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AN ANALYSIS OF COMMUNICATION STRATEGIES IN EFL TEACHING AND LEARNING AT XI IPA 1 IN SMA NEGERI 1 KUTA UTARA ., Ni Wayan Novita Yuliantari; ., Prof. Dr.I Ketut Seken,MA; ., 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.v1i1.3369

Penelitian deskriptif kualitatif ini bertujuan untuk menemukan (1) tipe dari communication strategies yang digunakan oleh guru dan siswa selama proses belajar mengajar Bahasa Inggris, (2) tipe communication strategies yang paling banyak digunakan oleh guru dan siswa, (3) alasan dalam menggunakan communication strategies di proses belajar dan mengajar. Subyek penelitian ini adalah guru Bahasa Inggris dan siswa dari kelas XI IPA 1 di SMA Negeri 1 Kuta Utara. Sementara itu, obyek penelitian adalah communication strategies yang digunakan oleh guru dan siswa selama proses belajar dan mengajar Bahasa Inggris. Hasil dari penelitian ini menunjukkan bahwa guru menggunakan sembilan tipe dari communication strategies berdasarkan Dornyeiâ€™s theory sebagai berikut message abandonment, circumlocution, approximation, use of all-purpose words, prefabricated patterns, non-linguistic signals, literal translation, code switching, dan time-gaining strategy. Sementara itu, ada sebelas tipe dari communication strategies yang digunakan oleh siswa, antara lain message abandonment, topic avoidance, circumlocution , approximation, word coinage, prefabricated patterns, non-linguistic signals, literal translation, code switching, appeal for help, dan time-gaining strategy. Communication strategy yang paling banyak digunakan oleh guru dan siswa adalah code switching dan time-gaining strategy. Ada dua alasan utama guru dalam penggunaan communication strategies yaitu untuk membantu siswa memahami pelajaran dan menghindari kesalahpahaman dalam penguasaan materi. Sementara itu siswa menggunakan communication strategies dikarenakan oleh kesulitan bahasa dan ketakutan untuk membuat kesalahan. Kata Kunci : communication strategies, Dornyeiâ€™s theory, EFL This descriptive qualitative study aimed at finding out (1) the types of communication strategies which were used by the teacher and the students during English as Foreign Language (EFL) teaching and learning, (2) the types of communication strategies used most frequently by the teacher and the students, (3) the reasons of using the communication strategies in EFL teaching and learning process. The subjects were the English teacher and the students of XI IPA 1 of SMA Negeri 1 Kuta Utara. Meanwhile, the object of this study was communication strategies used by the teacher and the students during EFL teaching and learning. The results of this study showed that the teacher applied nine types of communication strategies based on Dornyeiâ€™s theory, namely, message abandonment, circumlocution, approximation, use of all-purpose words, prefabricated patterns, non-linguistic signals, literal translation, code switching, and time-gaining strategy. Meanwhile, there were eleven types of communication strategies which were used by the students, namely message abandonment, topic avoidance, circumlocution , approximation, word coinage, prefabricated patterns, non-linguistic signals, literal translation, code switching, appeal for help, and time-gaining strategy. The communication strategies that were most frequently used by the teacher and the students, i.e. code switching and time-gaining strategy. There were two main reasons of the teacher using communication strategies, namely in order to help the students to comprehend the lesson and to avoid misunderstanding or misconception. On the other hand the studentsâ€™ reasons were because of language difficulty and anxiety in making mistakes. keyword : communication strategies, Dornyeiâ€™s theory, EFL

An Analysis of the Implementation of the 2013 Curriculum among the Tenth Grade English Teachers of SMAN 1 Tabanan ., Ni Luh Putu Elly Trikayanti; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., 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.v1i1.3372

Penelitian ini bertujuan untuk (1) menganalisis Rencana Pelaksanaan Pembelajaran (RPP) yang disusun oleh guru Bahasa Inggris kelas X SMAN 1 Tabanan sesuai dengan kriteria Kurikulum 2013, (2) menganalisis penerapan kegiatan belajar mengajar sesuai dengan RPP yang mereka dibuat, (3) menganalisis permasalahan yang dihadapi oleh guru Bahasa Inggris kelas X SMAN 1 Tabanan selama penerapan Kurikulum 2013. Subjek dalam penelitian ini adalah guru Bahasa Inggris kelas X SMAN 1 Tabanan. Instrumen yang digunakan dalam mengumpulkan data yang dibutuhkan adalah lembar observasi dan panduan wawancara. Data dikumpulkan melalui observasi kelas dan wawancara. Metode yang digunakan dalam penelitian ini adalah observasi dan wawancara. Hasil analisis menunjukkan bahwa RPP yang disusun oleh guru Bahasa Inggris kelas X SMAN 1 Tabanan meliputi identitas subjek, Kompetensi Inti, Kompetensi Dasar, indikator, tujuan pembelajaran, materi pembelajaran, metode, media dan sumber pembelajaran, kegiatan belajar mengajar, penilaian. Penerapan kegiatan belajar mengajar meliputi kegiatan awal; kegiatan inti menggunakan Pendekatan Saintifik yang meliputi mengobservasi, menanya, mencoba, menalar, mengkomunikasikan; kegiatan akhir. Permasalahan yang dihadapi oleh guru Bahasa Inggris kelas X SMAN 1 Tabanan adalah dalam hal penerapan Pendekatan Saintifik dan penilaian otentik. Kesimpulannya adalah bahwa guru Bahasa Inggris telah menyusun RPP dan menerapkan kegiatan belajar mengajar sesuai dengan kriteria Kurikulum 2013. Namun mereka masih mempunyai permasalahan dalam mengimplementasikan Kurikulum 2013.Kata Kunci : Kurikulum 2013, Guru Bahasa Inggris, Implementasi This study aims at (1) analyzing the lesson plan arranged by the tenth grade English teachers of SMAN 1 Tabanan based on the 2013 Curriculum criteria, (2) analyzing the implementation of teaching and learning activities based on the lesson plan they have arranged, (3) analyzing the problems encountered by the tenth grade English teachers of SMAN 1 Tabanan during the implementation of the 2013 Curriculum. The subjects of this study were the tenth grade English teachers of SMAN 1 Tabanan. Instruments used in gathering the required data were observation sheet and interview guide. The data were collected through classroom observation and interview. The methods used in this research were observing and interviewing. The results of the analysis showed that the lesson plan that have been arranged by the tenth grade English teachers of SMAN 1 Tabanan involved subject identity, Core Competency, Basic Competency, indicator, learning objective, learning material, method, media and resources, teaching and learning activities, assessment. The implementation of teaching and learning activities involved pre-activities; whilst-activities which used Scientific Approach involving observing, questioning, experimenting, associating, networking; post-activities. The problems encountered by the tenth grade English teachers of SMAN 1 Tabanan were in the case of the implementation of Scientific Approach and authentic assessment. The conclusions were that the English teachers had arranged the lesson plan, and conducted teaching and learning activities based on the 2013 Curriculum criteria. However they still had problems in implementing the 2013 Curriculum.keyword : The 2013 Curriculum, English Teacher, Implementation

THE QUALITATIVE EVIDENCES THAT UNITE TAMBAKAN AND PELAGA DIALECTS: A COMPARATIVE STUDY ., Ni Wayan Desi Ariani; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., 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.v1i1.3374

Penelitian ini bertujuan untuk mendeskripsikan persamaan fonologis dan leksikal antara dialek Tambakan (DT) dengan dialek Pelaga (DP). Objek dari penenlitian ini adalah dialek Tambakan dan Pelaga. Tiga orang penutur dari masing-maasing dialek dipilih sebagai informan dalam penelitian ini. Penelitian ini membandingkan dua dialek, yaitu dialek Tambakan dan dIalek Pelaga. Data yang didapatkan dalam bentuk leksikon yang diidentifikasi menggunakan Daftar Kata Swadesh, Daftar Kata Budasi, dan Daftar Kata Holle yang dikumpulkan menggunakan teknik merekam, mendengarkan, dan mencatat. Dalam penelitian ini, sistem fonologi dari kedua dialek dideskripsikan terlebih dahulu. Hasil dari penelitian menunjukkan bahwa DT dan DP memiliki persamaan fonologis dan leksikon yang relatif banyak. Terdapat 38 fonem yang sama di posisi awal, tengah, dan akhir pada leksikon kedua dialek tersebut. Fonem yang sama tersebut meliputi: a) enam vokal yang sama: /ï–/, /i/, /u/, /e/, /ï€/ dan /o/; b) lima diftong yang sama: /ï–i/, /uï–/, /ï–ï€/, /ï–ï/, dan /ï‰u/; c) dua vokal rangkap yang sama: /ï–ï–/ and /ï‰ï‰/; d) sembilan belas konsonan yang sama: /b/, /tï“/, /d/, /g/, /Ê”/, /h/, /ï¤ïš/, /k/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /w/, /y, /Å‹/, dan /Ã±/; e) enam konsonan kluster yang sama: /kl/, /bl/, /pl/, /tl/, /ml/, dan /kr/. Dari tiga Daftar Kata yang terdiri dari 1.716 leksikon, ditemukan bahwa terdapat 946 leksikon yang sama dan 495 leksikon yang serupa sebagai bukti-bukti kualitatif yang menyatukan kedua dialek tersebut.Kata Kunci : metode perbandingan, aspek fonologis, leksikon, dialek Tambakan, dialek Pelaga This study aimed at describing the phonological and lexical similarities between Tambakan dialect (TD) and Pelaga dialect (PD). The objects of this study were Tambakan and Pelaga dialects. Three speakers from each dialect were chosen as the informants in this study. This study compared two dialects: Tambakan dialect and Pelaga dialect. The obtained data in the form of lexicons identified using Swadesh Wordlists, Budasi Wordlists, and Holle Wordlists were collected through recording, listening, and noting techniques. In this study, the phonological systems of both dialects were firstly described. The results of the study show that TD and PD actually have relatively many phonological and lexical similarities. The study has found that there are 38 same phonemes in the initial, middle and final positions of the words. Those phonemes were: a) six the same vowels phonemes: /ï–/, /i/, /u/, /e/, /ï€/ and /o/; b) five the same diphthongs: /ï–i/, /uï–/, /ï–ï€/, /ï–ï/, and /ï‰u/; c) two the same geminate vowels: /ï–ï–/ and /ï‰ï‰/; d) nineteen the same consonants: /b/, /tï“/, /d/, /g/, /Ê”/, /h/, /ï¤ïš/, /k/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /w/, /y, /Å‹/, and /Ã±/; and e) six same consonant clusters: /kl/, /bl/, /pl/, /tl/, /ml/, and /kr/. From the three wordlists containing 1,716 lexicons, it has been found that there are 760 exactly the same lexicons and 546 similar lexicons as the qualitative evidences that unite those two dialects.keyword : comparative method, phonological aspect, lexicon, Tambakan dialect, Pelaga dialect

INFLECTIONAL AND DERIVATIONAL MORPHEMES OF PELAGA DIALECT: A DESCRIPTIVE QUALITATIVE STUDY ., I Wayan Adi Wiweka; ., 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.v1i1.3376

Penelitian ini ada sebuah penelitian deskiptif kualitatif yang bertujuan untuk mendeskripsikan prefik dan suffik dari dialect Pelaga yang tergolong inflectional dan derivational. Dua narasumber sampel dipilih berdasarkan kriteria yang telah ditentukan. Pengumpulan data dilakukan dengan menggunakan tiga tehnik, yaitu: tehnik observasi, merekam dan wawancara (mendengarkan dan mencatat). Hasilnya dari penelitian ini menunjukkan bahwa ada empat jenis prefik ditemukan pada dialek Pelaga. Prefik tersebut ialah: [si-], [pa-], [ma-], [n-] dan [ka-]. Selain itu juga terdapat enam jenis sufik yaitu: [-in], [-ne], [-ang], [-an], [-a] dan [-n]. Selanjutnya ada empat jenis prefik yang tergolong kedalam jenis prefik derivational yaitu: [si-], [ma-], [n-] dan [ka-]. Terdapat dua jenis sufik yang tergolong kedalam jenis sufik derivational yaitu: [-in] dan [-ang]. Sementara itu, prefik yang tergolong jenis inflectional ialah: [ma-], [n-], dan [pa-] an sufik inflectional adalah [-in], [-ne], [-ang], [-an], [-a] dan [-n].Kata Kunci : morfem derivational, morfem inflectional, dialek Pelaga This research is a descriptive qualitative research which aimed at describing the prefixes and suffixes in Pelaga Dialect (PD) which belong to derivational and inflectional. Two informants sample of PD 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 four types of prefix found in Pelaga dialect. Those prefixes are: [si-], [pa-], [ma-], [n-] and [ka-]. Also there were six types of suffixes found existing in Pelaga dialect. Those suffixes are: [-in], [-ne], [-ang], [-an], [-a] and [-n]. Moreover there are four prefixes belong to derivational prefix, they are: [si-], [ma-], [n-] and [ka-] and There were two kind of suffixes found in PD that is classified as derivational suffix, they are: [-in] and [-ang]. Meanwhile inflectional prefix are [ma-], [n-], and [pa-] and inflectional suffix are [-in], [-ne], [-ang], [-an], [-a] and [-n]keyword : drivational morpheme, inflectional morpheme, Pelaga Dialect (PD)

AN ANALYSIS OF CLASSROOM INTERACTION IN AN ENGLISH CLASS: THE CASE AT ELEVENTH GRADE OF AN IMMERSION CLASS IN SMA NEGERI BALI MANDARA ., Ni Putu Rika Amanda Putri; ., Drs. Asril Marjohan,MA; ., I G A Lokita P Utami, 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.v1i1.3377

Penelitian ini bertujuan untuk mengetahui kategori interaksi kelas pada kelas immersi dengan menggunakan Foreign Language Interaction (FLINT) system. FLINT system dibagi menjadi 22 kategori, yaitu: (1) Deals with Feeling, (2) Praise or Encouraging, (2a) Jokes, (3) Uses Ideas of Students, (3a) Repeats Student Response Verbatim, and (4) Asks Questions (5) Gives information, (5a) Corrects without Rejection, (6) Gives Directions, (6a) Direction Pattern Drills, (7) Criticizes Student Behaviour, and (7a) Criticizes Student Response (8) Student Response Specific, (8a) Student Response Choral, (9) Student Response Open-Ended or Student-Initiated, (10) Silence, (10a) Silence AV, (11) Confusion Work-Oriented, (11a) Confusion Non Work-Oriented, (12) Laughter, (13) Uses of the Native Language, and (14) Nonverbal. Penelitian ini dilaksanakan di kelas XI IPA I SMA Negeri Bali Mandara yang terdiri dari dua puluh dua siswa. Penelitian ini dirancang dengan menngunakan pendekatan deskriptif kualitatif. Terdapat lima instrument yang digunakan dalam penelitian ini yaitu, peneliti, kamera video, catatan lapangan, panduan wawancara dan daftar kategori.Data dikumpulkan dengan cara merekam interaksi kelas di kelas XI IPA I sebanyak empat kali. Kemudian, data ditranskrip dan dikategorikan berdasarkan FLINT system. Hasil analisis data menunjukan bahwa semua kategori interaksi kelas berdasarkan FLINT system terjadi di kelas. Jumlah interaksi yang dihasilkan oleh siswa 53.57 % sedangkan interkasi guru sebanyak 46.42%. Ini berarti bahwa interaksi guru dan siswa cukup seimbang dan siswa telah diberikan kesempatan terbaik untuk berpartisipasi di kelas.Kata Kunci : Kata kunci: Interaksi kelas, Foreign Language Interaction (FLINT) system, kelas immersi Abstract This study was aimed at finding the classroom interaction categories in an immersion class by using Foreign Language Interaction (FLINT) system. FLINT system is divided into 22 categories, namely: (1) Deals with Feeling, (2) Praise or Encouraging, (2a) Jokes, (3) Uses Ideas of Students, (3a) Repeats Student Response Verbatim, and (4) Asks Questions (5) Gives information, (5a) Corrects without Rejection, (6) Gives Directions, (6a) Direction Pattern Drills, (7) Criticizes Student Behaviour, and (7a) Criticizes Student Response (8) Student Response Specific, (8a) Student Response Choral, (9) Student Response Open-Ended or Student-Initiated, (10) Silence, (10a) Silence AV, (11) Confusion Work-Oriented, (11a) Confusion Non Work-Oriented, (12) Laughter, (13) Uses of the Native Language, and(14) Nonverbal. This study was conducted in XI Science I class of SMA Negeri Bali Mandara which consists of twenty two students. This study was designed by using descriptive qualitative approach. There were five instruments used in this study namely the researcher, video camera, observation sheet, interview guide and checklist. The data was collected by recording the classroom interaction in XI Science I class for four times. After that, the records were transcribed and categorized based on the FLINT system. The result of the data analysis shows that all categories of classroom interaction based on FLINT system occurred in classroom. The total interaction produced by the students was 53.57 % while the teacher produced 46.42%. It means that the interaction between teacher and students is quite balance and students are given best possible opportunity to participate in classroom. keyword : Keywords: Classroom interaction, Foreign Language Interaction (FLINT) system, Immersion class

The Analysis of Terms of Address Used in the Debate Situations in the Indonesia Lawyers Club TV Program (A Sociolinguistics Study) ., Putu Indah Partami Putri; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., 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.v1i1.3411

Penelitian ini bertujuan untuk: (1) mendeskripsikan jenis kata sapaan yang digunakan oleh peserta dalam situasi debat dalam program TV Indonesia Lawyers Club, (2) menggambarkan representasi dari kata sapaan yang digunakan oleh peserta dalam situasi perdebatan di program TV Indonesia Lawyers Club. Penelitian ini adalah penelitian deskriptif. Obyek penelitian ini adalah kata sapaan. Subjek penelitian ini adalah 62 peserta program TV Indonesia Lawyers Club yang mengucapkan kata sapaan. Data dikumpulkan dengan menggunakan laptop, pemutar video, notebook, dan checklist. Metode yang digunakan untuk menganalisis data yang diperoleh adalah metode kualitatif dan desain yang digunakan adalah desain kualitatif. Implikasi dari penelitian ini yang mengungkapkan jenis kata sapaan yang digunakan seperti: Nama seperti I Wayan Koster; Istilah kekerabatan seperti Ibu Theresia, dan Saudara AW; Istilah yang samar seperti Pemirsa dan Hadirin; Gelar seperti Mayor Jendral; Istilah kata benda yang abstrak seperti Johan Budi Yang saya hormati; Istilah pekerjaan seperti Penjaga Keamanan; Istilah panggilan sayang seperti Aunty; Selain itu, istilah Teknonyms seperti Anak saya. Dari delapan tipe, sapaan kekerabatan yang paling sering digunakan oleh peserta sebesar 38,19% dari total presentase. Representasi sapaan berdasarkan strategi kesantunan yang digunakan oleh peserta dalam program TV ILC seperti untuk bersikap sopan, pujian, mengekspresikan kealamian, menunjukkan rasa hormat, dan membuat malu seseorang.Kata Kunci : Kata Sapaan, Situasi Debat, Indonesia Lawyers Club This study aimed at: (1) describing types of terms of address used by the participants in the debate situations in the Indonesia Lawyers Club TV program, (2) describing the representation of terms of address used by the participants in the debate situations in the Indonesia Lawyers Club TV program. The study was a descriptive study. The objects of this study were terms of address. The subjects of this study were 62 participants of Indonesia Lawyers Club TV program who produced terms of address. The data were collected by using laptop, video player, notebook, and checklist. The method applied for analyzing the data obtained was qualitative method and the design used was qualitative design. The findings of this study that revealed the types of terms of address used were: name terms such as I Wayan Koster; kinship terms such as Ibu Theresia, and Saudara AW; vague terms such as Pemirsa and Hadirin; title terms such as Major Jendral; abstract noun terms such as; Johan Budi yang saya hormati; occupational terms such as Penjaga Keamanan; endearment terms such as Aunty; and teknonyms terms such as Anak saya. Kinship terms of address type from eight types were most widely used by the participants in ILC TV program amounting to 38,19% of the total percentage. There are several reasons used by the participants in order to represent terms of address such as being-polite, complimenting, expressing naturalness, losing-otherâ€™s-face context and expressing-neutralness context.keyword : Terms of Address, Debate Situations, Indonesia Lawyers Club

THE PHONOLOGICAL SYSTEM OF BALINESE SPOKEN BY BUNUTAN VILLAGERS: A DESCRIPTIVE QUALITATIVE STUDY ., I Gede Tawa Utara Jaya; ., Prof. Dr.I Nyoman Adi Jaya Putra, 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.v1i1.3412

Penelitian ini bertujuan untuk mendeskripsikan jumlah fonem Bahasa Bali yang diucapkan oleh penduduk desa Bunutan (BB). Selain itu, untuk mengetahui proses fonologi yang terjadi pada bahasa itu sendiri. Penelitian sinkronis ini dirancang dengan menggunakan penelitian deskriptif kualitatif. Data dikumpulkan dengan menggunakan alat rekaman, daftar kata, dan daftar kalimat. Dua daftar kata yang digunakan dalam penelitian ini yaitu: Swadesh dan Daftar Kata Nothofer. Data yang diperoleh dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa BB memiliki 31 fonem, yaitu: 6 vokal; /ÊŒ/, /i/, /u/, /e/, /o/, dan /ï€/. 3 Dipthongs; /ÊŒi/, /iÊŒ/, dan /ÊŒÔ‘/, 1 vokal rangkap; /ï€ï€/, 19 Konsonan; /p/, /b/, /t/, /d/, /k/, /g/, /Ê”/, /s/, /c/, /j/, /l/, /r/, /h/, /m/, /n/, /Ã±/, /Å‹/, /w/, dan /y/, dan 2 gugus konsonan; /kl/ dan /sl/. Tidak semua distribusi fonem terjadi pada tiga posisi (awal, tengah, dan posisi akhir). Ada juga jenis proses fonologi yang ditemukan yaitu proses struktur suku kata meliputi penyisipan konsonan dan penyisipan vokal.Kata Kunci : Sistem fonologi, proses fonologi, Bahasa Bali yang diucapkan oleh Penduduk Desa Bunutan. The study aimed at describing the number of phonemes of Balinese spoken by Bunutan villagers (BB). Also, to find out the phonological process that happened in the language itself. This synchronic study was designed by using a descriptive qualitative research. The data were collected using the recording tools, word lists, and sentence list. Two word lists used in this research namely: Swadesh and Nothoferâ€™s Word Lists. The obtained data were analyzed descriptively. The result of the study shows that BB has 31 phonemes, namely: 6 vowels; /ÊŒ/, /i/, /u/, /e/, /o/, and /ï€/. 3 Dipthongs; /ÊŒi/, /iÊŒ/, and /ÊŒÔ‘/, 1 geminate vowel; /ï€ï€/, 19 Consonants; /p/, /b/, /t/, /d/, /k/, /g/, /Ê”/, /s/, /c/, /j/, /l/, /r/, /h/, /m/, /n/, /Ã±/, / Å‹/, /w/, and /y/, and 2 Consonant cluster; /kl/ and /sl/. Not all of phonemes distribute in three positions (initial, middle, and final position). There was also found type of phonological process of syllable structure process namely consonant insertion and vowel insertionkeyword : Phonological System, Phonological process, Balinese Spoken by Bunutan Villagers.

AN ANALYSIS OF CLASSROOM INTERACTION USING FOREIGN LANGUAGE INTERACTION ANALYSIS (FLINT) SYSTEM IN AURA SUKMA INSANI BILINGUAL KINDERGARTEN ., Ni Putu Ana Agusthini; ., Prof. Dr.I Ketut Seken,MA; ., 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.v1i1.3413

Penelitian ini bertujuan untuk mengetahui kategori interaksi kelas yang terjadi di kelas B1 di TK Bilingual Aura Sukma Insani berdasarkan sistem Foreign Language Interaction Analysis (FLINT), kategori yang paling sering dan jarang terjadi, dan fungsi instruksional kategori interaksi kelas. Subjek penelitian yaitu guru dan 26 siswa. Penelitian ini menggunakan pendekatan kuaitatif dalam bentuk observasi non-partisipan. Hasil penelitian menunjukkan bahwa: (1) hubungan antara perasaan terjadi 50 kali, memuji atau mendorong terjadi 41 kali, lelucon terjadi 12 kali, menggunakan pendapat siswa terjadi 22 kali, mengulang respon siswa harafiah terjadi 47 kali, memberi pertanyaan terjadi 96 kali, memberikan informasi terjadi 25 kali, membenarkan tanpa penolakan terjadi 10 kali, memberikan arahan terjadi 198 kali, mengkritisi prilaku siswa terjadi 54 kali, mengkritisi respon siswa terjadi 19 kali, respon siswa-spesifik terjadi 227 kali, respon siswa terbuka-tertutup atau inisiasi-siswa terjadi 114 kali, keheningan terjadi 12 kali, keheningan-audiovisual (AV) terjadi 4 kali, kekacauan berorientasi-kerja terjadi 29 kali, kekacauan tidak berorientasi-kerja terjadi 17 kali, gelak tawa terjadi 27 kali, menggunakan bahasa asli terjadi 101 kali, dan non-verbal terjadi 19 kali, (2) kategori pembicaraan guru yang paling sering terjadi yaitu memberikan arahan, sedangkan yang paling jarang terjadi yaitu mengkoreksi tanpa penolakan; kategori pembicaraan siswa yang paling sering muncul respon siswa spesifik, sedangkan kategori yang paling jarang terjadi yaitu keheningan-AV, dan (3) fungsi insruksional kategori interaksi kelas secara umum yaitu untuk membuat atmosfer kelas yang nyaman dan meningkatkan keinginan sswa untuk belajar.Kata Kunci : interaksi, interaksi kelas, sistem Foreign Language Interaction Analysis (FLINT), TK Bilingual This study aimed at finding the classroom interaction categories occurred in class B1 of Aura Sukma Insani Bilingual Kindergarten based on Foreign Language Interaction Analysis (FLINT) System, category which most and least frequently occurred, and the instructional functions of the classroom interaction categories. The subjects of the study were a teacher and 26 students. This study employed qualitative approach in forms of nonparticipant observation. The result showed that: (1) deals with feelings occurred 50 times, praises or encourages occurred 41 times, jokes occurred 12 times, uses ideas of students occurred 22 times, repeats student response verbatim occurred 47 times, asks questions occurred 96 times, gives information occurred 25 times, corrects without rejection occurred 10 times, gives directions occurred 198 times, criticizes student behavior occurred 54 times, criticizes student response occurred 19 times, student response-specific occurred 227 times, student response open-ended or student-initiated occurred 114 times, silence occurred 12 times, silence-audiovisual (AV) occurred 4 times, confusion work-oriented occurred 29 times, confusion non-work oriented occurred 17 times, laughter occurred 27 times, uses the native language occurred 101 times, and nonverbal occurred 19 times, (2) the teacher talk category that mostly occurred was giving direction, while the least frequently occurred was correcting without rejection; student talk category that mostly appeared was student response specific, while the category that least frequently occurred was silence-AV, and (3) the instructional function of the classroom interaction categories in general was that to make comfortable classroom atmosphere and improve studentsâ€™ willingness to study.keyword : interaction, classroom interaction, Foreign Language Interaction Analysis (FLINT) System, Bilingual Kindergarten

An Analysis of Derivational and Inflectional Morphemes on Balinese Affixes of Tambakan Dialect ., Petrus I Wayan Brahmadyantara; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Drs.Gede Batan,MA
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.v1i1.3416

Penelitian ini merupakan penelitian deskriptif kualitatif, yang bertujuan untuk menjelaskan awalan dan akhiran pada dialect Tambakan yang mengalami proses derivasi dan infleksi. Dua narasumber dari Tambakan dipilih berdasarkan beberapa kriteria. Data Dikumpulkan menggunakan tiga teknik, yaitu: teknik observasi, teknik merekam, dan teknik wawancara (mendengarkan dan mencatat). Hasil penelitian menunjukkan bahwa ada enam jenis awalan ditemukan dalam dialek Tambakan . Awalan itu adalah: [ si - ] , [ ma - ] , [ n - ] , [ ka - ] , [ pa - ] , dan [ba - ] . Juga ada enam jenis akhiran ditemukan ada dalam dialek Tambakan . Akhiran itu adalah : [ -in ] , [ - ang ] , [ - ne ] [ -an ] , [ -a ] , [ - n ] . Selain itu ada empat awalan yang mengalami derivasi: [ si - ] , [ ma - ] , [ n - ] dan [ ka - ] dan ada dua macam akhiran ditemukan pada dialek Tambakan yang diklasifikasikan sebagai akhiran derivatif . Akhiran itu adalah : [ -in ] dan [ - ang ] . Sementara itu, awalan yang mengalami infleksi adalah [ ma - ] , [ n - ] , dan [ pa - ] dan akhiran yang mengalami infleksi adalah [ -in ] , [ - ne ] , [ - ang ] , [ -an ] , [ -a ] dan [ - n ] .Kata Kunci : morfem derivasi, morfem infleksional, Tambakan Dialek (TD) This research is a descriptive qualitative research, which aimed at describing the prefixes and suffixes in Tambakan Dialect which belong to derivational and inflectional. Two informants sample of TD 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 types of prefix found in Tambakan dialect. Those prefixes are: [si-], [ma-], [n-], [ka-], [pa-], and [ba-]. Also there were six types of suffixes found existing in Tambakan dialect. Those suffixes are: [-in], [-ang], [-ne] [-an], [-a], [-n]. Moreover there are four prefixes belong to derivational prefix, they are: [si-], [ma-], [n-] and [ka-] and There were two kinds of suffixes found in TD that classified as derivational suffix. They are: [-in] and [-ang]. Meanwhile, inflectional prefixes are [ma-], [n-], and [pa-] and inflectional suffixes are [-in], [-ne], [-ang], [-an] , [-a] and [-n].keyword : derivational morpheme, inflectional morpheme, Tambakan Dialect (TD)

An Analysis Of Code Mixing In The Interaction Between English Teachers And Students During English Class Toward Tenth Graders Of SMA Negeri 1 Kediri In Academic Year 2013/2014 ., Cucu Ardiah Ningrum; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., I Nyoman Pasek Hadi Saputra, 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.v1i1.3417

Dalam pembelajaran bahasa, peluang munculnya campur bahasa sangat mungkin terjadi. Fenomena tersebut selaras dengan fakta yang terjadi di Indonesia dimana Bahasa Inggris dipelajari bahasa asing. Campur Bahasa dapat diindikasikan dari dua atau lebih bahasa yang digunakan dalam percakapan selama proses pembelajaran. Para guru cenderung untuk mencampur bahasa yang dipelajari dengan bahasa pertama peserta didik untuk membuat proses belajar menjadi mudah untuk diikuti. Tujuan dari penelitian ini adalah untuk menemukan fenomena campur bahasa yang digunakan oleh para guru dan siswa tingkat sepuluh SMA Negeri 1 Kediri selama pelajaran Bahasa Inggris. Dalam penelitian ini, peneliti meneliti campur bahasa yang muncul lalu menganalisa data yang didapat berdasarkan klasifikasi oleh Ho. Hasil dari penelitian dan pengambilan data menunjukkan bahwa hanya lima tipe campur bahasa dari tujuh tipe berdasarkan klasifikasi Ho yang muncul selama proses pengajaran dan pembelajaran. Klasifikasi tersebut adalah;(1) kata benda (2) kata kata leksikal (3) frase (4) kalimat tidak lengkap dan (5) kalimat tunggal lengkap. Jumlah total dari seluruh ungkapan ynag terkait dengan campur bahasa adalah 194 ungkapan.Kata Kunci : campur bahasa, SMA Negeri 1 Kediri, klasifikasi Ho ABSTRACT The aim of this study is to find out the code mixing used by the teachers and the students of the tenth graders in SMA Negeri 1 Kediri during English Class. In language learning, the opportunity of code mixing appeared is very possibly happening. This phenomenon is in line with the fact in Indonesia in which English is learned foreign language. The teachers tend to mix the language with the leanerâ€™s first language in order to make the learning process become easier to be followed. In this study, the researcher observed the code mixing occurred and analyzed the data obtained based on Hoâ€™s classification. The result of the observation and recordings showed that there were only five types from seven types of code mixing based in Hoâ€™s classification that was appeared in teaching learning process. The classifications are; (1) Proper nouns (2) Lexical words, (3) Phrases, (4) Incomplete sentence and (5) Single Full Sentences. The total numbers of utterances in relation to code mixing are 194 utterances. keyword : Keywords: Code mixing, SMA Negeri 1 Kediri, Hoâ€™s classification

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Kota denpasar,

Bali

INDONESIA