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THE COMMUNICATION STRATEGIES APPLIED BY TEACHERS FOR STUDENTS WITH SPECIAL NEEDS THROUGH TEACHING AND LEARNING PROCESS IN SLB C SINGARAJA ., Iga Putu Sukasari; ., Prof. Dr.I Ketut Seken,MA; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5280

Penelitian ini bertujuan untuk (1) menyelidiki dan menganalisis jenis strategi komunikasi yang diterapkan oleh guru untuk mengajar siswa dengan kebutuhan khusus, (2) menemukan alasan mengapa guru menggunakan jenis strategi komunikasi, dan (3) mendeskripsikan tanggapan siswa dengan kebutuhan khusus terhadap strategi komunikasi yang digunakan oleh guru dalam mengajar dan proses belajar. Subyek penelitian ini adalah guru yang mengajar siswa berkebutuhan khusus di kelas 3, 4, dan 5 di SLB C Singaraja. Data dalam penelitian ini dikumpulkan dengan menggunakan beberapa perangkat seperti: lembar observasi, pedoman wawancara, dan perekam audio video. Data tentang jenis strategi komunikasi dikumpulkan dengan mengamati dan merekam guru melalui proses belajar mengajar, sementara pedoman wawancara digunakan untuk menemukan alasan guru dalam menggunakan jenis strategi komunikasi. Kemudian, data dianalisis secara deskriptif dengan menggunakan beberapa langkah, yaitu coding, pengurangan, kategorisasi, analisis data, dan menampilkan data. Hasil penelitian ini menunjukkan bahwa ada 14 jenis strategi komunikasi yang diterapkan oleh guru untuk mengajar siswa dengan kebutuhan khusus melalui proses belajar mengajar. Guru paling sering menggunakan pengulangan. Ini terjadi selama 46 kali melalui proses belajar mengajar di kelas. Selain itu, alasan para guru dalam menggunakan strategi komunikasi adalah untuk membantu siswa dengan kebutuhan khusus untuk memahami materi dan instruksi dengan mudah. Para siswa dengan kebutuhan khusus juga yang paling sering menunjukkan respon positif terhadap strategi komunikasi yang digunakan oleh guru dalam proses belajar mengajar. Kata Kunci : strategi berkomunikasi, siswa berkebutuhan khusus, proses belajar mengajar This study aimed to (1) investigate and analyze the types of communication strategies applied by teachers to teach students with special needs, (2) find the reasons why the teachers used the types of communication strategies, and (3) describe the responses of students with special needs toward communication strategies used by the teachers in teaching and learning process. The subjects of this study were teachers who teach the students with special needs in grade 3, 4, and 5 in SLB C Singaraja. The data in this study were collected by using some devices such as: observation sheet, interview guide, and audio video recorder. The data about the types of communication strategies were collected by observing and recording the teachers through teaching and learning process, while interview guide was used to find the reasons of teachers in using the types of communication strategies. Then, the data were analyzed descriptively by using some steps, namely coding, reduction, categorizing, data analysis, and data display. The results of this study showed that there were 14 types of communication strategies applied by the teachers to teach students with special needs through teaching and learning process. Teachers most frequently used repetition. It occurred for 46 times through teaching and learning process in the classroom. Furthermore, the reason of the teachers in using communication strategies was to help the students with special needs to understand the materials and instructions easier. The students with special needs also most frequently showed positive responses toward communication strategies used by the teachers in the teaching and learning process. keyword : communication strategies, students with special needs, teaching and learning process

COMMUNICATION STRATEGIES USED BY TEACHER IN ENGLISH AS FOREIGN LANGUAGE TEACHING AND LEARNING IN NORTH BALI BILINGUAL SCHOOL ., I Putu Agus Juli Sastrawan; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5284

Penelitian ini bertujuan untuk mengetahui jenis-jenis strategi komunikasi yang digunakan oleh guru di kelas II Yayasan Dwi Bahasa Bali Utara dalam berkomunikasi dengan siswa, jenis strategi komunikasi yang paling sering digunakan oleh guru dan alasan guru dalam menerapkan strategi komunikasi untuk berkomunikasi dengan siswa. Subyek penelitian ini adalah guru bahasa Inggris di kelas II di Yayasan Dwi Bahasa Bali Utara. Penelitian ini menggunakan desain kualitatif. Metode pengumpulan data adalah observasi dan wawancara. Temuan menunjukkan bahwa guru menggunakan enam jenis strategi komunikasi, yaitu: approximation (10%), circumlocution (5%), clarification request (10%), comprehension check (20%), use of fillers/hesitation devices (25%) and paralanguage (30%). Paralanguage adalah strategi komunikasi yang paling sering digunakan. Dua alasan utama mengapa guru menerapkan strategi komunikasi, yaitu: strategi komunikasi membantu siswa memahami sesuatu dengan cara yang berbeda dan membantu siswa dalam memahami apa yang dikatakan.Kata Kunci : strategi komunikasi, guru, dwi bahasa This study aimed at finding out the types of communication strategies used by teacher in grade II of North Bali Bilingual School in communicating with students, the type of communication strategies used most frequently by teacher and teacher’s reasons in applying communication strategies to communicate with the students. The subject of this study was an English teacher on grade II in North Bali Bilingual School. The present study employed qualitative design. The methods of data collection were observation and interview. The findings showed that the teacher used six types of communication strategy, namely: approximation (10%), circumlocution (5%), clarification request (10%), comprehension check (20%), use of fillers/hesitation devices (25%) and paralanguage (30%). Paralanguage was the communication strategy which was used most frequently. Two main reasons why the teacher applied communication strategies were found, those are: communication strategies helped the students understand something in different way and helped the students in understanding what is being said. keyword : communication strategies, teacher, bilingual

AN ANALYSIS OF COMMUNICATION STRATEGIES USED IN NGIDIH WEDDING CEREMONY IN SAWAN VILLAGE ., Made Arniati; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Dewa Putu Ramendra, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5285

Penelitian ini bertujian untuk: (1) mendeskripsikan langakah langkah pada perkawinan Ngidih di desa Sawan, (2) mendeskripsikan jenis jenis strategi berkomunikasi yang digunakan oleh Prajuru ‘kepala desa, klian desa adat, dan delegasi dari keluarga laki-laki’, dalam perkawinan Ngidih di desa Sawan, (3) mengivestigasi alasan dari Prajuru ‘kepala desa, klian desa adat, dan delegasi dari keluarga laki-laki’ dalam menggunakan strategi berkomunikasi pada perkawinan Ngidih di desa Sawan. Bentuk penelitian ini adalah deskriptip. Data yang diperoleh dianalisis dengan cara deskripsi. Subjek dari penelitian ini adalah lima orang yang terlibat dalam perkawinan Ngidih di desa Sawan. Berdasarkan penelitian dapat disimpulkan bahwa ada delapan langkah-langkah dalam perkawinan Ngidih di desa Sawan, diantaranya: Ngeluku ‘perkenalan keluarga mempelai laki laki dan perempuan’, Nyedekang/ Meparisedek ‘penentuan hari meminta mempelai perempuan, Ngidih ‘meminta mempelai perempuan untuk dibawa kerumah mempelai laki laki’ Pebiayakala ‘penyucian mempelai laki laki dan perempuan’, Mesakapan/Medengenan ‘penyatuan mempelai laki laki dan perempuan’ , Medapetan ‘pengesahan perkawinan’, Mepedambel ‘menjelaskan berbagai rasa dalam hidup’, and Ngelaliang ‘berkunjung ke rumah mempelai perempuan’. Berdsarkan hasil penelitian maka ditemukan bahwa ada lima jenis strategi berkomunikasi yang digunakan oleh Prajuru ‘kepala desa, klian desa adat, dan delegasi dari keluarga laki-laki’, diantaranya: approximation, circumlocution, language switching, paralanguage, dan clarification request. Alasan mereka menggunkan strategi berkomunikasi, diantaranya: untuk mengidari kesalahpahaman/ membuat pendengar mengerti, memberikan penjelasan yang baik, dan menekankan ucapan ucapan. Kata Kunci : strategi berkomunikasi, perkawinan This study aimed at (1) describing the procedures in Ngidih wedding in Sawan village, (2) describing the types of communication strategies used by Prajuru ‘the head of the village, the village head of culture and tradition, and the groom’s delegation’ in ngidih wedding in Sawan village, (3) investigating the reasons of Prajuru ‘the head of the village, the head culture and tradition of village, and the groom’s delegation’ in applying the communication strategies during Ngidih wedding in Sawan village. This study was designed in the form of qualitative research. The obtained data were analyzed descriptively. The subjects of this study were five people who were involved in Ngidih wedding in Sawan village. It was found that they were several procedures of Ngidih wedding in Sawan village which included: Ngeluku ‘Introducing the family member of the groom’s family to the bride’s family’, Nyedekang/ Meparisedek ‘Determining the date of Ngidih wedding ceremony’, Ngidih ‘Asking the bride to the groom’s house’, Pebiayakala ‘Purification of the groom and the bride arriving in groom’s house’, Mesakapan/Medengenan ‘Uniting the groom and bride’, Medapetan ‘Legalizing the marriage’, Mepedambel ‘Explaining the taste of life’, and Ngelaliang ‘Visiting the groom’s house’. The results of the analysis show that the Prajuru ‘the head of the village, the head culture and tradition of village, and the groom’s delegation’ used six types of communication strategies which included: approximation, circumlocution, language switching, paralanguage, and clarification request. Their reasons to use the communication strategies were to avoid misunderstanding/ make the listeners understand, to give brief explanation, and to emphasize the utterances. keyword : This study aimed at (1) describing the procedures in Ngidih wedding in Sawan village, (2) describing the types of communication strategies used by Prajuru ‘the head of the village, the village head of culture and tradition, and the groom’s delegation’ in ngidih wedding in Sawan village, (3) investigating the reasons of Prajuru ‘the head of the village, the head culture and tradition of village, and the groom’s delegation’ in applying the communication strategies during Ngidih wedding in Sawan village. This study was designed in the form of qualitative research. The obtained data were analyzed descriptively. The subjects of this study were five people who were involved in Ngidih wedding in Sawan village. It was found that they were several procedures of Ngidih wedding in Sawan village which included: Ngeluku ‘Introducing the family member of the groom’s family to the bride’s family’, Nyedekang/ Meparisedek ‘Determining the date of Ngidih wedding ceremony’, Ngidih ‘Asking the bride to the groom’s house’, Pebiayakala ‘Purification of the groom and the bride arriving in groom’s house’, Mesakapan/Medengenan ‘Uniting the groom and bride’, Medapetan ‘Legalizing the marriage’, Mepedambel ‘Explaining the taste of life’, and Ngelaliang ‘Visiting the groom’s house’. The results of the analysis show that the Prajuru ‘the head of the village, the head culture and tradition of village, and the groom’s delegation’ used six types of communication strategies which included: approximation, circumlocution, language switching, paralanguage, and clarification request. Their reasons to use the communication strategies were to avoid misunderstanding/ make the listeners understand, to give brief explanation, and to emphasize the utterances.

AN ANALYSIS OF THE RELEVANCE OF INSTRUCTIONAL MATERIALS AND THE TYPE OF TEACHING STRATEGIES USED FOR READING 3 COURSE IN ENGLISH EDUCATION DEPARTMENT ., I Gusti Ayu Dwi Parwiti; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5304

This research was conducted to analyze the relevance of instructional materials and the types of teaching strategies used for Reading 3 course in English Education Department. The purpose was to find the data about the syllabus used by the lecturers and its development and analyze the relevance of the instructional materials used in Reading 3 course with the syllabus, the type of teaching strategies employed by the lecturer in teaching Reading 3 course, and the students perception about the material development and teaching strategies used in Reading 3 course. The subjects of the study were the lecturer and students in Reading 3 course of English Education Department, Ganesha University of Education. This research was a descriptive qualitative research which was utilizing checklist and questionnaires. The data collected from the lecturers and expert judges’ checklist, as well as lecturers and students’ questionnaire. The data obtained were descriptively analyzed. The findings of the research showed Reading 3 syllabus was not optimally prepared by each lecturer at English Education Department that was obtained from the questionnaire filled out by the lecturers and the result of Focus Group Discussion with the students. Then, the relevance of Instructional Materials and the Reading 3 syllabus was said “Not Relevant” to be used as learning resource for English Education Department students. In teaching strategy, there were 5 teaching strategies which were used frequently in Reading 3 course namely Direct Instructions, Discussion, Small Group Work, Cooperative Group, and Using Inquiry Based Learning. Based on focus group discussion there was no clear focus on learning objectives and skills to be achieved in the Reading 3 course.keyword : reading skill, early advanced level, instructional material, relevance material, and teaching strategies.

GRAMMATICAL ERRORS ON NARRATIVE WRITING COMMITTED BY 8TH GRADE STUDENTS IN SMP N 5 SINGARAJA IN ACADEMIC YEAR 2014/2015 ., Kadek Dwi Saptayani; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Ni Wayan Surya Mahayanti, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5305

Penelitian ini bertujuan untuk mengidentifikasi jenis-jenis kesalahan didalam menulis teks naratif yang dilakukan oleh siswa kelas VIII di SMP N 5 Singaraja. Penelitian ini menggunakan deskriptif kualitatif sebagai kerangka penelitian. Subyek dari penelitian ini adalah dua kelas dengan jumlah keseluruhan 60 siswa. Berdasarkan hasil penelitian ditemukan bahwa kesalahan tata bahasa yang dilakukan oleh siswa yaitu kesalahan dalam bentuk kata kerja (26.78%), kesalahan kataganti (17.45%), kesalahan dalam menggunakan kata (14.95%), kesalahan penggunaan artikel (14.05%), kalimat yang tidak lengkap (9.73%), kesalahan ejaan (9.53%), kesalahan pada urutan kata (4.94%) dan kesalahan pada penggunaan kata depan (2.57%). Faktor-faktor yang menyebabkan siswa melakukan kesalahan adalah transfer bahasa, overgeneralisasi, ketidaktahuan tentang aturan tatabahasa dan ketidakpedulian dari siswa. Berdasarkan hasil penelitian, guru harus lebih peka dan sadar dengan kesulitan yang dihadapi siswa khususnya dalam penulisan tatabahasa. Guru bisa memberi lebih banyak latihan-latihan untuk siswa. Cara sederhana untuk belajar menulis secara gramatikal adalah dengan cara terus berlatih. Kata Kunci : kesalahan tatabahasa, penyebab kesalahan tatabahasa This study aimed to identify the types of errors in narrative writing done by the eighth grade students of SMP N 5 Singaraja. This study used qualitative descriptive research as the research design. The subjects of the study were two classes with the total number of 60 students. It was found that the grammatical errors done by the students were verb form error (26.78%), pronoun error (17.45%), wrong use of word (14.95%), article error (14.05%), incomplete sentence error (9.73%), spelling error (9.53%), word order error (4.94%) and preposition error (2.57%). The factors which caused them to do the errors were language transfer, overgeneralization, ignorance of the rule restrictions and carelessness of the students. Based on the result of the study, for the teachers, they should be more sensitive and aware about the difficulties that are faced by the students especially in grammar. The teacher can give some more exercises to the students. The simple way to learn in writing grammatically is through practicing. keyword : grammatical error, cause of error

The Types of Communication Strategies Used by Kindergarten Teachers of Aura Sukma Insani Bilingual School in Teaching English as a Second Language ., Ni Made Ayuni Wulandari; ., Prof. Dr.I Ketut Seken,MA; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5306

Tujuan dari penelitian in adalah untuk mendeskripsikan tentang jenis strategi komunikasi yang digunakan oleh guru- guru Taman Kanak- kanak Aura Sukma Insani dalam mengajar Bahasa Inggris sebagai bahasa kedua. Penelitian ini melingkupi jenis-jenis strategi komunikasi yang digunakan oleh guru-guru dalam mengajar, alasan guru-guru dalam menggunakan jenis-jenis strategi komunikasi dalam mengajar, dan pedapat siswa mengenai jenis-jenis strategi komunikasi yang digunakan oleh guru dalam mengajar. Dalam penelitian ini, data dikumpulkan oleh peneliti sebagai instrumen utama, dan dibantu oleh beberapa alat, seperti perekam video, lembar observasi, dan pedoman wawancara. Data mengenai jenis dari strategi komunikasi yang digunakan oleh guru-guru dikumpulkan memalui proses merekam dan mengamati proses belajar mengajar, sedangkan pedoman wawancara digunakan untuk mengumpulkan informasi tentang alasan guru-guru dalam menggunakan tipe-tipe strategi komunikasi dalam mengajar, dan pendapat siswa mengenai strategi komunikasi yang digunakan oleh guru dalam mengajar. Hasil penelitian ini menunjukkan bahwa terdapat 15 jenis dari strategi komunikasi yang digunakan oleh guru. Strategi perubahan kode adalah yang paling sering digunakan oleh guru. Alasan dari guru menggunakan strategi tersebut adalah untuk membantu guru-guru dalam menjelaskan materi kepada siswa, mempermudah siswa dalam memahami materi, dan mencegah terjadinya kesalahpahaman antara siswa dan guru saat berkomunikasi. Data juga menunjukkan bahwa guru mendapatkan persepsi yang positif dari siswanya dalam menggunakan strategi komunikasi selama proses belajar mengajar. Kata Kunci : Strategi Komunikasi, guru bahasa Inggris, dan proses belajar mengajar. The purpose of this study was to describe the communication strategies used by kindergarten teachers of Aura Sukma Insani in teaching English as a second language. It includes the types of communication strategies used by the teachers in teaching, the reasons of the teachers in using such types of communication strategies and the students’ perception toward communication strategies used by the teachers. The subjects of this study were kindergarten teachers of Aura Sukma Insani Kindergarten. The data were collected by using the researcher as the main instrument helped by some devices, namely audio-video recorder, observation sheets, and the interview guides.The types of communication strategies were gathered by observing and recording the teacher during teaching and learning process, while the interview guides were used to gather the data about the teacher’s reason in using such types of communication strategies and the students’ perception toward the communication strategies used by the teachers. The results of this study showed that there were 15 types of communication strategies used by the teachers. Code switching strategy was the most frequently used by the teachers. The reasons of the teachers used those strategies were to help the teachers in delivering the material to the students, made the students easier to understand the material, and avoid the communication breakdown among teachers and the students. The data also showed that the teachers got positive perception from their students in applying Communication Strategies during teaching and learning process. keyword : Communication Strategies, English teacher, teaching and learning process

Affixation of Banyuseri Dialect : A Descriptive Study ., Kadek Sari Wahyuni; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5307

Penelitian ini bertujuan untuk mendeskripsikan awalan dan akhiran infleksi dan awalan dan akhiran derivasi dari Dialek Banyuseri di desa Banyuseri.Penelitian ini merupakan penelitian deskriptif kualitatif.Tiga contoh informan dari Dialek Banyuseri dipilih berdasarkan kriteria yang ditentukan. Data dikumpulkan berdasarkan tiga teknik, yaitu: observasi, teknik perekaman, dan teknik wawancara (mendengarkan dan mencatat). Hasil penelitian menunjukkan bahwa ada dua jenis awalan di Dialek Banyuseri yang termasuk derivasi, awalan {mә-} dan{m-}. Ada enam jenis awalan di Dialek Banyuseri yang termasuk infleksi, awalan {n-}, {ŋ-}{-ñ}, {m-}{-Λ}, dan {-kΛ}. Ada dua jenis akhiran di Dialek Banyuseri yang termasuk derivasi, akhiran {-Λŋ} dan {-In}. Ada empat jenis akhiran di Dialek Banyuseri yang termasuk infleksi, akhiran {ē-},{-nē}, {-ә} dan{-Λŋ}.Awalan dan akhiran di Dialek Banyuseri yang termasuk derivasi adalah awalan {mә-} dan{m-}dan akhiran {-Λŋ} dan {-In}. Awalan dan akhiran di Dialek Banyuseri yang temasuk infleksi adalah awalan {n-}, {ŋ-},{-ñ}, {m-}{-Λ}, dan {-kΛ}dan akhiran {ē-},{-nē}, {-ә} dan{-Λŋ}.Kata Kunci : Awalan dan Akhiran Derivasi, Awalan dan Akhiran Infleksi, Dialek Banyuseri The study aimed at describing inflectional prefixes and suffixes and derivational prefixes and suffixes of Banyuseri Dialect in Banyuseri village. This research is a descriptive qualitative research. Three informants sample of Banyuseri Dialect were chosen based on a set of criteria. The data were collected based on three techniques, namely: observation, recording technique, and interview (listening and noting) technique. The results of the study showed that there were two kinds of derivational prefixes in Banyuseri Dialect; prefix {mә-} and {m-}. There were six kinds of inflectional prefixes in Banyuseri Dialect; prefix {n-}, {ŋ-},{-ñ}, {m-}{-Λ}, and {-kΛ}. There were two kinds of derivational suffixes in Banyuseri Dialect; suffix {-Λŋ} and {-In}.There were four kinds of inflectional suffixes; suffix {ē-},{-nē}, {-ә} and{-Λŋ}. Prefixes and suffixes in Banyuseri Dialect which belong to derivation: prefix {mΛ-}, {m-} and {kɅ-} and suffix {-Λŋ} and {-In}. Prefixes and suffixes in Banyuseri Dialect which belong to inflection: prefix {n-}, {ŋ-},{ñ-}, {m-}, and {Λ-} and suffix {-ē}.keyword : Derivational Prefixes and Suffixes, Inflectional Prefixes and Suffixes, Banyuseri Dialect

A STUDY OF CODE SWITCHING USED BY ENGLISH TEACHER TRAINEE AT SMP NEGERI 2 SINGARAJA IN ACADEMIC YEAR 2014/2015 ., May Anggara Jiwa Hanuraga; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., Dewa Putu Ramendra, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5308

Penelitian ini ditujukan untuk menganalisis tipe dari alih kode bahasa, fungsi alih kode bahasa, dan alasan penggunaan alih kode bahasa yang digunakan oleh guru bahasa Inggris untuk mengajar Bahasa Inggris sebagai bahasa asing pada kelas tujuh di SMP N 2 Singaraja pada tahun ajaran 2014/2015. Penelitian ini adalah mixed method research. Subjek dari penelitian ini adalah seorang guru ppl perempuan. Instrumen yang digunakan dalam penelitian ini adalah perekam tape recorded, catatan, dan panduan wawancara. Hasil penelitian ini menunjukkan bahwa ada dua tipe alih kode bahasa yang digunakan oleh guru ppl bahasa Inggris. Mereka adalah intra-sentential alih kode bahasa (59%), dan inter-sentential alih kode bahasa (41%). Ada enam fungsi alih kode bahasa yang digunakan oleh guru bahasa Inggris; fungsi penekanan (33%), fungsi perhatian (32%), fungsi kebutuhan bahasa (2%), fungsi klarifikasi(29%), fungsi hiburan (1%), fungsi perintah (3%). Alasan penggunaan alih kode bahasa adalah untuk membicarakan suatu topik, menegaskan sesuatu, menyisipkan, pengulangan sebagai klarifikasi, maksud untuk menjelaskan isi pembicaraan pada pendengar, menyiapkan siswa untuk bekerja di kehidupan nyata, meningkatkan motivasi belajar bahasa Inggris, membantu siswa menangkap informasi yang diberikan guru, menciptakan atmosfir belajar yang menyenangkan, memberikan perintah atau instruksi. Kata Kunci : Alih Kode Bahasa, Guru Bahasa Inggris This study aimed at analyzing the types of code switching, the functions of code switching, and the reasons of using code switching by English teacher trainee at SMP N 2 Singaraja in academic year 2014/2015.This research is mixed method. The subject of this study is a female teacher trainee. The instruments used in this study are tape recorder, a field note, and an interview guide. The results of this study show that there are two types of code switching used by the English teacher trainee. They are intra-sentential code switching (59%), and inter sentential code switching (41%). There are six functions of code switching used by the English teacher trainee; emphasis function (33%), attention function (32%), lexicalization function (2%), clarification function (29%), sociolinguistic play function (1%), instruction function (3%). The reasons of using code switching are the students had lack of register, students had lack of confident to participate, increasing motivation in learning English, creating a fun learning atmosphere, and giving command or instruction.keyword : Key Words : Code Switching, English Teacher Trainee

THE EFFECT OF GUIDED WRITING STRATEGY FACILITATED WITH SHORT DOCUMENTARY FILM ON WRITING COMPETENCY OF THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 1 SINGARAJA IN ACADEMIC YEAR 2014/2015 ., Ni Kadek Heny Sayukti; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., Kadek Sonia Piscayanti, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5309

Penerapan teknik Guided Writing berbantuan dengan film dokumenter pendek sebagai media mengajar merupakan salah satu teknik yang inovatif untuk mengajar Bahasa Inggris khususnya menulis. Penelitian ini bertujuan untuk mengetahui pengaruh teknik Guided Writing berbantuan film dokumenter pendek terhadap kompetensi menulis siswa kelas XI SMA Negeri 1 Singaraja tahun ajaran 2014/2015 dalam pelajaran Bahasa Inggris. Penelitian ini adalah penelitian eksperimen dengan desain post-test only control group. Terdapat dua sampel penelitian yaitu kelas XI MIA 5 sebagai grup eksperimen dan kelas XI MIA 4 sebagai grup kontrol yang ditentukan dengan menggunakan teknik simple random sampling. Instrumen yang digunakan untuk mengumpulkan data adalah post-test, teaching scenario, RPP dan soal try out. Saat data telah terkumpul, data tersebut dianalisis dengan menggunakan program SPSS 22.0 secara deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan dari penerapan teknik Guided Writing berbantuan dengan film dokumenter pendek sebagai media mengajar terhadap kompetensi menulis siswa dalam Bahasa Inggris. Nilai rata-rata dari grup eksperimen lebih tinggi daripada grup kontrol. Nilai rata-rata grup eksperimen adalah 84.50 sedangkan nilai rata-rata grup kontrol adalah 74. Selain itu, hasil uji hipotesis dengan menggunakan uji t-test satu ekor, nilai t-observed (tobs) 7.697 lebih besar dari t-critical value (tcv) 1.9973. Hal tersebut menunjukkan bahwa hipotesis nol (H0) ditolak dan hipotesis alternatif (Ha) diterima. Kata Kunci : guided writing, media video, kompetensi menulis Abstract Guided Writing strategy facilitated with short documentary film is an effective strategy for teaching writing. This study aimed at investigating the significant effect of Guided Writing strategy facilitated with short documentary film for the eleventh grade students of SMA Negeri 1 Singaraja in academic year 2014/2015. This experimental study was designed in post-test only control group design. The samples were determined by using simple random sampling technique, thereby two classes were taken as the samples. They were XI MIA 5 as experimental group and XI MIA 4 as the control group. The instrument used to collect the data were post-test, teaching scenario, lesson plan and try out test. After gathering the data, it was analyzed by means of SPSS 22.0 descriptively and inferentially. The result indicated that there is significant effect of using Guided Writing strategy facilitated with short documentary film toward the students’ writing competency. The mean score of the experimental group is 84.50 meanwhile the control group is 74. Additionally, the independent t-test shows that the t-observed (tobs) is 7.697 and the t-critical value (tcv) is 1.9973. It indicates that the tobs is greater than the tcv. Therefore, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. keyword : guided writing, visual media, writing competency

THE IMPLEMENTATION OF INQUIRY BASED LEARNING IN TEACHING ENGLISH IN AURA SUKMA INSANI KINDERGARTEN ., Kadek Ria Anestia Dewi; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Nyoman Karina Wedhanti, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5361

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran inkuiri dalam pengajaran bahasa inggris di TK Aura Sukma Insani. Penelitian ini fokus pada deskripsi tentang jenis RPP, langkah-langkah, serta penilaian dalam pengajaran bahasa inggris dengan menggunakan pembelajaran inkuiri. Subjek dalam penelitian ini adalah guru dan siswa kelas A1, A2, B1, dan B2 di TK Aura Sukma Insani. Penelitian ini menggunakan penelitian deskriptif kualitatif dengan peneliti sebagai instrumen utama. Hasilnya menunjukan bahwa ada lima RPP yang digunakan dalam pengajaran bahasa inggris dengan topik transportation, animal, occupation, family, dan clock. Kelima langkah dalam pembelajaran inkuiri telah diimplementasikan secara lengkap dalam pengajaran bahasa ingrris dengan topik animal dan family. Namun dalam pengajaran bahasa inggris dengan topik clock, ditemukan empat langkah dari pembelajaran inkuiri yaitu ask, investigate, create, dan discuss. Akan tetapi dalam proses mengajar topik tentang transportation dan occupation, hanya ada dua langkah yang diimplementasikan yaitu; ask dan investigate. Penilaian yang digunakan dalam pengajaran bahasa inggris dengan menggunakan pembelajaran inkuiri di TK Aura Sukma Insani adalah penilaian autentik yang dianalisis secara holistik dengan menggunakan simbol-simbol. Adapun jenis penilaian autentik yang digunakan adalah performance dan portfolio. Kata Kunci : pembelajaran inkuiri, pengajaran bahasa inggris untuk anak usia dini This study aimed at describing the implementation of inquiry based learning in teaching English in Aura Sukma Insani Kidergarten. This study focused on the description of the kinds of lesson plan, the steps and also the assessment in teaching English by using inquiry based learning. The subjects of the study were a teacher and the students in A1, A2, B1, and B2 classes of Aura Sukma Insani Kindergarten. This study used descriptive qualitative research with a researcher as the main instrument. The result of the study showed that there were five kinds of lesson plan used in teaching English with the topic of transportation, animal, occupation, family, and clock. The five steps of inquiry based learning were completely implemented in teaching English with the topic of animal and family. Meanwhile, in teaching English with the topic of clock, it was found the four steps of inquiry based learning implemented such as; ask, investigate, create, and discuss. Moreover, in the process of teaching the topics of transportation and occupation, there were two steps of inquiry based learning which were implemented such as; ask, and investigate. The assessment used in teaching English by using inquiry based learning in Aura Sukma Insani Kindergarten was authentic assessment which was analyzed holistically by using symbols. Kinds of authentic assessment used were performance assessment and portfolio assessment. keyword : inquiry based learning, teaching English to young learner

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Journal Mail Official
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-

Location
Kota denpasar,

Bali

INDONESIA