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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 180 Documents
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Search results for , issue "Vol 5, No 2 (2017): November" : 180 Documents clear
THE EFFECT OF SCAFFOLDING TECHNIQUE ON STUDENT’S ABILITY TO WRITE DESCRIPTIVE TEXT IN SMP N 2 SELAT KARANGASEM ., Ni Putu Mirna Sari; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Nyoman Karina Wedhanti, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.11381

Abstract

Abstrak Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh yang signifikan dari teknik perancah terhadap kemampuan siswa untuk menulis teks deskriptif dan untuk menggambarkan komponen mana yang sebagian besar dipengaruhi oleh teknik perancah pada tulisan siswa. Desain penelitian ini adalah Post-Test Only Control Group Design. Populasi dalam penelitian ini adalah delapan siswa kelas VIII Negeri 2 Selat dan sampel penelitiannya dipilih dengan menggunakan Cluster Random Sampling. Sampel terdiri dari 68 siswa. Kelas VIII D ditugaskan sebagai kelompok eksperimen yang diajar dengan menggunakan teknik "Perancah" dan kelas VIII E sebagai kelompok kontrol yang diajar dengan menggunakan "teknik konvensional". Hasil analisis data menunjukkan bahwa siswa dalam kelompok eksperimen lebih baik daripada siswa dalam kelompok kontrol. Hal ini dibuktikan dengan hasil statistik deskriptif yang menunjukkan skor rata-rata kelompok eksperimen adalah 79,71 sedangkan skor rata-rata kelompok kontrol adalah 75,35. Hasil uji t juga menunjukkan bahwa nilai tob lebih tinggi dari pada tcv. Nilai tob adalah 3,098, sedangkan nilai tcv adalah 1,668 (α = 0,5). Artinya ada pengaruh yang signifikan terhadap kemampuan siswa antara siswa yang diajar dengan teknik perancah dan mereka yang diajar dengan teknik konvensional. Oleh karena itu hipotesis nol (H0) ditolak dan hipotesis alternatif (Ha) diterima. Kata Kunci : Kata kunci: teknik perancah, teknik konvensional, kemampuan siswa Abstract This study was aimed at investigating whether or not there was a significant effect of the scaffolding technique on students’ ability to write descriptive text and to describe which of the component writing that mostly affected by the scaffolding technique on students writing. This research design was Post-test Only Control Group Design. The population in this study was eight grade students of SMP Negeri 2 Selat and the samples of study were selected by using Cluster Random Sampling. The samples consisted of 68 students. Class VIII D was assigned as the experimental group which was taught by using “Scaffolding technique” and class VIII E as the control group which was taught by using “conventional technique”. The result of the data analysis showed that students in the experimental group performed better than the students in the control group. It was proven by the result of the descriptive statistics that showed the mean score of the experimental group was 79.71 while the mean score of the control group was 75.35. The result of the t-test also showed that the value of the tob was higher than the tcv. The value of the tob was 3.098, while the value of the tcv was 1.668 (α = 0.5). It means that there was a significant effect on students’ ability between the students who were taught by using scaffolding technique and those who were taught by using the conventional technique. Therefore the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. keyword : Keywords: scaffolding technique, conventional technique, students’ ability
THE EFFECT OF TEACHING USING PUPPET AS A MEDIA ON SPEAKING ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS AT SMP NEGERI 3 BANJAR IN THE ACADEMIC YEAR 2016/2017 ., I Komang Bima Aditya Nugraha; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Made Hery Santosa, S.Pd, M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.11448

Abstract

Penelitian ini bertujuan untuk menginvestigasi apakah ada pengaruh yang signifikan pada prestasi berbicara siswa yang diajarkan dengan media “Puppet” dan siswa yang diajarkan dengan konvensional teknik. Populasi dari penelitian ini adalah siswa kelas VIII SMP N 3 Banjar. Berdasarkan teknik pengambilan sampel secara acak, 2 kelas diambil sebagai sampel dari penelitian ini. Kelas-kelas tersebut ditentukan sebagai kelompok eksperimen dan kelompok kontrol berdasarkan undian. Untuk memperoleh data yang diperlukan, dua kelompok tersebut diberikan perlakuan. Kelompok eksperimen diajarkan menggunakan puppet, sedangkan kelompok kontrol diajarkan menggunakan konvensional teknik (Three-phase teknik). Instrumen yang digunakan dalam penelitian ini untuk mengumpulkan data adalah skenario pembelajaran dan post-test yang berbentuk tes berbicara. Data yang diperoleh kemudian dianalisa secara deskriptif, inferensial dan effect size. Dilihat dari hasil test hypothesis, menunjukan bahwa Sig. (2-tailed) kurang dari standard alpha (α=0.05). Oleh karena itu, null hypothesis ditolak, yang berarti bahwa ada pengaruh yang signifikan pada prestasi berbicara siswa yang diajarkan menggunakan Puppet dan siswa yang diajarkan menggunakan konvensional teknik.Kata Kunci : Prestasi berbicara, Puppet, Konvensional This study aimed at investigating whether or not there was any significant effect on students’ speaking achievement who were taught by “puppet” and those who were taught by conventional technique. The population of this study was the eighth grade students in SMP N 3 Banjar. Through Cluster random sampling, two classes were taken as samples in this study. They were assigned as experimental group and control group by lottery. To obtain the required data, the two groups were given treatments. The experimental group was taught by using puppet as media, meanwhile the control group was taught by using conventional technique (Three-phase technique). The instruments used in this study to collect the data were the teaching scenario and post-test in the form of speaking test. The obtained data were then analyzed descriptively, inferentially and effect size. It was seen from the result of hypothesis testing, showing that the Sig. (2-tailed) was less than the standard alpha (α=0.05), the null hypothesis was rejected, which means there was significant effect on students’ speaking achievement who were taught by puppet and those who were taught by conventional techniquekeyword : Speaking Achievement, Puppet, Conventional
AN ANALYSIS OF CLASSROOM INTERACTION IN ENGLISH LANGUAGE LEARNING BASED ON THE CURRICULUM 2013 AT SMA N 2 TABANAN ., Ni Putu Widya Kristy Yanti; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Drs.Gede Batan,MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12268

Abstract

Penelitian ini bertujuan untuk menemukan kategori interaksi kelas yang muncul di kelas XII IPA 1 di SMA N 2 Tabanan dan permasalahan yang ditemukan dalam pembelajaran Bahasa Inggris. Penelitian ini dianalisis dengan menggunakan teori Foreign Language Interaction Analysis (FLINT) System. Subyek penelitian ini adalah seorang guru Bahasa Inggris dan siswa kelas XII IPA 1. Penelitian ini menggunakan desain kualitatif. Data dari penelitian ini dikumpulkan melaui observasi yang tidak mengganggu kegiatan belajar dan wawancara. Temuan menunjukkan bahwa: (1) deals with feelings terjadi 30 kali, praises or encourages terjadi 65 kali, jokes terjadi 10 kali, uses ideas of students terjadi 35 kali, repeat student response verbatim terjadi 44 kali, ask question terjadi 262 kali, gives information terjadi 246 kali, corrects without rejection terjadi 11 kali, gives direction terjadi 274 kali, criticizes student behavior terjadi 7 kali, criticizes student response terjadi 7 kali, student response-specific terjadi 150 kali, students response-open-ended or student-initiated terjadi 172 kali, silence terjadi 547 kali, confusion-work-oriented terjadi 6 kali, confusion-non-work-oriented terjadi 1 kali, laughter terjadi 17 kali, uses the native language terjadi 652 kali, nonverbal terjadi 43 kali; (2) permasalahan yang ditemui oleh guru yaitu, kesulitan menyampaikan materi kepada siswa, kesulitan memilih strategi pembelajaran yang sesuai dengan topic, kesulitan dalam mengimplementasikan pembelajaran discovery, kesulitan mengimplementasikan pendekatan saitifik, kesulitan untuk membuat siswa berkonsentrasi, dan kesulitan dalam menegur siswa; permasalahan yang dihadapi oleh siswa yaitu, kurangnya pembendaharaan kata, mereka tidak percaya diri untuk mengatakan jawaban mereka, tidak suka belajar Bahasa Inggris, mereka tidak mengerti yang dikatakan guru, siswa tidak bisa memfokusan pikiran dalam belajar Bahasa Inggris.Kata Kunci : interaksi kelas, pembelajaran bahasa inggris, kurikulum 2013, Foreign Language Interaction Analysis (FLINT) System This study aimed at finding the classroom interaction categories that occurred in the XII IPA 1 class of SMA N 2 Tabanan and the problem encountered in the English language learning. This study analyzed by used theory of Foreign Language Interaction Analysis (FLINT) System. The subjects of the study were one English teacher and the students of XII IPA 1 class. This study employed qualitative design. The data were collected through doing unobtrusively observation and interview. The result showed that, (1) deals with feelings occurred 30 times, praises or encourages occurred 65 times, jokes occurred 10 times, uses ideas of students occurred 35 times, repeat student response verbatim occurred 44 times, ask question occurred 262 times, gives information occurred 246 times, corrects without rejection occurred 11 times, gives direction occurred 274 times, criticizes student behavior occurred 7 times, criticizes student response occurred 7 times, student response-specific occurred 150 times, students response-open-ended or student-initiated occurred 172 times, silence occurred 547 times, confusion-work-oriented occurred 6 times, confusion-non-work-oriented occurred once, laughter occurred 17 times, uses the native language occurred 652 times, nonverbal occurred 43 times, (2) the problem encountered by the teacher were difficult in delivering the material to the students, difficult in deciding the learning strategy that appropriate with the topic, difficult in implementing discovery learning, difficult in implemented scientific approach, hard to make the students concentrate in learning, and difficult to admonished the students; the problems encountered by the students namely lack of vocabulary, they were not confident to tell their answer, they did not like learning English, they did not understand what the teacher said, and they could not concentrate their mind in learning English. keyword : Classroom Interaction, English Language Learning, Curriculum 2013, Foreign Language Interaction Analysis (FLINT) System
SUGGESTION ACTS EXPRESSED BY THE ELEVENTH GRADE STUDENTS AT SEKOLAH MENENGAH ATAS NEGERI 4 SINGARAJA ., I DEWA AYU VIRMA T; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Luh Diah Surya Adnyani, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (178.382 KB) | DOI: 10.23887/jpbi.v5i2.15164

Abstract

Masalah yang ditemukan di saran siswa adalah kurangnya variasi dalam membuat dan menanggapi saran. Penelitian ini berfokus pada tindak lisan dan tanggapan lisan siswaterhadap saran. Tujuan penelitian ini adalah untuk menginfestigasi dan mengerti jenis dan strategi saran dan tanggapan. Penelitian ini adalah penelitian qualitatif yang menggunakan tehnik elisistasi dalam pengumpulan data saran dan tanggapan siswa melalui simulasi percakapan. Siswa diminta untuk membuat saran dan member tanggapan berdasarkan lima situasi berbeda. Hasil penelitian ini menunjukkan bahwa sebagian besar saran terdiri dari subjek, objek, dan kata kerja (modal) maka mereka lebih memilih conventionalized form. Dalam membuat tindak lisan, siswa lebih memilih menggunakan modal dan obligation sebagai kata kerja dalam saran. Dalam menanggapi saran, kebanyakan siswa menerima saran. Siswa lebih banyak menggunakan pernyataan persetujuan. Sedangkan, beberapa siswa menolak secara tidak langsung and member alsan untuk menolak saran. Kata Kunci : tindak saran, tindak lisan, tindak tanggapan The problem found in students’ suggestions and responses still less varied. This research focused on the students’ verbal acts and verbal responses of suggestion. The research objectives were to identify and understand the suggestion types and strategies of verbal acts and responses. This research was descriptive qualitative research that used elicitation technique to collect the students’ suggestions and responses through simulated speech encounter. The students were asked to make suggestions and give responses based on five different situations. The findings showed that mostly the suggestions contained subject, object and action verb (modal) and they prefer to choose conventionalized form. The Modal and Obligation was mostly chosen by the students as action verbs of verbal acts strategy. In responding, most of the students were accepting the suggestion. Most of the students used statements of agreement, in confirming the agreement. Whereas, some of the students indirectly refused and they gave reasons to refuse the suggestion.keyword : suggestion acts, verbal acts, verbal responses
POLITENESS STRATEGIES IN TEACHER-STUDENTS CLASSROOM INTERACTION AT THE ELEVENTH GRADE STUDENTS OF SMK PGRI 1 SINGARAJA ., Siti Umayah; ., Prof. Dr.I Nyoman Adi Jaya Putra, M.A.; ., G.A.P. Suprianti, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (256.057 KB) | DOI: 10.23887/jpbi.v5i2.13474

Abstract

Penelitian ini bertujuan untuk menjelaskan jenis-jenis strategi kesopanan yang digunakan oleh guru dan siswa di dalam interaksi kelas, bagaimana strategi tersebut diwujudkan dalam tindakan dalam interaksi kelas dan fungsi pedagogik dari strategi kesopanan. Subjek dalam penelitian ini adalah guru dan siswa yang dimana menggunakan strategi kesopanan sebanyak dua belas siswa dan satu guru dalam proses belajar dan mengajar. Penelitian ini merupakan penelitian kualitatif. Data yang dikmpulkan mealui observasi dan wawancara. Hasil penelitian menunjukkan bahwa strategi yang digunakan ialah: 1) bald on record sebagai dominan dalam strategi kesopnan karena memiliki hubungan yang dekat antara guru dan siswa. 2) Siswa menggunakan kesopanan positif karena mereka bertemu guru untuk pertama kalinya guru menunjukkan rasa hormat kepada guru. 3) Kesopanan negatif digunakan oleh siswa kelas sebelas yang memiliki jarak sosial atau saat mereka canggung. 4) Off record digunakan oleh siswa untuk berbicara dengan guru saat makna ucapan disampaikan secara implisit Ada empat fungsi pedagogik dalam strategi kesopanan yaitu memberikan jarak antar guru dan siswa, suasana di dalam kelas, mengurangi ketegangan siswa, dan membuat interaksi social antara guru dan siswa.Kata Kunci : strategi kesopanan, kelas interaksi, dan funsi pedagogik This study aimed to explain the types of politeness strategy used by the teacher-students in classroom interaction, how the politeness strategies realized in classroom interaction and the pedagogical function of politeness strategies. The subject of this study was as many as twelve students and one teacher who used in politeness strategies. This study was qualitative study. The data were collected through observation and interview. The findings of the study showed the followings: 1) Bald on record became dominant types of politeness strategies and it was close enough to their teacher to talk baldly in teaching and learning process. 2) The students used positive politeness because they met the teacher for the first time the teacher to show the respect to the teacher. 3) Negative politeness was used by the eleventh grade students that had some social distance or when they were awkward. 4) Off record strategy was used by the students to talk to the teacher when the meaning of the utterances was told implicitly. There were four pedagogical functions of politeness strategies, namely the social distance between teacher-students, maintaining the general atmosphere of teaching and learning process, reducing stress (tension reduction), and creating teacher-students social interaction.keyword : Politeness strategy, classroom interaction, and pedagogical function
Congratulation Acts among EFL Students at Sekolah Menengah Pertama Negeri 4 Singaraja ., I Dewa Gde Agung Ananta Kusuma; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., G.A.P. Suprianti, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (314.522 KB) | DOI: 10.23887/jpbi.v5i2.15169

Abstract

Ucapan selamat sering diungkapkan dalam komunikasi sehari-hari. Selamat berekspresi untuk mempertahankan interaksi, bersosialisasi dengan orang-orang dan memperkuat hubungan sosial. Ucapan selamat sering diungkapkan oleh para siswa di sekolah tetapi para siswa tidak mengetahui dan memahami gaya kalimat yang tepat (bentuk) dan strategi tindakan ucapan selamat. Penelitian ini bertujuan untuk mendeskripsikan tindakan lokusi (makna literal verbal dari apa yang dikatakan) dan tindakan perlocutionary (tanggapan terhadap apa yang dikatakan). Penelitian ini merupakan penelitian kualitatif deskriptif. Subjek penelitian adalah 30 siswa SMP atau Sekolah Menengah Pertama Negeri 4 Singaraja. Data dikumpulkan oleh sebuah ajakan mengajar di mana peneliti meminta siswa untuk menanggapi simulasi bermain peran bermain. Data dianalisis secara deskriptif dengan cara mengidentifikasi dan mengklasifikasikan tindakan lokusi, dan menarik kesimpulan. Hasil penelitian menunjukkan bahwa para siswa lebih sering mengungkapkan bentuk-bentuk informal sebagai tindakan ucapan selamat dan bentuk-bentuk informal mereka sebagai tindakan pengesahan perlocutionary mereka. Juga, para siswa paling sering memilih menyebutkan kesempatan itu sebagai strategi ucapan selamat dan bertindak sebagai strategi dari tindakan-tindakan pemberian selamat kepatutan. Penelitian ini terbatas pada penggunaan permainan peran dalam lima situasi.Kata Kunci : Tindak tutur, bentuk tindakan ucapan selamat, strategi tindakan ucapan selamat Congratulation is frequently expressed in daily communication. Congratulation is expressed to maintain an interaction , to socialize with people and to strengthen the social relationship. Congratulation is often expressed by the students in school but the students do not know and understand the appropriate sentence styles (forms) and strategies of congratulation acts. This research was aimed at describing locutionary acts (the verbal literal meaning of what are said) and the perlocutionary acts (the responses to what are said). This research was a descriptive qualitative research. The subjects were 30 junior high school students or Sekolah Menengah Pertama Negeri 4 Singaraja. The data were collected by an elicitation teachique in which the researcher asked the students to response to simulated speech role play encounters. The data were analyzed descriptively by means of identifying and classifying locutionary acts, and drawing a conclusion. The results showed that the students more frequently expressed informal forms as their locutionary congratulation acts and informal forms as their perlocutionary congratulation acts. Also, the students most frequently chose mentioning the occasion as the strategy of locutionary congratulation acts and acknowledging as the strategy of perlocutionary congratulation acts. This research was limited to the use of a role play under five situations.keyword : speech acts, congratulation acts forms, congratulation acts strategies
A COMPARATIVE STUDY ON THE IMPLEMENTATION OF DEFENDS AND PLEASE STRATEGIES TOWARD STUDENTS WRITING COMPETENCY IN SMP N 2 SINGARAJA ., Ni Luh Karisma Dewi; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Kadek Sonia Piscayanti, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1247.326 KB) | DOI: 10.23887/jpbi.v5i2.13586

Abstract

Penelitian ini adalah penelitian eksperimen yang menginvestigasi perbedaan signifikan dalam kompetensi menulis siswa dengan membandingkan kelas dengan strategi DEFENDS dan kelas dengan strategi PLEASE. Untuk bisa menjalankan penelitian ini, siswa kelas 7 di SMPN 2 Singaraja dipilih untuk digunakan sebagai sample. 2 kelas diberikan perlakuan yang berbeda dengan mengimplementasikan DEFENDS and PLEASE strategy. Pre Test dan Post Test Non Group Design diimplementasikan dalam penelitian ini. Data mengenai kompetensi menulis siswa dikumpulkan melalui post test. Penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan dalam hal kompetensi mengajar antara murid yang diajar dengan strategi DEFENDS dan kelas yang diajar dengan strategi PLEASE. Ini dapat dilihat dari Sig (2-tailed) yang dibawah 0.05 yang berarti kompetensi menulis siswa dengan strategi DEFENDS (76.35) lebih tinggi dari strategi PLEASE (70.27). Hasil penelitian ini menunjukkan bahwa strategi DEFENDS lebih efektif digunakan dalam mengajar menulis, kususnya dalam menulis teks deskripsi. Kata Kunci : Strategi DEFENDS, Strategy PLEASE, Kemampuan Menulis This study was an experimental study investigated the significant difference in writing competency between the students taught by using DEFENDS and PLEASE strategies. To conduct this research the seventh grade students of SMP N 2 Singaraja in the academic year 2017/2018 were selected to be sample. Two classes were treated differently by implementing DEFENDS and PLEASE strategies. Pre Test-Post Test Non Control Group Design was implemented in this experiment. The data of students’ writing competency were collected by using post test. This research discovers that there is a significant difference in writing competency between the students’ taught by using DEFENDS strategy and those taught by PLEASE strategy. It is known from the probability value or Sig.(2-tailed) of 0.000 which is lower than 0.05. The mean score of the students writing competency taught by DEFENDS strategy (76.35) was higher than the mean score of the students writing competency (taught by using PLEASE strategy (70.27). This finding demonstrating that DEFENDS strategy is more effective for teaching writing, especially in the content of descriptive text.keyword : DEFENDS Strategy, PLEASE Strategy, Writing Competency
Prefixes and Suffixes of Balinese Language Spoken in Penyabangan Village ., Nyoman Erlina; ., Dr. I Gede Budasi, M.Ed.; ., Nyoman Karina Wedhanti, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (127.95 KB) | DOI: 10.23887/jpbi.v5i2.13607

Abstract

Abstrak Penelitian ini bertujuan untuk mendeskripsikan awalan dan akhiran dari bahasa Bali lisan di desa Penyabangan yang memiliki proses derivasi dan infleksi. Penelitian ini merupakan penelitian deskriptif kualitatif. Dua contoh informan dipilih berdasarkan kriteria. Data dikumpulkan berdasarkan tiga tehnik, yaitu: observasi, tehnik perekaman, dan tehnik wawancara. Beberapa instrument yang digunakan untuk mengumpulkan data yaitu peneliti itu sendiri, alat perekam digital, kamera, list pertanyaan. Ada tiga proses dalam menganalisis data, diantaranya data reduction, data display dan conclusion drawing.Hasil dari penelitian ini menunjukan bahwa ada dua jenis awalan di bahasa Bali lisan di desa Penyabangan: awalan {me-} dan {N-}. Ada tiga jenis akhiran di bahasa Bali lisan di desa Penyabangan: akhiran {-ang}, {-in} dan {-e}. Awalan dan akhiran di bahasa Bali lisan di desa Penyabangan yang memiliki proses derivasi yaitu awalan {me-}, {N-}, dan akhiran {-ang} dan {-in}. Awalan dan akhiran di bahasa Bali lisan di desa Penyabangan yang mempunyai proses infleksi adalah awalan {N-} dan akhiran {-e}, {-ang} dan {-in}. Kata Kunci : Awalan dan akhiran, Bahasa Bali lisan di Penyabangan, Morfologi derivasi,Morfologi infleksi Abstract The study aimed at describing the kinds of prefixes and suffixes of Balinese language spoken in Penyabangan village which has derivational and inflectional process. This research is a descriptive qualitative research. There are two informant samples chosen based on a set of criteria. The obtained data are collected based on three techniques, namely: observation, recording, and interview techniques. The instruments used to collect the data are the researcher, digital recorder, camera, and question list. There are three steps of analyzing the data, those are: data reduction, data display, and conclusion drawing/verifying. The results of this study show that there are two kinds of prefixes of Balinese language spoken in Penyabangan village; prefix {me-} and {N-}. There are three kinds of suffixes of Balinese language spoken in Penyabangan village; suffix {-ang}, {-in} and {-e}. Prefixes and suffixes Balinese language spoken in Penyabangan village that have derivational process are prefix {me-}, {N-} and suffix {-ang} and {-in}. Prefixes and Suffixes of Balinese language spoken in Penyabangan village that have inflectional process are prefix {-N} and suffix {-e}, {-ang}, and {-in}.keyword : Prefixes and Suffixes, Balinese language in Penyabangan, Morphological derivational, Morphological Inflectional
AN ANALYSIS OF COMMUNICATION STRATEGY USED BY TEACHER TO TEACH ENGLISH AS A FOREIGN LANGUAGE IN INCLUSIVE CLASSROOM AT AURA SUKMA INSANI BILINGUAL KINDERGARTEN ., Luh Eka Sumeningsih; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12397

Abstract

Penelitian ini bertujuan untuk menganalisis jenis strategi komunikasi, strategi komunikasi yang paling sering digunakan, dan alasan penggunaan strategi komunikasi oleh guru dalam mengajar bahasa Inggris sebagai bahasa asing di kelas inklusif di Aura Sukma Insani Bilingual Kindergarten. Penelitian ini menggunakan rancangan penelitian kualitatif. Subjek penelitian ini adalah guru bahasa Inggris. Instrumen yang digunakan dalam penelitian ini adalah instrumen manusia, lembar observasi, pedoman wawancara, dan perekam audio - video. Hasil penelitian ini menunjukkan bahwa ada empat belas jenis strategi komunikasi yang digunakan oleh guru bahasa Inggris. Jenis-jenis itu adalah enam strategi strategi langsung yaitu penggantian pesan, terjemahan harfiah, pengalihan kode, sinyal non-linguistik / mime, self-rephrasing, dan self-repair. Dua strategi strategi tidak langsung, yaitu pengisi dan pengulangan. Enam strategi strategi interaktif yaitu: pemeriksaan pemahaman, permintaan pengulangan, permintaan konfirmasi, permintaan klarifikasi, ringkasan interpretasi, dan tanggapan. Strategi komunikasi yang paling sering digunakan oleh guru adalah terjemahan literal yang memperoleh 71,4% dan pengalihan kode yang mencapai 64,2%. Ada empat belas alasan mengapa guru menggunakan strategi komunikasi seperti membuat siswa menjadi lebih mudah dalam menangkap penjelasan guru, untuk membantu guru saat guru tidak tahu bagaimana mengucapkan kata tertentu dalam bahasa target, untuk membuat para siswa lebih memperhatikan instruksi, untuk memeriksa apakah pemahaman guru sama dengan makna yang dimaksudkan siswa, memberikan klarifikasi, untuk membuat siswa menerima pesan dengan benar, membuat rencana tentang kegiatan selanjutnya, untuk membantu siswa dalam menghafal, untuk mengetahui pemahaman siswa tentang konsep tersebut, untuk mendengarkan ucapan siswa dengan jelas, untuk mengkonfirmasi makna yang dimaksudkan siswa, untuk memberikan kesimpulan yang jelas tentang materi yang diberikan, untuk membantu siswa mengingat materi yang telah dipikirkan oleh guru dan untuk memberikan umpan balik kepada ucapan siswa. Kata Kunci : strategi komunikasi, kelas inklusif, bahasa Inggris sebagai bahasa asing This study aimed at analyzing the types of communication strategies, the most frequent communication strategies used, and the reasons for using the communication strategies by the teacher in teaching English as a foreign language in the inclusive classroom at Aura Sukma Insani Bilingual Kindergarten. This study used a qualitative research design. The subject of this study was English teacher. The instruments used in this study were human instrument, observation sheet, interview guide, and audio – video recorder. The result of this study showed that there were fourteen types of communication strategies used by English teacher. Those types were six strategies of direct strategy namely message replacement, literal translation, code switching, non-linguistics signal/mime, self-rephrasing, and self-repair. Two strategies of indirect strategy, they were fillers and repetition. Six strategies of interactional strategy namely: comprehension check, request for repetition, request for confirmation, request for clarification, interpretive summary, and responses. The most frequent communication strategies which used by the teacher were literal translation which gained 71,4 % and code switching which gained 64,2%. There were fourteen reasons why the teacher used the communication strategies such as to make the students became easier in catching the teacher’s explanation, to help the teacher when the teacher did not have any idea about how to say a certain word in target language, to make the students pay more attention to the instructions, to check whether the teacher comprehension was the same as students’ intended meaning, giving clarification, to make the students accept the message correctly, to make a plan about the next activity, to help the students in memorizing, to know the students’ comprehension about the concept, to listen the students’ utterance clearly, to confirm the students’ intended meaning, to give clear conclusion about the material given, to help the students in recalling the material that had been thought by the teacher and to give feedback to students’ utterances.keyword : communication strategies, inclusive classroom, English as a foreign language
AN ANALYSIS OF COMMUNICATION STRATEGIES USED BY ENGLISH EDUCATION DEPARTMENT STUDENTS IN CLASSROOM LEARNING INTERACTION ., Vivien Hartini Laksmi Magga; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dewa Putu Ramendra, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.11706

Abstract

Penelitian ini bertujuan untuk menemukan jenis-jenis strategi-strategi berkomunikasi yang digunakan oleh mahasiswa jurusan pendidikan bahasa inggris dalam interaksi pembelajaran di kelas dan menginvestigasi alasan-alasan mereka dalam menggunakan jenis-jenis strategi-strategi berkomunikasi tersebut. Subjek dari penelitian ini ada mahasiswa semester 6 jurusan pendidikan bahasa inggris, Universitas Pendidikan Ganesha. Data dari penelitian ini dikumpulkan dengan menggunakan metode observasi dan wawancara. Temuan-temuan dari penelitian in menunjukkan mahasiswa jurusan pendidikan bahasa inggris menggunakan 6 jenis strategi-strategi berkomunikasi, yaitu: approximation, circumlocution, code-switching, clarification request, use of all-purpose words, dan use of fillers/hesitation devices. Dari keenam jenis strategi-strategi berkomunikasi yang digunakan oleh mahasiswa jurusan pendidikan bahasa inggris dalam interaksi pembelajaran di kelas, use of fillers/hesitation devices merupakan strategi yang paling sering digunakan oleh mahasiswa jurusan pendidikan bahasa inggris dengan jumlah persentasi yaitu 47.61%. sehubungan dengan wawancara yang dilakukan, temuan-temuan pada penelitian ini menunjukkan bahwa mahasiswa jurusan pendidikan bahasa inggris menggunakan jenis-jenis strategi-strategi berkomunikasi tersebut untuk membantu teman-temannya lebih mudah dalam memahami tentang apa yang sedang dikatakan atau menghindari kesalahpahaman dari teman-temannya dan karena kurangnya kemampuan berbahasa mereka. Kata Kunci : strategi-strategi berkomunikasi, interaksi kelas, pelajar bahasa inggris sebagai bahasa asing. The purposes of this study are to find out the types of communication strategies used by English Education Department students in classroom learning interaction and investigate their reasons in using those types of communication strategies. The subject of this study was the sixth semester students of English Education Department, Ganesha University of Education. The data were collected by using observation and interview method. The findings of this study showed that English Education Department students used six types of communication strategies, namely; approximation, circumlocution, code-switching, clarification request, use of all-purpose words, and use of fillers/hesitation devices. From the six types of communication strategies used by English Education Department students in classroom learning interaction, the use of fillers/hesitation devices was the most frequently used by English Education Department students with the total percentage of utterance 47.61%. In relation to the interview, the findings showed that English Education Department students used those types communication strategies in order to help their friends easier in understanding about what was being said or avoid misunderstanding of their friends and because of the lack of their language ability.keyword : communication strategies, classroom interaction, EFL learners.

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