Garuda - Garba Rujukan Digital

The Effect of Reciprocal Teaching and Self-Concept upon the Reading Comprehension of the Tenth Grade Students of SMA Negeri 1 Gianyar. Thesis. Language Education Study Program, Postgraduate Program, Ganesha University of Education. Maharani, Anak Agung Putri
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (59.821 KB)

Maharani, Anak Agung Putri (2012), The Effect of Reciprocal Teaching and Self-Concept upon the Reading Comprehension of the Tenth Grade Students of SMA Negeri 1 Gianyar. Thesis. Language Education Study Program, Postgraduate Program, Ganesha University of Education.This thesis has been approved and corrected by:Supervisor I : Prof.Dr. A.A. Istri Ngurah Marhaeni, M.A. Supervisor II : Dra. Luh Putu Artini, M.A., Ph.D.Keywords: reading comprehension, reciprocal teaching, self-concept. This study aimed at: a) investigating the significant difference in reading comprehension between the students who are taught by using reciprocal teaching and those who are taught by using conventional teaching; b) investigating the interactional effect between teaching methods and self-concept upon students? reading comprehension; c) investigating the significant difference in reading comprehension between the students with high self-concept who are taught by reciprocal teaching and those who are taught by conventional teaching; and d) investigating the significant difference in reading comprehension between the students with low self-concept who are taught by reciprocal teaching and those who are taught by conventional teaching. It was an experimental study by making use posttest-only control group with 2 x 2 factorial design. The population of the study was 240 tenth grade students of SMA Negeri 1 Gianyar in the academic year 2011/2012 wherein 80 students were chosen as the sample through Cluster Random Sampling. The research data were collected through a self-concept questionnaire and a reading comprehension test and were analyzed by using Two-Way Anova and Tukey test. The results discovered that, first, the students who were treated by reciprocal teaching obtained better reading comprehension than those who were treated by conventional teaching; second, there was an interactional effect between teaching methods and self-concept upon the students? reading comprehension; third, the students with high-self concept obtained higher reading comprehension when they were treated by reciprocal teaching than by conventional teaching; and fourth, the students with low self-concept attained higher reading comprehension when they were treated by conventional teaching than by reciprocal teaching. ABSTRAKMaharani, Anak Agung Putri (2012). Pengaruh Penggunaan Pengajaran Resiprokal dan Konsep Diri terhadap Pemahaman Membaca Siswa Kelas X di SMA Negeri 1 Gianyar. Tesis. Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Pendidikan Ganesha.Tesis ini telah disetujui dan dikoreksi oleh:Pembimbing I : Prof. Dr. A.A. Istri Ngurah Marhaeni, M. A.Pembimbing II : Dra. Luh Putu Artini, M.A. Ph.D.Kata Kunci: pemahaman membaca, pengajaran resiprokal, konsep diriPenelitian ini bertujuan untuk: a) mengetahui perbedaan signifikan pada pemahaman membaca di antara siswa yang diajar dengan pengajaran resiprokal dan siswa yang diajar dengan pengajaran konvensional; b) mengetahui efek interaksi yang terjadi di antara pengajaran resiprokal dan konvensional dengan konsep diri terhadap pemahaman membaca siswa; c) mengetahui perbedaan signifikan pada pemahaman membaca di antara siswa berkonsep diri tinggi yang mengikuti pengajaran resiprokal dan yang mengikuti pengajaran konvensional; dan d) mengetahui perbedaan signifikan pada pemahaman membaca siswa berkonsep diri rendah yang mengikuti pengajaran resiprokal dan yang mengikuti pengajaran konvensional. Studi eksperimen ini menggunakan rancangan penelitian posttest-only control group design dengan faktorial 2x2. Populasi penelitian berjumlah 240 siswa kelas X di SMA Negeri 1 Gianyar pada tahun ajaran 2011/2012 yang mana 80 siswa dipilih sebagai sampel dengan penyampelan acak cluster. Data penelitian dikumpulkan dengan menggunakan kuesioner konsep diri serta tes pemahaman membaca dan kemudian dianalisis menggunakan Anova dua jalur yang diikuti dengan tes Tukey. Adapun temuan-temuan penelitian ini yaitu: pertama, siswa yang mengikuti pengajaran resiprokal meraih pemahaman membaca yang lebih baik daripada siswa yang mengikuti pengajaran konvensional; kedua, terdapat efek interaksi di antara pengajaran resiprokal dan pengajaran konvensional dengan konsep diri terhadap pemahaman membaca siswa; ketiga, siswa berkonsep diri tinggi yang diajar dengan pengajaran resiprokal meraih pemahaman membaca yang lebih baik daripada siswa yang diajar dengan pengajaran konvensional; dan keempat, siswa berkonsep diri rendah yang diajar dengan pengajaran konvensional meraih pemahaman membaca yang lebih baik daripada siswa yang diajar dengan pengajaran resiprokal.

Penerapan Pembelajaran Berbicara Bahasa Indonesia Menggunakan Dongeng dengan Kearifan Lokal di Kelas 2 SD Negeri 3 Yehembang Kangin Yuni, Eka Parama
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (54.327 KB)

ABSTRAK Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk mengetahui dan mendeskripsikan (1) pelaksanaan pembelajaran berbicara bahasa Indonesia menggunakan dongeng dengan kearifan lokal dalam pembelajaran Bahasa Indonesia yang terdiri atas langkah-langkah pembelajaran, aktivitas belajar-mengajar, dan evaluasi pembelajaran serta (2) nilai kearifan lokal yang terdapat dalam dongeng yang digunakan dalam pembelajaran berbicara bahasa Indonesia. Subjek dalam penelitian ini adalah siswa dan guru bahasa Indonesia kelas 2 SD Negeri 3 Yehembang Kangin tahun ajaran 2011/2012. Metode pengumpulan data yang digunakan dalam penelitian ini adalah metode observasi dan metode wawancara. Metode observasi digunakan untuk mengetahui dan mendeskripsikan pelaksanaan pembelajaran berbicara bahasa Indonesia menggunakan dongeng dengan kearifan lokal dalam pembelajaran Bahasa Indonesia serta nilai kearifan lokal yang terdapat dalam dongeng yang digunakan dalam pembelajaran berbicara bahasa Indonesia. Metode wawancara digunakan untuk memperoleh data yang tidak teramati atau tidak tercatat saat observasi. Analisis data dalam penelitian ini menggunakan prosedur analisis data kualitatif, yakni reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran pembelajaran berbicara bahasa Indonesia menggunakan dongeng dengan kearifan lokal menggunakan pendekatan tematik yang terdiri atas (1) penciptaan suasana menarik dengan instrumen musik, (2) proses penggalian wawasan siswa melalui tanya-jawab, (3) penceritaan dongeng oleh guru dengan memperhatikan aspek-aspek mendongeng, yakni pilihan kata dan panjang pendek kalimat, urutan cerita, mimik atau ekspresi , serta pelafalan dan intonasi, (4) penceritaan dongeng oleh siswa dengan memperhatikan aspek-aspek mendongeng, (5) tanya-jawab guna memancing siswa mengemukakan pendapat, (6) penyimpulan, evaluasi, dan tindak lanjut yang disertai klarifikasi dan penegasan di akhir pembelajaran. Evaluasi pembelajaran dilaksanakan dengan evaluasi proses dan evaluasi hasil. Selain itu, penelitian ini juga menunjukkan bahwa nilai kearifan lokal yang terkandung dalam dongeng, yakni moral individu, sosial, dan religi. Kata kunci: pembelajaran berbicara, dongeng, kearifan lokal 2 The Implementation of A Speaking Technique Using Talking Story with Local Wisdom in Indonesian Language Learning at Class 2 SD Negeri 3 Yehembang Kangin by Eka Parama Yuni, NIM 1029011009 Language Education Study Program, Concentration Indonesian Master Degree of Ganesha Education University ABSTACT This study is a qualitative descriptive study which aimed at (1) describe and explain the activity of teaching and learning activities in the implementation of fairy tale with local wisdom in Bahasa Indonesia which consist of teaching and learning steps, teaching and learning activities, also evaluation and (2) the value of local wisdom in the implementation of the fairy tale with local wisdom as speaking technique. The subjects in this study were students and teachers of Indonesian Elementary School at Class 2 SD Negeri 3 Yehembang Kangin in academic year 2011/2012. The data collection used in this study were observation methods and interview methods. The observational method used to determine the activity of teaching and learning activities in the speaking technique using fairy tale with local wisdom and the value of local wisdom implied in the application of the speaking technique using Fairy Tale with local wisdom. Interview method was used to obtain data that was not observed or not recorded when doing observation. Further, data analysis in this study using qualitative data analysis procedures, namely (1) data reduction, (2) the presentation of data, and (3) conclusion. The results showed that the activity of teaching and learning activities in the application of speaking technique using fairy tale with local wisdom is effective in (1) the creation of attractive atmosphere with musical instruments, (2) the process of building the students knowledge through questions and answers, (3) the story telling by teachers and students with concern to the diction and sentences, narrative sequence, expression, as well as pronunciation and intonation. (4) story telling by the students concerning the aspects of story telling, (5) questions and answers in order to provoke the students to express opinions, (6) concluding, evaluating, clarification and confirmation at the end of the lesson. In addition, this study also showed that the value of local knowledge include: the individual's moral, social, and religious. Key words: speaking technique, tales, local wisdom

HUMBLE ADORATIONS BEHIND KAKAWIN BANAWA SEKAR TANAKUNG: A CRITICAL DISCOURSE ANALYSIS Lawa Manuaba, Ida Bagus Arya
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (202.819 KB)

ABSTRACT This research which deals with critical discourse analysis aims (1) to find out meanings of terms and vocabularies in Kakawin Banawa Sekar Tanakung, (2) to analyze meanings of Kakawin Banawa Sekar Tanakung in religious context, and (3) to reveal ideology behind the Kakawin Banawa Sekar Tanakung. The subject of this study was Kakawin Banawa Sekar Tanakung in ancient Javanese language, while the techniques of data collections were documentation. The data was then analyzed descriptively based on theory of Critical Discourse Analysis, theory of Natural Semantic Metalanguage and theory of meaning. The results of data analysis show that (1) most meanings of terms and vocabularies in the Kakawin Banawa Sekar Tanakung were reduced and broadened due to the influence of local culture and historical events. Some words are still common in today?s society, especially the Balinese in which ancient Javanese literatures are kept preserved today. (2) Kakawin Banawa Sekar Tanakung has a religious and ethical meaning, that people?s life in the ancient Java was religiously patterned. Besides, the kakawin showed that people of the ancient Java maintained their respects and submissiveness to the royal authorities. (3) The ideology of Kakawin Banawa Sekar Tanakung is submissive adoration, seen from the way the poet selected words and presented the kakawin through humble language choices. Considering that kakawins have valuable religious, moral, and educational values, further research on ancient Javanese literature are needed. Critical analysis according to the context of the kakawin should be conducted for the raise of Indonesian research on local assets. 2 PUJIAN DENGAN KERENDAHAN HATI DALAM KAKAWIN BANAWA SEKAR TANAKUNG: SEBUAH ANALISIS WACANA KRITIS oleh Ida Bagus Arya Lawa Manuaba NIM. 1029011062 Jurusan Pendidikan Bahasa Program Pascasarjana Universitas Pendidikan Ganesha Juli 2012 ABSTRAK Penelitian yang berorientasi pada analisis wacana kritis ini bertujuan (1) menemukan makna istilah dan kosa kata dalam Kakawin Banawa Sekar Tanakung, (2) menganalisis makna Kakawin Banawa Sekar Tanakung dalam konteks religius, serta (3) mengungkap ideology di balik penyusunan Kakawin Banawa Sekar Tanakung. Subjek penelitian ini adalah ayat-ayat Kakawin Banawa Sekar Tanakung dalam Bahasa Jawa Kuno, sementara teknik pengumpulan data yang digunakan adalah dokumentasi. Data kemudian dianalisis secara deskriptif sesuai dengan teori analisis wacana kritis, teori semantik alami metabahasa dan teori makna. Hasil analisis data menunjukkan bahwa (1) kebanyakan makna istilah dan kata yang termuat dalam Kakawin Banawa Sekar Tanakung mengalami baik penyempitan maupun perluasan makna yang dipengaruhi oleh budaya local dan peristiwa sejarah. Beberapa kata masih digunakan oleh masyarakat hingga saat ini, terutama masyarakat Bali yang masih mempertahankan keberadaan karya sastra Jawa Kuno. (2) Kakawin Banawa Sekar Tanakung memiliki makna religious dan etis, bahwa kehidupan masyarakat Jawa Kuno pada masa itu tertata secara agamais. Di samping itu, kakawin ini menunjukkan bahwa masyarakat Jawa Kuno mempertahankan rasa hormat dan kepatuhan mereka kepada otoritas kerajaan. (3) Ideologi Kakawin Banawa Sekar Tanakung adalah berupa sanjungan yang diekspresikan dengan bahasa yang merendah. Ini dilihat dari bagaimana penyair memilih kata-kata dan menulis kakawin-nya dengan pilihan kata yang menggambarkan kerendahan hati. Menyadari bahwa banyak kakawin memiliki nilai agama, moral dan pendidikan, penelitian lebih mendalam menyangkut karya sastra Jawa Kuno sangat diperlukan. Analisis kritis sesuai dengan konteks kakawin harus dipacu demi bangkitnya penelitian-penelitian mengenai aset lokal Indonesia. Kata kunci: kakawin banawa sekar tanakung, analisis wacana kritis, semantik alami metabahasa.

THE EFFECT OF ICT ASSISTED PROJECT-BASED LEARNING AND LEARNERS SELF-DIRECTION ON WRITING COMPETENCY OF SOPHOMORE STUDENTS OF THE INTERNATIONAL BALI HOTEL SCHOOL DENPASAR DIAN SAWITRI, NI LUH PUTU
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (112.902 KB)

ABSTRACT Sawitri, Dian Ni Luh Putu (2012), The Effect of ICT assisted Project Based Learning (PBL) and Learners Self Direction on Writing Competency of Sophomore Students of The International Bali Hotel School Thesis, English Education, Postgraduate Program, Ganesha University of Education. This thesis has been approved and corrected by supervisor I: Dra. Luh Putu Artini, M.A.,Ph.D. and Supervisor II: Dr. Ni Made Ratminingsih, M.A. Keywords: ICT based PBL, self-directed learning, writing competency. The aim of this study was to prove whether the implementation of ICT based PBL and the students? self-directed learning give a significant effect to the students? writing competency. The study was a quasi-experimental study by applying 2 x 2 factorial design. The population was 5 classes (128 students) of sophomore students of the International Bali Hotel School in academic year 2011/2012, in which 4 classes were taken as samples which were then assigned into two different groups; experimental group and control group, by Random Sampling to a class(intact group). The research data were collected through questionnaire and test and that the result was then analysed using Statistical Two-Way Anova and Tukey test. The results show that, first, there was a significant effect of ICT based PBL strategy on students' writing competency, in which the students who were taught using ICT based PBL have higher writing competency than those who were taught by using conventional teaching strategy. Secondly, there was a significant interaction between self-directed learning and ICT based PBL. Third, there was a significant difference on students? writing competency taught using ICT based PBL strategy with high level of self-directed learning, where students with high level of self-directed learning performed better when they were taught using ICT based PBL strategy rather than conventional teaching strategy. Fourth, there was a significant difference between the writing competency of the students with low level of self-directed learning when they were taught by using ICT based PBL compared to those students taught using conventional teaching, in which it was found that conventional teaching was more effective to students with low level of self-directed learning. Students taught using conventional teaching strategy yielded better result in writing competency compared to those treaded using ICT based PBL strategy. ABSTRAK Sawitri, Dian Ni Luh Putu (2012), Pengaruh Pembelajaran Berbasis Proyek degan Bantuan Teknologi Komunikasi dan Informasi serta Tingkat Kemandirian dalam Belajar terhadap Kemampuan Menulis Siswa Semester Dua Sekolah Tinggi Perhotelan Bali International Denpasar. Thesis, Jurusan Pendidikan Bahasa, Program Pasca Sarjana, Universitas Pendidikan Ganesha. Thesis ini telah diperiksa dan disetujui oleh pembimbing I: Dra. Luh Putu Artini, M.A.,Ph.D. dan pembimbing II: Dr. Ni Made Ratminingsih, M.A. Kata kunci: ICT based PBL, self-directed learning, writing competency Tujuan penelitian ini adalah untuk membuktikan apakah penerapan pembelajaran berbasis proyek dengan bantuan ICT dan kemandirian dalam belajar berperngaruh secara signifikan terhadap kemampuan menulis siswa semester dua Sekolah Tinggi Perhotelan Bali Internasional. Penilitian ini dirancang dalam bentuk ekperimen dengan menerapkan desain 2x2 faktorial. Sampel dalam penelitian ini melibatkan empat kelas Management Perhotelan yang diambil dari populasi 5 kelas siswa semester dua divisi Management Perhotelan. Data dalam penelitian ini dikumpulkan melalui tes dan kuisioner. Berikutnya data dianalisis dengan menggunakan analisis two-way ANOVA dan tes Tukey yang berhasil merumuskan beberapa hasil sebagai berikut. Pertama, terdapat perbedaan signifikan antara kemampuan menulis siswa yang diajar menggunakan teknik pembelajaran berbasis proyek dengan bantuan ICT dibandingkan dengan hasil kemampuan menulis siswa yang diajar menggunakan teknik konvensional. Kedua, terdapat perbedaan kemampuan menulis siswa yang memiliki kemandirian belajar yang tinggi yang diajar melalui teknik pembelajaran berbasis proyek dengan bantuan ICT dibandingkan dengan teknik konvensional. Ketiga, terdapat perbedaan signifikan dalam kemampuan menulis siswa yang memiliki kemandirian belajar yang rendah ketika diajar dengan teknik pembelajaran berbasis proyek dengan bantuan ICT dan teknik konvensional. Siswa dengan kemandirian belajar rendah memiliki hasil menulis lebih baik ketika diberikan memalui teknik konvensional. Keempat, terdapat interaksi antara kemandirian belajar dengan teknik pembelajaran berbasis proyek dengan bantuan ICT.

The Analysis of the Implementation of Differentiated Instruction in Kindergarten Alit Prapti Ratnadika, I Dewa Ayu
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract This thesis was conducted to analyze, and to describe the use of Differentiated Instruction (DI) in teaching and learning process in class B in Sukma Helen Flavel Kindergarten. This study analyzed two major aspects of DI namely the process of it (which was started from the learning preparation, DI?s implementation, and also assessment process); and also investigates the improvement of young learners writing skill after learning through DI. This thesis was designed as a descriptive study that adopted Miles and Huberman methodology in analyzing data. The subject of this thesis was the class B teacher and the students of class B and the object was the teaching process in class B which had implemented the DI. The data was collected through observation, documentation, and interview and analyzed by reducing the data, data display, and verification/conclusion drawing. The result showed that (1) by implementing the concept of Differentiated Instruction in teaching the young learners in class B, the teacher of class B was concerned to good preparation, such as preparing lesson plans that were ready to use, the various leaning material, the various learning sources, and learning media that are also ready to use in learning process. In term of its implementation, the teacher used various strategies and technique in class such as class trip, grouping, discussion, and drama. For evaluating the progress of the children, the teacher applied the systematic assessment procedure with the rich assessment instruments. The role of routines, classroom procedures, and also flexible grouping were really useful to help the children more discipline during learning. Furthermore, (2) the DI was able to improve the children?s early literacy especially in English. Keywords: Differentiated Instruction, Kindergarten

THE EFFECT OF â€˜GISTâ€™ AND LEARNING STYLE TOWARD READING COMPREHENSION OF GRADE XI STUDENTS AT SMA DWIJENDRA BUALU IN ACADEMIC YEAR 2011/2012 PUSPAYANI S. PUTRI, AYU DIAN
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (41.645 KB)

ABSTRACT Dian Puspayani S.Putri, Ayu, 2012, The Effect of Gist and Learning Style on Reading Comprehension of Grade XI Students at SMA Dwijendra Bualu in Academic Year 2011/2012, Post Graduate Program, Ganesha University of Education. This master thesis has been revised and approved by: Advisor 1. Prof. Dr. I Ketut Seken, M.A., Advisor 2. Prof. Dr. Nyoman Padmadewi, M.A. Key words: GIST, learning style, reading comprehension, conventional reading technique This study concerned with experimental research which investigated whether or not there is any effect of Generating Interaction between Schemata and Text (GIST) and learning style on reading comprehension, and to investigate the relationship between the use of GIST, conventional reading technique and learning style. This study was carried out in SMA Dwijendra Bualu on grade XI students through a 2X4 true-experimental research design where the participants were homogenously The students in experimental group were taught using GIST while the students in control group were taught using conventional reading technique. Each group consisted of students with visual, aural, read-write, kinesthetic learning style. Therefore, there were eight groups altogether; students who were taught using GIST with visual learning style, students who were taught using conventional reading technique with visual learning style, students who were taught using GIST with aural learning style, students who were taught using conventional reading technique aural learning style. students who were taught using GIST with read-write learning style, students who were taught using conventional reading technique with read-write learning style, students who were taught using GIST with kinesthetic learning style, and students who were taught using conventional reading technique kinesthetic learning style. Post-tests were administered to all groups after the twelfth meeting. A two-way ANOVA test indicated that the experimental group students who were taught using GIST outperformed the group of students who were taught using the conventional reading technique. However, two-way ANOVA test could not answered the significance of average data in this 2x4 factorial design. Therefore, it was needed to use post-hoc or multiple comparison test to show the interaction from each cell of the data in this study.

Classroom Interaction of English as an Additional Language (EAL) in Primary Level at Canggu Community School: A Study Based on a Conversation Analysis Theory. Thesis. Language Education Departement, Postgraduate Program, Ganesha University of Education. Astiti, Gusti Ayu Ketut
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (109.456 KB)

ABSTRACT Astiti Gusti Ayu Ketut (2012), Classroom Interaction of English as an Additional Language (EAL) in Primary Level at Canggu Community School: A Study Based on a Conversation Analysis Theory. Thesis. Language Education Departement, Postgraduate Program, Ganesha University of Education. This thesis has been approved by advisor I : Prof Dr Ni Nyoman Padmadewi, M.A and Advisor II: Prof. Dr. I Ketut Seken, M.A. Key words: classroom interaction, conversation analysis, turn-taking organization, sequence organization, repair organization This study analyzed the classroom interaction of English as an Additional Language (EAL) in Primary level at Canggu Community School. This study followed a qualitative description of case study which uses Conversation Analysis to analyze the talk-in interaction in terms of turn-taking organization, sequence organization and the repair organization. The subjects of the study were an EAL teacher and EAL students who come from different classrooms in Primary level. The methods of data collection in this study were audio and video recording of classroom interaction, observation and interview with the teacher. The data of this study were obtained from the five lessons of five different groups. The main data were in the form of classroom interaction transcriptions. This study revealed that in terms of turn-taking organization, the personal solicit was the dominant solicit that occurred and the general solicit was the least dominant. The study also revealed that students made self-selections to take a turn. In terms of the sequence organization, the most common classroom interaction that occurred was Initiation-Response-Feedback (IRF)?sequence where the talk was initiated by the teacher and also by the students. In terms of the repair organization, other-initiated other-repair (OIOR) was the dominant type of repair that occurred in these EAL groups, in which most of the repairs were made by the teacher without giving much chance to the students to uptake the repair after the teacher. Based on the result of this study, it was concluded that in classroom interaction, how the turn-taking, sequence and repair were organized were vital components to enhance the learning of EAL students to improve their English proficiency and could increase their confidence in the classroom by having more chance to take a turn in discussion and also initiated the topic and conversation. Besides that the students need to have more opportunities to uptake the correct language after the repairs from the teacher. ABSTRAK Astiti Gusti Ayu Ketut (2012). Interaksi Kelas pada Pembelajaran Bahasa Inggris sebagai Bahasa Tambahan Tingkat Dasar di Canggu Community School: Studi dengan Menggunakan Analisis Percakapan. Tesis. Departement Pendidikan Bahasa, Pasca Sarjana, Universitas Pendidikan Ganesha. Tesis ini sudah disetujui dan diperiksa oleh: Pembimbing : Prof. Dr. Ni Nyoman Padmadewi, M.A. dan Pembimbing II: Prof. Dr. I Ketut Seken, M.A. Kata-kata kunci: interaksi kelas, percakapan analisis, organisasi mengambil giliran, organisasi rangkaian, organisasi perbaikan Studi ini fokus pada interaksi kelas pada pembelajaran Bahasa Inggris sebagai bahasa tambahan pada tingkat dasar (English as an Additional Language)-EAL di Canggu Community School. Ini merupakan studi kasus dengan pemaparan kualitatif. Subjek dari penelitian ini adalah seorang guru EAL dan para siswa EAL yang berasal dari lima grup. Penelitian ini menggunakan Analisis Percakapan (Conversation Analysis) dalam menganalisis data. Data penelitian didapatkan dari rekaman video dan suara interaksi kelas, observasi dan melakukan wawancara dengan guru EAL. Data utama berupa lima transkripsi percakapan dari lima kelas yang berbeda. Analisis data menunjukkan bahwa organisasi bergiliran (turn-taking organization) yang paling banyak muncul adalah guru menunjuk murid untuk mendapat kesempatan berbicara. Data tentang organisasi rangkaian interaksi (sequence organization) didapatkan bahwa guru lebih banyak memulai interaksi dan memperkenalkan topik pada siswa, tetapi topik dan inisiatif juga bisa dimulai dari siswa. Data tentang organisasi perbaikan (repair organization), menunjukkan bahwa kebanyakan perbaikan (repair) datangnya dari guru, di mana kurang kesempatan bagi siswa untuk memperbaiki kesalahan bahasa mereka. Dari analisis data dan pembahasan, dapat disimpulkan bahwa di dalam interakasi kelas guru seharusnya lebih banyak memberikan kesempatan siswa untuk berusaha aktif sendiri yang mana di dalam studi ini guru berusaha memberikan kesempatan yang sama kepada setiap siswa untuk berbicara dengan cara menunjuk siswa. Demikian juga halnya dalam rangkaian interaksi dan pengaturan perbaikan kesalahan, dengan adanya kesempatan bagi siswa memulai berinteraksi lebih banyak dan mendapat kesempatan dalam memperbaiki kesalahan bahasa diharapkan dapat meningkatkan kemampuan penggunaan bahasa Inggris mereka.

ANALISIS CAMPUR KODE PADA PERKULIAHAN BERBICARA BAHASA BALI 1 DI JURUSAN PENDIDIKAN BAHASA BALI D3 UNDIKSHA. Rai, Ida Bagus
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (53.871 KB)

ANALISIS CAMPUR KODE PADA PERKULIAHAN BERBICARA BAHASA BALI 1 DI JURUSAN PENDIDIKAN BAHASA BALI D3 UNDIKSHA. Oleh Ida Bagus Rai Secara umum penelitian ini bertujuan untuk mengkaji campur kode sebagai fenomena tutur yang terjadi pada perkuliahan berbicara bahasa Bali. Secara khusus penelitian ini bertujuan : (1) mengidentifikasi bahasa yang muncul pada perkuliahan berbicara bahasa Bali, (2) menemukan tataran bahasa yang muncul dalam campur kode, (3) mengkaji bentuk-bentuk campur kode yang terjadi pada perkuliahan berbicara bahasa Bali, dan (4) mengkaji faktor-faktor yang menyebabkan terjadinya campur kode pada perkuliahan berbicara bahasa Bali. Penelitian ini menggunakan rancangan kualitatif dengan karakteristik yang alami. Data dalam penelitian ini berupa ujaran dalam tataran morfem, kata, dan frasa. Latar penelitian ini adalah kampus Undiksha tempat perkuliahan berbicara bahasa Bali. Subjek penelitian ini adalah dosen dan mahasiswa jurusan pendidikan bahasa Bali. Adapun metode yang digunakan pada penelitian ini adalah metode observasi dan wawancara. Dalam analisis data digunakan tahapan reduksi data, penyajian data, dan penarikan simpulan. Temuan penelitian ini menunjukkan, bahasa yang paling banyak menyisip pada perkuliahan berbicara bahasa Bali adalah bahasa Indonesia. Bentuk-bentuk campur kode yang terjadi adalah campur kode ke dalam, campur kode ke luar, dan campur kode campuran. Dalam penelitian ini tataran bahasa yang menimbulkan campur kode adalah morfem, kata, dan frasa. Tataran yang paling banyak muncul adalah tataran kata. Campur kode pada perkuliahan berbicara bahasa Bali disebabkan oleh dua faktor, yaitu (1) faktor penutur dan (2) faktor kebahasaan yang terdiri atas kurangnya kosa kata bahasa Bali. Pada perkuliahan berbicara bahasa Bali telah terjadi peristiwa kebahasaan yang disebut campur kode. Hasil penelitian ini bermanfaat bagi guru/dosen, siswa/mahasiswa, dan peneliti. Jika menginginkan hasil yang lebih maksimal, peneliti lain hendaknya melakukan penelitian yang lebih mendalam daripada penelitian yang telah dilakukan ini. Kata Kunci :campur kode ,perkuliahan,bahasa Bali, ABSTRACT This study generally aims to describe the code mixing as a phenomenon that occurred at speaking course of Balinese language lecturing. Specifically, this study aims: (1) to identify the language that appeared at the speaking course of Balinese language lecturing, (2) to find the level of language that appeared in code mixing, (3) to describe the forms of interference that occurred at speaking course of Balinese language lecturing, and (4) to describe some factors that caused the occurrence of code mixing at speaking course of Balinese language lecturing. This study used a qualitative design with natural characteristics. Data in this study were some utterances at the level of morphemes, words, and phrases. Setting of this study is campus of Undiksha which was the place of Balinese Language Speaking course. The subject of this study is the students of Balinese language education Department. The method used is the method of observation and interview. In the data analysis used the stage of data reduction, data presentation, and drawing conclusions. The findings of this study showed that the most language inserted in the Balinese Language Speaking Course was Indonesian language. Other forms of interference that occured was a code mixing into the code, the code mixing out of the code, and mix the code mixing. In this study the level languages that raised the code mixing were morphemes, words and phrases. Most level appeared is the level of the word. Code mixing of Balinese Language in Speaking Course was caused by two factors, namely (1) Factor of speaker and (2) Factor of language that lack of Balinese vocabulary. The language situation that happened in the Balinese Language speaking Course was called code mixing. The results were useful for teacher/ lecturer, students, and researchers. For the maximum results, other researchers should conduct more in-depth study than this research. Keywords: code mixing, lecturing, Balinese language

A COMPARATIVE EFFECT OF METACOGNITIVE SELF-MONITORING STRATEGIES ON STUDENTSâ€™ READING COMPETENCY BASED ON TEXT TYPES ELLY PRAPTI ERAWATI, NI LUH PUTU
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (135.627 KB)

ABSTRACT This study attempted to find out a comparative effect of metacognitive self-monitoring strategies on students? reading competency based on text types. This study was carried out at the second semester of the second year students of SMA Negeri 2 Denpasar in the academic year of 2011/2012. The independent variable in this research was metacognitive self-monitoring strategies with two levels, namely KWL which stands for Know, Want and Learn and SQ3R strategy which stands for Survey, Question, Read, Recite, and Review, and text types as moderator variable. The dependent variable investigated in this study was reading comprehension. The study was an experimental study with posttest only comparison group design. The total number of population was 10 classes, which consisted of 411 students all together. From the population, two classes, consisting of 64 students, were used as samples. They were divided into two groups; KWL group and SQ3R group by multistage random sampling technique. In this study, the scores of students? reading comprehension were acquired by administering reading comprehension test. The data were analyzed by using two way ANOVA and LSD (least significant difference) test. The result of the analysis showed that: (1) There is no significant difference between the two metacognitive self-monitoring strategies on the students? reading competency. However, the students treated with KWL strategy consistently gained higher scores than the score of student streated with SQ3R. (2) There is no significant difference in reading narrative text competency between students who were taught by using KWL strategy and those who were taught by using SQ3R. (3) There is no significant difference in reading spoof text competency between students who were taught by using KWL strategy and those who were taught by using SQ3R. (4) There is no significant difference in reading hortatory exposition text competency between students who were taught by using KWL strategy and those who were taught by using SQ3R. (5) There was no interaction between metacognitive monitoring strategies and text types. Based on the result of the study, it can be concluded that KWL strategy was better than SQ3R strategy on students? reading comprehension for any text type. Key words: metacognitive self-monitoring strategies, text types and reading comprehension Perbandingan Pengaruh Strategi Metacognitive Self-Monitoring terhadap Kemampuan Membaca Siswa Berdasarkan Tipe-Tipe Teks. Oleh: Ni Luh Putu Elly Prapti Erawati ABSTRAK Penelitian ini bertujuan untuk menemukan perbandingan pengaruh strategi metacognitive self-monitoring terhadap kemampuan membaca siswa dilihat berdasarkan tipe-tipe teks. Penelitian ini dilaksanakan pada semester gasal, siswa kelas sebelas SMAN 2 Denpasar, tahun ajaran 2011/2012. Variabel bebas pada penelitian ini adalah strategi metacognitive self-monitoring dengan dua level yaitu KWL singkatan dari Know, Want And Learn and SQ3R yakni Survey, Question, Read, Recite, dan Review dan tipe-tipe teks sebagai variabel pembeda. Variabel terikat yang diselidiki dalam penelitian ini adalah kemampuan membaca. Penelitian ini adalah penelitian experimen dengan rancangan posttest only comparison group. Total jumlah populasi 10 kelas yang jumlahnya 411 siswa. Dari populasi tersebut, dua kelas berjumlah 64 siswa terpilih sebagai sampel. Kemudian dengan menggunakan teknik multistage random sampling, mereka dibagi menjadi 2 kelompok; kelompok KWL dan kelompok SQ3R. Pada penelitian ini, skor membaca pemahaman siswa diperoleh dari tes membaca pemahaman. Data kemudian dianalisis dengan menggunakan two way ANOVA dilanjutkan dengan tes LSD (least significant different).Hasil analisis menunjukkan bahwa (1) Tidak terdapat perbedaan yang signifikan diantara kedua strategi metacognitive self-monitoring terhadap kemampuan membaca siswa, tetapi dengan strategi membaca KWL secara konsisten siswa memeroleh nilai rata-rata yang lebih tinggi dibandingkan dengan rata-rata siswa dengan strategi membaca SQ3R. (2) Tidak ada perbedaan yang signifikan dalam kemampuan membaca teks narasi antara siswa yang belajar dengan menggunakan strategi KWL dengan siswa yang belajar dengan strategi SQ3R. (3) Tidak ada perbedaan yang signifikan dalam kemampuan membaca teks spoof antara siswa yang belajar dengan menggunakan strategi KWL dengan siswa yang belajar dengan strategi SQ3R. (4) Tidak ada perbedaan yang signifikan dalam kompetensi membaca teks hortatory exposition antara siswa yang belajar dengan menggunakan strategi KWL dengan siswa yang belajar dengan strategi SQ3R. (5) tidak ada interaksi antara strategi membaca siswa dengan jenis-jenis teks. Berdasarkan hasil penelitian ini, dapat disimpulkan bahwa strategi KWL lebih baik dibandingkan dengan strategi SQ3R pada kemampuan membaca siswa untuk berbagai jenis teks. Kata Kunci: strategi metacognitive self-monitoring, tipe-tipe teks, kemampuan membaca

THE EFFECT OF THEME AND RHEME TECHNIQUE AND ACHIEVEMENT MOTIVATION ON STUDENTSâ€™ WRITING COMPETENCY AT ENGLISH DEPARTMENT OF THE FACULTY OF TEACHER TRAINING AND EDUCATION OF MAHASARASWATI UNIVERSITY DENPASAR Leza, Pius
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (395.361 KB)

ABSTRACT The aim of this study was to prove the effect of Theme and Rheme Technique and Achievement Motivation on Students? Writing Competency. This study was conducted in the Fifth Semester of English Department of the Faculty of Teacher Training and Education of Mahasaraswati University in Denpasar with the subjects was the Fifth Semester Students of the Academic Year 2011/2012. The population of this study was 11 classes consisted of 300 students who took writing IV course. From all populations, 60 students were used as sample which were divided into two groups, i.e. experimental group and control group and recruited by using Cluster Random Sampling Technique. The experimental group was semester VC (30 students) and were treated by using Theme and Rheme technique and the control group was semester VD (30 students) and were treated by using Conventional technique. The research design was Posttest Only Control Group Design by using 2x2 factorial design. There were three variables in this study, namely: independent, moderator, and dependent variables. The independent variable was Theme and Rheme technique and moderator variable was students? achievement motivation level (high and low), and the dependent variable was students? writing competency in writing paragraph (short story, personal letter, and business letter). The research used two data-collection instruments, i.e. the writing competency test and the scale of achievement motivation in studying English as foreign language. The data were analyzed by using descriptive statistic and inferential statistic i.e. two-way ANOVA and then continued by using Tukey test. The results of the finding were: (1) there was a significant difference in writing competency between the students who are taught by using Theme and Rheme technique and those who are taught by using Conventional technique. The mean score of the students who are taught by using Theme and Rheme technique was higher than the mean score of the students who are taught by using Conventional technique, (2) there was a significant interactional effect of the techniques of teaching writing (Theme and Rheme technique and Conventional technique) and the students? achievement motivation in learning English on the students? writing competency, (3) there was a significant difference in writing competency between the students with high achievement motivation who are taught by using the Theme and Rheme technique and those taught by using the Conventional technique, (4) there was a significant difference in writing achievement between the students with low achievement motivation who are taught by using the Theme and Rheme technique and those taught by using the Conventional technique, (5) there was a significant difference in writing competency between the students with high achievement motivation and those with low achievement motivation taught by using the Theme and Rheme technique, (6) there was a significant difference in writing achievement between the students with high achievement motivation and those with low achievement motivation taught by using the Conventional technique. Keywords: theme and rheme technique, achievement motivation, students? writing competency

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