Garuda - Garba Rujukan Digital

AFFIXATION OF TIGAWASA DIALECT: A DESCRIPTIVE STUDY ., Putu Edi Kusuma; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., 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.v1i1.5641

Penelitian ini merupakan penelitian deskriptif kualitatif yang fokus pada analisis morphology dari kata imbuhan di dialek Tigawasa. Penelitian ini bertujuan untuk mendeskripsikan awalan dan akhiran. infleksi dan awalan dan akhiran derivasi dari Dialek Tigawasa di desa Tigawasa. Dua contoh informan dari Dialek Tigawasa 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 Tigawasa yang termasuk derivasi, awalan {m∂-}, {ŋ∂-}. Ada lima jenis awalan di Dialek Tigawasa yang termasuk infleksi, awalan {ŋ-}, {n}, {ñ-}, {m-} dan {kʌr-}. Ada dua jenis akhiran di Dialek Tigawasa yang termasuk derivasi, akhiran {-Λŋ} dan {-In}. Ada dua jenis akhiran di Dialek Tigawasa yang termasuk infleksi, akhiran {-ʌn } dan {-Ʌ}. Awalan dan akhiran di Dialek Tigawasa yang termasuk derivasi adalah awalan {m∂-}, {ŋ∂-}, akhiran {-Λŋ} dan {-In}. Awalan dan akhiran di Dialek Tigawasa yang temasuk infleksi adalah awalan {ŋ-}, {n-}, {ñ-}, {m-}, and {kʌr-} dan akhiran {-ē} dan {-Ʌ}.Kata Kunci : Awalan dan Akhiran Derivasi, Awalan dan Akhiran Infleksi, Dialek Tigawasa This is a qualitative research concerning the morphological analysis of affixation in Tigawasa dialect. The study aimed at describing inflectional prefixes and suffixes and derivational prefixes and suffixes in Tigawasa dialect. Two informant samples of Tigawasa 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 show that there are two kinds of derivational prefixes in Tigawasa Dialect such as prefix {m∂-}, {ŋ∂-}. There were five kinds of inflectional prefixes in Tigawasa Dialect; prefix {ŋ-}, {n-}, {ñ-}, {m-} and {kʌr-}. There were two kinds of derivational suffixes in Tigawasa Dialect; suffix {-Λŋ} and {-In}. There were two kinds of inflectional suffixes; suffix {-ʌn} and {-Ʌ}. Prefixes and suffixes in Tigawasa Dialect which belong to derivation are: prefix {m∂-}, {ŋ∂-}, and suffix {-Λŋ} and {-In}. Prefixes and suffixes in Tigawasa Dialect which belong to inflection are: prefix {ŋ-}, {n-}, {ñ-}, {m-}, and {kʌr-} and suffix {-ʌn} and {-Ʌ}.keyword : Derivational Prefixes and Suffixes, Inflectional Prefixes and Suffixes, Tigawasa Dialect

Affixation System In Penglipuran Dialect: A Descriptive Study of Derivational and Inflectional Processes ., I Wayan Wikajaya; ., 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.v1i1.5642

Penelitian ini bertujuan untuk mendeskripsikan awalan dan akhiran dari Dialek Penglipuran yang memiliki proses derivasi dan infleksi. Jenis penelitian ini yaitu penelitian deskriptif kualitatif. Data dikumpulkan dengan menggunakan tiga teknik yaitu teknik observasi, teknik rekaman, dan teknik wawancara (mendengarkan dan mencatat). Tiga narasumber dari Penglipuran dipilih sesuai dengan kriteria. Kriterianya yaitu narasumber yang cerdas, mempunyai kompetensi dalam berbicara, mempunyai pengetahuan yang cukup tentang topik tersebut, narasumber adalah pembicara asli dari Desa Penglipuran, sabar, perhatian yang tinggi, dan mempunyai cukup waktu untuk diwawancarai, tidak memiliki gangguan pada organ bicara, memiliki pendengar yang baik dan mampu menjawab pertanyaan-pertanyaan, percaya diri dan bangga bahasa dan budayanya. Hasil penilitian menunjukan bahwa ada enam jenis awalan dalam Dialek Penglipuran yaitu {mə-}, {m-}, {n-}, {ŋ-}, {ñ-}, and {ə-} dan ada tiga jenis akhiran dalam Dialek Penglipuran yaitu {-Λŋ}, {-In} and, {-ɔ}. Awalan dan akhiran dalam Dialek Penglipuran yang termasuk dalam proses derivasi yaitu awalan {mə-} and {m-} dan akhiran {-Λŋ} and {-Ιn}. Awalan dan akhiran di Dialek Penglipuran yang termasuk dalam proses infleksi yaitu awalan {n-}, {ŋ-}, {ñ-}, {m-}, and {ə-} dan akhiran {-ɔ}, {-Λŋ}, dan {-In}.Kata Kunci : imbuhan, dialek penglipuran, proses derivasi dan infleksi This study aimed at describing the prefixes and suffixes in Penglipuran Dialect which belong to derivation and inflection. This research was a descriptive qualitative research. The data were collected using three techniques, namely observation, recording technique, and interview (listening and noting) technique. Three informants sample from Penglipuran were chosen based on criteria. The criteria were the informants are smart, have comunicative competence, have enough knowledge about the topic, the informants are the native speaker of the Penglipuran village, patient, high-attention, and have enough time to be interviewed, not having disturbances related to speech organs, a good listener and able to answer the questions, and confident and proud of their language and culture. The results of the study showed that there were six kinds of prefixes in Penglipuran Dialect were prefix {mə-}, {m-}, {n-}, {ŋ-}, {ñ-}, and {ə-} and there were three kinds of suffixes in Penglipuran Dialect were {-Λŋ}, {-In} and, {-ɔ}. Prefixes and suffixes in Penglipuran Dialect which belong to derivation were prefix {mə-} and {m-} and suffix {-Λŋ} and {-Ιn}. Prefixes and suffixes in Penglipuran Dialek which belong to inflection were prefix {n-}, {ŋ-}, {ñ-}, {m-}, and {ə-} and suffix {-ɔ}, {-Λŋ}, and {-In}.keyword : affixation, penglipuran dialect, derivational and inflectional processes

IMPROVING THE SEVENTH GRADE STUDENTS’ WRITING COMPETENCY THROUGH CLUSTERING TECHNIQUE AT SMPN 6 SINGARAJA THE ACADEMIC YEAR 2014/2015 ., I Putu Maharta Widia Wiguna; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., 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.v1i1.5644

Penelitian ini telah dilaksanakan untuk meningkatkan kemampuan menulis siswa menggunakan tehnik pengelompokan pada siswa kelas 7 di SMPN 6 Singaraja. Pada observasi awal menyatakan bahwa siswa kelas 7 B4 di SMPN 6 Singaraja memiliki kemampuan menulis yang rendah. Subject pada penelitian ini berjumlah 36 orang siswa. Untuk menemukan hasil dari kemampuan siswa pada kempetensi menulis menggunakan tehnik pengelompokan , dan penulis menggunakan jenis penelitian penelitian tindakan kelas (PTK) penelitian ini menggunakan dua siklus. Setiap siklus terdiri dari empat proses, diantaranya: rencana, pelaksanaan,penelitian, dan refleksi. Untuk mengumpulkan data, penulis menggunakan informasi yang didapat pada observasi. Dan pencapaian siswa pada penelitian awal digunakan untuk mendukung pengumpulan data. Penelitian ini menunjukan bahwa menggunakan tehnik pengelompokan dalam menulis mampu meningkatkan kompetensi siswa dalam menulis.Data telah dikumpulkan berdasarkan evaluasi menulis. Menggunakan tehnik pengelompokan penulis dapat menggunakan garis, kotak, kolom dan lingkaran untuk menghubungkan setiap ide. Respon siswa menunjukan bahwa mereka tertarik untuk menulis, karena mereka merasa lebih mudah untuk menulis menggunakan pengelompokan tehnik. Persentase siswa yang mampu mencapai standar nilai pada observasi awal hanya 2 siswa (6%), pada siklus 14 siswa (39%), sementara itu, pada siklus 2 meningkat menjadi 31 siswa (86%). Itu bisa disimpulkan bahwa implementasi tehnik pengelompokan dapat meningkatkan kemampuan menulis siswa kelas VII B4 di SMPN 6 Singaraja. Dan penulis menyarankan pada guru bahasa inggris untuk menggunakan tehnik pengelompokan dalam mengajar menulis, karena tehnik ini mampu membantu siswa mengorganisasi ide sebelum mereka memulai untuk menulis. Kata Kunci : Kompetensi menulis,tehnik pengelompokan This study was conducted to improve students writing skill using Clustering Technique at seventh grades students of SMPN 6 Singaraja. The Preliminary observation indicated that student class VII B4 of SMP Negeri 6 Singaraja had low writing competency. The subjects of this study were consisted of 36 students. To find out the result of students writing ability in writing competency using clustering technique, the writer used Classroom Action Research (CAR) as the method of research. This study consisted of two cycles, each cycle consisted of four steps, and they were: planning, action, observation and reflection. To collect and analyze the data, the writer used the information from observation, and the students’ achievement in preliminary and evaluation to support data collected. This study showed that using clustering technique in teaching writing can improve students writing competency.The data were collected through writing evaluation. In clustering technique, the writer can use line, boxes, arrows, and circles to show relationships among the ideas. The students’ responses showed that they were interested in writing because they felt easier to write using clustering technique. The percentage of students who had passed the passing score of writing in pre-observation were 2 students (6%), in cycle I were 14 students (39%), meanwhile in cycle II were improved into 31 students (86%). It could be concluded that the implementation of Clustering technique could improve the students’ writing ability of students class VII B4 at SMP Negeri 6 Singaraja. And The writer suggested to the other English teacher to use Clustering Technique in teaching writing, because this technique helps the students organize their ideas before they start to write. keyword : Writing competency, Clustering Technique.

IMPROVING STUDENTS’ ABILITY IN WRITING DESCRIPTIVE PARAGRAPH THROUGH DRAW LABEL CAPTION TECHNIQUE FOR CLASS XB OF SMA SARASWATI SINGARAJA IN THE ACADEMIC YEAR 2014/2015 ., I Gusti Ngurah Wahyu Danuarta Yoga; ., 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.v1i1.5695

ABSTRAK Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam menulis paragraf deskriptif melalui penggunaan "Draw Label Caption Teknik". Subjek penelitian ini adalah siswa kelas XB SMA Saraswati Singaraja. Ada 20 siswa sama sekali, yang terdiri dari 10 laki-laki dan 10 perempuan. Penelitian ini dirancang dalam bentuk kelas berbasis penelitian tindakan dengan dua siklus. Setiap siklus memiliki tiga sesi dan setiap sesi yang terlibat perencanaan, tindakan, observasi, dan refleksi. Hasil penelitian menunjukkan bahwa melalui penerapan Draw Label Caption Teknik, kompetensi siswa dalam menulis paragraf deskriptif ditingkatkan. Perbaikan bisa dilihat dari data kualitatif dan kuantitatif ditemukan dalam penelitian ini. Data kuantitatif dapat dilihat dari nilai rata-rata siswa yang meningkat dari 57,75 (pre-test) untuk 67,5 (post-test 1 di siklus 1). Keberhasilan pelaksanaan undian Label Caption Teknik diperoleh ketika melakukan siklus kedua, di mana nilai rata-rata siswa meningkat dari 67,5 (post-test 1) ke 78 (post-test 2). Data kuantitatif didukung oleh analisis data kualitatif menunjukkan bahwa siswa lebih tertarik dan antusias dalam menulis setelah penerapan Teknik Menggambar Label Caption. Kata Kunci: Deskritif Paragraf, Draw Label caption Teknik ABSTRACT This study aimed at improving students’ ability in writing descriptive paragraph through the use of “Draw Label Caption Technique”. The subjects were the students of class XB of SMA Saraswati Singaraja. There were 20 students altogether, comprising of 10 males and 10 females. This study was designed in the form of classroom based action research with two cycles. Each cycle had three sessions and each session involved planning, action, observation, and reflection. The result of the study showed that through the implementation of Draw Label Caption Technique, the competency of the students in writing descriptive paragraph improved. The improvement could be seen from the qualitative and quantitative data found in this study. The quantitative data could be seen from the students’ mean score which improved from 57.75 (pre-test) to 67.5 (post-test 1 in cycle 1). The success of the implementation of Draw Label Caption Technique was gained when conducting the second cycle, in which the students’ mean score improved from 67.5 (post-test 1) to 78 (post-test 2). The quantitative data were supported by qualitative data analysis showed that the students were more interested and enthusiastic in writing after the application of Draw Label Caption Technique. Key word: Descriptive Paragraph, Draw Label Caption Technique. keyword : Descriptive Paragraph, Draw Label Caption Technique

THE EFFECT OF GENRE-BASED APPROACH TOWARDS STUDENTS’ WRITING COMPETENCY IN THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 4 SINGARAJA IN ACADEMIC 2014/2015 ., Ni Made Ayu Vinandari Safitri; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Drs.Sudirman, M.L.S
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5696

This study was aimed at finding out whether there was significant difference in writing competency of eleventh grade students of SMA N 4 Singaraja between those who were taught using Genre-based Approach and those who were taught using Conventional Writing Strategy. The research was designed by using posttest only control group design. The population of this study was the students of class XI. There were two groups of samples in this research, which were selected by cluster random sampling. Class XI MIA 6 was assigned as the experimental group and treated by using Genre-Based Approach. Another class, XI MIA 5 was assigned as the control group and treated by using Conventional Writing Strategy. The treatments were conducted sixth times for each. At the end of the treatments period, the posttest was administrated. The result of posttest IS analyzed descriptively and inferentially. The result of this study showed that the experimental group performed better competency in writing rather than the control group. It was proven by the result of their posttest. The descriptive analysis shows that the mean score of experimental group 77.9 was higher than the control group 68.4. The inferential analysis also shows that t_o was 4.865. It was higher than the value t_cv at 1.99 (P = 0.05). It could also be seen that the significance value of the two tailed independent sample t-test (equal variance assumed) showed the value of 0.000 (less than 0.05). On the basic result of the study above, it can be concluded that the alternative hypothesis (Ha) used in this study was approved. It means that there was a significant difference in writing competency of grade eighth students of SMA N 4 Singaraja between those who were taught using Genre-Based Approach and those who were taught using Conventional Writing Strategy.Kata Kunci : Writing Competency and Genre-Based Approach Penelitian ini bertujuan untuk menemukan perbedaan pengaruh terhadap kemampuan menulis siswa di SMA N 4 Singaraja terhadap pengajaran mengunakan Genre-Based Approach dan strategi biasa. Penelitian ini di bentuk dengan menggunakan posttest only control group design. Populasi yang digunakan di penelitian ini adalah siswa kelas XI. Ada dua sample yang digunakan di penelitian ini, yang mana dipilih dengan cara cluster random sampling. Kelas XI MIA 6 dijadikan grup eksperimental dan XI MIA 5 dijadikan grup control. Masing-masing grup diajar selama 6 kali dan terkahir diberikan tes yang disebut posttest. Hasil dari posttest dianalis secara deskriptif dan inferensial. Hasil dari penelitian ini menunjukan grup eksperimental memiliki kemampuan menulis yang lebih baik. Ini ditunjukan dari hasil posttest. Analisis secara deskriptif menunjukan nilai rata-rata grup eksperimental adalah 77.9 dan grup kontrol 68.4. Analisis secara inferensial menunjukan t_o sebesar 4.865. itu lebih besar dari t_cv yg mana hanya 1.99 (P = 0.05). Ini juga bisa dilihat dalam pengaruh nilai dari two tailed independent sample t-test (equal variance assumed) menunjukan nilainya adalah 0.000 (lebih sedikit dari 0.05). Hasil diatas menunjukan bahwa alternative hypothesis (Ha) dalam penelitian ini diterima. Ini berarti, ada perbedaan pengaruh terhadap kemampuan menulis siswa di SMA N 4 Singaraja terhadap pengajaran mengunakan teknik Genre-Based Approach dan stategi biasa.keyword : Kemampuan Menulis dan Genre-Based Approach

AFFIXATION OF CEMPAGA DIALECT ., I Kadek Utama Putra; ., 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.v1i1.5750

Penelitian ini bertujuan untuk mendeskripsikan prefiks dan sufiks inflektif dan prefiks dan sufiks derivasi dari Cempaga Dialek di desa Cempaga. Penelitian ini merupakan penelitian deskriptif kualitatif. Dua sampel informan dari Cempaga Dialek dipilih berdasarkan seperangkat kriteria. Data dikumpulkan berdasarkan dua teknik, yaitu: elisity dan teknik snowball. Hasil penelitian menunjukkan bahwa ada empat jenis prefiks derivasional di Cempaga Dialek: awalan {mə-}, {m -}, kɅ-, dan pɅn-,. Ada lima jenis prefiks inflektif di Cempaga Dialek: awalan {n}, {N-}, {N-}, {m-} dan Λ-. Ada wes salah satu jenis akhiran derivatif di Cempaga Dialek: akhiran {-n}. Ada wes salah satu jenis akhiran infleksi: akhiran -ə. Prefiks dan sufiks di Cempaga Dialek yang milik derivasi adalah: prefix {mə-}, {m-}, {kɅ-} dan pɅn- dan akhiran {-n}. Prefiks dan sufiks di Cempaga Dialek yang milik belok adalah: prefix {n}, {N-}, {N-}, m-, dan Λ- dan akhiran -ə.Kata Kunci : Derivasi Awalan dan Akhiran, infleksi Awalan dan Akhiran, Cempaga Dialek This study aimed at describing inflectional prefixes and suffixes and derivational prefixes and suffixes of Cempaga Dialect in Cempaga village. This research is a descriptive qualitative research. Two informant samples of Cempaga Dialect were chosen based on a set of criteria. The data were collected based on two techniques, namely: elisity and snowball technique. The results of the study show that there were four kinds of derivational prefixes in Cempaga Dialect: prefix {mə-}, {m-},{kɅ-}, and {pɅn-}, . There were five kinds of inflectional prefixes in Cempaga Dialect: prefix {n-}, {ŋ-}, {ñ-}, {m-} and {Λ-}. There wes one kinds of derivational suffixes in Cempaga Dialect: suffix {-ŋ}. There wes one kinds of inflectional suffixes: suffix {-ə}. Prefixes and suffixes in Cempaga Dialect which belong to derivation are: prefix {mə-}, {m-}, {kɅ-}and {pɅn-} and suffix {-ŋ}. Prefixes and suffixes in Cempaga Dialect which belong to inflection are: prefix {n-}, {ŋ-}, {ñ-}, {m-}, and {Λ-} and suffix {-ə}.keyword : Derivational Prefixes and Suffixes, Inflectional Prefixes and Suffixes, Cempaga Dialect

ANALYZING METHODS OF TEACHING MICROTEACHING COURSE TO UNIVERSITIES FOR ENGLISH EDUCATION DEPARTMENTS IN BALI ., Gusti Ayu Putu Diah Permata Sari; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., 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.v1i1.5751

Penelitian ini membahas tentang pendekatan pembelajaran, metode pembelajaran, dan teknik pembelajaran. Untuk mendapatkan data, peneliti menggunakan model penelitian Dick dan Carrey sebagai prosedur penelitian. Ada tiga pendekatan yang digunakan dalam penelitian ini meliputi teori bahasa dan pembelajaran bahasa, teori konstruktivisme, dan teori humanisme. Sementara itu, tersedia sebelas metode pembelajaran menurut beberapa ahli microteaching. Terakhir peneliti menjelaskan dua siklus yang dapat digunakan dalam pembelajaran microteaching. Penelitian ini bekerja di bawah kombinasi pendekatan kualitatif dan kuantitatif. Pendekatan kualitatif diterapkan dalam tahap pertama dan kedua. Tahap pertama adalah pembukaan, dan tahap kedua adalah pembuatan kunci jawaban dan pengembangan model pembelajaran. Pendekatan kuantitatif digunakan saat memvalidasi model pembelajaran divalidasi melalui pengujian empiris, tes yang berarti untuk melakukan model dalam situasi nyata. Subjek penelitian ini merupakan ahli pembelajaran microteaching yang tersebar di seluruh Bali. Peneliti menggunakan dua jenis instrumen yaitu angket dan pedoman wawancara. Instrumen tersebut didistribusikan ke semua subjek dan dianalisis menggunakan teknik interpretasi dan teknik triangulasi untuk mendapatkan hasil penelitian. Hasil kuesioner akan ditunjukkan dalam penelitian ini dan dalam buku panduan. Pada akhir proses, buku panduan akan didistribusikan ke dosen pengempu mata kuliah microteaching. Buku panduan membantu dosen microteaching untuk mengajar kelas microteaching. Selain itu, mahasiswa akan siap untuk mengajar di kehidupan nyata sesuai dengan Kurikulum 2013.Kata Kunci : Kurikulum 2013, buku panduan, Microteaching. This research discussed about approach, learning method, and learning technique. There were three approach showed in this research including theory of language and language learning, constructivism theory, and humanism theory. Meanwhile, there were eleventh learning methods presented in this research according to the expert. The researcher also explained two cycles in microteaching course. In order to getting the data, the researcher used Dick and Carrey as the research procedures. This study works under the combination of qualitative and quantitative approach. Qualitative approach was applied in the first and second phase. The first phase was the opening, and the second phase was the making of key answer and the development of learning model. The quantitative approach was used when validating the learning model was validated through empirical test, a test that means to conduct the model in real situation. The subject of this research is microteaching course experts in Bali. The researcher used two kinds of instrument namely questionnaire and interview guide. Those instruments distributed to all subject and analyzed used interpretation, triangulation technique, in form of triangulation method and source to get the result. The result of questionnaire would be showed in this research and manual book. In the end of the process, the learning manual distributed to all microteaching lecturer. The manual book helped the microteaching lecturer to teach the microteaching course. In addition, the student would be ready to teach in the real life according to Curriculum 2013.keyword : Curriculum 2013, learning manual, Microteaching.

IMPROVING STUDENTS’ COMPETENCE IN WRITING DESCRIPTIVE TEXT BY USING MULTIMEDIA AT SEVENTH GRADE STUDENTS OF SMP DWIJENDRA GIANYAR IN THE ACADEMIC YEAR 2014/2015 ., I Gede Saryana; ., Drs.Sudirman, M.L.S; ., 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.v1i1.5752

Penelitian ini bertujuan untuk meningkatkan kompetensi siswa dalam menulis paragraf deskriptif di kelas 7 C SMP Dwijendra Gianyar pada tahun akademik 2014/2015. Subjek penelitian ini terdiri dari 19 siswa dan 15 siswi. Berdasarkan hasil pra penelitian ditemukan bahwa nilai rata - rata siswa dalam menulis adalah 68, dan nilai tersebut dikategorikan menengah berdasarkan kriteria pada tabel Penilaian Acuan Patokan (PAP). Skor tersebut masih dibawah kriteria kelulusan sekolah (KKM), dimana seharusnya mereka mencapai skor 70. Disamping itu, hasil kuisioner pada pra penelitian menunjukkan bahwa siswa dan siswi sedang mengalami kesulitan dalam menulis dan mereka masih belum puas dengan pencapaian mereka selama ini. Berdasar pada temuan tersebut, serangkaian proses perencanaan, tindakan, observasi dan refleksi dari Penelitian tindakan kelas dilakukan dengan menerapkan Multimedia sebagai alat bantu mengajar guna meningkatkan kompetensi siswa dalam menulis teks deskriptif. Data penelititan ini dikumpulkan melalui kuisioner, interview, observasi dan tes, kemudian data tersebut dianalisa secara kualitatif and kuantitatif. Temuan dari penelitian ini menunjukan bahwa kompetensi siswa dalam menulis teks deskriptif dapat ditingkatkan melalui penerapan Mutimedia sebagai alat bantu mengajar. Hal tersebut dibuktikan dengan meningkatnya nilai rata-rata siswa pada siklus 1 sebesar 82 dan 80 pada siklus 2. Lebih jauh, seluruh siswa dapat mencapai kriteria ketuntasan minimal. Sebagai tambahan, Multimedia juga membawa efek positif pada partisipasi, antusiasme, dan ketertarikan siswa dalam belajar sebagaimana diungkap melalui hasil kuisioner pada akhir siklus 2. Oleh sebab itu disimpulkan bahwa kompetensi siswa dan siswi kelas 7C SMP Dwijendra Gianyar pada tahun ajaran 2014/2015 dalam menulis teks descriptive dapat ditingkatkan dengan megunakan multimedia sebagai alat bantu mengajar. Kata Kunci : Kompetensi menulis, Multimedia, Teks Deskriptif. ABSTRACT This study was aimed at improving the students’ competency in writing descriptive text in the 7C class of SMP Dwijendra Gianyar in the academic year 2014/2015. The subjects of this study consisted of 19 males and 15 females. Based on the preliminary study it was found that the students’ mean score in writing was 68, and this score was categorized as moderate based on PAP’s criteria. This score is also bellow school passing grade in which they supposed to achieve 70 Moreover, the result of questionnaire in preliminary study indicated that students were having problem in writing, and they had been not satisfied with their achievement. Reflected to the result of preliminary study, series of planning, acting, observing and reflecting of Action research was done by using multimedia as teaching aids to improve the students’ competence in writing descriptive text. The data were collected through four kinds of instruments, namely: interview, observation sheet, questionnaire and test. Then, the data were analyzed quantitatively and qualitatively. The findings of this study showed that the students’ writing competency could be improved through the use of multimedia. This was proved through students’ mean score that was 82 in first Cycle and 80 in second Cycle. Furthermore, all of the students had passed the school passing grade. In addition, the post questionnaire revealed that this media also brought positive effect in fostering students’ participation, enthusiasm and interest in learning English. Thus, the students’ competence of C class of SMP Dwijendra Gianyar in academic year 2014/2015 in writing descriptive text had been improved through the use of multimedia as teaching aids. keyword : Writing competence, Multimedia, Descriptive text.

DEVELOPING MEDIA IN MICROTEACHING COURSE FOR TEACHING ENGLISH IN UNIVERSITY IN BALI ., Ni Made Widayati Anggun Pratiwi; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dra. Luh Putu Artini, 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.v1i1.5960

Penelitian ini bertujuan untuk mengembangkan media di microteaching saja berdasarkan kurikulum 2013. Penelitian ini dirancang dalam dalam bentuk Penelitian dan Pengembangan (R & D) dari Dick & Carey (1990). Ada tiga langkah dalam desain penelitian ini, seperti: (1). Menganalisis kebutuhan dan permasalahan siswa kemudian digunakan sebagai dasar untuk merumuskan kompetensi yang akan dicapai. (2). Mengembangkan alat belajar dan keterampilan dasar, dan juga media dalam Microteaching saja. Data dikumpulkan dengan memberikan kuesioner kepada penilaian ahli. Data dianalisis dengan menggunakan kombinasi antara pendekatan kualitatif dan kuantitatif. Data menunjukkan bahwa ada 7 jenis media dinilai oleh penilaian ahli seperti: media audio-visual, media visual, media audio, media online, media realia, bahan daur ulang dan media offline. Media yang dipilih tertinggi oleh para ahli adalah media audio-visual (100%) dalam bentuk menggunakan video. Ada juga tiga jenis media yang dikembangkan oleh peneliti: (1). Media untuk Pengajaran Konsep. (2). Media Pembelajaran Model. (3) Media untuk Simulasi.Kata Kunci : mata kuliah Microteaching, media yan diperlukan dalam Microteaching, media yang dikembangkan dalam Microteaching This research was aimed to develop media in microteaching course based on curriculum 2013. The research was designed in in the form of Research and Development (R & D) from Dick & Carey (1990). There were three steps in this research design, such as: (1). Analyzing the needs and problems of students then used as a basis for formulating competencies to be achieved. (2). Developing learning tools and basic skills, and also media in Microteaching course. The data were collected by giving questionnaire to the expert judgments. The data was analyzed by using the combination between qualitative and quantitative approaches. The data showed that there were 7 types of media judged by the experts judgement such as: audio-visual media, visual media, audio media, online media, realia media, recycled material and offline media. The highest selected media by the experts is audio-visual media (100%) in the form of using video. There were also three different kinds of media developed by the researcher: (1). Media for Teaching Concepts. (2). Media for Learning Model. (3) Media for Simulation. keyword : Microteaching course, media needed in microteaching, media developed in microteaching

Developing A Character-Based Interactive Multimedia for Seventh Grade Junior High School Students ., Muhamad Nova; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 1 No. 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5998

Kurikulum 2013 membutuhkan insersi pendidikan karakter dan integrasi teknologi. Penitian ini bertujuan untuk 1) mengidentifikasi karakteristik dari multimedia interaktif berbasis karakter, 2) menjelaskan proses perancangan multimedia interaktif berbasis karakter, 3) menjelaskan produk multimedia interaktif berbasis karakter, dan 4) menjelaskan kualitas multimedia interaktif berbasis karakter. Penelitian ini merupakan Penelitian dan Pengembangan yang menggunakan pendekatan metode campuran, sequential exploratory design, dan Four-D model. Dari penilitian ini, ditemukan bahwa 1) karakteristik dari multimedia interaktif berbasis karakter adalah a) mengintegrasi ketrampilan berbahasa, b) mendukung 3 jenis gaya belajar, c) mengikuti tahapan pada Kurikulum 2013, d) mengandung nilai-nilai karakter, e) menggunakan deskripsi sebagai topic utama, dan f) mengintegrasi permainan, gambar, suara, animasi, dan sebuah program tambahan untuk memperkaya kosa-kata, 2) proses dari perancangan multimedia interaktif berbasis karakter dilaksanakan melalui pemilihan media dan format yang sesuai, penyisipan suara dan gambar, perancangan layout, dan penerbitan, 3) produk multimedia interaktif berbasis karakter dalam bentuk aplikasi Flash yang meliputi 5 tema pembelajaran dan terdiri dari 10 bagian, dan 4) multimedia interaktif berbasis karakter memiliki kualitas yang tinggi. Integrasi teknologi sebaiknya dipenuhi dalam kegiatan belajar mengajar di sekolah.Kata Kunci : Insersi Pendidikan Karakter, Integrasi Teknologi, Multimedia Interaktif, Multimedia Interaktif Berbasis Karakter The 2013 Curriculum required technology integration and character education insertion. This study aimed to 1) identify the characteristics of character-based interactive multimedia, 2) describe the process of designing the character-based interactive multimedia, 3) describe the product of character-based interactive multimedia, and 4) describe the quality of character-based interactive multimedia. This study was a Research and Development study using mixed method approach, sequential exploratory design, and Four-D model. From the study, it was found that 1) the characteristics of character-based interactive multimedia are a) integrating skills, b) supporting 3 kinds of learning style, c) following steps in 2013 Curriculum, d) containing character values, e) using Descriptive as main topic, and f) integrating game, picture, audio, animation, and an additional program for enriching vocabulary, 2) the process of designing character-based interactive multimedia are conducted by selecting appropriate media and format, inserting picture and audio, designing layout, and publishing, 3) the product of character-based interactive multimedia is in a form of Flash application which covers 5 learning themes and consists of 10 parts, and 4) the character-based interactive multimedia has high quality. Technology integration should be fulfilled in teaching and learning activity at school.keyword : Character-Based Interactive Multimedia, Character Education, Interactive Multimedia, Technology Integration

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota denpasar,

Bali

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email -

Phone -

Journal Mail Official -

Editorial Address -

Location Kota denpasar, Bali INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota denpasar,

Bali

INDONESIA