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Jurnal Pendidikan Bahasa
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Articles 358 Documents
 14   15   16   17   18 
THE EFFECT OF CIRC STRATEGY AND ACHIEVEMENT MOTIVATION TOWARD STUDENTS’ READING COMPREHENSION Rahmawati, L. Rahmawati
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 7, No 1 (2018)
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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 strategy 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 questionnaire 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.
Kesantunan Tuturan dalam Pilihan Kode Bahasa Siswa di Komunitas SMAN 1 Ubud Ditinjau dari Perspektif Gender: Sebuah Kajian Sosiopragmatik. ., I KADEK ADHI DWIPAYANA; ., Prof. Dr. I Nyoman Sudiana, M.Pd; ., Prof. Dr. I Made Sutama,M.Pd
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
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Penelitian ini menggunakan rancangan penelitian deskriptif kualitatif dengan tujuan memaparkan (1) wujud kesantunan tuturan dalam pilihan kode bahasa siswa perempuan, (2) wujud kesantunan tuturan dalam pilihan kode bahasa siswa laki-laki, (3) strategi kesantunan tuturan dalam pilihan kode bahasa siswa perempuan, dan (4) strategi kesantunan tuturan dalam pilihan kode bahasa siswa laki-laki di SMAN 1 Ubud. Sumber data dalam penelitian ini adalah siswa SMAN 1 Ubud. Metode yang digunakan untuk mengumpulkan data adalah metode observasi dan wawancara. Observasi digunakan untuk menjaring data wujud dan strategi kesantunan siswa. Wawancara digunakan untuk memperoleh data konteks tuturan siswa. Cara menganalisis data dilakukan dengan beberapa langkah, yaitu reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa dari 37 data tuturan siswa perempuan presentase kesantunan tuturannya sebesar 75,7% dan 25,3% tuturannya tidak santun. Sedangkan, dari 44 data tuturan siswa laki-laki, presentase kesantunannya sebesar 61,4% dan 38,6% tuturannya tidak santun. Berdasarkan presentase di atas, siswa perempuan lebih santun dibandingkan dengan siswa laki-laki dalam bertutur di sekolah. Pemakaian strategi kesantunan antara siswa laki-laki dan perempuan juga berbeda, siswa laki-laki lebih condong menggunakan strategi kesantunan positif sedangkan siswa perempuan condong menggunakan strategi kesantunan negatif dalam bertutur. Pihak sekolah hendaknya mendidik siswanya agar menjadi siswa yang santun, baik dalam bersikap maupun dalam bertutur. Kesantunan adalah menciptakan keharmonisan dan menghindari terjadi konflik dalam bertutur. Kata Kunci : kesantunan, kode bahasa, gender, sosiopragmatik This research uses descriptive qualitative design with the aim of describing (1) the form of the speechpoliteness in language code choiceon female students,(2) the form of the speechpoliteness in language code choice on male students, (3) the speech politeness strategies in language code choice on female students, and (4) the speech politeness strategies in language code choice on male studentsat SMAN 1 Ubud. The sources of the data in this study were students of SMAN 1 Ubud. The methods used to collect the data are observation and interview methods. The data analyze is done by a few steps, namely data reduction, data presentation, and conclusions. The results of this research showed that the data of 37 female studentsspeech,the percentage of their speech politeness is 75.7% and 25.3% their speech were not polite. Whereas, the data of 44 male students speech, the percentage of their speech politeness by is 61.4% and 38.6% their speech were not polite. Based on the percentage above, female students are more polite than male students in the school. The use of politeness strategies between male and female students are different, male students are more inclined to use positive politeness strategy while female students inclined to use negative politeness strategy to speak. The school should educate students to become well-mannered students, both in attitude and in speak. Politeness is to create harmony and avoid conflict in speak. keyword : politeness, language code, gender, sociopragmatic
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. 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.
Representasi Perempuan dalam Novel Cinta Berkalang Noda, Dan Cinta pun Merekah Lagi, dan Mekar Menjelang Malam karya Mira W (Analisis Wacana Kritis Sara Mills) ., NI LUH BUDI ARTINI; ., DR. GDE ARTAWAN, M.Pd.; ., PROF.DR. I NYOMAN SUDIANA, M.Pd.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
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Penelitian dengan rancangan deskriptif kualitatif bertujuan (1) mendeskripsikan representasi perempuan berdasarkan posisi subjek-objek dalam Novel Cinta Berkalang Noda, Dan Cinta pun Merekah Lagi dan Mekar Menjelang Malam karya Mira W menurut AWK Sara Mills, (2) mendeskripsikan posisi penulis-pembaca dalam Novel Cinta Berkalang Noda, Dan Cinta pun Merekah Lagi dan Mekar Menjelang Malam karya Mira W menurut AWK Sara Mills. Subjek penelitian novel Cinta Berkalang Noda, Dan Cinta Pun Merekah Lagi, dan Mekar Menjelang Malam. Objeknya representasi perempuan. Metode pengumpulan data menggunakan metode dokumentasi dan instrumen utama check list berupa kartu data. Data dianalisis menggunakan metode deskriptif kualitatif melalui reduksi data, penyajian data dan simpulan. Hasil penelitian representasi perempuan berdasarkan posisi subjek-objek yaitu: (1) marginalisasi direpresentasikan dalam bentuk pemiskinan perempuan dalam kehidupan rumah tangga dan perbedaan posisi anak perempuan dan laki-laki dalam melanjutkan usaha keluarga (2) kekerasan terhadap perempuan direpresentasikan dalam bentuk kekerasan fisik dan psikis (3) penjinakan terhadap perempuan direpresentasikan tersosialisasinya citra, posisi, kodrat dan penerimaan nasib perempuan yang dilakukan laki-laki. Posisi subjek yang berperan sebagai pencerita dominan diklaim kaum laki-laki, sedangkan posisi objek diklaim milik perempuan. Posisi penulis pembaca diposisikan melihat permasalahan dari sudut pandang subjek melalui penggunaan kata ganti orang ketiga ?dia? dan kata ganti orang ketiga jamak ?mereka?. Berdasarkan temuan tersebut, dapat disimpulkan (1) representasi perempuan berdasarkan posisi subjek-objek terdapat 22 data yang menunjukan marginalisasi, kekerasan dan penjinakan dan (2) posisi penulis-pembaca menempatkan penulis dan pembaca pada salah satu posisi dan mempengaruhi teks ditampilkan melalui kata ganti orang ketiga ?dia? dan kata ganti orang ketiga jamak ?mereka?.Kata Kunci : Representasi Perempuan, Analisis Wacana Kritis, Novel This research with descriptive qualitative analysis aimed to (1) described about women representative based on the position of subject ? object on Novel Cinta Berkalang Noda, Cinta pun Merekah Lagi, and Mekar Menjelang Malam created by Mira W according to AWK Sara Mills, (2) described about the position of the writer ? the reader on Novel Cinta Berkalang Noda, Cinta pun Merekah Lagi and Mekar Menjelang Malam created by Mira W according to AWK Sara Mills. The subjects of this research are the novel Cinta Berkalang Noda, and Cinta Pun Merekah Lagi, and Mekar Menjelang Malam. The object is women representation. The data collection methods are documentation, and main instrument by check list on data card. The analysis data used descriptive qualitative by data reduction, data presentation, and conclusion. The result of the research of women representation according to position of subject ? object are: (1) marginalization was represented on the form of poor women in their housewives life and differentiation position of male and female children to continue their family business. (2) The violence for woman was represented by physic and psyches violence. (3) To gentlemanly about women was represented by the socialization of image, position, nature of character, and acceptance woman fate that was done by male. The position of subject that have a role as a narrator dominant was claimed by a male, meanwhile the position of object was claimed by female. The position of writer and reader was posited to see the problem on subject viewpoint by using third singular personal pronoun ?she/he? and third plural personal pronoun ?they?. According to that finding analysis, we can conclude that (1) women representation according to the position of subject-object there were 22 data that showed the marginalization, violence and gentlemanly and (2) the position of writer-reader put the writer and the reader in one of the position and given influence of the text that showed by third singular personal pronoun ?she/he? and third plural personal pronoun ?they?.keyword : woman representation, discourse analysis critical, novel
A Descriptive Study of Male and Female Teachers’ Preferences of Strategies Used for Teaching Speaking in SMPN 1 Singaraja, ., NI NYOMAN ARI RATNADI; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Prof. Dr. Ni Nyoman Padmadewi,MA
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
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Penelitian ini bertujuan untuk mendeskripsikan strategi yang dipilih oleh guru pria dan wanita dalam mengajar berbicara di SMPN 1 Singaraja. Penelitian ini menganalisis strategi yang dipilih oleh lima guru bahasa Inggris yang mengajar kelas tujuh dan delapan di SMPN 1 Singaraja. Penelitian ini dirancang sebagai sebuah penelitian deskriptif yang menerapkan teknik analisis isi (content analysis) untuk menunjukkan dan memverifikasi data yang diperlukan. Pengambilan data dilakukan dengan observasi, kuesioner, dan wawancara dengan guru pria dan wanita. Hasil penelitian ini menunjukkan bahwa guru pria dan wanita menggunakan empat dari tujuh strategi mengajar dalam mengajar berbicara pada siswa mereka. Strategi tersebut adalah instruksi langsung, diskusi, bekerja berkelompok, dan aktivitas kinerja. Alasan dari guru pria dan wanita menggunakan strategi tersebut karena strategi tersebut dapat membuat siswa aktif berpartisipasi di kelas. Siswa dapat bertukar pengetahuan, ide atau opini dalam diskusi atau bekerja berkelompok dengan siswa lainnya. Siswa juga dapat belajar berbicara lebih banyak dalam aktivitas kinerja yang dapat membuat siswa percaya diri ketika siswa harus berbicara dalam bahasa Inggris dengan orang lain. Kata Kunci : strategi mengajar, guru pria dan wanita, mengajar berbicara This study was carried out to describe male and female teachers? preferences of strategies used for teaching speaking and the reasons why male and female teachers used certain strategies for teaching speaking in SMPN 1 Singaraja. This study analyzed strategy preferences of five English teachers who taught in grade seven and eight in SMPN 1 Singaraja. This study was designed as a descriptive study by applying seven Killen?s teaching strategies that adapted content analysis technique to reveal and verify the needed data. The data collection was done through observation, questionnaire, and interviewing male and female English teachers. The results show that male English teachers used four of seven Killen?s teaching strategies in teaching speaking to their students. The strategies were direct instruction, discussion, group work, and performance activity. While female English teachers also preferred four of seven Killen?s teaching strategies used for teaching speaking in the classroom. The reasons of male and female teachers used certain strategies because those strategies made students actively participate in the class. They could share their knowledge, ideas or opinion in discussion session or in group work with their partner or their group. They also learned to speak English more in the performance activity that could make them confident when they should speak English with other people.keyword : teaching strategy, male and female teacher, teaching speaking.
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.
PENGINTEGRASIAN PENDIDIKAN KARAKTER DALAM MATERI DAN PROSES PEMBELAJARAN BAHASA INDONESIA BERDASARKAN KURIKULUM 2013 DI KELAS VII SMP NEGERI 9 DENPASAR ., NI LUH SRI WAHYUNI LESTARI DEWI; ., PROF.DR. IDA BAGUS PUTRAYASA, M.Pd; ., PROF. DR. I NENGAH MARTHA, M.Pd
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
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Penelitian ini bertujuan untuk mendeskripsikan (1) pengintegrasian pendidikan karakter dalam materi pembelajaran, (2) pengintegrasian pendidikan karakter dalam proses belajar mengajar, dan (3) kemampuan guru mengidentifikasi pendidikan karakter dalam materi dan proses pembelajaran bahasa Indonesia berdasarkan Kurikulum 2013 di kelas VII SMP Negeri 9 Denpasar. Subjek dalam penelitian ini adalah guru bahasa Indonesia dan objek penelitian ini adalah pengintegrasian pendidikan karakter dalam materi dan proses pembelajaran serta kemampuan guru mengidentifikasi pendidikan karakter dalam pembelajaran bahasa Indonesia berdasarkan Kurikulum 2013 di kelas VII SMP Negeri 9 Denpasar. Metode yang digunakan adalah dokumentasi, observasi, dan kuisioner serta wawancara. Data dianalisis secara deskriptif kualitatif. Hasil penelitian ini menunjukkan bahwa (1) pengintegrasian pendidikan karakter dalam materi pembelajaran bahasa Indonesia telah terintegrasi dan ditemukan 8 nilai karakter; (2) pengintegrasian pendidikan karakter dalam proses belajar mengajar bahasa Indonesia telah terintegrasi dan ditemukan 12 nilai karakter; dan (3) kemampuan guru dalam mengidentifikasi pendidikan karakter dalam materi dan proses pembelajaran bahasa Indonesia mendapat skor 82 dan 89 dengan predikat baik. Berdasarkan temuan dan hasil pembahasan, dapat disimpulkan bahwa sudah tampak pengintegrasian pendidikan karakter dalam materi dan proses pelaksanaan pembelajaran telah sesuai berdasarkan kurikulum 2013 serta guru memiliki kemampuan yang baik dalam mengidentifikasi pendidikan karakter dalam materi dan proses pembelajaran bahasa Indonesia. Kata Kunci : pendidikan karakter, pembelajaran bahasa Indonesia This study aimed at describing (1) the integration of character education Indonesian learning material, (2) the integration of character education in Indonesian teaching and learning process, and (3) the ability of teacher in identifying character education in Indonesian learning material and process based on curriculum 2013 in class VII SMP Negeri 9 Denpasar. The subject of the study was an Indonesian teacher and the object of this study was the integration of character education in learning material and process as well the ability of teacher in identifying character education in Indonesian learning based on curriculum 2013 in class VII SMP Negeri 9 Denpasar. The methods used in collecting data were documentation, observation, questionnaire, and interview. The data were analyzed descriptive qualitative. . The results of this study indicated that (1) the integration of character education in Indonesian learning material had been found 8 characters value; (2) the integration of character education in Indonesian learning process had been integrated and found 12 character values; and (3) teacher?s ability in identifying character education in Indonesian learning material and learning process got scores 82 and 89 as well achievement. Based on the findings and results of the discussion, it could be concluded that the integration of character education in Indonesian learning material was already visible and the teacher had integrated character education during the learning implementation process and had accordingly based on curriculum 2013 and the teacher had a good ability in identifying the character education in Indonesian learning materials.keyword : character education, Indonesian learning
DEVELOPING A MODEL OF COOPERATIVE LEARNING BY IMPLEMENTING LEARNING SUPERVISION FOR THE EIGHTH GRADE STUDENTS IN TEACHING READING AT SMP HARAPAN NUSANTARA DENPASAR ., I PUTU YOGA LAKSANA; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
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Abstract

Penelitian ini bertujuan untuk mengembangkan model pembelajaran kooperatif dengan menerapkan Learning Supervision dalam mengajarkan kemampuan membaca pada kelas 8 di SMP Harapan Nusantara Denpasar. Penelitian ini merupakan peneliatian dan pengembangan (R&D). Penemuan dalam peneliatian ini digunakan untuk merancang sebuah produk dan suatu prosedur, yang mana produk tersebut diuji coba, dievaluasi dan direvisi. Penelitian ini merupakan penelitian Deskripsi kualitatif. Hasil dari penelitian ini menunjukkan bahwa: (1) implementasi dari pembelajaran kooperatif di kelas 8 di SMP Harapan Nusantara Denpasar tidak berjalan dengan baik. (2) pembelajaran kooperatif yang perlu dikembangkan adalah pembelajaran kooperatif yang mengimplementasilkan Learning Supervision. (3) Pelaksanaan pembelajaran kooperatif yang mengimplementasikan Learning Supervision menunjukan hasil yang baik dan pembelajaran tersebut sangat efektif dalam meningkatkan kemampuan membaca kelas 8 di SMP Harapan Nusantara Denpasar. (4) peneliti, guru dan juga para siswa memberikan persetujuan yang sangat kuat tentang keberhasilan dari pelaksanaan pembelajaran kooperatif yang mengimplementasikan Learning Supervision dalam meningkatkan kemampuan siswa dalam berdiskusi dan dalam kemampuan membaca, dan juga membantu guru ketika melaksankan strategi ini.Kata Kunci : Pembelajaran kooperatif, Learning Supervision, Kemampuan membaca. This study attempted to develop the model of cooperative learning which implements Learning Supervision in teaching reading for eighth grade students of SMP Harapan Nusantara Denpasar. The study is called research and development (R&D). The finding of this study was used to design new product and procedures, where it was systematically field tested, evaluated, and refined. This study is descriptive qualitative research. The result of the analysis showed that: (1) The implementation of cooperative learning in eighth year of junior high school in SMP Harapan Nusantara Denpasar was still not implemented well. (2) The cooperative learning which is needed to be developed is the cooperative learning which implements Learning Supervision. (3) The implementation of the cooperative learning which implements Learning Supervision showed positive result and it was effective in improving the eighth year students? reading comprehension in SMP Harapan Nusantara Denpasar. (4) The researcher, the teacher and also the students gave a strong agreement toward the implementation of cooperative learning which implements Learning Supervision in improving the skills of the students in discussion and also their reading comprehension, and also helping the teacher when implement the strategy.keyword : Cooperative Learning, Learning Supervision, Reading Comprehension.
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)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Abstract

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.
STRATEGI PEMBELAJARAN APRESIASI DRAMA PADA SISWA KELAS VIII SMP NEGERI 2 KUTA UTARA ., NI MADE SUARNITI; ., PROF.DR. IDA BAGUS PUTRAYASA, M.Pd; ., DR. GDE ARTAWAN, M.Pd.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Abstract

Penelitian deskriptif kualitatif ini bertujuan untuk mendeskripsikan (1) strategi yang digunakan oleh guru dalam pembelajaran apresiasi drama pada siswa kelas VIII SMP Negeri 2 Kuta Utara, (2) pelaksanaan strategi yang digunakan oleh guru dalam pembelajaran apresiasi drama pada siswa kelas VIII SMP Negeri 2 Kuta Utara, dan (3) hasil belajar siswa kelas VIII SMP Negeri 2 Kuta Utara dalam pembelajaran apresiasi drama ditinjau dari strategi yang dipilih oleh guru. Subjek penelitian ini adalah guru dan siswa kelas VIII SMP Negeri 2 Kuta Utara. Objek penelitian ini adalah strategi yang digunakan oleh guru, pelaksanaan strategi yang digunakan oleh guru, dan hasil belajar siswa kelas VIII SMP Negeri 2 Kuta Utara dalam pembelajaran apresiasi drama ditinjau dari strategi yang dipilih oleh guru. Metode pengumpulan data yang digunakan adalah metode observasi, wawancara, dan tes. Ada beberapa langkah dalam menganalisis data, yaitu reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa (1) strategi yang digunakan guru dalam pembelajaran apresiasi drama, yaitu strategi yang berpusat pada guru dan strategi yang berpusat pada siswa. (2) Pelaksanaan strategi pembelajaran dilakukan guru melalui langkah-langkah pembelajaran yang efektif, baik dalam pendahuluan, kegiatan inti, dan penutup. (3) Hasil belajar siswa kelas VIII SMP Negeri 2 Kuta Utara di dalam pembelajaran apresiasi drama tergolong baik, yaitu dengan skor 83,6. Berdasarkan hasil penelitian dan pembahasan, dapat disimpulkan bahwa dalam pembelajaran apresiasi drama, guru menggunakan dua strategi yang efektif dapat mencapai tujuan pembelajaran sehingga hasil belajar siswa tergolong baik. Untuk itu, disarankan kepada guru agar lebih meningkatkan pemahamannya terhadap strategi pembelajaran serta cara pengajarannya. Kata Kunci : Strategi pembelajaran dan apresiasi drama This qualitative descriptive study aimed to describe (1) the strategies used by the teacher in the drama appreciation learning on the students of class VIII SMP Negeri 2 Kuta Utara, (2) the implementation of the strategies used by the teacher in the drama appreciation learning on the students of class VIII SMP Negeri 2 Kuta Utara, and (3) the student learning outcomes of class VIII SMP Negeri 2 Kuta Utara in the drama appreciation learning in terms of the strategy chosen by the teacher. The subjects were teacher and students of class VIII SMP Negeri 2 Kuta Utara. The object of this study is the strategy used by the teacher, the implementation of the strategies used by the teacher, and the student learning outcomes of class VIII SMP Negeri 2 Kuta Utara in the drama appreciation learning in terms of the strategy chosen by the teacher. Data collection method used is the observation method, interview, and test. There are several steps in analyzing the data, namely data reduction, data presentation, and conclusions. The results showed that (1) the strategies used by the teacher in the drama appreciation learning, which is the teacher centered strategy and the student centered strategy. (2) The implementation of strategies does by the teacher through the steps of effective learning. (3) The student learning outcomes of class VIII SMP Negeri 2 Kuta Utara in the drama appreciation learning is good, with a score of 83.6. Based on the results and discussion, can be concluded that the drama appreciation learning, teacher use two strategies that can effectively achieve the learning objectives so that student learning outcomes are classified as good. Therefore, it is suggested to teacher in order to further enhance their understanding of learning strategies and ways of teaching.keyword : Learning strategies and drama appreciation

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