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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
 71   72   73   74   75 
AN ANALYSIS OF THE EXPRESSIVE ACTS USED BY THE EIGHTH GRADE STUDENTS OF SMPN 4 SINGARAJA ., Komang Hendra Gunawan; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Dra. Luh Putu Artini, MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 1 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i1.8187

Abstract

Penelitian ini menganalisis: 1) tindak tutur ekspresif yang digunakan oleh siswa kelas VIII SMPN 4 Singaraja kepada teman laki-laki/perempuan dan kepada guru dalam hal struktur sintaksis dan pilihan kata, 2) gaya bahasa yang digunakan oleh siswa kelas VIII SMPN 4 Singaraja dalam hal strategi kesopanan. Penelitian ini adalah penelitian kualitatif. Subjek dalam penelitian ini adalah siswa kelas VIII A2 dan VIII B3, yang terdiri dari 34 siswa perempuan dan 36 siswa laki-laki. Data dikumpulkan dengan menggunakan teknik elisitasi. Data yang diperoleh dianalisis secara deskriptif. Hasil penelitian ditunjukkan dalam urutan berikut ini: 1) tindak tutur ekspresif yang digunakan adalah a) meminta maaf, b) menyapa, c) memberi ucapan selamat, d) Berterimakasih, e) memuji, f) menyesal, 2) gaya bertutur yang digunakan yaitu a) kesopanan positif, b) tindak tutur langsungKata Kunci : kesopanan, pilihan kata, struktur sintaksis, tindak tutur ekspresif This research analyzed: 1) the expressive acts as they were used by the eighth grade students of SMPN 4 Singaraja among male-female friends and teacher in terms of syntactical structure and lexical choice, 2) the speech style applied by the eighth grade students of SMPN 4 Singaraja in terms of politeness strategy. The research design was qualitative. The subjects were the eighth grade students of A2 class and B3 class, consisting of 34 female and 36 male students. The data were collected through an elicitation technique. The obtained data were analyzed descriptively. The results were showed in the following order: 1) the expressive acts used are a) apologizing, b) greeting, c) congratulating, d) thanking, e) praising, f) regretting; 2) the speech style applied namely a) positive politeness, b) bald on record.keyword : Expressive acts, lexical choice, politeness, syntactical structure
THE EFFECT OF LEXICAL COLLOCATION UPON STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT SMAN 4 SINGARAJA IN THE ACADEMIC YEARS 2013/2014 Venikagitayani, N. P. V.; Ratminingsih, M.; Suputra, P. E. D.
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 (654.09 KB) | DOI: 10.23887/jpbi.v7i2.20394

Abstract

AbstractThis experimental research aimed at investigating the effect of Lexical Collocation on students’ reading comprehension achievement. To conduct the research, 72 students were selected as the samples. They were the tenth grade students of science major at SMAN 4 Singaraja. The group of students were given the lottery, and the result showed that the X MIPA 2 was experimental group and X MIPA 3 was the control group. The design used in this research was Post Test Only Control Group Design. The experimental group was given collocation as treatment and the control group was taught by using a conventional teaching method. At the end, both experimental and control groups were given the post test. The post test was a reading comprehension test, consisting of 20 multiple choices. The data obtained by the post test were analysed by using Descriptive and Inferential Statistic Analyses. This study used alternative hyphothesis. The result of t test in which tobserved was  higher than tcritical value 2.03 was 5.14. Based on the result, the null hyphothesis was rejected and the alternative hyphothesis was accepted. The rejected null hyphothesis means that there is significant difference on reading comprehension between the students who were taught by using collocation and who were not.Key words:Lexical Collocation, Conventional teaching reading, Reading comprehension.  
THE IMPLEMENTATION OF VARIOUS GROUPING STRATEGIES IN ENGLISH CLASSES IN JUNIOR HIGH SCHOOLS IN SINGARAJA: A DESCRIPTIVE STUDY ., I Wayan Purnawirawan; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Dr.Sudirman, M.L.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 | DOI: 10.23887/jpbi.v5i2.11097

Abstract

Penelitian ini bertujuan untuk mendeskripsikan bagaimana strategi pengelompokan direncanakan oleh guru bahasa Inggris, bagaimana strategi tersebut diterapkan dan bagaimana persepsi siswa terhadap penerapan strategi pengelompokan di kelas bahasa Inggris. Rancangan penelitian ini adalah desain deskriptif kualitatif. Data dikumpulkan dengan menggunakan lima instrumen, antara lain observasi kelas, pedoman wawancara, dokumentasi, kuesioner dan daftar strategi pengelompokan. Subjek penelitian ini adalah tiga guru bahasa Inggris dan 99 siswa dari tiga SMP negeri yang berbeda di Bali Utara. Sekolah dipilih melalui random sampling. Hasilnya menunjukkan bahwa guru bahasa Inggris merencanakan strategi pengelompokan di kelas bahasa Inggris. Terdapat dua belas rencana pelajaran yang digunakan oleh guru di berbagai sekolah menengah pertama di Singaraja pada delapan belas kali pertemuan. Pada rencana pelajaran, guru merencanakan strategi STAD, di mana siswa dibagi menjadi kelompok yang terdiri dari empat sampai lima siswa. Kemudian, kelompok ditugaskan untuk mendiskusikan materi yang diberikan oleh guru. Berdasarkan delapan belas observasi kelas, para guru menerapkan teknik STAD, Jigsaw, Think-Pair-Share dan Team Games Tournament. Berdasarkan hasil kuesioner, ditemukan bahwa siswa memiliki persepsi positif tentang penerapan strategi pengelompokan di sekolah menengah pertama di Singaraja.Kata Kunci : Rencana Guru, Strategi Pengelompokan, Persepsi Siswa This study aimed at describing how grouping strategies were planned by English teachers, how those strategies were implemented and how students perceived the implementation of grouping strategies in English classes. The design of this study was a descriptive qualitative one. The data were collected by using five instruments, those are, classroom observation, interview guide, documentations, questionnaire and grouping strategies checklist. The subjects of this study were the three English teachers and 99 students from three different public junior high schools in North Bali. The schools were decided through random sampling. The result showed that English teachers planned grouping strategies in English classes. There were twelve lesson plans used by teachers in different junior high schools in Singaraja on eighteen times of meetings. On lesson plans, the teacher planned STAD strategy, in which students were divided into groups of four to five students. Then, the groups were assigned to discuss material given that was by the teacher. Based on eighteen classroom observations, the teachers implemented STAD, Jigsaw, Think-Pair-Share and Team Games Tournament technique. Based on the result of questionnaire, it was found that students had positive perception about the implementation of grouping strategies in junior high schools in Singaraja.keyword : Teachers’ Plans, Grouping Strategies, Students’ Perception
AN ANALYSIS OF CLASSROOM CHARACTER EDUCATION IN ENGLISH LESSONS BASED ON THE 2013 CURRICULUM Ratih, I. A. M.; Marhaeni, A. A. I. N.; Hadisaputra, I. N. P.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 7, No 1 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v7i1.20592

Abstract

The study attempted to analyze the implementation of character education in the English lessons at SMP Negeri 1 Banjar. The subjects of the research were the eighth grade students and the English teacher. The researcher analyzed the lesson plans and the implementation to investigate how character education was inserted in the teaching of the four basic skills in English which has been integrated in the process of teaching and learning in 2013 curriculum. The instruments in this study consisted of interview guide, recorder, lesson plan analysis checklist, and observation checklist. Result of the analysis indicates that the teacher inserts the character values in indicators, learning materials, learning steps, and assessment instrument in lesson plans. In teaching and learning activities, character values are also implemented. However, the character values which are inserted in learning activities are different from one with another. It depends on the topic and indicators that will be achieved. In the evaluation, the strategies which were used by the teacher were in the form of advice and scoring rubric to assess character education in the process of teaching and learning.  Keywords: Character education, English lessons
AN ANALYSIS OF QUESTIONING MODIFICATIONS EMPLOYED BY TEACHER IN EFL CLASSES OF GRADE 11 OF SMA NEGERI 2 BANJAR ., I PT AGUS KUSUMA W; ., 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)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.15092

Abstract

This present study aimed at analyzing the frequency of teacher asking questions in EFL classes of grade 11 of SMAN 2 Banjar, describing the types of questioning modifications employed by the teacher, and finding out the reasons for the teacher to modify the questions. The present study was a descriptive-qualitative study with an English teacher as the subject. In collecting data, four kinds of instrument were used, namely, the researcher, video recorder, audio recorder, and observation sheets. The video recorder and observation sheets were used to get data in form of questions and questions modification employed by the teacher. In addition, the audio recorder was used to get data in form of reasons for teacher to modify the questions. The result of this study revealed that the English teacher employed three types of question with difference frequencies of occurrence. They were procedural question (49%), convergent questions (31%), and divergent questions (20%). It was also revealed that the teacher employed seven types of question modification, namely, repeating or rephrasing (27.0%), narrowing by means of clues (11.0%), rephrasing with alternative or “or-choice” (2.5%), wait-time (13.5%), translating the questions into L1 (43.0%), translating the question into English (1.0%), and code mixing (2.0%). In addition, the reason for the teacher to modify the questions was dominantly to help the students understand the question.keyword : English language teaching, questions, question modification
The Phonological System of Balinese Language of Taro Dialect: A Descriptive Qualitative Study ., I Putu Adhi Wirayasa; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8666

Abstract

Penelitian ini dirancang dalam bentuk kualitatif deskriptif yang memiliki karakteristik sinkronis. Penelitian ini bertujuan untuk mendeskripsikan jumlah fonem yang ada di Dialek Taro dan distribusinya. Penelitian ini difokuskan hanya pada fonem segmental pada Taro Dialek. Tiga informan dari Taro Dialek dipilih berdasarkan standar persyaratan dan kriteria yang telah ditentukan. Data dikumpulkan menggunakan tiga daftar kata yaitu: daftar kata Swadesh, Nothofer, dan Holle. Data dianalisis dan ditampilkan secara deskriptif. Hasil dari penelitian ini menunjukkan bahwa Taro Dialek memiliki 44 fonem dan tidak semua fonem memiliki distribusi yang lengkap (posisi awal, tengah, dan akhir). Fonem yang ditemukan dapat diklasifikasikan menjadi: enam vokal; /ʌ/, /i/, /u/, /ɛ/, /ɔ/, dan /ə/, sembilan belas konsonan; /b/, /c/, /d/, /g/, /h/, /j/, /ʔ/, /k/, / l/, /m/, /n/, /p/, /r/, /s/, /t/, /w/, /y /, /ŋ/, dan /ñ/, tujuh konsonan kluster; /kl/, /bl/, /ml/, /kr/, /pr/, /ŋr/, dan /tr/,, tujuh diftong; /ʌu:/, /ʌɛ/, /ɪʌ/, /ʌɪ/, /ɪu:/, /ʊə/, and /ʊʌ/ dan, 5 geminates; /ʌʌ/, /ɪɪ/, /ʊʊ/, /ɒɒ/, and /əə/.Kata Kunci : kualitatif, sinkronis, fonologi, fonem segmental, fonem This study was designed in form of descriptive qualitative study which has synchronic characteristics. This study aimed at describing the number of phonemes exist in of Taro Dialect and its distribution. This study focused only on the segmental phonemes in Taro Dialect. Three informants of Taro Dialect were chosen based on the requirement standard and criteria. The data were collected based on three word lists, namely: Swadesh, Nothofer, and Holle word list and the obtained data were analyzed and displayed descriptively. As the result of this study, it shows that Taro Dialect has 44 phonemes and not all of those phonemes have complete distribution (initial, middle, final position). The phonemes could be classified into: six vowels; /ʌ/, /i/, /u/, /ɛ/, /ɔ/, and /ə/, nineteen consonants; /b/, /c/, /d/, /g/, /h/, /j/, /ʔ/, /k/, / l/, /m/, /n/, /p/, /r/, /s/, /t/, /w/, /y /, /ŋ/, and /ñ/, seven consonant clusters; /kl/, /bl/, /ml/, /kr/, /pr/, /ŋr/, and /tr/, seven diphthongs; /ʌu:/, /ʌɛ/, /ɪʌ/, /ʌɪ/, /ɪu:/, /ʊə/, and /ʊʌ/ and, 5 geminates; /ʌʌ/, /ɪɪ/, /ʊʊ/, /ɒɒ/, and /əə/.keyword : qualitative, synchronic, phonology, segmental phoneme, phoneme.
AN ANALYSIS OF LEARNING ACTIVITIES IN WRITING CLASSES BASED ON THE CURRICULUM 2013 AT SMPN 4 SINGARAJA ., Komang Juni Artini; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., 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.v5i2.13293

Abstract

Penelitian ini bertujuan untuk mendeskripsikan perencanaan kegiatan-kegiatan pembelajaran dalam belajar menulis berdasarkan kurikulum 2013 dalam perencanaan pembelajaran guru dan pengimplementasian kegiatan pembelajaran oleh para guru bahasa inggris dalam pembelajaran bahasa inggris. Penelitian ini adalah penelitian deskriptif kualitatif. Pengumpulan data dilakukan melalui analisa dokumen, wawancara, dan pengamatan. Data analisis berdasarkan topic, prosedur inti, prosedur khusus dan komen. Subjek penelitian ini adalah para guru bahasa inggris di kelas delapan dan objek penelitian ini adalah kegiatan pembelajaran yang di rencakanakan dalam prencanaan kgitaian guru dan penerapan kegiatan pembelajaran dikelas. Hasil dari penelitian menunjukkan (1) kegiatankegiatan pembelajaran yang direncanakan tidak semua di implementasikan di dalam kelas. (2) kedua guru masih kesulitan dalam merencanakan kegiatan pembelajaran di karenakan karena kurangnya interaktif dan semangat siswa.Kata Kunci : kurikulum 2013, kegiatan pembelajaran, pendekatan scientific. The objectives of this study were describing the planning of learning activities in teaching writing based on the Curriculum 2013 in learning activities in the teachers’ lesson plans and the implementation of learning activities based on the Curriculum 2013 and This study was descriptive qualitative. The data were collected through doing document, interview, and observation. The data were analyzed based on topic, main procedures, specific procedures, and comment. The subject was the eighth grade English teachers and the objects of this study were learning activities contained in the lesson plans, and its implementation in the classroom. The result of this study shows (1) the learning activities planned were not fully implemented in the classroom, especially in questioning due to reason: time and classroom situation, and (2) both of teachers were still difficult in designing the learning activities in the lesson plans due to reason: were not interactive and motivating in the learning process.keyword : the Curriculum 2013, learning activities, scientific Approach.
AN ANALYSIS OF CLASSROOM INTERACTION USING FOREIGN LANGUAGE INTERACTION ANALYSIS SYSTEM AT LITTLE SUNSHINE LEARNING CENTER ., Putu Anastasia Mayrika; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., 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.v5i2.11444

Abstract

Penelitian ini bertujuan untuk mengetahui kategori interaksi kelas yang terjadi di Little Sunshine Learning Center berdasarkan sistem Foreign Language Interaction Analysis (FLINT), dan juga kategori ujaran guru dan siswa yang paling sering dan jarang terjadi. Subjek penelitian yaitu 3 orang guru dan 14 orang siswa. Penelitian ini menggunakan desain penelitian observasi studi kasus. Hasil penelitian menunjukkan bahwa: (1) hubungan antara perasaan terjadi sebesar 4.3%, memuji atau mendorong terjadi 6.1%, lelucon terjadi 0.4%, menggunakan pendapat siswa terjadi 1%, mengulang respon siswa harafiah terjadi 4%, presentase memberi pertanyaan terjadi 10.3%, presentase memberikan informasi 3.5%, presentase membenarkan tanpa penolakan 1.4%, presentase memberikan arahan terjadi 29.2%, presentase mengkritisi prilaku siswa 1.8%, presentase mengkritisi respon siswa 2.1%, respon siswa-spesifik 10.3%, respon siswa terbuka-tertutup atau inisiasi-siswa 15.4%, keheningan terjadi 0.6%, presentase keheningan-audiovisual (AV) 0.1%, kekacauan berorientasi-kerja yaitu 0.5%, kekacauan tidak berorientasi-kerja 0.4%, gelak tawa yaitu 2.5%, menggunakan bahasa asli yaitu 4.1%, dan presentase non-verbal yaitu 2.5%, (2) kategori ujaran guru yang paling sering terjadi yaitu memberikan arahan, seperti mengarahkan siswa untuk membuat lingkaran dan mengarahkan siswa saat bermain dan saat membuat kerajinan. Sedangkan kategori ujaran siswa yang menjadi kategori yang paling sering terjadi yaitu respon siswa terbuka-tertutup atau inisiasi-siswa; kategori ujaran guru yang paling jarang terjadi yaitu lelucon, sedangkan kategori ujaran siswa yang paling jarang ditemukan yaitu keheningan-audiovisual (AV). Keheningan-audiovisual merupakan keheningan yang terjadi saat guru menyiapkan perangkat audiovisual.Kata Kunci : interaksi, interaksi kelas, sistem Foreign Language Interaction Analysis (FLINT), pelajar anak-anak This study aims at finding the classroom interaction categories occurred in Little Sunshine Learning Center based on Foreign Language Interaction Analysis (FLINT) System and also teacher and student talk category which most and least frequently occurred in the learning center. The subjects of the study were 3 teachers and 14 students. This study employed observational case study research design. The result presented that: (1) the percentage of deals with feelings occurred 4.3%, praises or encourages was 6.1%, jokes was 0.4%, uses ideas of students was 1%, repeats student response verbatim occurred 4%, asks questions occurred 10.3%, gives information was 3.5%, corrects without rejection was 1.4%, gives directions was 29.2%, criticizes student behavior was 1.8%, criticizes student response was 2.1%, the percentage of student response-specific was 10.3%, student response open-ended or student-initiated occurred 10.3%, the percentage of silence was 0.6%, silence-audiovisual (AV) was 0.1%, confusion work-oriented was 0.5%, confusion non-work oriented was 0.4%, laughter was 2.5%, the percentage of using the native language was 4.1%, and nonverbal was 2.5%, (2) the teacher talk category that mostly occurred was giving direction like asking the students to make a circle and directing the students in doing the games and craft. Meanwhile the student talk category that became the most frequently occurred was student response, open ended or student initiated; the teacher talk category which least occurred was jokes, while the student talk category which least found was silence-audiovisual (AV) which is the pause or silence that occurred when the teacher prepared the audiovisual media.keyword : interaction, classroom interaction, Foreign Language Interaction Analysis (FLINT) System, young learners
EFL LEARNING ACTIVITIES BASED ON THE 2013 CURRICULUM AT THE SENIOR VOCATIONAL SCHOOL ., Ni Nyoman Pradnyani Prawira; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Putu Eka Dambayana S., 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.v5i2.18783

Abstract

Tujuan penelitian adalah 1) untuk mengevaluasi perencanaan kegiatan belajar oleh guru, 2) untuk mengevaluasi pelaksanaan kegiatan belajar oleh guru, dan 3) kendala dalam perencanaan dan implementasi pembelajaran di SMK Negeri 1 Sawan. Digunakan tiga instrument untuk mengumpulkan data, yaitu 1) rencana pelajaran yang disiapkan oleh guru, 2) daftar observasi yang digunakan untuk menilai kemampuan guru dalam melaksanakan kekegiatan pembelajaran 3). wawancara mendalam untuk mengidentifikasi kendala dalam perencanaan serta pelaksanaanya didalam kelas. Hasil menunjukkan bahwa guru mampu merancang dan melaksanakan rencana berdasarkan rencana kegiatan pembelajaran berdasarkan Kurikulum 2013. Namun terdapat kendala yang dihadapi oleh guru. Kendala perencanaan ditemukan pada 1) menyatakan kompetensi dasar, 2) menyatakan tujuan pembelajaran dan 3) menyesuaikan kegiatan pemebelajaran sesuai dengan karakteristik peserta didik. Kesulitan yang ditemukan dalam melaksanakan rencana pelajaran tersebut, terutama dalam 1) melaksanakan kegiatan pembelajaran disesuaikan dengan konteks pembelajaran, perbedaan siswa, tujuan belajar, dan pengetahuan siswa sebelumnya, dan 2) melaksakan apersepsi pembelajaran dan menjelaskan tujuan pembelajaran kepada siswa 3) ketidakmampuan menggunakan media untuk membuat pesan informatif 4) ketidakmampuan untuk menjaga antusiasme siswa. Guru EFL disarankan untuk mempelajari pedoman Kurikulum 2013 dan bekerja kolaboratif dengan guru EFL lainnya.Kata Kunci : perencanaan, pengimplementasian, kendala The research aimed at 1) evaluating the teachers’ learning activities planning, 2) evaluating the teachers’ learning activities implementation, and 3) identifying and understanding the teachers’ constraints in EFL learning activity planning and implementation at the Senior Vocational School 1 Sawan. The three instruments administered to collect the data were namely 1) lesson plans prepared by the EFL teachers, 2) an observation checklist used to analyze the teachers’ ability in implementing such lesson plans, and 3) an in-depth interview for identifying constraints in planning as well implementation in the classrooms. The obtained data were analyzed descriptively for instructional meanings. The result shows the EFL teachers were able to design and implement such lesson plans based on the 2013 Curriculum. However, they were confronted with constraints. The planning constraints were found in 1) stating the basic competence, 2) stating the learning objectives and 3) designing learning adjusted to students’ characteristics. The difficulties were found in implementing such lesson plans, especially in 1) implementing learning activities adjusted to learning contexts, students’ differences, learning goals, and students’ prior knowledge, and 2) implementing the learning apperception and explaining the learning objectives to students’ 3) inability to use the media to create informative message 4) inability to maintain students enthusiasm. The EFL teachers are suggested to study the 2013 Curriculum guidelines and work collaborative with other EFL teachers.keyword : planning, implementing, constraint
AN ANALYSIS OF CLASSROOM INTERACTION PATTERN IN SINGARAJA MONTESSORI SCHOOL (SMS) ., Aldea Pramesti Angelina; ., Dr. Ni Made Ratminingsih, M.A.; ., Kadek Sintya Dewi, 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.v5i2.18871

Abstract

Interaksi antara siswa dan guru sangat penting didalam pembelajaran. Akan tetapi, tutur guru dan tutur siswa di dalam kelas tidak seimbang. Tutur guru lebih mendominasi tutur siswa, dan hal tersebut mengurangi kesempatan siswa untuk berbicara didalam kelas. Penelitian ini bertujuan untuk mengidentifikasi pola-pola interaksi dan pola dominan di Singaraja Montessori School (SMS). Penelitian ini menggunakan metode deskripsi kualitatif dalam bentuk analisis wacana dengan berpedoman pada kerangka analisis dari Ur (1996). Hasil penelitian ini menunjukkan bahwa terdapat lima pola yang muncul didalam kelas seperti, choral responses, closed-ended teacher questioning, individual work, student initiates – teacher answers, dan teacher talk. Closed-ended teacher questioning merupakan pola dominan di SMS. Pola-pola interaksi dihasilkan dari guru ke siswa, siswa ke guru, dan siswa ke siswa. Hasil ini menunjukkan bahwa proses belajar-mengajar tidak selalu didominasi oleh guru. Para siswa mempunyai peranan aktif dalam berpartisipasi di kelas.Kata Kunci : interaksi kelas, kerangka analisis Ur (1996), metode Montessori, tutur guru dan tutur siswa, wacana kelas Interaction is really important in language teaching. However, the balance between teacher and students talk was not equal. Teacher talk dominated students talk and it decreased students’ chance to talk in the classroom. This study then aimed at identifying the interaction patterns found and the dominant pattern in Singaraja Montessori School (SMS). This study used descriptive qualitative method in form of discourse analysis by using Ur (1996) framework. The findings show that 1) the patterns of interaction emerge in the class are choral responses, closed-ended teacher questioning, individual work, student initiates – teacher answers, and teacher talk, 2) Closed-ended teacher questioning become the dominant pattern in SMS. The patterns of interaction are produced from teacher to student(s), student to teacher, and student(s) to student(s). These patterns are produced constantly. They show that teaching-learning process is not always dominated by the teacher. The students also actively participate in the class.keyword : classroom discourse, classroom interaction, Montessori Method, teacher talk and student talk.

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