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AN ANALYSIS OF THE RELEVANCE OF INSTRUCTIONAL MATERIALS AND THE TYPE OF TEACHING STRATEGIES USED FOR ADVANCED READING COURSE IN ENGLISH EDUCATION DEPARTMENT ., Luh Melin Udayanti; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Drs.Gede Batan,MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5464

Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk menganalisis relevansi bahan ajar dan jenis strategi pengajaran yang digunakan untuk perkuliahan lanjutan Advanced Reading dalam jurusan pendidikan bahasa inggris. Subyek penelitian ini adalah mahasiswa yang telah mengambil perkuliahan lanjutan dari reading 1, reading 2, dan reading 3, dan dosen yang telah mengajar mata kuliah Advanced Reading di jurusan pendidikan bahasa inggris. Data dikumpulkan berdasarkan checklist, serta kuesioner dosen dan, dan juga hasil penilaiian dari para ahli serta diskusi kelompok dengan mahasiswa. Temuan penelitian menunjukkan bahwa bahan ajar dan silabus yang digunakan dalam perkuliahan Advanced Reading dikatakan "Sedikit relevan" untuk digunakan sebagai sumber belajar di jurusan pendidikan bahasa inggris. Strategi pengajaran yang sering digunakan dalam perkuliahan Advanced Reading adalah Diskusi. Hasil kuesioner dan diskusi kelompok dengan mahasiswa dari 6 (enam) kelas yang berbeda menunjukkan fokus tujuan pembelajaran Advanced Reading yang berbeda di setiap kelasnya disebabkan karena perbedaan materi pembelajaran yang diberikan oleh dosen. Penggunaan strategi pengajaran tidak memenuhi kriteria pelajar dewasa sehingga pembelajaran dianggap gagal untuk mendorong motivasi siswa dalam belajar.Kata Kunci : keterampilan membaca, bahan ajar, relevansi pembelajaran dan strategi mengajar This study was a descriptive qualitative research which aimed to analyze the relevance of instructional materials and the type of teaching strategies used for Advanced Reading 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 Advanced Reading course. The subjects of this research were the students who have taken Advanced Reading course and the lecturer who have taught Advanced Reading course in English Education Department. This research was a descriptive qualitative research which was utilizing checklist and questionnaire. The data collected from the expert judgesâ€™ checklist, as well as lecturer questionnaire and checklist, and also studentsâ€™ questionnaire and focus group discussion. The data obtained were descriptively analyzed. The finding of the research showed the relevance of Instructional Materials and the Advanced Reading syllabus was said â€œSlightly Relevantâ€ to be used as learning resource for English Education Department students. It showed that all experts choose more than 44% of criteria which had been reached. The teaching strategies that used frequently in Advanced Reading course was Discussion. The questionnaire result and the focus group discussion with the students from 6 (six) 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 studentsâ€™ motivation of learningkeyword : reading skill, advanced reader, instructional materials, relevance materials, and teaching strategies

Developing Assessment Instrument for Microteaching Course to EED for Universities in Bali ., Fitri Adji Rarasati; ., Prof. Dr. Ni Nyoman Padmadewi,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.v1i1.5466

Jumlah mahasiswa jurusan Pendidikan Bahasa Inggris dari tahun ke tahun terus bertambah. Mahasiswa tersebut disiapkan untuk menjadi guru Bahasa Inggris yang terampil dalam mengajar. Agar mampu menjadi alumni yang terampil, mahasiswa Jurusan Pendidikan Bahasa Inggris perlu mensimulasikan seluruh keterampilan Pengajaran Mikro pada mata kuliah Pengajaran Mikro. Namun, jurusan Pendidikan Bahasa Inggris masih kekurangan tenaga dosen Pengajaran Mikro yang professional. Mengingat mata kuliah Pengajaran Mikro itu sifatnya kompleks maka diperlukan alat penilaian yang mumpuni. Namun, banyak dosen merasa bingung dengan sistim penilaian yang digunakan dalam kurikulum saat ini karena perubahan kurikulum. Maka dari itu, artikel ini dimaksudkan untuk menciptakan alat penilaian yang digunakan pada mata kuliah Pengajaran Mikro di Jurusan Pendidikan Bahasa Inggris yang ada pada universitas-universitas di Bali. Penelitian ini mengunakan rancangan R&D dimana akan dihasilkannya suatu produk yang berbentuk alat penilaian. Subyek dari penelitian ini adalah para ahli pengajaran Bahasa Inggris dan 9 dosen Pengajaran Mikro pada Jurusan Pendidikan Bahasa Inggris di universitas-universitas di Bali. Hasil penelitian ini adalah berupa 12 alat penilaian yang perlu dikembangkan yang meliputi lembar penilaian untuk penilaian kinerja, evaluasi diri, penilaian teman sejawat, catatan anekdot, tes tulis, lembar observasi untuk diskusi siswa, tanya jawab, kinerja wicara, daftar cek, skala penilaian, tugas, hasil dan portofolio. Semua alat penilaian ini dianggap sebagai alat penilaian yang sangat relevan untuk menilai siswa didalam mata kuliah Pengajaran Mikro.Kata Kunci : Mata kuliah Pengajaran Mikro, instrumen penelitian, Jurusan Pendidikan Bahasa Inggris Year by year, there are an increasing number of English Education Department students in which they are planned to be skilful English teachers in the future. In order to create a skilful alumna, the students of English Education Department need to practice all teaching skills in Microteaching course. However, the department still has lack number of professional Microteaching lecturers. Considering that Microteaching course is a concrete one, therefore a reliable assessment instrument is badly needed. But, many lecturers are confused with the assessment used in the curriculum right now due to the changes of the curriculum. This paper is, therefore, intended to develop assessment instrument used in Microteaching course to English Education Department for universities in Bali. The study was part of a bigger study conducted at English Education Department in Bali. This study used R&D design in which it will produce a product in the form of assessment instrument. The subjects of this study are English learning expert and 9 Microteaching lecturers of English Education Department in Bali. The result has showed that there are 12 assessment instruments which need to be developed including; observation sheet on performance assessment, self assessment, peer assessment, anecdotal record, written test, observation sheet toward studentsâ€™ discussion, Q&A, oral performance, checklist, rating scale, project, product, and portfolio. All assessment instruments were categorized as a very relevant assessment instrument to assess students in Microteaching course. keyword : Microteaching course, assessment instrument, English Education Department

AN ANALYSIS OF THE IMPLEMENTATION OF CURRICULUM 2013 AT SEVENTH GRADE ENGLISH TEACHERS AT SMP NEGERI 1 SINGARAJA ., Luh Indrayani; ., Made Hery Santoso, S.Pd, M.Pd.; ., 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.v1i1.5511

Penelitian ini bertujuan untuk menganalisis implementasi Kurikulum 2013 dalam hal perencanaan pembelajaran, implementasi di dalam proses belajar mengajar, masalah yang dihadapi dalam implementasi Kurikulum 2013 serta solusi untuk mengatasi masalah yang dihadapi oleh guru-guru di SMP Negeri 1 Singaraja. Penelitian ini menggunakan model penelitian deskriptif kualitatif dengan subyek penelitian ini adalah guru-guru yang mengajar kelas tujuh dan siswa kelas VII A1 yang berjumlah 30 orang. Data-data yang dibutuhkan dikumpulkan dengan metode observasi, wawancara, serta analisis dokumen. Data-data yang dikumpulkan kemudian dideskripsikan berdasarkan hasil analisis Rencana Pelaksanaan Pembelajaran (RPP) dan hasil analisis implementasi di dalam proses belajar mengajar di kelas. Hasil dari penelitian ini dapat disimpulkan sebagai berikut (1) Rencana Pelaksanaan Pembelajaran (RPP) berdasarkan Kurikulum 2013 terdiri dari identitas sekolah, kompetensi inti, kompetensi dasar, indikator, tujuan pembelajaran, materi pembelajaran, metode pembelajaran, aktifitas pembelajaran, media pembelajaran, sumber pembelajaran, dan penilaian. Namun dalam penyusunan RPP oleh guru-guru kelas tujuh di SMP Negeri 1 Singaraja masih menemui permasalahan dalam merencanakan tujuan pembelajaran,metode pembelajaran, aktifitas pembelajaran, dan penyisipan nilai karakter. Hal itu disebabkan karena guru-guru kelas tujuh salah mengerti mengenai konsep perencanaan pembelajaran berdasarkan Kurikulum 2013 dan (2) implementasi Kurikulum 2013 dalam kegiatan pembelajaran di dalam kelas dilakukan dengan beberapa tahap, yaitu kegiatan pendahuluan, kegiatan inti, kegiatan penutup, dan penilaian, namun dalam implementasinya guru-guru kelas tujuh masih menemui kesulitan dalam melakukan kegiatan pendahuluan, kegiatan inti, seperti menanya, mengeksplorasi, dan mengasosiasi, kegiatan penutup, penyisipan nilai karakter melalui materi pembelajaran dan strategi pembelajaran, dan penilaian otentik. Masalah tersebut muncul dikarenakan guru-guru kelas tujuh salah mengerti mengenai proses pembelajaran di dalam kelas berdasarkan konsep Kurikulum 2013. Disarankan kepada guru-guru kelas tujuh untuk belajar dalam merencanakan RPP dan pengimplementasiannya di dalam proses belajar mengajar. Kata Kunci : Kurikulum 2013, Pendekatan Saintifik, Karakter dalam Pembelajaran This study aims at analyzing the implementation of Curriculum 2013 in terms of designing lesson plan and its implementation in classroom learning activities, problems encountered during the implementation and its solutions at seventh grade English teachers at SMP Negeri 1 Singaraja. The data were collected through descriptive qualitative method with subjects of this study were two seventh grade English teachers and 30 students in VIIA1 at SMPN 1 Singaraja. The data were collected by doing observation, interview, and document analysis. The data were described based on the analysis of the lesson plan and the implementation in teaching learning activities. The result of this study was concluded as follows (1) the English subject lesson plan based on Curriculum 2013 consisted of subject identity, core competency, basic competency, indicators, learning objectives, learning materials, learning method, learning activities, leaning media, learning sources, and assessment, but the seventh grade English teachers were having problems in designing learning objectives, learning method, learning activities, and the insertion of character values. It was because the seventh grade English teachers had misconception about the concept in designing lesson plan based on Curriculum 2013 and (2) The implementation of Curriculum 2013 by seventh grade English teachers was conducted in the form of pre-activities, whilst-activities, post-activities, and assessment, however the seventh grade English teachers were having problems in conducting pre-activities, whilst-activities, i.e. questioning, exploring, and associating, post-activities, inserting character values through learning materials and learning strategies, and authentic assessment. It was because the seventh grade English teachers had misconception about the concept in the implementation of Curriculum 2013. It is suggested that the seventh grade English teachers need to learn more how to design the lesson plan and its implementation accordingly.keyword : Curriculum 2013, Scientific Approach, Character in Education.

AFFIXATION OF TIGAWASA DIALECT: A DESCRIPTIVE STUDY ., Putu Edi Kusuma; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., 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.v1i1.5641

Penelitian ini merupakan penelitian deskriptif kualitatif yang fokus pada analisis morphology dari kata imbuhan di dialek Tigawasa. Penelitian ini bertujuan untuk mendeskripsikan awalan dan akhiran. infleksi dan awalan dan akhiran derivasi dari Dialek Tigawasa di desa Tigawasa. Dua contoh informan dari Dialek Tigawasa dipilih berdasarkan kriteria yang ditentukan. Data dikumpulkan berdasarkan tiga teknik, yaitu: observasi, teknik perekaman, dan teknik wawancara (mendengarkan dan mencatat). Hasil penelitian menunjukkan bahwa ada dua jenis awalan di Dialek Tigawasa yang termasuk derivasi, awalan {mâˆ‚-}, {Å‹âˆ‚-}. Ada lima jenis awalan di Dialek Tigawasa yang termasuk infleksi, awalan {Å‹-}, {n}, {Ã±-}, {m-} dan {kÊŒr-}. Ada dua jenis akhiran di Dialek Tigawasa yang termasuk derivasi, akhiran {-Î›Å‹} dan {-In}. Ada dua jenis akhiran di Dialek Tigawasa yang termasuk infleksi, akhiran {-ÊŒn } dan {-É…}. Awalan dan akhiran di Dialek Tigawasa yang termasuk derivasi adalah awalan {mâˆ‚-}, {Å‹âˆ‚-}, akhiran {-Î›Å‹} dan {-In}. Awalan dan akhiran di Dialek Tigawasa yang temasuk infleksi adalah awalan {Å‹-}, {n-}, {Ã±-}, {m-}, and {kÊŒr-} dan akhiran {-Ä“} dan {-É…}.Kata Kunci : Awalan dan Akhiran Derivasi, Awalan dan Akhiran Infleksi, Dialek Tigawasa This is a qualitative research concerning the morphological analysis of affixation in Tigawasa dialect. The study aimed at describing inflectional prefixes and suffixes and derivational prefixes and suffixes in Tigawasa dialect. Two informant samples of Tigawasa 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 are two kinds of derivational prefixes in Tigawasa Dialect such as prefix {mâˆ‚-}, {Å‹âˆ‚-}. There were five kinds of inflectional prefixes in Tigawasa Dialect; prefix {Å‹-}, {n-}, {Ã±-}, {m-} and {kÊŒr-}. There were two kinds of derivational suffixes in Tigawasa Dialect; suffix {-Î›Å‹} and {-In}. There were two kinds of inflectional suffixes; suffix {-ÊŒn} and {-É…}. Prefixes and suffixes in Tigawasa Dialect which belong to derivation are: prefix {mâˆ‚-}, {Å‹âˆ‚-}, and suffix {-Î›Å‹} and {-In}. Prefixes and suffixes in Tigawasa Dialect which belong to inflection are: prefix {Å‹-}, {n-}, {Ã±-}, {m-}, and {kÊŒr-} and suffix {-ÊŒn} and {-É…}.keyword : Derivational Prefixes and Suffixes, Inflectional Prefixes and Suffixes, Tigawasa Dialect

Affixation System In Penglipuran Dialect: A Descriptive Study of Derivational and Inflectional Processes ., I Wayan Wikajaya; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar

Penelitian ini bertujuan untuk mendeskripsikan awalan dan akhiran dari Dialek Penglipuran yang memiliki proses derivasi dan infleksi. Jenis penelitian ini yaitu penelitian deskriptif kualitatif. Data dikumpulkan dengan menggunakan tiga teknik yaitu teknik observasi, teknik rekaman, dan teknik wawancara (mendengarkan dan mencatat). Tiga narasumber dari Penglipuran dipilih sesuai dengan kriteria. Kriterianya yaitu narasumber yang cerdas, mempunyai kompetensi dalam berbicara, mempunyai pengetahuan yang cukup tentang topik tersebut, narasumber adalah pembicara asli dari Desa Penglipuran, sabar, perhatian yang tinggi, dan mempunyai cukup waktu untuk diwawancarai, tidak memiliki gangguan pada organ bicara, memiliki pendengar yang baik dan mampu menjawab pertanyaan-pertanyaan, percaya diri dan bangga bahasa dan budayanya. Hasil penilitian menunjukan bahwa ada enam jenis awalan dalam Dialek Penglipuran yaitu {mÉ-}, {m-}, {n-}, {Å-}, {Ã±-}, and {É-} dan ada tiga jenis akhiran dalam Dialek Penglipuran yaitu {-ÎÅ}, {-In} and, {-É}. Awalan dan akhiran dalam Dialek Penglipuran yang termasuk dalam proses derivasi yaitu awalan {mÉ-} and {m-} dan akhiran {-ÎÅ} and {-În}. Awalan dan akhiran di Dialek Penglipuran yang termasuk dalam proses infleksi yaitu awalan {n-}, {Å-}, {Ã±-}, {m-}, and {É-} dan akhiran {-É}, {-ÎÅ}, dan {-In}.Kata Kunci : imbuhan, dialek penglipuran, proses derivasi dan infleksi This study aimed at describing the prefixes and suffixes in Penglipuran Dialect which belong to derivation and inflection. This research was a descriptive qualitative research. The data were collected using three techniques, namely observation, recording technique, and interview (listening and noting) technique. Three informants sample from Penglipuran were chosen based on criteria. The criteria were the informants are smart, have comunicative competence, have enough knowledge about the topic, the informants are the native speaker of the Penglipuran village, patient, high-attention, and have enough time to be interviewed, not having disturbances related to speech organs, a good listener and able to answer the questions, and confident and proud of their language and culture. The results of the study showed that there were six kinds of prefixes in Penglipuran Dialect were prefix {mÉ-}, {m-}, {n-}, {Å-}, {Ã±-}, and {É-} and there were three kinds of suffixes in Penglipuran Dialect were {-ÎÅ}, {-In} and, {-É}. Prefixes and suffixes in Penglipuran Dialect which belong to derivation were prefix {mÉ-} and {m-} and suffix {-ÎÅ} and {-În}. Prefixes and suffixes in Penglipuran Dialek which belong to inflection were prefix {n-}, {Å-}, {Ã±-}, {m-}, and {É-} and suffix {-É}, {-ÎÅ}, and {-In}.keyword : affixation, penglipuran dialect, derivational and inflectional processes

IMPROVING THE SEVENTH GRADE STUDENTSâ€™ WRITING COMPETENCY THROUGH CLUSTERING TECHNIQUE AT SMPN 6 SINGARAJA THE ACADEMIC YEAR 2014/2015 ., I Putu Maharta Widia Wiguna; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., 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.v1i1.5644

Penelitian ini telah dilaksanakan untuk meningkatkan kemampuan menulis siswa menggunakan tehnik pengelompokan pada siswa kelas 7 di SMPN 6 Singaraja. Pada observasi awal menyatakan bahwa siswa kelas 7 B4 di SMPN 6 Singaraja memiliki kemampuan menulis yang rendah. Subject pada penelitian ini berjumlah 36 orang siswa. Untuk menemukan hasil dari kemampuan siswa pada kempetensi menulis menggunakan tehnik pengelompokan , dan penulis menggunakan jenis penelitian penelitian tindakan kelas (PTK) penelitian ini menggunakan dua siklus. Setiap siklus terdiri dari empat proses, diantaranya: rencana, pelaksanaan,penelitian, dan refleksi. Untuk mengumpulkan data, penulis menggunakan informasi yang didapat pada observasi. Dan pencapaian siswa pada penelitian awal digunakan untuk mendukung pengumpulan data. Penelitian ini menunjukan bahwa menggunakan tehnik pengelompokan dalam menulis mampu meningkatkan kompetensi siswa dalam menulis.Data telah dikumpulkan berdasarkan evaluasi menulis. Menggunakan tehnik pengelompokan penulis dapat menggunakan garis, kotak, kolom dan lingkaran untuk menghubungkan setiap ide. Respon siswa menunjukan bahwa mereka tertarik untuk menulis, karena mereka merasa lebih mudah untuk menulis menggunakan pengelompokan tehnik. Persentase siswa yang mampu mencapai standar nilai pada observasi awal hanya 2 siswa (6%), pada siklus 14 siswa (39%), sementara itu, pada siklus 2 meningkat menjadi 31 siswa (86%). Itu bisa disimpulkan bahwa implementasi tehnik pengelompokan dapat meningkatkan kemampuan menulis siswa kelas VII B4 di SMPN 6 Singaraja. Dan penulis menyarankan pada guru bahasa inggris untuk menggunakan tehnik pengelompokan dalam mengajar menulis, karena tehnik ini mampu membantu siswa mengorganisasi ide sebelum mereka memulai untuk menulis. Kata Kunci : Kompetensi menulis,tehnik pengelompokan This study was conducted to improve students writing skill using Clustering Technique at seventh grades students of SMPN 6 Singaraja. The Preliminary observation indicated that student class VII B4 of SMP Negeri 6 Singaraja had low writing competency. The subjects of this study were consisted of 36 students. To find out the result of students writing ability in writing competency using clustering technique, the writer used Classroom Action Research (CAR) as the method of research. This study consisted of two cycles, each cycle consisted of four steps, and they were: planning, action, observation and reflection. To collect and analyze the data, the writer used the information from observation, and the studentsâ€™ achievement in preliminary and evaluation to support data collected. This study showed that using clustering technique in teaching writing can improve students writing competency.The data were collected through writing evaluation. In clustering technique, the writer can use line, boxes, arrows, and circles to show relationships among the ideas. The studentsâ€™ responses showed that they were interested in writing because they felt easier to write using clustering technique. The percentage of students who had passed the passing score of writing in pre-observation were 2 students (6%), in cycle I were 14 students (39%), meanwhile in cycle II were improved into 31 students (86%). It could be concluded that the implementation of Clustering technique could improve the studentsâ€™ writing ability of students class VII B4 at SMP Negeri 6 Singaraja. And The writer suggested to the other English teacher to use Clustering Technique in teaching writing, because this technique helps the students organize their ideas before they start to write. keyword : Writing competency, Clustering Technique.

IMPROVING STUDENTSâ€™ ABILITY IN WRITING DESCRIPTIVE PARAGRAPH THROUGH DRAW LABEL CAPTION TECHNIQUE FOR CLASS XB OF SMA SARASWATI SINGARAJA IN THE ACADEMIC YEAR 2014/2015 ., I Gusti Ngurah Wahyu Danuarta Yoga; ., Prof. Dr. Ni Nyoman Padmadewi,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.v1i1.5695

ABSTRAK Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam menulis paragraf deskriptif melalui penggunaan "Draw Label Caption Teknik". Subjek penelitian ini adalah siswa kelas XB SMA Saraswati Singaraja. Ada 20 siswa sama sekali, yang terdiri dari 10 laki-laki dan 10 perempuan. Penelitian ini dirancang dalam bentuk kelas berbasis penelitian tindakan dengan dua siklus. Setiap siklus memiliki tiga sesi dan setiap sesi yang terlibat perencanaan, tindakan, observasi, dan refleksi. Hasil penelitian menunjukkan bahwa melalui penerapan Draw Label Caption Teknik, kompetensi siswa dalam menulis paragraf deskriptif ditingkatkan. Perbaikan bisa dilihat dari data kualitatif dan kuantitatif ditemukan dalam penelitian ini. Data kuantitatif dapat dilihat dari nilai rata-rata siswa yang meningkat dari 57,75 (pre-test) untuk 67,5 (post-test 1 di siklus 1). Keberhasilan pelaksanaan undian Label Caption Teknik diperoleh ketika melakukan siklus kedua, di mana nilai rata-rata siswa meningkat dari 67,5 (post-test 1) ke 78 (post-test 2). Data kuantitatif didukung oleh analisis data kualitatif menunjukkan bahwa siswa lebih tertarik dan antusias dalam menulis setelah penerapan Teknik Menggambar Label Caption. Kata Kunci: Deskritif Paragraf, Draw Label caption Teknik ABSTRACT This study aimed at improving studentsâ€™ ability in writing descriptive paragraph through the use of â€œDraw Label Caption Techniqueâ€. The subjects were the students of class XB of SMA Saraswati Singaraja. There were 20 students altogether, comprising of 10 males and 10 females. This study was designed in the form of classroom based action research with two cycles. Each cycle had three sessions and each session involved planning, action, observation, and reflection. The result of the study showed that through the implementation of Draw Label Caption Technique, the competency of the students in writing descriptive paragraph improved. The improvement could be seen from the qualitative and quantitative data found in this study. The quantitative data could be seen from the studentsâ€™ mean score which improved from 57.75 (pre-test) to 67.5 (post-test 1 in cycle 1). The success of the implementation of Draw Label Caption Technique was gained when conducting the second cycle, in which the studentsâ€™ mean score improved from 67.5 (post-test 1) to 78 (post-test 2). The quantitative data were supported by qualitative data analysis showed that the students were more interested and enthusiastic in writing after the application of Draw Label Caption Technique. Key word: Descriptive Paragraph, Draw Label Caption Technique. keyword : Descriptive Paragraph, Draw Label Caption Technique

THE EFFECT OF GENRE-BASED APPROACH TOWARDS STUDENTSâ WRITING COMPETENCY IN THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 4 SINGARAJA IN ACADEMIC 2014/2015 ., Ni Made Ayu Vinandari Safitri; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Drs.Sudirman, M.L.S
Jurnal Pendidikan Bahasa Inggris Vol 1, No 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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This study was aimed at finding out whether there was significant difference in writing competency of eleventh grade students of SMA N 4 Singaraja between those who were taught using Genre-based Approach and those who were taught using Conventional Writing Strategy. The research was designed by using posttest only control group design. The population of this study was the students of class XI. There were two groups of samples in this research, which were selected by cluster random sampling. Class XI MIA 6 was assigned as the experimental group and treated by using Genre-Based Approach. Another class, XI MIA 5 was assigned as the control group and treated by using Conventional Writing Strategy. The treatments were conducted sixth times for each. At the end of the treatments period, the posttest was administrated. The result of posttest IS analyzed descriptively and inferentially. The result of this study showed that the experimental group performed better competency in writing rather than the control group. It was proven by the result of their posttest. The descriptive analysis shows that the mean score of experimental group 77.9 was higher than the control group 68.4. The inferential analysis also shows that t_o was 4.865. It was higher than the value t_cv at 1.99 (P = 0.05). It could also be seen that the significance value of the two tailed independent sample t-test (equal variance assumed) showed the value of 0.000 (less than 0.05). On the basic result of the study above, it can be concluded that the alternative hypothesis (Ha) used in this study was approved. It means that there was a significant difference in writing competency of grade eighth students of SMA N 4 Singaraja between those who were taught using Genre-Based Approach and those who were taught using Conventional Writing Strategy.Kata Kunci : Writing Competency and Genre-Based Approach Penelitian ini bertujuan untuk menemukan perbedaan pengaruh terhadap kemampuan menulis siswa di SMA N 4 Singaraja terhadap pengajaran mengunakan Genre-Based Approach dan strategi biasa. Penelitian ini di bentuk dengan menggunakan posttest only control group design. Populasi yang digunakan di penelitian ini adalah siswa kelas XI. Ada dua sample yang digunakan di penelitian ini, yang mana dipilih dengan cara cluster random sampling. Kelas XI MIA 6 dijadikan grup eksperimental dan XI MIA 5 dijadikan grup control. Masing-masing grup diajar selama 6 kali dan terkahir diberikan tes yang disebut posttest. Hasil dari posttest dianalis secara deskriptif dan inferensial. Hasil dari penelitian ini menunjukan grup eksperimental memiliki kemampuan menulis yang lebih baik. Ini ditunjukan dari hasil posttest. Analisis secara deskriptif menunjukan nilai rata-rata grup eksperimental adalah 77.9 dan grup kontrol 68.4. Analisis secara inferensial menunjukan t_o sebesar 4.865. itu lebih besar dari t_cv yg mana hanya 1.99 (P = 0.05). Ini juga bisa dilihat dalam pengaruh nilai dari two tailed independent sample t-test (equal variance assumed) menunjukan nilainya adalah 0.000 (lebih sedikit dari 0.05). Hasil diatas menunjukan bahwa alternative hypothesis (Ha) dalam penelitian ini diterima. Ini berarti, ada perbedaan pengaruh terhadap kemampuan menulis siswa di SMA N 4 Singaraja terhadap pengajaran mengunakan teknik Genre-Based Approach dan stategi biasa.keyword : Kemampuan Menulis dan Genre-Based Approach

AFFIXATION OF CEMPAGA DIALECT ., I Kadek Utama Putra; ., Prof. Dr.I Ketut Seken,MA; ., Prof. Dr.I Nyoman Adi Jaya Putra, 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.v1i1.5750

Penelitian ini bertujuan untuk mendeskripsikan prefiks dan sufiks inflektif dan prefiks dan sufiks derivasi dari Cempaga Dialek di desa Cempaga. Penelitian ini merupakan penelitian deskriptif kualitatif. Dua sampel informan dari Cempaga Dialek dipilih berdasarkan seperangkat kriteria. Data dikumpulkan berdasarkan dua teknik, yaitu: elisity dan teknik snowball. Hasil penelitian menunjukkan bahwa ada empat jenis prefiks derivasional di Cempaga Dialek: awalan {mÉ™-}, {m -}, kÉ…-, dan pÉ…n-,. Ada lima jenis prefiks inflektif di Cempaga Dialek: awalan {n}, {N-}, {N-}, {m-} dan Î›-. Ada wes salah satu jenis akhiran derivatif di Cempaga Dialek: akhiran {-n}. Ada wes salah satu jenis akhiran infleksi: akhiran -É™. Prefiks dan sufiks di Cempaga Dialek yang milik derivasi adalah: prefix {mÉ™-}, {m-}, {kÉ…-} dan pÉ…n- dan akhiran {-n}. Prefiks dan sufiks di Cempaga Dialek yang milik belok adalah: prefix {n}, {N-}, {N-}, m-, dan Î›- dan akhiran -É™.Kata Kunci : Derivasi Awalan dan Akhiran, infleksi Awalan dan Akhiran, Cempaga Dialek This study aimed at describing inflectional prefixes and suffixes and derivational prefixes and suffixes of Cempaga Dialect in Cempaga village. This research is a descriptive qualitative research. Two informant samples of Cempaga Dialect were chosen based on a set of criteria. The data were collected based on two techniques, namely: elisity and snowball technique. The results of the study show that there were four kinds of derivational prefixes in Cempaga Dialect: prefix {mÉ™-}, {m-},{kÉ…-}, and {pÉ…n-}, . There were five kinds of inflectional prefixes in Cempaga Dialect: prefix {n-}, {Å‹-}, {Ã±-}, {m-} and {Î›-}. There wes one kinds of derivational suffixes in Cempaga Dialect: suffix {-Å‹}. There wes one kinds of inflectional suffixes: suffix {-É™}. Prefixes and suffixes in Cempaga Dialect which belong to derivation are: prefix {mÉ™-}, {m-}, {kÉ…-}and {pÉ…n-} and suffix {-Å‹}. Prefixes and suffixes in Cempaga Dialect which belong to inflection are: prefix {n-}, {Å‹-}, {Ã±-}, {m-}, and {Î›-} and suffix {-É™}.keyword : Derivational Prefixes and Suffixes, Inflectional Prefixes and Suffixes, Cempaga Dialect

ANALYZING METHODS OF TEACHING MICROTEACHING COURSE TO UNIVERSITIES FOR ENGLISH EDUCATION DEPARTMENTS IN BALI ., Gusti Ayu Putu Diah Permata Sari; ., Prof. Dr. Ni Nyoman Padmadewi,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.v1i1.5751

Penelitian ini membahas tentang pendekatan pembelajaran, metode pembelajaran, dan teknik pembelajaran. Untuk mendapatkan data, peneliti menggunakan model penelitian Dick dan Carrey sebagai prosedur penelitian. Ada tiga pendekatan yang digunakan dalam penelitian ini meliputi teori bahasa dan pembelajaran bahasa, teori konstruktivisme, dan teori humanisme. Sementara itu, tersedia sebelas metode pembelajaran menurut beberapa ahli microteaching. Terakhir peneliti menjelaskan dua siklus yang dapat digunakan dalam pembelajaran microteaching. Penelitian ini bekerja di bawah kombinasi pendekatan kualitatif dan kuantitatif. Pendekatan kualitatif diterapkan dalam tahap pertama dan kedua. Tahap pertama adalah pembukaan, dan tahap kedua adalah pembuatan kunci jawaban dan pengembangan model pembelajaran. Pendekatan kuantitatif digunakan saat memvalidasi model pembelajaran divalidasi melalui pengujian empiris, tes yang berarti untuk melakukan model dalam situasi nyata. Subjek penelitian ini merupakan ahli pembelajaran microteaching yang tersebar di seluruh Bali. Peneliti menggunakan dua jenis instrumen yaitu angket dan pedoman wawancara. Instrumen tersebut didistribusikan ke semua subjek dan dianalisis menggunakan teknik interpretasi dan teknik triangulasi untuk mendapatkan hasil penelitian. Hasil kuesioner akan ditunjukkan dalam penelitian ini dan dalam buku panduan. Pada akhir proses, buku panduan akan didistribusikan ke dosen pengempu mata kuliah microteaching. Buku panduan membantu dosen microteaching untuk mengajar kelas microteaching. Selain itu, mahasiswa akan siap untuk mengajar di kehidupan nyata sesuai dengan Kurikulum 2013.Kata Kunci : Kurikulum 2013, buku panduan, Microteaching. This research discussed about approach, learning method, and learning technique. There were three approach showed in this research including theory of language and language learning, constructivism theory, and humanism theory. Meanwhile, there were eleventh learning methods presented in this research according to the expert. The researcher also explained two cycles in microteaching course. In order to getting the data, the researcher used Dick and Carrey as the research procedures. This study works under the combination of qualitative and quantitative approach. Qualitative approach was applied in the first and second phase. The first phase was the opening, and the second phase was the making of key answer and the development of learning model. The quantitative approach was used when validating the learning model was validated through empirical test, a test that means to conduct the model in real situation. The subject of this research is microteaching course experts in Bali. The researcher used two kinds of instrument namely questionnaire and interview guide. Those instruments distributed to all subject and analyzed used interpretation, triangulation technique, in form of triangulation method and source to get the result. The result of questionnaire would be showed in this research and manual book. In the end of the process, the learning manual distributed to all microteaching lecturer. The manual book helped the microteaching lecturer to teach the microteaching course. In addition, the student would be ready to teach in the real life according to Curriculum 2013.keyword : Curriculum 2013, learning manual, Microteaching.

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Bali

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