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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 337 Documents
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Search results for , issue "Vol 1, No 1 (2013)" : 337 Documents clear
IMPROVING STUDENTS’ READING COMPREHENSION THROUGH READING RESPONSE JOURNAL STRATEGY AT EIGHTH GRADE STUDENTS OF SMP N 1 BANJAR IN THE ACADEMIC YEAR 2015/2016 ., Komang Tuti Irmawati; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.; ., Dewa Putu Ramendra, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

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

Abstract

Penelitian ini dikategorikan sebagai penelitian tindakan kelas yang telah dilaksanakan untuk meningkatkan pemahaman membaca siswa di kelas VIIIB di SMP N 1 Banjar tahun ajaran 2015/2016 melalui penerapan teknik Reading Response Journal. Penelitian ini telah dilaksanakan dalam dua siklus. Setiap siklus terdiri empat kegiatan utama yaitu, perencanaan, pelaksanaan, pengamatan dan refleksi. Untuk mengumpulkan data, ada tiga jenis instrument yang digunakan yaitu tes, angket, dan catatan harian peniliti. Data yang didapat dalam penelitian ini dianalisis secara kuantitatif dan kualitatif. Data yang diperoleh dalam pre-test dan post-test dianalisis secara kuantitatif, sedangkan data dari angket dan catatan harian peniliti dianalisis scera kualitatif. Berdasarkan dari hasil tes siswa dalam pre-test, hanya 12,5% siswa melewati KKM (kriteria kelulusan minimal). Tetapi dalam post-test I, hasilnya meningkat menjadi 57.5% siswa, dan terakhir pada post-test II, kriteria pencapaian sudah mencapai 87.5% siswa yang secara sukses melewati KKM (criteria kelulusan minimal). Dengan kata lain, kesuksesan dari penelitian juga berdasarkan dari hasil angket dan catatan harian peneliti yang menunjukkan sikap positif siswa terhadap penerapan dari teknik Reading Response Journal dalam kegiatan membaca siswa.Kata Kunci : pemahaman membaca, strategi Reading Response Journal, penelitian tindakan kelas, siswa kelas delapan This study was categorized as classroom action research which was done to improve the students’ reading comprehension at Class VIIIB in SMP N 1 Banjar in the academic year 2015/2016 through the implementation of Reading Response Journal strategy. This study was done in two cycles. Each cycle consisted of four main activities namely planning, action, observation and reflection. To collect the data, there were three kinds of instruments used namely tests, questionnaire, and researcher’s diary. The data obtained in this study were analyzed quantitatively and qualitatively. The data gained in pre-test and post-test were analyzed quantitatively, while the data from questionnaire and researcher’s diary were analyzed qualitatively. Based on the result of this study, it was found that the students’ reading comprehension in Class VIIIB in SMP N 1 Banjar had improved significantly. It was indicated by the result of students’ tests in which in pre-test, there were only 12.5% students passing the school passing grade. But in post-test I, the number increased into 57.7% students, and finally in post-test II, the criteria of success reached as 87.5% students could successfully passed the standard passing score. In addition, the success of the study was also based on the results of the questionnaire as well as the researcher’s diary which showed the students’ positive attitudes toward the implementation of the Reading Response Journal strategy in their reading activities.keyword : reading comprehension, Reading Response Journal strategy, classroom action research, eighth grade students.
The Implementation of Communicative Approach Combined with Intensive Reading in Reading on the Eighth Grade Students at SMP Negeri 2 Sawan ., Gusti Ayu Nyoman Maha Hasrini; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Dr.Sudirman, M.L.S
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris undiksha

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Abstract

Penelitian ini dilakukan untuk mengurangi jumlah siswa yang bermasalah dalam kompetensi membaca di kelas VIII G di SMP Negeri 2 Sawan dengan menggunakan Communicative Approach yang dikombinasikan dengan Intensive Reading. Subyek dari penelitian ini adalah 22 siswa yang terdiri dari 13 laki-laki dan 9 perempuan. Penelitian ini dalam bentuk Penelitian Tindakan Kelas (PTK). Penelitian ini dilakukan dalam dua siklus, masing-masing siklus terdiri dari empat tahapan; perencanaan, pelaksanaan, observasi, dan refleksi. Untuk mengumpulkan data, ada tiga jenis instrumen yang digunakan yaitu tes evaluasi, kuesioner, dan buku harian peneliti. Data yang didapatkan dalam penelitian ini dianalisis secara kuantitatif dan secara kualitatif. Data yang diperoleh dari tes observasi awal, dan tes evaluasi dianalisis secara kuantitatif berdasarkan kemampuan membaca siswa secara umum, kemampuan membaca siswa berdasarkan tipe teks, dan kemampuan siswa berdasarkan indikator. Sedangkan, data yang diperoleh dari kuesioner dan buku harian peneliti dianalisis secara kualitatif. Berdasarkan hasil dari kemampuan membaca siswa, ada 17 (77.28%) siswa yang bermasalah dalam membaca pada observasi awal. Di siklus I, jumlah siswa yang bermasalah dalam membaca berkurang menjadi 9 (40.91%) siswa. Setelah cycle II dilaksanakan, jumlah siswa yang bermasalah dalam membaca berkurang lagi menjadi 3 (13.63%) siswa. Sedangkan, dari jumlah siswa yang bermasalah berdasarkan tipe teks dan indikator juga berkurang secara signifikan. Dari hasil tersebut, bisa disimpulkan bahwa implementasi dari Communicative Approach yang dikombinasikan dengan Intensive Reading bisa mengurangi masalah siswa dalam membaca secara umum, tipe teks dan indikator. Kata Kunci : Communicative Approach, Membaca Intensive, Kemampuan membaca. This study was conducted in order to decrease the number of students that had problem in reading competency in VIII G class of SMP Negeri 2 Sawan by using Communicative Approach Combined with Intensive Reading. The subject of the study were 22 students consisting of 13 males and 9 females. The study was designed in the form of classroom action research. It was conducted in two cycles, each cycle consisted of four steps; planning, action, observation, and reflection. To collect the data, there were three kinds of instruments used namely evaluation test, questionnaire, and researcher’s diary. The data obtained in this study were analyzed quantitatively and qualitatively. The data gained from preliminary observation test and evaluation test were analyzed quantitatively based on students’ general reading competency, students’ reading competency based on text types, and students’ reading competency based on indicators. Meanwhile, the data gained from questionnaire and researcher’s diary were analyzed qualitatively. Based on the result of students’ reading competency, there were 17 (77.28%) students that had problem in reading in preliminary observation. In cyle I, the number of students who had problem in reading decreased into 9 (40.91%) students. After cycle II had been conducted, the number of students that had problem in reading decreased again into 3 (13.63%) students. Meanwhile, from the number of students who had problem based on the text types and indicators were also decreased significantly. From the result, it could be concluded that the implementation of Communicative Approach combined with Intensive Reading was able to decrease the students’ problem in general reading competency, text types, and indicators. keyword : Communicative Approach, Intensive Reading, Reading Competency.
IMPLEMENTING THINK-PAIR-STRATEGY COMBINED WITH PICTURE SERIES FOR IMPROVING THE EIGHT GRADE STUDENTS’ WRITING COMPETENCY IN SMPN 6 SINGARAJA ., Dewa Ayu Putu Pradnyani; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Kadek Sonia Piscayanti, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

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

Abstract

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

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

Abstract

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

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

Abstract

Tujuan dari penelitian ini adalah untuk menggambarkan interaksi antara guru dan siswa, untuk mengidentifikasikan kategori dari interaksi di dalam kelas yang paling sering dan paling jarang terjadi, untuk menemukan alasan dari interaksi yang terjadi selama proses belajar-mengajar di kelas XI di SMA Pariwisata Kertha Wisata. Penelitian ini dirancang dalam bentuk penelitian kualitatif. Instrumen yang digunakan dalam pengumpulan data adalah kamera video, lembar observasi, dan wawancara. Data yang terkumpul diperoleh dengan merekam interaksi di dalam kelas selama proses belajar-mengajar, mentranskripsikan, dan mengkategorikannya berdasarkan pada sistem analisis FLINT. Hasil penelitian menunjukkan bahwa pembicaraan guru mengambil partisipasi lebih banyak di dalam kelas dengan persentase frekuensi yang diucapkan sebesar 50,1%, sedangkan pembicaraan siswa menghasilkan 49,9%. Kategori FLINT yang paling sering terjadi adalah kategori menanyakan pertanyaan dengan persentase sebesar 19,4%, sedangkan yang paling jarang terjadi adalah kategori tertawa yaitu sebesar 0,3% dari 975 ucapan-ucapan yang dihasilkan oleh guru dan siswa. Guru harus membuat perbaikan agar pelajaran menjadi lebih menyenangkan tapi bermakna, dan siswa harus mengambil lebih banyak partisipasi dalam kelas sehingga tujuan pembelajaran dapat dicapai.Kata Kunci : FLINT, frekuensi, interaksi. The purposes of this study were to describe the interaction between the teacher and students, to identify categories of classroom interaction which the most and least frequently occurred, to discover the reasons of the interaction during the teaching–learning process in class XI at SMA Pariwisata Kertha Wisata. This study was designed in form of qualitative research. The instruments used in gathering data were video camera, observation sheet, and interview guide. The collected data gained by recording the classroom interaction during teaching-learning process, transcribing, and categorized it based on FLINT analysis system. The result showed that teacher talk took more participation in the classroom with percentage of frequency uttered was 50.1%, while the students talk produced 49.9%. The FLINT categories which most frequently occurred was asks question category in percentage of 19.4%, whereas the least frequently occurred was laughter category which was 0.3% from 975 utterances produced by the teacher and the students. The teacher should make improvement in making the lesson become joyful but meaningful, and the students should take more participation in the class so the learning goal could be achieved.keyword : FLINT, frequency, interaction.
AN ANALYSIS OF CLASSROOM CHARACTER EDUCATION IN ENGLISH LESSONS BASED ON THE 2013 CURRICULUM ., Ida Ayu Made Ratih; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
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.v1i1.6644

Abstract

Penelitian kualitatif ini dilakukan untuk menganalisa pelaksanaan pendidikan karakter dalam pelajaran bahasa Inggris di SMP Negeri 1 Banjar. Subyek penelitian ini adalah siswa kelas 8 dan guru bahasa Inggris. Peneliti menganalisis RPP dan pelaksanaan untuk menyelidiki bagaimana karakter pendidikan dimasukkan dalam pengajaran empat keterampilan dasar dalam bahasa Inggris yang telah terintegrasi dalam proses belajar mengajar dalam kurikulum 2013. Instrumen dalam penelitian ini terdiri dari panduan wawancara, perekam, checklist analisis RPP, dan checklist pengamatan. Analisis penelitian menunjukkan bahwa guru memasukkan nilai-nilai karakter dalam indikator, materi pembelajaran, langkah-langkah pembelajaran, dan instrumen penilaian dalam rencana pelajaran. Dalam kegiatan belajar mengajar, nilai-nilai karakter juga dilaksanakan. Namun, nilai-nilai karakter yang dimasukkan dalam kegiatan belajar berbeda dari satu dengan yang lain. Hal ini tergantung pada topik dan indikator yang akan dicapai. Dalam evaluasi, strategi yang digunakan oleh guru dalam bentuk saran dan rubrik penilaian untuk menilai pendidikan karakter dalam proses belajar mengajar. Kata Kunci : Pendidikan karakter, pelajaran bahasa Inggris This qualitative research was conducted in order to analyze the implementation of character education in the English lessons at SMP Negeri 1 Banjar. The subjects of the research were the eighth grade students and the English teacher. The researcher analyzed the lesson plans and the implementation to investigate how character educations were inserted in the teaching of the four basic skills in English which has been integrated in the process of teaching and learning in 2013 curriculum. The instruments in this study consisted of interview guide, recorder, lesson plan analysis checklist, and observation checklist. The analysis of the study indicates that the teacher inserts the character values in indicators, learning materials, learning steps, and assessment instrument in lesson plans. In teaching and learning activities, character values are also implemented. However, the character values which are inserted in learning activities are different from one with another. It depends on the topic and indicators that will be achieved. In the evaluation, the strategies which were used by the teacher were in the form of advice and scoring rubric to assess character education in the process of teaching and learning. keyword : Character education, English lessons
An Analysis of Students’ Grammatical Error in Writing Descriptive Texts of Second Grade Students at SMP Negeri 2 Seririt ., M. Joko Purnomo; ., Ni Wayan Surya Mahayanti, S.Pd, M.Pd; ., Dr.Sudirman, M.L.S
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

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

Abstract

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

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

Abstract

Penelitian ini bertujuan untuk mendeskripsikan awalan dan akhiran dari Dialek Melinggih, Payangan yang memiliki proses derivasi dan infleksi. Jenis penelitian ini yaitu penelitian deskriptif kualitatif. Dua narasumber dari desa Melinggih, Payangan dipilih sesuai dengan sejumlah kriteria yang ditetapkan. Data dikumpulkan dengan menggunakan tiga teknik yaitu teknik observasi, teknik rekaman, dan teknik wawancara (mendengarkan dan mencatat). Hasil dari penelitian ini menemukan ada lima awalan dan empat akhiran yang ada di Dialek Melinggih, Payangan. Awalannya meliputi {ma-}, {n-}, {ŋ-}, {ñ-}, and {ə-}. Akhirannya meliputi {-Λŋ}, {-in}, {-ɔ}, and {-an}. Awalan dan akhiran yang mengalami proses derivasi antara lain: awalan {mə-} dan {ŋ-} dan akhiran {-Λŋ}, {-in}, dan {-an}. Awalan dan akhiran yang mengalami proses infleksi yaitu: awalan {ma-}, {n-}, {ŋ-}, dan {ə-} dan akhiran {-Λŋ}, {-in}, {-ɔ}, dan {-an}.Kata Kunci : imbuhan, dialek Payangan, proses derivasi dan infleksi. This study aimed at describing the number of prefixes and suffixes existed in Melinggih_Payangan Dialect and its types of inflectional and derivational. This study is a descriptive qualitative research. Two informant samples of Melinggih_Payangan Dialect were chosen based on a set of criteria. The data were collected based on three techniques, namely: observation, recording technique, and interview (listening and noting) technique. The results of the study show that there were five prefixes and four suffixes existing in Payangan Dialect. The prefixes were {ma-}, {n-}, {ŋ-}, {ñ-}, and {ə-}. The suffixes were {-Λŋ}, {-in}, {-ɔ}, and {-an}. The prefixes and suffixes that belong to derivation are: prefix {mə-} and {ŋ-} and suffix {-Λŋ}, {-in}, and {-an}.The prefixes and suffixes that belong to inflection are: prefixes {ma-}, {n-}, {ŋ-}, and {ə-} and suffix {-Λŋ}, {-in}, {-ɔ}, and {-an}.keyword : affixation, Payangan Dialect, derivational and inflectional process.
AN ANALYSIS OF LEXICO – GRAMMATICAL ERRORS IN SPOKEN ENGLISH COMMITTED BY ENGLISH SPEAKING TOURIST GUIDES IN BALI ., I Gede Bryan Permana Yasa; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris Vol 1, No 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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Abstract

Studi ini dimaksudkan untuk (1) mengklasifikasikan kesalahan yang dilakukan oleh pemandu wisata Bahasa Inggris dalam penggunaan Bahasa Inggris lisan di Bali dan (2) Menginvestigasi asal kesalahan yang dilakukan oleh lima pemandu wisata Bahasa Inggris di Bali. Studi ini didesain secara kualitatif. Subyek dari studi ini adalah lima pemandu wisata Bahasa Inggris di Bali. Data dari studi ini adalah kesalahan yang dilakukan oleh lima pemandu wisata Bahasa Inggris di Bali. Data-data dianalisis berdasarkan teori Dulay and Krashen (1982) kesalahan yang dilakukan pemandu wisata diklasifikasikan menjadi empat; peniadaan, pengadaan, kesalahan formasi, dan kesalahan penempatan. Lebih lanjut, asal kesalahan pemandu wisata dikategorikan sebagai interlingual dan intralingual.Kata Kunci : kesalahan, analisa kesalahan, Bahasa Inggris lisan The present study aimed at (1) classifying the errors in spoken English committed by the English speaking tourist guides in Bali and (2) investigating the sources of errors in spoken English committed by the English speaking tourist guides in Bali. This study used qualitative research design. The subjects of the study were the English speaking tourist guides in Bali. The data of the study were the errors made by the guides in spoken descriptive. The data were analyzed based on Dulay and Krashen (1982) the guides’ errors in spoken English were classified into four namely; omission, addition, misformation, and misordering. Further, the sources of the guides’ errors were categorized as interlingual and intralingual sources.keyword : error, error analysis, spoken English
TEACHING STRATEGIES FOR STUDENT WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) IN TODDLER INCLUSIVE CLASS OF AURA SUKMA INSANI KINDERGARTEN ., Komang Ayu Dian Pertiwi; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5458

Abstract

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

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