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AN ANALYSIS OF TEACHER AND STUDENT TALK RELATED TO THE IMPLEMENTATION OF CURRICULUM 2013 IN SMA NEGERI 4 SINGARAJA IN ACADEMIC YEAR 2016/2017 ., Md Gd Dwi Susantha s; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Drs.Gede Batan,MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9640

Penelitian ini bertujuan untuk menganalisis jenis tuturan guru dan siswa selama interaksi kelas bahasa Inggris dan menjelaskan pelaksanaan strategi pembelajaran dalam Kurikulum 2013 dalam hal jenis tuturan guru dan siswa. Penelitian dilakukan di SMA Negeri 4 Singaraja dimana subyek penelitian adalah semua guru bahasa Inggris dan siswa kelas XI di kelas XI MIA 2, XI MIA 3, XI MIA 4, XI IBB, XI IIS 1. Desain ini studi adalah analisis wacana dengan pendekatan kualitatif. Metode yang digunakan dalam penelitian ini secara konseptual mencoba untuk membuat identifikasi, mengatur, dan menganalisis dokumen untuk memahami makna. Sebagai prosedur ini penelitian, persiapan, observasi, wawancara, dan analisis yang digunakan untuk melakukan penelitian. Data dikumpulkan menggunakan lembar observasi, instrumen manusia, kamera video, dan checklist. Data yang diperoleh dianalisis dengan menyalin dan mengkodekan data melalui Flanders Analisis Interaksi Kategori (FIAC). Hasil penelitian menunjukkan bahwa: (1) semua kategori interaksi kelas berdasarkan kategori FIAC terjadi di semua proses belajar mengajar; Deals with Feelings, Praises or Encouragement, Use Students’ Ideas, Asking Questions, Lecturing, Giving Directions, Criticizes of Authority, Students’ Response, Students’ Initiation, and Silence or Confusion (2) mengajar dan kegiatan belajar sesuai dengan prinsip-prinsip pembelajaran berbasis siswa, semua guru menggunakan kategori FIAC untuk memfasilitasi mahasiswa dan untuk menerapkan pendekatan ilmiah. selebihnya, itu bisa meningkatkan pelaksanaan pembelajaran berbasis siswa dan membuat siswa terlibat secara aktif dibuktikan dengan frekuensi yang signifikan dan konsisten tuturan siswa yang terdiri dari response dan intiation.Kata Kunci : interaksi kelas, tuturan guru, tuturan siswa, pembelajaran berbasis siswa, kurikulum 2013, Flanders Interaction Analysis Categories (FIAC) This study aimed at analyzing types of teacher and students talk during English classroom interaction and explaining the implementation of learning strategies in Curriculum 2013 in terms of the types of teacher’s and student’s talk. The study was conducted in SMA Negeri 4 Singaraja in which the subjects of the study were all the English teachers and eleventh grade students in class XI MIA 2, XI MIA 3, XI MIA 4, XI IBB, XI IIS 1. The design of this study was discourse analysis with qualitative approach. The method used in this study conceptually tries to make an identification, organize, and analyze documents in order to understand the meaning. As the present research procedures, preparation, observation, interview, and analysis were used to conduct the study. The data were collected using observation sheet, human instrument, video camera, and checklist. The data obtained were analyzed by transcribing and coding procedure of Flanders Interaction Analysis Categories (FIAC). The result of the study showed that: (1) all categories of classroom interaction using FIAC occurred in all of the teaching and learning process; Deals with Feelings, Praises or Encouragement, Use Students’ Ideas, Asking Questions, Lecturing, Giving Directions, Criticizes of Authority, Students’ Response, Students’ Initiation, and Silence or Confusion (2) the teaching and learning activities are appropriate with the principles of students centered learning, all the teachers used the categories of FIAC to facilitate the students and to apply scientific approach. Moreover, it could also arise the students centered learning and make the students engaged actively proven by the significant and consistent frequency of students talk as students’ response and students’ initiation. keyword : classroom interaction, teacher talk, students talk, student centered learning, curriculum 2013, Flanders Interaction Analysis Categories (FIAC)

THE EFFECT OF RECIPROCAL TEACHING STRATEGY ON THE READING COMPREHENSION OF THE EIGHTH GRADE STUDENTS OF SMP NEGERI 6 SINGARAJA IN ACADEMIC YEAR OF 2016/2017 ., Gusti Komang Sukerti; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9641

Penelitian ini bertujuan untuk mengetahui keefektifan dari penggunaan Reciprocal Teaching Strategy terhadap kemampuan pemahaman membaca siswa SMP kelas 8. Penelitian ini merupakan penelitian eksperimen yang menggunakan Posttest Only Control Group Design. Sampel dari penelitian ini adalah siswa SMP kelas 8 sebanyak 60 siswa yang dikelompokan secara acak menjadi kelas kontrol dan kelas eksperimen. Teknik yang digunakan untuk mengelompokan adalah teknik undian. Kelas VIII B5 terpilih menjadi kelas eksperimen yang diberi perlakuan menggunakan Reciprocal Teaching Strategy sedangkan kelas VIII B6 sebagai kelas kontrol diberi perlakuan menggunakan strategi mengajar konvensionalPair work). Hasil yang diperoleh dianalisis secara statistik dan inferensial menggunakan SPSS versi 16.0. Hasilnya menunjukan bahwa kemampuan pemahaman membaca siswa yang diberi perlakuan menggunakan Reciprocal Teaching Strategy lebih tinggi secara signifikan dibandingkan dengan siswa yang diberi perlakuan menggunakan strategi mengajar Pair work. Ini dibuktikan dengan perolehan nilai rata-rata dari group eksperimen yaitu 83,90 sementara nilai rata-rata group kontrol yaitu 76,87. Disamping itu, hasil dari analisis t-test menunjukan bahwa nilai dari t-observe (tobv) yaitu 4.484. Nilai ini lebih tinggi dari nilai t-critical value (tvc) yaitu 2.003 pada level signifikan 0,05. Disamping itu, hasil dari perhitungan effect size yaitu 0,8, yang berarti bahwa Reciprocal Teaching Strategy mempunyai pengaruh yang tinggi terhadap kemampuan pemahaman membaca siswa. Hasil ini menunjukan bahwa null hypothesis ditolak dalam penelitian ini. Kesimpulannya, Reciprocal Teaching Strategy memberikan pengaruh yang signifikan terhadap kemampuan pemahaman membaca siswa SMP kelas 8.Kata Kunci : Kata Kunci : Kemampuan Pemahaman Membaca, Reciprocal Teaching Strategy. This study aimed at determining the effectiveness of the use of Reciprocal Teaching Strategy on eighth grade students’ reading comprehension skill at junior high school. This study was an experimental study, which adopted Post-test Only Control Group Design. The samples of this study were the 8th grade of junior high school students, as many as 60 students were grouped randomly into control and experimental group by using lottery. Class VIII B5 was selected as experimental group which was treated using Reciprocal Teaching Strategy, while class VIII B6 as control group was treated by using conventional teaching strategy. The results of the obtained data were analyzed both statically and inferentially by using SPSS 16.0. The result showed that reading comprehension at the students who were taught by Reciprocal Teaching Strategy was significantly higher than the students who were taught by conventional teaching strategies (pair work). It was proven by mean score of experimental group was 83.90 while the mean score of control group was 76.87. Moreover, the result of t-test analysis showed that the t-observed (tobv) was 4.484. It was higher than the t-critical value (tvc) that was 2.003 at the level significant 0.05. Furthermore, the result of the effect size calculation was 0.8, which means that reciprocal teaching strategy has high influence on students’ reading comprehension. These results indicate that the null hypothesis was rejected. In conclusion, the used of Reciprocal Teaching Strategy gave a significant effect on students ‘reading comprehension skill of junior high school. keyword : Students ‘reading Comprehension Skill, Reciprocal Teaching Strategy

AN ANALYSIS OF PREFIXES AND SUFFIXES IN BUNUTAN DIALECT OF BALINESE: A Descriptive Study ., I Gusti Ayu Ngurah Shanti Ningrum; ., Prof. Dr.I Ketut Seken,MA; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9644

Abstrak Penelitian ini dirancang dalam bentuk deskriptif kualitatif. Penelitian ini bertujuan untuk mendeskripsikan asal usul kata dan perubahan kata awalan dan akhiran dialek bahasa Bali Bunutan. Teknik yang digunakan adalah observasi dan wawancara. Dalam penelitian ini, terdapat tiga narasumber yang dipilih. Hasil dari penelitian ini menunjukkan terdapat tiga jenis awalan yang ditemukan di dialek Bunutan, yaitu {ma-}, {me-}, and {N-}, dan terdapat tiga akhiran: {-ang}, {-in}, and, {-nye} yang ditemukan di dialek bahasa Bali Bunutan. Awalan dan akhiran di dialek bahasa Bali Bunutan yang termasuk awalan asal usul kata {ma-}, {me-}, and {N-}, dan akhiran suffixes {-ang} dan {-in}. Awalan dan akhiran di dialek bahasa Bali Bunutan yang termasuk perubahan kata awalan {N-} and akhiran {-ang}, {-in}, and, {-nye}. Kata Kunci : Kata-kata kunci: awalan, akhiran, asal usul kata, perubahan kata ABSTRACT This study was designed in the form of descriptive qualitative study. This study aimed at describing the derivational and inflectional prefixes and suffixes in Bunutan Dialect of Balinese. The techniques used to collect the data were observation and interview. In this study, there were three informants chosen. The results of this study showed that there are three kinds of prefixes found in Bunutan Dialect, namely {ma-}, {me-}, and {n-} and there were three kinds of suffixes: {-ang}, {-in}, and, {-nye} which is found in Bunutan Dialect of Balinese. Prefixes and suffixes in Bunutan Dialect of Balinese which belonged to derivational were prefix {ma-}, {me-}, and {n-} and suffixes {-ang} and {-in}. Prefixes and suffixes in Bunutan Dialect of Balinese which belonged to inflection were prefix {n-} and suffix {-ang}, {-in}, and, {-nye}.Prefixes and suffixes in Bunutan Dialect of Balinese which belonged to derivational were prefix {ma-}, {me-}, and {N-} and suffixes {-ang} and {-in}. Prefixes and suffixes in Bunutan Dialect of Balinese which belonged to inflection were prefix {N-} and suffix {-ang}, {-in}, and, {-nye}. keyword : Keywords: prefixes, suffixes, derivational, inflectional

DEVELOPING CHARACTER BASED STORYBOOKS FOR TEACHING ENGLISH FOR THE FIFTH GRADE STUDENTS AT SDN 4 BANYUASRI IN THE ACADEMIC YEAR OF 2016/2017 ., Desi Nursari Andayani; ., Dra. Luh Putu Artini, MA., Ph.D.; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9679

The objectives of this study were (1) to develop character based storybooks to supplement the character education in English classes for the fifth grade students at SDN 4 Banyuasri and (2) to analyze the quality of the developed character based storybooks for teaching the fifth grade students at SDN 4 Banyuasri. The type of this study was developmental research which use Hannafin and Peck (1988) instructional design model. There were three phases in this study including need analysis, design, and development/implementation. In testing stages, the products were validated through a review by the experts. The instruments used to collect the data in this study were observation, interview guide, and questionnaire. The results of the study were (1) the developed storybooks were a simple cause and effect story which contained moral value messages which taught hard working and discipline character. (2) The mean score of the expert judgments for the developed storybooks was in range 4.73 – 4.95. According to quantitative data conversion which proposed by Suharto (2006), the quality of the product of the research could be categorized as very good. This means that the storybooks are ready for implementation in the classes.Kata Kunci : character education, media development, storybook Penelitian ini bertujuan untuk (1) mengembangkan buku cerita berbasis karakter untuk melengkapi pendidikan karakter dalam pelajaran bahasa Inggris untuk kelas 5 di SDN 4 Banyuasri dan (2) mengevaluasi kualitas dari buku cerita yang dikembangkan untuk mengajar bahasa Inggris untuk kelas 5 di SDN 4 Banyuasri. Jenis penelitian ini adalah penelitian dan pengembangan yang model pengembangan dari Hannafin dan Peck (1988). Ada tiga fase dalam penelitian ini yaitu, need analysis, design, dan development/implemetation. Dalam tahap evaluasi, produk yang dikembangan divalidasi oleh para ahli. Instrumen yang digunakan untuk mengumpulkan data pada penelitian ini adalah panduan observasi, panduan wawancara, dan kuesioner. Hasil penelitian ini adalah (1) Buku cerita yang dikembangkan adalah cerita sebab dan akibat yang simple yang memiliki pesan tentang nilai moral yang dapat digunakan untuk mengajarkan karakter disiplin dan kerja keras. (2) nilai rata-rata dari penilaian para ahli untuk buku cerita yang dikembangkan berada di kisaran 4.20 – 5.00. Berdasarkan quantitative data conversion dari Suharto (2006), kualitas dari hasil dari penelitian ini bisa dikategorikan sebagai very good media. Ini berarti buku cerita yang dikembangkan bisa dimplementasikan di kelas.keyword : pendidikan karakter, pengembangan media, buku cerita

A STUDY OF THE IMPLEMENTATION OF DISCOVERY LEARNING MODEL IN TEACHING ENGLISH FOR SEVENTH GRADE STUDENTS OF SMP NEGERI 1 SINGARAJA ., Nelly Elitta; ., Made Hery Santosa, S.Pd, M.Pd.; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9680

Penelitian ini bertujuan untuk 1) mendeskripsikan penerapan discovery learning dalam pembelajaran Bahasa Inggris untuk siswa kelas tujuh di SMP Negeri 1 Singaraja, 2) untuk menemukan masalah yang dihadapi oleh guru dalam penerapan discovery learning, 3) untuk menemukan solusi yang yang diberikan oleh guru dalam penerapan discovery learning selama proses belajar mengajar siswa kelas tujuh di SMP Negeri 1 Singaraja. Penelitian ini dirancang dalam bentuk penelitian kualitatif. Instrument yang digunakan dalam pengumpulan data adalah peneliti, kamera video, lembar observasi, pedoman wawancara. Data dikumpulkan dengan merekam penerapan discovery learning model selama proses belajar mengajar dan mentranskip data yang sudah dikumpulkan. Hasil penelitian menunjukkan bahwa dalam proses belajar mengajar, guru belum sepenuhnya menerapkan discovery learning model. Ini sejalan dengan persepsi guru. Guru belum sepenuhnya paham tentang discovery learning, oleh sebab itu guru mengalami kesulitan dalam menerapkan discovery learning. Selain itu, discovery learning sulit diterapkan dalam pembelajaran Bahasa Inggris. Guru juga mempunyai masalah dalam menentukan materi apa yang sesuai dengan discovery learning, terbatasnya waktu dan fasilitas yang mendukung proses belajar. Untuk mengatasi masalah dalam menentukan materi yang sesuai dengan discovery learning, guru akan mendiskusikan materi itu dengan guru yang lain. Sedangkan, untuk menimimalkan keterbatasan waktu, guru tidak menerapkan semua step dari discovery learning sebagai solusinya. Fasilitas kadang kurang mendukung proses belajar mengajar, oleh sebab itu guru biasanya membawa fasilitas yang diperlukan untuk mengantisipasi situasi jika fasilitas di sekolah tidak mendukungKata Kunci : Kurikulum 2013, discovery learning model, pembelajaran Bahasa Inggris ABSTRACT The purposes of this study were to 1) describe the implementation of discovery learning model in teaching English for seventh grade students of SMP Negeri 1 Singaraja, 2) to find out the problems faced by the teacher in implementing discovery learning model during the teaching-learning process in seventh grade at SMP Negeri 1 Singaraja and 3) to find out the solutions given by the teacher in implementing discovery learning model during the teaching-learning process for seventh grade students of SMP Negeri 1 Singaraja. This study was designed in that form of a qualitative research. The instruments which were used in gathering data were a researcher, a video camera, an observation sheet, and interview guides. The data were collected by recording the implementation of discovery learning during teaching-learning process and transcribing them. The result shows that in his teaching and learning process, the teacher was not fully implement discovery learning model. It was in line too with the teacher perception. The teacher did not have clear understanding about discovery learning, which causes him not to fully implement discovery learning. In addition, discovery learning was difficult to implement in language teaching. The teacher also had problems in determining the learning materials which were suitable to the discovery learning model, lack of time and the facilities to support the learning process. To solve the problem in determining the learning materials, the teacher discuss it with another teacher. While, to maximize the limited time, the teacher did not apply all stages in discovery learning completely as the solution. The facilities sometimes did not support teaching and learning process, so the teacher usually brought the facilities which were needed to anticipate the situation in which facilities in school did not support keyword : Curriculum 2013, discovery learning model, teaching English

THE CODE-MIXING ANALYSIS OF NUSA PENIDA DIALECT SPOKEN BY NUSA SARI VILLAGERS ., I Gusti Ngurah Putu Angga Sri Pranatha; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., Nyoman Karina Wedhanti, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9685

Penelitian ini bertujuan untuk menemukan jenis pencampuran bahasa yang digunakan oleh penduduk desa Nusa Sari dan juga cara peduduk desa Nusa Sari untuk menggunakan pencampuran bahasa tersebut dalam berkomunikasi dengan orang lain di masyarakat. Penelitian ini merupakan penelitian kualitatif. Narasumber dalam penelitian ini adalah dua keluarga yang terdiri dari lima anggota keluarga. Data dikumpulkan berdasarkan tiga teknik, yaitu Observasi, Wawancara, dan Dokumen Teknik. Data dikumpulkan dengan menggunakan beberapa instrumen, yaitu: pedoman dalam wawancara, perangkat perekam, catatan dan pena. Dalam menganalisa data, menggunakan tiga domain: Persahabatan, Pertetanggaan, dan Keluarga. Ada tiga proses dalam menganalisis data: data reduksi, penggambaran data, penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa ada tiga dialek yang digunakan oleh penduduk desa Nusa Sari dalam komunikasi sehari-hari, seperti dialek Nusa Penida, dialek Jembrana, dan Bahasa Indonesia. Tapi dialek utama yang digunakan adalah dialek Nusa Penida dan dialek Jembrana karena Bahasa Indonesia memiliki frekuensi rendah untuk digunakan di masyarakat desa Nusa Sari. Ada dua jenis pencampuran bahasa yang digunakan oleh penduduk desa Nusa Sari, seperti Insertion dan Alternation. Sementara itu tidak ditemukan adanya penggunaan dari Congruent Lexicalization di dalam penelitian ini.Kata Kunci : jenis-jenis pencampuran bahasa, dialek Nusa Penida This study aimed to discover the types of code mixing used by Nusa Sari villagers and also the way Nusa Sari villagers used the code mixing to communicate with other people in the community. This study was a qualitative research. The informants were two families consisted of five family members. The data were collected based on three techniques, which were Observation, Interviewing, and Document Technique. The data were collected by using some instruments, namely: interview guideline, recording device, note and pen. The data were analyzed through the use of three domains: Friendship, Neighborhood, and Family. There were three processes in analyzing the data: data reduction, data display, conclusion drawing and verification. The results of the study showed that there were three codes spoken by Nusa Sari villagers in their daily communication, such as Nusa Penida dialect, Jembrana dialect, and Bahasa. But the major codes used were Nusa Penida dialect and Jembrana dialect since Bahasa had a low frequency in the community of Nusa Sari village. There were two types of code mixing used by Nusa Sari villagers, such as Insertion and Alternation. Meanwhile there was no used of Congruent Lexicalization found in this study.keyword : types of code mixing, Nusa Penida dialect

AN ANALYSIS OF CULTURE SHOCK EXPERIENCED BY AUSTRALIAN TOURISTS IN ABABI VILLAGE KARANGASEM REGENCY ., I Kadek Gunarsa; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9691

Penelitian ini bertujuan untuk menganalisis fenomena culture shock yang dialami oleh turis Australia di Desa Ababi. Peneliti membatasi pada analisis fenomena culture shock ketika berinteraksi dengan masyarakat dalam komunikasi verbal dan komunikasi non-verbal. Desain penelitian ini adalah penelitian deskriptif. Subyek penelitian ini adalah wisatawan Australia yang tinggal di Desa Ababi. Peneliti mengambil data berdasarkan wawancara semi-terstruktur dari 15 wisatawan Australia di Ababi Village. Peneliti adalah instrumen utama, pedoman wawancara, perekam suara dan catatan yang digunakan dalam rangka mengumpulkan data. Teori yang digunakan untuk menganalisis data itu dari Pederson (1995). Hasil penelitian ini menunjukkan bahwa ada dua puluh dua fenomena culture shock dari turis Australia di Ababi Village. Ada lima belas fenomena culture shock dalam komunikasi verbal, dan tujuh dalam komunikasi non-verbal. Dari semua fenomena culture shock, fenomena kejutan budaya terbesar datang dari komunikasi verbal. Dalam komunikasi verbal Australia memiliki culture dengan beberapa adat Bali dan kondisi transportasi. Dalam komunikasi non-verbal Australia memiliki culture shock dengan komunikasi sentuhan, ekspresi wajah, gerakan dan kontak mata. Dalam transportasi Australia punya masalah dengan layanan, dan infrastruktur. Ada beberapa cara orang Australia dilakukan untuk mengatasi masalah culture shock mereka. Seperti memikirkan solusi mereka sendiri, meminta dari teman, dan meminta penjelasan kepada masyarakat setempatKata Kunci : Culture Shock, Komunikasi Verbal, Komunikasi Non-verbal, Transportasi. This study aimed in analyzing the culture shock phenomenon experienced by Australian tourists in Ababi Village. The researcher restricts on analyzing the culture shock phenomenon when coping with the society in verbal communication and non-verbal communication. This design of this research is descriptive study. The subjects of this research were Australian tourists who live in Ababi. The researcher took the data based on semi-unstructured interview from 15 Australian tourists in Ababi Village. The researcher was the main instrument, interview guide, Mp3 recorder and note were used to collect the data. The theory used to analyze the data was from Pederson (1995). The result of this study shows that there are twenty two culture shock phenomena of Australian tourist in Ababi Village. There were fifteen culture shock phenomena in verbal communication, and seven in non-verbal communication. From all the culture shock phenomena, the greatest culture shock phenomena were coming from verbal communication. In verbal communication Australian had culture shock with some of Balinese customs and transportation condition. In non-verbal communication Australian had culture shock with Balinese touch communication, facial expression, gesture and eye contact. In transportation Australian had problem with the services, and infrastructures. There were several ways Australian people done to overcome their culture shock problems. Such as thinking the solution by their own, asking from friends, and asking for explanation to the local people.keyword : Culture Shock, Verbal Communication, Non-verbal Communication

THE EFFECT OF APPLYING GINGER CORRECTOR SOFTWARE AS A CORRECTION TOOL ON THE COMPETENCY OF RECOUNT TEXTS OF THE EIGHTH GRADE STUDENTS OF SMP N 1 UBUD ACADEMIC YEAR 2016/2017 ., I Made Partha Sarathi; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., I Putu Ngurah Wage M, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9692

kompetensi menulis recount text antara siswa yang menulis dengan dikoreksi menggunakan software Ginger Corrector dan siswa yang menulis dengan dikoreksimenggunakan konvensional feedback. Desain penelitian yang digunakan adalah Quasi-Experimental Design yang disebut Post-test only control group. Populasi dalam penelitian ini adalah siswa kelas delapan SMP Negeri 1 Ubud dengan sample 64 siswa yang dipilih melalui Purposive Sampling. 32 siswa dari kelas VIII A1 sebegai kelas experimen dimana sofware Ginger Corrector diaplikasikan dan 32 siswa dari kelas VIII A2 sebagai kelas control dimana software Ginger Corrector tidak di aplikasikan. Data diambil melalu tes menulis dengan menggunakan rubric penilaian dan dianalisis menggunakan t-test. Hasil dari penelitian menunjukan bahwa terdapat perbedaan yang signifikan dalam nilai menulis recount antara siswa yang diajarkan dengan pengaplikasian Ginger Corrector Software dan siswa yang diajarkan tanpa pengaplikasian software Ginger Corrector sebagai alat pengkoreksi Hal ini dibuktikan oleh hasil statistik deskriptif yang menunjukkan nilai rata-rata dari kelompok eksperimen adalah 79,68 sedangkan nilai rata-rata dari kelompok kontrol adalah 72,50. Hasil uji-t juga menunjukkan bahwa nilai tobs lebih tinggi dari tcv. Nilai tobs adalah 4,430 sedangkan nilai tcv adalah 1,6697. Oleh karena itu, hipotesis nol (Ho) ditolak dan hipotesis alternatif (Ha) diterima.Kata Kunci : kompetensi menulis recount teks, CALL, Software Ginger Corrector. This study aimed to investigate whether or not there is any significant difference in the competency of writing recount texts between the students whose writing which is corrected by Ginger Corrector Software and the students whose writing which is corrected by conventional feedback. This study was quasi-experimental design called posttest-only control group design. The population in this study was eighth grade students of SMP Negeri 1 Ubud with the sample of 64 students selected by using Purpossive Sampling. 32 students of VIII A1 class were assigned as the experimental class which were taught by applying Ginger Corrector Software and 32 students of VIII A2 class as the control class which were taught without applying Ginger Corrector Software. The data were collected by using writing test with scoring rubric and analyzed by using t-test. The result of the research showed that there was a significant difference in writing score of the eighth grade students who were taught by applying Ginger Corrector Software and those who were taught without applying Ginger Corrector Software. It was proven by the result of the descriptive statistics that showed the mean score of the experimental group was 79.68 while the mean score of the control group was 72.50. The result of the t-test also showed that the value of the tobs was higher than the tcv. The value of the tobs was 4.430 while the value of the tcv was 1.6697. Therefore the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) was accepted.keyword : Writing Recount Text Competency, CALL Feedback, Ginger Corrector Software.

An Analysis of Strategies Used in Translating the Metaphorical expressions in Harry Potter and Goblet of Fire movie ., Ni Made Pastiyari; ., Drs.Gede Batan,MA; ., G.A.P. Suprianti, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9694

Tujuan dari penelitian ini adalah untuk mengetahui strategi yang digunakan oleh penerjemah dalam menerjemahkan ekspresi metafora yang terdapat dalam filem Harry Potter and the Goblet of Firei. Penelitian ini merupakan penelitian kualitatif dimana data tersebut dijelaskan secara deskriptif. Dalam pengumpulan data, peneliti menggunakan kuesioner dan analisis dokumen. Dalam menganalisis strategi yang digunakan oleh penerjemah dalam menerjemahkan ekspresi metaforis, peneliti menggunakan teori Larson (1984). Hasil penelitian menunjukkan bahwa ada empat strategi yang diterapkan oleh penerjemah dalam menerjemahkan metafora. Mereka Metafora diterjemahkan kedalam metaphora, (10 data), metafora diterjemahkan kedalam Simile (1 data). Metafora diterjemahkan kedalam term yang sama dengan bahasa target (1 data) and metafora diterjemahkan kedalam non-kiasan(7 data). Kata Kunci : metafora, penerjemahan, strategi penerjemahan. The aim of this study is to find the strategies used by the translator in translating the metaphorical expressions in Harry Potter and Goblet of Fire movie. This study is qualitative study in which the data were analyzed descriptively. In collecting the data, the researcher used questionnaire and document analysis. In analyzing the strategies used by the translator in translating the metaphorical expression, the researcher used Larson’s theory (1984). The result shows that there are four strategies applied by the translator in translating the metaphorical expressions. They are The Metaphor is maintained (10 data), Translating the Metaphor as Simile (1 data) 3). Substitute the Metaphor with Similar Term in Target Language (1 data), Translating the Metaphor without Keeping the Metaphorical Imagery (7 data). keyword : metaphor, translation strategies, translation.

THE EFFECT OF SQ3R METHOD ON READING COMPREHENSION OF THE ELEVENTH GRADE STUDENTS OF SMA LAB UNDIKSHA IN ACADEMIC YEAR 2016/2017 ., I Putu Oka Mahendra; ., Dr.Sudirman, M.L.S; ., I Putu Indra Kusuma, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.9695

Penelitian ini bertujuan untuk menyelidiki apakah ada pengaruh yang signifikan atau tidak pada kemampuan membaca siswa kelas sebelas SMA Lab Undiksha. Desain penelitian ini adalah Post-test Only Control Group Design. Populasi penelitian ini adalah siswa kelas sebelas SMA Lab Undiksha. Cluster Random Sampling digunakan untuk memilih sampel penelitian. Dua kelas dipilih sebagai sampel penelitian. Satu kelas diperlakukan sebagai grup eksperimen dan yang lain diperlakukan sebagai grup control. Grup eksperimen diajar dengan menggunakan metode SQ3R dan kelompok kontrol diajar dengan menggunakan teknik mengajar konvensional (Read aloud). Data penilitian akan dianilis melalui t-test dengan menggunakan SPSS 16.0. Hasil penilitian didapat dari analisis hasil post-test dari kedua grup secara deskriptip dan inferential. Hasil analisis data menunjukkan bahwa siswa dalam grup eksperimen menunjukkan hasil lebih baik daripada siswa dalam grup kontrol. Hal ini dibuktikan oleh hasil statistik deskriptif yang menunjukkan nilai rata-rata dari grup eksperimen adalah 82.16 sedangkan nilai rata-rata dari grup kontrol adalah 78.24. Hasil uji-t juga menunjukkan bahwa nilai tobs (2.226) lebih tinggi dari tcv (2.003). Ini berarti ada perbedaan yang signifikan pada kemampuan membaca siswa yang diajar dengan menggunakan metode SQ3R dan yang diajar dengan menggunakan teknik mengajar konvensional.Kata Kunci : metode SQ3R, kemampuan membaca This study was aimed at investigating whether or not there was a significant effect of the implementation of SQ3R method on reading comprehension of the eleventh grade students of SMA Lab Undiksha. The research design of this study was Post-test Only Control Group Design. The population was the eleventh grade students of SMA Lab Undiksha. Cluster Random Sampling was used to select the sample of the study. Two classes were selected as the sample of the study. One was treated as the experimental group and the other one was treated as control group. The experimental group was taught by using SQ3R and the control group was taught by using conventional teaching method (read aloud). The data were analyzed by using t-test through SPSS 16.0. The result of the data analysis showed that students in experimental group performed better than the students in control group. It was proven by the result of the descriptive statistics that showed the mean score of the experimental group was 82.16 while the mean score of the control group was 78.24. The result of the t-test also showed that the value of the tobs (2.226) was higher than the tcv. (2.003). It could be concluded that there was a significant difference on reading comprehension of the eleventh grade students of SMA Lab Undiksha that were taught by using SQ3R method than those who were taught by using conventional teaching method.keyword : SQ3R method, reading comprehension.

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Contact Name
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Contact Email
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Phone
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Journal Mail Official
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Location
Kota denpasar,

Bali

INDONESIA