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THE EFFECT OF ICT ASSISTED PROJECT-BASED LEARNING AND LEARNERS SELF-DIRECTION ON WRITING COMPETENCY OF SOPHOMORE STUDENTS OF THE INTERNATIONAL BALI HOTEL SCHOOL DENPASAR DIAN SAWITRI, NI LUH PUTU
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
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ABSTRACT Sawitri, Dian Ni Luh Putu (2012), The Effect of ICT assisted Project Based Learning (PBL) and Learners Self Direction on Writing Competency of Sophomore Students of The International Bali Hotel School Thesis, English Education, Postgraduate Program, Ganesha University of Education. This thesis has been approved and corrected by supervisor I: Dra. Luh Putu Artini, M.A.,Ph.D. and Supervisor II: Dr. Ni Made Ratminingsih, M.A. Keywords: ICT based PBL, self-directed learning, writing competency. The aim of this study was to prove whether the implementation of ICT based PBL and the students? self-directed learning give a significant effect to the students? writing competency. The study was a quasi-experimental study by applying 2 x 2 factorial design. The population was 5 classes (128 students) of sophomore students of the International Bali Hotel School in academic year 2011/2012, in which 4 classes were taken as samples which were then assigned into two different groups; experimental group and control group, by Random Sampling to a class(intact group). The research data were collected through questionnaire and test and that the result was then analysed using Statistical Two-Way Anova and Tukey test. The results show that, first, there was a significant effect of ICT based PBL strategy on students' writing competency, in which the students who were taught using ICT based PBL have higher writing competency than those who were taught by using conventional teaching strategy. Secondly, there was a significant interaction between self-directed learning and ICT based PBL. Third, there was a significant difference on students? writing competency taught using ICT based PBL strategy with high level of self-directed learning, where students with high level of self-directed learning performed better when they were taught using ICT based PBL strategy rather than conventional teaching strategy. Fourth, there was a significant difference between the writing competency of the students with low level of self-directed learning when they were taught by using ICT based PBL compared to those students taught using conventional teaching, in which it was found that conventional teaching was more effective to students with low level of self-directed learning. Students taught using conventional teaching strategy yielded better result in writing competency compared to those treaded using ICT based PBL strategy. ABSTRAK Sawitri, Dian Ni Luh Putu (2012), Pengaruh Pembelajaran Berbasis Proyek degan Bantuan Teknologi Komunikasi dan Informasi serta Tingkat Kemandirian dalam Belajar terhadap Kemampuan Menulis Siswa Semester Dua Sekolah Tinggi Perhotelan Bali International Denpasar. Thesis, Jurusan Pendidikan Bahasa, Program Pasca Sarjana, Universitas Pendidikan Ganesha. Thesis ini telah diperiksa dan disetujui oleh pembimbing I: Dra. Luh Putu Artini, M.A.,Ph.D. dan pembimbing II: Dr. Ni Made Ratminingsih, M.A. Kata kunci: ICT based PBL, self-directed learning, writing competency Tujuan penelitian ini adalah untuk membuktikan apakah penerapan pembelajaran berbasis proyek dengan bantuan ICT dan kemandirian dalam belajar berperngaruh secara signifikan terhadap kemampuan menulis siswa semester dua Sekolah Tinggi Perhotelan Bali Internasional. Penilitian ini dirancang dalam bentuk ekperimen dengan menerapkan desain 2x2 faktorial. Sampel dalam penelitian ini melibatkan empat kelas Management Perhotelan yang diambil dari populasi 5 kelas siswa semester dua divisi Management Perhotelan. Data dalam penelitian ini dikumpulkan melalui tes dan kuisioner. Berikutnya data dianalisis dengan menggunakan analisis two-way ANOVA dan tes Tukey yang berhasil merumuskan beberapa hasil sebagai berikut. Pertama, terdapat perbedaan signifikan antara kemampuan menulis siswa yang diajar menggunakan teknik pembelajaran berbasis proyek dengan bantuan ICT dibandingkan dengan hasil kemampuan menulis siswa yang diajar menggunakan teknik konvensional. Kedua, terdapat perbedaan kemampuan menulis siswa yang memiliki kemandirian belajar yang tinggi yang diajar melalui teknik pembelajaran berbasis proyek dengan bantuan ICT dibandingkan dengan teknik konvensional. Ketiga, terdapat perbedaan signifikan dalam kemampuan menulis siswa yang memiliki kemandirian belajar yang rendah ketika diajar dengan teknik pembelajaran berbasis proyek dengan bantuan ICT dan teknik konvensional. Siswa dengan kemandirian belajar rendah memiliki hasil menulis lebih baik ketika diberikan memalui teknik konvensional. Keempat, terdapat interaksi antara kemandirian belajar dengan teknik pembelajaran berbasis proyek dengan bantuan ICT.

THE EFFECT OF CIRC STRATEGY AND ACHIEVEMENT MOTIVATION TOWARD STUDENTSâ€™ 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.

THE EFFECT OF CONCEPT MAPPING AND SELF-REGULATION ON STUDENTSâ€™ WRITING COMPETENCY ., I GEDE SUKRANENGRAT; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Prof. Dr. Ni Nyoman Padmadewi,MA
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
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Abstrak Studi eksperimen ini bertujuan untuk menginvestigasi pengaruh peta konsep dan kemandirian terhadap kemampuan menulis siswa kelas delapan SMP Negeri 2 Singaraja. Penelitian ini menggunakan desain posttest only control group dengan rancangan faktorial 2x2. Sebanyak 60 siswa dilibatkan sebagai sampel penelitian. Mereka dipilih dengan teknik sampel acak. Data kemampuan menulis siswa dikumpulkan dengan instrumen yang merupakan tipe tes essay. Data tingkat kemandirian siswa dikumpulkan dengan kuesioner yang menggunakan skala Likert. Data yang diperoleh dianalisis secara statistik dengan ANAVA 2 jalur pada taraf kesalahan 5%. Temuan penelitian ini adalah 1) terdapat perbedaan yang signifikan dalam kemampuan menulis antara siswa yang diajar dengan peta konsep dengan yang diajar dengan metode konvensional. Itu dibuktikan dengan nilai probabilitas 0.00, yang lebih rendah dari 0.05. dan 2) tidak terdapat pengaruh interaksi yang signifikan antara metode mengajar (peta konsep dan konvensional) dan tingkat kemandirian (tinggi dan rendah) terhadap kemampuan menulis. Ini dibuktikan dengan nilai probabilitas 0,778. Itu berarti bahwa peta konsep sesuai untuk diterapkan bagi pengaturan diri siswa tingkat rendah dan tinggi. Hal ini dapat dibuktikan dari analisis deskriptif yang menunjukkan bahwa nilai siswa yang diajar dengan peta konsep adalah lebih tinggi daripada yang diajar dengan teknik konvensional baik untuk pengaturan diri siswa yang tinggi maupun yang rendah. Dari analisis deskriptif, nilai rata-rata tinggi pengatuaran diri siswa diajar dengan keta konsep = 85,29, sedangkan nilai rata-rata tinggi kemandiriian siswa diajar dengan teknik konvensional = 79,82. Sementara bagi siswa pengaturan-diri yang rendah, nilai rata-rata siswa yang diajar dengan peta konsep = 80,00, sedangkan nilai rata-rata pengaturan diri siswa rendah diajar dengan teknik konvensional = 73,97.Kata Kunci : Kata-kata kunci: peta konsep, kemandirian, kemampuan menulis Abstract This experimental study aims at investigating the effect of Concept Mapping and self-regulation on the writing competency of the eighth grade students of SMP Negeri 2 Singaraja. The design of this research was posttest only control group with 2x2 factorial arrangement. 60 students were selected as sample through random sampling. The data of students? writing competency were collected by using an essay type test. Meanwhile, data of students? self-regulation level were collected by using questionnaire with Likert scale. The acquired data were analyzed statistically by two way ANOVA at 5% significance level. This research discovers (1) there is a significant difference in writing competency between the students taught with Concept Mapping and those taught with conventional technique. It is proven by the probability value of 0.00, which was lower than 0.05. and (2) there is no significant interaction between the implementation of teaching technique (Concept Mapping and conventional technique) and self-regulation levels (high and low levels) on students? writing competency. It is proven by the probability value of 0.778. it means that Concept Mapping is appropriate to be implemented for low and high self-regulation students. It can be proven from the descriptive analyasis showing that the score of students taught with Concept Mapping is higher than those taught with conventional technique both for high and low self-regulation students. From the descriptive analysis, the mean score of high self-regulation students taught with Concept Mapping = 85.29; meanwhile the mean score of high self-regulation students taught with Conventional technique = 79.82. Meanwhile for low self-regulation students, the mean score of students taught with Concept Mapping = 80.00; meanwhile the mean score of low self-regulation students taught with Conventional technique = 73.97. keyword : Keywords: concept mapping, self-regulation, writing competency

KECERMATAN FORMULA FLESCH, FOG INDEX, GRAFIK FRY, SMOG, DAN BI SEBAGAI PENENTU KEEFEKTIFAN TEKS BERBAHASA INDONESIA KN, Yasa,; Made, Sutama; Nengah, Martha
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 2 (2013)
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Abstrak Penelitian ini bertujuan untuk mengetahui (1) kecermatan formula berbasis bahasa Inggris dan BI dalam menentukan keterbacaan teks berbahasa Indonesia, (2) perbedaan kecermatan antara formula berbasis bahasa Inggris dan BI dalam menentukan keterbacaan teks berbahasa Indonesia, Populasi primer penelitian ini adalah teks berbahasa Indonesia yang terdapat dalam BSE berjumlah 12 teks. Populasi skunder penelitian ini adalah siswa kelas IX SMP se-Kota Singaraja Tahun Pelajaran 2012/2013 berjumlah 1770 orang. Sampel primer penelitian ini ditentukan secara quota sampling sebanyak 5 teks. Sampel skundernya ditentukan secara quota-area-clusster-proportional-random sampling sebanyak 324 orang. Rancangan penelitian ini berupa penelitian ex-post facto. Data primer penelitian ini dikumpulkan dengan menerapkan masing-masing formula keterbacaan sehingga ditemukan indeks keterbacaan teks. Data skunder penelitian ini dikumpulkan dengan tes objektif bentuk pilihan ganda. Hipotesis penelitian ini diuji secara statistik menggunakan Chi Kuadrat. Hasil penelitian menunjukkan bahwa: (1) formula yang berbasis Bahasa Inggris dan formula BI cermat menentukan keterbacaan teks berbahasa Indonesia, (2) kecermatan antara formula berbasis Bahasa Inggris dan formula BI tidak berbeda secara signifikan, dalam artian sama-sama cermat. Berdasarkan temuan tersebut dapat disimpulkan, bahwa baik formula keterbacaan berbasis bahasa Inggris maupun formula BI, sama-sama dapat digunakan sebagai penentu keefektifan teks berbahasa Indonesia. Kata Kunci: kecermatan, formula keterbacaan, teks berbahasa indonesia Abstract This research aimed to determine (1) accuracy English-Based Formulas and BI in determining legibility of Indonesian text, (2) whether or not significant differences between the accuracy English-Based Formulas and BI in determining readability of Indonesian text. The primary population of this study was Indonesian reading text BSE, consist of 12 texts. The secondary population was class IX of Junior High School of Singaraja in Academic Year 2012/2013, consist of 1770 people. The primary sample this study was determined by quota sampling about 5 texts. Secondary sample was determined by quota-clusster area-proportional-random sampling about 324 people. The study was designed in the form of ex-post facto research. The primary data were collected by applying each readability formula so that readability text could be found. The secondary data was collected by multiple choice tests. The research hypothesis was tested using Chi Square. The results showed that: (1) English-Based formulas and BI was accurate to determine readability of Indonesian text, (2) The accuration of the English-Based formulas and BI formula doesn?t have significant differences, in terms of carefully. Based on these findings it can be concluded, that either English-Based formulas or BI formula can be used as a determinant of the Indonesian text. Keywords: accuracy, readability formula, indonesian text

Pengaruh Model Pembelajaran Cooperative Tipe TAI (Team Assisted Individualization) terhadap Kemampuan Menulis Teks Eksposisi Ditinjau dari Kemampuan Berpikir Logis pada Siswa Kelas X SMK Negeri 1 Bangli ., I KOMANG SUGI PARTAWAN; ., PROF. DR. I MADE SUTAMA, M.Pd.; ., DR. GDE ARTAWAN, M.Pd.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 4, No 1 (2015):
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Penelitian ini bertujuan (1) mengetahui pengaruh model pembelajaran cooperative tipe TAI terhadap kemampuan menulis teks eksposisi, (2) mengetahui pengaruh interaksi antara model pembelajaran cooperative tipe TAI dan kemampuan berpikir logis terhadap kemampuan menulis teks eksposisi, (3) mengetahui pengaruh model pembelajaran cooperative tipe TAI terhadap kemampuan menulis teks eksposisi siswa yang memiliki kemampuan logis tinggi, dan (4) mengetahui pengaruh model pembelajaran cooperative tipe TAI terhadap kemampuan menulis teks eksposisi siswa yang memiliki kemampuan logis rendah. Rancangan penelitian ini menggunakan quasi eksperimen dengan jenis Post-test Only Group Design. Subjek dalam penelitian ini adalah siswa kelas X SMK Negeri 1 Bangli. Objek penelitian ini adalah kemampuan siswa menulis teks eksposisi. Data dalam penelitian ini dikumpulkan melalui tes objektif kemampuan berpikir logis dan tes menulis teks eksposisi. Pengujian hipotesis dilakukan dengan Anava dua jalur melalui uji F dan Uji Tukey. Hasil penelitian menunjukkan bahwa (1) terdapat pengaruh model pembelajaran cooperative tipe TAI terhadap kemampuan menulis teks eksposisi, (2) terdapat pengaruh interaksi antara model pembelajaran cooperative tipe TAI dan kemampuan berpikir logis terhadap kemampuan menulis teks eksposisi; (3) terdapat pengaruh model pembelajaran cooperative tipe TAI terhadap kemampuan menulis teks eksposisi siswa yang memiliki kemampuan logis tinggi, dan (4) terdapat pengaruh model pembelajaran cooperative tipe TAI terhadap kemampuan menulis teks eksposisi siswa yang memiliki kemampuan logis rendah. Berdasarkan temuan tersebut dapat disimpulkan, model pembelajaran cooperative tipe TAI memiliki pengaruh terhadap kemampuan menulis teks eksposisi, baik pada siswa dengan kemampuan berpikir logis maupun rendah. Oleh karena itu, dalam proses pembelajaran menulis teks ekspsisi, model pembelajaran cooperative tipe TAI tepat digunakan.Kata Kunci : cooperative tipe TAI, teks eksposisi, dan kemampuan berpikir logis This study aimed (1) to identify the effect of cooperative learning model TAI type toward exposition text writing ability, (2) to identify the effect of interaction between cooperative learning model TAI type and logical thinking ability toward exposition text writing ability, (3) to identify the effect of cooperative learning model TAI type toward exposition text writing ability of high logical thinking students, and (4) to identify the effect of cooperative learning model TAI type toward exposition text writing ability of low logical thinking students. The design of this study was quasy-experiment with Post-test Only Group Design. The subject of this study were the students of X Grade of SMKN 1 Bangli. The object of this study was th e students' exposition text writing ability. The data were collected through logical thinking objective test and exposition text writing test. Hypothesis testing was done with two-way Anova through F test and Tukey test. The result of this study showed that (1) there is a significant effect of cooperative learning model TAI type toward exposition text writing ability, (2) there is a significant effect of interaction between cooperative learning model TAI type and logical thinking ability toward exposition text writing ability, (3) there is a significant effect of cooperative learning model TAI type toward exposition text writing ability of high logical thinking students, and (4) there is a significant effect of cooperative learning model TAI type toward exposition text writing ability of low logical thinking students. Based on the result of this study, it can be concluded that cooperative learning model TAI type has a significant effect toward exposition text writing ability, both high logical thinking and low logical thinking students. Therefore, it is suggested that in exposition text writing learning process, cooperative learning model TAI type should be implemented.keyword : TAI type of cooperative learning, logical thinking ability, exposition text

Implementasi Pengintegrasian Sikap Spiritual dan Sikap Sosial dalam Pembelajaran Bahasa Indonesia Berbasis Kurikulum 2013 di Kelas VII SMP Negeri 1 Singaraja. ., NI PUTU ARIANTINI; ., Prof. Dr. I Nengah Suandi,M.Hum; ., Prof. Dr. I Made Sutama,M.Pd
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
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Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis (1) implementasi pengintegrasian sikap spiritual dan sikap sosial dalam perencanaan pembelajaran bahasa Indonesia berbasis kurikulum 2013 di kelas VII SMP Negeri 1 Singaraja, (2) implementasi pengintegrasian sikap spiritual dan sikap sosial dalam pelaksanaan pembelajaran bahasa Indonesia berbasis kurikulum 2013 di kelas VII SMP Negeri 1 Singaraja, dan (3) hambatan-hambatan yang dihadapi guru bahasa Indonesia dalam mengintegrasikan sikap spiritual dan sikap sosial dalam pembelajaran bahasa di kelas VII SMP Negeri 1 Singaraja. Subjek dalam penelitian ini adalah guru bahasa Indonesia di kelas VII SMP Negeri 1 Singaraja. Penelitian ini dirancang dalam bentuk penelitian deskriptif kualitatif. Data dalam penelitian ini dikumpulkan dengan menggunakan metode dokumentasi, observasi, dan wawancara. Data dianalisis melalui tiga tahap, yaitu reduksi data, klasifikasi data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa (1) implementasi pengintegrasian sikap spiritual dan sikap sosial dalam perencanaan pembelajaran terletak atau ditunjukkan pada komponen tujuan dan langkah-langkah pembelajaran, (2) implementasi pengintegrasian sikap spiritual dan sikap sosial dalam pelaksanaan pembelajaran dilaksanakan dengan cara memberikan motivasi/dorongan, peringatan, arahan, teguran, penugasan, dan penguatan kepada siswa saat mengikuti kegiatan pembelajaran, (3) hambatan-hambatan yang dihadapi guru dalam mengimplementasikan pengintegrasian sikap spiritual dan sikap sosial dalam pembelajaran bahasa terletak pada perencanaan dan pelaksanaan pembelajaran. Hambatan dalam perencanaan, yaitu guru mengalami kesulitan dalam menentukan KD dari KI 1 dan KI 2 untuk diintegrasikan ke KD dari KI 3 dan KI 4 karena tidak adanya pedoman yang pasti. Hambatan dalam pelaksanaan, yaitu guru mengalami kesulitan mengimplementasikan pengintegrasian sikap spiritual dan sosial dalam kegiatan pembelajaran karena harus menghadapi karakter siswa yang berbeda-beda. Kata Kunci : sikap spiritual dan sosial, pembelajaran bahasa Indonesia, dan kurikulum 2013. This study aims to describe and analyze (1) the implementation of the integration of the spiritual attitudes and social attitudes in the planning of learning, (2) the implementation of the integration of the spiritual attitudes and social attitudes in the implementation of learning, and (3) the barriers faced by Indonesian teachers in integrating attitude spiritual and social attitudes in language learning in the classroom SMP Negeri 1 Singaraja. The study was designed in the form of qualitative descriptive study. Subjects in this study were the teacher in the classroom Indonesian SMP Negeri 1 Singaraja. The data collected in this study using the methods of documentation, observation, and interviews. Data were analyzed through three stages: data reduction, data classification, and withdrawal of conclusion. The results showed that (1) the implementation of the integration of spiritual attitude and social attitudes in the learning plan is shown in the components or objectives, measures, and assessment, (2) implementation and integration of the spiritual attitude of social attitudes in the implementation of learning carried out by means of motivating / encouragement, warning, direction, reprimand, assignment, and reinforcement to students while participating in learning activities, (3) the obstacles faced by teachers in implementing the integration of the spiritual attitudes and social attitudes in language learning lies in the planning and implementation of learning. Barriers in the planning, namely teachers have difficulty in determining the KD of KI 1 and KI 2 to be integrated into the KD of KI and KI-3-4. Obstacles in the implementation, namely teachers have difficulty in dealing with student character different. Based on these findings, it can be concluded that the implementation of the integration of the spiritual and social attitudes in planning lies in the component objectives, measures, and assessment of learning. Its implementation is done by providing motivation / encouragement, warning, direction, reprimand, assignment, and reinforcement to students while participating in learning activities. The obstacle lies in the planning and implementation. Advice can be given of the results of this research that teachers should be more meningatkan accuracy in selecting the KD of KI-1 and KI-2 to be integrated into the KD of KI and KI-3-4. For the education department, should further enhance the delivery of training related to the implementation of the curriculum in 2013. keyword : spiritual and social attitudes, learning Indonesian, and curriculum 2013.

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.

ANALISIS ASPEK SOSIOPRAGMATIK DALAM BAHASA HUMOR PADA NOVEL BABI NGESOT KARYA RADITYA DIKA ., DEWA AYU ANGGUN SUDEWI; ., PROF.DR. I WAYAN RASNA, MPd.; ., PROF. DR. I MADE SUTAMA, M.Pd.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
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Penelitian ini bertujuan (1) mendeskripsikan aspek sosiopragmatik (praanggapan, tindak tutur, dan implikatur) dalam bahasa humor novel Babi Ngesot Karya Raditya Dika, (2) mendeskripsikan aspek sosiopragmatik (makna imperatif menurut Greenfield) dalam bahasa novel humor Babi Ngesot Karya Raditya Dika, dan (3) mendeskripsikan diksi, gaya bahasa, dan struktur kalimat dalam bahasa novel humor novel Babi Ngesot Karya Raditya Dika. Sumber data penelitian ini adalah Novel Babi Ngesot karya Raditya Dika. Metode Pengumpulan data yang digunakan adalah teknik pustaka. Analisis data dilakukan melalui tahap reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa (1) terdapat aspek sosiopragmatik baik praanggapan, implikatur, dan tindak tutur. Aspek sosiopragmatik digunakan untuk menyampaikan ide tau gagasan baik secara eksplisit atau implisit kepada masyarakat yang berupa sindiran. (2) Aspek sosiopragmatik (makna imperatif menurut Greenfield) dalam bahasa humor pada novel Babi Ngesot Karya Raditya Dika, sebagian besar terdapat makna imperatif sindiran, dan saran. Menyindir kebiasaan masyarakat yang acuh tak acuh dengan masalah yang dihadapinya dan hanya menyerahkan serta menuntut penyelesaian masalahnya tersebut kepada pemerintah saja tanpa ikut berpartisipasi, dan (3) Diksi pada bahasa humor dalam novel Babi Ngesot karya Raditya Dika ini sebagian besar terdapat diksi abstrak, diksi bernilai rasa, diksi lugas, diksi khusus, diksi berkonotasi, diksi konkret, dan diksi umum. Gaya bahasa yang dominan dalam novel Babi Ngesot ini yaitu hiperbola dan gaya bahasa tidak resmi. Struktur kalimat bahasa humor pada data di atas cenderung menggunakan kalimat dengan kontruksi S-P, K-S-P, dan S-P-(Kon)-S-P. Kata Kunci : sosiopragmatik, bahasa humor, novel Babi Ngesot This study is aimed to (1) Describe sociopragmatic aspect (presupposition, speech act, and implicature) in joke language which could be found in Raditya Dika?s novel entitled Babi Ngesot. (2) Describe sociopragmatic aspect (imperative meaning) (3) Describe diction, language style, and sentences structure in Babi Ngesot novel created by Raditya Dika. Data resources in this study was Babi Ngesot novel which is written by Raditya Dika. Meanwhile, method of collecting data was book technique. Then, data was analyxed by using some steps which were data reduction, presenting the data, and making conclusion. The result of study showed that (1) It could be found sociopragmatic aspect such as presupposition, speech act, and implicature. Sociopragmatic aspects were used to show the idea explicitly and implicitly to the readers in the from of satire. (2) Sociopragmatic aspect (imperative meaning) in Raditya Dika?s novel entitled Babi Ngesot. Most of imperative meanings could be found were satires and suggestions. Ini this case, satire in society?s custom which is not care about the problems that they are face and ask solution to the government without any participantion in solving the problems, and (3) Diction of joke language in the Babi Ngesot novel were abstract, sense value diction, diction which had simple meaning, and special diction, connotation diction, concrete diction and public diction. Language style which could be found in the Babi Ngesot novel were dominated by hyperbole and non formal language. The last, sentences structure S-P-O-K and S-P-O. keyword : sociopragmatic, joke language, Babi Ngesot novel.

COMMUNICATION STRATEGIES USED BY MATHEMATICS AND SCIENCE TEACHERS TO COMMUNICATE IN ENGLISH IN MORNING SHARING IN SMP NASIONAL PLUS JEMBATAN BUDAYA: A SOCIOLINGUISTIC ANALYSIS ., KADEK ADYATNA WEDANANTA; ., Prof. Dr.I Ketut Seken,MA; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Penelitian ini adalah penelitian sociolinguistic yang bertujuan untuk (1) menganalisa macam macam bentuk strategi komunikasi yang digunakan oleh guru matematika dan sains dalam berkomunikasi dengan bahasa Inggris di kegiatan morning sharing di SMP Nasional Plus Jembatan Budaya; (2) mendeskripsikan usaha usaha dari guru matematika dan sains dalam meningkatkan kemampuan berkomunikasi dengan bahasa Inggris; dan (3) mendeskripsikan persepsi dari guru matematika dan sains tentang berkomunikasi dalam bahasa Inggris. Tiga subjek telah dipilih untuk penelitian ini. Subjek pertama dan kedua adalah guru sains yang telah lulus sarjana pendidikan sains dan subjek yang terakhir adalah guru matematika yang telah lulus sarjana pendidikan matematika. Data diperoleh dengan menggunakan non-participant observation dan in-depth interview. Data yang diperoleh dianalisa secara deskriptif dan kualitatif. Hasil analisis yang telah didapatkan adalah sebagai berikut: (1) terdapat empat macam strategy komunikasi yang telah digunakan, yaitu: modification device, paralinguistic, L1 ? based, dan L2 ? based, dari semua itu yang sering muncul adalah modification devise, oleh karena itu bisa disimpulkan guru matematika dan sains ingin menjaga komunikasi agar berjalan lancar; (2) terdapat enam usaha usaha untuk meningkatkan kemampuan berkomunikasi dalam bahasa inggris oleh guru matematika dan sains, yaitu: belajar bahasa Inggris dengan guru local bahasa Inggris, berlatih dengan murid, menonton film dengan subtitle bahasa Inggris, belajar lebih intensif, berlatih terus menerus, belajar bahasa Inggris dengan berbagi atau bertanya kepada guru bahasa Inggris; dan (3) guru matematika dan sains setuju bahwa bahasa Inggris itu penting untuk beberapa alasan, terutama: untuk pekerjaan mereka sebagai guru di sekolah nasional plus, gaji dan perkembangan mereka untuk jadi lebih profesional.Kata Kunci : strategi strategi komunikasi, guru matematika dan sains, sekolah nasional plus, bahasa Inggris sebagai bahasa luar negeri This study was a sociolinguistic study which aimed at (1) analyzing the kinds of communication strategies used by mathematics and science teachers to communicate in English in morning sharing at SMP Nasional Plus Jembantan Budaya; (2) describing the mathematics and science teachers? efforts to improve their ability to communicate in English; and (3) describing the perception of the mathematics and science teachers about communicating in English. Three respondents were chosen in this study. The first and the second respondents were science teachers who possessed bachelor degrees in science education. The third respondent was mathematics teacher who possessed a bachelor degree in mathematics education. The data were collected through non-participant observation and in-depth interview. The collected data were analyzed descriptively and qualitatively. The result of the analysis found that: (1) there were only four kinds of communication strategies identified in this study, namely: modification device, paralinguistic, L1-based, and L2-based strategies, of these, modification device was the most frequently used by the respondents in order to keep the conversation going smoothly; (2) there were six efforts done by the mathematics and science teachers to improve their English, they are: studying more about English with English local teacher, practicing English with students, watching movies in the English subtitle, studying English intensively, practicing English continuously and habitually, studying English by sharing or asking for English teachers; and (3) both mathematics and science teachers agreed that English is important for some reasons, especially: for their job as teachers in a national plus school, salary and their professional development.keyword : communicative strategies, mathematics and science teachers, national plus school, English as a foreign language

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)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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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

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Abstract

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Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota denpasar,

Bali

INDONESIA