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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
THE EFFECT OF TRANSITION-ACTION-DETAILS TECHNIQUE UPON STUDENTS' WRITING COMPETENCY IN SMP NEGERI 2 NEGARA ., Komang Ayu Mas Triana Dewi; ., Dra. Luh Putu Artini, MA., Ph.D.; ., 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.v1i1.3854

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan teknik Transition-Action-Details terhadap kemampuan menulis siswa. Subjek penelitian adalah siswa kelas VIII SMP Negeri 2 Negara. Penelitian ini merupakan penelitian eksperimen yang menggunakan Post-test Only Control Group Design. Dengan melakukan random sampling, diperoleh 2 kelas sebagai sampel penelitian. Kelas VIII H sebagai kelompok eksperimental menggunakan teknik Transition-Action-Details dan kelas VIII F sebagai kelompok kontrol menggunakan teknik konvensional. Masing-masing kelompok terdiri dari 35 siswa. Data diperoleh melalui test menulis pada sesi pengajaran terakhir. Data dianalisis secara deskriptif dan inferensial. Analisis deskriptif menunjukkan bahwa nilai rata-rata kelompok eksperimental adalah 79.88 dan nilai rata-rata kelompok kontrol adalah 71.77. Dari hasil analisis menggunakan statistik inferensial, ditemukan bahwa terdapat perbedaan yang signifikan antara kedua kelompok, yang ditunjukkan oleh nilai observasi (tob) yaitu 4.427 yang lebih besar dari nilai kritis (tcv) yaitu 1.995 (ɑ = .05 dan df = 68). Dari analisis data, dapat disimpulkan bahwa tehnik Transition-Action-Details memberikan pengaruh yang signifikan terhadap kemampuan siswa dalam menulis teks recount. Kata Kunci : pengaruh, recount, Transition-Action-Details technique, menulis This study aimed at investigating whether or not there was a significant effect of Transition-Action-Details technique upon the students’ competency in writing recount text. The population of this study was the eighth grade students of SMP Negeri 2 Negara. This study was Post-test Only Control Group Experimental Research Design. Through random sampling, the two classes were taken as samples in this study. Class VIII H was assigned as an experimental group who were treated by Transition-Action-Details technique and class VIII F as a control group who were treated by conventional writing technique. Each group consisted of 35 students. The data were obtained by conducting writing competency test at the end of the treatment. The data obtained were analyzed both descriptively and inferentially. The descriptive analysis showed that the mean score of experimental group was 79.88 and the mean score of control group was 71.77. The result of inferential statistic showed that there was significant difference between two groups since the t observed (4.427) was larger than the t critical value (1.995, (α = 0.05, df = 68)). It can be concluded that there was significant effect of Transition-Action-Details Technique upon the students’ competency in writing recount text. keyword : effect, recount, Transition-Action-Details technique, writing
An Analysis of Interlingual and Intralingual Errors in Using Simple Past Tense in Recount Text Committed by the Eighth Grade Students of SMP Negeri 1 Banjar in the Academic Year 2013-2014 ., Ni Putu Lisa Pebrianti; ., Prof. Dr. Putu Kerti Nitiasih, 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.v1i1.3855

Abstract

Penelitian in bertujuan untuk mengidentifikasi kesalahan interlingual dan intralingual dalam penggunaan simple past tense pada teks recount. Penelitian ini termasuk dalam descriptive qualitative research. Subjek penelitian ini adalah seluruh siswa kelas 8 SMP N 1 Banjar. Data yang diperoleh bersumber dari beberapa instrumen, yaitu tes menulis dan interview. Hasil penelitian menunjukkan bahwa ada 749 kesalahan yang dilakukan siswa dalam tulisannya. Jenis error yang paling banyak muncul pada tulisan siswa adalah kesalahan intralingual dengan frekuensi kemunculan sebesar 445 atau 59.42 %. Sedangkan kesalahan interlingual sebesar 304 atau 40.58 %. Penyebab dari kesalahan siswa adalah kurangnya pengalaman siswa terhadap bahasa target dalam proses penguasaan bahasa inggris dan siswa tidak terbiasa dengan struktur kalimat dalam bahasa inggris, sehingga siswa memilih untuk menggunakan bahasa pertama dalam menyusun kalimat.Kata Kunci : kesalahan interlingual, kesalahan intralingual, simple past tense, teks recount. This study intended to identify the interlingual and intralingual errors in using simple past tense in recount text. This study was a descriptive qualitative research. The eighth grade students of SMP N 1 Banjar were subjects of this study. The data were collected by using several instruments, namely: writing task and interview guide. The results of the study showed that there were total 749 errors committed by the students in their writing. The type of error that most frequently occurred in students’ writings was intralingual error with 445 occurrences or 59.42 %. Meanwhile interlingual error was 304 occurrences or 40.58 %. The causes of student’ errors were mostly their limited experience about the target language as they were in the process of mastering English and they were not familiar with sentence structures of English so that they preferred to use their mother’ tongue in constructing the sentences.keyword : interlingual error, intralingual error, simple past tense, recount text.
Implementasi Creative Dictation Technique Untuk Meningkatkan Kompetensi Listening Siswa Di Kelas V SD N 1 Patemon Tahun Pelajaran 2013/2014 ., I Gusti Ayu Ade Purnama Sari; ., Drs.Sudirman, M.L.S; ., Nyoman Karina Wedhanti, 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.v1i1.3856

Abstract

Penelitian ini bertujuan untuk mengatasi masalah kompetensi listening. Penelitian ini diadakan di kelas V SD N 1 Patemon tahun pelajaran 2014/2015. Metode yang digunakan adalah Penelitian tindakan kelas yang terdiri dari observasi awal dan dua siklus. Data yang dikumpulkan melalui tes listening, diari peneliti, list pengamatan, dan kuisioner. Data dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa pada observasi awal semua siswa dibawah nilai standar yang telah ditetapkan di sekolah(60), dan rata-rata nilainya adalah(43). Padda siklus I, 45% siswa mencapai atau diatas nilai standar dengan rata-rata nilai 57.75. Pada siklus II, 95% siswa dapat mencapai atau diatas nilai standar dengan rata-rata nilai 69.25. Data ini menunjukkan bahwa kemampuan listening siswa meningkat dengan pengimplementasian Creative Dictation Technique. Sebagai tambahan, berdasarkan analisis diari peneliti , list observasi dan kuisioner menunjukkan bahwa Creative Dictation Technique mampu meningkatkan motivasi siswa dalam belajar bahasa Inggris. Untuk alasan tersebut, diharapkan untuk guru menggunakan Creative Dictation Technique dalam mengajar listening, karena tehnik ini mampu meningkatkan kemampuan listening siswaKata Kunci : Creative Dictation Technique, mengajar listening, kompetensi listening This study aimed at solving the problems in listening competency. The study was conducted in the 5th grade of SD N 1 Patemon in the academic year of 2013/2014.The design was a classroom action research that consisted of preliminary observation, and two cycles. The data were collected through listening tests, a researcher’s dairy, observation checklists, and questionnaires. The data were analyzed describe descriptively. The results showed that in preliminary observation, all students didn’t pass the standard score (60), they got mean score (43). In the cycle 1, 45% of the student can pass the standard score with mean score 57.75, and in the cycle 2, 95% of the students can pass the standard score and the mean score was 69.25. It showed that the students’ listening competency improved trough the implementation of the creative dictation technique. In addition, the data analysis from the researcher’s dairy, the observation checklists, and the questionnaires showed that the implementation of the creative dictation technique can motivate the students in learning English. For those reasons, it is suggested that teachers use creative dictation technique in teaching listening, because it can improve the students’ listening competency. keyword : Creative dictation technique, teaching listening, Listening competency
THE USE OF R.A.P PARAPHRASING STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION AT CLASS X.A3 IN SMKN 2 SINGARAJA IN ACADEMIC YEAR 2013/2014 ., I Gede Gangga Suwana; ., Dra. Luh Putu Artini, MA., Ph.D.; ., 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.v1i1.3859

Abstract

Penelitian ini dapat dikategorikan sebagai sebuah penelitian tindakan kelas yang dilaksanakan dengan tujuan meningkatkan kemampuan membaca siswa-siswi kelas X.A3 di SMKN 2 Singaraja pada tahun ajaran 2013/2014 melalui penerapan R.A.P Paraphrasing Strategy. Terdapat dua siklus yang dilaksanakan pada penelitian ini, yang mana masing – masing terdiri dari empat aktivitias utama yakni perencanaan, tindakan, observasi, dan refleksi. Dalam proses pengumpulan data, terdapat 3 jenis instrumen yang digunakan antara lain catatan harian peneliti, kuisioner, serta materi tes. Kemudian, data yang telah diperoleh dianalisa secara kuantitatif dan kualitatif. Data pada pre-test dan post-test dianalisa secara kuantitatif, sementara data yang diperoleh dalam kuisioner dan catatan harian peneliti dianalisa secara kualitatif. Berdasarkan hasil yang diperoleh dalam penelitian ini, ditemukan bahwa kemampuan membaca siswa – siswi kelas X.A3 telah meningkat secara signifikan. Hasil pre-test menunjukkan bahwa dari 35 siswa secara keseluruhan, hanya 14.29% siswa saja yang lulus dan mampu melewati batas nilai minimal. Namun, dalam post-test I, jumlah siswa yang lulus meningkat menjadi 71.43% siswa, kemudian dalam post-test II, jumlah siswa yang sukses melampaui batas nilai minimal meningkat secara signifikan menjadi 85.71% siswa. Disamping itu, keberhasilan penelitian ini juga didasarkan pada hasil yang diperoleh melalui kusioner serta researcher’s diary yang menunjukkan respon – respon positif siswa terhadap penerapan R.A.P Paraphrasing Strategy dalam aktivitas membaca mereka.Kata Kunci : reading comprehension, R.A.P paraphrasing strategy, English subject in vocational school The study was categorized as classroom action research which was done in purpose to improve the students’ reading comprehension at class X.A3 in SMKN 2 Singaraja in academic year 2013/2014 through the implementation of R.A.P Paraphrasing strategy. The study was done in two cycles where each cycle consisted of four main activities; planning, action, observation and reflection. To collect the data, there were three kinds of instrument used namely researcher’s diary, questionnaire, and tests. Furthermore, the data obtained in this study were analyzed quantitatively and qualitatively. The data gained in pre-test and post-tests were analyzed quantitatively, while the data from researcher’s diary and questionnaire were analyzed qualitatively. Based on the results of this study, it was found that the students’ reading comprehension at class X.A3 in SMKN 2 Singaraja had improved significantly. It was indicated by the result of students’ tests on which in pre-test, from 35 students in total, there were only 14.29% students passing the school passing grade. But in post-test I, the number increased into 71.43% students, and finally in post-test II, the criteria of success had been reached as 85.71% students could successfully pass the standard passing score. In addition, the success of the study was also based from the results of the questionnaire as well as the researcher’s diary which showed the students’ positive attitudes toward the implementation of the R.A.P Paraphrasing strategy in their reading activities. keyword : reading comprehension, R.A.P paraphrasing strategy, English subject in vocational school
THE EFFECT OF SCRIPTED SONGS TECHNIQUE ON ENGLISH COMPETENCE OF THE FOURTH GRADE STUDENTS OF ELEMENTARY SCHOOLS IN SUB-DISTRICT SEMERU MELAYA IN ACADEMIC YEAR 2013/2014 ., Ni Putu Deanitha Rizki Awalia; ., Dra.Ni Made Ratminingsih, MA; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin
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.v1i1.3860

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan lagu kreasi terhadap kemampuan bahasa Inggris siswa kelas IV di Sekolah Dasar. Adapun populasi dalam penelitian eksperimental ini adalah siswa kelas IV Sekolah Dasar di Gugus Semeru, Kecamatan Melaya. Penentuan sampel dilakukan dengan menggunakan teknik cluster random sampling. Berdasarkan teknik tersebut, kelas kelas IV SD N 4 Melaya berada di kelas eksperimental dan siswa kelas IV SD N 2 Melaya berada di kelas kontrol dengan jumlah sampel keseluruhan sebanyak 58 orang. Setelah penerapan metode, post-test diberikan kepada masing-masing grup. Data kemudian dianalisis dengan deskriptif dan inferensial statistik. Hasil penelitian menunjukkan bahwa nilai rata-rata kelompok eksperimen lebih tinggi dibandingkan kelompok kontrol. Nilai rata-rata kelompok eksperimen adalah 72.08, sedangkan kelompok kontrol mendapat 61.16. Selain itu, uji t skor post-test kedua kelompok menunjukkan nilai thitung 5.505 dengan nilai ttabel 2.003. Ini membuktikan bahwa bahwa lagu kreasi memberikan pengaruh positif terhadap kemampuan Bahasa Inggris siswa.Kata Kunci : Kompetensi Bahasa Inggris, lagu kreasi Penelitian eksperimental ini bertujuan untuk mengetahui efektivitas penggunaan lagu kreasi terhadap kemampuan Bahasa Inggris siswa kelas IV di Sekolah Dasar. Adapun populasi dalam penelitian yang menggunakan rancangan posttest only control group ini adalah siswa kelas IV Sekolah Dasar di Gugus Semeru, Kecamatan Melaya. Penentuan sampel dilakukan dengan menggunakan teknik cluster random sampling. Berdasarkan teknik tersebut, kelas IV SD N 4 Melaya berada di kelas eksperimental dan siswa kelas IV SD N 2 Melaya berada di kelas kontrol dengan jumlah sampel keseluruhan sebanyak 58 orang. Setelah penerapan metode, posttest diberikan kepada masing-masing grup. Data kemudian dianalisis dengan deskriptif dan inferensial statistik. Hasil penelitian menunjukkan bahwa nilai rata-rata kelompok eksperimental lebih tinggi dibandingkan kelompok kontrol. Nilai rata-rata kelompok eksperimental adalah 72.08, sedangkan kelompok kontrol mendapat 61.16. Selain itu, uji t skor posttest kedua kelompok menunjukkan nilai thitung 4.505 dengan nilai ttabel 2.003. Ini membuktikan bahwa bahwa lagu kreasi memberikan pengaruh positif terhadap kemampuan Bahasa Inggris siswa.keyword : English competence, scripted songs
A COMPARATIVE STUDY ON THE EFFECT OF THINK PAIR SHARE (TPS) AND THINK TALK WRITE (TTW) TECHNIQUES UPON STUDENTS' WRITING COMPETENCY OF EIGHTH GRADE IN SMP NEGERI 3 SAWAN IN ACADEMIC YEAR 2013/2014 ., Ni Kadek Nia Novita Wiliani; ., Dra. Luh Putu Artini, MA., Ph.D.; ., 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.v1i1.3862

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan efektifitas teknik Think Pair Share dan Think Talk Write terhadap kemampuan menulis siswa. Penelitian ini menggunakan Randomized Post test Only Two Non-Control Group Design. Subjek penelitian terdiri dari 2 kelompok yang masing-masing terdiri dari 28 orang siswa. Kelas VIII A3 sebagai eksperimental kelompok X menggunakan teknik Think Pair Share dan kelas VIII A4 sebagai eksperimental kelompok Y menggunakan teknik Think Talk Write. Data dianalisis secara deskriptif dan inferensial. Dari hasil analisis deskriptif, rata-rata nilai untuk eksperimental kelompok X yaitu 76.53 lebih besar dibandingkan dengan eksperimental kelompok Y yaitu 72.28. Dari hasil analisis menggunakan statistik inferensial, telah ditemukan bahwa nilai observasi (tob) adalah 2.142. Nilai ini lebih tinggi dari nilai kritis (tcv) yaitu 2.0049 (ɑ = .05 dan df = 54) yang artinya bahwa hipotesis nol ditolak dan perbedaan diantara kedua kelompok adalah signifikan. Dari hasil tersebut, jelas bahwa ada perbedaan signifikan terhadap kemampuan menulis siswa yang diajar menggunakan teknik Think Pair Share dan Think Talk Write.Kata Kunci : Think Pair Share, Think Talk Write, Kemampuan Menulis This study aimed to investigate whether there is a significant difference between the students’ writing competency of eighth grade in SMP Negeri 3 Sawan taught by using Think Pair Share and those who were taught using Think Talk Write technique. This study used “The Randomized Post test Only Two Non-Control Group Design” as the research design. The sample consisted of two groups, each group consisted of 28 students. VIII A3 class was assigned as experimental group X treated by using Think Pair Share technique and VIII A4 class was assigned as experimental group Y treated by using Think Talk Write technique. The data obtained were analyzed both descriptively and inferentially. The descriptive analysis showed that the mean score of experimental group X (76.53) was higher than the mean score of experimental group Y (72.28). The inferential analysis also showed that tobs (2.142) was higher than the tcv (2.0049) at the significant level .05 and the degree of freedom (df) was 54 which meant null hypothesis was rejected and the difference of the two groups were significant. From those result, it was clearly found that there was a significant difference on students’ writing competency taught by using Think Pair Share technique and those taught using Think Talk Write technique. keyword : Think Pair Share, Think Talk Write, Writing Competency
A COMPARATIVE STUDY ON THE EFFECT OF CHALK TALK AND CONCEPT MAPPING TECHNIQUES UPON THE ACHIEVEMENT IN WRITING HORTATORY EXPOSITION TEXT OF SECOND YEAR STUDENTS OF SMA N 1 TABANAN IN THE ACADEMIC YEAR 2013/2014 ., Luh Gede Meitha Trisna Utami; ., Dra. Luh Putu Artini, MA., Ph.D.; ., 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.v1i1.3863

Abstract

Penelitian ini bertujuan untuk membandingkan pengaruh penggunaan teknik Chalk Talk dan Concept Mapping terhadap prestasi siswa dalam bidang menulis. 60 siswa dari total 155 siswa dalam satu populasi yang terdapat di SMA N 1 Tabanan telah dipilih sebagai sampel penelitian melalui sistem pemilihan sampel kelompok secara acak. Penelitian ini menggunakan model penelitian tes akhir dimana kedua grup sampel berperan sebagai group experimen tanpa grup pengontrol. Kelas XI IPA 3 terpilih sebagai Group Experimen X unruk menerapkan teknik Chalk Talk dan kelas XI IPA 2 terpilih sebagai Group Experimen Y untuk menerapkan teknik Concept Mapping. Setelah data dari tes akhir terkumpul, data tersebut selanjutnya diolah menggunakan analisa deskriptif dan penyimpulan. Hasil dari penelitian ini menunjukkan bahwa nilai rata-rata dari grup siswa yang mengimplementasikan teknik Chalk Talk adalah 86.03 sedangkan grup siswa yang mengimplementasikan teknik Concept Mapping memperoleh skor 89.10. Nilai dari tob adalah 0.068 dan tcv adalah 1.86 yang menunjukkan bahwa tidak terdapat perbedaan pengaruh yang signifikan antara kedua teknik tersebut dalam pengaruhnya terhadap prestasi menulis siswa Tahun Kedua di SMA N 1 Tabanan. Namun, kedua teknik tersebut telah berpotensi untuk memberikan pengaruh yang baik untuk peningkatan prestasi siswa dalam bidang menulis.Kata Kunci : Penelitian Comparatif, teknik Chalk Talk. Teknik Concept Mapping, Prestasi Menulis This study aimed to investigate the effect of Chalk Talk and Concept Mapping Technique on students’ writing achievement. 60 students of second grade students in SMA Negeri 1 Tabanan in the academic year 2013/2014 were chosen as the sample through Cluster Random Sampling. The Randomized Post-Test Only Two Non-Control Group Design was implemented in this experiment which was conducted from April 7th until May 10th 2014. After treatment posttest was adminitered to find out the impact of the treatment. From the data that were analyzed descriptively and inferentially, it was obtained that the mean score of Exp. Group 1 is 86.03 and Exp. Group 2 is 89.10 while the value of t0b was 0.068 and tcv was 1.86. This research discovers were there is no significant difference between the students who are taught by using Chalk Talk and Concept Mapping technique on writing achievement, the students who are taught by using Concept Mapping technique got better achievement, and the two techniques has a good impact to improve the students’ achievement on writing.keyword : Comparative Study, Chalk Talk Technique, Concept Mapping Technique, Writing Achivement
IMPROVING STUDENTS' WRITING ACHIEVEMENT THROUGH THE IMPLEMENTATION OF MIND MAPPING STRATEGY INTEGRATED WITH STAR CHART FOR GRADE EIGTH OF CLASS B2 STUDENTS AT SMPN 4 SINGARAJA IN THE ACADEMIC YEAR 2013/2014 ., Gusti Agung Ayu Inten Ariprami; ., Drs.Sudirman, M.L.S; ., Nyoman Karina Wedhanti, 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.v1i1.3926

Abstract

Penelitian ini merupakan penelitian tindakan kelas yang bertujuan untuk (1) mengetahui apakah strategi Mind Mapping yang diintegrasikan dengan Star Chart dapat meningkatkan prestasi menulis siswa, (2) mengetahui tanggapan siswa mengenai pengimplementasian strategi tersebut. Penelitian ini dilakukan dalam dua siklus yang terdiri dari tiga sesi di setiap siklusnya. Penelitian ini menggunakan dua jenis data (data kualitatif dan quantitatif) yang dikumpulkan melalui tes, kuisioner, dan buku harian peneliti Hasil tes menunjukan bahwa prestasi siswa meningkat di setiap siklusnya. Nilai rata-rata siswa di pre-test ialah 63.75, 69.79 di posttest 1, lalu meningkat menjadi 80.11 di posttest 2. Peningkatan tersebut dapat dilihat melalui jumlah siswa yang lulus: 3 siswa di pretest, 12 siswa di posttest 1, dan 25 siswa di post test 2. Hasil dari kuisioner dan buku harian peneliti menunjukan bahwa siswa memberikan tanggapan yang sangat positif terhadap pengimplementasian strategi Mind Mapping dan Star Chart.Kata Kunci : Strategi Mind Mapping, Star Chart, Prestasi Menulis, Teks Recount This study was a classroom based action research which aimed to (1) find out whether Mind Mapping strategy which is integrated with Star Chart can improve students’ writing achievement, (2) find out the response of the students toward the implementation of the strategies. This study was conducted in two cycles consisting of three sessions in each cycle. There were two kinds of data (qualitative and quantitative data) which were collected through tests, questionnaires, and writer’s diary. The result of the tests showed that the students’ writing achievement was improved in each cycle. The students’ mean score was 63.75 in pre test, 69.79 in post test 1, and improved became 80.11 in post test 2. It can be seen on the number of students passing the test. There were 3 students passed in the pre test, 12 students in the post test 1, and 25 students in the post test 2. The result of questionnaire and writer’s dairy showed that the students gave positive response toward the implementation of Mind Mapping strategy and Star Chart. The results of the questionnaires showed that 25 (89.29%) of the students admitted that they really like the implementation of Mind Mapping strategy and Star Chat. Moreover, 27 (96.43%) of the students admitted that they were motivated in learning English using Mind mapping strategy and Star Chart.keyword : Mind Mapping Strategy, Star Chart, Writing Achievement, Recount Text
AN ANALYSIS OF CODE MIXING IN FACEBOOK STATUS USED BY 8TH GRADE STUDENTS AT SMP NEGERI 1 SERIRIT AND ITS IMPLICATIONS IN LEARNING ENGLISH ., Luh Putu Pipin Dwineta; ., Drs. Asril Marjohan,MA; ., 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.v1i1.3927

Abstract

Penelitian ini bertujuan untuk (1) menganalisis jenis campur kode dalam status facebook digunakan oleh siswa kelas 8 di SMP Negeri 1 Seririt, (2) menganalisis tipe dominan campur kode dalam status facebook, (3) menganalisis alasan siswa dalam menggunakan campur kode, (4) menjelaskan implikasinya dalam belajar bahasa Inggris. Penelitian ini adalah penelitian deskriptif dengan subjek guru bahasa Inggris dan siswa 8E dan 8F di SMP Negeri 1 Seririt. Data diperoleh melalui observasi dan wawancara. Metode yang digunakan dalam penelitian ini: mengamati, wawancara, dan merekam. Data primer diperoleh melalui facebook status dari sampel penelitian, dan data sekunder diperoleh melalui wawancara. Ada 6 jenis campur kode dalam status facebook digunakan oleh siswa-8 berdasarkan Ho (2007) yaitu: 1) Letter of alphabet 19 kode (13,1%), 2) Short forms: 1 kode (0,6 %), 3) Proper nouns: 2 kode (1,3%), 4) Lexical words: 68 kode (46,8%), 5) Incomplete sentence: 26 kode (17,9%), 6) Single full sentence: 29 kode (20%). Jenis dominan adalah lexical words. Alasan siswa menggunakan campur kode: 1) membantu pengguna facebook lain untuk memahami topik; 3) kebiasan; 4) menunjukkan identitas kelompok mereka; 5) mengutip ungkapan terkenal; 6) membicarakan topik tertentu. Implikasi positif: 1) meningkatkan kosakata bahasa Inggris; 2) menggungkapkan makna. Implikasi negatif: 1) siswa menggunakan pola bahasa Inggris yang tidak sesuai; 2) siswa tidak mampu berkomunikasi secara efektif.Kata Kunci : Campur Kode, Status Facebook, Implikasi dalam Belajar Bahasa Inggris This study aimed at (1) analyzing the types of code mixing in facebook status were used by 8th grade students at SMP Negeri 1 Seririt, (2) analyzing dominant type of code mixing in facebook status, (3) analyzing students’ reasons in using code mixing, (4) describing its implications in learning English. This study was descriptive research with the subjects were English teacher and students of 8E and 8F at SMP Negeri 1 Seririt. The data was obtained through observation and interview. The methods was used in this study were observing, interviewing, and recording. Primary data was obtained through facebook status of the study sample, and secondary data was obtained through interview. There were 6 types of code mixing in facebook status used by 8th students based on Ho‘s (2007) namely: 1) Letter of alphabet: 19 items (13.1%), 2) Short forms: 1 item (0.6%) , 3) Proper nouns: 2 items (1.3%), 4) Lexical words: 68 items (46.8%), 5) Incomplete sentence: 26 items (17.9%), 6) Single full sentence: 29 items (20%). The dominant type was Lexical words. The students’ reasons in using code mixing such as: 1) Helping the other facebook users to understand the topic; 2) student’s habit; 3) Expressing group identity; 4) Quoting the famous expressions; 5) Talking about particular topic. The positive implications such as: 1) Improving English vocabularies; 2) Understanding the meaning of English sentence. The negative implications such as: 1) The students used inappropriate English pattern; 2) The students were not able to communicate effectively. keyword : Code mixing, Facebook Status, Implications in Learning English
PRAGMATIC COMPETENCY OF THE ELEVENTH GRADE STUDENTS IN SPEAKING AT SMA N 1 AMLAPURA ., Ni Luh Putu Meriyanti; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., 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.v1i1.3928

Abstract

ABSTRAK Penelitian ini bertujuan untuk menganalisis jenis tindak tutur, dan gaya berbicara serta kesalahan yang dilakukan oleh siswa kelas XI di SMA N 1 Amlapura. Penelitian ini dirancang dengan cara kualitatif, dengan merekrut 30 siswa SMA N 1 Amlapura. Tindak tutur dan gaya berbicara diperoleh dengan menggunakan simulasi ujaran. Ucapan direkam, ditulis dan diproses secara kualitatif. Data dianalisis dengan mengelompokkan, mendeskripsikan, menjelaskan, dan menyimpulkan. Temuan ini menunjukkan sebagai berikut; pertama, ada empat tindak tutur yang paling umum digunakan dalam mengerjakan tugas, yaitu constantives, directives, commisives dan acknowledgement. Constantive adalah jenis tindak tutur yang paling dominan yang digunakan oleh siswa kelas XI di SMA N 1 Amlapura dengan persentase 93%, Frekuensi directives adalah 7 dengan persentase 3%. Acknowledgement menunjukkan frekuensi 6 dengan persentase 2,5%, dan yang terakhir adalah commisives dengan frekuensi 4 dan dengan persentase 1,7%. Kedua, dari segi gaya berbicara, ada perbedaan yang jelas dari frekuensi dan persentase antara bahasa standar dan bahasa non-standar yang digunakan oleh siswa kelas XI di SMA N 1 Amlapura. Frekuensi penggunaan bahasa standar adalah 230 dengan persentase 95,8%. Frekuensi penggunaan bahasa non-standar adalah 10 dengan persentase 4,2%. Ketiga, jenis kesalahan gramatikal merupakan jenis keslahan yang paling dominan yang dilakukan oleh siswa kelas XI SMA N 1 Amlapura dengan frekuensi 10 dari total 240 ucapan. Sementara itu, tidak ada jenis kesalahan lain yang ditemukan dalam jenis tindak tutur lainnya. Kata Kunci : kompetensi pragmatik, deskriptif kualitatif, tindak tutur, jenis kesalahan. This study analyzed the speech act types, and style as well as the errors committed by the eleventh grade students at SMA N 1 Amlapura. This study was designed with qualitative manner, by recruiting 30 students of SMA N 1 Amlapura. The speech acts and styles were elicited by using simulated utterances. The utterances were recorded, transcribed and processed qualitatively. The data were analyzed by categorizing, describing, explaining, and concluding. The finding showed the following; firstly, there were four speech acts most commonly used in excuting the tasks, namely constantives, directives, commisives and acknowledgement. Constantive was the most dominant type of speech act that exist among the eleventh grade students at SMA N 1 Amlapura with the percentage 93%, The frequency of directives was 7 with the percentage 3%. The acknowledgement showed the frequency 6 with the percentage 2.5%, and the last was commisives with the frequency 4 and with the percentage 1.7%. Secondly, in terms of speech style, there was clear distinction of the frequency and the percentage between the standard language and non-standard language used by the eleventh grade students at SMA N 1 Amlapura. The frequency of the use of standard language was 230 with the percentage 95.8%. The frequency of the use of non-standard language was 10 with the percentage 4.2%. The last, grammatical types of errors was the most dominant types of error committed by the eleventh grade students of SMA N 1 Amlapura with the frequency 10 from the total 240 speeches. Meanwhile, there weren’t any other types of errors found in other locutionary acts.keyword : pragmatic competency, descriptive qualitative, speech acts, types of errors

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