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INDONESIA
Jurnal Pendidikan Bahasa Inggris
Published by Universitas Pendidikan Ganesha
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Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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Articles 1,873 Documents
 61   62   63   64   65 
AN ANALYSIS OF COMMUNICATION STRATEGIES USED BY TEACHER IN ENGLISH TEACHING AND LEARNING AT SMA SARASWATI SINGARAJA ., Kadek Windayanti; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.10958

Abstract

This qualitative research aimed at (1) finding out the types of communication strategies used by teacher during English teaching and learning proses; (2) analysing the English teacher?s reasons in applying the communication strategies; (3) analysing the students` perception toward the implementation of communication strategies used by the teacher. The subjects of this study were English teacher and XI grade students of SMA Saraswati Singaraja. The data were collected through direct observation and interview. Besides, observation sheet, video recorder, voice recorder, interview guide and field note were also used to collect the data. The result of this research showed that there were 14 types of communication strategies which were applied by the teacher namely: literal translation, code switching, non-linguistics signal, message abandonment, circumlocution, self-repair, approximation, use of fillers or time-gaining strategy, repetition, comprehension check, asking for repetition, guessing, interpretive summary, and response. From those strategies, code switching was the strategy that was most frequently used by the teacher during the process of teaching and learning. Meanwhile, message abandonment and interpretive summary had the lowest frequency of occurrence during the teaching and learning process. The teacher`s reasons for applying those communication strategies were to overcome the communication barriers that occur between the teacher and the students, to help the students understand and memorize the material easier. Moreover, the other teacher`s reasons for applying communication strategies were to make the learning process more interesting and make the students more focus to the lesson. The result of the interview also showed that the students had good perception toward the implementation of communication strategies used by the teacher in the classroom. keyword : communication strategies, English teacher, Dornyei and Scott`s theory, qualitative study.
A STUDY ON THE IMPLEMENTATION OF ROLE PLAY TECHNIQUE IN TEACHING SPEAKING TO THE EIGHTH GRADERS OF SMP NEGERI 1 SUKASADA ., Ni Kadek Yuli Widyastuti; ., Drs.Gede Batan,MA; ., Putu Eka Dambayana S., S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12476

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan teknik role play dan mengidentifikasi masalah yang dihadapi oleh seorang guru bahasa Inggris dalam menerapkan teknik role play dalam pengajaran berbicara. Subyek penelitian ini adalah siswa kelas VIII A yang berjumlah 33 siswa di SMP dan seorang guru bahasa Inggris di SMP Negeri 1 Sukasada. Penelitian ini merupakan penelitian evaluatif yang dilakukan dalam empat pertemuan, tiga pertemuan digunakan untuk mengamati teknik role play dan tes, dan satu pertemuan selanjutnya digunakan untuk wawancara dan kuesioner. Data diperoleh dengan menggunakan 5 jenis instrumen: lembar observasi, rekaman video, tes, wawancara dan kuesioner. Hasil penelitian ini menunjukkan bahwa role play adalah teknik yang relevan dalam pengajaran berbicara. Skor posttest adalah 79,27 dan ini meunjukkan hasil yang baik. Hasil wawancara menunjukkan bahwa masalah yang dihadapi oleh guru: 1) 10% siswa memiliki kemampuan yang berbeda. 2) Guru mendapat masalah dalam memberikan topik yang sesuai kepada siswa. 3) 10% siswa malu dan takut dalam berbahasa Inggris. 4) 5% siswa memiliki latar belakang pendidikan berbeda. 5) 5% siswa tidak memiliki motivasi untuk meningkatkan kemampuan berbahasa Inggris. 70% siswa yang memiliki kemampuan berbicara bahasa Inggris. Hasil kuesioner menunjukkan bahwa 53,7% berpendapat sangat setuju dengan profesionalisme guru menggunakan tehnik role play dalam pengajaran berbicara dan 62,1% menunjukkan bahwa siswa sangat menyukai pembelajaran bahasa Inggris dengan menggunakan teknik role play. Dapat disimpulkan bahwa role play adalah suatu tehnik yang relevan dalam pengajaran berbicara. Namun, guru masih menemui beberapa masalah dalam pengimplementasian tehnik role play. Kata Kunci : teknik role play, berbicara This study aimed at analyzing the implementation of role play technique and identifying the problems encountered by an English teacher in implementing role play technique in teaching speaking. The subjects of this research were 33 eighth grade students of class A of SMP Negeri 1 Sukasada and an English teacher. This study was an evaluative study which was conducted in four meetings, three meetings were used to observe a role play technique and test and one meeting was used for administering interview and questionnaire. The data were obtained by using 5 kinds of instruments: an observation sheet, video recorder, a test, an interview guide and a questionnaire. The result of this study showed that role play is relevant technique in teaching speaking. The score of posttest was 79.27 and this was in good level. The result of interview guide showed that the problems faced by the teacher: 1) 10% students had different ability. 2) The teacher got problem in giving appropriate topic to their students. 3) 10% students were shy and afraid to speak English. 4) 5% students had different educational background. 5) 5% students had low motivation to improve their English speaking. The students who had the ability of speaking English are 70%. The result of questionnaire indicated that 53.7% strongly agreed of teacher performance during teaching and learning process and 62.1% students like learning English by using role play technique. It can be concluded that role play was relevant implement in teaching speaking. However, the teacher still encountered some problems in implementing it. keyword : role play technique, speaking
THE EFFECT OF TEAM PAIR SOLO (TPS) TECHNIQUE ON THE DESCRIPTIVE WRITING ACHIEVEMENT OF THE SEVENTH GRADE STUDENTS OF SMP NEGERI 4 SINGARAJA ., Sapto Prio Utomo; ., Dr.Sudirman, M.L.S; ., Putu Eka Dambayana S., S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8705

Abstract

Penelitian ini bertujuan untuk menyelidiki apakah ada perbedaan yang signifikan pada kemampuan menulis teks deskriptif siswa pada kelas tujuh SMP Negeri 4 Singaraja. Desain penelitian yang diganakan adalah Post-test Only Control Group Design. Populasi penelitian ini adalah siswa kelas VII SMP Negeri 4 Singaraja. Cluster Random Sampling diguanakan untuk memilih sampel penelitian. Kelompok eksperimen diajar dengan menggunakan teknik Team Pair Solo dan kelompok kontrol diajar dengan menggunakan teknik mengajar konvensional. Hasil analisis data menunjukkan bahwa siswa dalam kelompok eksperimen lebih baik daripada siswa dalam kelompok kontrol. Hal ini dibuktikan oleh hasil statistik deskriptif yang menunjukkan nilai rata-rata dari kelompok eksperimen adalah 82,66 sedangkan nilai rata-rata dari kelompok kontrol adalah 79,75. Hasil uji-t juga menunjukkan bahwa nilai tobs lebih tinggi dari tcv. Nilai tobs adalah 3,214 sedangkan nilai tcv adalah 1,6697. Ini berarti ada perbedaan yang signifikan pada kemampuan menulis teks deskriptif siswa yang diajar dengan menggunakan teknik Team Pair Solo dan yang diajar dengan menggunakan teknik mengajar konvensional. Oleh karena itu, hipotesis nol (Ho) ditolak dan hipotesis alternatif (Ha) diterima.Kata Kunci : teknik Team Pair Solo, teknik mengajar konvensional, kemampuan menulis teks deskriptif. This study aimed to investigate whether there was a significant effect on students’ writing descriptive text achievement of the seventh grade of SMP Negeri 4 SIngaraja. The research design of this study was Post-test Only Control Group Design. The population was the seventh grade students of SMP Negeri 4 Singaraja. Cluster Random Sampling was assigned to select the sample of the study. The experimental group was taught by using Team Pair Solo Technique and the control group was taught by using conventional teaching technique. 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 82.66 while the mean score of the control group was 79.75. 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 3.214 while the value of the tcv was 1.6697. It means that there was a significant difference on students’ writing descriptive text achievement who were taught by using Team Pair Solo Technique and those who were taught by using conventional teaching technique. Therefore the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted.keyword : Team Pair Solo Technique, conventional teaching technique, writing descriptive text achievement.
READING MOTIVATION AND THE STUDENTS’ READING COMPETENCY BASED ON THE 2013 CURRICULUM IN THE SENIOR HIGH SCHOOL ., Ketut Lediani; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18805

Abstract

Tujuan penelitian dari penelitian ini difokuskan pada motivasi membaca siswa dan profil deskriptif kompetensi membaca serta hubungan antara dua variabel di SMAN 3 Singaraja. Desain penelitian penelitian ini adalah metodologi kuantitatif korelasional. Dua instrumen diberikan untuk mengukur motivasi membaca siswa dan kemampuan membaca mereka pada teks-teks bahasa Inggris tertulis. Dua instrumen terdiri dari angket motivasi membaca dan tes kompetensi membaca. Data dikumpulkan menggunakan dua instrumeni. Data yang diperoleh dianalisis dengan menggunakan langkah-langkah deskriptif dan Koefisien Korelasi Product Moment dari Pearson. Temuan penelitian menunjukkan bahwa motivasi membaca siswa dan kompetensi membaca masing-masing dikategorikan baik dan tinggi. Temuan penelitian menyiratkan bahwa pentingnya mengembangkan motivasi membaca sebagai kegiatan belajar sehari-hari di rumah dan / di sekolah akan meningkatkan kompetensi membaca pada saat yang tepat. Kata Kunci : Kata kunci: koefisien korelasi, kompetensi membaca, motivasi membaca The research objectives of this study were focused on the students’ reading motivation and reading competency descriptive profiles as well as the relationships between the two variables in SMAN 3 Singaraja. This research design of this study was a correlational quantitative methodology. Two instruments were administered to measure the students’ reading motivation and their reading competency on the written English texts. The two instruments consisted of reading motivation questionnaire and reading competency test. The data were gathered using these two instruments. The obtained data were analyzed using descriptive measures and Pearson’s Product Moment Correlation Coefficient. The research findings showed that the students’ reading motivation and reading competency were categorized as good and high respectively. The research findings imply that the importance of developing reading motivation as a day-to-day learning activities at home and/at school will enhance reading competency in due times. keyword : Keywords: correlation coefficient, reading competency, reading motivation
THE EFFECT OF COMPUTER-ASSISTED HIDDEN OBJECT GAME ON VOCABULARY MASTERY OF STUDENTS IN SMP N 3 SUKASADA ACADEMIC YEAR 2017/2018 ., I Gede Widiarsa; ., Prof. Dr. Anak Agung Istri Ngr. Marhaeni; ., Luh Diah Surya Adnyani, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (140.803 KB) | DOI: 10.23887/jpbi.v5i2.13427

Abstract

Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh yang signifikan terhadap kemampuan menguasai vocabulary Bahasa Inggris siswa kelas VII yang diajar dengan Computer-Assisted Hidden Object game. Penelitian ini merupakan penelitian eksperimen semu. Sampel penelitian diperoleh dengan cara cluster random sampling dan diperoleh kelas VII B di SMP Negeri 3 Sukasada sebagai kelompok eksperimen dan kelas VII C di SMP Negeri 3 Sukasada sebagai kelompok kontrol. Kelompok eksperimen diajar dengan menggunakan Computer-Assisted Hidden Object game, sedangkan kelompok kontrol diajar dengan menggunakan strategi konvensional. Instrumen yang digunakan dalam penelitian ini adalah post-test dalam bentuk tes pilihan ganda. Penelitian experimen ini mengimplementasikan desain penelitian post-test only control group. Data yang diperoleh kemudian dianalisis secara deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa kelompok siswa di kelas eksperimen mampu menunjukkan hasil yang lebih baik daripada kelompok siswa kelas control. Hal ini dapat dibuktikan dari hasil t-test dimana nilai tobs adalah 3.3883, sedangkan nilai tcv adalah 1.677 (tobs > tcv). Hal ini berarti bahwa penggunaan Computer Assisted Hidden Object game mampu memberikan pengaruh yang signifikan pada kemampuan menguasai vocabulary Bahasa Inggris pada siswa kelas VII SMP. Kata Kunci : Computer Assisted Hidden Object game, game vocabulary, penguasaan vocabulary This study aimed to investigate whether or not there was a significant effect on the use of Computer Assisted Hidden Object game towards the seventh grade students’ vocabulary mastery. This study was a quasi-experimental study. The sample of this study was administered using cluster random sampling technique and concluded that VII B students as a experimental group while VII C students as a control group. The experimental group was taught by using Computer-Assisted Hidden Object game, while the control group was taught by using conventional strategy. The instrument used in this study was post-test in a form of multiple choice test. This experimental research implemented post-test only control group design. The obtained data were analyzed descriptively and inferentially. The result showed that the group of students in experimental group could perform a better result rather than the group of students in the control group. It could be proven from result of the t-test in which the tobs was 3.3883, meanwhile the tcv was 1.677 (tobs > tcv). It means that the use of Computer-Assisted Hidden Object game gives significant effect toward the seventh grade junior high school students’ English vocabulary mastery. keyword : Computer Assisted Hidden Object game, vocabulary game, vocabulary mastery
DEVELOPING A LOCAL CULTURE-BASED PICTURE STORYBOOK IN THE FORM OF FOLKTALE FOR YOUNG LEARNERS ., Ni Putu Eka Maryani Dewi; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dra.Ni Made Ratminingsih, MA
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8748

Abstract

Tujuan dari penelitian ini adalah untuk mengembangkan buku cerita bergambar berbasis budaya lokal dalam bentuk cerita rakyat pelajar muda. Penelitian ini termasuk dalam penelitian dan pengembangan (R&D) yang menerapkan pola pengembangan yang dikemukakan oleh Sugiyono (2014). Karakteristik dari pelajar muda dan kriteria buku cerita bergambar yang baik menjadi pertimbangan dalam mengembangkan produk. Data yang digunakan dikumpulkan melalui proses pengamatan, wawancara, dan tinjauan pustaka sebelum merancang produk. Hasil dari penelitian ini adalah: (1) buku cerita bergambar yang berjudul Cupak dan Gerantang dan (2) kualitas dari produk penelitian ini dinilai sangat baik dengan nilai 4.63 (Sr ≥ 4.5 = sangat baik; skor total adalah lebih tinggi atau setara dengan 4.5) dan memiliki validasi isi yang sangat tinggi dengan nilai (cv=1.00). Dengan demikian, produk yang dikembangkan sesuai untuk pengajaran Bahasa Inggris sebagai materi tambahan dalam pengajaran Bahasa Inggris untuk pelajar muda.Kata Kunci : Budaya, Buku Cerita Bergambar, Cerita Rakyat Bali The purpose of this research was to develop a local culture-based picture storybook in the form of folktale for young learners. This research was a Research and Development (R&D) applying the model proposed by Sugiyono (2014). Both characteristics of young learners and criteria of good picture storybook were considered in designing the product. The data were collected by observation, interview, and literature review before designing the product. The results of research are: (1) picture storybook entitled Cupak and Gerantang and (2) the quality of the product which is judged excellent with the score 4.63 (Sr ≥ 4.5 = excellent; total score is more or equal as 4.5) and has very high content validity with the score (cv=1.00). Thus, this product developed is appropriate in teaching English as supplementary reading for pleasure material for teaching English for young learners (TEYL).keyword : Culture, Picture Storybook, Balinese Folktale
SPEECH ACTS ANALYSIS IN EFL AT THE JUNIOR HIGH SCHOOL ., Kadek Boy Satriawan; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., I Putu Ngurah Wage Myartawan, S.Pd., M.P
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18875

Abstract

Penelitian ini fokus pada menganalisis penggunaan tindak tutur yang dihasilkan oleh guru bahasa Inggris dan siswa kelas tujuh di Sekolah Menengah Pertama. Ada tiga pertanyaan yang difokuskan oleh peneliti, yaitu tindakan locutionary (tindakan verbal), ilokusi (niat), dan perlocutionary (respon) yang dihasilkan selama kegiatan pembelajaran EFL di SMP N 6 Singaraja. Desain penelitian ini adalah deskriptif kualitatif. Peserta penelitian ini adalah dua guru bahasa ingris dan siswa kelas tujuh SMP N 6 SIngaraja. Tindak tutur terjadi hampir setiap saat dalam kegiatan pembelajaran. Data dikumpulkan melalui mengamati proses pembelajaran dengan merekam audio-video. Data dianalisis secara deskriptif dengan cara mengamati, mengklasifikasikan, dan menarik kesimpulan. Penelitian menemukan bahwa bahwa guru Bahasa Inggris dan para siswanya menggunakan tindak tutur dalam kegiatan pembelajaran sehari-hari mereka di kelas. Hasil penelitian menunjukkan bahwa tindak tutur yang paling dominan terjadi pada pengajaran dan pembelajaran bahasa Inggris di kelas ini adalah tipe arahan, khusunya dalam bentuk meminta. Itu diguakan untuk memberikan perintah, intruksi, saran, permintaan dan informasi kepada siswa.Kata Kunci : Kata kunci: tindak tutur, lokusi, ilokusi, perlokusi, EFL This study focused on analyzing the used of speech acts produced by English teachers and seventh grade students of Junior High School. There were three question that focused by the researcher, the locutionary (the verbal acts), illocutionary (the intention), and perlocutionary (the response) acts produced during EFL learning activities at SMP N 6 Singaraja. The research design was descriptive qualitative. The participants of the study were two teachers and seventh grade students of SMP N 6 Singaraja. The speech act occurred almost in every moment in learning activities. The data were collected through observing the learning process by recording an audio-video. The data were analyzed descriptively by observing, classifying, and drawing the conclusion. It was found that English teachers and their students used speech act in daily learning activity in the classroom. the result of the study showed that the most dominant type of speech acts which occurred was directive act which in the form requesting. It was used to give command, instruction, suggestion, request and information to the students.keyword : Key words: speech acts, locutionary, illocutionary, perlocutionary, EFL.
CLASSROOM INTERACTION IN A BILINGUAL KINDERGARTEN: A CASE STUDY IN AURA SUKMA INSANI BILINGUAL KINDERGARTEN SINGARAJA ., Ida Bagus Gede Suaditya; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., Dra. Luh Putu Artini, MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12106

Abstract

Penelitian ini bertujuan untuk menemukan kategori dari interaksi kelas yang muncuk di kelas B1 di Aura Sukma Insani Bilingual Kindergarten Singaraja berdasarkan dari Flander Interaction Analysis Categories (FIAC) System, dan interaksi yang memberi dampak pada tingkah laku siswa. Subjek dari penelitian ini adalah seorang guru dan 33 siswa di kelas B1. Penelitian ini merupakan penelitian kualitatif deskriptif. Hasil dari penelitian menunjukan: (1) semua kategori dari interaksi kelas berdasarkan Flander Interaction Analysis Categories (FIAC) System muncul dalam proses pembelajaran, meliputi: accepting feeling sebanyak 9.6%, praising or encouraging sebanyak 3.5%, accepting ideas sebanyak 0.6%, asking questions sebanyak 12.3%, lecturing sebanyak 11,3%, giving directions sebanyak 11%, criticizing or justifying authority sebanyak 2%, students’ talk response sebanyak 45,6%, students’ talk initiation sebanyak 2.2%, and silence or confusion sebanyak 1,9%. (2) Interaksi antara guru dan siswa berjalan sangat aktif dan lancar. Melalui interaksi kelas, semua siswa memperoleh hasil pembelajaran yang baik dan bertingkah laku dengan sangat baik di setiap proses belajar.Kata Kunci : Interaksi Kelas, Taman kanak-kanak dua bahasa, pelajar anak-anak, Flander Interaction Analysis Categories (FIAC) System. This study aimed at finding the classroom interaction categories occurring in the B1 class at Aura Sukma Insani Bilingual Kindergarten Singaraja based on Flander Interaction Analysis Categories (FIAC) System, and how the interaction give impacts to the students’ achievement and behavior. The subjects of the study were one teacher and 33 students in B1 class. This study was designed by using descriptive qualitative research. The result of the research shows that: (1) all categories of classroom interaction based on Flander Interaction Analysis Categories (FIAC) System exist during teaching and learning process. Those are accepting feeling was 9.6%, praising or encouraging was 3.5%, accepting ideas was 0.6%, asking questions was 12.3%, lecturing was 11.3%, giving directions was 11%, criticizing or justifying authority was 2%, students’ talk response was 45.6%, students’ talk initiation was 2.2%, and silence or confusion was 1.9%. (2) The interaction between teacher and students run very active and smoothly. Through the classroom interaction, all of the students get good achievement and they behave very well in every meeting.keyword : Classroom Interaction, Young Learners, Flander Interaction Analysis Categories (FIAC) System.
Language Use: A Study of Commissive Acts by the Eleventh Grade Students of SMA Negeri 1 Kubutambahan Septiani, Kadek Vani; Tantra, Dewa Komang; Adnyani, Luh Diah Surya
Jurnal Pendidikan Bahasa Inggris undiksha Vol 7, No 1 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (498.69 KB) | DOI: 10.23887/jpbi.v7i1.20594

Abstract

This study aimed: 1) to identify the patterns of commissive acts, 2) to identify the speech styles used in terms of formal and informal in expressing commisisve acts, 3) to identify types of error based on grammar and diction and, 4) to analyze the sources of error as committed by the eleventh grade students in a language program class at SMA Negeri 1 Kubutambahan. This study was a qualitative research. The subjects of this study were the eleventh grade students in a language program of SMA Negeri 1 Kubutambahan. The instruments were data elicitation, field note, interview guide, and recorder. The methods of data analysis were data transcription, analysis and category. The results of this study showed that the students produced various categories of speech act namely to promise, to refuse, to swear, to threaten, to offer, to accept, to thank, to request, to give opinion, to congratulate. The commissive acts produced by the students were to promise with total percentage 73%, to refuse with total percentage 14%, to swear with total percentage 12% and to threaten with total percentage 1,4%. The speech styles used in terms of formality by the students were 62,3% of formal language and 38,3% of informal language. The errors committed by the students were 80.8% of the grammatical errors and 19,1% of the diction errors. There were two types of sources of errors committed by the students namely interlingual with the total percentage 19,7% and intralingual or developmental factors with the total percentage 80,2%.
AFFIXATION SYSTEM IN BAYUNG GEDE DIALECT OF BALINESE: A DESCRIPTIVE STUDY ., I Nyoman Surya Manggala; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Nyoman Karina Wedhanti, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 1 (2016): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i1.8082

Abstract

Penelitian ini bertujuan untuk mendeskripsikan jumlah prefiks dan sufiks di Dialek Bali Bayung Gede dan jenisnya dari Derivasi dan Infleksi. Penelitian ini adalah penelitian deskriptif Qualitatif. Dua sampel informan dari Dialek Bayung Gede dipilih berdasarkan seperangkat kriteria. Data dikumpulkan menggunakan 3 tehnik, yakni: tehnik observasi, merekam, dan wawancara (mencatat dan mendengarkan). Hasil penelitian menunjukan bahwa ada enam jenis prefiks dan enam jenis sufiks di Dialek Bayung Gede. Prefiks tersebut yakni prefiks {ma-}, {N-}, {ka-}, {pa-}, {ja-}, dan {la-}. Sufiks tersebut yakni sufiks {-ang}, {-in}, {-e}, {-an}, {-ne}, dan {-a}. Jenis prefiks dan sufiks yang tergolong derivasi adalah prefiks {ma-}, {N-}, {ka-}, {pa}, {ja-}, dan {la-} dan sufiks {-ang}, {in}, dan {-an}. Jenis prefiks dan sufiks yang tergolong infleksi adalah prefiks {ma-}, {N-}, {ka-}, dan {pa-} dan sufiks {-ang}, {in}, {-e}, {-an}, {-ne}, dan {-a}.Kata Kunci : prefiks dan sufiks derivasi, prefiks dan sufiks infleksi, dan Dialek Bayung Gede This study aimed at describing the number of prefixes and suffixes in Bayung Gede Dialect of Balinese and its types of derivational and inflectional. This study is a descriptive qualitative research. Two informant samples of Bayung Gede Dialect were chosen based on set criteria. The data were collected based on three techniques, namely: observation, recording technique, and interview (listening and noting) technique.The results of the study show that there were six prefixes and six suffixes existing in Bayung Gede Dialect. The prefixes were {ma-}, {N-}, {ka-}, {pa-}, {ja-}, and {la-}. The suffixes were {-ang}, {-in}, {-e}, {-an}, {-ne}, and {-a}. The prefixes and suffixes that belong to derivation are: prefix {ma-}, {N-}, {ka-}, {pa}, {ja-}, and {la-} and suffix {-ang}, {in}, and {-an}. The prefixes and suffixes that belong to inflection are: prefixes {ma-}, {N-}, {ka-}, dan {pa-} and suffix {-ang}, {in}, {-e}, {-an}, {-ne}, and {-a}.keyword : derivational prefixes and suffixes, inflectional prefixes and suffixes, and Bayung Gede Dialect of Balinese

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