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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 4 Documents
 1 
Search results for , issue "Vol 6, No 2 (2018)" : 4 Documents clear
Affixation System in Penglipuran Dialect: A Descriptive Study of Derivational and Inflectional Processes Wikajaya, I Wayan; Budasi, I Gede; Suarnajaya, I Wayan
Jurnal Pendidikan Bahasa Inggris undiksha Vol 6, No 2 (2018): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (694.079 KB) | DOI: 10.23887/jpbi.v6i2.20588

Abstract

AbstractThis study aimed at describing the prefixes and suffixes in Penglipuran Dialect which belong to derivation and inflection. This research was a descriptive qualitative research. The data were collected using three techniques, namely observation, recording technique, and interview (listening and noting) technique. Three informants sample from Penglipuran were chosen based on criteria. The criteria of the informants are: they are smart, they have communicative competence, they have enough knowledge about the topic, they are the native speakers of the Penglipuran village, they are patient, they have high-attention, they have enough time to be interviewed, they are not having disturbances related to speech organs, they are a good listener, they are able to answer the questions, they are confident and they are proud of their language and culture.  The results of the study showed that there were six kinds of prefixes in Penglipuran Dialect such as prefix {mə-}, {m-}, {n-}, {ŋ-}, {ñ-}, and {ə-} and there were three kinds of suffixes in Penglipuran Dialect such as {-Λŋ}, {-In} and, {-ɔ}. Prefixes and suffixes in Penglipuran Dialect which belong to derivation were prefix {mə-} and {m-} and suffix {-Λŋ} and {-Ιn}. Prefixes and suffixes in Penglipuran Dialek which belong to inflection were prefix {n-}, {ŋ-}, {ñ-}, {m-}, and {ə-} and suffix {-ɔ}, {-Λŋ}, and {-In}. Key Words: affixation, Penglipuran Dialect, derivational and inflectional processes
IMPROVING THE EIGHTH GRADE STUDENTS’ WRITING COMPETENCY THROUGH PERSONAL PHOTOGRAPH TECHNIQUE AT SMPN 3 SINGARAJA ACADEMIC YEAR 2014/2015 Darma, I Gede Susila; Tantra, Dw. Kmg.; Padmadewi, Ni Nym.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 6, No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (464.229 KB) | DOI: 10.23887/jpbi.v6i2.20582

Abstract

Abstract This for achievements in each indicator of writing competency of the eighth grade students in SMP N 3 Singaraja after applying the personal photograph technique in academic year 2014/2015. To know the achievements in each indicator of writing competencies of the eighth grade students in SMP N 3 Singaraja after applying the personal photograph technique in academic year 2014/2015. There are 30 students in 15 male and 15 female students in especially VIIIE in SMP N 3 Singaraja. The studies have had two cycles where each cycle consists of planning, action, observation and reflection. There are two types of data to analyze the data that was both qualitative and quantitative data. In preliminary observation based on general text: 22 (73.3%), in text type?s descriptive text 26 (86.7%), recount text 24(80%) had problem. For this in indicator descriptive text such as: authenticity 22(73%), title suitability 12(40%), text structure 19 (63%), diction 13(43%), grammar 22(73%), neatness 18(60%), writing competency 21(70%).Recount text such as: authenticity: 17(57%),title suitability 18(60%),text structure 18(60%),diction 14(47%), grammar 18(60%), neatness 18(60%), writing competency 20(67%). In cycle I based on general text: 12 (40%), in text type such as: descriptive text 18(60%), recount text 13(43%) and in each indictor for descriptive text such as: authenticity 1(3%), title suitability 3(10%), text structure 2(7%), diction 6 (20%), grammar 5(17%), neatness 1(3%), writing competency 5(17%). Recount test such as: 9(3%), 9(3%), 10(3.3%), 9(3%), 10(3.3%), 4 (13%). For the cycle II based on general text: 9(30%), in text type such as: descriptive text 9(30%) and recount text 3(10%). In each indicator of writing skill such as: authenticity 2(7%), title suitability 3(10%), text structure 1(3%), diction 4(13%), grammar 2(7%), neatness 3(10%), writing competency 1(3%). Recount text such as: 2(7%), 3(10%), 1(3%), 3(10%), 1(3%), 4(13%), 5(17%).Learning from an impressive improvement of the technique in writing at SMPN 3 Singaraja, teachers are suggested to make use of contextual and real life media.Key words: Personal Photograph Technique, writing competency   
COMMUNICATION STRATGEIES USED BY BILINGUAL CHILDREN OF INTERRACIAL MARRIAGE FAMILY (A CASE STUDY) Erawan, P. S. B.; Padmadewi, N. N.; Saputra, I. N. P. H.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 6, No 2 (2018): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (518.189 KB) | DOI: 10.23887/jpbi.v6i2.20587

Abstract

Abstract             This study aimed at describing the communication strategies used by bilingual children of interracial marriage family in doing interaction with their family at Singapadu village, Sukawati distric, Gianyar regency, Bali province. The subjects of this study were two bilingual children of interracial marriage family. The investigation focused on the types of communication strategies that they used in doing interaction with their family, the most frequently communication strategy that they applied when they were doing the interaction, and their reasons in using the communication strategies. This research was a case study which combined qualitative and quantitative analysis in which a triangulation technique was used. The results of the data analysis show that the bilingual children used seven communication strategies which included: topic avoidance, approximation, circumlocution, clarification request, paralanguage, using pictures or objects to help conveying message, and speaking slowly. The most frequently used communication strategy used by the bilingual children was paralanguage. There were three main reasons that they stated in using the strategies, the first to make the family understand of what they expected, the second because the strategies were easy and natural, and the last reason because the strategies were quick to be used. Keywords: Communication strategies, children of interracial marriage family
THE PROFILE OF TEACHERS’ TECHNIQUES, MEDIA AND MATERIAL OF TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS APPLIED AT AURA SUKMA INSANI KINDERGARTEN (A CASE STUDY) P. W. E., Mahadewi; -, Sudirman; N. K., Wedhanti
Jurnal Pendidikan Bahasa Inggris undiksha Vol 6, No 2 (2018): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v6i2.20586

Abstract

AbstractThis research aimed to describe (1) the teachers’ techniques, media and material in teaching English vocabulary to young learners at Aura Sukma Insani Kindergarten and (2) the problems faced by the teachers in applying the techniques, media and material in teaching vocabulary. This research was a case study under the form of qualitative design. The subjects of the study were the English teachers in Aura Sukma Insani Kindergarten. The instruments used in collecting the data were the researcher herself, interview guide, video recorder, observation checklist and field note. The data analysis was conducted through four stages namely data collection, data reduction, data display and conclusion drawing. The result of analysis showed that the teachers applied various teaching strategies with the support of various teaching media to teach vocabulary. The variation enabled the students to have much exposure to the vocabularies. Moreover, the problems faced by the teachers in teaching vocabulary were about the students’ behavioral management, attention management and dependence toward their teachers.Key words: technique, media, material, vocabulary, young learners    

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