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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
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Search results for , issue "Vol 1, No 1 (2013): May" : 206 Documents clear
TEACHING STRATEGIES FOR STUDENT WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) IN TODDLER INCLUSIVE CLASS OF AURA SUKMA INSANI KINDERGARTEN ., Komang Ayu Dian Pertiwi; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Putu Eka Dambayana S., 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.v1i1.5458

Abstract

Penelitian ini bertujuan untuk mendeskripsikan strategi pengajaran yang digunakan untuk siswa berkebutuhan khusus, yang menderita ADHD di kelas Toddler (inklusi) yang mencangkup perencanaan, implementasi dan penilaian yang di gunakan khusus untuk anak ADHD di TK Aura Sukma Insani dan pencapaian hasil belajar siswa yang di ambil melalui analisis rapot semester ganjil. Penelitian ini menggunakan model penelitian deskriptif dengan subyek penelitian yaitu siswa ADHD yang berada di kelas Toddler di TK Aura Sukma Insani Singaraja, sementara obyek penelitian ini adalah strategi pembelajaran yang digunakan untuk anak ADHD. Data dikumpulkan dengan metode wawancara dan analisis dokumen. Berdasarkan hasil analisis data ditemukan bahwa: (1) untuk perencanaan pembelajaran, guru melakukan evaluasi dari kebutuhan siswa kemudian memilih strategy yang sesuai berdasarkan kebutuhan siswa dan menselaraskannya dengan program pendidikan individu (IEP). Untuk pelaksanaan pembelajaran, guru mengguakan 2 sistem yaitu system Pull-Out dan system Integrasi/Inklusi. Untuk penilaian hasil belajar, guru menggunakan penilaian mingguan, penilaian bulanan dan penilaian semester (2) pencapaian hasil belajar siswa yang dianalis dari rapot semester menunjukkan bahwa pada aspek kognitif dan affektif, siswa menunjukkan perkembangan yang baik, namun untuk aspek psikomotor siswa masih perlu bimbingan guru dan orang tua. Untuk laporan perkembangan pendidikan karakter, terdapat 10 karakter yang mulai terliht dan 8 karakter yang sudah mulai berkembang.Kata Kunci : Strategi Pembelajaran, Siswa ADHD, Kelas Inklusi This study aimed at describing the teaching strategies for ADHD student in Toddler Inclusive Class including planning, implementation and assessment used for ADHD student in Toddler Inclusive Class of Aura Sukma Insani Kindergarten, Singaraja and Learning Achievement for ADHD student which were taken from student final report. This study used a descriptive research design by involving the ADHD student in Toddler Inclusive Class. The objects of this study were the teaching strategies for ADHD student. The data were collected by conducting interviews and document analysis. Based on the result of the data analysis, it were found that (1) For planning, the teacher did an evaluation on the Childs’ Individual Needs; Selecting appropriate instructional practices which appropriate with the student characteristic and needs; and Integrating appropriate practices within an IEP to meet the students’ needs. For implementation, the teacher used 2 systems; Pull-Out System and Integrated/Inclusive System. The assessment, it were in the form of weekly report, monthly report and semester report. (2) Students’ learning achievement showed a good improvement in cognitive and affective domain. However, he still needs more exercise in psychomotor domain from teachers and parents. In addition, for the report of character education development, there were 10 characters seen and 8 characters developing.keyword : Teaching Strategies, ADHD Student, Inclusive Class
LINGUISTIC FEATURES THAT UNITE AND DIFFERENTIATE DENBANTAS DIALECT AND BANYUASRI DIALECT ., I Gede Bagus Wisnu Bayu Temaja; ., 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.v1i1.6992

Abstract

Penelitian ini bertujuan untuk menemukan fitur linguistik yang menyatukan dan membedakan Dialek Denbantas (DD) dan Banyuasri Dialek (BD) secara fonologis dan leksikal. Subjek dari penelitian ini adalah penutur DD dan BD. Penelitian ini merupakan sebuah penelitian secara kualitatif. Data dikumpulkan menggunakan daftar kata Swadesh dan Nothofer dengan cara observasi, wawancara, mendengarkan, dicatat, dan direkam. Data itu kemudian diolah dan dianalisis secara deskriptif. Hasil dari penelitian ini menunjukkan bahwa DD dan BD memiliki persamaan dan perbedaan secara fonologis dan leksikal. Hasil dari penelitian ini menemukan bahwa terdapat 44 fonem yang menyatukan DD dan BD secara fonologis. Fonem-fonem tersebut adalah: 6 vokal: /ʌ/, /I/, /ʊ/, /ɛ/, /∂/, and /ɔ/; 7 diftong: /ʌʊ/, /Iʌ/, /Iʊ/, /ʌɔ/, /ʌ∂/, /ʊʌ/, and /ʌɛ/; 19 konsonan: /b/, /c/, /d/, /g/, /h/, /ʔ/, /j/, /k/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /w/, /y/, /ñ/, and /ŋ/; dan 12 kluster: /mb/, /nd/, /sg/, /ŋg/, /jl/, /nj/, /ŋk/, /kr/, /mp/, /ms/, /nt/, and /rn/. Di sisi lain, ditemukan 16 fonem yang membedakan DD dan BD secara fonologis. Fonem tersebut adalah: 6 diftong: /∂ʊ/ dan /Iɔ/ ditemukan di DD, namun tidak terdapat di BD, sedangkan diftong /ʌI/, /I∂/, /ɔʌ/, and /ʊ∂/ hanya ditemukan di BD; 10 kluster: /rb/, /nc/, /tg/, /gr/, /gl/, dan /kp/ ditemukan di DD, namun tidak ditemukan di BD, sedangkan diftong /pl/, /gl/, /ŋl/, and /rs/ hanya ditemukan di BD; tetapi tidak ditemukan vokal dan konsonan yang berbeda di antara kedua dialek. Berdasarkan dua macam daftar kata yang digunakan yang terdiri dari 658 leksikon, 457 leksikon ditemukan sebagai penyatu DD dan BD secara leksikal. Leksikon tersebut diklasifikasikan menjadi: 371 leksikon yang sama dan 86 leksikon yang serupa. Di sisi lain, 158 leksikon ditemukan sebagai bukti yang membedakan DD dan BD secara leksikal.Kata Kunci : fitur linguistik, fitur fonologis, fitur leksikal, dialek The study aimed at finding out the linguistic features that unite and differentiate Denbantas Dialect (DD) and Banyuasri Dialect (BD) in terms of phonological and lexical features. The subjects of this study were the speakers of those dialects. This research employed qualitative design. The data of the study were collected based on Swadesh and Nothofer Wordlists using observation, interview, listening, note-taking, and recording techniques. The obtained data were transcribed and analyzed descriptively. The results of the study show that DD and BD actually have similarities and differences in term of phonological and lexical features. The results of the study show that there are 44 phonemes that unite DD and BD in term of phonological features. Those phonemes include 6 vowels: /ʌ/, /I/, /ʊ/, /ɛ/, /∂/, and /ɔ/; 7 diphthongs: /ʌʊ/, /Iʌ/, /Iʊ/, /ʌɔ/, /ʌ∂/, /ʊʌ/, and /ʌɛ/; 19 consonants: /b/, /c/, /d/, /g/, /h/, /ʔ/, /j/, /k/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /w/, /y/, /ñ/, and /ŋ/; and 12 consonant clusters: /mb/, /nd/, /sg/, /ŋg/, /jl/, /nj/, /ŋk/, /kr/, /mp/, /ms/, /nt/, and /rn/. Meanwhile, there are 16 phonemes that differentiate DD and BD in term of phonological features. Those phonemes include: 6 diphthongs: /∂ʊ/ and /Iɔ/ are found in DD, but in BD the phonemes do not exist, while diphthongs /ʌI/, /I∂/, /ɔʌ/, and /ʊ∂/ are only found in BD; 10 consonant clusters: /rb/, /nc/, /tg/, /gr/, /gl/, and /kp/ are only found in DD, while diphthongs /pl/, /gl/, /ŋl/, and /rs/ are found in BD only; but there are no different vowels and consonants found in both dialects. From the two wordlists which contain 658 lexicons, 457 lexicons are found uniting DD and BD in term of lexical features. Those lexicons can be classified into: 371 exactly the same forms of lexicons and 86 similar form of lexicons. On the other hand, 158 lexicons are found as the evidence that differentiate DD and BD in term of lexical features.keyword : linguistic features, phonological features, lexical features, dialect
Prefix In Pedawa Dialect: A Descriptive Study ., Anak Agung Inten Sakanti; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Nyoman Karina Wedhanti, 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.v1i1.7217

Abstract

Penelitian deskriptif qualitatif ini bertujuan untuk mendeskripsikan jumlah prefik di Dialek Pedawa dan jenisnya dari infleksi dan derivasi. Dua sampel informan dari Dialek Pedawa dipilih berdasarkan seperangkat kriteria. Data dikumpulkan menggunakan 3 tehnik, yakni: tehnik observasi, merekam, dan wawancara (mencatat dan mendengarkan). Hasil penelitian menunjukan bahwa ada dua jenis prefik di Dialek Pedawa. Prefik tersebut yakni prefik {N-}, {m∂-}. Jenis prefik yang tergolong derivasi adalah prefik {m∂-}, {ŋə-} and {ŋ-}. Jenis prefik infleksi adalah prefik {ŋ-}, {n-}, {ñ-} and {m∂-}.Kata Kunci : prefiks derivasi, prefiks infleksi, dan Dialek Pedawa This descriptive qualitative research aimed at describing the number of prefixes in Pedawa Dialect and its types of inflectional and derivational morphemes. Two informant samples of Pedawa Dialect were chosen based on set a criteria. The data were collected based on three techniques, namely: observation, recording, and interview (listening and noting). The results of the study show that there are two prefixes: {N-}, {m∂-} in Pedawa Dialect. The prefixes that belong to derivation morpheme are: prefix {m∂-}, {ŋə-} and {ŋ-}. The prefixes that belong to inflection morpheme are: prefixes {ŋ-}, {n-}, {ñ-} and {m∂-}.keyword : derivational prefixes, inflectional prefixes, and Pedawa Dialect
DERIVATIONAL AND INFLECTIONAL MOPRHEMES OF MACANG DUALECT: A DESCRIPTIVE STUDY ., Md Arini Purnamasari; ., 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.v1i1.7302

Abstract

Penelitian ini bertujuan untuk mendeskripsikan awalan dan akhiran khususnya dialek Macang yang termasuk morfem derivasi dan infleksi. Penerilitain ini merupakan penelitian deskriptif kualitatif. Kedua sampel informan dipilih berdasarkan serangkaian kriteria. Data yang telah dikumpulkan berdasarkan penggunaan tiga jenis teknik, yaitu: observasi, teknik merekam, dan tanya jawab (teknik mendengarkan dan mencatat). Hasil dari penelitian ini menunjukan bahwa terdapat enam jenis awalan pada dialek Macang; {Λ-}, {mɅ-}, {n-}, {ŋ-}, {ñ-}, {mә-} dan terdapat empat jenis akhiran: {-Ʌŋ}, {-In}, {-Ʌn} and {-ǝ}. Terdapat lima jenis awalan: {mɅ-}, {n-}, {ŋ-}, {ñ-}, {mә-} dan terdapat empat jenis akhiran {-Ʌŋ}, {-In}, {-Ʌn} and {-ǝ} yang termasuk dalam morfem derivasi. Terdapat lima jenis awalan: {mɅ-}, {n-}, {ŋ-}, {ñ-}, {Λ-}, {mǝ-} dan terdapat empat jenis akhiran {-ē}, {- Ʌŋ}, {-In} and {-Ʌn} yang termasuk dalam morfem infleksi.Kata Kunci : Morfem Derivasi, Morfem Infleksi, Dialek Macang This study aimed at describing the prefixes and suffixes in Macang Dialect (MD) which belong to derivational and inflectional morphemes. This research was a descriptive qualitative research. Two informants sample of Macang village 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 showed that there were six kinds of prefixes that found in MD; {Λ-}, {mɅ-}, {n-}, {ŋ-}, {ñ-}, {mә-} and there were four kinds of suffixes: {-Ʌŋ}, {-In}, {-Ʌn} and {-ǝ}. There were five kinds of prefixes: {mɅ-}, {n-}, {ŋ-}, {ñ-}, {mә-} and there were four kinds of suffixes {-Ʌŋ}, {-In}, {-Ʌn} and {-ǝ} that belongs to derivational morphemes. There were six kinds of prefixes: {mɅ-}, {n-}, {ŋ-}, {ñ-}, {Λ-}, {mǝ-} and there were four kinds of suffixes {-ē}, {- Ʌŋ}, {-In} and {-Ʌn} that belongs to inflectional morphemes. keyword : Derivational Morpheme, Inflectional Morpheme, Macang Dialect
A COMPARATIVE STUDY ON THE IMPLEMENTATION OF VARIOUS SEATING ARRANGEMENT TECHNIQUES TOWARD TEACHING LEARNING ENGLISH AS A FOREIGN LANGUAGE IN SMA KARYA WISATA ., Komang Widia Helena Arisandi; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., 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.v1i1.5456

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengimplementasian bermacam teknik pengaturan tempat duduk terhadap pengajaran dan pembelajaran Bahasa Inggris sebagai sebuah bahasa asing. Subjek dalam penelitian ini yaitu 41 siswa di kelas XI IPB 2. Penelitian ini menggunakan deskriptif kualitatif. Terdapat beberapa instrumen yang digunakan dalam penelitian ini seperti: catatan, kuisioner, pedoman wawancara dan alat penelitian seperti: kamera dan perekam vidio. Hasil dari penelitian ini menunjukkan bahwa: (1) terdapat perbandingan yang penting antara bermacam teknik pengaturan tempat duduk (horseshoe, modular, dan circle) dengan teknik traditional. Perbandingan itu memberikan perubahan situasi pembelajaran yang membuat semua siswa ikut serta dalam pelajaran (2) pengimplementasian bermacam teknik pengaturan tempat duduk memberikan pengaruh terhadap pengajaran dan pembelajaran Bahasa Inggris yang diimplementasikan oleh guru. Itu bisa dilihat dari mengobservasi siswa dalam mencapai indikator dari RPP guru. (3) Berdasarkan hasil data yang diperoleh dari wawancra dan menjawab kuisioner, terdapat 40 siswa (97%) menyukai dan menyetujui pengimplementasian pengaturan tempat duduk dalam bentuk horseshoe dan modular yang memberikan cara yang menarik dalam proses pembelajaran Bahasa Inggris di kelas. Sedangkan 38 siswa (92%) menyukai dan menyetujui pengimplementasian teknik pengaturan tempat duduk dalam bentuk circle.Kata Kunci : Bermacam Teknik Pengaturan Tempat Duduk (Horseshoe, Modular dan Circle), Pengajaran dan Pembelajaran Bahasa Inggris sebagai sebuah Bahasa Asing This research aimed at describing the implementation of various seating arrangement techniques toward teaching learning English as a foreign language. The subjects of the study were 41 students of XI IPB 2 class. This research used descriptive qualitative research. There were several instruments used in this research such as: field note, questionnaire, interview guide and the research equipments; video recording and camera. The results of this research showed that: (1) there were crucial comparison between various seating arrangements (horseshoe, modular, and circle) and traditional seating arrangement. It gave the changes of learning situation which made all students involved to the lesson. (2) The implementation of the various seating arrangement techniques gave the effect on teaching learning process of English which were implemented by the teacher. It could be seen from observing the students in achieving the achievement of the indicator based on teacher’s lesson plan. (3) Based on the data gained through interviewing and answering the questionnaire, there were 40 students (97%) liked and agreed with the implementation of horseshoe and modular seating arrangement techniques which gave the interesting ways in learning process of English in classroom. Meanwhile, there were 38 students (92%) liked and agreed with the implementation of circle seating arrangement technique. keyword : Various Seating Arrangement Techniques (Horseshoe, Modular and Circle), Teaching Learning English as a Foreign Language.
an analysis of instructional material and the types of strategies that used for reading 2 course in english education department ., I Wayan Edi Gunawan; ., Dra. Luh Putu Artini, MA., Ph.D.; ., 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.v1i1.5457

Abstract

ABSTRAK Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk menganalisis relevansi bahan ajar dan jenis strategi pengajaran yang digunakan untuk Membaca 2 kursus dalam bahasa Inggris Departemen Pendidikan. Subyek penelitian ini adalah siswa yang telah diambil Membaca 2 kursus dan dosen yang telah mengajar Reading 2Course dalam bahasa Inggris Departemen Pendidikan. Penelitian ini merupakan penelitian deskriptif kualitatif yang memanfaatkan checklist dan kuesioner. Data yang dikumpulkan dari para juri ahli 'checklist, serta kuesioner dosen dan checklist, dan juga siswa diskusi kuesioner dan focus group. Data yang diperoleh dianalisis secara deskriptif. Temuan penelitian menunjukkan relevansi Bahan Ajar dan Reading 2 silabus dikatakan "Sedikit relevan" untuk digunakan sebagai sumber belajar bahasa Inggris Departemen Pendidikan siswa. Hal ini menunjukkan bahwa semua ahli memilih lebih dari 46% dari kriteria yang telah dicapai. Strategi pengajaran yang sering digunakan di Reading 2 saja wereDiscussion dan Instruksi Langsung. Hasil kuesioner dan diskusi kelompok terfokus dengan siswa dari 9 kelas yang berbeda menunjukkan fokus yang berbeda dari tujuan pembelajaran yang diperoleh oleh siswa dari setiap kelas karena perbedaan materi pembelajaran yang diberikan oleh dosen. Penggunaan strategi pengajaran yang juga tidak memenuhi kriteria pelajar dewasa ini gagal untuk mendorong motivasi siswa belajar. Kata Kunci : Kata kunci: keterampilan membaca, pembaca menengah, bahan ajar, bahan relevansi, dan strategi pengajaran. ABSTRACT This study was a descriptive qualitative research which aimed to analyze the relevance of instructional materials and the type of teaching strategies used for Reading 2 course in English Education Department. The purpose was to describe the relevance of the syllabus and instructional materials, as well as the quality of these learning materials, and to find out the students perception of Reading 2 course. The subjects of this research were the students who have taken Reading 2 course and the lecturer who have taught Reading 2 Course in English Education Department. This research was a descriptive qualitative research which was utilizing checklist and questionnaire. The data collected from the expert judges’ checklist, as well as lecturer questionnaire and checklist, and also students’ questionnaire and focus group discussion. The data obtained were descriptively analyzed. The finding of the research showed the relevance of Instructional Materials and the Reading 2 syllabus was said “Slightly Relevant” to be used as learning resource for English Education Department students. It showed that all experts choose more than 46% of criteria which had been reached. The teaching strategies that used frequently in Reading 2 course wasDirect Instruction. The questionnaire result and the focus group discussion with the students from 9 different classes showed different focus of learning objectives acquired by the students of each classes due to the differences of the learning material provided by the lecturer. The use of teaching strategies which also did not meet the criteria of adult learners was failed to encourage students’ motivation of learning. keyword : Keywords: reading skill, intermediate reader, instructional materials, relevance materials, and teaching strategies.

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