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The Effect of Blockbusters Game and Gender on Grade Ten Studentsâ€™ Listening Comprehension of SMAN 1 Melaya in the Academic Year 2010/2011. Thesis, Program Studi Pendidikan Bahasa Program Pascasarjana UniversitasPendidikan Ganesha Singaraja. Aditya Septirino, I Komang
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 2 (2012)
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ABSTRACT Septirino, I Komang Aditya (2012). The Effect of Blockbusters Game and Gender on Grade Ten Students? Listening Comprehension of SMAN 1 Melaya in the Academic Year 2010/2011. Thesis, Program Studi Pendidikan Bahasa Program Pascasarjana UniversitasPendidikan Ganesha Singaraja.Keywords:blockbusters game,gender,listening comprehensionThe main objective of this study was to investigate whether there was a significant difference in listeningcomprehension amongmale and female students who were treated differently by using Blockbusters game and conventional technique. The subjects of the study were 4 classes of grade ten students of SMAN 1 Melaya determined by using random sampling. The study involved 6 sessions of treatments and a post test at the end of the treatment. This study used ?The Posttest Only Control Group Design? as the research design. The gathered data were analyzed by usingdescriptiveand inferential statistics. The result of the data analysis showed that: (1) there was significant difference in listening comprehension between the students who were taught by using Blockbusters game and those who were treated with the conventional technique, (2) there was significant difference of students? listening comprehension between female and male students, (3) There was no interaction between the teaching techniquesappliedand gender difference. Based on the finding above, it is recommended for English teacher to consider Blockbusters game as an alternative listening technique applied in teaching listening inorder to optimize students?listeningcomprehension.2ABSTRAKSeptirino, I Komang Aditya (2012). Efek dari Permainan Blockbusters dan Gender terhadap Kemampuan Mendengarkan Murid Kelas X di SMAN 1 Melaya pada Tahun Ajaran 2010/2011. Tesis, Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Pendidikan Ganesha Singaraja. Kata kunci: blockbusters game, gender,kemampuanmendengarkan. Penelitian ini bertujuan untuk mendeskripsikan perbedaan kemampuan mendengarkan antara murid perempuan dan laki-laki yang dikelola berbeda dengan menggunakan permainan Blockbusters dan teknik mendengarkan konvensional. Subyek dari penelitian ini adalah 4 kelas dari 8 kelas X di SMAN 1 Melaya yang diperoleh secara random. Penelitian ini menggunakan desain ?The Posttest Only Control Group Design?. Data yang diperoleh dianalisis dengan menggunakan statistik deskriptif dan inferensial. Temuan penelitian menunjukkan, bahwa: (1) terdapat perbedaan kemampuan mendengarkan yang signifikan antara murid yang diajar dengan permainan Blockbuster dan teknik konvensional, (2) terdapat perbedaan kemampuan mendengarkan antara murid perempuan dan laki-laki, (3) tidak terdapatinteraksi antara teknik mengajar dan perbedaan gender. Berdasarkantemuan penelitian, disarankan untuk menggunakan permainan Blockbusters sebagai salah satu teknik alternatif untuk mengoptimalkan kemampuanmendengarkan siswa.

THE EFFECT OF PQ4R STRATEGY AND LINGUISTIC INTELLIGENCE ON READING COMPREHENSION OF THE TENTH GRADE STUDENTS OF SMAN 1 SUKASADA IN THE ACADEMIC YEAR 2011/ 2012 YARMADA SRIADI, I NYOMAN
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 2 (2012)
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THE EFFECT OF PQ4R STRATEGY AND LINGUISTIC INTELLIGENCE ON READING COMPREHENSION OF THE TENTH GRADE STUDENTS OF SMAN 1 SUKASADA IN THE ACADEMIC YEAR 2011/ 2012 By: I Nyoman Yarmada Sriadi * ABSTRACT Keywords: linguistic intelligence, PQ4R strategy, reading comprehension. This study aimed at investigating whether the implementation of PQ4R strategy and the students? linguistic intelligence gave a significant effect to the students? reading comprehension. The study was an experimental study by applying 2 x 2 factorial design. The population was 5 classes (153 students) of grade X in SMAN 1 Sukasada in the academic year 2011/ 2012, in which 4 classes were samples which were assigned into two groups, i.e. experimental group and control group, by Cluster Random Sampling. The research data were collected through tests that were analyzed by using Statistical Two-Way Anova and Tukey Test. The result shows that, first, there was a significant difference on the students? reading comprehension between the students who were taught by using PQ4R strategy and conventional reading strategy, in which the students who were taught by using PQ4R strategy had higher reading comprehension than those students who were taught by using conventional strategy. Second, there was a significant interactional effect on the students? reading comprehension between the strategies applied and the students? linguistic intelligence. Third, there was a significant difference on the students? reading comprehension between the students who had high linguistic intelligence when they were taught by using PQ4R strategy and conventional strategy, in which the students who had high linguistic intelligence taught by using PQ4R strategy had higher reading comprehension than those students who were taught by using conventional reading strategy. Fourth, there was no any significant difference between the students? reading comprehension of the students who had low linguistic intelligence when they were taught by using PQ4R strategy and conventional strategy. PENGARUH STRATEGI PQ4R DAN STRATEGI CONVENSIONAL SERTA INTELLIGENSI LINGUISTIK TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN PADA SISWA KELAS X SMAN 1 SUKASADA TAHUN AJARAN 2011/ 2012 ABSTRAK Kata kunci: intelligensi linguistik, strategi PQ4R, membaca pemahaman. Penelitain ini bertujuan untuk mengetahui apakah penerapan strategi PQ4R yang ditinjau dari intelligensi linguistik memberikan pengaruh interaksi yang signifikan terhadap kemampuan siswa dalam membaca pemahaman. Penelitian ini merupakan penelitian eksperimental dengan menggunakan rancangan factorial 2 x 2. Populasi berjumlah 5 kelas (153 siswa) dari semua siswa di kelas X di SMA Negeri 1 Sukasada tahun ajaran 2011/ 2012. Dengan menggunakan metoda kelompok secara acak (cluster random sampling), 4 kelas ditentukan sebagai sampel dan dibagi menjadi dua kelompok, yaitu kelompok eksperimental dan kelompok kontrol. Data penelitian ini dikumpulkan melalui tes, yang kemudian dianalisis dengan menggunakan uji statistic anava dua jalur dan uji Tukey. Hasil penelitian menunjukkan bahwa, pertama, ada perbedaan yang signifikan pada kemampuan siswa dalam membaca pemahaman antara siswa yang diajar dengan strategi PQ4R dan strategi konvensional, di mana siswa yang diajar dengan menggunakan strategi PQ4R memiliki kemampuan membaca pemahaman yang lebih tinggi daripada mereka yang diajar dengan menggunakan strategi konvensional. Kedua, ada pengaruh interaksi yang signifikan antara strategi mengajar yang diterapkan dengan kemampuan intelligensi linguistik siswa pada kemampuan mereka dalam membaca pemahaman. Ketiga, terdapat perbedaan yang signifikan pada kemampuan siswa dalam membaca pemahaman yang memiliki tingkat intelligensi linguistik yang tinggi ketika mereka diajar dengan menggunakan strategi PQ4R dan ketika mereka diajar dengan menggunakan strategi konvensional, di mana kemampuan siswa dalam membaca pemahaman yang memiliki tingkat intelligensi linguistik yang tinggi yang diajar dengan menggunakan strategi PQ4R lebih tinggi daripada mereka yang diajar dengan menggunakan strategi konvensional. Keempat, tidak terdapat perbedaan yang signifikan pada kemampuan siswa dalam membaca pemahaman yang memiliki tingkat intelligensi linguistik yang rendah ketika mereka diajar dengan menggunakan strategi PQ4R dan ketika mereka diajar dengan menggunakan strategi konvensional.

THE CONTRIBUTION OF LEARNING ANXIETY, TEACHER-STUDENT RELATIONSHIPS, AND SELF-CONCEPT TOWARD THE SPEAKING SKILLS OF THE TENTH GRADE STUDENTS IN SMA N 1 BANGLI WEDAYANTHI, LUH MADE DWI
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 2 (2012)
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ABSTRACT Wedayanthi, Luh Made Dwi (2012). The Contributions of Learning Anxiety, Teacher-Student Relationships, and Self-Concepts toward the Speaking Skills of the Tenth Grade Students in SMA N 1 Bangli. Thesis, Language Education Study Program, Postgraduate Program, Ganesha University of Education. This thesis has been examined and corrected by: Supervisor I: Dra. Luh Putu Artini, M.A. Ph.D Supervisor II: Dr. Ni Made Ratminingsih, M.A. Keywords: contribution, learning anxiety, teacher-student relationship, student?s self-concept, speaking skills. This study was a correlational research that aimed to know the contribution of learning anxiety, teacher-student relationships, and students? self-concept toward the tenth grade students? speaking skills. It was conducted in SMA N 1 Bangli. In this study there were 127 students used as the samples from 231 populations. All of them were the tenth grade students. Before the real data collection was done, the tryout of instrument was conducted. After the tabulation of the real data, the pre-requisite tests were done; normality, linearity, multicollinearity, autocorrelation, and heterocedasticity. Simple regression and multiple regressions were conducted after the pre-requisite tests were done. The simple regression was done to determine the predictor contribution to the criterion variable. After the data were calculated by using SPSS, there were four results from the research questions in this study. The first, there is a relationship between learning anxiety and speaking skills and it contributed 34.66% to speaking skills. It means, the higher learning anxiety owned by the students, the higher speaking skills done by the students. The second, there is a relationship between teacher-student relationships and speaking skills, the contribution is 10.59%. From the contribution, it could be concluded that the better level of teacher-student relationships led the student to have higher level of participation. The third, there is a relationship between students? self-concept and speaking skills, it contributed 5.26%. From all of the contribution from each predictor (X1,2,3) to speaking skills (Y), students? self-concept got the lowest level then the other, it means that students? self-concept need to be increased by the students. Based on the determination above, it could be concluded that (1) there was contribution of students? learning anxiety toward speaking skills, (2) there was contribution of teacher-student relationships toward speaking skills, (3) there was contribution of students? self-concept toward speaking skills, and (4) there was a contribution between students? learning anxiety, teacher-student relationships, and students? self-concept toward speaking skills of the tenth grade senior high school in SMA N 1 Bangli in the academic year 2011/2012. ABSTRAK Wedayanthi, Luh Made Dwi (2012). Kontribusi Kecemasan dalam Belajar Bahasa, Hubungan Guru dan Siswa, dan Konsep Diri Siswa terhadap Skill Berbicara Siswa Kelas Sepuluh di SMA N 1 Bangli. Tesis Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Pendidikan Ganesha. Thesis ini telah dibaca dan diperbaiki oleh: Pembimbing I: Dra. Luh Putu Artini, M.A. Ph.D Pembimbing II: Dr. Ni Made Ratminingsih, M.A. Kata Kunci: kontribusi, kecemasan dalam belajar, hubungan sguru dan siswa, konsep diri siswa, skill berbicara Studi ini bertujuan untuk mengetahui kontribusi kecemasan belajar, hubungan guru dan siswa, dan konsep diri terhadap skill berbicara siswa kelas sepuluh. Studi ini dilaksanakan di SMA N 1 Bangli. Dalam studi terdapat 127 siswa sampel dari 231 populasi. Sebelum data dikumpulkan, uji pra-syarat dilaksanakan seperti normalitas, linearitas, multikollinear, autokorelasi, dan heterokedasticitas. Regresi sederhana dan regresi berganda dilaksanakan setelah uji prasyarat selesai. Regresi sederhana dilaksanakan untuk mencari hubungan prediktor dan kriteria variabel. Setelah data dihitung menggunakan SPSS, diperoleh hasil penelitian sebagai berikut; pertama, terdapat hubungan antara kecemasan dalam belajar dan skill berbicara, yang berkontribusi sebanyak 34.66. Hal ini berarti, semakin tinggi kecemasan dalam belajar yang dimiliki siswa, semakin tinggi skill berbicara. Kedua, ada hubungan antara guru dan siswa dengan skill berbicara siswa, yang berkontribusi 10.59%. Dari kontribusi tersebut, dapat disimpulkan bahwa semakin baik tingkat hubungan guru dan siswa semakin baik pula skill berbahasa Inggris siswa. Ketiga, ada hubungan antara konsep diri siswa dengan skill berbicara, yang berkontribusi 5.26%. Berdasarkan semua kontribusi dari setiap predictor (X1,2,3) terhadap skill berbicara. Konsep diri siswa mempunyai hubungan yang paling rendah daripada yang lainnya. Hal ini berarti bahwa konsep diri siswa perlu ditingkatkan oleh guru dalam diri siswa itu sendiri. Berdasarkan semua temuan di atas dapat disimpulkan bahwa; (1) terdapat kontribusi antara kecemasan dalam belajar bahasa terhadap skill berbicara, (2) terdapat kontribusi antara hubungan guru dan siswa terhadap skill berbicara siswa, (3) terdapat kontribusi antara konsep diri siswa terhadpa skill berbicara, dan (4) terdapat kontribusi antara kecemasan belajar siswa, hubungan guru dan siswa, dan konsep diri siswa terhadap skill berbicara pada kelas sepuluh di SMA N 1 Bangli pada tahun ajaran 2011/2012.

AN ANALYSIS OF TEACHER TALK IN ENGLISH CLASSES IN SMK PGRI 4 DENPASAR Astiti, Ni Wayan Widha
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 2 (2012)
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ABSTRACT The objective of this study at describing the types of Teacher Talk, the effectiveness/ineffectiveness of Teacher Talk, and the aspect of Teacher Talk in classroom observation. To meet the objective, sampling technique was employed to select three classes together with the three English teachers who taught in those classes. The data were collected through recorded classroom interaction, observer?s field notes and questionnaire, while the data were analyzed qualitatively on the basis of Flander?s Theory of the Teacher Talk (1980).The Analysis of Teacher Talk Types includes identifying the different types of Teacher Talk, categorizing the various types of Teacher Talk into ten footing patterns and generalizing the relationship among these footing. The findings reveal that the three teachers most frequently used six footings such as Mediator, Evaluator, Learning task assignor, teaching material interpreter, inspector and classroom climate conductor. The observation used three instruments to analyze the data; Flanders Interaction Analysis Categories (FIAC) to identify the classroom interactions, teaching effectiveness elements based on the Walberg?s theory, and Likert Scale to measure the students? opinion resulted from questionnaire. The results of the analysis showed that the most dominant characteristic in English classes was the student participation. It reflected that most of the teaching-learning time was devoted to questions and answers by the students. But, without the Teacher Talk the students could not devote their participation. The teacher spent 59.52% of the teaching-learning time, while the students spent 69.05% of the teaching-learning time. It showed that the students were active in the classroom interaction. The interaction in these English classes was in three-way communication; there were interaction between teacher-student, student-teacher, and students-students. The English classroom interaction also met the requirements of teaching effectiveness elements by Walberg (1986). The teaching effectiveness elements used in the classroom were in the form of academic learning time, the use of reinforcement, cues and feedback, co-operative learning, classroom atmosphere, higher order questions, advance organizers, direct instruction, indirect teaching and democratic classroom. Based on the students? opinion, the teaching learning process in the classroom was good enough however some students felt uncomfortable with the classroom atmosphere and the teacher?s discipline of time. The research found that there are three major Teacher Talk Aspects, covering physiological aspect, interpersonal aspect, pedagogical aspect, which are stated as strong / effective aspects. Keyword: teacher talk, types of teacher talk, classroom interaction ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan jenis Tuturan Guru, efektivitas / tidak efektifnya Tuturan Guru, dan aspek Tuturan Guru di observasi kelas. Untuk memenuhi tujuan, teknik sampling yang digunakan untuk memilih tiga kelas bersama dengan tiga guru Bahasa Inggris yang mengajar di kelas. Data dikumpulkan melalui interaksi kelas yang direkam, catatan lapangan pengamat dan kuesioner, sedangkan data dianalisis secara kualitatif berdasarkan Teori Flander terhadap Tuturan Guru (1980). Analisis Jenis Tuturan Guru mencakup identifikasi berbagai jenis Tuturan Guru, jenis Tuturan Guru dikategorikan menjadi sepuluh pola pijakan dan generalisasi saling berhubungan antara pijakan ? pijakan tersebut. Temuan menunjukkan bahwa tiga guru yang paling sering digunakan enam pondasi seperti Mediator, Evaluator, Belajar tugas pemberi tugas, mengajar juru material, Inspektur dan konduktor kelas iklim. Pengamatan menggunakan tiga instrumen untuk menganalisis data; Flanders Kategori Analisis Interaksi (FIAC) untuk mengidentifikasi interaksi kelas, elemen efektivitas mengajar berdasarkan teori Walberg, dan Skala Likert untuk mengukur pendapat siswa dihasilkan dari kuesioner. Hasil analisis menunjukkan bahwa karakteristik yang paling dominan dalam kelas bahasa Inggris adalah partisipasi siswa. Ini mencerminkan bahwa sebagian besar waktu belajar-mengajar yang telah dikhususkan untuk pertanyaan dan jawaban oleh para siswa. Tapi, tanpa Guru Bicara siswa tidak bisa mencurahkan partisipasi mereka. Guru menghabiskan 59,52% dari waktu belajar mengajar, sedangkan siswa menghabiskan 69,05% dari waktu belajar-mengajar. Hal ini menunjukkan bahwa siswa aktif dalam interaksi kelas. Interaksi dalam kelas-kelas bahasa Inggris dalam tiga-arah komunikasi; ada interaksi antara guru-siswa, siswa-guru, dan siswa-siswa. Interaksi kelas bahasa Inggris juga memenuhi persyaratan unsur efektivitas mengajar oleh Walberg (1986). Unsur-unsur efektivitas mengajar digunakan di dalam kelas adalah dalam bentuk waktu belajar akademis, penggunaan penguatan, isyarat dan umpan balik, koperasi belajar, suasana kelas, pertanyaan orde tinggi, penyelenggara muka, instruksi langsung, tidak langsung dan mengajar kelas demokratis. Berdasarkan pendapat para siswa, proses belajar mengajar di kelas cukup baik namun beberapa siswa merasa tidak nyaman dengan suasana kelas dan disiplin guru waktu. Penelitian ini menemukan bahwa ada tiga Aspek utama Bicara Guru, meliputi aspek fisiologis, aspek interpersonal, aspek pedagogis, yang dinyatakan sebagai aspek yang kuat / efektif. Kata Kunci: tuturan guru, jenis tuturan guru, interaksi kelas

The Effect of Reciprocal Strategy and Learning Style on Reading Comprehension of the 10th Grade Students of SMAN 3 Amlapura Hari Sukrawan, I Made
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 2 (2012)
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ABSTRACT The Effect of Reciprocal Strategy and Learning Style on Reading Comprehension of the 10th Grade Students of SMAN 3 Amlapura. Thesis, Language Education Study Program, Post Graduate Program, Ganesha University of Education. Key Words: reciprocal teaching strategy, learning style, and reading comprehension. This study aimed at investigating the effects of reciprocal teaching and learning style on the English reading comprehension of 10th grade students of SMAN 3 Amlapura. The research subjects of this study were the 10th grade students of SMAN 3 Amlapura. There were 180 students involved as the research subjects of this study. This study was a quasy experiment. The data were collected quantitatively. The data were collected using two types of instruments: test and questionnaire. The method of data analysis used was two-way ANOVA. The study concluded that the use reciprocal strategy significantly improve students? reading comprehension of the 10th grade students of SMA Negeri 3 Amlapura. Reciprocal strategy is also significantly improve visual-dominant students in reading comprehension. There was no significant difference in students' reading comprehension between the two groups of students who were dominant in Kinestatic learning style treated with learning style.

THE CONTRIBUTION OF STUDENTSâ€™ BELIEFS ABOUT LANGUAGE LEARNING, LEARNING STYLES, AND LANGUAGE LEARNING STRATEGIES TOWARD THE ENGLISH ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS OF STATE SENIOR HIGH SCHOOLS IN SINGARAJA Angelianawati, L
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 2 (2012)
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Abstract This study was a correlational study, which was aimed at investigating whether or not there was a significant contribution of beliefs about language learning, learning styles, and language learning strategies on students? English achievement. The research was done toward the eleventh grade students of state senior high schools in Singaraja Semester 1, in the academic year 2011/2012. The number of population was 798 students; and the sample was 160, which were determined through proportional random sampling technique. The data of beliefs about language learning were collected through BALLI (Horwitz, 1987) which was adapted from Artini (2006), learning styles through PLSPQ (Reid, 1984), language learning strategies through SILL (Oxford, 1990), and English achievement from documentations, namely from students? school report books. The data were analyzed by using descriptive and inferential statistics. The descriptive statistics was used to describe the obtained variable data and the inferential statistics was used to analyze the requirement testing and hypothesis testing. The research results showed that there were significant contributions of each predictor, i.e. beliefs about language learning, learning styles, and language learning strategies, to the students? English achievement (? < 0.05), namely 3.6% with r = 0.190, 5% with r = 0.224, and 2.9% with r = 0.172, correspondingly. There was also a positive and significant contribution of the beliefs about language learning, learning styles and language learning strategies simultaneously to their English achievement, with r = 0.257, ? < 0.05, and the coefficient of determination (r 2) = 0.066 or 6.6%, in which the effective contribution of each from the strongest to the weakest were learning styles 3.51%, beliefs about language learning 1.71%, and language learning strategies 1.38% respectively. Key terms : beliefs about language learning, learning styles, language learning strategies, English achievement

IDENTIFIKASI FAKTOR PENYEBAB KESULITAN BELAJAR KETERAMPILAN BERBICARA SISWA KELAS VIIE SMPN 5 NEGARA DAN STRATEGI GURU UNTUK MENGATASINYA Dewantara, I Putu Mas
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 2 (2012)
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ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis (1) faktor penyebab kesulitan belajar siswa dalam pembelajaran keterampilan berbicara dan (2) strategi guru untuk mengatasi faktor penyebab kesulitan belajar siswa dalam pembelajaran keterampilan berbicara. Penelitian ini adalah penelitian deskriptif kualitatif. Sumber data dalam penelitian ini adalah seorang guru bahasa Indonesia kelas VII dan 32 orang siswa kelas VIIE SMPN 5 Negara. Metode pengumpulan data yang digunakan dalam penelitian ini adalah metode wawancara dan observasi. Pengumpulan data mengenai faktor penyebab kesulitan belajar siswa dilakukan dengan menggunakan metode wawancara kepada guru dan siswa. Pengumpulan data mengenai strategi guru menggunakan metode observasi dan wawancara. Pengolahan data dilakukan melalui tiga tahap, yaitu: reduksi data, penyajian data, serta penarikan simpulan dan verifikasi. Hasil penelitian ini adalah (1) Faktor-faktor penyebab kesulitan belajar siswa dalam pembelajaran keterampilan berbicara berasal dari faktor motif/motivasi, kebiasaan belajar, penguasaan komponen kebahasaan, penguasaan komponen isi, sikap mental, hubungan/interaksi antara guru dan siswa, metode pembelajaran, media pembelajaran, dan hubungan/interaksi antara siswa dan siswa. Faktor yang paling dominan menyebabkan kesulitan belajar siswa adalah sikap mental; dan (2) Strategi guru untuk mengatasi faktor penyebab kesulitan belajar siswa meliputi strategi pembelajaran ekspositori, strategi pembeajaran yang berpusat pada guru, strategi pembelajaran deduksi, dan strategi pembelajaran heuristik. Hasil penelitian ini bermanfaat bagi siswa, guru, sekolah, dan peneliti lain. Guru dalam pembelajaran keterampilan berbicara hendaknya mampu melakukan diagnosis terhadap faktor penyebab kesulitan belajar siswa dan memiliki pengetahuan yang luas mengenai strategi-strategi pembelajaran yang dapat diterapkan untuk mengatasi faktor penyebab kesulitan belajar siswa. Guru hendaknya mampu menciptakan pembelajaran yang memberikan kesempatan kepada siswa untuk belajar berkomunikasi. Kata Kunci : kesulitan belajar, strategi pembelajaran, pembelajaran berbicara ABSTRACT This study aims at describing and analyzing (1) the factors which the students? learning difficulties of and (2) teachers' strategies to cope with students learning difficulties. This is sources descriptive qualitative. The sources of data of this research is a bahasa Indonesia teacher of VII grade and 32 students in VIIE class of SMPN 5 Negara. The methods of data collection used for this research is a interview and observation. The data gathering for the factors of students learning difficulties was done using interview toward the teacher and the student. The data gathering for teacher strategy was done using observation and interview toward the teacher. The data analysis was done trough tree step, the data reduction, data presentation, and verification and conclusion. The result, of this research are (1) The factors which cause a student learning ability in speaking are from motive/motivation factor, learning habits, the mastery of language components, the mastery of content components, mental attitude, relationship/interaction between teachers and students, teaching methods, instructional media, and relationship/interaction among students. The most dominant factor which causes students learning difficulties is the students? mental attitude, (2) the learning strategies implemented by the teacher include expository learning strategies, teacher center strategies, deduction, and heuristics learning strategy. The results this study are useful for students, teachers, schools, and other researchers. Teachers in teaching speaking skill are hoped to be able to diagnose the factors which cause students? learning difficulties and have the broad knowledge about learning strategy which can be implemented to cope with the factors which students learning difficulties. Teachers should be able to create learning that gives students the chance to learn to communicate. Key Words : learning difficulties, learning strategies, learning speaking

EFL TEACHERSâ€™ TEACHING STRATEGIES IN PUBLIC VOCATIONAL HIGH SCHOOLS IN SINGARAJA ., Nurul Inayah
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 2 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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ABSTRACT This research was conducted in an attempt to investigate the EFL teachers? teaching strategies in Public Vocational High Schools in Singaraja. It is concerned with what teaching strategies implemented by the EFL teachers, similarities and differences of teaching strategies applied, and problems encountered by the teachers in implementing the strategies. The settings of this research were three Public Vocational High Schools in Singaraja, namely: SMKN 1 Singaraja, SMKN 2 Singaraja, and SMKN 3 Singaraja. The subjects of this research were six EFL teachers who taught Tenth Grade students. This research was designed as a qualitative research. The data were collected through questionnaire, interview, observation, and document study. Data were analyzed by using Celce-Murcia (2001) and Herrel and Jordan (2004) EFL teaching strategies. Based on the data analysis, the study identified some findings. First, the EFL teachers in Public Vocational High Schools in Singaraja implemented various teaching strategies. There were approximately thirty four strategies were implemented, namely: Academic language Scaffolding, Advance organizers, Language focus lessons, Cloze, Collaborative reading, Communication games, Cooperative learning, Emotive writing tasks, Guided writing, Imaging, Interactive listening, Attribute charting, Language framework planning, Learning centers, Leveled questions, Listening and answering, Listening and repeating, Modeled talk, Multimedia presentations, Part-centered, Partner work, Peer Tutoring, Practical writing tasks, Predictable routines and signals, Realia strategies, Scripting, Socio-psycholinguistic, Sorting activities, Task listening, Visual scaffolding, Vocabulary processing, Vocabulary role play, Talk show, and Syntax surgery. Second, there were strategies which were similar from one school to the others with similarities or differences in the focused of the skills and also the procedures in applying the strategies. It was also found that the number of strategies implemented in the three schools was different. Third, there were some problems that the EFL teachers dealt with in implementing the strategies. They were the students, in terms of their level, motivation and heterogeneity, the teachers, in terms of their lack of motivation to teach and their personality, and the facility. Key words: teaching strategy, Public Vocational High School ABSTRAK Penelitian ini bertujuan untuk meneliti strategi pembelajaran guru Bahasa Inggris di SMK Negeri di Singaraja, khususnya jenis-jenis strategi pembelajaran yang digunakan, persamaan dan perbedaan strategi yang digunakan di SMK Negeri di Singaraja, dan masalah yang dihadapi dalam pelaksanaan strategi. Penelitiam dilakukan di tiga SMK di Singaraja, SMKN 1 Singaraja, SMKN 2 Singaraja, and SMKN 3 Singaraja. Subjek penelitian ini adalah guru Bahasa Inggris yang mengajar di kelas X. Penelitian ini menggunakan rancangan enelitian kualitatif. Data diperoleh melalui kuesioner, wawancara, observasi, dan dokumentasi. Data dianalisis berdasarkan strategi pembelajaran Celce-Murcia (2001) dan Herrel dan Jordan (2004). Berdasarkan data analisis, penelitian ini menghasilkan beberapa temuan. Pertama, terdapat tiga puluh empat strategi pembelajaran yang telah digunakan oleh guru Bahasa Inggris di SMK Negeri di Singaraja, yaitu: Academic language Scaffolding, Advance organizers, Language focus lessons, Cloze, Collaborative reading, Communication games, Cooperative learning, Emotive writing tasks, Guided writing, Imaging, Interactive listening, Attribute charting, Language framework planning, Learning centers, Leveled questions, Listening and answering, Listening and repeating, Modeled talk, Multimedia presentations, Part-centered, Partner work, Peer Tutoring, Practical writing tasks, Predictable routines and signals, Realia strategies, Scripting, Socio-psycholinguistic, Sorting activities, Task listening, Visual scaffolding, Vocabulary processing, Vocabulary role play, Talk show, and Syntax surgery. Kedua, terdapat strategi yang sama yang digunakan di ketiga sekolah tersebut dengan perbedaan pada skill yang difokuskan and prosedurnya. Terdapat juga perbedaan jumlah strategi yang digunakan yang disebabkan oleh factor siswa dan pengalaman guru. Ketiga, terdapat beberapa masalah yang dihadapi guru terkait dengan pelaksanaan strategi pembelejaran. Masalah-masalah tersebut berkaitan dengan siswa, khususnya level siswa, motivasi siswa, dan keberagaman siswa, guru, dalam hal kurangnya motivasi mengajar and kepribadian guru, dan fasilitas. Kata kunci: strategi pembelajaran, SMK Negeri

DEVELOVING CHARACTER BASED ENGLISH MATERIALS FOR THE NINTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL IN SMP NEGERI 1 PETANG SUARDANA, I MADE
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 2 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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ABSTRACT This study is a Research and Development study (R&D) which aimed at developing character based English material for the ninth grade students of Junior High School in SMP Negeri 1 Petang. The development model used in this study was adapted from the development model by Sugiono (2011). The research was started by analyzing the existing English material used by the teacher and the students of grade IX of SMP Negeri 1 Petang to obtain the weaknesses of the English material being used in the school. The result of the analysis showed that the existing materials suffered from several flaws, such as; the absence of explicit statements about character aspects that need to be included in students? activities, lack of use of clear instructions and examples that supported the clarity of the materials, and the monotonous content and lay-out. These weaknesses were concluded from the result of the questionnaire analysis and observation which found that only 33% the existing materials comply with the teachers? need. Based on the problems, the researcher developed new design of character based English materials which complies with the School Based Curriculum with character building, the criteria of good English material and also the teacher and students? respond through the use of questionnaires. The final product of this research was the character based English material completed with compact disc (CD) for listening material. Key Words: character building, School Based Curriculum, research & development (R&D)

PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING TERHADAP PEMAHAMAN BACAAN DITINJAU DARI KONSEP DIRI AKADEMIK SISWA Noriasih, Ni Ketut
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 2 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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ABSTRAK Penelitian ini bertujuan untuk mengungkap pengaruh penerapan model pembelajaran Reciprocal Teaching terhadap pemahaman bacaan pada siswa kelas VII SMP Lab. Undiksha ditinjau dari konsep diri akademik tahun pelajaran 2011/2012. Penelitian ini melibatkan populasi sebanyak 96 siswa yang diwakili oleh 64 siswa sebagai sampel. Teknik pengambilan sampel dilakukan dengan cara Random Sampling. Penentuan sampel dilakukan dengan teknik undian untuk memilih kelas eksperimen dan kelas kontrol. Uji kesetaraan kelompok terhadap nilai pada waktu pemetaan kelas dilakukan dengan uji-t, dengan hasil tidak ada perbedaan yang signifikan antarkelompok (t= 1,08, p<0,05). Penelitian ini adalah jenis eksperimen semu dengan desain post test only control group dan menggunakan rancangan analisis faktorial 2 x 2. Data konsep diri dikumpulkan dengan menggunakan kuesioner konsep diri dengan reliabilitas tes sebesar 0,836. Data mengenai pemahaman bacaan dikumpulkan dengan menggunakan tes pemahaman bacaan dengan koefisien reliabilitas 0,81. Selanjutnya, data yang diperoleh dianalisis dengan menggunakan ANAVA dua jalur. Hasil penelitian menunjukkan bahwa 1) terdapat perbedaan pemahaman bacaan siswa yang mengikuti model pembelajaran reciprocal teaching dengan siswa yang mengikuti model pembelajaran konvensional (FA = 5,584; p<0,05), 2) tidak terdapat perbedaan pemahaman bacaan siswa yang mengikuti model pembelajaran Reciprocal Teaching dan yang mengikuti model pembelajaran konvensional pada kelompok siswa yang memiliki konsep diri tinggi (F = 1,697; p>0,05), 3) terdapat perbedaan pemahaman bacaan siswa yang mengikuti model pembelajaran Reciprocal Teaching dan yang mengikuti model pembelajaran konvensional pada kelompok siswa yang memiliki konsep diri rendah (F= 4,565; p<0,05), dan 4) tidak ada pengaruh interaksi antara model pembelajaran terhadap pemahaman bacaan ditinjau dari konsep diri akademik siswa (F = 0,123; p> 0,05). Berdasarkan temuan di atas disimpulkan bahwa model pembelajaran Reciprocal Teaching berpengaruh terhadap penguasaan bacaan siswa. Untuk siswa yang memiliki konsep diri tinggi, baik untuk model pembelajaran Reciprocal Teaching maupun konvensional tetap lebih unggul dari siswa yang memiliki konsep diri rendah. Kata kunci: model reciprocal teaching, pemahaman bacaan, dan konsep diri akademik

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Home Page

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Contact

Reviewer

Google Scholar

Contact Name -

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Location Kota denpasar, Bali INDONESIA

Abstract

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Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota denpasar,

Bali

INDONESIA