhiran {-Λŋ}, {-in}, dan {-an}. Awalan dan akhiran yang mengalami proses infleksi yaitu: awalan {ma-}, {n-}, {ŋ-}, dan {ə-} dan akhiran {-Λŋ}, {-in}, {-ɔ}, dan {-an}.Kata Kunci : imbuhan, dialek Payangan, proses derivasi dan infleksi. This study aimed at describing the number of prefixes and suffixes existed in Melinggih_Payangan Dialect and its types of inflectional and derivational. This study is a descriptive qualitative research. Two informant samples of Melinggih_Payangan Dialect were chosen based on a set of criteria. The data were collected based on three techniques, namely: observation, recording technique, and interview (listening and noting) technique. The results of the study show that there were five prefixes and four suffixes existing in Payangan Dialect. The prefixes were {ma-}, {n-}, {ŋ-}, {ñ-}, and {ə-}. The suffixes were {-Λŋ}, {-in}, {-ɔ}, and {-an}. The prefixes and suffixes that belong to derivation are: prefix {mə-} and {ŋ-} and suffix {-Λŋ}, {-in}, and {-an}.The prefixes and suffixes that belong to inflection are: prefixes {ma-}, {n-}, {ŋ-}, and {ə-} and suffix {-Λŋ}, {-in}, {-ɔ}, and {-an}.keyword : affixation, Payangan Dialect, derivational and inflectional process.

Page 20 of 21 | Total Record : 206

 17   18   19   20   21 

Filter by Year

2013 2013


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