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Jurnal Pendidikan Bahasa Inggris

jpbi
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Published by Universitas Pendidikan Ganesha

ISSN : 26152800 EISSN : - DOI : -

Core Subject : Education,

Education Languange, Linguistic, Communication & Media

Jurnal Pendidikan Bahasa Inggris adalah jurnal ilmiah yang diterbitkan oleh Pascasarjana Universitas Pendidikan Ganesha. Jurnal ini bertujuan untuk mewadahi artikel-artikel hasil penelitian dibidang Pendidikan Bahasa Inggris. Pada akhirnya Jurnal ini dapat memberikan deskripsi tentang perkembangan ilmu pengetahuan dan teknologi di bidang pendidikan bahasa Inggris bagi masyarakat akademik. Jurnal ini terbit 3 kali setahun.

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Articles 136 Documents

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Search results for , issue "Vol 1 (2013)" : 136 Documents clear

THE EFFECT OF WORDLESS PICTURE BOOKS ON THE ENGLISH WRITING OF THE STUDENTS DIFFERING IN SELF-CONFIDENCE Rozali, Muhamad; Marhaeni, A.A.I.N; Dantes, N.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i0.812

Abstrak Penelitian ini bertujuan mengetahui pengaruh buku bergambar tanpa kata terhadap prestasi menulis bahasa Inggris ditinjau dari tingkat percaya diri siswa kelas X SMAN 1 Selong. Penelitian eksperimen ini menggunakan posttest only control group design. Penelitian ini menggunakan teknik random sampling yang berjumlah 88 orang siswa yang terbagi kedalam kelompok eksperimen dan kontrol. Data penelitian dikumpulkan melalui kuesioner dan tes. Data dianalisis menggunakan ANAVA dua jalur. Hasil penelitian mengungkapkan bahwa (1) terdapat perbedaan signifikan prestasi menulis bahasa Inggris siswa yang mengikuti pembelajaran buku bergambar tanpa kata dan siswa yang mengikuti pembelajaran konvensional (FA=34,614, p<0,05), (2) terdapat interaksi signifikan antara pembelajaran (buku bergambar tanpa kata dan pembelajaran konvensional) dengan tingkat percaya diri terhadap prestasi menulis siswa (FAB =31,140, p<0,05), (3) untuk siswa yang memiliki percaya diri tinggi, terdapat perbedaan signifikan prestasi menulis siswa yang mengikuti pembelajaran menggunakan buku bergambar tanpa kata dan siswa yang mengikuti pembelajaran menggunakan pembelajaran konvensional (Qhitung = 11,46, p<0,05), (4) untuk siswa yang memiliki percaya diri rendah, tidak terdapat perbedaan signifikan prestasi menulis siswa yang mengikuti pembelajaran menggunakan buku bergambar tanpa kata dan siswa yang mengikuti pembelajaran menggunakan pembelajaran konvensional (Qhitung = 0,303, p > 0,05). Kata kunci: Buku bergambar tanpa kata, Percaya Diri, Kemampuan Menulis Bahasa Inggris Abstract This study aimed at knowing the effect of wordless picture books on the English writing of the students differing in self-confidence at the tenth grade of SMAN 1 Selong. This study was an experimental research with post-test only control group design. The study used random sampling technique which involved 88 students who were divided into experimental and control groups. Data were collected using questionnaire and test. The data were analyzed using two-way ANOVA. The results of the study revealed that (1) there is a significant difference on the English writing of the students between the students taught by using wordless picture book and conventional learning (FA=34.614, p<0.05), (2) there is a significant interaction between teaching by using wordless picture book and conventional with students? self-confidence level on the English writing of the students (FAB =31.140, p<0.05), (3) for the students with high self-confidence, there is a significant difference on the English writing of the students taught by using wordless picture book and conventional learning (Qobs = 11.46, p<0.05), (4) for the students with low self-confidence, there is no significant difference on the English writing of the students taught by using wordless picture book and conventional learning (Qobs = 0.303, p > 0.05). Keywords : wordless picture books, self-confidence, English writing achievement

A STUDY ON STRATEGIES FOR TEACHING SPEAKING AND READING COMPREHENSION SKILLS ., AHMAD; ., Prof. Dr.I Ketut Seken,MA; ., Dra. Luh Putu Artini, MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

The central intention of this study was to analyze the English teachersâ?? strategies in teaching speaking and reading comprehension skills in SMPN 1 Selong. It was conducted to get detailed information about the studentsâ?? responses toward their teachersâ?? strategies in teaching speaking and reading comprehension skills. This study employed a qualitative research design. Necessary data were gathered using open-ended question, classroom observation, interview, and questionnaire. The result of this study revealed that the three teachers applied teaching speaking and reading comprehension skills strategies in three stages; Pre-stages, Whilst-stages and Post-Stages. From the three teachers observed, they employed various stategies in each stage with different reasons. In general the studentsâ?? responses toward their teachersâ?? strategies in teaching speaking and reading comprehensions skills were good enough as their instructions were clear and understandable. Based on those finding, it can be concluded that the English teachers need to increase their knowledge and experience in order to understand the concept and reasons in using the strategies for teaching speaking and reading comprehension. This study recommended that English teachers should have awareness to the significance in choosing the appropriate strategies for teaching speaking and reading comprehension skills. So that the learning process can run effectively.keyword : Strategy, Speaking, Reading

THE EFFECT OF SELF-ASSESSMENTAND SELF-CONCEPT ON STUDENTSÃ¢â‚¬â„¢ WRITING COMPETENCY AT EIGHTH GRADE OF MTS DARUL AITAM JEROWARUIN ACADEMIC YEAR 2012/2013 ., JUMARAH; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Prof. Dr. Nyoman Dantes
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

This present study aims at investigating the effect of self- assessment and self-concept on studentsâ?? writing competancy. To fulfill the porpose of the study 80 students out of 120 eighth grade students of MTs Darul Aitam Jerowaru in academic year 2012/2013 were recruited as the research sample through a simple random sampling to have two new classes thought outside the school schedule which was determined based on studentsâ?? self-concept level in studying English. This exprimental study was designed witih a 2x2 factorial design. The instrument used to collect the data were posttest of writing and rubric with a quistionare of selft-concept in studying Engglish. The data were analyzed by using two- way ANOVA. The data shows that there is a significant effect between self-assessment on studentâ?? writing competency and there is a significant interactional effect between self-asessment and self-concept on studentâ?? writing competency. The analysis shows that there is a significant difference in writing competency between the students with high self-concept assessed by using self-assessment and those assessed by using coventional assessment and the student with low concept also indicates the same result.keyword : Self-assessment, conventional assessment, self-concept and writing competency.

THE IMPLEMENTATION OF PROCESS STANDARD OF TEACHING ENGLISH AT SMK NEGERI 1 GIANYAR ., I WAYAN SUTENA; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Dra. Luh Putu Artini, MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

The present study only focused on the implementation of process standard in teaching English in terms of planning, teaching process, assessment used in the lesson plan and the problems faced by the teacher in implementing the process standard of teaching English in SMK Negeri 1 Gianyar. The subjects of the study were the students, and the English Teachers in SMK Negeri 1 Gianyar. There were some resources used by the researcher to help him in collecting data such as checklist, observation sheet, and interview guide. The data were described based on the planning, implementation of process standard in teaching and the assessment used in the lesson plan. Based on the findings and discussion, the researcher found some points related to the implementation of process standard in teaching English in SMK Negeri 1 Gianyar, namely: a) The English teachers at SMK Negeri 1 Gianyar still had problems in term of planning process standard in teaching English. It was found that the all subjects did not make the preparation for teaching English by themselves. They made it because of the formal supervision only. b) The English teachers at SMK Negeri 1 Gianyar did not fully apply the process standard in teaching English.c) It was found that the types of assessment used by the subjects in their lesson plan were spoken and written test. The assessment was not considered relevance because It did not cover three domains of learning. They were: cognitive domain, affective domain and psychomotor domain. In cognitive domain the teacher did not ask the students to produce sentences and answering questions based on the topic. In affective domain, the teacher did not ask the students to work in pair to make a dialog. The last in psychomotor domain, they did not ask the students to perform their work.keyword : Process standard, Lesson plan, Assessment, Language learning and language teaching

Developing Character-Based Reading materials for The Eighth Year Students of SMP Negeri 1 Singaraja in The Academic Year of 2012-2013 ., I GEDE WIMI SUPUTRA; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Prof. Dr. I Nyoman Sudiana, M.Pd
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

This study is a Research and Development study (R&D) which aimed at developing Character-Based Reading Material for the eighth year students of SMP Negeri 1 Singaraja in the academic year of 2012-2013. This study used Sugiyono?s model of Research and development. Based on the syllabus analysis and the existing reading materials, the result shows that the existing reading material has some weaknesses in terms of its feature, content, language used, and exercises. These weaknesses were supported by the result of questionnaire administered to the students which is showed that 62.50% of the students strongly disagree and 37.50% disagree that the existing reading material covered character values. Based on the result of the analysis, the researcher developed Character-Based Reading materials which covers three genres and each genre consists of four reading passage. The values introduced in the texts were 16 values or characters which are proposed by the Board of National Education Standard (BSNP), comply with School Based Curriculum, the criteria of good material proposed by Tomlinson (2012). Based on the result of analysis on the quality of Character-Based Reading material it was found that the result of rubric administered to the students showed that the quality of Character-Based Reading materials were considered as Good materials while based on teacher?s result, the quality of Character-Based Reading material were considered as Excellent material. The final product of this study was the Character-Based Reading materials for the eighth year students of SMP Negeri 1 Singaraja which involves reading passage and varieties of exercises related to the reading passage.keyword : character, reading material, character-based reading material

THE EFFECT OF GUIDED WRITING TECHNIQUE AND ANXIETY UPON WRITING COMPETENCY NT, Januartini,; PK, Nitiasih,; W, Suarnajaya,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This research aimed at investigating the effect of guided writing and anxiety upon writing competency. It was an experimental research with 2x2 factorial design. The result showed that (a) there was significant difference in writing competency between the students taught by guided writing technique and those taught by conventional technique, b) there was an interactional effect between the implementation of guided writing and the students? anxiety, (c) there was significant different in the writing competency between the students? with high anxiety, taught by implementing guided writing technique and those who are taught by conventional technique, (d) there was significant different in the writing competency between the students? with low anxiety, taught by implementing guided writing technique and those who are taught by conventional technique, (e) the implementation of guided writing technique was responded in a more positive way by the students with high anxiety rather than by the ones with low anxiety. Keywords: guided writing, anxiety, and writing competency.

A STUDY ON THE IMPLEMENTATION OF ENGLISH SCHOOL BASED CURRICULUM IN SMA NEGERI 5 DENPASAR Widiastuti, I.A.Md.Sri; Padmadewi, Ni Nym; Artini, L.P.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This research was conducted in an attempt to analyze and describe the implementation of English School Based Curriculum (ESBC) in SMAN 5 Denpasar in the academic year 2012/2013.The setting of the research was in three classes and there were three teachers as the subjects of the study. The primary reasons for taking this school as the research setting was mainly because this school provides learners with National as well as International Standard. The teaching and learning processes were conducted entirely in English and the ESBC has been implemented since 2006.The sources of the data were Syllabus, lesson plans and the teaching and learning activities in naturalistic environment of the classroom. This research was conducted to figure out the teachers? understanding of ESBC, the planning of ESBC, the implementation of ESBC and the teachers? problems in implementing ESBC. This study revealed that the teachers under study needs to improve their understanding of ESBC, their ability in designing English syllabus and lesson plan as well as their ability in implementing ESBC in more contextualized learning activities. Key Words: English School Based Curriculum, National Standard of Education, International Standard of Education

THE PRACTICE OF ENGLISH LANGUAGE TEACHING AND LEARNING IN SEKOLAH BUIN BATU PT. NEWMONT NUSA TENGGARA, WEST SUMBAWA, NTB PROVINCE B1, AQLI,; N, PADMADEWI,; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study aimed at (1) describing how English teachers at Middle Years of Sekolah Buin Batu (SBB) develop curriculum; (2) describing how English teachers at Middle Years of SBB determine learning resources;(3) describing how English teachers at Middle Years of SBB deliver learning activities, and; (4) describing how English teachers at Middle Years assess students? learning progress. The subjects of the study were the English teachers and students at Middle Years of SBB in the academic year 2011/2012. The data were collected using some methods of data collection namely interview, observation, and documentation. Interview and documentation were used to collect data of curriculum and learning resources while interview, observation, and documentation were used to collect data of learning activities and assessment. The result of the study indicated that (1) English teachers at Middle Years of SBB develop curriculum. The teachers develop curriculum based on curriculum development procedure which covers the stages in team development and common understanding of curriculum development at SBB including inventory making, need analysis, drafting, verification, validation, finishing, approval, filing and archiving; (2) English teachers at Middle Years of SBB use various types of resources and identify teaching learning resources based on teachers? planning to achieve teaching learning objectives, propose to school leaders, request the resources through administration staff, purchase the resources after the Purchase Order (PO) is approved by Finance and Admin Manager; (3) English teachers at Middle years of SBB teach English based on Year level and use various types of methods recognizing every individual abilities and learning styles (4) English teachers at Middle Years of SBB employ various kinds of assessment techniques based on the school assessment policy and the learning objectives Keywords: ELT, Curriculum Development, Learning Resources, Learning Activities, Learning Assessment

THE EFFECT OF MODIFIED COLLABORATIVE STRATEGIC READING AND VOCABULARY MASTERY ON THE READING COMPETENCY OF THE SECOND SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF MAHASARASWATI DENPASAR UNIVERSITY Dharmayanti, Paramita; D.K, Tantra,; L., P., Artini,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study focused oninvestigatingthe main effect of MCSR on second semester students? reading competency and the differential affect of MCSR between the students with good vocabulary mastery and with poor vocabulary mastery on students? reading competencyin EESP of Unmas Denpasar.The findings show thatthe students taught usingMCSRachieved better reading competency than those who were taught usingconventional teaching. Furthermore, there is an interactional effect between teaching strategies and vocabulary masteryon students? reading competency.The students with good vocabulary masteryimproved their reading competency when beingtaughtusingMCSR than usingconventional teaching.On the other hand, there is no difference in reading competency between the students who havepoor vocabulary mastery taughtwithMCSR and withconventional study.It can be concluded that this study provides an empirical evidence of the importance of the teaching strategy considering vocabulary mastery in English reading instructions. Keywords: MCSR, vocabulary mastery, reading competency

THE EFFECT OF PERFORMANCE ASSESSMENT AND GRAMMAR MASTERY UPON THE WRITING ABILITY OF THE FOURTH SEMESTER STUDENTS OF THE ENGLISH STUDY PROGRAM OF FKIP UNMAS DENPASAR IN THE ACADEMIC YEAR 2012/2013 Murtini, N, Wersi; Padmadewi, M.,; A., J., N, N., Putra,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study aimed to investigate the effect of performance assessment and grammar mastery upon the students? writing ability. The research method used in this research was experimental. The population was 6 classes consisted of 180 students of the fourth semester students of the English Education Study Program of FKIP UNMAS Denpasar in the academic year 2012/2013. The sample of this study was 60 students which was divided into 2 groups, namely experimental and control group, by Cluster Random Sampling Technique. The research instruments used to obtain the data in this research were in form of tests which were analyzed using Statistical Two-Way ANOVA and Tukey Test. The research findings are first, there is a significant effect of performance assessment on the writing ability of the fourth semester students of the English Study Program of FKIP Unmas Denpasar in the academic year 2012/2013. Second, there is a significant effect of grammar mastery on the writing ability of the fourth semester students of the English Study Program of FKIP Unmas Denpasar in the academic year 2012/2013. Third, there is a significant effect of performance assessment and grammar mastery on the writing ability of the fourth semester students of the English Study Program of FKIP Unmas Denpasar in the academic year 2012/2013. Fourth, there is a significant effect between the students who have high grammar mastery assessed using performance assessment and assessed using conventional technique. Fifth, there is no significant effect between the students who have low grammar mastery assessed using performance assessment and assessed using conventional assessment technique. Keywords: Performance assessment, grammar mastery, writing ability.

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