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THE DIFFERENCES OF TIGAWASA DIALECT AND DENCARIK DIALECT VIEWED FROM PHONOLOGICAL AND LEXICAL VARIATION ., I Ketut Satria Adiguna; ., Dr. I Gede Budasi, M.Ed.; ., Nyoman Karina Wedhanti, 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.v5i2.12115

Abstrak Penelitian ini bertujuan untuk mencari perbedaan fonologis dan variasi leksikal pada dialek di desa Tigawasa dan dialek di desa Dencarik. Penelitiaan ini di disain secara deskriptif kualitatif. Penelitian ini menggunakan 3 informan di tiap-tiap desa. Dimana diantaranya, 3 informan di desa Tigawasa dan 3 informan di desa Dencarik. Semua informan dipilih sesuai dengan kriteria yang sudah ditentukan. Penelitian ini menggunakan 3 instrumen di dalam mengumpulkan data. 1. Peneliti, 2. Lis kata atau daftar kata dari Swadesh dan Nothofer, dan 3 .Perekam suara. Selain itu, penelitian ini juga menggunakan 4 teknik dalam mengumpulkan. 1. Observasi, 2. Merekam, 3. Mencatat, dan 4. Interview. Hasil dari penelitian ini menunjukan bahwa ada 6 indikasi variasi fonologis, yaitu syncope, apocope, prothesis, epenthesis, paragoge, dan haplology. Hasil selanjutnya adalah adanya 4 indikasi variasi leksikal, yaitu semasiological variation, onomasiological variation, formal variation and contextual variation. Kata Kunci : dialek, variasi fonologi, variasi leksikal Abstract This study aimed at exploring the differences of Tigawasa and Dencarik dialect viewed from phonological and lexical variation. This research was a descriptive qualitative research. In this research, there were 3 informant samples from Tigawasa village and 3 informant samples from Dencarik village. All of the informants were chosen based on a set of criteria. The obtained data were collected based on three instruments, namely: researcher, word lists (swadesh and nothofer) and recorder. This study also used four techniques namely: observation, recording, note-taking, and interview. The results of the study show that, 1) there were 6 indications of phonological variarion, such as; syncope, apocope, prothesis, epenthesis, paragoge and haplology, 2) there were 4 indications of lexical variation, such as; semasiological variation, onomasiological variation, formal variation and contextual variation. keyword : dialect, phonological variation, lexical variation.

IMPROVING THE EIGHTH GRADE STUDENTSâ€™ WRITING COMPETENCY THROUGH PERSONAL PHOTOGRAPH TECHNIQUE AT SMPN 3 SINGARAJA ACADEMIC YEAR 2014/2015 Darma, I Gede Susila; Tantra, Dw. Kmg.; Padmadewi, Ni Nym.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 6, No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Abstract This for achievements in each indicator of writing competency of the eighth grade students in SMP N 3 Singaraja after applying the personal photograph technique in academic year 2014/2015. To know the achievements in each indicator of writing competencies of the eighth grade students in SMP N 3 Singaraja after applying the personal photograph technique in academic year 2014/2015. There are 30 students in 15 male and 15 female students in especially VIIIE in SMP N 3 Singaraja. The studies have had two cycles where each cycle consists of planning, action, observation and reflection. There are two types of data to analyze the data that was both qualitative and quantitative data. In preliminary observation based on general text: 22 (73.3%), in text type?s descriptive text 26 (86.7%), recount text 24(80%) had problem. For this in indicator descriptive text such as: authenticity 22(73%), title suitability 12(40%), text structure 19 (63%), diction 13(43%), grammar 22(73%), neatness 18(60%), writing competency 21(70%).Recount text such as: authenticity: 17(57%),title suitability 18(60%),text structure 18(60%),diction 14(47%), grammar 18(60%), neatness 18(60%), writing competency 20(67%). In cycle I based on general text: 12 (40%), in text type such as: descriptive text 18(60%), recount text 13(43%) and in each indictor for descriptive text such as: authenticity 1(3%), title suitability 3(10%), text structure 2(7%), diction 6 (20%), grammar 5(17%), neatness 1(3%), writing competency 5(17%). Recount test such as: 9(3%), 9(3%), 10(3.3%), 9(3%), 10(3.3%), 4 (13%). For the cycle II based on general text: 9(30%), in text type such as: descriptive text 9(30%) and recount text 3(10%). In each indicator of writing skill such as: authenticity 2(7%), title suitability 3(10%), text structure 1(3%), diction 4(13%), grammar 2(7%), neatness 3(10%), writing competency 1(3%). Recount text such as: 2(7%), 3(10%), 1(3%), 3(10%), 1(3%), 4(13%), 5(17%).Learning from an impressive improvement of the technique in writing at SMPN 3 Singaraja, teachers are suggested to make use of contextual and real life media.Key words: Personal Photograph Technique, writing competency

Developing Practical Bilingual Vocabulary Building Material for the Local Guides in Sambangan Village Tourism Object ., I Gst Ayu Lisna Listiari; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dra. Luh Putu Artini, 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.v4i2.8631

Penelitian dan pengembangan ini bertujuan untuk (1) mengidentifikasi fungsi bahasa yang digunakan dalam mengembangkan materi kosa kata dwi bahasa yang praktis untuk pemandu wisata lokal di objek wisata desa Sambangan (2) menjelaskan bentuk yang digunakan dalam mengembangkan materi kosa kata dwi bahasa yang praktis untuk pemandu wisata lokal di objek wisata desa Sambangan, (3) mengukur kualitas dari materi yang dikembangkan. Penelitian ini terdiri dari enam fase: (a) mengidentifikasi potensi dan masalah, (b) mengumpulkan data, (c) mendesain produk, (d) validasi desain, (e) uji coba produk, dan (f) revisi produk. Instrumen yang digunakan dalam penelitian ini adalah checklist, penilaian ahli, dan angket. Data yang diperoleh dianalisis secara kualitatif dan kuantitatif. Hasil dari penelitian ini adalah materi kosa kata dwi bahasa yang praktis. Isi materi dikembangkan berdasarkan analisis kebutuhan dari pemandu wisata lokal di objek wisata desa Sambangan. Materi kosa kata dwi bahasa yang praktis didesain dalam bentuk buku yang dianalisis dengan menggunakan penilaian ahli dan angket. Hasil keseluruhan nilai tengah dari penilaian ahli adalah 4.67. Hasil keseluruhan nilai tengah dari angket adalah 4.95. Berdasarkan hasil penilaian ahli dan angket, kualitas produk ini dapat dikategorikan sangat bagus.Kata Kunci : dwi bahasa, pembentuk kosa kata yang praktis, pemandu wisata lokal This research and development study aimed at (1) identifying the language functions which are needed in developing practical bilingual vocabulary building material for the local guides in Sambangan village tourism object, (2) describing the prototype of developing practical bilingual vocabulary building material for the local guides in Sambangan Village tourism object, and (3) measuring the quality of the developed material. This research consisted of six phases: a) identifying potency and problem, b) collecting data, c) designing the product, d) validating design, e) administering product validity test, and f) revising product. The instruments of this research were checklist, expert judgment form, and questionnaire. The obtained data were analyzed qualitatively and quantitatively. The result of this research was a practical bilingual vocabulary building material. The content of the material was developed based on the need analysis of the local guides in Sambangan village tourism object. The practical bilingual vocabulary building material was designed in form of a book which was analyzed by using the expert judgment form and questionnaire. The total mean score of expert judgment form was 4.67. The total mean score of questionnaire was 4.95. Based on the result of expert judgment form and questionnaire, the quality of the product was excellent. keyword : bilingual material, local guides, practical vocabulary building

READING INTEREST AND THE STUDENTSâ€™ READING COMPETENCY IN THE JUNIOR SECONDARY SCHOOL ., Ketut Sintya; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Gede Mahendrayana, 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.v5i2.18800

Penelitian ini bertujuan untuk mengetahui minat membaca dan kompetensi membaca pada deskriptif teks serta hubungan antara dua variable yang dilakukan di SMP N 1 Kubutambahan. Terdapat dua kelas yang terlibat sebagai subjek penelitian ini yaitu siswa kelas VII C dan VII F. Penelitian ini dirancang dalam metodologi kuantitatif korelasional dengan menggunakan dua instrumen untuk mengukur minat membaca dan kompetensi membaca siswa pada teks bahasa inggris. Instrumen yang digunakan untuk mengumpulkan data tersebut terdiri dari angket minat membaca dan tes kompetensi membaca pada teks deskriptif. Data yang diperoleh dianalisis dengan menggunakan langkah-langkah deskriptif dan koefisien korelasi pearson?s product moment. Temuan penelitian ini mengungkapkan bahwa minat membaca dan kompetensi membaca siswa masing-masing dikategorikan baik dan tinggi. Temuan penelitian menyiratkan pentingnya mengembangkan minat membaca sebagai kegiatan belahjar sehari-hari dirumah dan disekolah, hal ini akan meningkatkan kompetensi membaca pada waktunya. Kata Kunci : Minat Membaca, Kompetensi Membaca, dan Koefisien Korelasi. The current research objectives were focused on the students? reading interest and reading competency on descriptive profiles as well as the relationships between the two variables in SMPN 1 Kubutambahan, while the sample of this study was the students of class VII C and VII F. This research was designed in a correlation quantitative methodology. Two instruments were administered to measure the students? reading interest and their reading competency on the written English texts. The two instruments consisted of reading interest questionnaire and reading competency test. 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 disclose that the students? reading interest and reading competency are categorized as good and high respectively. The research findings imply the importance of developing reading interest as a day-to-day learning activities at home and/or at school, which will enhance reading competency in due times.keyword : Reading Interest, Reading Competency, and Correlation Coefficient

A STUDY ON THE TEACHERâ€™S FEEDBACK IN THE CLASSROOM IN RELATION TO STUDENTSâ€™ MOTIVATION AND ACHIEVEMENT IN LEARNING ENGLISH LANGUAGE FOR VII GRADE AT SMP NEGERI 1 BANJAR ., Ni Wayan Wita Astiti S.; ., Drs.Gede Batan,MA; ., Putu Eka Dambayana S., S.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.v5i2.11300

Penelitian ini bermaksud untuk meneliti tingkatan umpan balik yang digunakan oleh guru di dalam kelas dalam mengajar bahasa Inggris dan meneliti hubungan antara umpan balik yang diberikan oleh guru dengan motivasi dan prestasi siswa. Penelitian ini menggunakan studi kasus deskriptif dan melibatkan seorang guru bahasa Inggris yang mengajar tujuh puluh empat siswa dari dua kelas. Pengumpulan data dilakukan dengan melakukan observasi, wawancara, dokumentasi, dan kuisioner. Berdasarkan temuan, guru menggunakan empat tingkatan umpan balik sesuai dengan teori dari Hattie&Timperley (2007); task level, process level, self-regulation level, dan self-level. Task level digunakan 10.76% di VII E dan 6.13% di VII F, process level digunakan 78.49% di VII E dan 65.31% di VII F, self-regulation level digunakan 7.69% di VII E dan 7.14% di VII F, dan self-level digunakan 3.06% di VII E dan 21.42% di VII F. Umpan balik dari guru berhubungan dengan motivasi dan prestasi siswa. Hal ini terbukti dari persentase motivasi dan prestasi siswa. 51.35% siswa memiliki motivasi yang tinggi, 48.65% siswa memiliki motivasi sedang, 63.5% siswa memiliki prestasi yang tinggi dan 36.5% siswa memiliki prestasi yang sedang. Kata Kunci : umpan balik, empat tingkatan umpan balik, motivasi, prestasi This study intends to investigate the level of feedback used by the teacher in the classroom in teaching English language and the relationship between the teacher?s feedback and students? motivation and their achievement. It utilized a descriptive case study and involved an English teacher who thought seventy-four students from two classes. The data were collected from an observation, an interview, a documentation, and a questionnaire. The findings showed that the teacher provided four levels of feedback as proposed by Hattie & Timperley (2007); task level, process level, self-regulation level, and self-level. Task level was used 10.76% in VII E and 6.13% in VII F, process level was used 78.49% in VII E and 65.31% in VII F, self-regulation level was used 7.69% in VII E and 7.14% in VII F, and self-level was used 3.06% in VII E and 21.42% in VII F. The teacher?s feedback had relationship with the students? motivation and achievement. It showed from the percentage of students? motivation and achievement. There were 51.35% students who had high motivation, 48.65% students who had moderate motivation, there were 63.5% students who had high achievement and 36.5% students who had moderate achievement.keyword : feedback, four levels of feedback, motivation, achievement

DEVELOPING CAMTASIA-BASED TEACHING MEDIA TO ENRICH KINDERGARTEN STUDENTSâ€™ VOCABULARY ., Putu Nita Handayani; ., Luh Diah Surya Adnyani, S.Pd., M.Pd.; ., Ni Putu Astiti Pratiwi, 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.v5i2.18862

Penelitian ini bertujuan untuk (1) menghasilkan media pembelajaran melalui aplikasi camtasia dalam bentuk video pembelajaran (2) menganalisis kelayakan produk guna memperkaya kosakata pelajar di Taman Kanak-Kanak. Subjek penelitian ini yakni para siswa dan guru di TK Lab. Undiksha, Singaraja. Jenis penelitian ini adalah penelitian desain dan pengembangan (DDR) dengan model ADDIE (Analysis, Design, Development, Implementation, and Evaluation), yang pengimplementasiannya terbatas pada tahap uji coba produk dan hanya menggunakan evaluasi formatif. Instrument yang digunakan pada penelitian ini yakni interview awal dan interview akhir, silabus analisis, rubrik validitas instrument, rubrik penilaian ahli, serta lembar observasi. Analisis data dilakukan dengan kualitatif serta kualitatif teknik. Media pembelajaran yang dikembangkan yakni enam topic atau tema pada semester dua. Hasil dari penilitian ini adalah media pengajaran berbasis camtasia dalam bentuk video pembelajaran. Kualitas produk dari evaluasi ahli menunjukan bahwa skor yang didapatkan dari ahli media yakni 38 yang dikategorikan sebagai ?excellent? kualitas media. Skor yang diperoleh dari ahli materi 1 terhadap produk yakni 39.8 yang dikategorikan sebagai kualitas media yang ?excellent?. Terlebihlagi, skor yang diperoleh dari ahli materi 2 yakni 38.3 yang juga dikategorikan sebagai media yang berkualitas ?excellent?. Dengan demikian, media pembelajaran berbasis camtasia layak digunakan sebagai media pembelajaran.Kata Kunci : camtasia, media pembelajaran, pelajar anak usia dini This research is intended to (1) produce a suitable teaching media through camtasia in the form of learning video (2) analyze the eligibility of the products to enrich the kindergarten students? vocabulary. The subject of this research were the students and the teachers in TK Lab. Undiksha, Singaraja. This Design and Development Research (DDR) used ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), which the implementation limited to the tryout of the product and used formative evaluation only. The instruments used in this study were preliminary interview and post interview, syllabus analysis, instruments validity rubrics, expert judgment rubrics and observation sheet. The data were analyzed both qualitatively and quantitatively. The learning media that developed were six topics/theme in the second semester. The result of this present research are camtasia-based teaching media in the form of learning video. The quality of the media form the experts? evaluation reveals that the average score from the media expert is 38 which categorize as an excellent media quality. Then the score from the material expert 1 is 39.8 that categorize as an excellent media quality. Moreover, the score from the material expert 2 is 38.3 which also categorize as an excellent media quality. Therefore, this research conclude that the camtasia-based teaching media in the form of learning videos is worthy to be used as teaching media for the young learners. keyword : camtasia, teaching media, young learners

THE STUDY OF TPR IMPLEMENTATION IN TEACHING LISTENING AND SPEAKING FOR ELEMENTARY SCHOOL AT SD LABORATORIUM UNDIKSHA SINGARAJA IN THE ACADEMIC YEAR 2013/2014 Prananti, A; Ratminingsih, M; Marjohan, A
Jurnal Pendidikan Bahasa Inggris undiksha Vol 7, No 2 (2019)
Publisher : Universitas Pendidikan Ganesha

AbstractThis study was a descriptive qualitative research, which aimed to find out the implementation of TPR method for teaching listening and speaking, the reasons why the teacher chose TPR method and what the problems were faced by the teacher in implementing TPR method for teaching listening and speaking. The subjects of the study were the English teacher and the 32 students Class 5A, SD Laboratorium Undiksha Singaraja. This study was in the form of case study. The data were collected by using four instruments, interview guide, observational checklist, recorders and test in order to prove the teacher?s statement about students? improvement. The data obtained were then analyzed descriptively. There were three main processes of data analysis: data reduction, data display and drawing conclusion/ verification. From the overall findings, it can be concluded that TPR method was implemented in accordance to the theory conceptualized by Larsen-Freeman (2000) and Richards & Rodgers (2001) and was combined with songs. Based on the teacher?s statement and test result, the reasons why TPR method was used because it made students enjoy the class, easy to understand the material and teacher considered TPR method was effective to improve students? ability in listening and speaking. However, there were few problems faced by the teacher in implementing TPR for teaching listening and speaking, namely: The students? characteristic affects their confidence in TPR activities, and TPR was not flexible to be implemented for all materials and students? levels. Keywords: TPR Method, Listening, Speaking

The Identification of Character Education Values on the Main Character of Zootopia ., Ni Luh Putu Dwi Payani; ., Dr. Ni Komang Arie Suwastini, S.Pd, M.Hu; ., I Wayan Swandana, S.S., M.Hum.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Penelitian ini bertujuan mengidentifikasi pendidikan karakter pada tokoh utama dalam film Zootopia. Analisis tekstual digunakan untuk menganalisis media sebagai teks untuk memahami dan membuat makna untuk mengetahui bagaimana media tersebut dapat digunakan untuk berkomunikasi dan mendidik di anak-anak dan siswa. Media yang digunakan dalam penelitian ini untuk mengembangkan pendidikan karakter adalah film berjudul Zootopia. Dari 18 nilai pendidikan karakter yang dinyatakan dalam keputusan dari Menteri Pendidikan Nasional (2010: i-ii), 17 nilai ditemukan pada karakterisasi Judy Hopps sebagai karakter utama film Zootopia, nilai-nilai tersebut dapat diklasifikasikan menjadi tiga kelompok. Pertama, nilai-nilai yang sudah dimiliki oleh Judy Hopps dan dia mengembangkannya dengan baik di film seperti kerja keras, disiplin, bertanggung jawab, kreatif, menghargai prestasi, demokratis, patriotik, rasa ingin tahu, jujur, pedulian sosial, gemar membaca dan mudah bergaul. Kedua, nilai-nilai yang sudah dimiliki oleh Judy Hopps tetapi dia tidak mengembangkannya dengan baik di film seperti mandiri dan damai. Ketiga, nilai-nilai yang belum dimiliki oleh Judy Hopps pada awal film tetapi ia menumbuhkan dan mengembangkan niliai-nilai toleran, simpati, peduli lingkungan, dan kooperatif. Tiga penelitian sebelumnya digunakan sebagai pertimbangan untuk mengidentifikasi nilai-nilai pendidikan karakter. Nilai-nilai yang teridentifikasi pada karakterisasi Judy Hopps berfokus pada softskill karena ia memunculkan dan mengembangkannya dari pengalaman, situasi, kondisi, dan kemauan. Dapat disimpulkan bahwa media tidak hanya digunakan untuk menghibur tetapi juga mendidik, oleh karena itu, semoga dosen, guru, calon guru, orang tua atau masyarakat dan pemerintah dapat memanfaatkan film ini sebagai media untuk anak-anak dan siswa dalam meningkatkan pendidikan karakter melalui pengalaman, situasi, kondisi dan kemauan sebagaimana tercermin pada karakterisasi Judy Hopps.Kata Kunci : pendidikan karakter, film, media, analisis tekstual This study aimed at identifying the character education on the main character of Zootopia. Textual analysis was used in order to analyze the media as a text to understand and make meaning of it in order to know how it can be used to communicate and educate among children and students. The media that was used in this research on developing character education was film entitled Zootopia. From 18 character education values that was stated in decision from Minister of National Education (2010: i-ii), 17 values are found on Judy Hoppsâ€™s characterization as the main character of Zootopia which those values can be classified into three types. Firstly, the values that already had by Judy Hopps and she developed it well on the film like persistent, committed, disciplined, responsible, creative, appreciative, democratic, patriotic, discoverable, honest, social care, bibliophile and sociable. Secondly, the values that already had by Judy Hopps but she does not develop it well on the film like autonomous and peaceful. Thirdly, the values that are not had yet in the initial film but she was raised and developed it on the middle until the end of film like tolerant, sympathy, environmental awareness, cooperative and inquisitive. Three previous researches were used as consideration on identifying the values of character education. The values that are identified on Judy Hoppsâ€™s characterization focus on the soft skill because she raises and develops it because of the experiences, situations, conditions and willingness. It could be concluded that media are not only used to entertain but also educate, hence, hopefully lecturer, teachers, future teacher, parents or society and government could utilize this film as media to children and students in raising character education education through experiences, situations, conditions and willingness as reflected on the Judy Hoppsâ€™s characterization. keyword : character education, film, media, textual analysis.

The Characterization of Elizabeth Bennet as a Post-feminist in Jane Austen's Pride and Prejudice ., Wahyu Dwi Cahya; ., Dr. Ni Komang Arie Suwastini, S.Pd, M.Hu; ., Ni Wayan Surya Mahayanti, 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.v5i2.12224

Dalam novel Pride and Prejudice karya Jane Austen, Elizabeth Bennet sering dikaitkan dengan feminisme karena konteks masa sang penulis ketika dia menulisnya adalah pada awal feminisme. Namun, masih dipertanyakan apakah hal itu masih relevan dengan konteks sekarang atau tidak. Penelitian ini bertujuan untuk menganalisis karakterisasi Elizabeth Bennet dalam novel Pride and Prejudice karya Jane Austen dengan menggunakan post-feminisme yang mana merupakan konteks dari pembacaannya saat ini. Secara umum, karakterisasi Elizabeth Bennet adalah sebagai seorang wanita kelas menengah, berpikiran cepat, jeli, rasional, berwawasan, ceria, penuh kepedulian, bijaksana, pemberani, ambisius, keras kepala, egois, suka menghakimi, vocal, mandiri, cantik, ketinggalan zaman, dan bugar. Lebih khusus lagi, penelitian ini mengungkapkan bahwa sifat-sifat seperti rasional, berwawasan, pemberani, ambisius, vocal, dan mandiri sesuai dengan karakteristik seorang post-feminis. Yang mana mendukung kemampuan Elizabeth Bennet dalam mengambil keputusan, mengambil tanggung jawab pribadi, memusatkan perhatian pada individu dan mengekspresikan dirinya. Dengan ciri-ciri ini, Elizabeth Bennet menantang nilai-nilai tradisional di masyarakatnya dan menjadi sebuah anomali pada masanya, karena sifatnya tidak sesuai dengan konsep wanita berprestasi di akhir abad ke-18. Karakterisasi Elizabeth Bennet ini menunjukkan bahwa dia dapat dikategorikan sebagai post-feminis. Dengan demikian, dapat disimpulkan bahwa karakterisasi Elizabeth Bennet sebagai feminis relevan dengan konteks post-feminis abad ke-21.Kata Kunci : Karakterisasi, feminisme, post-feminisme In Austenâ€™s Pride and Prejudice, Elizabeth Bennet is often connected with feminism because the context of Jane Austenâ€™s time when she wrote it was in early feminism. However, it is still questioned whether it is still relevant to the present context or not. This study aimed at analyzing the characterization of Elizabeth Bennet in Austenâ€™s Pride and Prejudice using post-feminism which is the context of its present reading. In general, Elizabeth Bennetâ€™s characterization as a woman are middle-class, quick-minded, observant, rational, insightful, cheerful, caring, wise, brave, ambitious, stubborn, selfish, judgmental, outspoken, independent, pretty, unfashionable, and fit. More specifically, the study revealed that the traits like rational, insightful, brave, ambitious, outspoken, and independent were appropriate with the characteristics of a post-feminist. Which empowered Elizabeth Bennet in making decision, taking personal responsibility, focusing on the individual and expressing herself. With these traits, Elizabeth Bennet challenged traditional values in her society and became an anomaly of her time, because her traits were not in line with the concept of accomplished women in the late 18th century. These characterizations of Elizabeth Bennet show that she can be categorized as a post-feminist. Thus, it can be concluded that Elizabeth Bennetâ€™s characterization as a feminist is relevant with the post-feminist context of the 21st century. keyword : characterization, feminism, post-feminism.

THE EFFECT OF THE IMPLEMENTATION OF DICTOGLOSS TECHNIQUE ON LISTENING COMPREHENSION OF THE 10th GRADE STUDENTS OF SMA NEGERI 1 SUKASADA IN ACADEMIC YEAR OF 2016/2017 ., I Kadek Agus Hendra Yasa Dinatha; ., 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.v4i2.9706

Penelitian ini bertujuan untuk menyelidiki apakah ada pengaruh yang signifikan pada penerapan teknik Dictogloss pada skor kemampuan mendengarkan siswa kelas sepuluh SMA Negeri 1 Sukasada. Desain penelitian yang digunakan adalah Post-test Only Control Group Design. Populasi penelitian ini adalah siswa kelas sepuluh SMA Negeri 1 Sukasada. Cluster Random Sampling diguanakan untuk memilih sampel penelitian. Sampel penelitian ini adalah 20 siswa pada kelas X3 untuk kelas eksperimen dan 21 siswa kelas X2 untuk kelas control. Kelompok eksperimen diajar dengan menggunakan teknik Dictogloss dan kelompok kontrol diajar dengan menggunakan teknik mengajar konvensional. Data dianalisis melalui uji t dengan menggunakan program SPSS. 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 81,40 sedangkan nilai rata-rata dari kelompok kontrol adalah 78,24. Hasil uji-t juga menunjukkan bahwa nilai tobs lebih tinggi dari tcv. Nilai tobs adalah 2,185 sedangkan nilai tcv adalah 2,023. Ini berarti bahwa terdapat pengaruh yang signifikan pada kemampuan mendengarkan siswa yang diajar dengan menggunakan teknik Dictogloss dibandingkan dengan yang diajar dengan menggunakan teknik mengajar konvensional.Kata Kunci : Teknik Dictogloss, pemahaman mendengarkan, penerapan teknik Dictogloss. This study aimed at investigating whether or not there was a significant effect of the implementation of Dictogloss technique upon listening comprehension of the tenth grade students of SMA Negeri 1 Sukasada. The research was an experimental one with Post-test Only Control Group Design. The population was the tenth grade students of SMA Negeri 1 Sukasada. Cluster Random Sampling was assigned to select the sample of the study. The samples were 20 students at grade X3 for experimental group and 21 at grade X2 for control group. The experimental group was taught by using Dictogloss technique and the control group was taught by using conventional teaching technique. The data was analyzed by using T-test through SPSS program. 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 81.40 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 was higher than the tcv. The value of the tobs was 2.185 while the value of the tcv was 2.023. It can be concluded that there was a significant effect on studentsâ€™ listening achievement that were taught by using Dictogloss technique than were taught by using conventional teaching technique.keyword : Dictogloss technique, listening comprehension, the implementation of Dictogloss technique.

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Location Kota denpasar, Bali INDONESIA

Abstract

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Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota denpasar,

Bali

INDONESIA