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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 271 Documents
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Search results for , issue "Vol 5, No 2 (2017)" : 271 Documents clear
AN ANALYSIS OF THE MYTH OF CONVENIENCE ON THREE TRAVELOKA ADVERTISEMENTS ., I Ketut Restu Cahyadiarta; ., Dr. Ni Komang Arie Suwastini, S.Pd, M.Hu; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
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 (193.695 KB) | DOI: 10.23887/jpbi.v5i2.13396

Abstract

Penelitian ini bertujuan untuk menginvestigasi mitos kenyamanan yang ditemukan dalam tiga iklan Traveloka yang berjudul “Mudik Tapi Rumah Penuh, Traveloka Dulu”, “Susahnya Cari Tiket Mudik, Traveloka Dulu”, “Liburan Harus Tertunda, Untung Pakai Traveloka” melalui analisis tekstual dengan menggunakan pendekatan teori mitologi Roland Barthes. Penelitian ini juga berfokus pada beberapa aspek, yakni aspek sinemathography dan mise-en-schene yang mendukung konsep mitos kenyamanan dalam iklan Traveloka. Dari data hasil penelitian, ditemukan bahwa mitos kenyamanan pada tiga iklan traveloka disampaikan melalui tiga konsep, yakni kenyamanan dalam kemudahan aksessibilitas, kenyamanan yang dalam penghematan uang, serta kenyamanan dalam memberikan pelayanan yang reliabel. Terdapat lima kategori kenyamanan terkait kemudahan aksessibilitas yang diperlihatkan dalam iklan Traveloka, diantaranya akses tanpa batasan jarak, akses tanpa batasan waktu, akses layanan tatap muka yang mudah untuk dipahami, dan pelayanan terpadu satu tempat. Penghematan uang disignifikasikan tanpa ada biaya pembatalan, harga murah untuk daerah tujuan yang populer, pemesanan dengan ‘harga spesial’ setiap hari, dan harga jujur tanpa biaya tambahan. Mitos pelayanan yang reliabel, ditunjukkan melalui transaksi yang terjamin keamanannya dan fitur baru yang bernama “easy reschedule”. Kemudahan aksesibilitas dengan harga yang terjangkau, serta adanya fitur yang memanjakan konsumen berhasil melahirkan nilai baru yakni meningkatnya kepercayaan masyarakat dalam melakukan transaksi online untuk memudahkan aktivitas sehari-hari.Kata Kunci : iklan televisi, mitos kenyamanan, teori mithologi Roland Barthes. This study was aimed to investigate convenience myth signified in three Traveloka advertisements entitled “Mudik Tapi Rumah Penuh, Traveloka Dulu”, “Susahnya Cari Tiket Mudik, Traveloka Dulu”, “Liburan Harus Tertunda, Untung Pakai Traveloka” through textual analysis by using Roland Barthes’ theory of mythology. This study also focused to dicover the other aspects in the form of chinemathography and mise-en-schene which were supported the convenience myth in Traveloka advertisement. From the data, it found that the convenience myth of three Traveloka advertisements could be divided into three aspects, that were convenience in ease of access, convenience in money saving, and convenience in reliable service. In convenience ease of access, it could be divided into five chategories, that are no space boundary, no time boundary, user friendly interface, and one stop transaction. In convenience of money saving, it signified without any cancelation fee, low price for popular destination, ‘special deals’ book for less any day, and honest price without service fee. The myth of reliable service showed through a secure transaction guarantee and a new “easy reschedule” feature. The ease accessibility with an affordable price, supported with features that pampered the costumer has succeed in creating a new value to increase public trust in conducting online transaction on daily activity. keyword : myth of convenience, Roland Barthes’ theory of mythology, television’s advertisement.
THE EFFECT OF INFORMATION-GAP GAME ON SPEAKING COMPETENCY OF THE TENTH GRADE STUDENTS IN SMA NEGERI 1 SAWAN ., Ni Wayan Lestari; ., Dr.Sudirman, M.L.S; ., 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 | DOI: 10.23887/jpbi.v5i2.11519

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh signifikan dari penerapan information-gap game terhadap kemampuan berbicara siswa kelas X di SMA Negeri 1 Sawan. Penelitian ini merupakan penelitian eksperimental dengan menggunakan posttest-only control group design. Sample penelitian ini adalah 25 orang siswa kelas X2 yang digunakan sebagai kelompok kontrol dan 28 orang siswa kelas X3 yang digunakan sebagai kelompok eksperimen. Instrumen yang digunakan dalam penelitian ini adalah speaking test dalam bentuk performance test. Data yang didapatkan kemudian dianalisis menggunakan analisis deskriptif dan analisis inferensial. Hasil analisis menunjukkan bahwa nilai rata-rata kelompok eksperimen adalah 82,7, sedangkan nilai rata-rata kelompok kontrol adalah 79,1. Hasil uji hipotesis menunjukkan bahwa nilai dari thitung lebih besar dari nilai ttabel (2,625 > 1,675). Berdasarkan hasil tersebut, dapat disimpulkan bahwa terdapat pengaruh signifikan dari information-gap game terhadap kemampuan berbicara siswa kelas X di SMA Negeri 1 Sawan.Kata Kunci : berbicara, information-gap game The aim of this study was to investigate whether or not there is significant effect of information-gap games technique on the speaking competency of the tenth grade students of SMA Negeri 1 Sawan. The present study was an experimental research which used posttest-only control group design. The samples of this study were X2 and X3, where X3 that consisted of 28 students as the experimental group and X2 that consisted of 25 students as the control group. The instrument used for collecting data in this study was speaking test in form of performance test. The data were analyzed by using descriptive analysis and inferential analysis. The result of the study showed that the mean of experimental group was 82.7, while the mean of control group was 79.1. Then, the result of hypothesis testing showed that the value of tobservedwas higher that the value of tcritical value (2.625 > 1.675). Based on the result, it can be concluded that there is significance effect of information-gap game on speaking competency of the tenth grade students in SMA Negeri 1 Sawan. keyword : information-gap game, teaching speaking, speaking
THE ANALYSIS OF PARENTS' INVOLVEMENT TOWARD STUDENTS' ENGLISH LITERACY AT SMKN 1 SINGARAJA ., Putu Yuni Damayanti; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., 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.v5i2.18868

Abstract

Penelitian ini dimaksudkan untuk menganalisis keterlibatan orang tua terhadap literasi bahasa Inggris siswa di SMKN 1 Singaraja yang meliputi analisis terhadap pelaksanaan keterlibatan orang tua, persepsi orang tua terhadap keterlibatan orang tua dan tantangan yang dihadapi oleh guru. Analisis keterlibatan orang tua dalam penelitian ini didasari oleh enam kerangka keterlibatan orang tua oleh Epstein. Penelitian ini menggunakan model penelitian embedded mix methods. Subyek penelitian ini adalah kepala sekolah, komite sekolah dan lima guru bahasa Inggris yang mana terlibat dalam keterlibatan orang tua. Obyek penelitian ini adalah keterlibatan orang tua yang diterapkan disekolah. Data dikumpulkan melalui analysis dokumen, wawancara dan kuesioner. Data dianalysis melalui pendeketan kualitative dan kuantitative. Berdasarkan hasil analisis data ditemukan bahwa: (1) keterlibatan orang tua di SMKN 1 Singaraja diterapkan melalui beberapa strategi yaitu: workshop, pelatihan orang tua, konferensi orang tua, talkshow dan distribusi buku. Beberapa usaha juga dilakukan sekolah untuk melibatkan orang tua dalam mendukung literasi siswa yaitu dengan mengundang orang tua siswa, pengambilan raport, majalah sekolah/tabloid, sukarelawan, pemberian tugas, komite sekolah dan studi lapangan. (2). Pendapat orang tua mengenai keterlibatan orang tua sangat positif, mereka percaya bahwa program keterlibatan orang tua bisa meningkatkan prestasi siswa, sikap positif dan peningkatan literasi bahasa Inggris siswa. (3). Tantangan dikategorikan menjadi dua aspek berdasarkan tempatnya.Kata Kunci : Keterlibatan orang tua, Literasi bahasa Inggris This study is intended to analyze parents’ involvement toward students’ English literacy at SMKN 1 Singaraja which includes the analysis toward the implementation of parents’ involvement, the parents’ perception toward parents’ involvement, and the challenges faced by the teacher. Parents’ involvement activities in this study were analyzed based on Epstein’s six types of parental involvement framework. This study used embedded mixed method research design. The subjects of the study were a headmaster, school committees, and five English teachers involved in parents’ involvement. The object of the study was parents’ involvement which is practiced through the school programs. The data were collected by doing document study, interviews, and questionnaires. The data were analyzed through a qualitative and quantitative approach. The result showed that (1). Parents’ involvement at SMKN 1 Singaraja was practiced through many strategies such as a workshop, parents’ training, parents’ conference, talk show, and book distribution. Some efforts are also done to get parents involved in their children’s literacy activities through inviting parents formally, discussing about rapport, school’s tabloid/magazine, WhatsApp group, classroom volunteer, weekly homework/follow-up activities, school committee, and field study. (2). Parents’ perception toward parents’ involvement was positive, they believed that parents’ involvement program can foster students’ academic success, positive behavior, and improve students’ English literacy as well. (3). The challenges were categorized from two aspects based on the place (area). keyword : English literacy, Parents’ involvement
DEVELOPING ICT-BASED LEARNING MEDIA USING CAMTASIA FOR FOURTH GRADE ELEMENTARY SCHOOL IN SD 3 BANJAR JAWA ., Ni Luh Tresnia Widyantari; ., Kadek Sonia Piscayanti, S.Pd., M.Pd.; ., Ni Putu Astiti Pratiwi, 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.v5i2.18771

Abstract

The use of ICT-based learning media were rarely used to present learning material especially in the form of video made by using Camtasia Studio. The purpose of this study is to develop learning media in form of video made by using Camtasia Studio and to identify the quality of Camtasia video as learning media for fourth grade student. Thirty students of fourth grade students in SD 3 Banjar Jawa involved in implementation. Questionnaire was used to get response from the students and their English teacher. The result is significance and gets positive respond from the students and the teacher. The quality of the media assessed by three experts is excellent, good, and average. It suggested for the teachers to involve this media in learning process. It also suggested to the next researcher to conduct the related study in depth.Kata Kunci : Camtasia Studio, media for learning, young learner Penggunaan media pembelajaran berbasis ICT jarang digunakan dalam menyampaikan materi pembelajaran khususnya media dalam bentuk video yang dibuat menggunakan aplikasi Camtasia Studio. Penelitian ini bertijuan untuk mengembangkan media pembelajaran dalam bentuk video yang dibuat menggunakan Camtasia Studio dan untuk mengidentifikasi kualitas dari video tersebut sebagai media pembelajaran.untuk siswa kelas empat. Tiga puluh siswa dari kelas empat di SD 3 Banajr Jawa terlibat dalam proses implementasi. kuisioner digunakan untuk mendapatkan tanggapan dari siswa dan guru bahasa Inggris, Hasil dari penelitian ini signifikan dan mendapat tanggapan positif dari para siswa dan guru. Kualitas dari media tersbut yang dinilai oleh tiga ahli dinilai semua sangat baik, baik, dan rata-rata. Disarankan kepada para guru untuk melibatkan media daam proses belajar. Hal ini pula disarankan pula untuk peneliti lainnya untuk melakukan penelitian sejenis lebih dalam lagi.keyword : Camtasia Studio, media pembelajaran, pelajar muda
Developing Literacy-based Activities in Teaching English as a Foreign Language for Toddlers ., Luh Putu Swasti Ayuningtyas; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Luh Gd Rahayu Budiarta, 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.v5i2.18866

Abstract

Literasi bahasa Inggris telah dianggap sebagai keterampilan yang penting bagi anak-anak. Akan tetapi, hal ini belum mendapat perhatian yang cukup dalam penerapannya, karena literasi Bahasa Inggris saat ini cenderung kurang berkaitan dengan literasi dunia nyata. Penelitian ini bertujuan untuk mengembangkan aktivitas literasi dalam mengajar bahasa Inggris sebagai bahasa asing untuk anak-anak, khususnya untuk siswa PAUD. Penelitian ini menggunakan Rancangan dan Pengembangan (D&D) sebagai desain, dimana model Richey dan Klein (2007) digunakan sebagai model dalam melakukan penelitian ini. Model ini dibentuk dalam empat tahapan yaitu analisis, desain, pengembangan, dan evaluasi. Guru dan siswa PAUD menjadi subjek dalam penelitian ini. Instrumen yang digunakan dalam mengumpulkan data adalah silabus dari TK Dwi Bahasa Aura Sukma Insani dan lembar evaluasi produk. Hasil dari penelitian menunjukkan bahwa kegiatan literasi dalam mengajar bahasa Inggris telah sesuai untuk tingkat PAUD. Ini diperoleh dari perhitungan yang menghasilkan skor 4.7 yang diklasifikasikan sangat baik. Dengan produk yang dikembangkan diharapkan buku untuk guru dapat digunakan dalam pengajaran bahasa Inggris, serta dapat meningkatkan keterampilan literasi bahasa Inggris bagi mereka.Kata Kunci : Aktivitas literasi, PAUD, buku guru. English literacy has been considered as a crucial life skill for young learners. However, this has not been given adequate attention on its implementation, as so far it was not connected to the real-world literacy. This study aimed at developing literacy activities in teaching English as a foreign language for young learners, especially for toddlers. The study used Design and Development (D&D) as the design, in which the model of Richey and Klein (2007) was used as the model in having this research done. This model consisted of four steps namely analysis, design, development, and evaluation. Teacher and students of toddlers became the subjects in this research. The instruments used in collecting the data were the analyzed syllabus from Aura Sukma Insani Bilingual Kindergarten and product evaluation sheet. This study found that the developed literacy activities for teaching has been suitable for the level of toddlers. This is confirmed from the calculation of product evaluation in the score of 4.7, meaning it is classified as Excellent. With the product developed, it was gratefully expected that the teacher’s book could be used in teaching English, as well as improving their English literacy skill.keyword : Literacy activities, toddlers, teacher’s book
An Analysis of Parental Involvement in Developing Children Reading Readiness Through Story Reading at Tk Tri Amerta Anturan Singaraja ., Ketut Rafika Yanthi; ., Prof. Dr. Putu Kerti Nitiasih, M.A.; ., Ni Wayan Surya Mahayanti, 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 (322.127 KB) | DOI: 10.23887/jpbi.v5i2.13475

Abstract

Penelitian ini dilaksanakan untuk menganalisis keterlibatan orang tua siswa di TK Tri Amerta Anturan Singaraja dalam upaya mengembangkan kesiapan membaca anak dengan cara membacakan buku cerita. Tujuan dari penelitian ini adalah untuk menganasilis buku cerita yang paling sering dibacakan oleh orang tua kepada anaknya, cara orang tua terlibat dan bersikap saat membacakan buku cerita serta hambatan-hambatan saat orang tua membacakan buku cerita kepada anak. Subjek dari penelitian ini adalah 36 orang tua dari siswa TK Tri Amerta Anturan Singaraja serta orang tua siswa dengan kategori pendidikan minimal strata satu. Metode yang digunakan dari penelitian ini yaitu deskritif qualitatif yang terdiri dari checklist, kuesioner, dan wawancara. Hasil yang didapat dari penelitian ini menunjukkan bahwa tipe buku cerita yang paling sering dibacakan oleh orang tua siswa adalah dongeng serta bahasa Indonesia sebagai bahasa pengantar. Selain itu, keterlibatan atau sikap orang tua saat membacakan cerita tergolong sedang, yang bermakna orang tua sudah membacakan cerita tanpa atau belum melibatkan anak serta penjelasan yang dalam. Terdapat 5 hambatan yang paling terjadi saat membacakan cerita yaitu anak mudah bosan, sulit bekonsentrasi dan fokus, banyak berbicara/bertanya/menebak-nebak cerita, orang tua susah mentrasfer kata-kata sulit serta mengulang-ngulang cerita.Kata Kunci : keterlibatan orang tua, buku cerita This research was conducted to analyze the parental involvement to develop children reading readiness through story reading at TK Tri Amerta Anturan Singaraja.The purpose were to analyze the type of story books that commonly read by parents, the way parents behave in the involvement with their children during reading the storybooks and the obstacle faced by the parents during story reading. The subjects of the study were 36 parents who own children study in TK Tri Amerta Singaraja and has minimum under graduated education background. This research was a descriptive qualitative research which was utilizing checklist, questionnaires and interview guide. The findings of the research showed the type of storybook that commonly read by the parents was tale or fairytale storybook with Bahasa Indonesia as the language use. Then, the way parents behave in reading the storybook categorized as “moderate” which means, parents just read the storybook without deep explanation and involvement with the children. In the obstacles, there were 5 obsctales that mostly happened to the parents namely children were bored, difficult to concentrate or focus, talking/asking too much/guessing the plot of the story and parents have dfficulty in trasfering the meaning of difficult vocabularies as well as repeating the story. keyword : parents involvement, storybook
Investigating the Use of Social Media Platforms by the Screenagers and the English Teachers of SMA Negeri 1 Singaraja in the English Instruction ., Anak Agung Gde Putra Aditya Udayana; ., I Putu Ngurah Wage Myartawan, S.Pd., M.P; ., 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 | Full PDF (142.614 KB) | DOI: 10.23887/jpbi.v5i2.14777

Abstract

Penelitian deskriptif kualitatif ini bertujuan untuk menyelidiki: (1) jenis-jenis platform media sosial yang digunakan oleh siswa dan guru bahasa Inggris SMA Negeri 1 Singaraja dalam pelajaran bahasa Inggris, (2) manfaat dari menggunakan platform media sosial yang dirasakan oleh siswa dan guru bahasa Inggris SMA Negeri 1 Singaraja dalam pelajaran bahasa Inggris, dan (3) tantangan dari menggunakan platform media sosial yang dihadapi oleh siswa dan guru SMA Negeri 1 Singaraja dalam pelajaran bahasa Inggris. Populasi penelitian adalah 646 siswa berteknologi dan 5 guru bahasa Inggris SMA Negeri 1 Singaraja. Sampel penelitian terdiri dari 80 siswa berteknologi dan 5 guru bahasa Inggris SMA Negeri 1 Singaraja. Data dikumpulkan melalui diskusi kelompok terarah dan wawancara mendalam. Hasil penelitian menunjukkan bahwa meskipun siswa dan guru menggunakan jenis-jenis platform media sosial yang sama — misalnya situs jejaring sosial, blog, dan situs tanya dan jawab, situs jejaring sosial yang digunakan oleh para siswa lebih bervariasi daripada yang digunakan oleh para guru. Selain itu, ada lima manfaat dari menggunakan platform media sosial dalam pelajaran bahasa Inggris yang diungkapkan oleh siswa, yaitu: (1) membuat siswa lebih mudah mendapatkan informasi, (2) meningkatkan kolaborasi siswa, (3) menyediakan tempat untuk berbagi informasi, (4) memfasilitasi interaksi siswa, dan (5) memperkaya kosakata bahasa Inggris siswa. Ada dua manfaat yang diungkapkan oleh para guru seperti membuat siswa aktif dalam proses pembelajaran dan meningkatkan keterampilan menulis siswa. Selain itu, ada empat tantangan dari menggunakan platform media sosial dalam pelajaran bahasa Inggris yang diidentifikasi oleh para siswa, yaitu: (1) kurangnya aksesibilitas, (2) kurangnya tujuan, (3) kurangnya fleksibilitas, dan (4) kurangnya dukungan sosial. Ada tiga tantangan yang diidentifikasi oleh para guru, yaitu: (1) kurangnya pelatihan, (2) kurangnya motivasi, dan (3) manajemen waktu.Kata Kunci : Pelajaran bahasa Inggris, platform media sosial, siswa berteknologi. This qualitative descriptive research was aimed to investigate: (1) the types of social media platforms used by the students and the English teachers of SMA Negeri 1 Singaraja in the English instruction inside and outside the classroom, (2) the benefits of using the social media platforms felt by the students and the English teachers of SMA Negeri 1 Singaraja in the English instruction, and (3) the challenges of using the social media platforms faced by both students and the teachers of SMA Negeri 1 Singaraja in the English instruction. The population of the study was 646 screenagers and 5 English teachers of SMA Negeri 1 Singaraja. The samples of the study consisted of 80 screenagers and 5 English teachers of SMA Negeri 1 Singaraja. The data were collected through focus group discussion and in-depth interview. The results showed that although both of students and the teachers use the same types of social media platforms—e.g., social networking sites, blog, and questions and answers sites, the social networking sites utilized by the students are more varied than those used by the teachers. Moreover, there were five benefits of using the social media platforms in the English instruction expressed by the students, namely: (1) making the students easier to get the information, (2) enhancing the students' collaboration, (3) providing the place for sharing information, (4) facilitating the students' interaction, and (5) enriching the students’ English vocabulary. There were two benefits expressed on the part of the teachers such as making the students active in the learning process and improving the students’ writing skill. Furthermore, there were four challenges of using the social media platforms in the English instruction identified by the students, namely: (1) the lack of accessibility, (2) the lack of purpose, (3) the lack of flexibility, and (4) the lack of social support. There were three challenges identified on the part of the teachers, namely: (1) the lack of training, (2) the lack of motivation, and (3) the time management.keyword : English instruction, screenagers, social media platforms.
AFFIXATION OF PACUNG DIALECT: A DESCRIPTIVE STUDY ., I Kadek Sudarma; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., Dr. I Gede Budasi, M.Ed.
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.v5i2.12125

Abstract

Penelitian ini bertujuan untuk mendiskripsikan penggunaan dari prefixes, suffixes, infixes, and penggabungan dari prefix dan suffix di dialek Pacung. Penelitian ini menggunakan deskriptif qualitative. Tiga informan dari dialek Pacung dipilih sebagai sampel penelitian berdasarkan kreteria yang ditetapkan oleh Samarin (1967) dalam penelitian budasi (2015) dan salah satu kreteria yang terpenting adalah bahwa informan harus berasal dari orang asli yang ada di desa Pacung. Data ini di kumpulkan menggunakan 4 instrumen yaitu: peneliti sebagai instrumen utama, observasi, daftar kata dari Swades dan Budasi, dan interview. Hasil dari penelitian ini menunjukan bahwa terdapat 6 prefixes, 6 suffixes, dan 2 penggabungan dari prefix dan suffix yang ada di dialek Pacung. Jenis prefix yaitu {ma-}, {ka-}, {pa-}, {a-}, {pari-}, dan {pati}. Jenis suffix yaitu {-in}, {-an}, {-ang}, {-ȇ}, {-nȇ} and {-a}. Jenis penggabungan dari prefix dan suffix yaitu prefix {ma-} dengan suffix {-an} dan prefix {ma-} dengan suffix {-ang}. Kedua prefix dan suffix tidak terjadi perubahan pengucapan. Juga tidak terdapat tanda-tanda dari infix karena tidak ada bahasa yang di pengaruhi oleh infix.Kata Kunci : Dialek Pacung, affixation, infix, prefix, suffix This study aimed at describing the uses of prefixes, suffixes, infixes, and combination of prefix and suffix in Pacung Dialect. This research was a descriptive qualitative research. Three informants of Pacung Dialect were chosen as the samples of the study based on a set of criteria established by Samarin (1967) in Budasi’s (2015) and one of the important criteria was that the informant must belong to the original people of Pacung village. The data were collected by using four instruments, namely: the researcher as the main instrument, observation, wordlist (Swadesh and Budasi wordlist), and interview technique. The results of the study showed that there were six prefixes, six suffixes, and two combinations of prefix and suffix existing in Pacung Dialect. The prefixes are {ma-}, {ka-}, {pa-}, {a-}, {pari-}, and {pati-}. The suffixes are {-in}, {-an}, {-ang}, {-ȇ}, {-nȇ} and {-a}. The uses of combination of prefix and suffix are in the form of prefix {ma-} with suffix {-an} and prefix {ma-} with suffix {-ang}. Both prefixes and suffixes do not change the part of speech. There was also no indication of infixes because there are no words influenced by infix.keyword : Pacung dialect, Affixation, infixes,prefixes, suffixes,
THE IMPLEMENTATION OF VARIOUS GROUPING STRATEGIES IN ENGLISH CLASSES IN JUNIOR HIGH SCHOOLS IN SINGARAJA: A DESCRIPTIVE STUDY ., I Wayan Purnawirawan; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Dr.Sudirman, M.L.S
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.v5i2.11097

Abstract

Penelitian ini bertujuan untuk mendeskripsikan bagaimana strategi pengelompokan direncanakan oleh guru bahasa Inggris, bagaimana strategi tersebut diterapkan dan bagaimana persepsi siswa terhadap penerapan strategi pengelompokan di kelas bahasa Inggris. Rancangan penelitian ini adalah desain deskriptif kualitatif. Data dikumpulkan dengan menggunakan lima instrumen, antara lain observasi kelas, pedoman wawancara, dokumentasi, kuesioner dan daftar strategi pengelompokan. Subjek penelitian ini adalah tiga guru bahasa Inggris dan 99 siswa dari tiga SMP negeri yang berbeda di Bali Utara. Sekolah dipilih melalui random sampling. Hasilnya menunjukkan bahwa guru bahasa Inggris merencanakan strategi pengelompokan di kelas bahasa Inggris. Terdapat dua belas rencana pelajaran yang digunakan oleh guru di berbagai sekolah menengah pertama di Singaraja pada delapan belas kali pertemuan. Pada rencana pelajaran, guru merencanakan strategi STAD, di mana siswa dibagi menjadi kelompok yang terdiri dari empat sampai lima siswa. Kemudian, kelompok ditugaskan untuk mendiskusikan materi yang diberikan oleh guru. Berdasarkan delapan belas observasi kelas, para guru menerapkan teknik STAD, Jigsaw, Think-Pair-Share dan Team Games Tournament. Berdasarkan hasil kuesioner, ditemukan bahwa siswa memiliki persepsi positif tentang penerapan strategi pengelompokan di sekolah menengah pertama di Singaraja.Kata Kunci : Rencana Guru, Strategi Pengelompokan, Persepsi Siswa This study aimed at describing how grouping strategies were planned by English teachers, how those strategies were implemented and how students perceived the implementation of grouping strategies in English classes. The design of this study was a descriptive qualitative one. The data were collected by using five instruments, those are, classroom observation, interview guide, documentations, questionnaire and grouping strategies checklist. The subjects of this study were the three English teachers and 99 students from three different public junior high schools in North Bali. The schools were decided through random sampling. The result showed that English teachers planned grouping strategies in English classes. There were twelve lesson plans used by teachers in different junior high schools in Singaraja on eighteen times of meetings. On lesson plans, the teacher planned STAD strategy, in which students were divided into groups of four to five students. Then, the groups were assigned to discuss material given that was by the teacher. Based on eighteen classroom observations, the teachers implemented STAD, Jigsaw, Think-Pair-Share and Team Games Tournament technique. Based on the result of questionnaire, it was found that students had positive perception about the implementation of grouping strategies in junior high schools in Singaraja.keyword : Teachers’ Plans, Grouping Strategies, Students’ Perception
AN ANALYSIS OF QUESTIONING MODIFICATIONS EMPLOYED BY TEACHER IN EFL CLASSES OF GRADE 11 OF SMA NEGERI 2 BANJAR ., I PT AGUS KUSUMA W; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Luh Diah Surya Adnyani, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.15092

Abstract

This present study aimed at analyzing the frequency of teacher asking questions in EFL classes of grade 11 of SMAN 2 Banjar, describing the types of questioning modifications employed by the teacher, and finding out the reasons for the teacher to modify the questions. The present study was a descriptive-qualitative study with an English teacher as the subject. In collecting data, four kinds of instrument were used, namely, the researcher, video recorder, audio recorder, and observation sheets. The video recorder and observation sheets were used to get data in form of questions and questions modification employed by the teacher. In addition, the audio recorder was used to get data in form of reasons for teacher to modify the questions. The result of this study revealed that the English teacher employed three types of question with difference frequencies of occurrence. They were procedural question (49%), convergent questions (31%), and divergent questions (20%). It was also revealed that the teacher employed seven types of question modification, namely, repeating or rephrasing (27.0%), narrowing by means of clues (11.0%), rephrasing with alternative or “or-choice” (2.5%), wait-time (13.5%), translating the questions into L1 (43.0%), translating the question into English (1.0%), and code mixing (2.0%). In addition, the reason for the teacher to modify the questions was dominantly to help the students understand the question.keyword : English language teaching, questions, question modification

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