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PEMBELAJARAN BAHASA INDONESIAPADA SISWA AFASIA KELAS IV SLB B NEGERI SINGARAJA ., NI KADEK OKTAVIANA; ., PROF.DR. I WAYAN RASNA, MPd.; ., DR. GDE ARTAWAN, M.Pd.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 4, No 1 (2015):
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Penelitian deskriptif kualitatif ini bertujuan untuk mendeskripsikan (1) perencanaan pembelajaran bahasa Indonesia pada siswa afasia kelas IV SLB B Negeri Singaraja, (2) pelaksanaan pembelajaran bahasa Indonesia pada siswa afasia kelas IV SLB B Negeri Singaraja, dan (3) penilaian pembelajaran bahasa Indonesia pada siswa afasia kelas IV SLB B Negeri Singaraja. Subjek penelitian ini adalah guru yang mengajar di kelas IV SLB B Negeri Singaraja. Objek penelitian ini adalah perencanaan pembelajaran bahasa Indonesia pada siswa afasia, pelaksanaan pembelajaran bahasa Indonesia pada siswa afasia, dan penilaian pembelajaran bahasa Indonesia pada siswa afasia kelas IV SLB B Negeri Singaraja. Metode pengumpulan data yang digunakan adalah metode observasi dan dokumentasi. Ada beberapa langkah dalam menganalisis data, yaitu reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa (1) perencanaa pembelajaran bahasa Indonesia pada siswa afasia kelas IV SLB B Negeri Singaraja sudah sesuai dengan pelaksanaan pembelajaran dan kebutuhan siswa dalam memperoleh pengetahuan saat pembelajaran berlangsung. (2) Dalam pelaksanaan pembelajaran, guru melakukan kegiatan pembelajaran dengan baik dan sistematis sesuai dengan perencanaan yang telah dibuat sebelumnya. (3) Penilaian yang dilakukan oleh guru sudah relevan dengan proses pembelajaran dan materi yang sesuai dengan kondisi siswa. Berdasarkan hasil penelitian dan pembahasan, dapat disimpulkan bahwa perencanaan, pelaksanaan, dan evaluasi sudah dilaksanakan oleh guru dengan baik. Untuk itu, disarankan kepada guru bahasa Indonesia agar lebih meningkatkan kreativitas dalam mengajar agar siswa afasia dapat mengerti dan mudah menerima pelajaran. Kata Kunci : Pembelajaran bahasa Indonesia Afasia. This qualitative descriptive study aimed to describe (1) the planning of learning Indonesian on aphasia students class IV SLB B Negeri Singaraja, (2) the implementation of the Indonesian learning on aphasia students class IV SLB B Negeri Singaraja, and (3) evaluation of Indonesian learning on aphasia students class IV SLB B Negeri Singaraja. The subjects were teachers who teach in class IV SLB B Negeri Singaraja. The object of this study is planning of learning Indonesian on aphasia students, the implementation of the Indonesian learning on aphasia students, and evaluation of Indonesian learning on aphasia students class IV SLB B Negeri Singaraja. Data collection method used is the method of observation and documentation. There are several steps in analyzing the data, namely data reduction, data presentation, and conclusions. The results showed that (1) the planning of learning Indonesian on aphasia students is appropriate with the implementation of learning and the needs of students in acquiring knowledge when learning takes place. (2) In the implementation of learning, teacher learning activities properly and systematically in accordance with the plans that have been made previously. (3) Evaluation carried by teacher is relevant to the learning process and materials in accordance with the conditions of the students. Based on the results of research and discussion, it can be concluded that the planning, implementation, and evaluation has been carried out by the teacher well. For that reason, it is advisable to Indonesian teachers to improve their creativity in teaching so that aphasia students can understand and easy receive lessons.keyword : Learning Indonesian Afasian.

PENGARUH PEMBELJARAN INKUIRI TERHADAP MINAT BACA DAN HASIL BELAJAR MEMBACA PADA SISWA KELAS VIII MTs. MUALLIMAT NW PANCOR KABUPATAN LOMBOK TIMUR ., MARNIATI; ., Prof. Dr. I Nengah Suandi,M.Hum; ., Prof. Dr.Ida Bagus Putrayasa,M.Pd
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 2 (2013)
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Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri (A) terhadap minat baca (B1) dan hasil belajar membaca (B2). Penelitian ini menggunakan rancangan post-test only non-equivalent control group design. Populasi terdiri dari 203 siswa dan sampel penelitiannya sebanyak 80 siswa. Data dikumpulkan dengan kuisioner minat baca dan tes hasil belajar membaca. Hasil penelitian ini menunjukkan (1) terdapat pengaruh yang signifikan terhadap minat baca antara siswa yang belajar dengan metode inkuiri dengan siswa yang belajar dengan metode konvensional (Fhitung =4,376; P < 0,05), (2) terdapat pengaruh yang signifikan terhadap hasil belajar membaca antara siswa yang belajar dengan metode inkuiri dengan siswa yang belajar dengan metode konvensional. (Fhitung = 43,617; P < 0,05), (3) terdapat pengaruh yang signifikan minat baca dan hasil belajar membaca yang menggunakan metode inkuiri dengan menggunakan metode belajar konvensional.Kata Kunci : Pembelajaran inkuiri, minat baca, hasil belajar membaca This study aims to determine the effect of inquiry learning model (A), the interest in reading (B1), and reading achievement (B2). This study used a post-test only design a non-equivalent control group design. Population consisted of 203 students while the sample consisted of 80 students. The data were collected using questionnaire of interest in reading and reading achievement test. The results showed: (1) there is a significant effect on interest in reading between the students who studied with the method of inquiry by students who studied and conventional methods (Fobs =4,376; P < 0,05), (2) there is a significant effect on learning achievement between students who studied with the method of inquiry and students who studied with conventional method (Fobs = 43,617; P < 0,05) (3) there is a significant effect on reading interest and learning achievement between the students who studied with the method of inquiry by students who studied and conventional methods.keyword : inquiry learning, reading, reading achievement

PEMBELAJARAN MENYUSUN TEKS DISKUSI DAN TEKS ULASAN BERPENDEKATAN SAINTIFIK PADA SISWA KELAS VIII A1 DI SMP NEGERI 1 SINGARAJA Yudiarmika, Ni Kd Dewi
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 7, No 2 (2018)
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Penelitian ini bertujuan untuk mendeskripsikan (1) rencana pelaksanaan pembelajaran, (2) pelaksanaan pembelajaran, (3) evaluasi dalam pembelajaran menyusun teks diskusi dan teks ulasan siswa kelas VIII A1 di SMP Negeri 1 Singaraja dengan pendekatan saintifik. Rancangan penelitian yang digunakan adalah rancangan deskriptif kualitatif. Subjek penelitian adalah guru bahasa Indonesia kelas VIII SMP Negeri 1 Singaraja. Objek penelitian yaitu (1) rencana pelaksanaan pembelajaran, (2) pelaksanaan pembelajaran, dan (3) evaluasi dalam pembelajaran menyusun teks diskusi dan teks ulasan siswa kelas VIII A1 di SMP Negeri 1 Singaraja dengan pendekatan saintifik. Data penelitian ini dikumpulkan dengan menggunakan motode dokumentasi, observasi, dan wawancara. Teknik analisis data pada penelitian ini, yaitu reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan (1) rencana pelaksanaan pembelajaran disusun berdasarkan komponen dan sistematika RPP Kurikulum 2013 mengacu pada silabus, hanya saja terdapat ketidaksesuaian alokasi waktu, (2) pelaksanaan pembelajaran pada materi pokok teks diskusi sudah menerapkan pendekatan saintifik. Namun, pada materi pokok teks ulasan, terdapat ketidaksesuaian antara pelaksanaan dengan rencana pembelajaran, (3) evaluasi dalam pembelajaran mencakup penilaian proses dan hasil pembelajaran. Simpulan dari penelitian ini meliputi, (1) rencana pelaksanaan pembelajaran disusun berdasarkan komponen dan sistematika RPP Kurikulum 2013 mengacu pada silabus, hanya saja terdapat ketidaksesuaian alokasi waktu, (2) pelaksanaan pembelajaran pada materi pokok teks diskusi sudah menerapkan pendekatan saintifik. Namun, pada materi pokok teks ulasan, terdapat ketidaksesuaian antara pelaksanaan dengan rencana pembelajaran, (3) evaluasi dalam pembelajaran mencakup penilaian proses dan hasil pembelajaran. Peneliti penyarankan (1) guru perlu menyusun RPP sesuai dengan pedoman penulisan, pelaksanaan sesuai dengan RPP, dan melakukan evaluasi berdasarkan tujuan yang ingin dicapai, (2) kepala sekolah perlu memberikan kesempatan kepada guru untuk mengikuti pelatihan, (3) peneliti lain hendaknya melakukan penelitian dengan kajian yang lebih luas.

Implikatur Percakapan dalam Naskah Drama Gong Gusti Ayu Klatir Karya A.A. Wiyat S.Ardhi Purnami, Ida Ayu
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
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ABSTRAK Purnami, Ida Ayu. 2011. Implikatur Percakapan dalam Naskah Drama Gong Gusti Ayu Klatir Karya A.A. Wiyat S.Ardhi Pembimbing I : Prof. Dr. I Nyoman Sudiana, M.Pd. Pembimbing II : Dr. Arifin, M.Pd. Kata Kunci: implikatur percakapan, naskah drama gong Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan (1) fungsi implikatur percakapan dalam naskah drama gong Gusti Ayu Klatir dan (2) konstruksi kebahasaan dalam implikatur percakapan pada naskah drama gong Gusti Ayu Klatir. Sumber data dalam penelitian ini adalah naskah drama gong Gusti Ayu Klatir. Metode yang digunakan dalam penelitian ini adalah metode studi dokumentasi. Metode studi dokumentasi tersebut digunakan untuk mengumpulkan data fungsi dan konstruksi kebahasaan implikatur percakapan dalam naskah drama gong Gusti Ayu Klatir. Analisis data dalam penelitian ini dilakukan beberapa tahap, yaitu reduksi data, penyajian data, serta penarikan simpulan dan verifikasi. Hasil penelitian ini adalah sebagai berikut. (1) implikatur percakapan dalam naskah drama gong Gusti Ayu Klatir berfungsi asertif, direktif, dan ekspresif. (2) konstruksi kebahasaan implikatur percakapan dalam naskah drama gong Gusti Ayu Klatir menggunakan tuturan bermodus deklaratif dan interogatif. Secara umum, hasil penelitian ini berimplikasi terhadap kegiatan pembelajaran berbahasa, terutama pada aspek berbicara. Dalam hal ini, implikasinya berkaitan dengan kompetensi komunikatif, yang salah satunya adalah kompetensi strategi. Kompetensi strategi itu berkaitan dengan kemampuan memilih bahasa untuk meningkatkan efektivitas penutur dalam berkomunikasi kepada mitra tutur. ABSTRACT Purnami, Ida Ayu. 2011. implicature in traditional drama script Gusti Ayu Klatir written by A.A Wiyat S. Ardhi Supervisor I : Prof. Dr. I Nyoman Sudiana, M.Pd Supervisor II : Dr. Arifin, M.Pd Key words: implicature, traditional drama script This research is a descriptive qualitative research aimed at describing (1) function of implicature in traditional drama script Gusti Ayu Klatir , and (2) its language construction of implicature. The source of data in this research is traditional drama script Gusti Ayu Klatir. Metode used is documentation study method. This method is used to collect data of function and language construction of implicature in traditional drama script Gusti Ayu Klatir. Data analysis was conducted by reducing data, interpreting data, and drawing conclusion and verification. The results of study were: (1) the function of implicature in traditional drama script Gusti Ayu Klatir were assertive, directive, and expressive. (2) the language construction of implicature in traditional drama script Gusti Ayu Klatir used declarative and interrogative. In this case, the implication is related to communicative competence, that is strategic competence. Strategic competence deals with the ability to choose language in order to increase the effectiveness of communication between the speaker and the listener.

MODEL-MODEL PEMBELAJARAN YANG DIIMPLEMENTASIKAN OLEH GURU DALAM PEMBELAJARAN BAHASA INDONESIA DI KELAS XI SMA NEGERI 1 KUBUTAMBAHAN ., NI LUH PUTU ERNA PURNAMA WARDANI; ., PROF.DR. I NYOMAN SUDIANA, M.Pd.; ., PROF. DR. I NENGAH MARTHA, M.Pd
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 4, No 1 (2015):
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Penelitian ini bertujuan untuk mengetahui (1) model-model pembelajaran yang diimplemen-tasikan oleh guru dalam pembelajaran bahasa Indonesia di kelas XI SMA Negeri 1 Kubu-tambahan, (2) alasan pengimplementasian model pembelajaran tersebut, (3) kendala-kendala yang dihadapi oleh guru saat mengimplementasikan model pembelajaran tersebut. Rancangan penelitian yang digunakan adalah penelitian deskriptif-kualitatif. Metode pen-gumpulan data dalam penelitian ini, yaitu metode observasi, dokumentasi, dan wawancara. Subjek penelitian adalah 2 orang guru yang mengajar di kelas XI SMA Negeri 1 Kubutam-bahan. Instrumen penelitian yang digunakan meliputi pedoman observasi dan pedoman wa-wancara. Hasil penelitian menunjukkan bahwa: (1) Model-model pembelajaran yang diim-plementasikan oleh guru adalah model pembelajaran kooperatif tipe Think-Pair-Share (TPS) dan model pembelajaran kooperatif tipe Student Team Achievement Division (STAD), (2) Alasan guru mengimplementasikan model pembelajaran kooperatif tipe TPS dan STAD ada-lah karena model pembelajaran ini memberikan waktu lebih banyak kepada siswa untuk be-kerja sama dalam memahami dan mengerjakan suatu tugas dari materi yang dibahas. Selain itu, model pembelajaran kooperatif menambah kerjasama dan memberikan banyak waktu kepada siswa untuk melatih keberanian siswa dan melatih interaksi belajar bahasa Indonesia, (3) Kendala-kendala yang dihadapi oleh guru saat mengimplementasikan model pembelajaran kooperatif tipe TPS dan STAD dalam pembelajaran bahasa Indonesia adalah lebih banyak dari siswa, yaitu kurangnya kesiapan siswa dan perhatian siswa kurang fokus. Selain itu juga dari guru, pemanfaatan media yang kurang menarikKata Kunci : model-model pembelajaran, bahasa Indonesia This study aims to determine (1) learning models implemented by the teacher in Indonesian learning of grade XI at SMA Negeri 1 Kubutambahan, (2) the reason for implementing the learning model, (3) the constraints faced by teacher when implementing the learning models. The design of the study is qualitative descriptive study. The data collection method in thos study, are observation, documentation, and interview methods. The subjects were two teachers who teach in grade XI at SMA Negeri 1 Kubutambahan. The research instruments used include observation and interview guides. The results showed that: (1) The learning models that implemented by the teachers is cooperative learning model of Think-Pair-Share (TPS) type and cooperative learning model Student Team Achievement Division (STAD) type, (2) The teachers? reason implemented cooperative learning model of TPS and STAD is because of this model provide more time for students to work exercise courage together in understanding and working on a task of the material covered. Moreover, this cooperative learning model adds to cooperative and giving plenty of time for students to exercise cou-rage and train students learning Indonesian interactions, (3) Constraints faced by teacher when implementing cooperative learning model TPS and STAD type in learning Indonesian is more from students, that was the lack of the students? readiness and focus attention. It is also from the teachers, the use of media are less attractivekeyword : learning models, Indonesian language

TINDAK TUTUR PENGAWAS DALAM KEGIATAN SUPERVISI AKADEMIK PADA GURU SMA DI KABUPATEN LOMBOK TIMUR TAHUN 2012/2013 ., LALU MUHAMAD HIDLIR; ., Prof. Dr. I Nengah Suandi,M.Hum; ., Prof. Dr.Ida Bagus Putrayasa,M.Pd
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 2 (2013)
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Penelitian ini bertujuan menganalisis dan mendeskripsikan jenis, macam, dan fungsi tindak tutur yang digunakan para pengawas dalam supervisi akademik pada guru SMA di Kabupaten Lombok Timur. Penelitian ini menggunakan pendekatan kualitatif dengan pengambilan data secara etnografis melalui teknik rekam. Data dianalisis dengan teknik deskriptif kualitatif. Hasilnya menunjukkan bahwa tindak tutur dalam kegiatan supervisi akademik pada guru SMA di Kabupaten Lombok Timur menyimpulkan tiga hal sebagai temuan, yakni: (1) jenis tindak tutur yang meliputi tindak tutur langsung, tidak langsung, literal, tidak literal, langsung literal, langsung tidak literal, tidak langsung literal, dan tidak langsung tidak literal dan yang paling dominan digunakan peserta tutur adalah tindak tutur langsung; (2) macam tindak tutur yang meliputi tindak lokusi, ilokusi, dan perlokusi dengan tindak lokusi sebagai tindak yang paling dominan muncul pada ujaran-ujaran para peserta; dan (3) fungsi tindak tutur yang meliputi fungsi direktif, komisif, ekspresif, representatif, dan deklarasi dengan fungsi direktif yang paling dominan muncul dalam ujaran para peserta tutur. Kata Kunci : tindak tutur, supervisi akademik, etnografis This research aims at analyzing and describing types and functions of the speech used by supervisors in academic supervising of senior high schools in East Lombok Subdistric. It used qualitative approach which data were taken ethnographically using recording technique. The data were analyzed using qualitative descriptive. The results of this research are (1) the type of speech involves direct speech, indirect speech, literal, non-literal, direct literal, direct non-literal, indirect literal, and indirect non-literal, while the most dominant used by the speakers is direct speech; (2) the kind of speech involves locution, illocution, and perlocution with the locution is the most frequently used on the speech of the speakers, and; (3) the function of speech involves directive, commisive, expressive, representative, and declarative with the most frequently used is the function of directive form the speech of the speakerskeyword : speech, academic supervision, etnografis

Kontribusi Motivasi Belajar dan Strategi Belajar Bahasa terhadap Kemampuan Berbahasa Inggris Siswa Kelas Dua di SMP Dwijendra Denpasar Jayanti, Ni Luh Putri
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
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ABSTRAK Jayanti, Ni Luh Putri, 2012. Kontribusi Motivasi Belajar dan Strategi Belajar Bahasa terhadap Kemampuan Berbahasa Inggris Siswa Kelas Dua di SMP Dwijendra Denpasar Tesis ini sudah disetujui dan diperiksa oleh: Pembimbing I : Prof. Dr. Anak Agung Istri Ngurah Marhaeni, M.A. dan Pembimbing II : Dr. Ni Made Ratminingsih, M.A. Kata Kunci: motivasi belajar, strategi belajar bahasa, kemampuan berbahasa Inggris Penelitian ini bertujuan untuk meneliti apakah terdapat kontribusi yang positif dan signifikan antara motivasi belajar siswa terhadap kemampuan berbahasa Inggris siswa kelas dua sekolah menengah pertama di Dwijendra Denpasar, apakah terdapat kontribusi yang positif dan signifikan antara strategi belajar bahasa siswa terhadap kemampuan berbahasa Inggris siswa kelas dua sekolah menengah pertama di Dwijendra Denpasar, apakah terdapat kontribusi yang positif dan signifikan antara motivasi belajar dan strategi belajar bahasa siswa terhadap kemampuan berbahasa Inggis siswa kelas dua sekolah menengah pertama di Dwijendra Denpasar. Penelitian ini merupakan penelitian kuantitatif dengan metode korelasi. Sampel penelitian ini adalah 160 siswa. Sampel diperoleh melalui teknik yang disebut systematic random sampling. Penelitian ini menggunakan dua metode pengumpulan data yaitu kuesioner ( motivasi belajar dan strategi belajar bahasa) dan tes ( kemampuan bahasa Inggris siswa). Analisis data yang digunakan dalam penelitian ini adalah korelasi, korelasi sederhana dan berganda. Kontribusi motivasi belajar adalah 92.5%, strategi belajar bahasa 89.9% dan kontribusi kedua variabel terhadap kemampuan bahasa Inggris siswa adalah 95.1% Hasil penelitian (1) terdapat kontribusi yang positif dan signifikan antara motivasi belajar siswa terhadap kemampuan berbahasa Inggris siswa kelas dua SMP Dwijendra Denpasar. (2) terdapat kontribusi yang positif dan signifikan antara strategi belajar siswa terhadap kemampuan berbahasa Inggris siswa. (3) terdapat kontribusi yang positif dan signifikan antara motivasi belajar dan strategi belajar bahasa siswa terhadap kemampuan berbahasa Inggris siswa kelas dua di SMP Dwijendra Denpasar. ABSTRACT Jayanti, Ni Luh Putri, 2012. The Contribution of Learning Motivation and Language Learning Strategies to English Proficiency of the Second Grade Students of SMP Dwijendra Denpasar This thesis has been examined and corrected by Supervisor I: Prof. Dr. Anak Agung Istri Ngurah Marhaeni, M.A. and Supervisor II : Dr. Ni Made Ratminingsih, M.A. Key Words: Learning Motivation, Language Learning Strategies, English Proficiency This thesis was to investigate the contribution of learning motivation and language learning strategies to English proficiency of the second grade students of SMP Dwijendra Denpasar. This research was intended to answer the following research questions: 1) Is there any contribution of learning motivation to the English proficiency of second grade students of SMP Dwijendra Denpasar; 2) Is there any contribution of language learning strategies to the English proficiency of the second grade students of SMP Dwijendra Denpasar; 3) Is there any contribution of learning motivation and language learning strategies to the English proficiency of the second grade students of SMP Dwijendra Denpasar. An ex post facto research design was used in this study, which involved 160 students as samples. The number of samples was determined by using systematic random sampling. The data of this study were obtained through two models of instruments, namely test and questionnaire. The data were analyzed through correlation, simple and multiple regressions. The contribution of learning motivation was 92.5%, language learning strategies were 89.9% and the those two variables was 95.1% which affect English Proficiency. The findings of the study were: 1) there was a positive and significant contribution of learning motivation of the second grade students? English proficiency; 2) there was a positive and significant contribution of language learning strategies on second grade students? English proficiency; and 3) there was simultaneous positive significant contribution of learning motivation, language learning strategies on second grade students? English proficiency.

SOCIOCULTURAL ASPECTS REPRESENTATION: A CONTENT ANALYSIS ON AN EFL E-TEXTBOOK FOR THE TWELFTH GRADERS IN INDONESIA candrawati, Putu
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 7, No 1 (2018)
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This study aimed at analyzing representation of ten sociocultural sub aspects, namely: age; gender; social distance and status; politeness strategies; genres; registers; major dialects; and Background Knowledge of the Target Language Group (BKTLG) and Crosscultural Awareness (CcA), in an e-textbook, Developing English Competencies (DEC). Discourse Qualitative Content Analysis was the research method and DEC was the data corpus. Data were gathered through e-textbook observation and were analyzed quantitatively and qualitatively. Findings showed that: age group of >12-18 years contributed 40% of the total 117 units; 1.098 units signified man, and 321 units were of women; 71% of conversational texts showed intimate social distance and the rest 29% indicated distant one; negative politeness strategies were employed most often (40.12%); non-drama/prose/poetry genres occupied 66% of the entire units; informal words and/or expressions were the most frequently appeared register; British English dialects gained 70% of the total 197 occurred units; 62% of the texts were BKTLG-related, leaving the rest 38% of them CcA-related. Qualitatively, all sub aspects were interconnected, creating a tight sociocultural entity.

THE EFFECT OF CIRC STRATEGY AND ACHIEVEMENT MOTIVATION TOWARD STUDENTS/' READING COMPREHENSION ., LELA RAHMAWATI; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dr.Ni Made Ratminingsih, MA
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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The aim of this study is to investigate (1) whether there is a difference in the reading comprehension between students who are taught by using CIRC strategy and those taught by using the conventional strategy; (2) an interactional effect between the reading strategyi applied and achievement motivation toward students? reading comprehension; (3) a difference in reading comprehension between students with high achievement motivation who are taught by using CIRC strategy and those taught by using the conventional strategy; and (4) a difference in reading comprehension between students with low achievement motivation who are taught by using CIRC strategy and those taught by using the conventional strategy. The study administrated a 2X2 factorial design, which 175 students were involved as the sample. The data were collected by using qquestionnaire and a reading test then analyzed by Two-way ANOVA. The result indicates that (1) there is a significant difference in reading comprehension between the students who are taught by using CIRC strategy and those taught by using the conventional strategy; (2) there is an effect of the interaction between the teaching strategy applied and students? achievement motivation toward their reading comprehension; (3) there is a significant difference in reading comprehension between students with high achievement motivation who are taught by using CIRC strategy and those taught with the conventional strategy; and (4) there was significant difference in reading comprehension between the students with low achievement motivation who are taught by using CIRC strategy and those taught with the conventional strategy.Kata Kunci : : CIRC, achievement motivation, reading comprehension The aim of this study is to investigate (1) whether there is a difference in the reading comprehension between students who are taught by using CIRC strategy and those taught by using the conventional strategy; (2) an interactional effect between the reading strategyi applied and achievement motivation toward students? reading comprehension; (3) a difference in reading comprehension between students with high achievement motivation who are taught by using CIRC strategy and those taught by using the conventional strategy; and (4) a difference in reading comprehension between students with low achievement motivation who are taught by using CIRC strategy and those taught by using the conventional strategy. The study administrated a 2X2 factorial design, which 175 students were involved as the sample. The data were collected by using qquestionnaire and a reading test then analyzed by Two-way ANOVA. The result indicates that (1) there is a significant difference in reading comprehension between the students who are taught by using CIRC strategy and those taught by using the conventional strategy; (2) there is an effect of the interaction between the teaching strategy applied and students? achievement motivation toward their reading comprehension; (3) there is a significant difference in reading comprehension between students with high achievement motivation who are taught by using CIRC strategy and those taught with the conventional strategy; and (4) there was significant difference in reading comprehension between the students with low achievement motivation who are taught by using CIRC strategy and those taught with the conventional strategy.keyword : CIRC, achievement motivation, reading comprehension

PROFESSIONAL DEVELOPMENT OF ENGLISH TEACHERS IN RSBI SCHOOLS IN SINGARAJA Monik Rismadewi, Ni Wayan
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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ABSTRACT Key Words : professional development, pedagogical competency, personal competency, social competency, professional competency. This research aims at describing the efforts that had already been done by English teachers in SD Negeri 3 Banjar Jawa and SMP Negeri 1 Singaraja on their professional development in terms of pedagogical, personal, social and professional competency, and the problems encountered in pursuing those competencies. The research was conducted by using descriptive qualitative design. The instruments used in this study were questionnaires, interview guide, obseravtional notes, and portfolio. The primary data were analyzed descriptively. Accordingly, the results of the study showed that: 1) Self-directed Development, Case-based Professional Development, and Cooperative-Collegeal Development were the types/models of the professional development that had been done by English teachers on their professional development, 2) Each of the professional developments was derived from some kinds of activities/efforts which had already been done by English teachers; 3) Time limitation, the lack of literatures, the lack and inequal opportunity to participate in scientific forum, the use of technology for self-development were several problems encountered by English teachers in pursuing their pedagogical, social and professional competency. Finally, from the result of the analysis it can be concluded that: 1) The efforts that had already been done by English teachers on their professional development in terms of pedagogical competency are: using various teaching media, using various teaching techniques and models, reading books, articles and journals about english and education, participating in scientific forums, using learning and teaching facilities, conducting assessment/evaluataion, conducting discussion with peers, conducting lesson study, 2) The efforts that had already been done by English teachers on their professional development in terms of personal competency are: Accepting and giving constructive critics and suggestions from peers, being discipline, and following religious activities in school, 3) The efforts that had already been done by English teachers on their professional development in terms of social competency are: participating in scientific forums, participating in professional community and organization, conducting discussion with peers. 4) The efforts that had already been done by English teachers on their professional development in terms of professional competency are: reading books, articles and journals about english, conducting research, using information and technology for self-development, 5) The problems encountered by English teachers in pursuing those four main competencys are: Problem in the context of Pedagogical competency: 1) Time limitation and lack understanding of how to conduct research especially in classroom action-based research, 2) The lack of literatures, and 3) Time limitation in conducting team teaching. Problem in the context of Social competency: The lack and inequal opportunity to participate in scientific forum. Problem in the context of Professional development: 1) The lack of literatures, and 2) The use of technology for self-development.

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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

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Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota denpasar,

Bali

INDONESIA