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AN ANALYSIS OF THE PHONOLOGICAL AND LEXICAL CHANGES FROM TIGAWASA DIALECT TO DENCARIK DIALECT: A DESCRIPTIVE STUDY ., I Komang Bramawan; ., Dr. I Gede Budasi, M.Ed.; ., 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.v5i2.12232

Penelitian ini bertujuan untuk menjelaskan perubahan fonologis dan leksikal dialek Tigawasa ke Dencarik. Penelitian deskriptif kualitatif ini menggunakan 3 informan dari masing masing dialek, yang dibagi atas satu orang ditunjuk sebagai informan utama, sedangkan 2 orang ditunjuk sebagai informan pendamping Data diperoleh dengan mengunakan 4 teknik, yaitu: peneliti, observasi, rekaman, dan daftar kata Swadesh dan Nothofer. Dialek di desa Tigawasa dan Dencarik unik karena situasi dan kondisi desa tersebut. Hasil menunjukkan bahwa 4 kata apocope, 4 kata syncope, 10 suku kata (haplology), 3 kata epenthesis, 3 kata prothesis, 3 kata paragoge, dan 48 kata termasuk kategori perubahan bunyi abnormal. Perubahan leksikal yang terdapat dari dialek Tigawasa ke dialek Dencarik dapat dikategorikan sebagai berikut: 10 kata termasuk penyalinan leksikal, 10 kata termasuk kata yang sudah punah, 4 kata yang di kompres, dan 4 kata yang dicampur.Kata Kunci : dialek, perubahan fonologi, perubahan leksikal This study aimed at describing the phonological and lexical changes from Tigawasa to Dencarik dialect. This research was a descriptive qualitative research. In this study, there were three informants selected for each dialect, One person was appointed as the main informant, where as two others were appointed as the secondary informants. The obtained data were collected by using these techniques, namely: the researcher, observation, recording, and Swadesh’s and Nothofer’s wordlist. The results of the data analysis show that there were four words which were categorized as deletion in the final word position (apocope), four words as deletion in the middle word position (syncope), ten words were as deletion of syllable in the word (haplology), three words as addition in the middle word position (epenthesis), three words were as addition in the initial word position (prothesis), three words were as addition in the final word position (paragoge), forty eight words as abnormal sound change. The lexical changes which occur from Tigawasa dialect to Dencarik dialect were categorized as follows: ten words were categorized as lexical copying, ten words were as lost words, four words were as compressions (initials) and four words were as blends.keyword : dialect, phonological changes, lexical changes

MODELS OF TEACHING READING COMPREHENSION APPLIED BY ENGLISH TEACHER OF J-2 SCHOOL IN ACADEMIC YEAR 2016/2017 ., Ni Wy Oktavia Usadi; ., I Putu Ngurah Wage Myartawan, S.Pd., M.P; ., I Putu Indra Kusuma, 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.v5i2.12233

Penelitian ini bertujuan untuk menganalisis model yang diterapkan oleh guru bahasa Inggris di J-2 SCHOOl. Subjek penelitian ini adalah guru bahasa Inggris dan siswa J-2 pada tahun akademik 2016/2017. Penelitian ini menggunakan rancangan penelitian deskriptif. Penelitian ini menggunakan metode observasi dan interview. Hasil penelitian ini adalah model bottom-up dan top dalam pengajaran pemahaman bacaan berdasarkan teori Grabe. Frekuensi direktif pada pertemuan pertama dan kedua guru diajarkan dengan model bottom-up. Guru menggunakan model bottom-up untuk mengajar siswa dengan kata-kata yang berarti dan bagian partikel kecil dalam pemahaman membaca. Pertemuan ketiga dan kelima adalah model top-down. Guru akan mengajarkan siswa dengan aspek tertentu, seperti mengajarkan aspek tertentu tentang tes deskriptif. Hal itu bisa membuat siswa lebih kritis terhadap teks. Alasan yang mendasari guru bahasa Inggris menerapkan model dalam mengajarkan pemahaman bacaan adalah dengan membuat proses pengajaran bahasa Inggris dapat berjalan sesuai dengan tingkat siswa dan siswa dapat mengikuti proses secara efisien. Model bottom-up dan top down bisa membuat siswa aktif di kelas.Kata Kunci : guru bahasa Inggris, model pengajaran, pemahaman bacaan This research aimed to analyze the models that applied by the English teacher on J-2 SCHOOl. The subject was the English teachers and the students of J-2 in academic year of 2016/2017. This research was designed as descriptive research design. The researcher instruments are observation and interviewThe result of this study is the used of bottom-up and top models in teaching reading comprehension based on Grabe theory. The frequency of directive in first and second meeting the teacher taught with bottom-up model. The teacher used bottom-up model to teach the students with word meaning and the small particle part in reading comprehension. The third until five meeting was top-down model. The teacher would teach the students with a specific aspect, like teach the students about the specific of descriptive text. It could make students more critical about the text. The underlying reasons of English teacher apply models in teaching reading comprehension are to make the process of teaching English can run appropriately with the students level and the students can join the learning process efficiently. Bottom-up and top down model could make the students active and comfortable in the classroom.keyword : English teacher, teaching models, reading comprehension

AN ANALYSIS OF ENGLISH TEXTBOOK USED FOR GRADE SEVEN OF SMP NEGERI 1 BANJAR USING NATIONAL EDUCATION STANDARD BOARD'S FRAMEWORK IN ACADEMIC YEAR 2016/2017 ., Ni Luh Putu Mahachintya Supraptyanti; ., 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): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12234

Penelitian analisis deskriptif ini bertujuan untuk 1) mendeskripsikan apakah buku teks “Bahasa Inggris When English Rings a Bell” memenuhi aspek kelayakan isi yang direkomendasikan oleh BSNP, 2) mendeskripsikan apakah buku teks “Bahasa Inggris When English Rings a Bell” memenuhi aspek kelayakan bahasa yang direkomendasikan oleh BSNP, 3) mendeskripsikan apakah buku teks “Bahasa Inggris When English Rings a Bell” memenuhi aspek kelayakan penyajian yang direkomendasikan oleh BSNP. Buku teks dipersiapkan oleh Kementerian Pendidikan dan Kebudayaan sebagai salah satu langkah implementasi Kurikulum 2013. Teori analisis yang digunakan dalam penelitian ini adalah teori direkomendasikan oleh BSNP. Teori ini terdiri dari analisis aspek kelayakan isi, aspek kelayakan bahasa, dan aspek kelayakan penyajian. Daftar cocok yang direkomendasikan oleh BSNP digunakan sebagai instrumen dalam penelitian ini. Hasil penelitiann menunjukkan bahwa 1) aspek kelayakan isi buku dikategorikan mempunyai kualitas yang tinggi. Akan tetapi, masih ada kekurangan dalam hal a) kelengkapan dari teks interpersonal yang berhubungan dengan kehidupan sehari-hari siswa dalam tiap unit buku, b) kelengkapan dari teks fungsional di setiap unit dalam buku, c) pemaparan, dan d) penyimpanan. 2) aspek kelayakan bahasa buku teks dikategorikan mempunyai kualitas yang rendah karena bahasa dan pesan yang terdapat dalam buku tidak relevan dengan siswa dalam hal level sosial emosional remaja mereka dan penjelasan yang terdapat dalam buku seharusnya jelas dan mudah dimengerti. 3) aspek kelayakan penyajian buku dikategorikan mempunyai kualitas yang tinggi. Akan tetapi, buku teks hanya memiliki kelemahan dalam hal a) penyajian materi dalam pembelajaran mandiri mereka b) pembukaan, dan c) daftar kata.Kata Kunci : Analisis buku teks, Aspek kelayakan bahasa, Aspek kelayakan isi, Aspek kelayakan penyajian, Teori Badan Standar Nasional Pendidikan This descriptive analysis study aimed at 1) describing whether the textbook entitled “Bahasa Inggris When English Rings a Bell” meets the content aspect suggested by National Education Standard Board, 2) describing whether the textbook entitled “Bahasa Inggris When English Rings a Bell” meets the the language aspect suggested by National Education Standard Board, 3) describing whether the textbook entitled “Bahasa Inggris When English Rings a Bell” meets the presentation aspect suggested by National Education Standard Board. The textbook prepared from Ministry of Education and Culture as one step implementation of Kurikulum 2013. The analysis framework used in this study was proposed by National Education Standard Board. The framework consists of the analysis of content aspect, language aspect, and presentation aspect of the textbook. Checklist purposed by National Education Standard Board were used as the instruments. The result of analysis showed that 1) the content aspect of the textbook were categorized as very high quality. However, there is still lacking in term of a) the completeness of interpersonal texts related to learners’ daily life in each unit of the textbook b) the completeness of functional texts in each unit of the textbook c) exposure, and d) retention. 2) the language aspect of the textbook were categorized as low quality because the language and message are not relevant to the students in terms of their teenagers’ socio-emotional state and the explanation which should be clear and easily-understood. 3) the presentation aspect of the textbook were categorized as high quality. However, the textbook only has weaknesses in terms of a) the presentation of material on their self-learning b) introduction, and c) glossary.keyword : Content aspect, Language aspect, National Education Standard Board’s framework, Presentation aspect, Textbook analysis

AN ANALYSIS OF JARGON USED BY RECEPTIONISTs IN FRONT OFFICE AT LOVINA BEACH HOTEL ., Made Wikrama; ., 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.v5i2.12235

Penelitian ini bertujuan untuk mengindentifikasi dan analisis bentuk-bentuk linguistics, arti dan fungsi jargon yang digunakan oleh petugas front officers di bagian front office Lovina Beach Hotel. Dalam menganalisis jargon didukung oleh theory Allan&Burridge(2006), theory yule (2006), dan theory chaer and Agustina’s (2010). Penelitian ini menggunakan kualitatif. Penelitian pada jargon diteliti berdasasrkan bentuk pembicaraan dan bentuk tulisan. Penelitin ini dilaksanakan di Lovina Beach Hotel yang beralamat Desa Kalibubuk-Kecamatan Buleleng-Kabupaten Buleleng. Subject penelitian dalam penelitian ini adalah Front officers di Front Office, hotel Lovina Beach Hotel. Object penilitian ini adalah jargon yang digunakan dalam proses komunikasi dan interaksi antara orang-orang dengan kelompok, orang-orang dengan orang lain, kelompok dengan kelompok di Front Office. Dalam penilitian ini ditemukan berbagai bentuk jargon seperti phrasa (2 or 1,9 %), Singkatan (30 or 28%), Kata-kata (45 or 42 %), Pemendekan ( 19 or 10,9%), Peminjaman (2 or 1,9 %), Pengabungan (2 or 1,9%) and Akronym (5 or 4,7%). Dalam istilah arti jargon bahwa terdapat sebanyak 105 arti jargon. Berdasarkan teori Allan dan Burridge (2006, p.58) jargon memiliki dua fungsi pertama (1) jargon untuk menyajikan sebagai teknis atau spesialis bahasa untuk berkomunikasi yang tepat dan effisiensi dalam berkomunikasi (51, 54 %). Kedua (2) jargon sebagai bentuk memajukan bahasa dalam kelompok solidaritas dan diluar dari kelompok solidaritas kepada orang-orang yang tidak menggunakan jargon (51, 48%).Kata Kunci : jargon, front office department, lovina beach hotel. This study aimed at identify and analyze the the linguistics forms, the meanings and the function of jargon used by front officers of the front office department at Lovina Beach Hotel. The analysing of jargon was supported by Allan&Burridge (2006) theory,Yule’s (2006) theory and Chaer & Agustina’s (2010) theory. This study was conducted in a qualitative research design. The jargons was investigated based on spoken and written form. This study was conducted at Lovina Beach Hotel and located in Kalibubuk Village Buleleng Subdistrict- Buleleng Regency.The subjects of the study were receptionists at the front office department of Lovina Beach Hotel.The object of this research was jargon used in the process of communicating and interacting people with groups, people with people and group with group in front office department. This study found the types of jargon in form of phrases (2 or 1,9 %), abbreviation (30 or 28%), words (45 or 42 %), clipping ( 19 or 10,9%), borrowing (2 or 1,9 %), compounding (2 or 1,9%) and acronym (5 or 4,7%). Terms of the meaning, there were 105 jargons meaning. According to Allan and Burridge (2006, p.58) jargon has two functions, as follows.Firstly, to serve as a technical or specialist language for precise and economical communication (51, 54 %).Secondly,to promote in-group solidarity, and to exclude as out-groupers, the people who do not use the jargon (51, 48%)keyword : Keyword : jargon, front office department, lovina beach hotel.

An Analysis of Teaching Strategies Used by English Teacher to handle student with Attention Deficit Hyperactivity Disorder (ADHD) in A2 class at Aura Sukma Insani Bilingual Kindergarten ., Ni Luh Ratih Cris Andini; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12246

This study aimed to describe teaching strategies to handle ADHD student in A2 class at Aura Sukma Insani Bilingual Kindergarten, SINGARAJA and the reasons of English teacher used some strategies to handle ADHD student in the learning process .This study also told about the teacher’s problems in handling ADHD student and the achievement that got from ADHD student in the learning process. This study used descriptive research design by involving ADHD student in A2 class. The objects of this study were the teaching strategies that used by English teacher to handle ADHD student in the learning process. The data were collected by conducting interviews, took some picture and document analysis. Based on the result of the data analysis, the researcher found that the English teacher used some kinds of teaching strategies in the learning process such us: Total Physical Response and modeling, Repetition drill, Verbal and Non verbal, Co-operative learning (group discussion) and games. The teacher told some reasons in used of those kinds of teaching strategy in the learning process, to make ADHD student always focus and enthusiasm in the learning process. In implemented those kinds of teaching strategies the teacher found some problems in handling student with ADHD in the class and, the teacher also saw ADHD student got some achievements in following the learning process. keyword : Teaching Strategies and ADHD student

THE EFFECT OF EXPERIENTIAL LEARNING MODEL TOWARD STUDENTS' WRITING COMPETENCE AT THE ELEVENTH-GRADE STUDENTS OF SMA NEGERI 1 SINGARAJA IN ACADEMIC YEAR 2017/2018. ., Ida Ayu Md Friska Setiawati; ., Dr. Ni Made Ratminingsih, M.A.; ., Luh Diah Surya Adnyani, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12247

Penelitian ini bertujuan untuk mengetahui adanya pengaruh signifikan terhadap kompetensi menulis siswa antara siswa yang diajar dengan menerapkan pembelajaran pengalaman dan mereka yang diajar dengan menggunakan pembelajaran konvensional. Penelitian ini merupakan penelitian eksperimental dengan rancangan kelompok posttest hanya sebagai metode penelitian. Populasi penelitian ini adalah siswa kelas XI SMA N 1 Singaraja pada tahun ajaran 2017/2018. Penelitian ini menggunakan cluster random sampling untuk mengetahui sampel. Ada 27 siswa XI MIA 5 yang ditugaskan sebagai kelompok eksperimen yang diajar dengan menggunakan pengalaman belajar dan 26 siswa XI MIA 6 diobati sebagai kelompok kontrol yang diajar dengan menggunakan pembelajaran konvensional. Data turunan dianalisis dengan menggunakan analisis statistik deskriptif dan inferensial. Hasil analisis data menunjukkan bahwa siswa dalam kelompok eksperimen mencapai hasil yang lebih baik sehingga siswa dalam kelompok kontrol. Temuan tersebut diyakinkan oleh hasil kelompok eksperimen yaitu 87,52, sedangkan skor rata-rata kelompok kontrol adalah 81,23. Selanjutnya, hasil analisis statistik inferensial juga membuktikan pernyataan di atas, yang merupakan hasil tob adalah 4,107 dan nilai tcv adalah 1,6579. Ini menunjukkan bahwa nilai tob lebih tinggi daripada tcv. Karena tob lebih tinggi daripada tcv, hipotesisnya diterima. Dapat disimpulkan bahwa ada pengaruh yang signifikan terhadap kompetensi menulis siswa kelas XI SMA N 1 Singaraja yang diajar dengan menggunakan pengalaman belajar. Kata Kunci : kompetensi menulis, pengalaman belajar This study aims to investigate whether or not there is a significant effect of students’ writing competence between students who were taught by implementing experiential learning and those who were taught by using conventional learning. This was an experimental research with posttest only group design as the research method. The populations of this study were the eleventh-grade students of SMA N 1 Singaraja in academic year 2017/2018. This research administered cluster random sampling to determine the sample. There were 27 students of XI MIA 5 assigned as the experimental group who were taught by using experiential learning and 26 students of XI MIA 6 were treated as the control group who were taught by using conventional learning. The derived data were analyzed by using descriptive as well as inferential statistics analysis. The result of the data analysis showed that students in experimental group achieved better result that students in control group. The findings were convinced by the result of descriptive statistics analysis which showed the mean score of experimental group was 87.52, meanwhile the mean score of control group was 81.23. Furthermore, the result of the inferential statistics analysis also proven statement above, which the result of tob was 4.107 and the value of tcv was 1.6579. It showed that the value of tob was higher than the tcv. Since the tob was higher than the tcv, the hypothesis is accepted. It can be concluded that there was significant effect of students’ writing competence of the eleventh-grade students of SMA N 1 Singaraja who were taught by using experiential learning. keyword : experiential leaning, writing competence.

AN ANALYSIS OF CLASSROOM INTERACTION IN ENGLISH LANGUAGE LEARNING BASED ON THE CURRICULUM 2013 AT SMA N 2 TABANAN ., Ni Putu Widya Kristy Yanti; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Drs.Gede Batan,MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

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

Penelitian ini bertujuan untuk menemukan kategori interaksi kelas yang muncul di kelas XII IPA 1 di SMA N 2 Tabanan dan permasalahan yang ditemukan dalam pembelajaran Bahasa Inggris. Penelitian ini dianalisis dengan menggunakan teori Foreign Language Interaction Analysis (FLINT) System. Subyek penelitian ini adalah seorang guru Bahasa Inggris dan siswa kelas XII IPA 1. Penelitian ini menggunakan desain kualitatif. Data dari penelitian ini dikumpulkan melaui observasi yang tidak mengganggu kegiatan belajar dan wawancara. Temuan menunjukkan bahwa: (1) deals with feelings terjadi 30 kali, praises or encourages terjadi 65 kali, jokes terjadi 10 kali, uses ideas of students terjadi 35 kali, repeat student response verbatim terjadi 44 kali, ask question terjadi 262 kali, gives information terjadi 246 kali, corrects without rejection terjadi 11 kali, gives direction terjadi 274 kali, criticizes student behavior terjadi 7 kali, criticizes student response terjadi 7 kali, student response-specific terjadi 150 kali, students response-open-ended or student-initiated terjadi 172 kali, silence terjadi 547 kali, confusion-work-oriented terjadi 6 kali, confusion-non-work-oriented terjadi 1 kali, laughter terjadi 17 kali, uses the native language terjadi 652 kali, nonverbal terjadi 43 kali; (2) permasalahan yang ditemui oleh guru yaitu, kesulitan menyampaikan materi kepada siswa, kesulitan memilih strategi pembelajaran yang sesuai dengan topic, kesulitan dalam mengimplementasikan pembelajaran discovery, kesulitan mengimplementasikan pendekatan saitifik, kesulitan untuk membuat siswa berkonsentrasi, dan kesulitan dalam menegur siswa; permasalahan yang dihadapi oleh siswa yaitu, kurangnya pembendaharaan kata, mereka tidak percaya diri untuk mengatakan jawaban mereka, tidak suka belajar Bahasa Inggris, mereka tidak mengerti yang dikatakan guru, siswa tidak bisa memfokusan pikiran dalam belajar Bahasa Inggris.Kata Kunci : interaksi kelas, pembelajaran bahasa inggris, kurikulum 2013, Foreign Language Interaction Analysis (FLINT) System This study aimed at finding the classroom interaction categories that occurred in the XII IPA 1 class of SMA N 2 Tabanan and the problem encountered in the English language learning. This study analyzed by used theory of Foreign Language Interaction Analysis (FLINT) System. The subjects of the study were one English teacher and the students of XII IPA 1 class. This study employed qualitative design. The data were collected through doing unobtrusively observation and interview. The result showed that, (1) deals with feelings occurred 30 times, praises or encourages occurred 65 times, jokes occurred 10 times, uses ideas of students occurred 35 times, repeat student response verbatim occurred 44 times, ask question occurred 262 times, gives information occurred 246 times, corrects without rejection occurred 11 times, gives direction occurred 274 times, criticizes student behavior occurred 7 times, criticizes student response occurred 7 times, student response-specific occurred 150 times, students response-open-ended or student-initiated occurred 172 times, silence occurred 547 times, confusion-work-oriented occurred 6 times, confusion-non-work-oriented occurred once, laughter occurred 17 times, uses the native language occurred 652 times, nonverbal occurred 43 times, (2) the problem encountered by the teacher were difficult in delivering the material to the students, difficult in deciding the learning strategy that appropriate with the topic, difficult in implementing discovery learning, difficult in implemented scientific approach, hard to make the students concentrate in learning, and difficult to admonished the students; the problems encountered by the students namely lack of vocabulary, they were not confident to tell their answer, they did not like learning English, they did not understand what the teacher said, and they could not concentrate their mind in learning English. keyword : Classroom Interaction, English Language Learning, Curriculum 2013, Foreign Language Interaction Analysis (FLINT) System

*THE EFFECT OF CAROUSEL BRAINSTORMING STRATEGY ON THE STUDENTS' READING ACHIEVEMENT AT SMA SARASWATI SERIRIT IN ACADEMIC YEAR 2017/2018 ., Ni Made Indah Sari; ., Kadek Sonia Piscayanti, S.Pd., M.Pd.; ., 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.v5i2.12273

*Abstract This study was aimed AT investigating whether or not there was a significant difference between the students’ reading achievement taught by using Carousel Brainstorming Strategy and conventional strategy. Post-test only control group design was applied in this study. The population of this study was the eleventh grade students at SMA Saraswati Seririt. The sampling technique used in this study was Cluster Random Sampling. IPS I class and IPS II class were taken as the samples of this study. Through lottery technique, it was determined that IPS I class was assigned as experimental group and IPS II assigned as control group. The experimental group was taught by using Carousel Brainstorming Strategy meanwhile, the control group was taught by using Conventional Strategy (Teacher-Centered). The data was obtained from post-test and was analyzed descriptively and inferentially. The result of post-test showed that the experimental group gained better achievement compare with the control group. It was proven by the mean score of the experimental group which was 83 meanwhile the mean score of the control group was 59. In addition, the result of inferential statistic analysis showed the value of t observed was 15.574 was higher than t critical value (tcv) which was 16.715 at significant level 0.05. From the result, it was found that the null hypothesis (Ho) is rejected. This proved that there was a significant difference in the students’ reading achievement of the eleventh grade students at SMA Saraswati Seririt who were taught by using Carousel Brainstorming Strategy. Kata Kunci : Reading Achievement, Carousel Brainstorming Strategy *Abstract This study was aimed AT investigating whether or not there was a significant difference between the students’ reading achievement taught by using Carousel Brainstorming Strategy and conventional strategy. Post-test only control group design was applied in this study. The population of this study was the eleventh grade students at SMA Saraswati Seririt. The sampling technique used in this study was Cluster Random Sampling. IPS I class and IPS II class were taken as the samples of this study. Through lottery technique, it was determined that IPS I class was assigned as experimental group and IPS II assigned as control group. The experimental group was taught by using Carousel Brainstorming Strategy meanwhile, the control group was taught by using Conventional Strategy (Teacher-Centered). The data was obtained from post-test and was analyzed descriptively and inferentially. The result of post-test showed that the experimental group gained better achievement compare with the control group. It was proven by the mean score of the experimental group which was 83 meanwhile the mean score of the control group was 59. In addition, the result of inferential statistic analysis showed the value of t observed was 15.574 was higher than t critical value (tcv) which was 16.715 at significant level 0.05. From the result, it was found that the null hypothesis (Ho) is rejected. This proved that there was a significant difference in the students’ reading achievement of the eleventh grade students at SMA Saraswati Seririt who were taught by using Carousel Brainstorming Strategy. keyword : *Reading Achievement, Carousel Brainstorming Strategy

DEVELOPING E-LEARNING BASED ENGLISH MATERIALS WITH THE INSERTION OF BALINESE CULTURE FOR THE TENTH GRADE STUDENTS OF TOUR AND TRAVEL DEPARTMENT AT SMKN 1 SINGARAJA ., I Gede Oka Yasa Aryawan; ., Prof. Dr. Putu Kerti Nitiasih, M.A.; ., 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.v5i2.12274

Penelitian ini merupakan penelitian dan pengembangan (R&D) yang bertujuan untuk: (1) mengidentifikasi jenis materi Bahasa Inggris yang diperlukan untuk siswa kelas 10 jurusan Unit Perjalanan Wisata (UPW) di SMK N 1 Singaraja; (2) mengidentifikasi desain materi Bahasa Inggris Inggris yang diperlukan untuk siswa; (3) mengukur kualitas produk e-learning untuk siswa Jurusan UPW; (4) mengidentifikasi respon guru dan murid terhadap produk yang dikembangkan. Penelitian ini dilakukan berdasarkan pada desain penelitian dan pengembangan oleh Lee & Owen (2004). Data penelitian dikumpulkan melalui wawancara, observasi, dokumen, angket, uji ahli dan uji lapangan. Data dianalysis menggunakan metode analisis deskriptif kualitatif, model analisis data interaktif, dan Inter-rater Agreement Model. Hasil penelitian menunjukkan bahwa (1) siswa membutuhkan materi Bahasa Inggris yang sesuai dengan jurusannya dan pekerjaan mereka; (2) desain materi dikembangkan berdasarkan kebutuhan siswa; (3) materi Bahasa Inggris dengan tambahan budaya Bali berbasis e-learning untuk siswa jurusan UPW dikategorikan sebagai materi berkualitas tinggi; dan (4) perspektif guru dan murid terhadapa produk menunjukan respon yang positifKata Kunci : R & D, e-learning, ESP, Tour and Travel, Balinese Local Culture This study was a Research and Development (R&D) study which aimed at: (1) identifying kinds of English materials needed for the tenth grade students majoring in Tour and Travel at SMK N 1 Singaraja; (2) identifying the design of English materials needed by the students (3) measuring the quality of the E-learning English materials; (4) identifying students’ and teachers’ response toward the implementation of the developed e-learning materials. This study was conducted based on the research and development design proposed by Lee and Owens (2004). The data of the research were collected from an interview, observation, document analysis, questionnaire, expert judgments, and field test. The data were analyzed by using descriptive qualitative analysis, Interactive data analysis model, and inter-rater agreement model. The study showed that (1) the students need English materials that were appropriate to their major and with their career in the future; (2) the design of the materials was developed based on the students’ needs; (3) the e-learning based English materials with the insertion of Balinese local culture for students of Tour and Travel Department were categorized as highly qualified; and 4) teachers’ and students’ perspectives toward the product showed positive response.keyword : R & D, e-learning, ESP, Tour and Travel, Balinese Local Culture

THE EFFECT OF MIND MAPPING TECHNIQUE AS GUIDED WRITING ON STUDENTS' WRITING COMPETENCY ON THE SEVENTH GRADE STUDENTS AT SMP NEGERI 1 SERIRIT IN ACADEMIC YEAR 2016/2017 ., Ni Nengah Raniasih; ., Prof. Dr. Putu Kerti Nitiasih, M.A.; ., Drs.Gede Batan,MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12275

Penelitian ini bertujuan untuk mengetahui apakah atau tidak penggunaan Mind Mapping Technique memberikan perbedaan signifikan untuk kemampuan menulis siswa kelas VII ketika dibandingkan dengan strategi Konventional didalam menulis teks deskripsi di SMP Negeri 1 Seririt tahun ajaran 2016/2017. Penelitian ini penelitian ekperimen dengan menggunakan posttest-only control group design. Sampel penelitian ini adalah kelas VIIB dan kelas VIIC. Dimana, kelas VIIC terdiri dari 32 siswa sebagai kelompok experimen dan kelas VIIB terdiri dari 32 siswa sebagai kelompok kontrol. Instrumen yang digunakan dalam penelitian ini adalah writing competency test, Writing scoring rubric, dan teaching scenario. Data yang didapatkan kemudian dianalisis menggunakan analisis deskriptif dan analisis inferensial. Hasil analisis menunjukkan bahwa nilai rata-rata kelompok eksperimen adalah 78.1, sedangkan nilai rata-rata kelompok kontrol adalah 72,0. Hasil uji hipotesis menunjukkan bahwa nilai dari thitung lebih besar dari nilai ttabel (3.689 > 1.998). Berdasarkan hasil tersebut dapat disimpulkan bahwa, ada perbedaan yang signifikan antara siswa yang diajar dengan menggunakan Mind Mapping Technique denga siswa yang diajar dengan menggunakan strategi konvensional di SMP Negeri 1 Seririt untuk kelas VII tahun ajaran 2016/2017.Kata Kunci : Kompetensi menulis and Mind Mapping. The aim of this study was to investigate whether the use of Mind Mapping Technique gave significant difference on the 7th grade students’ writing competency when compared with conventional strategy in writing descriptive text at SMP Negeri 1 Seririt in academic year 2016/2017. The present study was an experimental research which used posttest-only control group design. The samples of this study were VIIB class and VIIC class, where VIIC class that consisted of 32 students as the experimental group and VIIB class that consisted of 32 students as the control group. The instrument used for collecting data in this study were writing competency test, writing scoring rubric, and teaching scenario. The data were analyzed by using descriptive analysis and inferential analysis. The result of this study showed that the mean score of the experimental group was 78.1, while the mean score of the control group was 72.0. Then, the result of hypothesis testing showed that the value of tobserved was higher than the value of tcritical value (3.689 > 1.998). Based on the result, it could be concluded that there was a significant difference between students who were taught by using Mind Mapping Technique and students who were taught by using conventional strategy at SMP Negeri 1 Seririt of the 7th grade in academic year 2016/2017keyword : Writing Competency and Mind Mapping

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Journal Mail Official
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-

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Kota denpasar,

Bali

INDONESIA