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INDONESIA
Jurnal Pendidikan Bahasa Inggris
Published by Universitas Pendidikan Ganesha
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 337 Documents
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Search results for , issue "Vol. 1 No. 1 (2013): May" : 337 Documents clear
IMPROVING STUDENTS' WRITING ACHIEVEMENT THROUGH PEER REVIEW AND FACEBOOK FOR GRADE XI OF SMA NEGERI 2 SINGARAJA ., Luh Desi Karunia Lestari; ., Dr.Sudirman, M.L.S; ., Dewa Putu Ramendra, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6079

Abstract

Penelitian ini adalah sebuah penelitian tindakan kelas yang bertujuan untuk meningkatkan prestasi menulis siswa kelas X di SMA Negeri 2 Singaraja melalui peer review dan Facebook. Ada dua siklus yang dilaksanakan dalam penelitian ini, setiap siklus terdiri dari empat tahapan seperti perencanaan, pelaksanaan, pengawasan dan penilaian, dan refleksi. Tahap perencanaan mencangkup pembuatan sebuah grup Facebook dan pembuatan RPP. Sedangkan tahapan pelaksanaan dan pengamatan terjadi di dua tempat yaitu di kelas dan di online melalui grup Facebook. Kemudian penilaian dilakukan segera setelah data terkumpul dan refleksi dilakukan setelah penilaian dilaksanakan. Hasil penelitian ini memperlihatkan kesuksesan peningkatan prestasi menulis siswa. Pertama, ada kecendrungan yang positif dari skor rerata siswa, meningkat dari 64,9 di pre test menjadi 77,9 di siklus pertama dan menjadi 88,7 di siklus kedua. Oleh karena itu bisa dikatakan bahwa indikator kesuskesan penelitian yang pertama sudah dicapai. Kedua, tidak ada siswa yang tertinggal lagi di siklus kedua. Hasil pre test menunjukkan bahwa terdapat 26 siswa yang tidak lulus nilai KKM yaitu 72. Di siklus pertama, jumlah yang tidak lulus berkurang menjadi empat orang dan akhirnya tidak ada siswa yang memiliki nilai dibawah KKM pada siklus kedua. Ini berarti indikator kesuksesan penelitian yang kedua sudah tercapai. Ketiga, tanggapan siswa terhadap penerapan teknik ini sangatlah bagus. Menurut mereka, teknik ini sangat berguna untuk membantu mereka dalam menulis sebuah teks. Ini berarti indikator kesuksesan penelitian yang ketiga juga sudah dicapai. Karena ketiga indikator kesuksesan penelitian sudah dicapai, berarti penerapan peer review dan Facebook benar-benar mampu meningkatkan prestasi menulis siswa kelas X di SMA Negeri 2 Singaraja.Kata Kunci : prestasi menulis, Peer review, Facebook This research was a classroom action research aimed at improving students’ writing achievement for grade X in SMA Negeri 2 Singaraja through peer review and Facebook. There were two cycles conducted in this research; each cycle consisted of four steps namely planning, action, observation and evaluation, and reflection. In the planning steps were carried out to create a Facebook group and make lesson plans. Meanwhile, the action took place inside the classroom and online on the Facebook group. The observation and evaluation was done soon after the data was collected and the reflection was done after the evaluation conducted. The results of the research showed that the students’ writing achievement can be improvement successfully. First, there is a positive trend of the students’ mean score. It increased from 64.9 in the pre test to 77.9 in the first cycle and to 88.7. Therefore, it can be said that the first research success indicator was achieved. Second, there were no students left behind in the second cycle. In pre test, there were 26 students who did not passed the passing grade of 72. In the first cycle, the number decreased to 4 and finally all students’ score had passed the passing grade after the second cycle. This means that the second research success indicators had been achieved. Third, the students’ response toward the implementation of the technique is positive. Most of the students thought that the technique was very useful to help them write a text. This means that the third indicator of research success had also been accomplished. Since the three research indicators had been successfully accomplished, it can be concluded that the implementation of peer review and Facebook does really improve students’ writing achievement for grade XI in SMA Negeri 2 Singaraja.keyword : writing achievement, peer review, Facebook
AN ANALYSIS ON CLASSROOM INTERACTION USING IRF (INITIATION-RESPONSE-FOLLOW UP) IN TEACHING AND LEARNING PROCESS AT IX E GRADE SMP N 2 SERIRIT ., Ni Luh Seri Maratni; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6080

Abstract

Tujuan dari penelitian ini adalah untuk mendeskripsikan 1) Tipe interaksi kelas apa yang digunakan oleh guru dan siswa selama proses belajar dan mengajar di SMP N 2 Seririt, 2) Apa fungsi dari masing-masing tipe interaksi kelas selama proses belajar dan mengajar dikelas. Subjek dari penelitian ini adalah guru dan kelas IX E SMP Negeri 2 Seririt. Penelitian ini menggunakan rancangan kualitatif dalam bentuk study kasus. Instrument yang digunakan dalam mengumpulkan data adalah peneliti, kamera, lembar observasi, panduan wawancara. Hasil dari analisi menunjukkan ada 9 tipe Sinclair dan Coulthard (1975) teori yang dikenal dengan IRF (Initiation-Response-Follow up) yang terjadi selama interaksi di kelas. Masing-masing tipe tersebut adalah: question, inform, invitation, direction, prompt, encouragement, ignoring, acknowledge and response. Tipe interaksi kelas yang paling sering terjadi adalah response dan yang paling sedikit adalah ignoring. Ada tigabelas fungsi yang berbeda di setiap tipe interaksi kelas yang ditemukan berdasarka Sinclair dan Coulthard (1975) di level act, diantaranya adalah starter, directive, informative, clue, reply, bid, react, nomination, accept, acknowledge and prompt. Kata Kunci : Kata kunci: Interaksi kelas, Sinclair dan Coulthard (1975) teori This study aimed at describing (1) what types of classroom interaction are used by English teacher and students during teaching and learning process in SMP N 2 Seririt, (2) What are the functions of each type of classroom interaction during teaching and learning process in SMP N 2 Seririt. The subjects of the study were the teacher and students in IX E class SMP Negeri 2 Seririt. This study was qualitative in the form of case study. The instruments used in collecting the data were: the researcher, video camera, observation sheet, and interview guide. The result of the analysis showed that there were nine types of Sinclair and Coulthard (1975) theory occurred during the interaction in the class which is known as IRF (initiation-response-follow up). Respectively the types were as follows: question, inform, invitation, direction, prompt, encouragement, ignoring, acknowledge and response. The response type was the most frequently occurred, while ignoring was the least frequently occurred during the teaching and learning process. There were thirteen different functions in each type of classroom interaction which was found based on Sinclair and Coulthard (1975) in the level of ac, they were: starter, directive, informative, clue, reply, bid, react, nomination, accept, acknowledge and prompt.keyword : Key words: Classroom interaction, Sinclair and Coulthard (1975) theory
IMPROVING THE ABILITY OF THE SECOND GRADE STUDENTS OF SMPN 2 SINGARAJA IN MASTERING THE SIMPLE PAST TENSE THROUGH MODIFIED MEMORIZATION DRILL IN THE ACADEMIC YEAR OF 2014/2015 ., Nyoman Purba Tribawa Giri; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Dr.Sudirman, M.L.S
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6081

Abstract

Penelitian ini betujuan untuk meningkatkan kemampuan siswa dalam menguasai simple past tense melalui modified memorization drill pada tahun ajaran 2014/2015. Jumlah subjek penelitian ini adalah 32 siswa, yang terdiri dari 18 perempuan dan 14 laki laki di SMP N 2 Singaraja. Tujuan penelitian ini adalah meningkatkan kemampuan siswa dalam menguasai simple past tense dan menjelaskan tentang bagaimana modified memorization drill meningkatkan kemampuan siswa di kelas VII.14. Penelitian ini berbentuk penelitian tindakan kelas. Data diperoleh dengan tehnik analisis quantitatif dan qualitatif. Data quantitatif dianalisa dengan menggunakan rumus penghitungan dan data qualitatif dianalisa dengan menggunakan kuisioner perilaku. Hasil dari penelitian membuktikan bahwa simple past tense bisa meningkat dengan menggunakan modified memorization drill. Ini bisa ditunjukan pada hasil quantitatif yang melebihi target minimum yaitu 84% (nilai tengah post test I 72.5 dan nilai tengah post test II 96). Nilai tersebut melebihi nilai ketuntasan minimal yang dibutuhkan oleh siswa kelas 2 di SMPN 2 Singaraja. Data qualitatif dari penelitian ini juga mendukung quantitatif data, yaitu siswa lebih rajin dan aktif, pada saat modified memorization drill digunakan dalam pelajaran bahasa inggrisKata Kunci : Modified memorization drill, Menguasai, Simple past tense This present study aimed at improving the students’ ability in mastering the simple past tense through modified memorization drill in the academic year of 2014/2015. The numbers of the subjects were 32 students, consisted of 18 females and 14 males in SMP N 2 Singraja. The purpose of the research are to improve the students ability in mastering simple past tense by using modified memorization drill and to discuss how modified memorization drill improve the ability of the second grade students in mastering simple past tense. This study was designed in the form of classroom action research. The obtained data were analyzed by quantitative and qualitative analysis techniques. Qualitative data used to analyze data from post test and quantitative data used to analyze data from questionnaires of attitude. The proved that the students’ ability in mastering simple past tense could be improved through modified memorization drill. The quantitative data analysis result in which students achieved the minimum target 84% (mean scored post test I was 72.5 and mean scored post test II was 96). This result exceeds the expected minimum score of success required by second grade of SMP N 2 Singaraja. The qualitative data of the study also support quantitative data, that is, the students are more diligent, and active, during the English teaching and learning process. keyword : Modified memorization drill, Mastering, Simple past tense
AFFIXATION IN THE CODE USED BY THE MUSLIM PEOPLE OF PULUKAN VILLAGE: A DESCRIPTIVE STUDY ., I Putu Eka Adi Sanjaya; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., Dewa Putu Ramendra, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6082

Abstract

Penelitian ini bertujuan untuk menjelaskan proses morfologi afiksasi yang ada di bahasa kode yang digunakan orang muslim di desa Pulukan yang memiliki peran dalam membangun kata dan maknanya ketika Bahasa tersebut ditambahkan ke basis tertentu. Itu karena bahasa Pulukan yang unik, peneliti perlu tahu lebih banyak tentang bahasa itu dan memberikan perhatian untuk membuat bahasa ini ada. Tujuan dari penelitian ini adalah: 1) Untuk mengetahui jenis-jenis afiks di Bahasa Pulukan , 2) Untuk mengetahui proses afiksasi membangun kalimat. Penelitian ini dirancang dalam bentuk penelitian deskriptif kualitatif. Data dikumpulkan melalui observasi dan wawancara proses, dan menggunakan beberapa instrumen seperti: peneliti itu sendiri, alat perekaman, daftar kata, dan pedoman wawancara. Subyek dalam penelitian ini adalah penutur asli desa Pulukan. Ada 3 orang dari Kampung Baru, Kampung Ledok, dan Kampung Loji. Hasil dalam penelitian ini menunjukkan bahwa di Bahasa Pulukan ditemukan tiga jenis afiks. afiks yang ditemukan adalah: Prefix {N-, me-, di-, ber-, ter-, se-}, akhiran {-i, -an, -ne, -no, -ken, -nye}, dan pengombinasian dari dua afiks {N-i, N-ken, N-ne, ke-an, pe-an, me-i}. Selain itu ada beberapa proses afiksasi yang ditemukan di Bahasa Pulukan yaitu proses derivasi dan proses infleksi. Dari proses - proses derivatif yang ditemukan, beberapa kata dapat mengubah arti kata tersebut berdasarkan dimana Bahasa tersebut digabungkan.Kata Kunci : Afiksasi, Bahasa Kode yang Digunakan Orang Muslim di Desa Pulukan, Proses Morfologi This study aimed at describing the morphological process concerning affixation found in Code of Muslim of Pulukan village which has roles in constructing words. It is because the language is unique, the researcher needs to know more about that language and give attention to make this language existed. The purposes of this research were: 1) To find out the affixes in Pulukan village dialect, 2) To know the affixation processes in constructing the word. This research was designed as a descriptive qualitative research. The data were collected through observation and interview, and the instruments were: the researcher itself, recording tools, words list, and interviewing guide. The subjects of this research were native speakers of Pulukan village. They were 3 people from Kampung Baru, Kampung Ledok, and Kampung Loji. The result of this study found three types of affixes. Those affixes that were found are: Prefix {N-, me-, di-, ber-, ter-, se-}, Suffix {-i, -an, -ne, -no, -ken, -nye}, and Confix {N-i, N-ken, N-ne, ke-an, pe-an, me-i}. Besides that there were some processes of affixation that were found in Code of Muslim of Pulukan village, they were derivational process and inflectional process. From the process of derivational process found some words that can change the meaning and the word function based on where the words were attached.keyword : affixation, code of Muslims of pulukan village, morphological process
AN ANALYSIS OF TEACHING CHARACTER EDUCATION TO YOUNG LEARNERS AT AURA SUKMA INSANI KINDERGARTEN IN ACADEMIC YEAR 2015/ 2016: A CASE STUDY ., I Komang Dedik Susila; ., Made Hery Santoso, S.Pd, M.Pd.; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6083

Abstract

Penelitian ini bertujuan untuk memaparkan pengajaran pendidikan karakter oleh guru dalam mengajar anak usia dini di TK Aura Sukma Insani pada tahun pelajaran 2015/ 2016. Penerapan pendidikan karakter dilihat dari (1) bagaimana guru merancang perencanaan pembelajaran berbasis pendidikan karakter, (2) bagaimana cara guru menerapkan rencana pembelajaran, dan (3) bagaimana cara guru menilai pendidikan karakter. Penelitian ini merupakan penelitian deskriptif masalah dimana memaparkan phenomena yang terjadi dalam penerapan pendidikan karakter di TK Aura Sukma Insani. Data dikumpulkan melalui metode observasi, merekam, analisis dokumen, dan wawancara. Hasil dari data analis adalah (1) guru merancang rencana pembelajaran berbasis pendidikan karakter yang dikembangkan dari kurikulum, Prosem (Semester program) dan RKM (Weekly program). Guru menentukan topik terlebih dahulu dan memasukan pendidikan karakter kedalam rencana pembelajaran. (2) Guru melaksanakan rencana pembelajaran dengan baik melalui beberapa metode yakni, budaya sekolah, cerita, nyanyian, permainan, demostrasi kelas, tugas, karyawisata, dan latihan. (3) Guru menilai pendidikan karakter dengan penilaian proses memafaatkan observasi, catatan anekdot, dan tugas. Jadi dapat disimpulkan guru-guru di TK Aura Sukma Insani telah menerapkan pendidikan karakter. Kata Kunci : pendidikan karakter, penerapan, anak usia dini This study aimed at describing the teaching of character education to young learners at Aura Sukma Insani Kindergarten in academic year 2015/ 2016. The teaching character education was described from (1) how the teachers conducted a character based lesson plan, (2) how the teachers practiced the lesson plan, and (3) how the teachers assessed the character education. This study was qualitative case study which described the phenomenon of character education implementation at Aura Sukma Insani Kindergarten. The subject of this study was two teachers at Aura Sukma Insani Kindergarten. The data were collected through observation, recording, document analysis, and interview. The finding shows that (1) the teachers conducts lesson plan/RKH by developing from curriculum, Prosem, and RKM. The teachers determine the topic then inserts character education on the topic. (2) The teachers practice the character based lesson plan well through various methods namely school culture, storytelling, singing, playing, classroom demonstration, giving project and task, travelling, and drilling. (3) The teachers assess the character education through process oriented assessment using observation, anecdote note, and task. Thus, the teachers of Aura Sukma Insani Kindergarten have implemented character education. keyword : character education, implementation, young learner
DEVELOPING CULTURE-BASED ENGLISH LANGUAGE ASSESSMENT INSTRUMENT FOR SECOND SEMESTER OF GRADE SEVEN OF JUNIOR HIGH SCHOOL IN BULELENG SUB-DISTRICT TO SUPPORT THE IMPLEMENTATION OF CURRICULUM 2013 ., Ida Ayu Utari Wasundari; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.; ., Drs.Gede Batan,MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6086

Abstract

Penelitian ini bertujuan untuk mengembangkan instrumen penilaian berbasis budaya untuk semester genap kelas VII SMP di Kecamatan Buleleng untuk mendukung implementasii Kurikulum 2013. Penelitian ini dikategorikan sebagai penelitian dan pengembangan. Model dari penelitian dan pengembangan yang digunakan pada penelitian ini yaitu model penelitian dan pengembembangan oleh Peffers et al. (2007). Penelitian ini berdasarkan penelitian sebelumnya yang telah dilakukan oleh Dewi dan Batan (2015). Instrumen penilaian Bahasa Inggris yang cocok untuk semester genap kelas VII SMP di Kabupaten Buleleng yaitu instrumen penilaian yang mengintegrasikan budaya lokal untuk mendukung pengembangan karakter siswa. Langkah-langkah pengembangan instrumen penilaian ini meliputi analisis tujuan, analisis standar penilaian, analisis silabus, analisis sumber bahan ajar, mendesain kisi-kisi, pengembangan instrumen penilaian, penilaian ahli, dan revisi. Pengembangan penilaian ini menghasilakan instrumen penilaian Bahasa Inggris yang digunakan untuk menilai ranah afektif, cognitif, dan psikomotor. Reliabilitas dan kualitas dari instrument penilaian yang telah dikembangakan diperoleh dengan memberikan lembar penilaian untuk ahli penilaian dan ahli pembelajaran Bahasa inggris. Nilai yang diberikan oleh kedua ahli yaitu ahli pertama memberikan nilai sebesar 650 dan ahli kedua memberikan nilaii sebesar 802. Berdasarkan hasil tersebut, kualitas instrumen peniaian yaitu sangat baik. Reliabilitas instrumen penilaian juga dikategorikan sangat baik dimana nilai dari Alpha Cronbach’s coefficient sebesar 0,9. Hal ini menunjukkan bahwa instrumen penilaian cocok digunakan dalam proses pembelajaran Bahasa Inggris di sekolah yang mengimplementasikan Kurikulum 2013.Kata Kunci : Budaya Bali, Penilaian Bahasa Inggris, dan Kurikulum 2013 This research aimed at developing culture-based English language assessment instrument for the second semester of grade seven of junior high school in Buleleng Sub-district to support the implementation of Curriculum 2013. This research was categorized as research and development (RnD). Research and development model which was used in this research proposed by Peffers et.al (2007). This research was based on previous research which had been conducted by Dewi and Batan (2015). The suitable English assessment for the second semester of grade seven of junior high school was English assessment with integrated Balinese culture in order to support the development of character building. The steps of developing this English assessment instrument included assessment goal analysis, assessment standard analysis, syllabus analysis, learning source analysis, designing blue print, developing assessment, expert judgment, and revision. This research produced English assessment instrument which assessed students’ affective, cognitive, and psychomotor domains. The reliability and quality of the developed assessment instrument were found out by giving expert judgment form to the experts of assessment and English language teaching. The scores which were given by the two experts were 650 from the first expert and 802 from the second expert. Based on those scores, the quality of the developed English assessment instrument was categorized as excellent. The reliability of the data was categorized as excellent in which the score of Alpha Cronbach’s coefficient was 0.9. It means that the developed culture-based English assessment instrument was suitable to be used in teaching and learning process that implements Curriculum 2013 in Buleleng Sub-districtkeyword : Balinese culture, English assessment, and Curriculum 2013
An Evaluation Study of Scientific Approach in English Language Teaching at Grades VII in SMP Negeri 2 Singaraja ., I Gede Guna Parmanto; ., Dewa Ayu Eka Agustini, S.Pd., M.S.; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6088

Abstract

The study aimed to (1) evaluate the implementation of scientific approach in the seventh grade performed by the English teachers at SMP Negeri 2 Singaraja, and (2) find out the problems that appeared during the implementation of scientific approach in seventh grade English teachers of SMP Negeri 2 Singaraja. The subjects of this study were two English teachers of the seventh grade at SMP Negeri 2 Singaraja. This study employed evaluation study using CIPP model. This study evaluated the implementation of scientific approach in forms of context and process. The techniques for collecting data were observation and interview. The result of the data showed that context evaluation was relevant to the lesson plan components in curriculum 2013. Meanwhile, in form of the process, both of the teachers conducted the relevant learning activities using scientific approach. But, it was not relevant to the lesson plan that they had arranged. The problems that were encountered by the teachers are in making assessment and inserting activity when they designed the lesson plan using scientific approach. In the implementation, encouraging students to ask questions and the limitation of times become problems in teaching and learning process using scientific approach. keyword : Curriculum 2013, Scientific Approach, Evaluation
AN ANALYSIS OF GRAMMATICAL ERROR ANALYSIS IN USING SIMPLE PAST TENSE IN WRITING RECOUNT TEXT MADE BY EIGHTH GRADE STUDENTS OF SMP N 1 TEJAKULA ., Komang Adi Arta; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.; ., Drs. Asril Marjohan,MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6089

Abstract

This study was a descriptive qualitative research which aimed at analyzing the grammatical error and the source of grammatical errors in writing a recount text. The subjects of this research were the eighth grade students of SMP N 1 Tejakula. The data were presented in the descriptive analysis way and the procedure of the error analysis used according to Dulay et al (1982). The result of the study the highest errors made by the students were in the errors of selection consisting of 172 errors or 71.4%. It was followed by the errors of omission consisting of 48 errors or 19.9%. Then, it was followed by the errors of addition consisting of 14 errors or 5.8% and the lowest errors were the errors of ordering consisting of 7 errors or 2.9%. The data also indicated that the inter-lingual transfer was the highest source of the errors. Based on the result, it can be concluded that the error of selection is the highest error made by the students and inter-lingual transfer is the highest source of error because it was caused by the mother tongue interference. Kata Kunci : Error analysis, simple past tense,recount text Penelitian ini adalah deskriptif qualitative yang bertujuan untuk menganalis kesalahan grammar dan sumber kesalahan dalam menulis teks recount. Subjek dari penelitian ini adalah siswa kelas 8 SMP N 1 Tejakula. Data disajikan dengan cara deskriptif analisis dan langkah-langkah yang digunakan untuk menganalisis kesalahan adalah teori dari Dulay et al (1982). Hasil dari penelitian ini menunjukakan bahwa kesalahan tertinggi yang dibuat oleh siswa adalah kesalahan selection yaitu 172 kesalahan atau 71,4 persen. Diikuti oleh kesalahan omission yaitu 48 kesalahan atau 19,9 persen. Kemudian diikuti oleh kesalahan addition yaitu 14 kesalahan atau 5,8 persen. Dan kesalahan yang paling sedikit adalah kesalaan ordering yaitu 7 kesalahan atau 2,9 persen. Data ini juga menunjukkan bahwa Inter-lingual transfer adalah sumber kesalahan tertinggi. Dari hasil di atas dapat disimpulkan bahwa kesalahan selection adalah kesalahan yang paling tinggi dibuat oleh siswa dan inter-lingual transfer adalah sumber kesalahan tertinggi karena disebabkan pengaruh dari bahasa ibu.keyword : analisis kesalahan, simpe past tense, teks recount
LANGUAGE USE: AN ANALYSIS OF DIRECTIVE ACTS USED BY THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 1 SERIRIT ., Iin Pramunistyawaty; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6090

Abstract

Tujuan dari penelitian ini adalah untuk menganalisis jenis tindakan direktif yang digunakan oleh siswa kelas XI SMA Negeri 1 Seririt. Subyek penelitian ini adalah 41 siswa, terdiri dari 30 perempuan dan 11 laki-laki. Penelitian ini memanfaatkan metode deskriptif kualitatif, dimana data penelitian diperoleh melalui data yang elisitasi dan rekaman. Data yang dikumpulkan kemudian ditranskrip dan diklasifikasikan ke dalam 11 kategori tindak direktif. Hasil analisis menunjukkan bahwa tindakan direktif yang digunakan oleh siswa berurutan dapat disajikan sebagai berikut: perintah (236), permintaan (227), berdoa (219), untuk saran (196), untuk mengizinkan (49), kemudian diikuti oleh untuk bertanya dan memesan masing-masing (2) dari 931 ujaran. Setiap tindakan direktif muncul diwujudkan dengan menggunakan lebih dari satu pola kalimat yang berbeda, misalnya "(kata modal + S + vt. + N/P + (silakan/tolong)" yang digunakan dalam permintaan. Analisis gaya bahasa pada ujaran siswa menunjukkan bahwa gaya Bahasa (style) yang paling sering digunakan oleh siswa adalah informal, yang digunakan dalam perintah (633 ujaran), sedangkan yang kurang banyak digunakan adalah formal, yang digunakan dalam berdoa (298 ujaran). Kesalahan dalam hal tata bahasa dan diksi yang dilakukan oleh siswa dalam tindakan direktif mereka adalah serupa jumlahnya, yang mana masing-masing memiliki 344 kesalahan. Dari 281 kesalahan yang terjadi pada 222 ujaran yang memiliki kesalahan, frekuensi tertinggi disebabkan oleh kesalahan Intralingua (255 kesalahan), sedangkan frekuensi terendah yakni dari kesalahan yang disebabkan oleh Developmental atau pengembangan ( hanya 13 kesalahan).Kata Kunci : deskriptif kualitatif, tindakan direktif, gaya bahasa, analisis kesalahan, sumber kesalahan The aim of this study was to analyze the types of directive acts used by the eleventh grade students of SMA Negeri 1 Seririt. The subjects of this study were 41 students, consisting of 30 females and 11 males. This study made use of a descriptive qualitative method. The data of the study were obtained through data elicitation and recording, then transcribed and classified into 11 categories of directive acts. The result of the analysis showed that the directive acts used by the students can sequentially be presented, as follows: to command (236 speeches), to request (227 speeches), to pray (219 speeches), to advice (196 speeches), to permit (49 speeches), then followed by to ask and to order (2 speeches) out of 931 speeches. Each of the directive act appeared was realized by using more than one different sentence patterns, for example “(modals + S + vt. + n/p + (please)” used in to request. The analysis of speech styles showed that the most style frequently used by the students was informal used in to command (633 speeches), meanwhile the less was formal used in to pray (298 speeches). The errors in terms of grammar and diction committed by the students in directing were similar in number, which is 344 errors each. From 281 errors occurred in 222 error speeches, the highest frequency of errors were caused by the Intralingua (225 errors), meanwhile the lowest frequency of errors were caused by the Developmental (13 errors only). keyword : descriptive qualitative, directive acts, speech styles, error analysis, sources of errors
he Effect of Metalinguistic Written Corrective Feedback on English Writing Competency of the Eighth Grade Students of SMPN 1 Abiansemal in Academic Year 2015/2016 ., Sinta Ary Gasella; ., Dewa Putu Ramendra, S.Pd, M.Pd; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6091

Abstract

Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan signifikan pada kemampuan menulis siswa kelas delapan SMP yang diberikan metalinguistic written corrective feedback dan siswa yang tidak diberikan feedback. Penelitian experimental ini mengambil kelas VIII yaitu kelas VIII B sampai VIII F sebagai populasi dan sampel kelas VIII B dan VIII F yang dipilih melalui cluster random sampling, dimana kelas VIII B sebagai kelompok control dan kelas VIII F sebagai kelompol eksperimen. Desain penelitian ini adalah pretes-postes kontrol group. Data yang diperoleh yaitu nilai pretes dan postes siswa yang kemudian dianalisis dengan deskriptif statistik dan inferensial statistik. Dalam pengujian hipotesis, digunakan analisis ANACOVA dalam SPSS 17.0. Berdasarkan hasil uji ANACOVA, didapakan nilai signifikan pada kelompok adalah 0.024 yang merupakan lebih tinggi dari tingkat signIfikan 0.05. Hal tersebut berarti terdapat perbedaan yang signifikan antara kelompok eksperimen dengan kelompok kontrol, maka hipotesis nul ditolak. Berdasarkan hasil analisis, dapat disimpulkan bahwa terdapat dampak berbeda antara siswa yang diberikan metalinguistic written corrective feedback dengan siswa yang tidak mendapakan feedback. Kata Kunci : metalinguistic written corrective feedback, kemampuan menulis The present study aimed at investigating whether or not there was a significant difference in writing competency between the eighth grade junior high school students who received metalinguistic WCF and those who did not receive any feedback. This experimental study took the eighth grade students in SMPN 1 Abiansemal as the population and VIIIB and VIIIF respectively as the control and experimental group through cluster random sampling. The design of the study was pretest-posttest control group design. The data were the students' pretest and posttest that were analyzed descriptively and inferentially. ANCOVA test was used in analyzing the data and to test the hypothesis. The result of the analysis using ANCOVA in SPSS 17.0 showed that the significance value of the group was 0.024 which was lower than the significance level 0.05. It means that the null hypothesis was rejected. It was concluded that there was a significant difference between students who received metalinguistic WCF and those who did not receive any feedback.keyword : metalinguistic written corrective feedback, writing competency

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