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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 1,873 Documents
 116   117   118   119   120 
The Use of Code Switching by the English Teacher at the Seventh Grade of SMP Negeri 3 Singaraja in the Academic Year 2014/ 2015 ., Komang Laksmi Pratiwi; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., Ni LP. Eka Sulistia Dewi, 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.v1i1.6318

Abstract

Penelitian kualitatif ini bertujuan untuk mengetahui alih kode yang digunakan oleh guru bahasa Inggris di SMP Negeri 3 Singaraja. Penelitian ini difokuskan untuk mengetahui jenis, fungsi, dan alasan guru menggunakan alih kode selama proses belajar dan mengajar. Satu guru dan tiga kelas terdiri dari 33 siswa dari SMP Negeri 3 Singaraja pada tahun akademik 2014/2015 dipilih sebagai subyek penelitian. Sebagai alat pengumpul data, peneliti menggunakan perekam video, tabulasi data, dan lembar wawancara. Penelitian ini menggunakan alat perekam, wawancara, dan observasi untuk memecahkan masalah. Penelitian ini dianalisis dengan menyalin data, mengidentifikasi, dan mengklasifikasi data. Dari data yang tercatat, 184 ucapan dapat diklasifikasikan sebagai alih kode. Hasil analisis menunjukkan bahwa ada tiga jenis alih kode terjadi: tag code switching, inter-sentential code switching, dan intra-sentential code switching. Ada beberapa fungsi alih kode yang digunakan oleh guru, yaitu: menjelaskan, menekankan informasi tertentu, meminta informasi lebih lanjut, mengklarifikasi, memberikan perintah, dan menunjukkan keluhan. Alasan yang mendasari guru menggunakan alih kode adalah: mempermudah komunikasi, membangun kenyamanan suasana di kelas, membantu guru untuk menarik perhatian siswa, mengalihkan topik pembicaraan, sebagai bentuk ekspresi solidaritas, dan membantu guru untuk memberikan instruksi yang jelas.Kata Kunci : alih kode, jenis alih kode, fungsi alih kode, alasan menggunakan alih kode This qualitative research aimed at finding the code switching that is used by the English teacher at SMP Negeri 3 Singaraja. The study focused on finding out the types, functions, and teacher’s reasons of using code switching during the teaching and learning process. One teacher and three classes consists of 33 students of SMP Negeri 3 Singaraja in the academic year 2014/ 2015 were selected as the subject of the study. As a means of collecting data, the researcher used video recorder, tabulation sheet, and interview guide. The study was analyzed by transcribing the data, identifying, and classifying the data. From the recorded data, 184 utterances could be classified as code switching. The result of the analysis showed that there are three types of code switching occured in the data: tag code switching, inter-sentential code switching, and intra-sentential code switching. There are some functions of code switching used by the teacher: explaining, emphasizing certain info, asking for further information, clarifying, giving commands, and showing complaint. The reasons that underlying the switching used such as: ease of communication, establishing a comfort atmosphere in the classroom, draw the students attention, topic switch, expression of solidarity, and helping the teacher to give clear instruction.keyword : code switching, types of code switching, functions of code switching, reasons of using code switching
AN ANALYSIS OF CLASSROOM CHARACTER EDUCATION IN ENGLISH LESSON AT SMP NEGERI 1 SEMARAPURA IN ACADEMIC YEAR 2015/2016 ., Luh Putu Novi Anggita Widyamarta; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., 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.v1i1.6356

Abstract

Penelitian ini dilakukan dalam rangka untuk mendeskripsikan pendidikan karakter di kelas dalam pembelajaran Bahasa Inggris di SMP Negeri 1 Semarapura. Subyek penelitian adalah siswa kelas tujuh dan guru bahasa Inggris di SMP Negeri 1 Semarapura. Peneliti menganalisis rencana pelajaran, pelaksanaan, dan evaluasi untuk mengetahui bagaimana nilai-nilai karakter yang dimasukkan dalam pengajaran empat keterampilan dasar dalam bahasa inggris. Nilai-nilai karakter yang diamati dalam penelitian ini adalah religius, cerdas, kejujuran, percaya diri, kesadaran, kerja tim, toleransi, ketangguhan, demokrasi, mandiri, dan mematuhi aturan-aturan sosial. Instrumen dalam penelitian ini terdiri dari panduan wawancara, perekam, analisis checklist rencana pelajaran, dan checklist observasi. Analisis penelitian menunjukkan bahwa guru memasukkan nilai-nilai karakter dalam indikator, materi pembelajaran, langkah-langkah pembelajaran, dan instrumen penilaian dalam rencana pelajaran. Sedangkan dalam kegiatan proses belajar mengajar, nilai-nilai karakter juga dimasukan. Namun, nilai-nilai karakter yang dimasukkan dalam kegiatan belajar terdapat beberapa perbedaan pada setiap pertemuan. Hal ini tergantung pada nilai-nilai karakter yang direncanakan dalam rencana pelajaran. Dalam evaluasi, guru menilai nilai-nilai karakter siswa dengan mengamati siswa yang aktif dan tidak aktif di dalam kelas. Setelah itu, guru memberikan tanda centang pada daftar hadiah siswa.Kata Kunci : Pendidikan Karakter di kelas, Pengajaran dan Pembelajarn Bahasa Inggris This study was conducted in order to describe the classroom character education in English lesson at SMP Negeri 1 Semarapura. The subjects of the study were the seventh grade students and the English teacher in SMP Negeri 1 Semarapura. The researcher analyzed the lesson plans, the implementation, and the evaluation to know how the character values were inserted in the teaching of the four basic skills in English. The character values which are observed in this study were religious, intelligent, honesty, self-confident, awareness, team work, tolerance, toughening, democracy, independent, and obey the social rules. The instruments in this study consisted of interview guide, recorder, lesson plan analysis checklist, and observation checklist. The analysis of the study indicates that the teacher inserts the character values in indicators, learning materials, learning steps, and assessment instrument in lesson plans. In teaching and learning activities, character values are also implemented. However, the character values which are inserted in learning activities are different in each meeting. It depends on Character values which are planned in lesson plan. In the evaluation, the teacher assesses students’ character values by observing the students who are active and not active in the classroom. After that, the teacher give check mark on students’ presents listkeyword : classroom character education, English teaching and learning
REINFORCEMENT STRATEGIES USED TO BUILD STUDENTS' CHARACTER AT AURA SUKMA INSANI (ASI) KINDERGARTEN ., Dewa Ayu Dyah Surya Dewi; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Made Hery Santoso, 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.v1i1.6359

Abstract

Penelitian kualitatif ini bertujuan untuk mendeskripsikan penggunaan strategi penguatan untuk membangun karakter siswa di TK Aura Sukma Insani (ASI) Kindergarten. Fokus dari penelitian ini berkaitan dengan jenis strategi penguatan yang digunakan dan pelaksanaan strategi penguatan yang digunakan untuk membangun karakter siswa di TK Aura Sukma Insani (ASI) Kindergarten. Objek penelitian ini adalah implementasi dari strategi penguatan yang digunakan untuk membangun karakter siswa di TK Aura Sukma Insani (ASI) Kindergarten. Sumber data diambil dari literatur terkait pada pengembangan karakter siswa menggunakan strategi penguatan. Data dianalisis secara deskriptif baik secara induktif dan kualitatif. Temuan penelitian menunjukkan bahwa nilai karakter sebagian besar dibangun dengan menggunakan strategi penguatan. Strategi yang paling sering digunakan adalah dalam bentuk penguatan verbal dan pemberian hak istimewa. Temuan ini juga menunjukkan ada hubungan antara penggunaan strategi penguatan dan pembangunan karakter. Kata Kunci : Strategi penguatan, Nilai karakter This qualitative research aimed to describe the use of reinforcement strategies to build students’ character at Aura Sukma Insani Kindergarten. The focused of this research is relating the types of reinforcement strategies used and the implementation of reinforcement strategies that used to build the students’ character at Aura Sukma Insani (ASI) Kindergarten. The object of this research is the implementation of reinforcement strategies used to build the students’ character at Aura Sukma Insani (ASI) Kindergarten. The source of data was taken from related literatures on developing the students’ character using reinforcement strategies. The data were analyzed descriptively both inductively and qualitatively. The finding of the research shows that character value was mostly built by using reinforcement strategies. The most preferable strategies are in form of verbal reinforcement and privilege. The finding also shows there is a relation between the use of reinforcement strategies and character building.keyword : Reinforcement strategy, Character value
A DESCRIPTIVE STUDY OF TEACHERS’ REINFORCEMENT IN TEACHING CHILDREN 4-6 YEARS OLD AT CHILDREN’S HOUSE SCHOOL IN ACADEMIC YEAR 2015/2016 ., Km Adi Nariyana p; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.
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.v1i1.6361

Abstract

Penelitian ini merupakan penelitian deskriptif yang bertujuan menyelidiki 'penguat dalam mengajar anak-anak berusia 4-6 tahun di CH School Jimbaran serta tanggapan siswa terhadap penguatan guru. Subyek penelitian ini adalah guru TK di CH di tahun akademik 2015/2016. Dua kelas yang diambil sebagai sampel yakni Kupu-kupu kecil dan Kupu-kupu. Data penelitian ini dikumpulkan melalui beberapa instrumen; mereka adalah: peneliti, perekam video, kamera dan catatan. Setelah mengumpulkan data melalui observasi dan perekaman video, data dianalisis secara deskriptif. Hasil penelitian ini menunjukkan bahwa guru di Anak Rumah Sekolah menggunakan berbagai macam penguatan positif dan negatif dalam bentuk penguatan verbal dan nonverbal. Penguatan positif yang paling sering disampaikan untuk meningkatkan perilaku positif siswa, adalah penguatan lisan positif seperti yang menyatakan kata-kata positif yang baik, sangat baik, dll guru juga digunakan penguatan negatif dalam proses pembelajaran, baik secara lisan dan non-verbal. Penguatan negatif yang paling sering diterapkan untuk mengurangi perilaku negatif siswa, adalah penguatan lisan negatif. Tanggapan terhadap guru siswa bala yang positif. Ada respon yang diberikan lebih lebih banyak respon positif daripada respon negatif.Kata Kunci : reinforcement, response, positive, negative, verbal, non-verbal This study was a descriptive study aiming at investigating the teachers’ reinforcement in teaching children 4-6 years old at Children’s House School Jimbaran as well as the students’ response to the teachers’ reinforcements. The subjects of this research were preschool teachers in Children House in the academic year 2015/2016. Two classes were taken as samples namely Junior Butterfly and Butterfly class. The data of this research were collected through several instruments; those were: the researcher, video recorder, camera and field note. After collecting the data through observation and video recording, they were analyzed descriptively. The result of this study showed that teachers at Children’s House School used various kinds of positive and negative reinforcement in the form of verbal and nonverbal reinforcement. The most frequent positive reinforcements delivered to increase the students’ positive behaviors, was positive verbal reinforcement such as stating the positive words good, very good, etc. The teachers also used negative reinforcement in the learning process, both verbally and non-verbally. The most frequent negative reinforcement implemented to decrease the students’ negative behaviors, was negative verbal reinforcements. The students’ responses toward the teachers’ reinforcements were positive. There was more positive response from the students than the negative response.keyword : reinforcement, response, positive, negative, verbal, non-verbal
TEACHERS ACTIVITIES IN MOTIVATING STUDENTS IN THE ENGLISH AS FOREIGN LANGUAGE CLASSROOM ., Ni Made Wulan Sintiyari; ., I Putu Ngurah Wage M, S.Pd.; ., 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.v1i1.6362

Abstract

Penelitian ini merepakan penelitan deskriptif qualitative yang bertujuan untuk mendeskripsikan: (1) kegiatan yang dilakukan oleh guru yang dapat memotivasi siswa di dalam kelas Bahasa Inggris. (2) aktifitas yang effektif yang dapat memotivasi siswa di dalam kelas Bahasa Ingris. Subject penelitian ini adalah seorang guru baru di SMA N 2 Singaraja. Penelitian ini mengunakan observasi, mencatat, wawancara, dan FGD dalam pengumpulan data. Setelah data terkumpul, data lalu di transkrip, penggurangi data yang tidak di perlukan, dan hasilnya di transkrip kembali. Hasil dari penelitian ini menunjukan bahwa guru Bahasa Inggris menggunakan tiga jenis activitas yang dapat memotivasi siswa seperti: lagu, diskusi, dan game. Activitas yang paling efektif dalam memotivasi siswa adalah game. Menurut Park (2012), game memiliki potensi sebagai sebuah lingkungan pembelajaran karena game memiliki bentuk permainan yang dapat memotivasi siswa melalui element penghiburan. 50% siswa yang berada dalam kelas observasi memilih game sebagai aktifitas kesukaan mereka dalam kelas Bahasa Inggris. Kata Kunci : Bahasa Inggris, Kegiatan guru, Motivasi siswa. This study was a descriptive qualitative research which aimed to describe: (1) describe the teacher activity that motivating students in English as Foreign Language classroom. (2) describe which are the activity can motivate students motivation in English as Foreign Language classroom. The subject of this study was a fresh graduate teacher at SMA N 2 Singaraja. This study used observation, note taking, interview, and focus group discussion in collecting the data. After the data were collected, the data were transcribed, reduce by eliminating those were not appropriate and the result were described. The result of this study showed that, English as Foreign Language teacher used three kind of activities in the classroom such as: game, discussion and song. The effective activities that motivate students’ motivation in English as Foreign Language was game. Based on Park (2012), game have potential as a learning environment because they are a form of play that motivates learners through entertainment elements. 50% students in the observation class choose game as the favorite activity in the English as Foreign Language classroom. keyword : Englis as Foreign Language, Teacher Activities, Students’ Motivation
The Effect of Using Scaffolding Technique on the Competency in Writing Descriptive Text at the Eighth Grade of Mts Negeri Srono in Academic Year 2015/2016 ., Putri Dito Rembulan; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd; ., 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.v1i1.6363

Abstract

This study aimed at investigating whether or not there was a significant difference between the students’ writing competency in writing descriptive text taught by using Scaffolding Technique and Conventional Teaching Technique. Post test only control group design was applied in this study. The population of this study was the eighth grade students at MTs Negeri Srono. Through cluster random sampling, VIIIG class and VIIIH class were taken as the samples of this study. Then, by implementing a lottery technique, it was determined that VIIIG was assigned as experimental group and VIIIH as the control group. The experimental group was taught by using Scaffolding Technique, while the other group was taught by using Conventional Teaching Technique. The data were obtained from posttest and were analyzed by using descriptive statistic analysis as well as inferential statistic analysis. The result of posttest shows that the experimental group obtained better achievement than the control group. It was proven by the mean score of the experimental group was 84.46 while the mean score of the control group was 71.94. Moreover, the result of the inferential statistic analysis show the value of t observed (tobs) 5.977 higher than the critical value of t (tcv) which was 2.0395 at 0.05 significant levels. It indicates that the null hypothesis (Ho) in this study was rejected while the alternative hypothesis (Ha) was accepted. This proved that there was a significant difference in the students’ writing competency in writing descriptive text taught by using Scaffolding Technique and Conventional Teaching Technique.Kata Kunci : Writing Competency, Scaffolding Technique, Descriptive Text Penelitian ini bertujuan untuk menyelidiki apakah ada atau tidaknya perbedaan yang signifikan antara kompetensi menulis siswa dalam menulis teks deskriptif yang diajarkan dengan menggunakan teknik Scaffolding dan pengajaran teknik konvensional. Posttest only control desain diterapkan dalam penelitian ini. Populasi dari penelitian ini adalah siswa kelas delapan MTs Negeri Srono. Melalui cluster random sampling, kelas VIIIG dan kelas VIIIH diambil sebagai sampel penelitian ini. Kemudian, dengan menerapkan teknik undian, ditetapkan bahwa VIIIG dipilih sebagai kelompok eksperimen dan VIIIH sebagai kelompok kontrol. Kelompok eksperimen diajar dengan menggunakan teknik Scaffolding, sedangkan kelompok lainnya diajarkan dengan menggunakan Pengajaran Teknik Konvensional. Data diperoleh dari posttest dan kemudian dianalisis dengan menggunakan analisis statistik deskriptif serta analisis statistik inferensial. Hasil posttest menunjukkan bahwa kelompok eksperimen memperoleh nilai yang lebih baik daripada kelompok kontrol. Hal ini dibuktikan oleh nilai rata-rata dari kelompok eksperimen adalah 84,46 sedangkan nilai rata-rata dari kelompok kontrol adalah 71,94. Selain itu, hasil analisis statistik inferensial menunjukkan nilai t observed (tobs) 5,977 lebih tinggi dari nilai t critical value (tcv) yaitu 2,0395 pada tingkat signifikan 0,05. Hal ini menunjukkan bahwa hipotesis nol (Ho) dalam penelitian ini ditolak sedangkan hipotesis alternatif (Ha) diterima. Ini membuktikan bahwa ada perbedaan yang signifikan dalam kompetensi menulis siswa dalam menulis teks desktiptif yang diajarkan dengan menggunakan teknik Scaffolding dan pengajaran teknik konvensional.keyword : Kompetensi Menulis, Teknik Scaffolding , Teks Descriptif
Improving the Competence of the Tenth Grade Students of Senior High School Number 1 Sawan in English Speaking Through Video as Teaching Media ., I Made Arya Budiyasa; ., Dr.Sudirman, M.L.S; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.
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.v1i1.6559

Abstract

ABSTRAK Penelitian ini bertujuan untuk meningkatkan kompetensi siswa kelas 10 SMA Negeri 1 Sawan dalam berbicara bahasa inggris menggunakan video sebagai media pembelajaran. Subjek dari Penelitian ini adalah kelas 10 SMA N 1 Sawan dengan jumlah 26 murid. Penelitian ini menggunakan procedure classroom action research (FTK) dan diselesaikan dalam dua siklus. Hasil dari penelitian ini menunjukkan bahwa pembelajaran menggunakan video sebagai media pembelajaran dapat meningkatkan kompetensi siswa kelas 10 SMA Negeri 1 Sawan. Hasil post-test II menunjukkan bahwa nilai rata-rata yg diproleh dari murid kelas 10 berjumlah 78. Sedangkan hasil test awal (Pre-test) nilai rata-rata yg diproleh berjumlah 63,23. Persentase sejumlah murid yang lulus tes juga meningkat dari 57,69% menjadi 30,77%. Hasil dari persentase kelulusanyang diproleh dari post-test II dengan jumlah 88,46% sudah melebihi dari target yang ditetapkan dengan jumlah 85,00%. Hasil kuesioner juga menunjukkan bahwa murid memberikan kesan yang positif terhadap pembelajaran bahasa inggris dengan menggunakan video sebagai media. Pembelajaran bahasa inggris menggunakan video sebagai media dapat meningkatkan motivasi dan konsentrasi belajar siswa.Kata Kunci : Video, Berbicara, Pengajaran Berbicara, Kemampuan Berbicara Abstract This study aimed at improving the competence of the tenth grade students of Senior High School Number 1 Sawan in academic English Speaking through video as teaching media. The subjects of this study were the tenth grade students of Senior High School Number 1 Sawan which consisted of 26 students. The study was conducted by following the action research procedures ad it was completed in two cycles. The result of the study showed that competence of the tenth grade student in English speaking could be improved by using videos. The result of post-test II showed that the students’ mean score was 78 which significantly improved from the pre-test result that was 63,23. The class percentage of the students passing the test 57,69% to 30,77%. The total class percentage of the students passing test was 88,46% which was beyond the expected target which was 85,00%. Based on the questionnaire result, the students also had positive response towards the implementation of the videos. The result showed that learning English using videos could improve their motivation and concentration.keyword : Video, Speaking, Teaching Speaking, Speaking Competence
IMPROVING STUDENTS’ READING COMPREHENSION THROUGH READING RESPONSE JOURNAL STRATEGY AT EIGHTH GRADE STUDENTS OF SMP N 1 BANJAR IN THE ACADEMIC YEAR 2015/2016 ., Komang Tuti Irmawati; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.; ., 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.v1i1.6560

Abstract

Penelitian ini dikategorikan sebagai penelitian tindakan kelas yang telah dilaksanakan untuk meningkatkan pemahaman membaca siswa di kelas VIIIB di SMP N 1 Banjar tahun ajaran 2015/2016 melalui penerapan teknik Reading Response Journal. Penelitian ini telah dilaksanakan dalam dua siklus. Setiap siklus terdiri empat kegiatan utama yaitu, perencanaan, pelaksanaan, pengamatan dan refleksi. Untuk mengumpulkan data, ada tiga jenis instrument yang digunakan yaitu tes, angket, dan catatan harian peniliti. Data yang didapat dalam penelitian ini dianalisis secara kuantitatif dan kualitatif. Data yang diperoleh dalam pre-test dan post-test dianalisis secara kuantitatif, sedangkan data dari angket dan catatan harian peniliti dianalisis scera kualitatif. Berdasarkan dari hasil tes siswa dalam pre-test, hanya 12,5% siswa melewati KKM (kriteria kelulusan minimal). Tetapi dalam post-test I, hasilnya meningkat menjadi 57.5% siswa, dan terakhir pada post-test II, kriteria pencapaian sudah mencapai 87.5% siswa yang secara sukses melewati KKM (criteria kelulusan minimal). Dengan kata lain, kesuksesan dari penelitian juga berdasarkan dari hasil angket dan catatan harian peneliti yang menunjukkan sikap positif siswa terhadap penerapan dari teknik Reading Response Journal dalam kegiatan membaca siswa.Kata Kunci : pemahaman membaca, strategi Reading Response Journal, penelitian tindakan kelas, siswa kelas delapan This study was categorized as classroom action research which was done to improve the students’ reading comprehension at Class VIIIB in SMP N 1 Banjar in the academic year 2015/2016 through the implementation of Reading Response Journal strategy. This study was done in two cycles. Each cycle consisted of four main activities namely planning, action, observation and reflection. To collect the data, there were three kinds of instruments used namely tests, questionnaire, and researcher’s diary. The data obtained in this study were analyzed quantitatively and qualitatively. The data gained in pre-test and post-test were analyzed quantitatively, while the data from questionnaire and researcher’s diary were analyzed qualitatively. Based on the result of this study, it was found that the students’ reading comprehension in Class VIIIB in SMP N 1 Banjar had improved significantly. It was indicated by the result of students’ tests in which in pre-test, there were only 12.5% students passing the school passing grade. But in post-test I, the number increased into 57.7% students, and finally in post-test II, the criteria of success reached as 87.5% students could successfully passed the standard passing score. In addition, the success of the study was also based on the results of the questionnaire as well as the researcher’s diary which showed the students’ positive attitudes toward the implementation of the Reading Response Journal strategy in their reading activities.keyword : reading comprehension, Reading Response Journal strategy, classroom action research, eighth grade students.
The Implementation of Communicative Approach Combined with Intensive Reading in Reading on the Eighth Grade Students at SMP Negeri 2 Sawan ., Gusti Ayu Nyoman Maha Hasrini; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Dr.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.v1i1.6598

Abstract

Penelitian ini dilakukan untuk mengurangi jumlah siswa yang bermasalah dalam kompetensi membaca di kelas VIII G di SMP Negeri 2 Sawan dengan menggunakan Communicative Approach yang dikombinasikan dengan Intensive Reading. Subyek dari penelitian ini adalah 22 siswa yang terdiri dari 13 laki-laki dan 9 perempuan. Penelitian ini dalam bentuk Penelitian Tindakan Kelas (PTK). Penelitian ini dilakukan dalam dua siklus, masing-masing siklus terdiri dari empat tahapan; perencanaan, pelaksanaan, observasi, dan refleksi. Untuk mengumpulkan data, ada tiga jenis instrumen yang digunakan yaitu tes evaluasi, kuesioner, dan buku harian peneliti. Data yang didapatkan dalam penelitian ini dianalisis secara kuantitatif dan secara kualitatif. Data yang diperoleh dari tes observasi awal, dan tes evaluasi dianalisis secara kuantitatif berdasarkan kemampuan membaca siswa secara umum, kemampuan membaca siswa berdasarkan tipe teks, dan kemampuan siswa berdasarkan indikator. Sedangkan, data yang diperoleh dari kuesioner dan buku harian peneliti dianalisis secara kualitatif. Berdasarkan hasil dari kemampuan membaca siswa, ada 17 (77.28%) siswa yang bermasalah dalam membaca pada observasi awal. Di siklus I, jumlah siswa yang bermasalah dalam membaca berkurang menjadi 9 (40.91%) siswa. Setelah cycle II dilaksanakan, jumlah siswa yang bermasalah dalam membaca berkurang lagi menjadi 3 (13.63%) siswa. Sedangkan, dari jumlah siswa yang bermasalah berdasarkan tipe teks dan indikator juga berkurang secara signifikan. Dari hasil tersebut, bisa disimpulkan bahwa implementasi dari Communicative Approach yang dikombinasikan dengan Intensive Reading bisa mengurangi masalah siswa dalam membaca secara umum, tipe teks dan indikator. Kata Kunci : Communicative Approach, Membaca Intensive, Kemampuan membaca. This study was conducted in order to decrease the number of students that had problem in reading competency in VIII G class of SMP Negeri 2 Sawan by using Communicative Approach Combined with Intensive Reading. The subject of the study were 22 students consisting of 13 males and 9 females. The study was designed in the form of classroom action research. It was conducted in two cycles, each cycle consisted of four steps; planning, action, observation, and reflection. To collect the data, there were three kinds of instruments used namely evaluation test, questionnaire, and researcher’s diary. The data obtained in this study were analyzed quantitatively and qualitatively. The data gained from preliminary observation test and evaluation test were analyzed quantitatively based on students’ general reading competency, students’ reading competency based on text types, and students’ reading competency based on indicators. Meanwhile, the data gained from questionnaire and researcher’s diary were analyzed qualitatively. Based on the result of students’ reading competency, there were 17 (77.28%) students that had problem in reading in preliminary observation. In cyle I, the number of students who had problem in reading decreased into 9 (40.91%) students. After cycle II had been conducted, the number of students that had problem in reading decreased again into 3 (13.63%) students. Meanwhile, from the number of students who had problem based on the text types and indicators were also decreased significantly. From the result, it could be concluded that the implementation of Communicative Approach combined with Intensive Reading was able to decrease the students’ problem in general reading competency, text types, and indicators. keyword : Communicative Approach, Intensive Reading, Reading Competency.
IMPLEMENTING THINK-PAIR-STRATEGY COMBINED WITH PICTURE SERIES FOR IMPROVING THE EIGHT GRADE STUDENTS’ WRITING COMPETENCY IN SMPN 6 SINGARAJA ., Dewa Ayu Putu Pradnyani; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., 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.v1i1.6606

Abstract

Penelitian dilakukan dengan menerapkan strategi think-pair-share yang dikombinasikan dengan gambar seri untuk meningkatkan kompetensi menulis kelas delapan siswa di SMPN 6 Singaraja. Penelitian ini dirancang menggunakan Penelitian Tindakan Kelas, yang melibatkan 26 siswa. Instrumen yang digunakan untuk mengumpulkan data, yaitu: tes tertulis dalam jenis esai. Instrumen lain yang digunakan adalah (1) kuesioner dan (2) diary. Penelitian ini dilakukan dalam dua siklus dengan empat sesi kelas di masing-masing siklus. Data yang diperoleh dianalisis secara deskriptif. Hasil penelitian ini menunjukkan secara umum, kompetensi menulis siswa kelas delapan meningkat dari 72 di observasi awal, 76 pada siklus I dan 85 pada siklus II. Peningkatan kompetensi penulisan berspekulasi dalam kerja sama dan berbagi ide-ide antara rekan. Selain itu, gambar seri yang benar-benar membantu siswa dalam mengembangkan dan mengorganisir ide-ide sistematis dan produktif. Kata Kunci : Strategi Think Pair Share, gambar berseri, kompetensi writing The study was conducted by implementing think-pair-strategy combined with picture series for improving the eighth grade students’ writing competency in SMPN 6 Singaraja. The study was designed using a Classroom Action Research, involving 26 students. The instruments used for collecting data, namely: a writing test in an essay type. Another instruments used are (1) questionnaire and (2) diary. The research was conducted in two cycles with four class sessions respectively. The obtained data were analyzed descriptively. The result show generally, the eighth grade students’ writing competency improved from 72 in preliminary observation, 76 in cycle I and 85 in cycle II. The improvement in the writing competency is speculated due to collaborative and sharing ideas between peer. Moreover, picture series truly assisted students in developing and organizing ideas systematically and productively. keyword : think pair share strategy, picture series, writing competency

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