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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
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Developing Storyjumper-Based Digital Media to Teach English for Sixth Grades in SDN 3 Banjar Jawa ., LUH DEVI FEBRIANTI; ., Prof. Dr. Putu Kerti Nitiasih, M.A.; ., Luh Diah Surya Adnyani, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18859

Abstract

Penelitian ini bertujuan untuk mengembangkan media digital berbasis Storyjumper untuk mengajar bahasa Inggris. Subjek penelitian ini adalah 31 siswa kelas VI di SDN 3 Banjar Jawa, Singaraja. Penelitian ini adalah penelitian desain dan pengembangan dan menggunakan model ADDIE yang diusulkan oleh Romiszowski (1996). Ada lima prosedur yang digunakan yaitu Menganalisis, Merancang, Mengembangkan, Menerapkan, dan Mengevaluasi. Ada beberapa instrumen yang digunakan untuk mengumpulkan data dalam penelitian ini seperti angket siswa, analisis silabus, panduan wawancara guru, rubrik penilaian ahli, dan lembar observasi. Di akhir penelitian akan ada produk prototipe bernama digital storybook sebagai media digital dalam bentuk video. Hasil dari penelitian ini adalah buku cerita digital yang dikembangkan berdasarkan analisis silabus dan kebutuhan siswa. Media ni dikembangkan berdasarkan empat topik yaitu; makanan dan minuman, tempat umum, transportasi, olah raga dan hobi. Berdasarkan hasil rubrik penilaian ahli, produk dikategorikan sebagai media yang “excellent”. Dengan demikian, produk ini layak digunakan untuk belajar bahasa Inggris untuk siswa kelas enam.Kata Kunci : media digital, Storyjumper, pelajar usia dini. This research aimed to develop Storyjumper-Based digital media to teach English. The subject of this research was 31 students of sixth grade students in SDN 3 Banjar Jawa, Singaraja. This reseacrh was design and development research nd used ADDIE model proposed by Romiszowski (1996). There were five procedures used namely Analyze, Design, Develop, Implement, and Evaluate. In collecting the data, some instruments were used to conduct this research. There were students’ questionnaire, syllabus analysis, teacher’s interview guide, expert judgment rubrics, and observation sheet. In the end of this research, there was a prototype product named digital storybook as digital media in form of video. The result of this research is digital storybook that is developed based on syllabus analysis and the students’ needs. It is developed based on four topics namely; food and beverages, public places, transportation, sports and hobbies. Based on the result of expert judgment rubrics, it is found that products are categorized as excellent media. Thus, this product is proper to use for learning English for sixth grade students.keyword : digital media, Storyjumper, young learners.
THE EFFECT OF SCRIPT BASED IMPROVISATION ON THE SPEAKING ACHIEVEMENT AT SMA NEGERI 2 BUSUNGBIU Setiawan, I Md.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 7, No 2 (2019): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (619.852 KB) | DOI: 10.23887/jpbi.v7i2.20398

Abstract

AbstractThis study was intended to investigate whether or not there was a significant effect in speaking achievement between the students who were taught by Script – Based Improvisation and the students who were taught by memorizing dialogue technique as conventional strategy. The population of this study was the students of grade eleventh in SMA N 2 Busungbiu and the samples were selected randomly by using Cluster Random Sampling technique. From the lottery, it was found that class XI IPA 1 was experimental group and XI IPA 2 was the control group. The hypothesis used in this study was alternative hypothesis which stated there was significant difference between two groups of students taught through Script–Based Improvisation and Memorizing technique. Post – Test Only Control Group Design was applied as the research design. After six times of treatments, the posttest was administered to find out the impact of the treatment. From the data that were analyzed descriptively and inferentially, it was obtained that the mean score for Experimental group was 79.50 and the mean score for Control group was 75.46, while the value of to (t observed) was 3.064 and exceeded the tcv (t critical value) which was 1.96 (significance level 5 %). It indicated there was significant difference of speaking achievement between both Experimental and Control group that were treated differently.The key terms: Speaking, Speaking Achievement, Script – Based Improvisations
Affixation System in Penglipuran Dialect: A Descriptive Study of Derivational and Inflectional Processes Wikajaya, I Wayan; Budasi, I Gede; Suarnajaya, I Wayan
Jurnal Pendidikan Bahasa Inggris undiksha Vol 6, No 2 (2018): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (694.079 KB) | DOI: 10.23887/jpbi.v6i2.20588

Abstract

AbstractThis study aimed at describing the prefixes and suffixes in Penglipuran Dialect which belong to derivation and inflection. This research was a descriptive qualitative research. The data were collected using three techniques, namely observation, recording technique, and interview (listening and noting) technique. Three informants sample from Penglipuran were chosen based on criteria. The criteria of the informants are: they are smart, they have communicative competence, they have enough knowledge about the topic, they are the native speakers of the Penglipuran village, they are patient, they have high-attention, they have enough time to be interviewed, they are not having disturbances related to speech organs, they are a good listener, they are able to answer the questions, they are confident and they are proud of their language and culture.  The results of the study showed that there were six kinds of prefixes in Penglipuran Dialect such as prefix {mə-}, {m-}, {n-}, {ŋ-}, {ñ-}, and {ə-} and there were three kinds of suffixes in Penglipuran Dialect such as {-Λŋ}, {-In} and, {-ɔ}. Prefixes and suffixes in Penglipuran Dialect which belong to derivation were prefix {mə-} and {m-} and suffix {-Λŋ} and {-Ιn}. Prefixes and suffixes in Penglipuran Dialek which belong to inflection were prefix {n-}, {ŋ-}, {ñ-}, {m-}, and {ə-} and suffix {-ɔ}, {-Λŋ}, and {-In}. Key Words: affixation, Penglipuran Dialect, derivational and inflectional processes
AN ANALYSIS OF BALINESE SWEAR WORDS AMONG THE NORTHERN BALINESE TEENAGERS IN SERIRIT DISTRICT IN THEIR DAILY CONVERSATION ., Made Arsana; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., Dewa Putu Ramendra, 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.v4i2.9714

Abstract

Penelitian ini bertujuan untuk mendeskripsikan bahasa kasar yang digunakan oleh remaja di Kecamatan Seririt. Subjek dari penelitian ini adalah remaja di kecamatan Seririt yang melakukan percakapan berdasarkan dua domain yaitu, keluarga dan pertemanan. Penelitian ini adalah penelitian deskriptif yang memberikan gambaran tentang bahasa kasar yang digunaan oleh dua domain di Kecamatan Seririt. Data dikumpulkan melalui teknik observasi. Penelitian ini menggunakan observasi partisipasi dimana peneliti menjadi bagian dari penelitian. Hasil dari penelitian ini menunjukkan bahwa dua domain yaitu keluarga dan pertemanan tidak mempengaruhi bahasa kasar yang digunakan oleh remaja. Peneliti menemukan 16 bahasa kasar yang digunakan di Kecamatan Seririt. Bahasa kasar itu di kelompokkan menjadi kata-kata yang berhubungan dengan religi, kata-kata yang berhubungan dengan seks, kata-kata yang berhubungan dengan kotoran, kata-kata yang berhubungan dengan nama-nama binatang, kata-kata yang berhubungan dengan latar belakang pribadi, kata-kata yang berhubungan dengan penyakit mental dan kata-kata yang berhubungan dengan aktivitas seks. Kecamatan Seririt mempunyai kata pirata sebagai kata-kata yang berhubungan dengan religi, 4 kata-kata yang berhubungan dengan seks: naskleng/kleng, peletan, celak, teli, 2 kata-kata yang berhubungan dengan kotoran: sien teli, tai, 2 kata-kata yang berhubungan dengan nama-nama binatang: cicing, bojog, 2 kata-kata yang berhubungan dengan latar belakang pribadi: bencong, sundel, 2 kata-kata yang berhubungan dengan penyakit mental: lengeh, buduh, kata-kata yang berhubungan dengan aktivitas seks: ngangkuk/mekatuk. Kata Kunci : Penelitian deskriptif, bahasa kasar, remaja di kecamatan Seririt. The study aimed at describing the swear words that were used by the teenagers in Seririt district. The subjects of the study were teenagers in Seririt district who conversing in two domains namely family and friendship. This study is descriptive study which gives description of the swear words that were used by two domains in Seririt district. Data were collected through observation technique. This study used participate observation where the researcher was being part of the study. Results of the study showed that two domains did not influence the way teenagers used the swear words. The researcher obtained 16 swear words that were used by teenagers in Seririt district. Those swear words were comprised into words related to religious, words related to sex, words from excrement, words from name of animal, words related to personal background, words from mental illness, words related to sex activities. Seririt district has pirata as words related to religious, 4 words related to sex: naskleng/kleng, peletan, celak, teli, 2 words from excrement: sien teli, tai, 2 words from name of animal: cicing, bojog, 2 words related to personal background: bencong, sundel, 2 words from mental illness: lengeh, buduh, words related to sex activities: ngangkuk/mekatuk.keyword : Descriptive study, swear words, teenagers in Seririt district.
Lexical Comparison Between Gelgel Dialect and Tampekan Dialect: A Descriptive Qualitative Study ., Luh Widiyaswary; ., Dr. I Gede Budasi, M.Ed.; ., Dr. Dewa Putu Ramendra, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (299.782 KB) | DOI: 10.23887/jpbi.v5i2.15057

Abstract

Penelitian ini bertujuan untuk mendeskripsikan perbandingan antara dialek gelgel dan dialek tampekan. Penelitian ini adalah deskripsi kualitatif. Pada penelitian ini, satu orang ditentukan sebagai informan utama dan 2 lain nya sebagai informan pembantu. Data yang diperoleh dikumpulkan melalui 4 teknik, antara lain: peneliti, observasi, rekaman, dan daftar kata. Terdapat 200 kata pada daftar kata swadesh dan 462 kata pada daftar kata nothofer yang diperoleh sebagai data pada penelitian ini. Hasil dari analisis data menunjukkan bahwa terdapat 98 kata yang mirip, 303 kata yang sama, dan 136 kata yang berbeda antara dialek gelgel dan dialek tampekan. Tipe-tipe perubahan leksikal yang muncul dari dialek gelgel ke dialek tampekan dapat dikategorikan sebagai berikut: 23 kata termasuk kedalam lexical borrowing (19 kata termasuk kedalam imfortation dan 4 kata termasuk kedalam loan blend), 8 kata termasuk kedalam lost word, 6 kata termasuk kedalam blend, dab 5 kata termasuk kedalam compression.Kata Kunci : Kata Kunci: Dialek, Perbedaan Leksikal, Persamaan Leksikal. This study aimed at describing the lexical comparison between Gelgel and Tampekan Dialect. This research was a descriptive qualitative research. There were three informants selected in each dialect. In this case, one sample was determined as the main informant and the other two were determined as secondary informants. The obtained data were collected based on four techniques, namely: the researcher, observation, recording, and wordlist. There were 200 words in Swadesh wordlist and 462 words in Nothofer wordlist that were obtained as the data in this study. The results of the data analysis showed that there were 98 words which were similar, 303 words which were the same, and 136 words which were the different between Gelgel and Tampekan dialect. The types of lexical changes which occur from Gelgel to Tampekan dialect can be categorized as follow: 23 words belong to lexical borrowing (19 words belong to importation and 4 words belong to loanblend), 8 words belong to lost word, 6 words belong to blend, and 5 words belong to compression.keyword : Key words: dialect, lexical differences, lexical similarities.
AN ANALYSIS OF ENGLISH TEXTBOOK USED FOR GRADE SEVEN OF SMP NEGERI 1 BANJAR USING NATIONAL EDUCATION STANDARD BOARD'S FRAMEWORK IN ACADEMIC YEAR 2016/2017 ., Ni Luh Putu Mahachintya Supraptyanti; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Luh Diah Surya Adnyani, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12234

Abstract

Penelitian analisis deskriptif ini bertujuan untuk 1) mendeskripsikan apakah buku teks “Bahasa Inggris When English Rings a Bell” memenuhi aspek kelayakan isi yang direkomendasikan oleh BSNP, 2) mendeskripsikan apakah buku teks “Bahasa Inggris When English Rings a Bell” memenuhi aspek kelayakan bahasa yang direkomendasikan oleh BSNP, 3) mendeskripsikan apakah buku teks “Bahasa Inggris When English Rings a Bell” memenuhi aspek kelayakan penyajian yang direkomendasikan oleh BSNP. Buku teks dipersiapkan oleh Kementerian Pendidikan dan Kebudayaan sebagai salah satu langkah implementasi Kurikulum 2013. Teori analisis yang digunakan dalam penelitian ini adalah teori direkomendasikan oleh BSNP. Teori ini terdiri dari analisis aspek kelayakan isi, aspek kelayakan bahasa, dan aspek kelayakan penyajian. Daftar cocok yang direkomendasikan oleh BSNP digunakan sebagai instrumen dalam penelitian ini. Hasil penelitiann menunjukkan bahwa 1) aspek kelayakan isi buku dikategorikan mempunyai kualitas yang tinggi. Akan tetapi, masih ada kekurangan dalam hal a) kelengkapan dari teks interpersonal yang berhubungan dengan kehidupan sehari-hari siswa dalam tiap unit buku, b) kelengkapan dari teks fungsional di setiap unit dalam buku, c) pemaparan, dan d) penyimpanan. 2) aspek kelayakan bahasa buku teks dikategorikan mempunyai kualitas yang rendah karena bahasa dan pesan yang terdapat dalam buku tidak relevan dengan siswa dalam hal level sosial emosional remaja mereka dan penjelasan yang terdapat dalam buku seharusnya jelas dan mudah dimengerti. 3) aspek kelayakan penyajian buku dikategorikan mempunyai kualitas yang tinggi. Akan tetapi, buku teks hanya memiliki kelemahan dalam hal a) penyajian materi dalam pembelajaran mandiri mereka b) pembukaan, dan c) daftar kata.Kata Kunci : Analisis buku teks, Aspek kelayakan bahasa, Aspek kelayakan isi, Aspek kelayakan penyajian, Teori Badan Standar Nasional Pendidikan This descriptive analysis study aimed at 1) describing whether the textbook entitled “Bahasa Inggris When English Rings a Bell” meets the content aspect suggested by National Education Standard Board, 2) describing whether the textbook entitled “Bahasa Inggris When English Rings a Bell” meets the the language aspect suggested by National Education Standard Board, 3) describing whether the textbook entitled “Bahasa Inggris When English Rings a Bell” meets the presentation aspect suggested by National Education Standard Board. The textbook prepared from Ministry of Education and Culture as one step implementation of Kurikulum 2013. The analysis framework used in this study was proposed by National Education Standard Board. The framework consists of the analysis of content aspect, language aspect, and presentation aspect of the textbook. Checklist purposed by National Education Standard Board were used as the instruments. The result of analysis showed that 1) the content aspect of the textbook were categorized as very high quality. However, there is still lacking in term of a) the completeness of interpersonal texts related to learners’ daily life in each unit of the textbook b) the completeness of functional texts in each unit of the textbook c) exposure, and d) retention. 2) the language aspect of the textbook were categorized as low quality because the language and message are not relevant to the students in terms of their teenagers’ socio-emotional state and the explanation which should be clear and easily-understood. 3) the presentation aspect of the textbook were categorized as high quality. However, the textbook only has weaknesses in terms of a) the presentation of material on their self-learning b) introduction, and c) glossary.keyword : Content aspect, Language aspect, National Education Standard Board’s framework, Presentation aspect, Textbook analysis
AN ANALYSIS OF CLASSROOM INTERACTION IN THE ENGLISH AS A FOREIGN LANGUAGE CLASSROOM AT EIGHTH GRADE OF SMP NEGERI 2 SINGARAJA ACADEMIC YEAR 2016/2017 ., I Dewa Ayu Junita Sari; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Ni Komang Arie Suwastini, S.Pd,M.Hum.
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.v4i2.8671

Abstract

Penelitian ini bertujuan untuk menganalisis kategori interaksi kelas yang muncul di kelas 8 SMP Negeri 2 Singaraja berdasarkan Foreign Language Interaction Analysis (FLINT) System, dan pengaruh dari interaksi kelas di antara guru dan murid terhadap pencapaian siswa. Subyek penelitian adalah seorang guru dan 37 siswa kelas VIII 14; 19 orang laki-laki dan 18 orang perempuan. Penelitian ini menggunakan pendekatan kualitatif yang dalam bentuk observasi tanpa partisipasi. Data yang terkumpul adalah ucapan yang dikatakan oleh guru dan siswa serta tingkah laku selama proses belajar-mengajar. Hasil dari penelitian menunjukkan bahwa : (1) kategori deals with feeling muncul 9 kali, kategori praises or encourages muncul 35 kali, kategori jokes muncul 5 kali, kategori uses idea of students muncul 10 kali, kategori repeats student response verbatim muncul 33 kali, kategori asks question muncul 81 kali, kategori gives information muncul 58 kali, kategori corrects without rejection muncul 16 kali, kategori gives direction muncul 12 kali, kategori criticizes student behavior muncul 3 kali, kategori criticizes student response muncul 10 kali, kategori student response-specific muncul 123 kali, kategori student response open-ended or student-initiated muncul 106 kali, kategori silence muncul 14 kali, kategori silence-audiovisual (AV) tidak muncul, kategori confusion work oriented muncul 10 kali, kategori confusion non work-oriented muncul 6 kali, kategori laughter muncul 8 kali, kategori uses the native language muncul 232 kali, dan kategori nonverbal muncul 15 kali; (2) interaksi cenderung bersifat dialogis; (3) dampak dari interaksi kelas terhadap pencapaian siswa adalah signifikan karena terdapat kenaikan dari pencapaian siswa yang terukur oleh guru.Kata Kunci : interaction, classroom interaction, Foreign Language Interaction Analysis (FLINT) System The study aimed at analyzing the classroom interaction category occurred at eight grade of SMP Negeri 2 Singaraja based on Foreign Language Interaction Analysis (FLINT) System, and the impact of classroom interaction between teacher and students towards students’ achievement. The subjects of the study were a teacher and 37 students of VIII 14 class; 19 were male and 18 were female. This study employed qualitative approach in the form of nonparticipant observation. The data gathered was the utterances produced by the teacher and the students as well as the behavior during teaching-learning process. The result of the study showed that: (1) deals with feeling occurred 9 times, praises or encourages occurred 35 times, jokes occurred 5 times, uses idea of students occurred 10 times, repeats student response verbatim occurred 33 times, asks question occurred 81 times, gives information occurred 58 times, corrects without rejection occurred 16 times, gives direction occurred 12 times, criticizes student behavior occurred 3 times, criticizes student response occurred 10 times, student response-specific occurred 123 times, student response open-ended or student-initiated occurred 106 times, silence occurred 14 times, silence-audiovisual (AV) did not occur, confusion work oriented occurred 10 times, confusion non work-oriented occurred 6 times, laughter occurred 8 times, uses the native language occurred 232 times, and nonverbal occurred 15 times; (2) the interaction tended to be dialogic; (3) the impact of classroom interaction towards students’ achievement was significant as there was an increase of students achievement measured by the teacher.keyword : interaction, classroom interaction, Foreign Language Interaction Analysis (FLINT) System
A Study of Morphological Processes of Balinese Dialect Spoken by Klumpu Villagers ., M. Mas Gustrini Dewi; ., Prof. Dr.I Nyoman Adi Jaya Putra, M.A.; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (255.945 KB) | DOI: 10.23887/jpbi.v5i2.13328

Abstract

Penelitian ini bertujuan untuk mendeskripsikan proses morfologi pada dialek bahasa Bali yang digunakan oleh masyarakat desa Klumpu (BDK) di Nusa Penida, kabupaten Klungkung, provinsi Bali. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek di penelitian ini adalah pembicara asli dari dialek bahasa Bali di desa Klumpu. Subjek tersebut dibagi menjadi tiga area, yaitu lingkungan keluarga, tetangga, dan pertemanan. Data dikumpulkan dengan melakukan observasi, wawancara, rekaman, dan elisitasi untuk mencapai kejenuhan data. Data yang sudah dikumpulkan kemudian dianalisis dengan menerapkan prosedur analisis data dari Miles dan Huberman (1994). Yang menjadi objek pada penelitian ini adalah proses morofologi itu sendiri yang mana terdiri dari infleksi, derivasi, afiksasi, pengulangan, kliping, blending, komponding, dan back formation. Hasil dari penelitian ini menunjukan bahwa terdapat empat jenis prefiks infleksi: {me-}, {nge-}, {ng-}, {ny-} dan empat jenis sufiks infleksi: {-e}, {-an}, {-in}. Terdapat dua jenis prefiks derivasi: {me-} dan {ny-} dan dua jenis sufiks derivasi: {-te} dan {-an}. Terdapat lima jenis prefiks afiksasi {a-}, {me-}, {pe-}, {ng-}, {ny-}, satu jenis infiks afiksasi {-h-}, dan empat jenis sufiks afiksasi {-an}, {-ang}, {-ne}, dan {-e}. Ditemukan dua jenis reduplikasi yaitu reduplikasi dengan dan tanpa afiks. Terdapat empat jenis kata yang mengalami proses kliping. Ditemukan tiga kelas kata yang mengalami proses blending. Ditemukan pula bahwa terdapat satu kelas kata yang mengalami proses komponding yaitu kelas kata benda. Tidak ditemukannya kata-kata yang mengalami proses back formation dalam BDK. Kata kunci: dialek Klumpu, proses morfologi, infleksi, derivasi, afiksasi, reduplikasi, kliping, blending, kompon, back formasi Kata Kunci : afiksasi, back formasi, blending, derivasi, dialek Klumpu, infleksi, kliping, komponding, proses morfologi, reduplikasi. This study aimed at describing morphological processes of Balinese dialect of Klumpu villagers (BDK) in Nusa Penida, Klungkung regency, Bali province. This research was a qualitative descriptive study. Subjects of this study was the native speakers of the BDK. The subjects were divided into three areas namely family, neighbor, and friendship area. The data were collected by conducting observation, interview, recording, and eliciting technique for saturation. The obtained data were analyzed by using the procedure of data analysis suggested by Miles and Huberman, (1994). The object of this study was morphological processes of BDK that consisted of inflection, derivation, affixation, repetition, clipping, blending, compounding and back formation. The results of this research show that there were four kinds of inflectional prefixes: {me-}, {nge-}, {ng-}, {ny-} and four kinds of inflectional suffixes: {-e}, {-an}, and {-in} in BDK. There were two kinds of derivational prefixes: {me-} and {ny-} and two kinds of derivational suffixes: {-te} and {-an}. There were five kinds of prefixes of affixation: {a-}, {me-}, {pe-}, {ng-}, and {ny-}. One kind of infix of affixation: {-h-} and there were four kinds of suffixes of affixation: {-an}, {-ang}, {-ne}, and {-e}. There were two kinds of reduplication namely reduplication with and without any affixes. There were four kinds of word classes that underwent clipping process. There were three word classes that underwent blending process. There was one word class that underwent compounding process namely nouns. There was no any back formation word found in BDK. keyword : affixation, back formation, blending, clipping, compounding, derivation, inflection, Klumpu dialect, morphological processes, reduplication
THE ANALYSIS OF GRAMMATICAL ERROR IN SPEAKING BY EIGHT GRADE STUDENTS OF SMP NEGERI 4 SINGARAJA ., I Putu Surya Anggana; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Ni Wayan Surya Mahayanti, S.Pd, M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.11459

Abstract

Tujuan dari penelitian ini adalah untuk menganalisis jenis kesalahan gramatikal dan untuk mengetahui jenis kesalahan tata bahasa yang sering dilakukan oleh siswa SMP dalam berbicara dala, bahasa Inggris. Desain penelitian ini adalah deskriptif kualitatif dengan siswa kelas VIII semester dua SMP Negeri 4 Singaraja sebagai populasi dipilih dengan menggunakan cluster random sampling dan terdiri dari 33 siswa, instrumen yang digunakan untuk mengumpulkan data adalah perekam Video. Hasil penelitian menunjukkan bahwa siswa melakukan kesalahan dalam omission, addition, misformation, dan misordering. Total kesalahan mencapai 61 kali. Frekuensi error tertinggi adalah omission dimana jumlah persentasenya mencapai 62,30%. Frekuensi error kedua adalah misordering dimana jumlah prosentase mencapai 18,4%. Frekuensi error ketiga adalah addition yaitu 14,75%. Frekuensi error yang terakhir adalah misformation yang memiliki angka rendah 4,91%.Kata Kata Kunci : Kesalahan tata bahasa, Berbicara, The purposes of this study are to analyze the types of grammatical errors and to know the types of grammatical error which are frequently made by the junior high school students in speaking English. This research design in this study was descriptive qualitative design with the eighth grade students in second semester of SMP Negeri 4 Singaraja as the population was chosen by using cluster random sampling and consist of 33 students, the instruments that were used to collect the data ware a video recorder. The result showed that students made error in omission, addition, misinformation, and misordering. The total of errors reaches 61 times. The highest frequency of error is omission which the number of percentage achieves 62.30%. The second frequency of error is misordering which the number of percentage achieves 18,4%. The third frequency of error is addition which is 14,75%. The last frequency of error is misformation which has low number 4,91%.keyword : Grammatical error, Speaking,
The Reinforcement Used By English Teacher In Eighth Grade Students Of SMP N 1 Kintamani ., NI WAYAN YULI ERAYANTI; ., Prof. Dr. Anak Agung Istri Ngr. Marhaeni; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18796

Abstract

Penelitian ini merupakan penelitian case study deskriptif yang bertujuan untuk mendeskripsikan (1) jenis penguatan yang digunakan oleh guru bahasa Inggris, (2) alasan guru menggunakan penguatan tersebut, dan (3) keefektifan penguatan guru pada siswa. Subjek penelitian adalah seorang guru bahasa Inggris dan siswa kelas delapan SMP N 1 Kintamani. Metode pengumpulan data adalah observasi dan dokumentasi serta wawancara. Data dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa guru bahasa Inggris siswa di kelas delapan SMP N 1 Kintamani lebih banyak menggunakan penguatan positif (79.39%) dan diikuti oleh penguatan negatif (20.61%) selama proses belajar mengajar. Penguatan positif yang diberikan oleh guru adalah tangible reinforcement (72.38%), social reinforcement (27.07%), dan privilege reinforcement (0.55 %). Penguatan negatif yang digunakan oleh guru menyebut nama siswa (46.81%), reminders, prompt and cues (21.28%), proximity (17.02%), gesture (10.64%) dan kontak mata (4.25%). Alasan guru menggunakan penguatan itu adalah karena penguatan itu bisa memotivasi siswa serta membuat siswa tetap memperhatikan pelajaran. Penguatan positif yang diberikan oleh guru efektif pada siswa karena dapat membuat siswa aktif di kelas. Sementara, untuk penguatan negatif, tidak semua dari mereka efektif.Kata Kunci : penguatan, sekolah menengah pertama This research was a descriptive case study study aimed at describing (1) kinds of reinforcement used by english teacher, (2) the reason of teacher using those reinforcements, and (3) the effectiveness of the teacher’s reinforcements on students. The subject of the study was an english teacher and the eighth grade students of SMP N 1 Kintamani. The method of data collection were observation and documentation as well as interview. The data were analyzed quantitatively and qualitatively. The result of the study showed that the english teacher in eighth grade students of SMP N 1 Kintamani mostly used positive reinforcement (79.39%) followed by negative reinforcement (20.61%) during the teaching and learning process. Positive reinforcement given by the teacher were tangible reinforcement (72.38%), social reinforcement (27.07%), and privilege reinforcement (0.55 %). Negative reinforcement used by the teacher were mention students’ name (46.81%), reminders, prompt and cues (21.28%), proximity (17.02%), gesture (10.64%) and eye contact (4.25%). The reason of teacher using those reinforcement was because those reinforcement could motivate the students as well as keep them on track. Positive reinforcement given by the teacher was effective on students because it could make students active in the classroom. While, for the negative reinforcement, not all of them were effective.keyword : junior high school, reinforcement

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