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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 LEARNING ACTIVITIES IN WRITING CLASSES BASED ON THE CURRICULUM 2013 AT SMPN 4 SINGARAJA ., Komang Juni Artini; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., 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 | DOI: 10.23887/jpbi.v5i2.13293

Abstract

Penelitian ini bertujuan untuk mendeskripsikan perencanaan kegiatan-kegiatan pembelajaran dalam belajar menulis berdasarkan kurikulum 2013 dalam perencanaan pembelajaran guru dan pengimplementasian kegiatan pembelajaran oleh para guru bahasa inggris dalam pembelajaran bahasa inggris. Penelitian ini adalah penelitian deskriptif kualitatif. Pengumpulan data dilakukan melalui analisa dokumen, wawancara, dan pengamatan. Data analisis berdasarkan topic, prosedur inti, prosedur khusus dan komen. Subjek penelitian ini adalah para guru bahasa inggris di kelas delapan dan objek penelitian ini adalah kegiatan pembelajaran yang di rencakanakan dalam prencanaan kgitaian guru dan penerapan kegiatan pembelajaran dikelas. Hasil dari penelitian menunjukkan (1) kegiatankegiatan pembelajaran yang direncanakan tidak semua di implementasikan di dalam kelas. (2) kedua guru masih kesulitan dalam merencanakan kegiatan pembelajaran di karenakan karena kurangnya interaktif dan semangat siswa.Kata Kunci : kurikulum 2013, kegiatan pembelajaran, pendekatan scientific. The objectives of this study were describing the planning of learning activities in teaching writing based on the Curriculum 2013 in learning activities in the teachers’ lesson plans and the implementation of learning activities based on the Curriculum 2013 and This study was descriptive qualitative. The data were collected through doing document, interview, and observation. The data were analyzed based on topic, main procedures, specific procedures, and comment. The subject was the eighth grade English teachers and the objects of this study were learning activities contained in the lesson plans, and its implementation in the classroom. The result of this study shows (1) the learning activities planned were not fully implemented in the classroom, especially in questioning due to reason: time and classroom situation, and (2) both of teachers were still difficult in designing the learning activities in the lesson plans due to reason: were not interactive and motivating in the learning process.keyword : the Curriculum 2013, learning activities, scientific Approach.
AN ANALYSIS OF CLASSROOM INTERACTION USING FOREIGN LANGUAGE INTERACTION ANALYSIS SYSTEM AT LITTLE SUNSHINE LEARNING CENTER ., Putu Anastasia Mayrika; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., A.A. Gede Yudha Paramartha, 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.v5i2.11444

Abstract

Penelitian ini bertujuan untuk mengetahui kategori interaksi kelas yang terjadi di Little Sunshine Learning Center berdasarkan sistem Foreign Language Interaction Analysis (FLINT), dan juga kategori ujaran guru dan siswa yang paling sering dan jarang terjadi. Subjek penelitian yaitu 3 orang guru dan 14 orang siswa. Penelitian ini menggunakan desain penelitian observasi studi kasus. Hasil penelitian menunjukkan bahwa: (1) hubungan antara perasaan terjadi sebesar 4.3%, memuji atau mendorong terjadi 6.1%, lelucon terjadi 0.4%, menggunakan pendapat siswa terjadi 1%, mengulang respon siswa harafiah terjadi 4%, presentase memberi pertanyaan terjadi 10.3%, presentase memberikan informasi 3.5%, presentase membenarkan tanpa penolakan 1.4%, presentase memberikan arahan terjadi 29.2%, presentase mengkritisi prilaku siswa 1.8%, presentase mengkritisi respon siswa 2.1%, respon siswa-spesifik 10.3%, respon siswa terbuka-tertutup atau inisiasi-siswa 15.4%, keheningan terjadi 0.6%, presentase keheningan-audiovisual (AV) 0.1%, kekacauan berorientasi-kerja yaitu 0.5%, kekacauan tidak berorientasi-kerja 0.4%, gelak tawa yaitu 2.5%, menggunakan bahasa asli yaitu 4.1%, dan presentase non-verbal yaitu 2.5%, (2) kategori ujaran guru yang paling sering terjadi yaitu memberikan arahan, seperti mengarahkan siswa untuk membuat lingkaran dan mengarahkan siswa saat bermain dan saat membuat kerajinan. Sedangkan kategori ujaran siswa yang menjadi kategori yang paling sering terjadi yaitu respon siswa terbuka-tertutup atau inisiasi-siswa; kategori ujaran guru yang paling jarang terjadi yaitu lelucon, sedangkan kategori ujaran siswa yang paling jarang ditemukan yaitu keheningan-audiovisual (AV). Keheningan-audiovisual merupakan keheningan yang terjadi saat guru menyiapkan perangkat audiovisual.Kata Kunci : interaksi, interaksi kelas, sistem Foreign Language Interaction Analysis (FLINT), pelajar anak-anak This study aims at finding the classroom interaction categories occurred in Little Sunshine Learning Center based on Foreign Language Interaction Analysis (FLINT) System and also teacher and student talk category which most and least frequently occurred in the learning center. The subjects of the study were 3 teachers and 14 students. This study employed observational case study research design. The result presented that: (1) the percentage of deals with feelings occurred 4.3%, praises or encourages was 6.1%, jokes was 0.4%, uses ideas of students was 1%, repeats student response verbatim occurred 4%, asks questions occurred 10.3%, gives information was 3.5%, corrects without rejection was 1.4%, gives directions was 29.2%, criticizes student behavior was 1.8%, criticizes student response was 2.1%, the percentage of student response-specific was 10.3%, student response open-ended or student-initiated occurred 10.3%, the percentage of silence was 0.6%, silence-audiovisual (AV) was 0.1%, confusion work-oriented was 0.5%, confusion non-work oriented was 0.4%, laughter was 2.5%, the percentage of using the native language was 4.1%, and nonverbal was 2.5%, (2) the teacher talk category that mostly occurred was giving direction like asking the students to make a circle and directing the students in doing the games and craft. Meanwhile the student talk category that became the most frequently occurred was student response, open ended or student initiated; the teacher talk category which least occurred was jokes, while the student talk category which least found was silence-audiovisual (AV) which is the pause or silence that occurred when the teacher prepared the audiovisual media.keyword : interaction, classroom interaction, Foreign Language Interaction Analysis (FLINT) System, young learners
EFL LEARNING ACTIVITIES BASED ON THE 2013 CURRICULUM AT THE SENIOR VOCATIONAL SCHOOL ., Ni Nyoman Pradnyani Prawira; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Putu Eka Dambayana S., 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.v5i2.18783

Abstract

Tujuan penelitian adalah 1) untuk mengevaluasi perencanaan kegiatan belajar oleh guru, 2) untuk mengevaluasi pelaksanaan kegiatan belajar oleh guru, dan 3) kendala dalam perencanaan dan implementasi pembelajaran di SMK Negeri 1 Sawan. Digunakan tiga instrument untuk mengumpulkan data, yaitu 1) rencana pelajaran yang disiapkan oleh guru, 2) daftar observasi yang digunakan untuk menilai kemampuan guru dalam melaksanakan kekegiatan pembelajaran 3). wawancara mendalam untuk mengidentifikasi kendala dalam perencanaan serta pelaksanaanya didalam kelas. Hasil menunjukkan bahwa guru mampu merancang dan melaksanakan rencana berdasarkan rencana kegiatan pembelajaran berdasarkan Kurikulum 2013. Namun terdapat kendala yang dihadapi oleh guru. Kendala perencanaan ditemukan pada 1) menyatakan kompetensi dasar, 2) menyatakan tujuan pembelajaran dan 3) menyesuaikan kegiatan pemebelajaran sesuai dengan karakteristik peserta didik. Kesulitan yang ditemukan dalam melaksanakan rencana pelajaran tersebut, terutama dalam 1) melaksanakan kegiatan pembelajaran disesuaikan dengan konteks pembelajaran, perbedaan siswa, tujuan belajar, dan pengetahuan siswa sebelumnya, dan 2) melaksakan apersepsi pembelajaran dan menjelaskan tujuan pembelajaran kepada siswa 3) ketidakmampuan menggunakan media untuk membuat pesan informatif 4) ketidakmampuan untuk menjaga antusiasme siswa. Guru EFL disarankan untuk mempelajari pedoman Kurikulum 2013 dan bekerja kolaboratif dengan guru EFL lainnya.Kata Kunci : perencanaan, pengimplementasian, kendala The research aimed at 1) evaluating the teachers’ learning activities planning, 2) evaluating the teachers’ learning activities implementation, and 3) identifying and understanding the teachers’ constraints in EFL learning activity planning and implementation at the Senior Vocational School 1 Sawan. The three instruments administered to collect the data were namely 1) lesson plans prepared by the EFL teachers, 2) an observation checklist used to analyze the teachers’ ability in implementing such lesson plans, and 3) an in-depth interview for identifying constraints in planning as well implementation in the classrooms. The obtained data were analyzed descriptively for instructional meanings. The result shows the EFL teachers were able to design and implement such lesson plans based on the 2013 Curriculum. However, they were confronted with constraints. The planning constraints were found in 1) stating the basic competence, 2) stating the learning objectives and 3) designing learning adjusted to students’ characteristics. The difficulties were found in implementing such lesson plans, especially in 1) implementing learning activities adjusted to learning contexts, students’ differences, learning goals, and students’ prior knowledge, and 2) implementing the learning apperception and explaining the learning objectives to students’ 3) inability to use the media to create informative message 4) inability to maintain students enthusiasm. The EFL teachers are suggested to study the 2013 Curriculum guidelines and work collaborative with other EFL teachers.keyword : planning, implementing, constraint
AN ANALYSIS OF CLASSROOM INTERACTION PATTERN IN SINGARAJA MONTESSORI SCHOOL (SMS) ., Aldea Pramesti Angelina; ., Dr. Ni Made Ratminingsih, M.A.; ., Kadek Sintya Dewi, 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.v5i2.18871

Abstract

Interaksi antara siswa dan guru sangat penting didalam pembelajaran. Akan tetapi, tutur guru dan tutur siswa di dalam kelas tidak seimbang. Tutur guru lebih mendominasi tutur siswa, dan hal tersebut mengurangi kesempatan siswa untuk berbicara didalam kelas. Penelitian ini bertujuan untuk mengidentifikasi pola-pola interaksi dan pola dominan di Singaraja Montessori School (SMS). Penelitian ini menggunakan metode deskripsi kualitatif dalam bentuk analisis wacana dengan berpedoman pada kerangka analisis dari Ur (1996). Hasil penelitian ini menunjukkan bahwa terdapat lima pola yang muncul didalam kelas seperti, choral responses, closed-ended teacher questioning, individual work, student initiates – teacher answers, dan teacher talk. Closed-ended teacher questioning merupakan pola dominan di SMS. Pola-pola interaksi dihasilkan dari guru ke siswa, siswa ke guru, dan siswa ke siswa. Hasil ini menunjukkan bahwa proses belajar-mengajar tidak selalu didominasi oleh guru. Para siswa mempunyai peranan aktif dalam berpartisipasi di kelas.Kata Kunci : interaksi kelas, kerangka analisis Ur (1996), metode Montessori, tutur guru dan tutur siswa, wacana kelas Interaction is really important in language teaching. However, the balance between teacher and students talk was not equal. Teacher talk dominated students talk and it decreased students’ chance to talk in the classroom. This study then aimed at identifying the interaction patterns found and the dominant pattern in Singaraja Montessori School (SMS). This study used descriptive qualitative method in form of discourse analysis by using Ur (1996) framework. The findings show that 1) the patterns of interaction emerge in the class are choral responses, closed-ended teacher questioning, individual work, student initiates – teacher answers, and teacher talk, 2) Closed-ended teacher questioning become the dominant pattern in SMS. The patterns of interaction are produced from teacher to student(s), student to teacher, and student(s) to student(s). These patterns are produced constantly. They show that teaching-learning process is not always dominated by the teacher. The students also actively participate in the class.keyword : classroom discourse, classroom interaction, Montessori Method, teacher talk and student talk.
AN ANALYSIS OF GRAMMATICAL ERRORS IN STUDENTS' WRITING RECOUNT TEXT COMMITTED BY TENTH GRADE STUDENTS OF SMA N 4 SINGARAJA IN ACADEMIC YEAR 2018 ., Ni Nyoman Indah Ayu Maharani; ., Dr. Dewa Putu Ramendra, S.Pd., M.Pd.; ., I Wayan Swandana, S.S., M.Hum.
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.v5i2.14963

Abstract

Penelitian ini bertujuan untuk menganalisis kesalahan-kesalahan tata bahasa pada tulisan recount yang dibuat oleh siswa-siswa di SMA N 4 Singaraja tahun ajaran 2018. Penelitian ini dilakukan melalui deskriptif kualitatif. Penelitian ini bertujuan untuk mencari kesalahan tata bahasa yang dibuat oleh siswa. Subjek dari penelitian ini adalah 59 siswa dari kelas X MIPA 3 dan X MIPA 6. Metode yang digunakan untuk mengumpulkan data adalah analisa dokumen dan wawancara. Selain itu, sumber dari kesalahan-kesalahn yang dibuat siswa adalah kesalahan intralingual, kesalahan interlingual, dan strategi komunikasi. Penelitian ini juga mengandung saran untuk para guru agar lebih perhatian pada kesulitan siswa dalam mengerti dan memberi banyak latihan. Strategi ini dapat membantuk siswa untuk lebih terbiasa dengan tata bahasa dari bahasa target.Kata Kunci : Tata Bahasa, Kesalahan, Tulisan This study aimed at analyzing of grammatical error in students’ writing recount text committed by tenth grade students of Sma n 4 Singaraja in academic year 2018. It was conducted through descriptive qualitative. This study is intended to find out the error committed by students. The subjects of this study were 59 students of X Mipa 3 and Mipa 6. The method were document analysis and interview. There were 340 errors which were classified into 15 types. Besides, the sources of those errors were intralingual error, interlingual error, and communication strategy. It is futher suggested for the teachers to pay more attention to students' difficulties in learning grammar. The teachers were expected to ask the students about which part were still difficult to understand and gave many practices. This strategy could help students to be more familiar with the grammar of targer language.keyword : Grammar, Error, Writing
An Analysis of Jargon Used by Housekeeping Staff at The Westin Resort Nusa Dua ., Ni Pt Repin Cemara Dewi; ., Prof. Dr.I Ketut Seken, M.A.; ., Dr. 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.v5i2.12229

Abstract

Penelitian ini bertujuan untuk menganalisis (1)bentuk linguistic dari jargon yang di gunakan antara staff housekeeping di The Westin Resort Nusa Dua. (2) konten semantik dari jargon yang digunkan antara staff housekeeping di The Westin Resort Nusa Dua. (3) Fungsi dari jargon yang di gunakan antara staff housekeeping di The Westin Resort Nusa Dua. (4) konteks spesifik dari jargon yang digunakan antara staff housekeeping di The Westin Resort Nusa Dua. Penelitian ini adalah penelitian deskriptif. Subjek dari penelitian ini adalah staff housekeeping di The Westin Resort Nusa Dua. Data pada penelitian ini didapatkan melalaui percakapan dari staff housekeeping di The Westin Resort Nusa Dua. Metode pengumpulan data yang digunakan melalui merekam percakapan, menulis penjelasan dari percakpan, menganalisis percakapan, wawancara dan mengumpulkan dokumen housekeeping. Dalam penelitian ini instrument utama adalah peneliti, sebagai instrument utama peneliti menggunakan beberapa alat untuk mengumpulkan data seperti: perekam suara, kamera dan wawancara. Hasil dari penelitian ini menununjukkan ada 145 jargon yang digunakan antara staff housekeeping di The Westin Resort Nusa Dua. Terkait dengan bentuk linguistik, jargon yang digunakan antara staff housekeeping yang diselediki berdasarkan proses pembentukan kata seperti singkatan 31, akronim 3, pinjaman 14, kliping 3, kata kerja 14, kata benda 18, kata sifat 7, frase kata benda 52, dan frase posisional 3. Konten semantik dari 145 jargon diselidiki berdasarkan makna teknis yang bukan makna leksikal. Fungsi dari jargon dibagi menjadi dua, pertama adalah memberikan bahasa teknis untuk komunikasi yang efisien 51 dan fungsi yang kedua adalah mendorong solidaritas kelompok 94. Berkaitan dengan konteks spesifik diamana jargon digunakan antara staff housekeeping di The Westin Resort Nusa Dua, data dikategorikan menjadi dua: pertama adalah memberikan informasi 94 dan kedua adalah memberikan instruksi 49. Kata Kunci : bahasa dan masyarakat, jargon, housekeeping This research aimed at analyzing the jargon used by the housekeeping staff at The Westin Resort Nusa Dua through the types, semantic content, function and the specific context in which it is used by the housekeeping staff. The data of this research was from the conversation among the housekeeping staff at The Westin Resort Nusa Dua. Data were collected by recording the conversation, transcribing the conversation, analyzing the conversation, interview and collecting the housekeeping’s files. In this research the main instrument is the researcher, as the main instrument the researcher was used some tools in obtaining the data such as: recorder, camera and interview guide. The study shows that there are 145 jargons which used among the housekeeping staff at The Westin Resort Nusa Dua. Related to the linguistic forms, jargon which used among the housekeeping staff was investigate based on the word formation process like abbreviation 31, acronym 3, borrowing 14, clipping 3, verb 14, noun 18, adjective 7, noun phrase 52, and proportional phrase 3. The semantic content of the 145 jargons was investigated based on the technical meaning which instead of lexical meaning. The data was divided into two functions of jargon, first is providing a technical language for efficient communication 51 and the second function is encouraging in group solidarity 94. Regarding with the specific context in which jargon used by housekeeping staff at The Westin Resort Nusa Dua, the data is categorized into two: first is giving information 94 and the second give instruction 49. keyword : language and society, jargon, housekeeping
THE ANALYSIS OF QUESTIONING STAGE IN THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN THE ENGLISH INSTRUCTION AT SMA NEGERI 1 TABANAN ., I Gede Made Juni Wirdana; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., 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.v5i2.11096

Abstract

Penelitian ini bertujuan untuk mengobservasi pelaksanaan tahapan menanya dalam pendekatan ilmiah dalam pengajaran bahasa Inggris di SMA Negeri 1 Tabanan, dan mengungkap masalah yang dihadapi oleh guru dalam penerapan tahapan menanya berdasarkan Kurikulum 2013. Penelitian ini merupakan penelitian deskriptif yang menggunakan Miles & Huberman model. Sebanyak empat kelas siswa dan dua guru bahasa Inggris yang diambil sebagai subyek penelitian. Dalam mengumpulkan data, ada dua jenis instrumen yang digunakan, yaitu lembar observasi, dan panduan wawancara. Data dianalisis menggunakan analisis deskriptif-kualitatif. Hasil analisis data menunjukkan bahwa T1 hanya mencapai 5 poin dengan partisipasi siswa sebanyak 29.26% dan T2 hanya meraih 3 poin dari 11 poin yang dipersyaratkan oleh kurikulum 2013 dengan partisipasi hanya sebanyak 20.17%. Oleh karena itu, pelaksanaan tahapan menanya di SMA Negeri 1 Tabanan kurang relevan dalam hal pelaksanaannya. Berdasarkan temuan wawancara, dapat diketahui bagaimana guru mengatur waktu dan media dalam proses belajar mengajar, dan juga kemampuan siswa dalam berbicara bahasa Inggris merupakan faktor penentu dalam penerapan K-13.Kata Kunci : Kurikulum 2013, tahapan menanya, pendekatan saintifik This study aimed at observing the implementation of questioning stage in scientific approach in the English instruction at SMA Negeri 1 Tabanan, and encountered the problem which is faced by the teacher in implementing questioning stage based on Curriculum 2013. This study was a descriptive study that used Miles & Huberman model. There were four classes of students and two English teachers taken as the subjects of the study. In collecting the data, two kinds of instruments were used, namely, observation sheets, and interview guide. The data were analyzed by using descriptive-qualitative analysis. The result of data analysis showed that T1 only achieved 5 points with the students’ participation only 29.26% and T2 only achieved 3 points out of the 11 points that is required by curriculum 2013 with students’ participation only 20.17%. Therefore, the implementation of questioning stage at SMA Negeri 1 Tabanan were less relevant in terms of the implementation. Based on the findings on the interview, it can be identified that how the teachers manage the time and media in teaching and learning process, and also the ability of students in speaking English were the defining factors in implementing K-13. keyword : Curriculum 2013, questioning stage, and scientific approach
READING EFFICACY AND THE STUDENTS' READING COMPETENCY BASED ON THE 2013 CURRICULUM IN THE SENIOR HIGH SCHOOL ., Vieny Andani Padmallah; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., 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.v5i2.18802

Abstract

Tujuan penelitian ini fokus pada rasa percaya diri yang dimiliki oleh siswa dalam membaca dan profil deskriptif kompetensi membaca siswa serta hubungan antara kedua variable di SMAN 1 Sawan. Penelitian ini dirancang sebagai metodologi kuantitatif korelasi. Dua instrumen diberikan untuk mengukur rasa percaya diri dalam membaca siswa dan kompetensi membaca mereka pada teks-teks Bahasa Inggris. Dua instrumen terdiri dari kuesioner rasa percaya diri dalam membaca siswa dan tes kompetensi membaca. Data dikumpulkan menggunakan dua instrument ini. Data yang diperoleh dianalisis menggunakan langkah-langkah deskriptif dan koefisien korelasi dari Pearson Product Moment. Hasil penelitian menemukan bahwa rasa percaya diri dalam membaca yang dimiliki oleh siswa dan kompetensi membaca masing-masing siswa dikategorikan tinggi. Hasil dari penelitian ini menyiratkan pentingnya meningkatkan rasa percaya diri dalam membaca siswa serta kompetensi membaca siswa.Kata Kunci : rasa percaya diri membaca, kompetensi membaca, koefisien korelasi The current research objectives were focused on the students’ reading efficacy and reading competency descriptive profiles as well as the relationships between the two variables in SMAN 1 Sawan. This research was designed as a correlational quantitative methodology. Two instruments were administered to measure the students’ reading efficacy and their reading competency on the written English texts. The two instruments consisted of reading efficacy questionnaire and reading competency test. Data were gathered using these two instruments. The obtained data were analyzed using descriptive measures and Pearson’s Product Moment Correlation Coefficient. The research findings discover that the students’ reading efficacy and reading competency are categorized as high respectively. The research findings imply the importance of improving reading efficacy, as well as their reading competency.keyword : reading efficacy, reading competency, correlation coefficient
THE EFFECT OF MIND MAPPING STRATEGY COMBINED WITH PEER ASSESSMENT TOWARD STUDENTS’ WRITING COMPETENCY ., Abdul Wahab; ., 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.v5i2.11302

Abstract

Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh yang signifikan terhadap kompetensi menulis siswa yang diajar dengan strategi pemetaan pikiran yang dikombinasikan dengan penilaian sejawat dan mereka yang diajar dengan strategi konvensional. Populasi penelitian ini adalah siswa kelas XI SMK Triatma Jaya Singaraja. Melalui teknik random sampling, dua kelas diambil sebagai sampel dalam penelitian ini. Mereka ditugaskan sebagai kelompok eksperimen dan kelompok kontrol dengan undian. Untuk mendapatkan data yang dibutuhkan, kedua kelompok diberi perlakuan berbeda. Kelompok eksperimen diajar dengan menggunakan strategi pemetaan pikiran yang dikombinasikan dengan peer assessment, sedangkan kelompok kontrol diajar dengan menggunakan strategi konvensional (strategi penulisan bebas). Instrumen yang digunakan dalam penelitian ini untuk mengumpulkan data adalah skenario pengajaran dan post-test dalam bentuk tes tulis. Data yang diperoleh kemudian dianalisis secara deskriptif dan inferensial. Hasil statistik inferensial menunjukkan bahwa t yang diamati melebihi nilai t-kritis. Dengan demikian, hipotesis nol ditolak, yang berarti ada pengaruh signifikan terhadap kompetensi menulis siswa yang diajar dengan strategi pemetaan pikiran yang dikombinasikan dengan penilaian sejawat dan mereka yang diajar dengan strategi konvensional.Kata Kunci : Conventional, Mind Mapping, Peer Assessment, Writing Competency This study aimed at investigating whether or not there was any significant effect on students’ writing competency who were taught by mind mapping strategy combined with peer assessment and those who were taught by conventional strategy. The population of this study was the tenth grade students in SMK Triatma Jaya Singaraja. Through random sampling technique, 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 different treatments. The experimental group was taught by using mind mapping strategy combined with peer assessment, meanwhile the control group was taught by using conventional strategy (free writing strategy). The instruments used in this study to collect the data were the teaching scenario and post-test in the form of writing test. The obtained data were then analyzed descriptively and inferentially. The result of inferential statistics showed that the t observed exceeded the t-critical value. Thus, the null hypothesis was rejected, which means there was significant effect on students’ writing competency who were taught by mind mapping strategy combined with peer assessment and those who were taught by conventional strategykeyword : Conventional, Mind Mapping, Peer Assessment, Writing Competency
DEVELOPING STORY JUMPER-BASED TEACHING MEDIA TO ENRICH KINDERGARTEN STUDENTS' VOCABULARY ., Ketut Hari Rameswara; ., Luh Diah Surya Adnyani, 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.v5i2.18863

Abstract

Kebutuhan untuk mengintegrasikan teknologi dalam aktifitas pembelajaran sangatlah penting, terlebih lagi semenjak pembelajaran di era sekarang ini dipengaruhi oleh Revolusi Industri 4.0 dan menjadi Edukasi 4.0. Maka dari itu, selama masa transisi, para guru membutuhkan bantuan untuk membuat media berbasis teknologi untuk diimplementasikan pada pembelajaran mereka. Penelitian ini bertujuan untuk mengetahui pengembangan media pembelajar berbasis story jumper yang digunakan untuk memperkaya kosa kata murid TK, dan mengetahui kualitas dari media tersebut. Penelitian ini menggunakan penelitian Design and Development Research. Subyek penelitian ini adalah guru, sebagai pengguna, dan murid-murid di TK Lab. Undiksha. Penelitian menggunakan ADDIE model selama pengembangannya. Untuk mengetahui kualitas media yang akan digunakan, ahli menggunakan observasi kelas, kuesioner dari 3 guru setelah pengimplementasian media, dan wawancara dari 3 siswa. Menurut para guru, media yang digunakan sudah bagus untuk membantu guru menyampaikan materi pembelajaran, dan terlebih lagi medianya sangat gampang untuk digunakan. Sedangkan saat wawancara, para siswa mengaku bahwa media yang digunakan mampu menari perhatian mereka karena medianya sangat menyenangkan dan menarik dalam berbagai aspek. Dapat disimpulkan bahwa pengembangan media melalui proses ADDIE yaitu Analysis, Design, Development, Implementation, dan Evaluation, dan menurut temuan penelitian, media yang digunakan sudah bagus dan bisa digunakan untuk implementasi selanjutnya. Dari penelitian ini, para guru bisa merujuk pada Story Jumper saat ingin mengembangkan media berbasis teknologi mereka sendiri.Kata Kunci : Kata Kunci: ADDIE model, Media Pembelajaran Berbasis Story Jumper, Pelajar Usia Dini. The demand of integrating technology in teaching and learning session is essential since today’s learning is affected by Revolution Industry 4.0 and became Education 4.0. Thus, during the transition, teachers are in need of help in creating suitable media to be implemeneted in their learning. This research aimed to know the development of story jumper-based teaching media into media that were used to enrich kindergarten students’ vocabulary, and to know the quality of the media. This research was Design and Development Research. The subject of this research were the teachers, as the user, and the students of TK Lab. Undiksha. This research used ADDIE model during the development. To know the quality of the media, the researcher used classroom observation, post-implementation questionnaire from 3 teachers, and an interview of 3 students. According to the teachers, the media are good in helping the teachers delivering the material, and moreover it is very easy to use. Meanwhile in the interview, the students admitted that the media were able to attract their attention because the media were fun and attractive in many ways. As the result, the development of the media went through the process of ADDIE that are Analysis, Design, Development, Implementation, and Evaluation, and the media produced are good enough to be used in further implementation. From this research, the teachers could refer to Story Jumper when developing an ICT-based teaching media because of its practicality and benefits in helping them achieving the learning outcomes.keyword : Keywords: ADDIE model, Story Jumper-based teaching media, Young learners.

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