Garuda - Garba Rujukan Digital

A STUDY OF THE IMPLEMENTATION OF DISCOVERY LEARNING MODEL IN TEACHING ENGLISH FOR SEVENTH GRADE STUDENTS OF SMP NEGERI 1 SINGARAJA ., Nelly Elitta; ., Made Hery Santosa, S.Pd, M.Pd.; ., I Nyoman Pasek Hadi Saputra, 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.v4i2.9680

Penelitian ini bertujuan untuk 1) mendeskripsikan penerapan discovery learning dalam pembelajaran Bahasa Inggris untuk siswa kelas tujuh di SMP Negeri 1 Singaraja, 2) untuk menemukan masalah yang dihadapi oleh guru dalam penerapan discovery learning, 3) untuk menemukan solusi yang yang diberikan oleh guru dalam penerapan discovery learning selama proses belajar mengajar siswa kelas tujuh di SMP Negeri 1 Singaraja. Penelitian ini dirancang dalam bentuk penelitian kualitatif. Instrument yang digunakan dalam pengumpulan data adalah peneliti, kamera video, lembar observasi, pedoman wawancara. Data dikumpulkan dengan merekam penerapan discovery learning model selama proses belajar mengajar dan mentranskip data yang sudah dikumpulkan. Hasil penelitian menunjukkan bahwa dalam proses belajar mengajar, guru belum sepenuhnya menerapkan discovery learning model. Ini sejalan dengan persepsi guru. Guru belum sepenuhnya paham tentang discovery learning, oleh sebab itu guru mengalami kesulitan dalam menerapkan discovery learning. Selain itu, discovery learning sulit diterapkan dalam pembelajaran Bahasa Inggris. Guru juga mempunyai masalah dalam menentukan materi apa yang sesuai dengan discovery learning, terbatasnya waktu dan fasilitas yang mendukung proses belajar. Untuk mengatasi masalah dalam menentukan materi yang sesuai dengan discovery learning, guru akan mendiskusikan materi itu dengan guru yang lain. Sedangkan, untuk menimimalkan keterbatasan waktu, guru tidak menerapkan semua step dari discovery learning sebagai solusinya. Fasilitas kadang kurang mendukung proses belajar mengajar, oleh sebab itu guru biasanya membawa fasilitas yang diperlukan untuk mengantisipasi situasi jika fasilitas di sekolah tidak mendukungKata Kunci : Kurikulum 2013, discovery learning model, pembelajaran Bahasa Inggris ABSTRACT The purposes of this study were to 1) describe the implementation of discovery learning model in teaching English for seventh grade students of SMP Negeri 1 Singaraja, 2) to find out the problems faced by the teacher in implementing discovery learning model during the teaching-learning process in seventh grade at SMP Negeri 1 Singaraja and 3) to find out the solutions given by the teacher in implementing discovery learning model during the teaching-learning process for seventh grade students of SMP Negeri 1 Singaraja. This study was designed in that form of a qualitative research. The instruments which were used in gathering data were a researcher, a video camera, an observation sheet, and interview guides. The data were collected by recording the implementation of discovery learning during teaching-learning process and transcribing them. The result shows that in his teaching and learning process, the teacher was not fully implement discovery learning model. It was in line too with the teacher perception. The teacher did not have clear understanding about discovery learning, which causes him not to fully implement discovery learning. In addition, discovery learning was difficult to implement in language teaching. The teacher also had problems in determining the learning materials which were suitable to the discovery learning model, lack of time and the facilities to support the learning process. To solve the problem in determining the learning materials, the teacher discuss it with another teacher. While, to maximize the limited time, the teacher did not apply all stages in discovery learning completely as the solution. The facilities sometimes did not support teaching and learning process, so the teacher usually brought the facilities which were needed to anticipate the situation in which facilities in school did not support keyword : Curriculum 2013, discovery learning model, teaching English

THE EFFECT OF ADAPTED MONOPOLY BOARD GAME TO THE 5TH GRADE STUDENTS' ENGLISH LEARNING ACHIEVEMENT IN PRIMARY SCHOOL IN BANJAR, ACADEMIC YEAR 2015/2016 ., Gusti Ngurah Arya Bayu Permadi; ., Dra.Ni Made Ratminingsih, MA; ., Kadek Sonia Piscayanti, S.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.v4i1.8230

Penelitian ini bertujuan untuk mengetahui apakah ada efek yang signifikan pada penggunaan monopoly board game sebagai media pembelajaran terhadap prestasi belajar Bahasa Inggris siswa kelas lima. Penelitian experimen ini mengimplementasikan desain penelitian post-test only control group. Populasi dalam penelitian ini adalah seluruh siswa kelas lima SD di Banjar, Kabupaten Buleleng. Sample penelitian ini adalah 26 siswa kelas lima di SDN 1 Banjar dan 26 siswa kelas lima di SDN 9 Banjar yang ditentukan dengan teknik cluster random sampling. Hasil penelitian menunjukkan bahwa kelompok siswa di kelas eksperimen mampu menunjukkan prestasi belajar yang lebih baik daripada kelompok siswa kelas control. Hal ini dapat dibuktikan dari hasil t-test dimana nilai tobs adalah 5,819, sedangkan nilai tcv adalah 2,008 (tobs > tcv). Hal ini berarti bahwa penggunaan monopoly board game mampu memberikan pengaruh yang signifikan pada prestasi belajar Bahasa Inggris siswa kelas lima SD. Kata Kunci : prestasi, game, monopoly, pebelajar anak-anak This research was purposed to investigate whether or not there was a significant effect on the use of adapted monopoly board game as a learning media towards the fifth grade studentsâ€™ English learning achievement. This experimental research implemented post-test only control group design. The population of this research was all the fifth grade students of primary school in Banjar, Buleleng Regency. The samples of this study were 26 students of fifth graders in SDN 1 Banjar and 26 students of fifth graders in SDN 9 Banjar, administered using cluster random sampling technique. The result showed that the group of students in experimental group could perform better achievement 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 5.819, meanwhile the tcv was 2.008 (tobs > tcv). It means that the use of monopoly board game gives significant effect to the fifth grade primary school studentsâ€™ English learning achievement.keyword : board game, English learning achievement, monopoly, young learners

THE PHONOLOGICAL AND LEXICAL CHANGES FROM LEMUKIH DIALECT TO GALUNGAN DIALECT ., I Made Dedi Kurniawan; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., 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.v5i2.11183

Penelitian ini bertujuan untuk mendeskripsikan perubahan fonologi dan leksikal dari dialek Lemukih ke dialect Galungan. Penelitian ini adalah penelitian deskriptif kualitatif. Terdapat tiga informan yang dipilih di Desa Lemukih dan Desa Galungan. Satu informan ditentukan sebagai informan utama dan dua informant lainnya ditentukan sebagai informan tambahan. Data yang dikumpulkan berdasarkan empat teknik diantaranya: Peneliti, observasi, rekaman, dan daftar kata (wordlist). Terdapat 462 kata di Budasi wordlist dan 208 kata Swadesh wordlist yang di peroleh sebagai data penelitian. Hasil dari data analisis menunjukkan bahwa terdapat sembilan kata yang dikategorikan sebagai penghilangan phoneme di awal kata (aphaeresis), 11 kata yang dikategorikan sebagai penghilangan phoneme di tengah kata ( syncope), enam kata yang dikategorikan sebagai penghilangan phoneme di akhir kata (apocope) dan enam kata dikategorikan sebagai penghilangan dua silabel dalam kata (haplology). Perubahan leksikal yang terjadi dari dialek Lemukih ke dialect Galungan diantaranya : 15 kata dikategorikan sebagai peminjaman kata dari bahasa Indonesia (borrowing words), delapan kata termasuk dalam kategori penghilangan kata and kompresi kata yang terdiri dari empat kata dikategorikan sebagai blend dan empat kata termasuk abbreviation. Kata Kunci : Dialek, Perubahan Fonologi, Perubahan Leksikal. This study aimed at describing the phonological and lexical changes from Lemukih to Galungan dialect. This research was a descriptive qualitative research. There were three informants selected in each dialect. In this case, one important sample was determined as the main informant and the other two were determined as the secondary informant. The obtained data were collected based on four techniques, namely: the researcher, observation, recording, and wordlist. There were 462 words in Budasi and 208 words in Swadesh wordlists that were obtained as the data of the study. The result of the data analysis showed that there were nine words were categorized as deletion of the phoneme in the beginning of the word (aphaeresis), 11 words were categorized as deletion of the phoneme in the middle of word (syncope), six words were categorized as deletion of the phoneme in the final of the word (apocope) and six words were categorized as haplology. The lexical changes occur from Lemukih and Galungan dialect categorized as follows: 15 words belonging to loan or borrowing words, eight words belong to loss words, and compression which included four words belonging to word mixes and four words belonging to initials. keyword : Dialect, Phonological changes, Lexical changes

An Analysis of Grammatical Errors Committed by the Eighth Semester Students of English Language Education at Ganesha University of Education in Writing Research Proposals ., Ni Putu Trisna Sari Putri; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., 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.v5i2.18785

Karya tulis ilmiah adalah jenis karya tulis yang digunakan untuk memberi informasi mengenai penelitian yang telah dilakukan oleh seorang peneliti. Di dalam proses menulis, ada beberapa aspek penting yang harus diperhatikan oleh penulis. Salah satunya adalah tata bahasa. Aspek ini memiliki peran yang penting di dalam menulis karena tata bahasa mengkrontrol struktur dari setiap kalimat dengan tujuan untuk menujukkan kualitas dari tulisan tersebut. Faktanya, kesalahan tata bahasa masih dilakukan oleh siswa yang mempelajari bahasa Inggris untuk bahasa asing di dalam tulisannya. Penelitian ini bertujuan untuk menganalisis jenis-jenis dan sumber-sumber dari tata bahasa yang dilakukan oleh siswa dari pendidikan bahasa inggris di Universitas Pendidikan Ganesha dalam menulis proposal skripsi. Sebanyak 24 proposal diambil oleh peneliti sebagai sumber data dalam penelitian ini. Di dalam menganalisis jenis-jenis kesalahan tata bahasa, sebanyak dua teori digunakan oleh peneliti diantaranya adalah teori dari Dulay, Burt & Krashen (1982) dan Zarahweh (2012). Ditemukan bahwa ada 1454 kesalahan yang secara umum dibagi ke dalam empat jenis kesalahan. Kesalahan yang paling sering dilakukan oleh siswa di dalam proposal skipsinya adalah penghilangan kata (44.9%), diikuti oleh kesalahan pembentukan kata (17.9), penambahan kata (34.7%), dan kesalahan penyusunan kata (2.6%). Kesalahan-kesalahan itu disebabkan oleh dua faktor yaitu interlingual dan intralingual. Dari total jumlah kesalahan, faktor intralingual menempati faktor tertinggi yang mempengaruhi siswa dalam melakukan kesalahan-kesalahan.Kata Kunci : Proposal Skripsi, Kesalahan Tata Bahasa, Jenis Kesalahan, Sumber Kesalahan Scientific writing is a kind of writing used to share information about a study that has been conducted by a researcher. In the process of writing, there are several important aspects that should be considered by a writer. One of those aspects is grammar. It has important role in the writing because it controls every structure of sentences in order to show the quality of the writing. In fact, grammatical errors are still committed by EFL students in their writings especially in writing thesis proposal as a part of scientific writing. This study aimed at analyzing types and sources of grammatical errors committed by the eighth semester students of English Language Education at Ganesha University of Education in writing thesis proposals. There were 24 proposals taken by the researcher as the sources of data in this study. In analyzing the types of grammatical errors, there were two theories employed the researcher such as the theories from Dulay, Burt & Krashen (1982) and Zarahweh (2012). It was found that there were 1454 errors which generally divided into four types of errors. The most common errors committed by the students in their thesis proposals were omission (44.9%), followed by misformation (17.9%), addition (34.7%), and misordering (2.6%). Those errors were caused by two factors namely interlingual and intralingual. From the total number of errors, the intralingual factor played the highest factor affecting the students in committing errors. Keywords : Thesis Proposal, Grammatical Error, Type of Error, Sources of Errorkeyword : Thesis Proposal, Grammatical Error, Type of Error, Sources of Error

DEVELOPING BILINGUAL CHILDREN STORYBOOK AS MEDIA FOR TEACHING READING FOR THE IV GRADE STUDENTS OF SDN 3 BANJAR JAWA IN THE ACADEMIC YEAR 2015/2016 ., Citra Dewi; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Nyoman Karina Wedhanti, 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.v4i2.8747

Penelitian ini bertujuan untuk (1) mengetahui topik yang di butuhkan untuk mengembangkan buku cerita dwibahasa anak-anak yang dapat digunakan sebagai media pengajaran membaca di SDN 3 Banjar Jawa, (2) mengetahui nilai-nilai yang dibutuhkan dalam buku cerita dwibahasa anak-anak untuk mengembangkan karakter siswa dan (3) mengetahui kualitas dari buku cerita bilingual anak-anak yang di kembangkan. Subjek penelitian ini adalah siswa kelas IV SD di SDN 3 Banjar Jawa. Data penelitian ini diperoleh dengan menggunakan lembar observasi, wawancara, kuesioner, ceklis, rubrik, dan catatan. Penelitian ini adalah penelitian R & D (penelitian dan pengembangan) yang diikuti beberapa prosedur berdasarkan model dari Sugiyono (2009), yaitu mengidentifikasi potensi dan masalah, pengumpulan data, merancang produk, validasi desain produk, revisi produk desain, uji coba produk, dan revisi produk. Dengan demikian pada akhir penelitian ini, ada prototipe dari buku cerita dwibahasa anak-anak. Hasil penelitian ini menunjukkan bahwa ada tiga jenis buku cerita dwibahasa anak-anak yang dikembangkan dengan tema pengenalan, sekolah dan keluarga. Setiap buku cerita dwibahasa anak-anak terdiri dari empat belas sampai dengan lima belas halaman dan pendidikan karakter dimasukkan ke dalam cerita. Pada kualitas media, ditemukan bahwa buku cerita dwibahasa anak-anak yang dikembangkan dikategorikan sebagai media yang sangat baik. Dengan demikian, buku cerita dwibahasa anak-anak sangat tepat untuk digunakan sebagai media untuk mengajar membaca pada siswa kelas IV SD.Kata Kunci : buku cerita bilingual, pendidikan karakter, membaca, mengajar bahasa Inggris untuk anak-anak This research aimed to (1) know the topic that are needed to develop a bilingual children storybook at SDN 3 Banjar Jawa, (2) know the values are needed to develop the studentâ€™s character in the bilingual children storybook and (3) know the qualities of the developed bilingual children storybook. The subject of this research was the fourth grade students of elementary school at SDN 3 Banjar Jawa. The data of this research were obtained by using observation sheet, interview guidelines, item of questionnaire, checklist, rubric, and notes. This research was R & D (research and development) which followed several procedures based on Sugiyono, (2009) model namely identifying potency and problem, collecting data, designing product, validating design product, revising design product, trying-out product, and revising product. Thus, there was a prototype of bilingual children storybook in the end of this research. The result of this research showed that there were three kinds of character bilingual children storybook developed with the theme introduction, school and family. Each bilingual children storybook consisted of fourteen up to fifteen pages and was inserted character education in its story. For the quality of the media, it was found that the bilingual children storybook developed was categorized as excellent media. Thus, it was proper to be used as a media for teaching reading at fourth grade students of elementary school. keyword : bilingual story book, character education, reading, teaching English for young learners

SPEECH ACTS ANALYSIS IN READING CLASS AT THE VOCATIONAL HIGH SCHOOL ., Luh Putu Utami Krisna Yanti; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., Nyoman Karina Wedhanti, 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.v5i2.18873

Penelitian ini difokuskan untuk menganalisis tindak tutur kata yang digunakan oleh guru bahasa Inggris dan siswa kelas sepuluh Sekolah Menengah Kejuruan. Itu difokuskan pada tiga pertanyaan, yaitu tindakan locutionary (tindakan verbal), ilokusi (niat), dan perlocutionary (respon) yang dihasilkan selama kegiatan pembelajaran EFL di Sekolah Menengah Kejuruan 1 di Singaraja. Desain penelitian ini adalah deskriptif kualitatif. Subjek penelitian ini adalah siswa SMA dan guru Bahasa Inggris SMK N 1 Singaraja. Para guru dan siswa menggunakan tindak tutur hampir setiap saat. Data dikumpulkan melalui mengamati proses pembelajaran dengan merekam audio-video. Data dianalisis secara deskriptif dengan cara mengamati, mengklasifikasikan, dan menarik kesimpulan. Temuan dari penelitian ini menunjukkan bahwa guru Bahasa Inggris dan siswa menggunakan tindak tutur dalam kegiatan sehari-hari mereka di kelas. Hasil penelitian menunjukkan bahwa jenis tindak tutur yang paling dominan pada pengajaran dan pembelajaran bahasa Inggris di kelas ini adalah tipe arahan, terutama yang meminta. Secara umum, guru lebih sering menggunakannya untuk memberi perintah, saran, dan permintaan.Kata Kunci : Kata kunci: tindak tutur, lokusi, ilokusi, perlokusi, EFL This study were focused on analyzing speech acts used by the English teachers and tenth grade students of Senior Vocational High School. It was focused on three questions, they were, the locutionary (the verbal acts), illocutionary (the intention), and perlocutionary (the response) acts produced during EFL learning activities at the Senior Vocational School 1 at Singaraja. The research design was descriptive qualitative. The subject were Senior Vocational High school students and English teachers of SMK N 1 Singaraja. The teachers and students used speech acts almost in every moment. The data were collected through observing the learning process by recording an audio-video. The data were analyzed descriptively by means observing, classifying, and drawing the conclusion. The finding of this study shows that the teacher of English and students used speech acts in their daily activity in the classroom. The results showed that most dominant type of speech acts on English teaching and learning at this class is directive type, particularly requesting. Generally, the teacher more often used them to give command, suggestion and request.keyword : Key words: speech acts, locutionary, illocutionary, perlocutionary, EFL.

SECONDARY SCHOOL TEACHERSâ€™ PERCEPTION TOWARDS THE USE OF FLIPPED LEARNING IN BULELENG REGENCY ., Desak Ketut Putri Handayani; ., Made Hery Santosa, S.Pd, M.Pd., Ph.D.; ., 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.v5i2.13587

Penelitian ini bertujuan untuk (1) menginvestigasi persepsi guru bahasa Inggris sekolah menengah terhadap penggunaan Flipped Learning di Kabupaten Buleleng, (2) menyelidiki masalah yang dihadapi guru selama menerapkan Flipped Learning, dan (3) mengevaluasi solusi yang guru lakukan untuk memecahkan masalah penggunaan Flipped Learning. Penelitian ini merupakan rancangan penelitian metode campuran yang menggunakan survei cross-sectional sebagai metode. Dengan pengambilan sampel secara purposif, diketahui empat guru bahasa Inggris di sekolah menengah yang telah sedang menerapkan Flipped Learning dalam pengajaran mereka. Mereka berasal dari tiga sekolah menengah negeri di Kabupaten Buleleng. Penelitian ini menggunakan kuesioner dan panduan wawancara sebagai instrumen yang telah diuji validitas dan reliabilitasnya. Data kuesioner tersebut diolah dengan menghitung skor rata-rata untuk mengetahui tingkat kualifikasi masing-masing persepsi. Hasil analisis data menunjukkan bahwa persepsi guru sangat positif terhadap penggunaan Flipped Learning, dibuktikan dengan skor rata-rata 81.25 yang dikategorikan sangat tinggi. Hasilnya menunjukkan bahwa Flipped Learning sangat dianjurkan untuk diimplementasikan dalam proses pembelajaran bahasa Inggris.Kata Kunci : Persepsi, Flipped Learning, ELT This study is aimed at (1) investigating the perception of secondary school English teachersâ€™ perception towards the use of Flipped Learning in Buleleng regency, (2) observing the problems that the teachers encountered during implementing Flipped Learning, and (3) evaluating the solutions that the teachers do to solve the problems. This study was a mixed-method research design which used cross-sectional survey as the method. Purposive sampling was employed to four secondary English teachers who apply Flipped Learning. They came from three public secondary schools in Buleleng regency. This study used a questionnaire and an interview guide as instruments which had been tested for its validity and reliability. The data from the questionnaires were processed by using Arithmetic Statistics in Microsoft Office Excel to calculate the mean score in order to know the qualification level of each perception. The results of data analysis indicated that most of teachers corresponded to very positive perception on the use of Flipped Learning since the mean score was 81.25 which categorized to very high category. The results imply that Flipped Learning is highly recommended to be implemented in the English teaching and learning process.keyword : Perception, Flipped Learning, ELT.

TEACHERSâ€™ PERCEPTION TOWARD THE USE OF SCIENTIFIC APPROACH IN TEACHING ENGLISH BASED ON CURRICULUM 2013 IN RELATION TO STUDENTSâ€™ COMPETENCY AT SMA NEGERI 1 SAWAN ., Ni Made Ayu Ratna Sulistya Dewi; ., Drs.Gede Batan,MA; ., Nyoman Karina Wedhanti, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5459

Penelitian ini bertujuan untuk menemukan persepsi guru- guru terhadap penggunaan pendekatan sientifik dalam mengajar bahasa inggris berdasarkan kurikulum 2013 yang berhubungan dengan kompetensi siswa-siswa di SMAN 1 Sawan dan kompetensi ssiwa setelah diajar menggunakan pendekatan sientifik berdasrkan kurikulum 2013. Subjek dari penelitian ini adalah dua orang guru dan 52 siswa di kelas XI BABUD 1 dan XI BABUD 2. Peneliatian ini dirancang menggunakan penelitian deskriptif kualitatif. Hasil dari penelitian menjunjukkan bahwa: (1) guru-guru memiliki perspesi yang positive terhadap terhadap penggunaan pendekatan sientifik dalam mengajar bahasa inggris berdasarkan kurikulum 2013 yang berhubungan dengan kompetensi siswa-siswa di SMAN 1 Sawan. Guru-guru tersubut juga sudah mengimplementasikan konsep dari pendekatan sientifik dan konsep dari kurikulum 2013 pada proses belajar mengajar mereka. Skore komulative juga menunjukan bahwa guru-guru tersebut memiliki perspsi yang positive terhadap penggunaan pendekatan sientifik dalam mengajar bahasa inggris berdasarkan kurikulum 2013 yang berhubungan dengan kompetensi siswa-siswa, (2) hasil nilai afektif, kognitive, dan psikomotor dari siswa-siswa guru 1 dan 2 buruk. Hasil dari kompetensi siswa-siswa guru 1 menunjukan bahwa murid-murid mendapatkan kategori C- untuk nilai kognitive mereka berdasarkan nilai rata-rata. Mereka juga mendapatkan kategori B- untuk nilai psikomotor mereka dan kategori C (cukup) untuk nilai afektive mereka. Hasil dari kompetensi siswa-siswa guru 2 menunjukan bahwa murid-murid mendapatkan categoro B- untuk nilai psikomotor mereka, kategori B untuk nilai kognitive mereka, dan kategori C (cukup) untuk nilai afektive mereka. Kata Kunci : Persepsi guru-guru, Pendekatan sientifik, Kurikulum 2013, Kompetensi Bahasa Inggris This study aimed at finding the teachersâ€™ perception toward the use of scientific approach in teaching English based on Curriculum 2013 in relation to studentsâ€™ competency at SMA Negeri 1 Sawan and the studentâ€™s competency after teaching and learning process using scientific approach based on Curriculum 2013. The subjects of the study were two teachers and 52 students in XI BABUD 1 and XI BABUD 2. This study was designed by using descriptive qualitative research. The result of the research shows that: (1) the teachers had positive perception toward the use of scientific approach in teaching English based on curriculum 2013 in relation to studentsâ€™ competency at SMA Negeri 1 Sawan. Those teachers had also implemented the concept of scientific approach and Curriculum 2013 in their teaching learning process. The cumulative score also showed that those teachers had a very positive perception toward the use of scientific approach in teaching English based on Curriculum 2013 in relation to studentsâ€™ competency, (2) the T1 and T2â€™s students affective, cognitive, and psychomotor result was bad. The result of T1â€™s competency of students showed that the students got C- category for their cognitive from their average score. They also got B- for their psychomotor and C (sufficient) for their affective. The T2â€™s competency of students showed that the students got B- for their psychomotor category, B category for their cognitive and C (sufficient) category for their affective.keyword : Teachersâ€™ Perception, Scientific Approach, Curriculum 2013, Studentsâ€™ English Language Competency

AN ANALYSIS OF GRAMMATICAL ERRORS IN WRITING RECOUNT TEXT COMMITTED BY THE EIGHTH GRADE STUDENTS OF SMP NEGERI 3 BANJAR ., I Made Pebri Artono; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., 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.v5i2.12102

Penelitian ini bertujuan untuk menganalisa tipe-tipe kesalahan tata bahasa dan faktor-faktor yang mempengaruhi siswa-siswa tingkat 8 SMP Negeri 3 Banjar dalam melakukan kesalahan dalam tulisan teks recount. Penelitian ini menggunakan deskriptif qualitatif metode. Data diikumpulkan dengan meminta 30 siswa menulis teks recount yang berjumlah 5 sampai 10 kalimat. Tata cara analisa kesalahan untuk menganalis data menggunakan klasifikasi dari Dulay, Burt, dan Krashen, (1982). Selain itu, faktor yang mempengaruhi siswa dalam melakukan kesalahan-kesalahan diklasifikasikan kedalam faktor interlingual dan intralingual (Richard, 1974). Hasil pengolahan data menunjukan bahwa jenis kesalahan tata bahasa yang paling sering muncul yang dilakukan oleh siswa adalah kesalahan penghilangan kata (39,86%), yang diikuti oleh kesalahan penambahan kata (23,07%), kesalahan pembentukan kata (20,97%), dan jenis kesalahan yang paling sedikit muncul adalah kesalahan penyusunan kata (16,08%). Sumber kesalahan interlingual menempati faktor tertinggi yang mempengaruhi siswa dalam melakukan kesalahan-kesalahan. Kata Kunci : faktor interlingual, faktor intralingual, kesalahan tata Bahasa, teks recount, tulisan This study aimed at analyzing the types of grammatical errors and the factors affecting the eighth grade students of SMP Negeri 3 Banjar in committing errors. The researcher used a descriptive qualitative method. The data were collected by asking 30 students to write recount texts consisting of 5 to 10 sentences. Error analysis procedures used Dulay, Burt, and Krashen (1982) in analyzing the data in this study. Moreover, the factors affecting the students in committing errors are classified into interlingual factor and intralingual factor (Richard, 1974). The results of the data analysis showed that the most frequent types of grammatical errors committed by the students were omission errors (39.86%), followed by addition errors (23.07%), misformation errors (20.97%), and the least frequent types of errors were misordering errors (16.08%). Interlingual source of errors played the highest factor affecting the students in committing errors.keyword : grammatical errors, interlingual factor, intralingual factor, recount text, writing

IMPROVING THE VOCABULARY MASTERY THROUGH NUMBERED HEADS TOGETHER TECHNIQUE OF THE SEVENTH GRADE STUDENTS OF SMP N 5 BATURITI IN ACADEMIC YEARS 2015/2016 Sanjaya, I.D.M.A.W.; Sudirman, -; Wedhanti, N.K.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 7, No 1 (2019): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v7i1.20596

This study was a classroom based action research which aimed: (1) to find out whether Numbered Heads Together technique can improve studentsâ€™ vocabulary mastery, (2)to find out the response of the students toward the implementation of the strategies. This study was conducted in two cycles consisting of three sessions in each cycle. There were two kinds of data (qualitative and quantitative data) which were collected through tests, questionnaire, and writerâ€™s diary.The result of the tests showed that the studentsâ€™ vocabulary mastery was improved in each cycle. The studentsâ€™ mean score was 4.63% in pretest, 6.2 in posttest 1, and improved became 7.97 in posttest 2. It can be also seen on the number of students passing the test. There were no students passed in the pretest, 2 students in the posttest 1, and 18 students in the posttest 2. The result of writerâ€™s diary and questionnaire also showed that the students gave positive response toward the strategies. The results of the questionnaires showed that 18 (90%) of the students admitted that they really like the implementation of Numbered Heads Together technique. Moreover, 17 (85%) of the students admitted that they were motivated in learning English using Numbered Heads Together technique.Â Â Key Words: Numbered Heads Together Technique, Vocabulary Mastery

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota denpasar,

Bali

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email -

Phone -

Journal Mail Official -

Editorial Address -

Location Kota denpasar, Bali INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota denpasar,

Bali

INDONESIA