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Jurnal Pendidikan Bahasa Inggris

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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

AN ANALYSIS OF TEACHERSâ€™ KNOWLEDGE AND PRACTICES OF EFFECTIVE CLASSROOM MANAGEMENT: CASE STUDY IN SD CIPTA DHARMA DENPASAR Paramita, P. A. Siska; Seken, I Ketut; Putra, I.N. Adi Jaya
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract The purpose of this study was to investigate teachers? knowledge about effective classroom management and their classroom management practices for teaching English in SD Cipta Dharma Denpasar. It was also investigating the correspondence between teachers? knowledge and the practices. This study designed using qualitative case study approach. The data was obtained using multiple-choice typed test, observation checklist, and interview. The subjects were four English teachers and their students as supporting subject. The data obtained was analyzed using interactive model proposed by Miles and Huberman. The data revealed that the subjects had variety of knowledge about classroom management; one of them had sufficient knowledge , another one showed average result and the other two were emerging. In their classroom management practice, two teachers performed effective classroom management skill, but the other two showed average effort in managing their class. For the correspondence, it was found that there were three group of teachers; the first group has sufficient knowledge and applied it simultaneously, the second group has average knowledge but applied it in more effective ways, and the third group has emerging knowledge and applied it likely to be the same as their knowledge in the classroom management practice. Keywords : effective classroom management, knowledge, practice, correspondence

THE EFFECT OF STUDENT TEAM ACHIEVEMENT DIVISIONS (STAD) AND LEARNING MOTIVATION TOWARD THE STUDENTSâ€™ READING COMPETENCE OF THE EIGHTH YEAR STUDENTS OF SMP N 3 UBUD IN THE ACADEMIC YEAR 2012/2013 Pt, Jony Anto,; N.Y, Padmadewi,; A., J., N, Putra,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study was an experimental research which aimed at identifying the effect of implementation of Student Team Achievement Division (STAD) and learning motivation toward students? reading competence. This research used 2x2 factorial designs. The data collected through test and analyzed by using statistical Two-Way Anova and Tukey Test. The population was 4 classes (197 students) of grade VIII SMP Negeri 3 UBUD in academic year 2012/2013 in which 2 classes were chosen as the sample of the study. The chosen of two classes as a sample used intact Random Sampling. The results of the research were first, there was a significant different effect between the students taught by using STAD method and conventional method. Second, there was an effect of learning motivation toward student reading competence. Third, there was a significant interactional effect between implementation of student?s team achievement division (STAD) and Learning motivation toward students reading competence. Forth, there was a significant different effect between the students having high motivation taught by using student team achievement division (STAD) and conventional method. Fifth, there was a significant different effect between the student having low motivation taught by using student team achievement division (STAD) and conventional method. Keywords: Reading, Learning Motivation, High Motivation, Low Motivation, STAD Method, Conventional Method.

DEVELOPING ICT-BASED READING MATERIALS FOR GRADE-EIGHT STUDENTS OF JUNIOR HIGH SCHOOL I Nyoman, Arimbawa,; Nitiasih, Kerti; I Nyoman, Sudiana,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study was aimed at developing ICT-based reading materials for grade-eight students of Junior High School at SMPN 1 Kubutambahan which met the criteria of good reading materials and investigating whether the ICT-based reading materials were able to improve the students? reading competency. It was conducted through seven steps: need analysis, product design, design evaluation, design revision, field test (CAR), product revision and prototype product. The data were collected using questionnaires and reading tests. The data obtained were analyzed qualitatively and quantitatively. Based on the findings of this study, it was concluded that (1) the ICT-based reading materials could be developed through need analysis, then designing the product, evaluating the product design by experts, revising the product design, field-testing the product (through CAR), re-revising the product and finally producing the prototype product; (2) the ICT-based reading materials were able to improve the students? reading competency significantly. Keywords: ICT, material development, and reading materials.

THE EFFECT OF INFORMATION GAP TECHNIQUE AND ACHIEVEMENT MOTIVATION TOWARD STUDENTSâ€™ SPEAKING ABILITY (An Experimental Study of the Tenth Grade Students of MAN SELONG) M, Asrobi,; K, SEKEN,; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study aims at investigating the effect of information gap technique and achievement motivation toward the speaking ability of the tenth grade students of MAN Selong. Designed as an experimental study, it examined a sample of two classes of grade ten students of MAN Selong. Cluster random sampling technique was used to take the sample. The data were collected through a speaking test and questionnaire of achievement motivation and analyzed by using two way ANOVA analysis and Tuckey test. Then, the findings can be stated as follows: (1) information gap technique is more effective than conventional technique in teaching speaking; (2) there is interaction effect of teaching techniques and achievement motivation toward students? speaking ability; (3) there is a significant difference of speaking ability between high achievement motivation students who were taught using information gap technique and high achievement motivation students who were taught using conventional technique; (4) there is no significant difference of speaking ability between low achievement motivation students who were taught conventional technique and low achievement motivation students who were taught using information gap technique. In general, information gap technique is more effective than conventional technique for teaching speaking either for high achievement motivation students or for those with low achievement motivation students. Key words: Information Gap, Achievement Motivation, and Speaking Ability

A COMPARATIVE EFFECT OF WRITING WORKSHOP AND JOURNAL WRITING TECHNIQUES BASED ON TEXT TYPES ON THE EIGHTH GRADE STUDENTSâ€™ WRITING COMPETENCY AT SMP NEGERI 1 SINGARAJA IN THE ACADEMIC YEAR 2012/2013 Suprianti, Gusti Ayu Putu; Tantra, Dewa Komang; Padmadewi, Ni Nyoman
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study aimed at comparing the effect of different teaching techniques (Journal Writing and Writing Workshop Techniques) based on text types (recount and narrative texts) on students? writing competency. Post-test Only Comparison Group Design was applied as the research design. After the treatment sessions, post-test was administered to discover the impact of the treatments. The data obtained from the post-test were analyzed by using descriptive and inferential statistical analyses. Through descriptive analysis, it was found that the mean scores of the group who was taught both narrative and recount text by using Journal Writing Technique was higher than the group who was taught by using Writing Workshop. In other words, the group who was taught by using Journal Writing Technique tends to perform better than group who was taught by using Writing Workshop Technique. The difference between writing competency of the students who were taught using different teaching techniques was analyzed through two-way Anova. Based on the result of the hypothesis testing, it was found that there was a significant difference between the two teaching techniques on students? writing competency and there was no interactional effect between the two teaching techniques and the text types on students? writing competency. Keywords: writing competency, journal writing, writing workshop, text types

INVESTIGATING STUDENTSâ€™ WRITING IN SENIOR HIGH SCHOOL IN SINGARAJA: AN ERROR ANALYSIS OF LEARNERSâ€™ USE OF ENGLISH AS A FOREIGN LANGUAGE I Gede, Widya Suputra; I Ketut, Seken; I Gede, Budasi
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Entitled ?Investigating Students? Writing in Senior High School in Singaraja: An Error Analysis of Learners? Use of English as a Foreign Language?, this study attempted to find out (1) the types of errors that students made in their writing, (2) the sources of those errors, (3) and why global errors still committed by students in grade XII. As such, the study was designed as a case study. It was conducted in Science Class XII 7 of SMAN 1 Singaraja and a ?writing project? was used to collect the data. In this research, the researcher also used questionnaire and interview to obtain additional data. The results of this study show that a total of 184 errors were made by the students. They can be categorized into five types: omission errors with 77 errors (41%), misinformation errors with 70 errors (38%), misordering errors with 6 errors (3.2%), overgeneralization errors with 4 errors (2.1%), and global errors with 27 errors (15%). The errors were mostly caused by interlanguage factors (65%), while about 35 % of the errors were caused by language transfer. In relation to the language transfer causing the errors, three kinds of transfer were found, namely: interlingual transfer, intralingual transfer, and transfer of learning. In addition, in term of global errors, the researcher found two main factors that cause global errors, namely, over-literal translation and lack of information about the sentence-structure of English and English grammar

THE EFFECT OF DIFFERENTIATED INSTRUCTION AND ACHIEVEMENT MOTIVATION ON STUDENTSâ€™ WRITING COMPETENCY Gualbertus, Endal; Nyoman, padmadewi; Made, Ratminingsih
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

This experimental study aims at investigating the effect of Differentiated Instruction and achievement motivation on students? writing competency of tenth grade students of SMAN 2 Denpasar. The design of this research was 2x2 factorial design. Data of students? writing competency were collected by using an essay type test. Meanwhile, data of students? achievement motivation level were collected by using questionnaire. The acquired data were analyzed statistically by two way ANOVA and Tukey test. This research discovers: 1) there is a significant difference in writing competency between the students taught with Differentiated Instruction and those taught with conventional method, 2) there is no significant difference in writing competency between the students having low achievement motivation taught with different instruction and those taught with conventional method, 3) there is a significant difference in writing competency between the students having high achievement motivation taught with Differentiated Instruction and those taught with conventional method, and 4) there is a significant interaction effect of teaching method (Differentiated Instruction and conventional method) and achievement motivation level (high and low levels) on students? writing competency. Keywords: differentiated instruction, achievement motivation, writing competency

THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING AND SELF-ESTEEM ON THE READING COMPREHENSION OF THE EIGHT GRADE STUDENTSâ€™ OF SMPN 3 SUMBAWA Wardiani, Hajaratul; SEKEN, KETUT; Artini, L. P.
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.v1i0.816

Abstract This research was aimed at finding the effect of contextual teaching and learning upon students? reading comprehension. Conducted at SMP 3 Sumbawa, it was experimental research with posttest only control group design of a factorial 2x2 type. The research variables were CTL as an independent variable, students? reading comprehension as a dependent variable, and self-esteem as a moderator variable. Research instruments used to collect data were a reading comprehension test and a questionnaire on self-esteem. The population of the research was all students at the second grade. The research sample consisted of two classes each having 40 students. The research result shows that: 1) Contextual Teaching and Learning Method is more effective than conventional method in teaching reading comprehension (FA = 77.585 and p=0.00 <0.05); 2). The students having high self-esteem have better reading comprehension than those having low self-esteem (FB = 31.980 and p=0.00<0.05); and 3) there is no interaction between teaching methods and students? self-esteem in teaching reading comprehension (FA = 1.439 and p=0.234 >0.05). Keywords: CTL, students? reading comprehension, self-esteem

The Effect of Numbered Head Together and Question Answer Relationship Techniques on Students' Reading Comprehension : A Comparative Study ., NURUDDIN; ., 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 objectives of the study was, first, to investigate whether there is a significant effect of numbered head together and question answer relationship technique on studentsâ?? reading comprehension; second to compare the effect of NHT and that of QAR on reading comprehension. Conducted at the eighth grade students of MTs Birrul Walidain NW Rensing in the school year of 2012-2013, this study used posttest only control group design. The sample used was obtained by cluster random sampling technique. The total number of sample was 66 students, divided into three groups; NHT,QAR and conventional technique groups. The study involved 6 sessions of treatment and at the end of the treatments, a reading comprehension posttest was conducted . The data were analyzed by using descriptive statistics and inferential statistics, namely One way Anova and T-Scheffe. The study found that first, there is a significant difference in reading comprehension among students who are treated using NHT,QAR and those treated using the conventional reading technique. Second, there is a significant difference in reading comprehension between students who are treated using NHT technique and those treated using the conventional reading technique. Third, there is a significant difference in reading comprehension between students who are treated using QAR technique and those treated using the conventional reading technique. Fourth, there is no significant difference in reading comprehension between students who are treated using NHT and those treated using QAR technique. In conclusion NHT is likely higher in effectiveness than the other techniques in improving the reading comprehension. keyword : Numbered Head Together, Question Answer Relationship Techniques, Conventional Reading Technique and reading comprehension

The Effect of Shared Reading Strategy Using Digital Photo Story and Achievement Motivation on Studentsâ€™ Reading Comprehension ., LUH PUTU DIAN KRESNAWATI; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Dr.Ni Made Ratminingsih, MA
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Penelitian ini adalah penelitian eksperimen yang bertujuan untuk mengetahui perbedaan pemahaman membaca bagi siswa yang diajar dengan shared reading yang dipadu dengan digital photo story dan siswa yang diajar dengan menggunakan strategi konvensional, dengan mempertimbangkan motivasi pencapaina siswa di SMP Negeri 6 Singaraja tahun ajaran 2012/2013. Terdapat 2 variabel tidak terikat (Strategi shared reading dengan menggunakan digital photo story dan motivasi berprestasi) dan satu variabel terikat (pemahaman membaca). Data yang telah terkumpul dianalisis dengan menggunakan ANOVA dua jalur dan tes Tukey. Hasilnya menunjukkan: (1) adanya perbedaan pemahaman membaca siswa yang signifikan antara siswa yang diajarkan dengan menggunakan stategi shared reading dengan digital photo story dan mereka yang diajarkan dengan strategi konvensional, (2) adanya dampak interaksi yang signifikan antara strategi shared reading dengan menggunakan digital photo story dengan motivasi pencapaian siswa dalam pemahaman membaca, (3) adanya perbedaan yang signifikan dalam pemahaman membaca siswa antara siswa yang memiliki motivasi berprestasi tinggi ketika mereka diajar dengan menggunakan strategi shared reading dengan digital photo story dan strategi konvensional, dan (4) adanya perbedaan yang signifikan dalam pemahaman membaca siswa yang memiliki motivasi berprestasi rendah ketika mereka diajar dengan strategi shared reading dengan digital photo story dan strategi konvensional.Kata Kunci : Pemahaman membaca, strategi shared reading, digital photo story, motivasi pencapaian The main purpose of this study is to know the effect of shared reading strategy using digital photo story and achievement motivation on students? reading comprehension. This study was conducted at SMP Negeri 6 Singaraja, specifically on the seventh grade students of the academic year 2012/2013. There were two independent variables (Shared reading strategy using digital photo story and achievement motivation) and one dependent variable (reading comprehension). The data were analyzed using two-way ANOVA and Tukey Test. The results showed that: (1) there was a significant difference on students? reading comprehension between students who were taught by shared reading strategy using digital photo story and conventional reading strategy, and (2) there was a significant interactional effect between shared reading strategy using digital photo story and students? achievement motivation on reading comprehension, (3) there was a significant difference between the students? reading comprehension achievement of the students with high achievement motivation when they are taught by shared reading strategy using digital photo story and conventional reading strategy, and (4) there was a significant difference between the students? reading comprehension achievement of the students with low achievement motivation when they are taught by shared reading strategy using digital photo story and conventional reading strategy.keyword : Reading comprehension, shared reading, digital photo story, achievement motivation

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