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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 293 Documents
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Search results for , issue "Vol. 5 No. 2 (2017): November" : 293 Documents clear
DEVELOPING A STANDARD ENGLISH LANGUAGE FINAL ACHIEVEMENT TEST INSTRUMENT FOR 8TH GRADE STUDENTS BASED ON THE IMPLEMENTATION OF CURRICULUM 2013 IN KARANGASEM AND BULELENG REGENCY IN 2014/2015 SCHOOL YEAR ., Ni Wayan Aristiya Dewi; ., Drs.Gede Batan,MA; ., 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.v5i2.11241

Abstract

Penelitian R&D ini bertujuan untuk menyajikan spesifikasi dan pengembangan instrumen tes ulangan kenaikan kelas Bahasa Inggris untuk menilai kompetensi pengetahuan siswa kelas 8 berdasarkan penerapan Kurikulum 2013. Spesifikasi tes dirancang berdasarkan 15 kompetensi dasar bidang pengetahuan dalam silabus kurikulum 2013. Pengembangan tes mengikuti enam prosedur pengembangan tes bahasa standar oleh Brown dan Abeywickrama (2010). Akan tetapi, karena keterbatasan penelitian maka pengembangan tes hanya mengikuti 4 prosedur yaitu 1) menentukan objektif dan tujuan tes, 2) merancang kisi-kisi, 3) merancang tes, dan 4) membuat evaluasi yang sesuai terhadap butir soal (validasi, try-out, dan analisis butir). Proses validasi tes melibatkan dua orang ahli yang hasilnya menyatakan tes tersebut memiliki validitas konstruk dan tampilan yang sangat baik. Uji coba dilakukan dua kali dan analisis buti dilakukan terhadap skor tes siswa untuk mendapatkan hasil tingkat kesusahan, daya pembeda, keefektifan pengecoh, dan homogenitas butir soal. Uji reliabilitas dihitung dengan metode Split half dan hasilnya adalah 0,93. Dari 100 butir soal yang awalnya dirancang, 65 butir soal dinyatakan layak untuk test.Kata Kunci : tes ulangan kenaikan kelas, pengembangan tes, analis butir soal, kurikulum 2013 This R&D study was aimed to present the specification and the development of a standard English Language final achievement test instrument to assess the 8th grade students knowledge competency based on the implementation of Curriculum 2013. The specification of the test was designed based on the 15 basic competencies of knowledge competence in the curriculum 2013 syllabus. The test development followed six procedures of developing standard language test by Brown and Abeywickrama (2010). However, because of the limitation of the study the test development only followed 4 procedures namely 1) determining the objective and purpose of the test, 2) designing the test specification, 3) designing the test, and 4) make appropriate evaluation of different kinds of items (validation, try-outs, and item analysis). The test validation process involved two experts and the result showed that the test has a very good construct and face validity. Try out tests were conducted twice and item analysis was conducted on the students’ test score to get the result of the item facility, item discrimination, distractor efficiency, and item homogeneity. The reliability of the test was calculated with Split half method and found to be 0.93. From 100 questions item that initially designed, 65 question items were accepted for the test. keyword : achievement test, test development, item analysis, curriculum 2013
DEVELOPING E- LEARNING ENGLISH MATERIAL OF FRONT OFFICE SUBJECT FOR ELEVENTH GRADE STUDENTS AT SMKN 2 SINGARAJA ., Gusti Ayu Made Dwi Adi Susanti; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., 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.v5i2.11242

Abstract

Penelitian ini merupakan penelitian dan pengembangan (R&D) yang bertujuan untuk: (1) mengembangkan materi Bahasa Inggris dalam bentuk e-learning untuk pelajaran Front Office bagi siswa kelas 11 jurusan Akomodasi Perhotelan di SMK N 2 Singaraja; (2) mengukur kualitas produk e-learning. Penelitian ini dilakukan berdasarkan pada desain penelitian dan pengembangan oleh Lee & Owen (2004). Data penelitian dikumpulkan melalui analisis wawancara, observasi, dokumen, angket, uji ahli dan uji lapangan. Hasil data dari analisis wawancara, observasi, dokumen, dan angket dianalisis dengan menggunakan analisis deskriptif, data dari uji ahli dianalisis dengan menggunakan Interrater Agreement Model, dan data dari studi lapangan dianalisis melalui hasil angket. Hasil penelitian menunjukkan bahwa (1) siswa kelas 11 dalam pelajaran Front Office membutuhkan materi Bahasa Inggris khusus dalam bentuk e-learning dan dapat diintegrasikan dengan menggunakan Teknologi Infomasi dan Komunikasi (TIK); (2) materi Bahasa Inggris khusus dalam bentuk e-learning dikategorikan sebagai materi berkualitas tinggi berdasarkan validitas isi dan uji lapangan. Kata Kunci : R & D, e-learning, Front Office This study is research and development study. This study aimed at developing good E-Learning English of Front Office Subject for Eleventh Grade Students at SMKN 2 Singaraja, and knowing the quality of e-learning product. This study was done by using the research and development design of Lee & Owen (2004). The data of the research was collected by using interview analysis, observation analysis, document analysis, questionnaire, expert judgments, and field test. The result of interview analysis, observation analysis, document analysis, and questionnaire were analyzed by using descriptive analysis, the data of expert judgments were analyzed by using Inter-rater Agreement Model, and the result of field study were analyzed by using questionnaire result. The study showed that (1) the students need English material that appropriate with their major department and appropriate with their career target in the future; (2) the e- learning English materials of Front Office subject for eleventh grade students at SMKN 2 Singaraja categorized as high quality based on content validity and field test. keyword : R & D, e-learning, Front Office
CULTURAL TRANSITION OF AUSTRALIAN EXPATRIATE TEACHERS IN YOUTH CENTER UBUD ., I Wayan Bagastana; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., 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.v5i2.11254

Abstract

Abtrak Penelitian ini bertujuan untuk menginvestigasi syok budaya yang dialami oleh guru Australia, faktor yang menyebabkan terjadinya syok budaya dan bagaimana cara mereka untuk beradaptasi dalam budaya baru di Youth Center Ubud Bali. Peneliti ini merupakan studi kasus dengan pendekatan kualitatif. Subjek penelitian ini adalah tiga orang guru Australia yang tinggal di Youth Center Ubud Bali. Data dari penelitian ini diambil dengan menggunakan wawancara yang terstruktur dari tiga orang guru Australia di Youth Center Ubud Bali. Data kualitatif ditranskripsi dan dianalisis secara deskripsi. Hasil penelitian ini menunjukan bahwa ada tiga puluh enam syok budaya yang dialami oleh guru Australia di Youth Center Ubud Bali. Ada tiga faktor yang menyebabkan timbulnya syok budaya yaitu perbedaan budaya, Bahasa dan pengalaman social. Lebih lanjut, ada tiga cara yang dilakukan oleh guru Australia di dalam proses beradaptasi di lingkukan budaya baru seperti; melakukan komunikasi, berteman, dan menghargai budaya lokal. Data dari observasi dan wawancara menunjukkan bahwa guru Australia mengalami permasalahan di dalam menyesuaikan diri dengan budaya baru di Ubud Bali. Kata Kunci : Kata kunci: peralihan budaya, syok budaya, guru asing Abstract This study aimed at investigating the culture shock phenomena experienced by Australian expatriate teachers, the factors which cause the culture shock, and how they adapt to new culture in Youth Center Ubud Bali. This present study was a case study with qualitative research design. The subjects of this study were three Australian expatriate teachers who work as teacher Youth Center Ubud Bali. The data of the study were collected by using structure interview from three Australian expatriate teachers who teaches in Youth Center Ubud Bali. The qualitative data were transcribed and analyzed descriptively. The result of the study show that there were thirty-six culture shock phenomena of Australian expatriate teachers in Youth Center Ubud Bali. There were three factors which cause culture shock, such as cultural differences, languages difficulties, and social differences. Moreover, there were three ways of Australian expatriate teachers use in the process of adapting new culture such as doing communication, making friends, and respect the local culture. The data from observation and interview show that the Australian expatriate teachers experienced problems in adapting new culture in Ubud Bali. keyword : Key words: cultural transition, culture shock, expatriate teachers
AN ANALYSIS OF EFL TEACHERS AND STUDENTS BELIEFS ABOUT WRITTEN CORRECTIVE FEEDBACK IN WRITING INSTRUCTION ., Andre Dwi Saka; ., I Putu Ngurah Wage M, S.Pd.; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.11255

Abstract

Umpan balik koreksi tertulis merupakan salah satu strategi yang paling umum digunakan oleh guru EFL dalam merespon masalah siswa dalam menulis. Penelitian ini bertujuan untuk mengungkap keyakinan guru dan siswa terkait umpan balik koreksi tertulis dalam pelajaran menulis EFL. Untuk mengumpulkan data penelitian, dua orang guru dan dua puluh orang siswa dari sebuah sekolah menengah atas di Denpasar, Indonesia, diwawancara. Respon mereka lalu ditranskripsi dan dianalisis secara kualitatif. Hasil dari wawancara menunjukkan bahwa guru memandang umpan balik koreksi tertulis penting dalam meningkatkan akurasi menulis siswa. Namun, mereka juga menyatakan bahwa pemberian umpan balik koreksi tertulis memiliki tantangan tersendiri. Kedua guru memiliki pandangan berbeda terkait umpan balik koreksi tertulis yang efektif untuk diberikan kepada siswa. Salah satu guru lebih memilih menggunakan koreksi langsung, namun di sisi lain, guru yang lain percaya bahwa koreksi tidak langsung adalah yang terbaik. Temuan selanjutnya mengungkapkan bahwa siswa berpendapat umpan balik koreksi tertulis membantu mereka dalam menemukan dan memperbaiki kesalahan dalam tulisan mereka. Namun, terindikasi juga bahwa siswa mengalami beberapa kesulitan dalam memahami umpan balik dari guru mereka. Oleh karena itu, guru perlu menanggulangi masalah adanya koreksi yang belum dipahami oleh siswa, seperti dengan memberikan koreksi yang lebih jelas atau mengadakan diskusi dengan para siswa setelah pemberian koreksi.Kata Kunci : Umpan balik koreksi tertulis, kesalahan, keyakinan guru dan siswa Written corrective feedback is one of the most common strategies used by EFL teachers in responding to students’ problems in writing. The present study aimed to disclose the beliefs of teachers and students regarding written corrective feedback in EFL writing instruction. Two teachers and twenty students from a senior high school in Denpasar, Indonesia were interviewed to gather the data of this study. The response of the participants were transcribed and analyzed qualitatively. The results of the interviews showed that the teachers viewed written corrective feedback as important in improving students’ writing accuracy. However, they also mentioned that providing written corrective feedback had its own challenges. The teachers had contrasting ideas regarding the type of written corrective feedback that is the most effective to be provided. One teacher held a strong preference for direct written corrective feedback, but on the other hand, the other teacher believed indirect written corrective feedback was the best. Further result reveals that the students found written corrective feedback helpful in locating and revising the errors in their writing. However, the result also indicates that the students experienced some difficulties in understanding their teachers’ feedbacks. Because of that, teachers need to tackle the problems on written corrective feedback that is confusing for students, for instance by giving more clear correction or holding a discussion with the students after the provision of the correction.keyword : Written corrective feedback, error, teachers and students' beliefs
Developing A Standard English Language Final Achievement Test Instrument For Seventh Grade Students In Karangasem and Buleleng Regencies in 2014/2015 Academic Year Based on Curriculum 2013 ., Putu Dina Amelia; ., Drs.Gede Batan,MA; ., 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.v5i2.11256

Abstract

Penelitian ini merupakan penelitian dan pengembangan yang bertujuan pada mengembangkan instrumen tes prestasi belajar Bahasa inggris standar untuk siswa kelas tujuh di kabupaten Karangasem dan Buleleng pada tahun ajaran 2014/2015 sesuai dengan kurikulum 2013. Penelitian ini menerapkan model penelitian Borg and Gall (2003). Terdapat tujuh langkah yang dilakukan yaitu: (1) Penelitian dan Pengumpulan Informasi (2) Perencanaan (3) Pengembangan Produk Awal, (4) Pengujian Produk Awal, (5) Perbaikan Produk Utama (6) Pengujian Utama (Uji Coba) (7) Perbaikan Produk Operasional. Subyek dari penelitian ini adalah siswa kelas VIII A1 dari SMP Negeri 4 Singaraja dan siswa kelas VIII H dari SMP Negeri 1 Amlapura. Peneliatian ini menghasilkan 100 item tes prestasi belajar standar dalam bentuk pilihan ganda yang dikembangakan berdasarkan tes spesifikasi. Hasil dari analisa butir soal dari kedua sekolah, menunjukan bahwa tes tersebut memiliki tingkat kesukaran yang sedang, daya pembeda yang tinggi, pengecoh yang baik dan homogenitas yang baik. Reliabilitas dari tes didapatkan hasil 0.94 dan 0.93 yang dapat dianggap memiliki reliabiltas yang tinggi. Validitas konten dari tes ditemukan bahwa, terdapat 82 dan 75 yang valid. Setelah perbaikan akhir, produk akhir dari penelitian ini di desain dalam bentuk buku yang terdiri dari 69 butir soal.Kata Kunci : R&D, tes prestasi belajar, tes pilihan ganda, spesifikasi tes, standarisasi, validitas dan reliabilitas. This study is a Research and Development which aimed at developing a Standard English language final achievement test instrument for seventh grade students in Karangasem and Buleleng regencies based on curriculum 2013. This study used Borg and Gall (2003) Model. There were seven steps done, those were (1) research and information collection, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, (5) main product revision, (6) main field testing, (7) operational product revision. The subject of the study were eight grade student in class VIII A1 of SMP Negeri 4 Singaraja and students in class VIII H of SMP Negeri 1 Amlapura. This study obtained 100 standard final achievement test items in form of multiple-choice which developed base on test specification. The result of item analysis showed in both school, all the test items were have medium item facility, high item discrimination, good distractors and good homogeneity. The reliability of the test were found to be 0.94 and 0.93 which regarded as high reliability. The content validity of test items found that, there were 82 and 75 items were valid. After final revision, the final product of this study were designed in form of book which consist of 69 items.keyword : R&D, achievement test, multiple-choice test, test specification, standardization, validity and reliability.
DEVELOPING A STANDARD ENGLISH LANGUAGE FINAL ACHIEVEMENT TEST INSTRUMENT FOR TENTH GRADE STUDENTS IN BANGLI AND BULELENG REGENCY IN 2014/2015 ACADEMIC YEAR BASED ON CURRICULUM 2013 ., Ni Luh Devi Wimayanti; ., Drs.Gede Batan,MA; ., I Putu Ngurah Wage M, S.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.v5i2.11257

Abstract

Penelitian ini merupakan jenis penelitian dan pengembangan (R&D) yang didasari oleh model penelitian dan pengembangan yang digagas oleh Borg dan Gall (2003). Penelitian ini bertujuan untuk mengembangkan sebuah tes akhir prestasi belajar siswa kelas 10 dalam mata pelajaran Bahasa Inggris, terutama dalam pemahaman membaca, yang standar berdasarkan kurikulum 2013. Subyek dari penelitian ini ialah para siswa di kelas XI MIA 1 di SMA Negeri 2 Singaraja di Kabupaten Buleleng dan para siswa di kelas XI MIA 2 di SMA Negeri 1 Bangli di Kabupaten Bangli. Obyek dari penelitian ini adalah 100 soal yang berbentuk soal pilihan ganda yang diteskan kepada para siswa di kedua sekolah tersebut. Adapun langkah-langkah yang diterapkan dalam pengembangan tes ini yaitu (1) penelitian dan pengumpulan informasi, (2) perencanaan, (3) pengembangan produk awal, (4) uji coba awal sebelum diteskan kepada siswa, (5) perbaikan dari produk awal, (6) uji coba dengan melibatkan siswa, (7) perbaikan dari produk awal menjadi produk akhir. Soal-soal diteskan di dua kelas tersebut dan hasil dari tes dianalisa dengan mempergunakan program Anates versi 4.0 mengenai validitas soal, reliabilitas, daya pembeda, tingkat kesukaran, homogenitas, dan daya pengecoh dari pilihan jawaban soal. Hasil dari penelitian ini berupa buku bank soal yang mana dari 100 soal terdapat 64 soal yang dikategorikan sebagai soal yang valid dan standar di Kabupaten Bangli dan Kabupaten Buleleng.Kata Kunci : Penelitian dan Pengembangan (R&D), pemahaman membaca, tes standar, validasi This research is a research and development (R&D) following the R&D model proposed by Borg and Gall (2003). This research aimed at developing a Standard English Language final achievement test, specifically about the reading comprehension, for tenth grade students based on curriculum 2013. The subject of this study were the students of Class XI MIA 1 in SMA Negeri 2 Singaraja in Buleleng Regency and the students in Class XI MIA 2 in SMA Negeri 1 Bangli in Bangli Regency. The object of the study were 100 test items in form of multiple-choice test that were tested to the students in the two schools. The steps taken to develop the test were (1) research and information collection, (2) planning, (3) develop preliminary form of product, (4) Preliminary field testing, (5) main product revision, (6) main field testing, and (7) operational product revision. The test items were tried-out in the two classes and the results were analyzed by using Anates 4.0 version application in term of validity, reliability, index of discrimination, index of faculty, homogeneity and the quality of distractor. The result of the study was the final product of test in form of bank question book where from 100 items, there were 64 items considered as valid and standard in both Bangli and Buleleng Regencies. keyword : R&D, reading comprehension, standard test, validation
A STUDY ON THE TEACHERS' REINFORCEMENT IN LEARNING ENGLISH LANGUAGE AT PELITA KASIH KINDERGARTEN ., Putu Pande Novita Sari; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., 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.v5i2.11299

Abstract

Penelitian ini bertujuan untuk mengetahui (1) jenis-jenis penguatan yang digunakan oleh guru Bahasa Inggris di TK Pelita Kasih, (2) tanggapan siswa terhadap penguatan yang telah diberikan oleh guru di TK Pelita Kasih. Penelitian ini adalah penelitian deskripsi kualititatif. Subjek dari penelitian ini adalah guru Bahasa Inggris dan siswa di TK Pelita Kasih. Metode pengumpulan data yang digunakan melalui observasi, wawancara dan dokumentasi. Selain itu, perekam suara, wawancara dan catatan juga digunakan untuk memperoleh data. Hasil dari penelitian ini menunjukan guru Bahasa Inggris di TK Pelita Kasih menggunakan dua jenis penguatan yaitu penguatan positif dan negatif. Penguatan positif verbal seperti good, very good, good job, good boy/girl, great, well done, smart student, nice, right and wonderful. Sedangkan, penguatan positif verbal star, applause, smile, touch the students, giving priority, nodding head, thumb up and hi five. Penguatan positif verbal lebih sering digunakan oleh guru untuk memotivasi siswa dalam belajar. Sedangkan, penguatan negatif verbal seperti negotiation (giving choices), calling names and giving explanation. Selain itu, penguatan negatif nonverbal silent chair and time out. Guru Bahasa Inggris menggunakan penguatan negatif sebegai konsekuensi. Penguatan negatif yang diberikan oleh guru bertujuan untuk mengurangi tingkah laku siswa yang kurang baik dalam proses belajar. Hasil dari observasi menunjukan siswa memberikan respon positif dan negatif ketika guru memberikan penguatan. Respon positif lebih sering diberikan oleh siswa. Kata Kunci : penguatan, respon, positif, negatif, verbal, nonverbal This study aimed at finding out (1) the types of reinforcement used by the English teachers at Pelita Kasih Kindergarten (2) the students’ responses toward the teachers’ reinforcement used by the English teachers. This study was descriptive qualitative research. The subject of this study were the English teachers and the students of Pelita Kasih Kindergarten. The data were collected through direct observation, interview and documentation. Besides, mobile recorder, interview guide and field note were also used to collect the data. The results of this study showed that the English teachers at Pelita Kasih Kindergarten used two kinds of reinforcements there were positive and negative reinforcement in form of verbal and nonverbal reinforcement. Positive verbal reinforcement such as good, very good, good job, good boy/girl, great, well done, smart student, nice, right and wonderful. Meanwhile, positive verbal reinforcement such as star, applause, smile, touch the students, giving priority, nodding head, thumb up and hi five. Positive verbal reinforcement was most frequently used by the teachers to motivate the students during the learning process. Meanwhile, negative verbal reinforcement such as negotiation (giving choices), calling names and giving explanation. Moreover, negative nonverbal reinforcement such as silent chair and time out. The English teachers used negative reinforcement as consequences. Negative reinforcement given by the teacher aimed to decrease students’ inappropriate behavior in the learning process. The result of observation also showed that the students gave expected and unexpected response when the teachers delivered reinforcement to the students. Positive response (expected) that was most frequently gave by the students. keyword : reinforcement, responses, positive, negative, verbal, nonverbal
A STUDY ON THE TEACHER’S FEEDBACK IN THE CLASSROOM IN RELATION TO STUDENTS’ MOTIVATION AND ACHIEVEMENT IN LEARNING ENGLISH LANGUAGE FOR VII GRADE AT SMP NEGERI 1 BANJAR ., Ni Wayan Wita Astiti S.; ., Drs.Gede Batan,MA; ., Putu Eka Dambayana S., S.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.v5i2.11300

Abstract

Penelitian ini bermaksud untuk meneliti tingkatan umpan balik yang digunakan oleh guru di dalam kelas dalam mengajar bahasa Inggris dan meneliti hubungan antara umpan balik yang diberikan oleh guru dengan motivasi dan prestasi siswa. Penelitian ini menggunakan studi kasus deskriptif dan melibatkan seorang guru bahasa Inggris yang mengajar tujuh puluh empat siswa dari dua kelas. Pengumpulan data dilakukan dengan melakukan observasi, wawancara, dokumentasi, dan kuisioner. Berdasarkan temuan, guru menggunakan empat tingkatan umpan balik sesuai dengan teori dari Hattie&Timperley (2007); task level, process level, self-regulation level, dan self-level. Task level digunakan 10.76% di VII E dan 6.13% di VII F, process level digunakan 78.49% di VII E dan 65.31% di VII F, self-regulation level digunakan 7.69% di VII E dan 7.14% di VII F, dan self-level digunakan 3.06% di VII E dan 21.42% di VII F. Umpan balik dari guru berhubungan dengan motivasi dan prestasi siswa. Hal ini terbukti dari persentase motivasi dan prestasi siswa. 51.35% siswa memiliki motivasi yang tinggi, 48.65% siswa memiliki motivasi sedang, 63.5% siswa memiliki prestasi yang tinggi dan 36.5% siswa memiliki prestasi yang sedang. Kata Kunci : umpan balik, empat tingkatan umpan balik, motivasi, prestasi This study intends to investigate the level of feedback used by the teacher in the classroom in teaching English language and the relationship between the teacher’s feedback and students’ motivation and their achievement. It utilized a descriptive case study and involved an English teacher who thought seventy-four students from two classes. The data were collected from an observation, an interview, a documentation, and a questionnaire. The findings showed that the teacher provided four levels of feedback as proposed by Hattie & Timperley (2007); task level, process level, self-regulation level, and self-level. Task level was used 10.76% in VII E and 6.13% in VII F, process level was used 78.49% in VII E and 65.31% in VII F, self-regulation level was used 7.69% in VII E and 7.14% in VII F, and self-level was used 3.06% in VII E and 21.42% in VII F. The teacher’s feedback had relationship with the students’ motivation and achievement. It showed from the percentage of students’ motivation and achievement. There were 51.35% students who had high motivation, 48.65% students who had moderate motivation, there were 63.5% students who had high achievement and 36.5% students who had moderate achievement.keyword : feedback, four levels of feedback, motivation, achievement
THE EFFECT OF MIND MAPPING STRATEGY COMBINED WITH PEER ASSESSMENT TOWARD STUDENTS’ WRITING COMPETENCY ., Abdul Wahab; ., Dr.Sudirman, M.L.S; ., G.A.P. Suprianti, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.11302

Abstract

Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh yang signifikan terhadap kompetensi menulis siswa yang diajar dengan strategi pemetaan pikiran yang dikombinasikan dengan penilaian sejawat dan mereka yang diajar dengan strategi konvensional. Populasi penelitian ini adalah siswa kelas XI SMK Triatma Jaya Singaraja. Melalui teknik random sampling, dua kelas diambil sebagai sampel dalam penelitian ini. Mereka ditugaskan sebagai kelompok eksperimen dan kelompok kontrol dengan undian. Untuk mendapatkan data yang dibutuhkan, kedua kelompok diberi perlakuan berbeda. Kelompok eksperimen diajar dengan menggunakan strategi pemetaan pikiran yang dikombinasikan dengan peer assessment, sedangkan kelompok kontrol diajar dengan menggunakan strategi konvensional (strategi penulisan bebas). Instrumen yang digunakan dalam penelitian ini untuk mengumpulkan data adalah skenario pengajaran dan post-test dalam bentuk tes tulis. Data yang diperoleh kemudian dianalisis secara deskriptif dan inferensial. Hasil statistik inferensial menunjukkan bahwa t yang diamati melebihi nilai t-kritis. Dengan demikian, hipotesis nol ditolak, yang berarti ada pengaruh signifikan terhadap kompetensi menulis siswa yang diajar dengan strategi pemetaan pikiran yang dikombinasikan dengan penilaian sejawat dan mereka yang diajar dengan strategi konvensional.Kata Kunci : Conventional, Mind Mapping, Peer Assessment, Writing Competency This study aimed at investigating whether or not there was any significant effect on students’ writing competency who were taught by mind mapping strategy combined with peer assessment and those who were taught by conventional strategy. The population of this study was the tenth grade students in SMK Triatma Jaya Singaraja. Through random sampling technique, two classes were taken as samples in this study. They were assigned as experimental group and control group by lottery. To obtain the required data, the two groups were given different treatments. The experimental group was taught by using mind mapping strategy combined with peer assessment, meanwhile the control group was taught by using conventional strategy (free writing strategy). The instruments used in this study to collect the data were the teaching scenario and post-test in the form of writing test. The obtained data were then analyzed descriptively and inferentially. The result of inferential statistics showed that the t observed exceeded the t-critical value. Thus, the null hypothesis was rejected, which means there was significant effect on students’ writing competency who were taught by mind mapping strategy combined with peer assessment and those who were taught by conventional strategykeyword : Conventional, Mind Mapping, Peer Assessment, Writing Competency
The Use Of Schoology In English Learning Conducted By The Sixth Semester Of EED's Students In Academic Year 2016/2017 ., Ni Nyoman Dewik Sawitri; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., 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.v5i2.11348

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penggunan schoology sebagai e-learning yang diaplikasikan oleh siswa semester VI di jurusan Pendidikan Bahasa Inggris Universitas Pendidikan Ganesha tahun ajaran 2016/2017. Penelitian ini merupakan penelitian deskriptif dengan metode campuran. Subjek penelitian ini adalah dosen bahasa Inggris yang mengaplikasikan schoology dan siswa semester VI jurusan Pendidikan Bahasa Inggris Universitas Pendidikan Ganesha. Data penelitian dikumpulkan dengan menggunakan pedoman wawancara dan kuisioner. Data kuantitatif dihitung dan dianalisis dengan menggunakan persentase. Data kualitatif ditranskrip dan dianalisis secara deskriptif. Hasil penelitian menunjukan bahwa penggunaan schoology yang tidak difasilitasi koneksi internet adalah masalah utama yang dihadapi siswa dalam penggunaan schoology. masalah utama kedua adalah kurangnya interaksi langsung dengan sesama pelajar. Data wawancara menunjukkan bahwa schoology baik diaplikasikan di jurusan Pendidikan Bahasa Inggris tetapi menunjukkan permasalahan pada saat menggunaannya. Data dari kusioner menunjukan bahwa penggunaan schoology untuk belajar bahasa Inggris baik diaplikasikan dalam proses belajar. Persentase tertinggi dari penggunaan schoology adalah sebagai sarana pengumpulan tugas kuliah. Kata Kunci : persepsi, schoology sebagai e-learning. The study aimed to describe the use of schoology as e-learning which was applied by the six semesters of EED’s students at Ganesha University in academic year 2016/2017. This present study was a descriptive study with mix method approach. The subjects of this study were the lecturers of EED and the Six semester of EED’s students, Ganesha University. The data of the study were collected by interview guide and questionnaire. The quantitative data was analyzed by using percentage. The qualitative data was written and analyzed descriptively. The results of the study showed that the major problem of the students in using schoology was lack of facility and the internet connection. The second major problem was lack of interaction directly with other learners. The result of the interview showed that using schoology in EED still has problem when it was used by the students. The results of questionnaire showed that Schoology was appropriate to be applied in students’ English Learning. The highest percentage of using schoology is to submit the students’ assignment.keyword : perception, schoology as e-learning.

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