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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
 1   2   3   4   5 
A STUDY OF GRAMMATICAL ERRORS MADE BY THE TWELFTH GRADE STUDENTS OF SMK PARIWISATA TRIATMA JAYA SINGARAJA IN WRITING A BUSINESSES LETTER IN THE ACADEMIC YEAR 2013/2014 ., Luh Gede Arik Widyastuti; ., 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.v1i1.3271

Abstract

Penelitian ini bertujuan untuk menganalisis kesalahan tata bahasa (grammar) yang dibuat oleh siswa kelas XII di SMK Pariwisata Triatma Jaya Singaraja pada saat menulis surat bisnis tahun ajaran 2013 / 2014. Pada penelitian ini kesalahan tata bahasa mengacu kepada penyimpangan atau kegagalan dalam menggunakan aturan bahasa Inggris pada saat menulis surat bisnis yang dibuat oleh siswa kelas XII di SMK Pariwisata Triatma Jaya Singaraja. Data ini diperoleh dengan mengumpulkan surat bisnis yang dibuat oleh siswa. Penelitian ini menekankan pada analisa jenis kesalahan tata bahasa yang dibuat oleh siswa dan penyebab terjadinya kesalahan dalam menggunakan tata bahasa. Penelitian ini menunjukan bahwa siswa membuat enam jenis kesalahan menggunakan tata bahasa, yaitu: kesalahan menggunakan verb, kesalahan menggunakan noun, kesalahan menggunakan conjunction, kesalahan menggunakan article, kesalahan menggunakan pronoun, dan kesalahan menggunakan preposition. Disamping itu, penelitian ini juga menunjukan bahwa kesalahan tata bahasa siswa disebabkan oleh transfer interlingual, transfer intralingual, konteks pembelajaran, dan strategi komunikasi. Kata Kunci : kesalahan- kesalahan, kesalahan tata bahasa, surat bisnis. This study aims at analyzing the grammatical errors committed by the twelfth grade students of SMK Pariwisata Triatma Jaya Singaraja in writing business letter in the Academic Year 2013/ 2014. In this study, grammatical errors referred to noticeable deviations or failures in using language system of English in writing business letter made by the twelfth grade students of SMK Pariwisata Triatma Jaya Singaraja. The data were obtained by collecting students’ business letter writing. This study emphasized on analyzing on types of grammatical errors committed by the students and the causes of the errors. The study revealed that there were six types of grammatical errors committed by the students namely verb errors, noun errors, conjunction errors, article errors, pronoun errors, and preposition errors. Besides, it was also found that the errors made by the students were caused by interlingual transfer, intralingual transfer, context of learning, and communication strategies.keyword : business letter, errors, grammatical errors
DEVELOPING A CHARACTER BASED ENGLISH LANGUAGE TEXTBOOK FOR GRADE IX OF JUNIOR HIGH SCHOOL BASED ON THE CURRICULUM 2013 ., Wulan Trisna Siska; ., Drs.Gede Batan,MA; ., 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.v1i1.3272

Abstract

ABSTRACT This research aimed at developing a character based English language textbook for grade IX of junior high school based on the curriculum 2013. This study was designed by modifying the research and development model proposed by Dick, Carey and Carey (2001). There were 11 stages involved in this research, namely 1)identifying instructional goal, 2)conducting instructional analysis, 3)analyzing learner and context, 4)writing performance objectives and indicators, 5)developing judgment rubric, 6)developing design of the textbook, 7)developing content of the textbook, 8)conducting formative evaluation, 9)revising the textbook, 10)limited field trial, 11)final product. This study involved 30 students of SMP Laboratorium Undiksha class IX-1 as the research subjects and an English teacher as well as a lecturer who masters material development as expert judges in assessing the textbook quality. The result of the study shows that the character building was inserted in terms of content and presentation in the textbook. By following the curriculum 2013, the stages of scientific approach were inserted in the presentation of the textbook. Based on the result of the experts’ judgment, it is found that value of Cronbach’s Alpha is 0.850 which indicates good reliability. Moreover, the textbook feasibility is convinced by the mean score from the expert judgment that showed result of 4.55 which categorized as excellent. Besides that, the results of post-questionnaire shows that 90% students are happy in using the textbook. Thus, the character based English language textbook is feasible to be used for grade IX of junior high school based on curriculum 2013. keyword : English textbook, character-based instruction, curriculum, curriculum 2013
DEVELOPING A CHARACTER-BASED ENGLISH LANGUAGE TEXTBOOK FOR GRADE VII OF JUNIOR HIGH SCHOOL BASED ON THE CURRICULUM 2013 ., Luh Tiwika Praba; ., Drs.Gede Batan,MA; ., Ni LP. Eka Sulistia Dewi, S.Pd. M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3273

Abstract

This study aimed at developing a character-based English textbook for grade VII of junior high school based on the curriculum 2013. The product of this study was developed based on modified instructional design proposed by Dick, Carey, & Carey (2001). The instructional design consists of identifying instructional goal, conducting instructional analysis, analyzing learners and context, writing performance objectives and indicators, developing judgment instrument, developing design of the textbook, developing content of the textbook, conducting formative evaluation, revising the textbook, limited field trial, and the final product. The subjects of this study were 29 students of class VII.A7 of SMP Negeri 1 Singaraja. There were two experts involved in evaluating the textbook, i.e. a lecturer who expert in material development and an English teacher. From the experts judgment, it is obtained the value of Cronbach’s Alpha coefficient is 0.938 (excellent). In addition, the total mean score of experts’ judgment is 4.35, which is categorized as excellent. The result shows that the character values of the textbook presented in the content and presentation of the textbook. It term of presentation, the textbook followed the steps of scientific approach, namely observing, questioning, exploring, associating, and communicating. Further, from the limited field trial, 24.1% students give rating 4 (happy) toward the textbook implementation and 75.9% give rating 5 (very happy). It means that all students give positive response upon the textbook. Thus, the textbook which developed in this research is feasible to be used for grade VII based on the curriculum 2013.keyword : English textbook, curriculum, curriculum 2013, character-based instruction
AN ANALYSIS OF GRAMMATICAL ERRORS IN WRITING MADE BY SENIOR HIGH SCHOOL STUDENTS ., Ni Putu Mandalika Putri Hartini; ., Drs.Sudirman, M.L.S; ., Nyoman Karina Wedhanti, 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.v1i1.3274

Abstract

Tujuan penelitian ini adalah meneliti jenis-jenis kesalahan tata bahasa oleh siswa kelas XD di SMA N 1 Selemadeg dalam menulis paragraf deskriptif dan untuk mengetahui penyebab dari kesalahan tata bahasa tersebut. Semua data yang termasuk kesalahan tata bahasa dianalisis menggunakan berbentuk deskriptif kualitative. Penelitian ini dilaksanakan di SMA N 1 Selemadeg. Subjek penelitian ini adalah siswa kelas XD yang terdiri dari 29 siswa. Dalam menganalisis data, peneliti mengumpulkan tulisan deskriptif siswa, mengidentifikasi kesalahan, mengklasifikasikan kesalahan, menghitung dan membuat frekuensi, menginterpretasikan hal yang ingin disampaikan siswa dan membuat kesimpulan. Hasil penelitian ini menunjukkan bahwa ada 30,2% kesalahan omission, 5,5% kesalahan addition, 60,9% kesalahan misformation dan 3,4% kesalahan misordering. Kesalahan yang paling banyak dibuat siswa adalah dalam misformation dan yang paling rendah adalah misformation. Hasil dari penelitian ini juga menunjukan penyebab kesalahan tata bahasa disebabkan oleh kesalahan interlingual dan kesalahan intralingual.Kata Kunci : kesalahan tata bahasa, menulis, teks deskriptif The purposes of this research were to investigate kinds of grammatical errors made by XD students at SMA Negeri 1 Selemadeg in writing a descriptive paragraph and know the causes of those grammatical errors. All data concerning grammatical errors were analyzed by using Surface Strategy Taxonomy by Dulay, Burt and Krashen (1982). This research was designed in descriptive qualitative study. This research was conducted at SMA Negeri 1 Selemadeg.The subject of this research was the students of class XD which is consisted of 29 students. In analysing the data, the researcher collected the students’ descriptive writing, identified the errors, classified the errors, calculated and made the frequency of the errors, interpreted the students intended to say and drew the conclusion.The result of the study shows that there are omission error 30,2%, addition error 5,5%, misformation error 60,9% and misordering error 3,4%. So, the highest errors are made by the students are in the form of misformation error and the lowest errors are made by the students are in the form of misorderingerror. Besides, this study shows that the causes of errors are caused by interlingual error and intralingual error.keyword : descriptive text, grammatical error, writing
DEVELOPING A CHARACTER-BASED ENGLISH LANGUAGE TEXTBOOK FOR GRADE VIII OF JUNIOR HIGH SCHOOL BASED ON THE CURRICULUM 2013 ., Ni Komang Ayu Sunaryati; ., Drs.Gede Batan,MA; ., 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.v1i1.3278

Abstract

This study aimed at developing a character-based English textbook for grade VIII of junior high school based on the curriculum 2013. It is categorized as a research and development study in which the product of the study was developed based on the modified instructional design of Dick, Carey, and Carey (2001), consisting of identifying the instructional goal, conducting instructional analysis, analyzing learners and context, writing performance objectives and indicators, developing judgment instrument, developing design of the textbook, developing content of the textbook, conducting formative evaluation, revising the textbook, limited field trial, and the final product. This research involved 32 students of class VIII.B6 of SMP N 6 Singaraja as the subjects and 2 experts as judges, i.e. a lecturer who is expert in materials development and an English teacher. The result of this study shows that the character values are accommodated in terms of content and presentation. The total mean score of the textbook’s content and presentation is 4.74 (Excellent) and the Cronbach’s Alpha coefficient reliability is 0.880 (Good). Besides, the result of the questionnaire after the limited field trial indicates that the students were interested and happy in using the developed textbook. In addition, based on the curriculum 2013, due to the implementation of scientific approach, the approach is presented in terms of the presentation of the textbook. Thus, the textbook developed in this research is very feasible to be used in teaching English for grade VIII of junior high school based on the curriculum 2013.keyword : English textbook, curriculum, curriculum 2013, character-based instruction
A COMPARATIVE EFFECT OF COMMUNICATIVE APPROACH WITH AND WITHOUT PICTURE SERIES ON THE EIGHTH GRADE STUDENTS’ WRITING COMPETENCY AT SMP NEGERI 5 AMLAPURA ., Pande Made Sugiri Adi Nandha; ., 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.v1i1.3280

Abstract

Penelitian ini adalah penilitian eksperimental yang berfokus pada tiga permasalahan utama yang bertujuan untuk menguji dampak dari communicative approach with picture series pada kempetensi menulis siswa dan pada tipe teks. Subjek dari penelitian ini adalah siswa kelas delapan di SMPN 5 Amlapura. Communicative approach with and without picture series adalah variabel bebas, sedangkan kemampuan menulis siswa merupakan variabel terikat pada penelitian ini. Desain penelitian ini adalah posttest only control group design. Jumlah populasi sebanyak 9 kelas dengan total siswa 263 siswa. Cluster random sampling dilakukan dalam memilih dua kelas sebagai sampel. Satu kelas sebagai kelompok eksperimental dan satu kelas yang lainnya sebagai kelompok kontrol. Posttest dilaksanakn di akhir treatment dan hasil dari posttest dianalisis secara deskriptif dan inferensial. One-way ANOVA digunakan untuk mengetahui perbedaan kompetensi menulis diantara dua kelompok. Hasil dari penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan diantara dua kelompok dalam kompetensi menulis siswa. Dapat disimpulkan bahwa communicative approach with picture series menunjukkan dampak positif dalam kompetensi menulis siswa.Kata Kunci : Communicative approach, picture series, kompetensi menulis This study was and experimental study which focused on the three major problems that were aimed to test the effect of communicative approach with picture series on the students writing competency and on the text types, descriptive and narrative text. The subject of this study was the eighth grade students of SMPN 5 Amlapura. The independent variable was communicative approach with and without picture series and the dependent variable was writing competency. The research design of this study was posttest only control group design. The number of population was 9 classes with total number of the students were 263 students. Cluster random sampling was done in choosing the two classes as samples. One class was experimental group and the other one was control group. Posttest was administered at the end of the treatment and analyzed descriptively and inferentially. One-way ANOVA was used to know the differences between groups in writing competency. The result showed that there was significant differences between the two teaching techniques on students’ writing competency. In conclusion, communicative approach with picture series showed positive effect on writing competency.keyword : communicative approach, picture series, writing competency
Affixation System In Munti Gunung Dialect: A Descriptive Study of Derivational and Inflectional Processes ., I Gede Andre Putra; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Drs.Sudirman, M.L.S
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mendeskripsikan awalan dan akhiran di Dialek Munti Gunung (MGD) yang termasuk derivasi dan infleksi. Penelitian ini termasuk penelitian deskriptif kualitatif. Data dikumpulkan menggunakan tiga teknik, yaitu: observasi, teknik perekaman, dan teknik wawancara (mendengarkan dan mencatat). Tiga informan dari Munti Gunung telah dipilih berdasarkan kriteria. Hasil penelitian menunjukkan bahwa ada enam jenis awalan di Dialek Munti Gunung (MGD): {mΛ-}, {m-}, {n-}, {ŋ-}, {ñ-}, dan {Λ-} dan tiga jenis akhiran di Dialek Munti Gunung (MGD): {-Λŋ}, {-In} dan, {-ə}. Awalan dan akhiran di Dialek Munti Gunung(MGD) yang termasuk derivasi adalah awalan {mΛ-} dan {m-} dan akhiran {-Λŋ}, dan {-In}. Awalan dan akhiran di Dialek Munti Gunung (MGD) yang temasuk infleksi adalah awalan {n-}, {ŋ-}, {ñ-}, {m-}, dan {Λ-} dan akhiran {-ə}, {-Λŋ}, dan {-In}. Kata Kunci : afikasi, dialek munti gunung, proses derivasi dan infleksi This study aimed at describing the prefixes and suffixes in Munti Gunung Dialect (MGD) 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 Munti Gunung were chosen based on criteria. The results of the study showed that there were six kinds of prefixes in Munti Gunung Dialect (MGD): prefix {mΛ-}, {m-}, {n-}, {ŋ-}, {ñ-}, and {Λ-} and there were three kinds of prefixes in Munti Gunung Dialect (MGD): {-Λŋ}, {-In} dan, {-ə}. Prefixes and suffixes in Munti Gunung Dialect (MGD) which belong to derivation: prefix {mΛ-} and {m-} and suffix {-Λŋ} and {-Ιn}. Prefixes and suffixes in MGD which belong to inflection: prefix {n-}, {ŋ-}, {ñ-}, {m-}, and {Λ-} and suffix {-ə}, {-Λŋ}, and {-In}.keyword : affixation, munti gunung dialect, derivational and inflectional processes
The Correlation between Frequency of Use and Students’ Long Term Memory of Words Meanings and Usages at SMP N 5 Singaraja in Academic Year 2013/2014 ., Ni Kadek Swadnyani; ., 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.v1i1.3297

Abstract

dan frekwensi penggunaan makna dan penggunaan kata. Tiga masalah yang dibahas dalam penelitian ini adalah tentang jumlah makna dan penggunaan kata yang siswa ingat, frekwensi siswa menggunakan makna dan penggunaan kata di dalam empat keterampilan berbahasa, dan hubungan antara memori dan frekwensi penggunaan makna dan penggunaan kata. Penelitian ini dilaksanakan di SMP N 5 Singaraja dan sampel yang digunakan adalah siswa kelas tujuh yang terdiri atas 62 siswa. Data dikumpulkan dengan menggunakan tes dan kuesioner. Hasil tes menunjukkan bahwa jumlah makna dan penggunaan kata yang mampu diingat oleh siswa adalah paling banyak 115 kata (90%) dari jumlah total kata yaitu 128 kata. Sementara jumlah makna dan penggunaan kata yang paling sedikit diingat oleh siswa adalah 64 kata (50%). Kelas kata yang paling banyak siswa ingat tentang makna dan penggunaan kata adalah noun yaitu sebanyak 75% dan kelas kata yang paling sedikit diingat oleh siswa yaitu adverb sebanyak 42%. Hasil kuesioner menunjukkan bahwa siswa mempergunakan makna dan penggunaan kata paling sering di dalam keterampilan membaca yaitu 62 siswa (100%) dan siswa tersebut sering menggunakan makna dan penggunaan kata dalam hal kelas kata yaitu noun, verb, adjective, and adverb di dalam keterampilan yang sama yaitu membaca. Hasil analisis data menunjukkan bahwa terdapat suatu hubungan yang positif antara memori dan frekwensi penggunaan makna dan penggunaan kata. Hal ini dibuktikan dengan melihat Point-Biserial Correlation koefisien r yaitu 0.564. Kata Kunci : memori, frekwensi penggunaan makna dan penggunaan kata The objective of this research was to know whether there is any correlation between memory and uses of the words meanings and usages. There are there research problems were examined. It is about the total words meanings and usages remembered by the students, the uses of the words meanings and usages in the four language skills, and the correlation between memory and uses of the words meanings and usages. This research conducted at SMP N 5 Singaraja and the sample used was students in the seven grade consisted of 62 students. The data were collected using test and questionnaire. The result of test shows that the highest total number of words meanings and usages remembered by the students is 115 words (90%) from the total number of words is 128 words while the lowest total number of words meanings and usages remembered by the students is 64 words (50%). The most word class remembered by students in terms of word meanings and usages is noun that is 75% and word class adverb is 42% remembered by the students. The result of questionnaire shows that students used words meanings and usages frequently in reading. In reading, 62 students (100%) used words meanings and usages in terms of word class noun, verb, adjective, and adverb. The result of data analysis shows that there is a significant correlation between memory and uses of words meanings and usages. It could be seen by looking at the result of Point-Biserial Correlation coefficient r that is 0.564.keyword : memory, uses of words meanings and usages
Improving Students' Competency of Writing Narrative Paragraph Through Process-Oriented Scaffolding Technique at SMAN 2 Singaraja in the Academic Year 2013/2014 ., Made Dewi Suparwati; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., I Putu Ngurah Wage M, 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.v1i1.3298

Abstract

Penelitian ini merupakan penelitian tindakan kelas yang bertujuan untuk meningkatkan kemampuan menulis paragraf narasi siswa yang ditemukan pada kategori rendah dengan menggunakan teknik process-oriented scaffolding di SMAN 2 Singaraja pada tahun ajaran 2013/2014. Subjek penelitan ini adalah kelas XI IPA3 di SMAN 2 Singaraja Penelitian ini dilaksanakan dalam dua siklus yang masing-masing siklus terdiri atas dua sesi. Setiap siklus meliputi empat tahapan yaitu perencanaan, tindakan, observasi dn refleksi berdasarkan Hopkins (2002). Data yang diperoleh dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa rerata siswa dalam menulis paragraf narasi mengalami peningkatan. Terlihat dari siklus pertama diperoleh nilai 72.60 yang masih berada pada kategori di bawah KKM (Kriteria Ketuntasan Minimal) dan berhasil mencapai KKM di siklus kedua dengan rerata 84. Persentase siswa yang mampu mencapai KKM pun mengalami peningkatan dari 60% di siklus pertama menjadi 90% di siklus kedua yang berarti bahwa ketuntasan klasikal yaitu 75% telah tercapai. Pencapaian tersebutdiasumsikan terjadi karena kombinasi process approach based writing oleh Harmer (2004) dengan berbagai jenis scaffolding yang dimasukkan ke tiap tahapan menulis. Kombinasi teknik ini meliputi kegiatan drafting (teknik berkelopmpok dan pemberian feedback), revising (konsultasi individu) dan final version (penggunaan scaffolded-instrument dan penggunaan teacher’s corrective feedback). Berdasarkan peneuan pada penelitian ini dapat disimpulkan bahwa teknik scaffolding mampu meningkatkan kemampuan siswa dalam menulis paragraf narasi. Kata Kunci : menulis, paragraf narasi, teknik process-oriented scaffolding This study was a classroom-based action research which aimed at improving the students’ competency of writing narrative paragraph which was found low by using process-oriented scaffolding technique at SMAN 2 Singaraja in the academic year 2013/2014. The subjects of this study were XI IPA3 students of SMAN 2 Singaraja. The study was carried out in two cycles; each cycle consisted of two sessions. Each cycle involved four steps: planning, action, observation and reflection following Hopkins (2002). The data gained were analyzed descriptively. The results showed that the students’ competency of writing narrative paragraph successfully improved from 72.60 in Cycle I which was still below the success indicator to 84 in Cycle II. The percentage of the students who passed the success indicator of 75% also increased from 60% in Cycle I to 90% in Cycle II which meant the classical success indicator was successfully achieved. The achievement was assumed occurred due to the combination of Harmer’s process approach based writing and the scaffolding embedded to each stage of writing. It involved the activities of drafting (grouping technique and providing feedback), revising (individual consultation) and final version (distribution of scaffolded-instruments and the teacher’s corrective feedback). The findings of this study led to a conclusion that the students’ competency of writing narrative paragraph could be improved by using process-oriented scaffolding technique.keyword : writing, narrative paragraph, process-orientred scaffolding technique
THE EFFECT OF CLUSTERING TECHNIQUE COMBINED WITH PEER ASSESSMENT UPON STUDENTS’ WRITING COMPETENCY OF GRADE VIII SMP NEGERI 4 SINGARAJA IN ACADEMIC YEAR 2013/2014 ., Ni Wayan Adnyani; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., Ni Wayan Surya Mahayanti, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3314

Abstract

Penelitian ini bertujuan untuk menyelidiki pengaruh dari teknik clustering yang dikombinasikan dengan teknik penilaian sejawat terhadap kemampuan menulis siswa. Ini merupakan penelitian eksperimental dengan desain posttest-only control group. Populasi penelitian ini adalah siswa kelas VIII SMP Negeri 4 Singaraja yang bejumlah sebanyak 208 orang, dimana dua kelas yang terdiri dari 47 orang siswa dipilih sebagai sampel penelitian dari delapan kelas regular yang ada, yang ditentukan dengan teknik random sampling. Kelas VIII B4 adalah kelompok eksperimen dan diperlakukan dengan teknik clustering yang dikombinasikan dengan teknik penilaian sejawat, sedangkan kelas VIII B5 adalah kelompok kontrol dan diperlakukan hanya dengan menggunakan teknik clustering. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan menulis, dan data yang diperoleh dianalisis melalui analisis deskriptif dan analisis inferensial dengan menggunakan Independent Samples t -test yang dibantu oleh SPSS 16.0. Dari hasil analisis data, ditemukan bahwa nilai rata-rata kelompok eksperimen adalah sebesar (60,58), lebih tinggi dari nilai rata-rata kelompok kontrol sebesar (47.47), yang menunjukkan bahwa kelompok eksperimen lebih baik daripada kelompok kontrol. Selain itu hasil analisis inferensial menunjukkan bahwa thitung adalah 3,179 lebih tinggi dari nilai ttabel 2,014 pada taraf signifikansi 0,05. Dengan demikian dapat disimpulkan bahwa ada perbedaan yang signifikan dalam kompetensi menulis pada siswa yang diajar dengan menggunakan teknik clustering yang dikombinasikan dengan teknik penilaian sejawat dan siswa yang diajar hanya dengan menggunakan teknik clustering.Kata Kunci : Kompetensi Menulis, Penilaian Sejawat, Teknik Clustering This study aimed at investigating the effect of clustering technique combined with peer assessment upon students’ writing competency. It was an experimental study with posttest-only control group design. The population of the study was 208 eighth grade students of SMP Negeri 4 Singaraja, wherein two classes consisted of 47 students were taken from eight regular classes as sample of the study through random sampling. Class VIII B4 was the experimental group and treated by clustering technique combined with peer assessment, while class VIII B5 was the control group and treated by clustering technique only. The instrument used in this study was writing competency test, and the obtained data were analyzed through descriptive analysis and inferential analysis by using Independent Samples t-test assisted by SPSS 16.0. From the result of data analysis, it was found that the mean score of experimental group (60.58) was higher than the mean score of the control group (47.47), which showed that the experimental group performed better than the control group. Moreover the result of inferential analysis showed that the tobserved was 3.179 and it higher than the value of tcritical value 2.014 at level significance of 0.05. It can be concluded that there was significant difference in the students’ writing competency who were taught by using clustering technique combined with peer assessment and students who were taught by using clustering technique only.keyword : Clustering Technique, Peer Assessment, Writing Competency.

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