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INDONESIA
Jurnal Pendidikan Bahasa Inggris
Published by Universitas Pendidikan Ganesha
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Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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Articles 293 Documents
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Search results for , issue "Vol. 5 No. 2 (2017): November" : 293 Documents clear
Lexical Comparison Between Gelgel Dialect and Tampekan Dialect: A Descriptive Qualitative Study ., Luh Widiyaswary; ., Dr. I Gede Budasi, M.Ed.; ., 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.v5i2.15057

Abstract

Penelitian ini bertujuan untuk mendeskripsikan perbandingan antara dialek gelgel dan dialek tampekan. Penelitian ini adalah deskripsi kualitatif. Pada penelitian ini, satu orang ditentukan sebagai informan utama dan 2 lain nya sebagai informan pembantu. Data yang diperoleh dikumpulkan melalui 4 teknik, antara lain: peneliti, observasi, rekaman, dan daftar kata. Terdapat 200 kata pada daftar kata swadesh dan 462 kata pada daftar kata nothofer yang diperoleh sebagai data pada penelitian ini. Hasil dari analisis data menunjukkan bahwa terdapat 98 kata yang mirip, 303 kata yang sama, dan 136 kata yang berbeda antara dialek gelgel dan dialek tampekan. Tipe-tipe perubahan leksikal yang muncul dari dialek gelgel ke dialek tampekan dapat dikategorikan sebagai berikut: 23 kata termasuk kedalam lexical borrowing (19 kata termasuk kedalam imfortation dan 4 kata termasuk kedalam loan blend), 8 kata termasuk kedalam lost word, 6 kata termasuk kedalam blend, dab 5 kata termasuk kedalam compression.Kata Kunci : Kata Kunci: Dialek, Perbedaan Leksikal, Persamaan Leksikal. This study aimed at describing the lexical comparison between Gelgel and Tampekan Dialect. This research was a descriptive qualitative research. There were three informants selected in each dialect. In this case, one sample was determined as the main informant and the other two were determined as secondary informants. The obtained data were collected based on four techniques, namely: the researcher, observation, recording, and wordlist. There were 200 words in Swadesh wordlist and 462 words in Nothofer wordlist that were obtained as the data in this study. The results of the data analysis showed that there were 98 words which were similar, 303 words which were the same, and 136 words which were the different between Gelgel and Tampekan dialect. The types of lexical changes which occur from Gelgel to Tampekan dialect can be categorized as follow: 23 words belong to lexical borrowing (19 words belong to importation and 4 words belong to loanblend), 8 words belong to lost word, 6 words belong to blend, and 5 words belong to compression.keyword : Key words: dialect, lexical differences, lexical similarities.
Verbal and Nonverbal Communication Used by Teachers in Providing Positive Reinforcement in EFL Classes at SMP N 1 Mengwi ., I Nengah Pasek Budiartika; ., I Putu Ngurah Wage Myartawan, S.Pd., M.P; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.15060

Abstract

Penelitian ini bertujuan untuk (1) mendeskripsikan dan menganalisis bentuk komunikasi verbal guru ketika memberikan penguatan positif pada kelas bahasa Inggris sebagai bahasa asing di SMP N 1 Mengwi, (2) mendeskripsikan dan menganalisis komunikasi nonverbal guru ketika memberikan penguatan positif pada kelas kelas bahasa Inggris sebagai bahasa asing di SMP N 1 Mengwi, (3) mengetahui persepsi siswa terhadap komunikasi verbal dan nonverbal guru ketika memberikan penguatan positif pada kelas kelas bahasa Inggris sebagai bahasa asing di SMP N 1 Mengwi. Penelitian ini menggunakan rancangan penelitian deskriptif kualitatif. Subjek penelitian ini adalah dua guru bahasa Inggris dan 140 siswa di kelas 8A, 8B, 7K, dan 7L kelas di SMP N 1 Mengwi. Data penelitian ini dilakukan dengan mengumpulkan beberapa instrumen, yaitu peneliti, lembar observasi, perekam video, dan angket. Hasil penelitan ini menunjukan bahwa (1) bentuk komunikasi verbal guru ketika memberikan penguatan positif adalah bentuk tuturan deklaratif, interogatif, dan imperatif; (2) bentuk komunikasi nonverbal guru ketika memberikan penguatan positif adalah kinesik, haptik, dan proksemik; dan (3) persepsi siswa terhadap komunikasi verbal dan nonverbal guru ketika memberikan penguatan positif adalah siswa merasa termotivasi, percaya diri, nyaman, dan semangat. Selain itu, siswa senang dan suka ketika guru menggunakan komunikasi verbal dan nonverbal dalam memberikan penguatan positif. Kata Kunci : bahasa Inggris sebagai bahasa asing, penguatan positif, komunikasi verbal, dan komunikasi nonverbal This study aimed at (1) describing and analyzing the forms of verbal communication used by teachers in providing positive reinforcement in EFL classes at SMP N 1 Mengwi, (2) describing and analyzing the forms of nonverbal communication used by teachers in providing positive reinforcement in EFL classes at SMP N 1 Mengwi, (3) identifying the students’ perception toward verbal and nonverbal communication used by teachers in providing positive reinforcement in EFL classes at SMP N 1 Mengwi. This study was a descriptive qualitative research design. The subjects of this study were two English teachers and 140 students at 8A, 8B, 7K, and 7L class at SMP N 1 Mengwi. The data of this study were collected by using several instruments, namely the researcher, observation sheet, video recorder, and questionnaire. The result of this study showed that (1) the forms of verbal communication used by the teachers in providing positive reinforcement were declarative, interrogative, and imperative; (2) the forms of nonverbal communication used by the teachers in providing positive reinforcement were kinesics, haptic, and proxemics; (3) the students’ perception toward verbal and nonverbal communication used by the teachers in providing positive reinforcement were they felt motivated, confident, comfortable, and enthusiastic. Besides that, they were pleased and they liked when the teachers used verbal and nonverbal communication in providing positive reinforcement.keyword : English as a Foreign Language (EFL), nonverbal communication, positive reinforcement, and verbal communication
SOUND CHANGES OF THE BORROWING WORDS FROM ENGLISH INTO INDONESIAN IN RESTAURANT REGISTER ., I G A N Alitia k; ., Dr. I Gede Budasi, M.Ed.; ., Ida Ayu Made Istri Utami, 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.v5i2.15061

Abstract

Penelitian ini bertujuan untuk mendeskripsikan jenis-jenis perubahan bunyi dari kata-kata pinjaman dari Bahasa Inggris ke dalam Bahasa Indonesia dalam ranah restoran. Penelitian ini merupakan penelitian deskriptif kualitatif. Dalam penelitian ini, ada 5 informan yang dipilih, satu sebagai informan utama dan empat lainnya sebagai informan sekunder. Data yang diperoleh dikumpulkan dengan menggunakan tiga teknik, yaitu: observasi, wawancara, perekaman. Hasil analisis data menunjukan bahwa ada 81 kata-kata pinjaman dari Bahasa Inggris ke dalam Bahasa Indonesia dalam ranah restoran, 6 kata mengalami pengurangan klaster, 7 kata mengalami epenthesis atau anaptyxis, 3 kata mengalami patah vocal atau diftongisasi, 11 kata mengalami paragoge, dan 23 kata mengalami monoftongisasi.Kata Kunci : kata pinjaman, perubahan bahasa, perubahan bunyi This study aimed at describing the types of sound change of the borrowing words from English to Indonesian in restaurant register. This research was a descriptive qualitative research. In this study, there were five informants selected, one as the main informant, and four others as the secondary informants. The obtained data were collected by using three techniques, namely: observation, interview, and recording. The results of the data analysis show that there were 81 borrowing words from English into Indonesian in restaurant register, 6 words underwent cluster reduction, 7 words underwent epenthesis or anaptyxis, 3 words underwent vowel breaking or diphthongization, 11 words underwent paragoge, and 23 words underwent monophthongization. keyword : borrowing words, language change, sound change
The Phonological Changes from Gelgel Dialect to Tampekan Dialect: A Descriptive Qualitative Study ., Kadek Puspa Ariantini; ., 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.v5i2.15063

Abstract

Penelitian ini bertujuan untuk mendeskripsikan perubahan bahasa dari dialek Gelgel ke dialek Tampekan. Penelitian ini merupakan penelitian deskripsi kualitatif. Peneliatian ini mengambil tempat di desa Gelgel, kecamatan Klungkung, kabupaten Klungkung dan di desa Tampekan, kecamatan Banjar, kabupaten Buleleng. Ada tiga informan yang dipilih ditiap desa. Satu orang sebagai informan yang utama, dua orang lainnya sebagai informan yang membantu. Data dianalisis berdasarkan teori tipe perubahan bahasa yang disarankan oleh Crowley (1992), Keraf (1996), and Fruehwald (2013). Data diperoleh berdasarkan daftar kata Swadesh dan daftar kata Nothofer. Hasil dari data analisis menunjukan bahwa ada 8 kata yang mengalami aphaeresis (menghilangnya fonem di depan kata), 10 kata yang mengalami syncope (menghilangnya fonem di tengah kata), 2 kata yang mengalami apocope (menghilangnya fonem diakhir kata), 7 kata yang mengalami haplology (menghilangnya suku kata dalam sebuah kata), 7 kata yang mengalami epenthesis (penambahan fonem di depan kata), 2 kata yang mengalami prosthesis (penambahan ditengah kata), 4 kata yang mengalami paragoge (penambahan fonem di akhir kata), 6 kata yang mengalami assimilation (sebuah fonem yang mengubah fonem lainnya dan terdengan mirip), and 7 kata yang mengalami dissimilation (perubahan fonem yang tidak mirip dari sebelumnya).Kata Kunci : fonologi, perubahan bunyi, dan dialek. This study aimed at describing the phonological changes from Gelgel dialect to Tampekan dialect. This study is a descriptive qualitative study. It took place in Gelgel village, Klungkung district, Klungkung regency and Tampekan village, Banjar district, Buleleng regency. There were three informants selected in each dialect. One person was appointed as main informant, and the other two were determined as the supporting informants. The data were analyzed based on the theory of types of phonological changes suggested by Crowley (1992), Keraf (1996), and Fruehwald (2013).The data were collected based on two wordlists, namely Swadesh and Nothofer. The result of data analysis showed that there are 8 words which undergoing aphaeresis (loss of the phoneme in the beginning of the word), 10 words which undergoing syncope (loss of the phoneme in the middle of word), 2 words which undergoing apocope (loss of the phoneme in the final of the word), 7 words which undergoing haplology (loss of syllable in the word), 7 words which undergoing epenthesis (addition in the middle word position), 2 words which undergoing prosthesis (addition in the initial word position), 4 words which undergoing paragoge (addition in the final word position), 6 words which undergoing assimilation (one phoneme changes another phoneme to be more similar), and 9 words which undergoing dissimilation (a sound change to be unlike the sound before it).keyword : Keywords: Phonology, Phonological Changes, Dialect
AN ANALYSIS OF AUTHENTIC MATERIALS USED BY SENIOR HIGH SCHOOL ENGLISH TEACHERS IN SINGARAJA ., Yogi Mahendra; ., Prof. Dr. Putu Kerti Nitiasih, 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.v5i2.15065

Abstract

Penelitian ini dilakukan pada bulan Oktober 2017 dengan melibatkan tiga orang guru bahasa Inggris di tiga sekolah menengah atas dan kanjuruhan di Singaraja. Penelitian ini dilakukan di tiga kelas. Penelitian ini terkait dengan jenis materi autentik yang digunakan oleh guru Bahasa Inggris dan implementasi materi autentik tersebut dalam proses belajar mengajar di kelas. Tujuan dari penelitian ini adalah untuk mencari tahu tentang jenis materi autentik yang digunakan oleh guru Bahasa Inggris di Singaraja dan implementasi materi autentik tersebut di kelas. Data diambil dari semua elemen proses belajar mengajar antara guru dan siswa, dan pendukung laiinya yaitu beberapa buku dan rpp. Penilitian ini menggunakan metode deskriptif yang menggunakan wawancara, dokumentasi dan obsrvasi. Penelitian ini merupakan penelitian deskriptif yang tidak mencakup perhitungan dan langkah-langkah statistik. Hasil dari pelitian ini yaitu ada tiga macam materi autentik yang digunakan oleh guru yaitu cartoon movie, brochure, dan short animated video. Dalam penelitian ditemukan bahwa penggunaan materi autentik sangat efektif dalam proses belajar – mengajar serta mampu meningkatkan motivasi siswa dalam belajar Bahasa Inggris. Kata Kunci : autentik material, Guru Bahasa Inggris This study was conducted on October 2017 by involving three English teachers at three Senior High School in Singaraja. This research was observed in three classrooms. The research focuses on the kind of authentic materials used by English teachers and the implementation of authentic materials in teaching and learning process. The purpose of this research is to identify kinds of authentic materials used by English teachers and the implementation of authentic materials in teaching and learning process. The data are taken from all elements of teaching-learning process committed by the teacher and the students and other sources such as books, and lesson plan. The method of collecting data is descriptive method by employing interview, documentation and observation. This research is descriptive research which does not include any calculation or statistic procedure. The result of the research is there are three kinds of authentic material used by the teacher that is cartoon movie, brochure, and short animated video. This research also found that the use of authentic material is very effective in teaching and learning process and able to increase students' motivation in learning English.keyword : Authentic Materials, English teacher
THE EFFECT OF THE INTEGRATION OF EDMODO ON THE WRITING COMPETENCY OF THE TENTH GRADE STUDENTS OF SMK NEGERI 1 TAMPAKSIRING ., Ni Wayan Dini Diantari; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd; ., I Putu Ngurah Wage Myartawan, S.Pd., M.P
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.v5i2.15066

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh Edmodo pada kompetensi menulis siswa kelas X SMK Negeri 1 Tampaksiring. Penelitian ini merupakan penelitian eksperimen dengan desain Post-Test only Control Group. Populasi dari penelitian ini berjumlah 458 siswa kelas X SMK Negeri 1 Tampaksiring yang dibagi menjadi 13 kelas. Dengan menggunakan teknik cluster random sampling, ditetapkan dua kelas sebagai sampel dari penelitian ini, yang masing-masing kelas terdiri dari 35 siswa. Kedua sampel kemudian dipilih secara acak sebagai kelompok eksperimen (dibelajarkan menggunakan Edmodo) dan sebagai kelompok kontrol (dibelajarkan tanpa menggunakan Edmodo). Data diperoleh dengan mengadakan post-test kompetensi menulis. Data yang telah diperoleh kemudian dianalisis secara deskriptif dan inferensial menggunakan uji-t dibantu dengan SPSS 16.0. Hasil dari deskriptif statistik menunjukkan bahwa nilai rata-rata dari kelompok eksperimen adalah 81,83, lebih besar dari kelompok kontrol dengan nilai rata-rata 72,26. Hasil uji-t juga menunjukkan bahwa nilai Sig. (2-ekor) = 0,001. Karena nilai Sig. (2-ekor) kurang dari 0,05, maka H0 ditolak. Jadi dapat disimpulkan bahwa terdapat perbedaan yang signifikan pada kompetensi menulis siswa kelas X yang dibelajarkan menggunakan Edmodo dan siswa yang dibelajarkan tanpa enggunakan Edmodo.Kata Kunci : Edmodo, kompetensi menulis This study was aimed at investigating the effect of Edmodo on writing competency of the tenth grade students of SMK Negeri 1 Tampaksiring. This study was an experimental research which used Post-Test only Control Group Design. The population of this study were 458 students of the tenth grade who were divided into 13 classes. By using cluster random sampling technique, there were two classes each consisting of 35 students which were determined as the samples of the study. The samples then were randomly selected as the experimental group (taught by using Edmodo) and as the control group (taught without using Edmodo). The data were collected by using writing competency post-test. The obtained data were analyzed descriptively and inferentially by using t-test assisted with SPSS 16.0. The result of the descriptive statistics showed that the mean score of the experimental group was 81.83 higher than the mean score of the control group which was 72.26. The result of the t-test also showed that the value of Sig. (2-tailed) was 0.001, since the value of Sig. (2-tailed) was below 0.05, the null hypothesis (H0) was rejected. It means that there was a significant difference on the tenth grade writing competency between students who were taught by using Edmodo and those who were taught without using Edmodo.keyword : Edmodo, writing competency
AN ANALYSIS OF MAXIM VIOLATION TO ACHIEVE POLITENESS IN TEACHERS UTTERANCES OF SMPN 3 SINGARAJA IN ACADEMIC YEAR OF 2017/2018 ., Putu Cendhani Sari Suartana; ., Dr. Dewa Putu Ramendra, S.Pd., M.Pd.; ., Putu Adi Krisna Juniarta, 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.v5i2.15067

Abstract

One of the ideal purposes of communication is giving information, but sometimes information is delivered in certain condition to make another intention. The violation of such ideals then occurred based on one’s reason and can be observed by looking at the available context. Of all the reasons behind maxim violation, politeness is one of them. It is an essential part of communication which could maintain a good relationship between both speaker and hearer. Teacher is one of the essential parts in education sector. In teaching and learning process, teacher sometimes violate the maxim to imply a more encouraging yet polite responses. In this study, the writer had combined two variables of pragmatics study which occurred in the ground of educational sector. In this study, the writer had combined two variables of pragmatics study which occurred in the ground of educational sector. The writer then tried to define the way on how Mrs. AS, one of the English teachers in SMPN 3 Singaraja violates the maxim and also its relation with politeness. Videos of teaching and learning process had been taken and transcribed to provide an authentic data. The result of the data shows that 229 utterances had violated maxim while achieving politeness at the same time. In conclusion, violating a maxim could be based on one simple yet noble reason: politeness.Kata Kunci : maxim violation, politeness, Cooperative Principle, teacher, utterance One of the ideal purposes of communication is giving information, but sometimes information is delivered in certain condition to make another intention. The violation of such ideals then occurred based on one’s reason and can be observed by looking at the available context. Of all the reasons behind maxim violation, politeness is one of them. It is an essential part of communication which could maintain a good relationship between both speaker and hearer. Teacher is one of the essential parts in education sector. In teaching and learning process, teacher sometimes violate the maxim to imply a more encouraging yet polite responses. In this study, the writer had combined two variables of pragmatics study which occurred in the ground of educational sector. In this study, the writer had combined two variables of pragmatics study which occurred in the ground of educational sector. The writer then tried to define the way on how Mrs. AS, one of the English teachers in SMPN 3 Singaraja violates the maxim and also its relation with politeness. Videos of teaching and learning process had been taken and transcribed to provide an authentic data. The result of the data shows that 229 utterances had violated maxim while achieving politeness at the same time. In conclusion, violating a maxim could be based on one simple yet noble reason: politeness.keyword : maxim violation, politeness, Cooperative Principle, teacher, utterance
DEBATING STRATEGY TO PROMOTE SPEAKING COMPETENCE USED BY TEACHER IN ENGLISH AS FOREIGN LANGUAGE CLASS IN SMAN 1 SINGARAJA ., KETUT ARYATI UTAMI; ., Prof. Dr.I Nyoman Adi Jaya Putra, M.A.; ., 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.v5i2.15068

Abstract

Penelitian ini bertujuan untuk mendeskripsikan langkah dari penerapan strategi debat di dalam kelas dan untuk mengetahui persepsi siswa terhadap penggunaan strategi debat di dalam kelas oleh guru bahasa inggris. Subyek penelitian ini adalah 30 orang siswa dari XI MIA 2 dan guru bahasa inggris di SMAN 1 Singaraja. Penelitian ini dilakukan dalam lima pertemuan, tiga pertemuan digunakan untuk mengamati strategi debat di dalam kelas, dua pertemuan digunakan untuk menyebarkan kuesioner kepada siswa dan melakukan wawancara kepada guru bahasa inggris dan siswa. Data diperoleh dengan 4 jenis instrumen: lembar observasi, rekaman video, wawancara, dan kuesioner. Hasil penelitian ini menunjukkan bahwa langkah dari strategi debat yang digunakan oleh guru bahasa inggris di SMAN 1 Singaraja mengadopsi teori dari Vargo (2012). Hasil ini diperoleh dari pengamatan dan wawancara kepada guru bahasa inggris. Hasil dari kuesioner dan wawancara kepada siswa menunjukkan bahwa: 1) 60% murid setuju bahwa mereka menyukai penggunaan strategi debat karena topik dalam debat. 2) 87% siswa setuju bahwa mereka menyukai strategi debat karena anggota atau peserta debat lainnya. 3) 90% siswa setuju bahwa mereka menyukai strategi debat karena juri dalam debat. Dapat disimpulkan bahwa strategi debat dapat diterapkan di SMAN 1 Singaraja dengan mengadopsi teori dari Vargo (2012) dan siswa di SMAN 1 Singaraja khususnya kelas XI MIA 2 menyukai penggunaan strategi debat dalam pembelajaran di kelas.Kata Kunci : Kata kunci: Strategi Debat, keterampilan berbicara This study aimed at describing the steps of implementing debating strategy and reveal students’ perception toward the use of debating strategy in classroom by English teacher while teaching speaking in EFL classes. The subject of this research were 30 eleventh grade students of MIA 2 in SMAN 1 Singaraja and an English teacher. This study was conducted in 5 meetings, three meetings were used to observe the debating strategy. Two meetings were used to spread questionnaire and conduct interview with the teacher and the students. The data were obtained by using 4 kinds of instruments: an observation sheet, video recorder, an interview guide, and questionnaire. The result of this study showed that the step of debating strategy used by the teacher in SMAN 1 Singaraja is adopting the theory from Vargo (2012). This result revealed by conducting observation and interviewing the teacher. The result from the questionnaire and interview to the students showed that: 1) 60% students agree that they like the use of debating strategy in classroom because of the topic in debate. 2) 87% of students agree that they like the use of debating strategy because of the debater. 3) 90% of students agree that they like the use of debating strategy because of the judge. It can be concluded that debating strategy is applicable in SMAN 1 Singaraja by adopting theory of step in debating strategy from Vargo (2012) and the students especially in XI MIA 2 SMAN 1 Singaraja like the use of debating strategy for teaching and learning in classroom. keyword : Keywords: debating strategy, speaking
AN ANALYSIS OF INSTRUCTIONAL MEDIA USED BY THE ENGLISH TEACHER IN RELATION TO STUDENTS’ LEARNING INTEREST AND MOTIVATION IN SMP LABORATORIUM UNDIKSHA ., Ida Bagus Made Ari Dwitya Senjaya; ., Drs.Gede Batan,MA; ., I Putu Ngurah Wage Myartawan, S.Pd., M.P
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.v5i2.15069

Abstract

Penelitian ini bermaksud untuk menyelidiki jenis media pembelajaran yang digunakan oleh guru bahasa Inggris dalam kaitannya dengan minat dan motivasi siswa, dan masalah yang dihadapi oleh guru bahasa Inggris dalam menggunakan media pembelajaran. Penelitian ini menggunakan desain deskriptif kualitatif (Sandelowski, 2000) dan data dikumpulkan dengan observasi, kuesioner, dan wawancara untuk mendapatkan data. Hasil dari penelitian ini menunjukkan bahwa guru bahasa Inggris menggunakan enam jenis media pembelajaran, seperti (1) Slides power point, (2) Real Object, (3) Motion Picture (Video), (4) Menggambar, (5) Peta, dan (6) Internet. Penggunaan media pembelajaran memiliki hubungan dengan respon siswa pada minat dan motivasi belajar mereka. Hasilnya menunjukkan bahwa persentase minat siswa adalah positif (78, 5%) dan motivasi siswa positif (85, 6%) untuk belajar menggunakan media pembelajaran. Ada masalah umum yang dihadapi oleh guru bahasa Inggris dalam menggunakan media pembelajaran yaitu pemeliharaan alat yang digunakan untuk membantu guru bahasa Inggris untuk menunjukkan media pembelajaran.Kata Kunci : Media pembelaran, minat, motivasi. This study intends to investigate the types of instructional media used by the English teacher in relation to the students’ interest and motivation, and the problems encountered by the English teacher in using instructional media. This study used descriptive qualitative design (Sandelowski, 2000) and the data were collected from observations, a questionnaire, and an interview to obtain the data. The result of this study showed that the English teacher used six types of instructional media, such as (1) Slides of power point, (2) Real Object, (3) Motion Picture (Video), (4) Drawing, (5) Map, and (6) Internet. The used of instructional media had a relation to the students’ responses on their learning interest and motivation. The result showed that the percentage of the students’ interest was positive (78.5%) and the students’ motivation was positive (85.6%) to study using instructional media. There was a general problem encountered by the English teacher in using instructional media that is the maintenance of the tool that is used to help the English teacher to show the instructional media.keyword : Instructional media, interest, motivation.
The Effect of Diary Writing on Students' Competence in Writing Recount Texts at SMA Negeri 1 Sukasada in Academic Year 2017/2018 ., I Kadek Aristyawan; ., Prof. Dr. Anak Agung Istri Ngr. Marhaeni; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
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.v5i2.15070

Abstract

Penelitian ini bertujuan untuk mengetahui apakah diary writing memiliki pengaruh yang signifikan terhadap kemampuan siswa dalam menulis teks recount di SMA Negeri 1 Sukasada tahun ajaran 2017/2018. Penelitian ini merupakan penelitian semu dengan desain post-test only control group. Populasi dari penelitian ini berjumlah 178 siswa dari enam kelas. Sampel penelitian diperoleh dengan cara random sampling dan diperoleh kelas X IB I sebagai kelas eksperimen yang diajar dengan menerapkan diary writing, dan kelas X IB II sebagai kelas kontrol yang diajar dengan menggunakan strategi konvensional. Data didapat melalui tes menulis. Data yang diperoleh dianalisis secara deskriptif dan inferensial. Hasil dari analisis menunjukkan bahwa siswa di kelas X IB I memperoleh hasil yang lebih baik daripada siswa di kelas X IB II. Hal ini dibuktikan dari hasil t-test yang menunjukkan bahwa tobs lebih tinggi dari tcv. Tobs adalah 2.715 sedangkan tcv adalah 1.671 (tobs > tcv). Berdasarkan hasil yang ditunjukkan, itu berarti bahwa diary writing mempunyai pengaruh signifikan terhadap kemampuan siswa dalam menulis teks recount.Kata Kunci : menulis, diary writing, teks recount This study aimed to investigate whether diary writing has significant effect on students’ competence in writing recount texts at SMA Negeri 1 Sukasada in academic year 2017/2018. This study was quasi-experimental study which design was post-test only control group. The population of this study was 178 students from the total of six classes. The sample was obtained by using random sampling technique, and the result of the lottery was X IB I as an experimental group and X IB II as a control group. The experimental group was taught by implementing diary writing, and the control group was taught by using conventional method. The data was collected through writing test. The data obtained were analyzed descriptively and inferentially. The result showed that the students in X IB I achieved a better result than the students in X IB II. It was proven by the result of t-test that showed tobs was higher than tcv. Tobs was 2.715 meanwhile tcv was 1.671 (tobs > tcv). Based on the result showed, it means that diary writing has significant effect on students’ competence in writing recount texts.keyword : writing, diary writing, recount text

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