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Jurnal Pendidikan Bahasa Inggris
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.
Arjuna Subject : -
Articles 49 Documents
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Search results for , issue "Vol 2, No 1 (2014)" : 49 Documents clear
THE EFFECT OF SCRIPTED ROLE PLAY AND FOREIGN LANGUAGE ANXIETY ON THE ELEVENTH GRADE STUDENTS’ SPEAKING COMPETENCY AT SMA N 8 DENPASAR IN ACADEMIC YEAR 2013/2014 ., NI WAYAN SATRI ADNYANI; ., Prof. Dr.I Ketut Seken,MA; ., Prof. Dr. Putu Kerti Nitiasih, MA
Jurnal Pendidikan Bahasa Inggris Vol 2, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa Inggris

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Abstract

Penelitian ini bertujuan untuk menginvestigasi pengaruh teknik bermain peran dengan naskah dan kecemasan siswa pada bahasa asing terhadap kompetensi berbicara siswa kelas sebelas. Penelitian ini adalah penelitian eksperimental dengan rancangan 2x2 faktorial dan 68 orang siswa dipilih secara acak sebagai sampel penelitian. Data di analisis dengan menggunakan ANOVA dua jalur dan Uji Tukey. Hasilnya menunjukkan bahwa (1) ada perbedaan yang signifikan terhadap kompetensi berbicara antara siswa yang diajar dengan menggunakan teknik bermain peran dengan naskah dan siswa yang diajarkan dengan teknik konvensional; (2) ada pengaruh interaksi pada teknik mengajar yang digunakan dan kecemasan siswa pada bahasa asing terhadap kompetensi berbicara siswa; (3) ada perbedaan kompetensi berbicara antara siswa yang mempunyai kecemasan siswa pada bahasa asing yang tinggi yang diajar dengan menggunakan teknik bermain peran dengan naskah dan siswa yang diajar dengan menggunakan teknik konvensional; (4) ada perbedaan kompetensi berbicara antara siswa yang mempunyai kecemasan siswa pada bahasa asing yang rendah yang diajar dengan menggunakan teknik bermain peran dengan naskah dan siswa yang diajar dengan menggunakan teknik konvensional. Kata Kunci : berbicara, bermain peran, kecemasan This research aimed at investigating the effect of scripted role play and foreign language anxiety on eleventh grade students’ speaking competency. It was an experimental research with 2x2 factorial design and 68 of students were selected as the sample of the study. The data were analyzed by using Two-Way ANOVA and Tukey Test. The result showed that (a) there is a significant effect in speaking competency between the students who were taught by using scripted role play technique and those taught by the conventional technique, (b) there is a significant interactional effect between teaching technique applied and the foreign language anxiety on the students’ speaking competency, (c) there is a significant difference in speaking competency between the students with high foreign language anxiety who were taught by using scripted role play technique and those who were taught by the conventional technique; and (d) there is a significant difference in speaking competency between the students with low foreign language anxiety who were taught by using scripted role play technique and those students who were taught by the conventional technique. keyword : anxiety, scripted role play, speaking
THE STUDY OF ERRORS COMMITTED BY THE EIGHTH GRADE STUDENTS OF SMP NEGERI 10 DENPASAR IN ENGLISH WRITING ., NI NYOMAN AYU J. SASTAPARAMITHA; ., Prof. Dr. Dewa Komang Tantra, M.Sc., Ph.; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA
Jurnal Pendidikan Bahasa Inggris Vol 2, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa Inggris

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Abstract

Studi ini berfokus pada analisis tipe-tipe, sumber-sumber dan manajemen dari error yang dilakukan oleh siswa kelas delapan di SMP Negeri 10 Denpasar dalam menulis paragraph deskriptif dan narratif dalam bahasa Inggris. Penelitian ini di desain secara Descriptive Qualitatively melalui suatu observasi. Data yang digunakan untuk mengidentifikasi tipe-tipe error dikumpulkan dengan cara memberikan tugas ke siswa untuk menulis paragraph deskriptif dan narrative. Data untuk mencari sumber-sumber kesalahan diperoleh melalui Focus Group Discussion. Sedangkan, data untuk manajemen error di peroleh lewat process approach dalam menulis. Hasil pertama dari penelitian menunjukkan 7 tipe error yaitu judul paragraph, topic kalimat, kalimat penjelas, koheren antar kalimat, diksi, grammar dan mekanik penulisan. Temuan yang kedua menunjukkan ada empat sumber error, yaitu, ketidaktahuan tentang indicator dalam menulis, kurangnya latihan dalam menulis paragraph deskriptif dan narrative, lupa pada aturan grammar, ejaan dan penggunaan kata. Ada juga beberapa error yang tidak termasuk ke dalam tiga sumber error di atas. Hasil yang ketiga menunjukkan bahwa tipe dan sumber error yang ada masih sama, namun jumlah siswa yang melakukan dan menyatakan alasan yang sama berkurang. Hasil penelitian ini menunjukkan kepada para guru tentang perlunya menerapkan process approach dalam menulis paragraf deskriptif dan narratif. Sementara itu, siswa seharusnya memperoleh pengetahuan tetntang indicator dalam menulis serta sering latihan dalam menulis paragraph deskriptif dan narratif. Terlebih lagi, bagi para peneliti di masa depan agar mencari alternatif lain selain process approach untuk memanajemen error secara lebih efisien dan efektif.Kata Kunci : Menulis , Process Approach,TIpe dan Sumber Error This study was focused on analyzing the types, the sources and the management of errors committed by the eighth grade students of SMP Negeri 10 Denpasar in writing descriptive and narrative paragraphs. This research was designed descriptive qualitatively through an observation. The data for the types of errors were collected by assigning students to write descriptive and narrative paragraphs. The data for the sources of errors were collected through Focus Group Discussion. Whereas, data for the management of errors were collected through a process approach in writing. The obtained data were analyzed descriptively in term of types and sources of errors. The first research finding shows seven errors namely title of the paragraphs, the topic sentence, the development of paragraphs, the coherence, the diction, the grammar, and the mechanics. The second finding shows the four sources of errors namely absence of knowledge about writing indicators, less practice in writing descriptive and narrative paragraphs, forgetting about grammatical rules, spelling and the usage of the words. Some errors are unclassifiable based on previous criteria. The third finding shows that the types and sources of errors remained the same, however the number of students committed and reasoning such errors are reduced. The findings imply the necessity for the teacher to implement process approach in writing descriptive and narrative paragraphs. Meanwhile, the students should gain knowledge about writing indicators, and practice in writing descriptive and narrative paragraphs. Moreover, future researchers need to find other alternative aside from process approach in managing errors more efficiently and effectively. keyword : Process Approach, Types and Sources of Errors, Writing
The Effect of Controlled Writing Strategy and Achievement Motivation on the Eighth Grade Students Writing Competency at SMPK 1 Harapan Denpasar ., PUTU TIKA VIRGINIYA; ., PROF. DR. I KETUT SEKEN, M.A.; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
Jurnal Pendidikan Bahasa Inggris Vol 2, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa Inggris

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Abstract

Penelitian ini bertujuan untuk menginvestigasi efek dari strategi menulis terkontrol dan motivasi berprestasi pada kompetensi menulis siswa. Empat dari sebelas kelas dipilih melalui teknik sampel kluster acak, dan 36 siswa di tiap grup dipilih sebagai sampel. Dalam menginvestigasi hasil, data dianalisa secara deskriptif dan inferensial menggunakan two-way ANOVA. Hasil menunjukkan bahwa terdapat: (1) perbedaan signifikan pada kompetensi menulis siswa yang diajarkan dengan menggunakan strategi menulis terkontrol dan yang diajarkan dengan menggunakan strategi konvensional, (2) efek interaksi yang signifikan antara strategi-strategi yang diterapkan dan motivasi berprestasi pada kompetensi menulis siswa, (3) perbedaan signifikan pada kompetensi menulis siswa dengan motivasi berprestasi tinggi yang diajarkan dengan menggunakan strategi menulis terkontrol dan yang diajarkan dengan menggunakan strategi konvensional, (4) perbedaan signifikan pada motivasi menulis siswa dengan motivasi berprestasi rendah yang diajarkan dengan strategi menulis terkontrol dan yang diajarkan dengan strategi konvensional.Kata Kunci : strategi menulis terkontrol, motivasi berprestasi, menulis, strategi konvensional The present study aimed at investigating the effect of controlled writing strategy and achievement motivation on students’ writing competency. Four classes out of eleven classes as population were chosen by means of cluster random sampling, and 36 students in each group selected as the sample of the study. In investigating the result, the data were descriptively and inferentially analyzed by using two-way ANOVA. The result shows that there was: (1) a significant difference in writing competency between the students who were taught by using controlled writing strategy and those who were taught by using the conventional strategy, (2) a significant effect of the interaction between the strategies applied and the students’ achievement motivation on their writing competency, (3) a significant difference in writing competency between the students with high achievement motivation who were taught by using controlled writing strategy and those who were taught by using the conventional strategy, (4) a significant difference in writing competency between the students with low achievement motivation who were taught by using controlled writing strategy and those who were taught by using the conventional strategy.keyword : controlled writing strategy, achievement motivation, writing, conventional strategy
The Effect of Controlled Writing Strategy and Achievement Motivation on the Eighth Grade Students Writing Competency at SMPK 1 Harapan Denpasar ., PUTU TIKA VIRGINIYA; ., PROF. DR. I KETUT SEKEN, M.A.; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
Jurnal Pendidikan Bahasa Inggris Vol 2, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa Inggris

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Abstract

Penelitian ini bertujuan untuk menginvestigasi efek dari strategi menulis terkontrol dan motivasi berprestasi pada kompetensi menulis siswa. Empat dari sebelas kelas dipilih melalui teknik sampel kluster acak, dan 36 siswa di tiap grup dipilih sebagai sampel. Dalam menginvestigasi hasil, data dianalisa secara deskriptif dan inferensial menggunakan two-way ANOVA. Hasil menunjukkan bahwa terdapat: (1) perbedaan signifikan pada kompetensi menulis siswa yang diajarkan dengan menggunakan strategi menulis terkontrol dan yang diajarkan dengan menggunakan strategi konvensional, (2) efek interaksi yang signifikan antara strategi-strategi yang diterapkan dan motivasi berprestasi pada kompetensi menulis siswa, (3) perbedaan signifikan pada kompetensi menulis siswa dengan motivasi berprestasi tinggi yang diajarkan dengan menggunakan strategi menulis terkontrol dan yang diajarkan dengan menggunakan strategi konvensional, (4) perbedaan signifikan pada motivasi menulis siswa dengan motivasi berprestasi rendah yang diajarkan dengan strategi menulis terkontrol dan yang diajarkan dengan strategi konvensional.Kata Kunci : strategi menulis terkontrol, motivasi berprestasi, menulis, strategi konvensional The present study aimed at investigating the effect of controlled writing strategy and achievement motivation on students’ writing competency. Four classes out of eleven classes as population were chosen by means of cluster random sampling, and 36 students in each group selected as the sample of the study. In investigating the result, the data were descriptively and inferentially analyzed by using two-way ANOVA. The result shows that there was: (1) a significant difference in writing competency between the students who were taught by using controlled writing strategy and those who were taught by using the conventional strategy, (2) a significant effect of the interaction between the strategies applied and the students’ achievement motivation on their writing competency, (3) a significant difference in writing competency between the students with high achievement motivation who were taught by using controlled writing strategy and those who were taught by using the conventional strategy, (4) a significant difference in writing competency between the students with low achievement motivation who were taught by using controlled writing strategy and those who were taught by using the conventional strategy.keyword : controlled writing strategy, achievement motivation, writing, conventional strategy
The Effect of Controlled Writing Strategy and Achievement Motivation on the Eighth Grade Students' Writing Competency at SMPK 1 Harapan Denpasar ., PUTU TIKA VIRGINIYA; ., PROF. DR. I KETUT SEKEN, M.A.; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

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Abstract

Penelitian ini bertujuan untuk menginvestigasi efek dari strategi menulis terkontrol dan motivasi berprestasi pada kompetensi menulis siswa. Empat dari sebelas kelas dipilih melalui teknik sampel kluster acak, dan 36 siswa di tiap grup dipilih sebagai sampel. Dalam menginvestigasi hasil, data dianalisa secara deskriptif dan inferensial menggunakan two-way ANOVA. Hasil menunjukkan bahwa terdapat: (1) perbedaan signifikan pada kompetensi menulis siswa yang diajarkan dengan menggunakan strategi menulis terkontrol dan yang diajarkan dengan menggunakan strategi konvensional, (2) efek interaksi yang signifikan antara strategi-strategi yang diterapkan dan motivasi berprestasi pada kompetensi menulis siswa, (3) perbedaan signifikan pada kompetensi menulis siswa dengan motivasi berprestasi tinggi yang diajarkan dengan menggunakan strategi menulis terkontrol dan yang diajarkan dengan menggunakan strategi konvensional, (4) perbedaan signifikan pada motivasi menulis siswa dengan motivasi berprestasi rendah yang diajarkan dengan strategi menulis terkontrol dan yang diajarkan dengan strategi konvensional.Kata Kunci : strategi menulis terkontrol, motivasi berprestasi, menulis, strategi konvensional The present study aimed at investigating the effect of controlled writing strategy and achievement motivation on students’ writing competency. Four classes out of eleven classes as population were chosen by means of cluster random sampling, and 36 students in each group selected as the sample of the study. In investigating the result, the data were descriptively and inferentially analyzed by using two-way ANOVA. The result shows that there was: (1) a significant difference in writing competency between the students who were taught by using controlled writing strategy and those who were taught by using the conventional strategy, (2) a significant effect of the interaction between the strategies applied and the students’ achievement motivation on their writing competency, (3) a significant difference in writing competency between the students with high achievement motivation who were taught by using controlled writing strategy and those who were taught by using the conventional strategy, (4) a significant difference in writing competency between the students with low achievement motivation who were taught by using controlled writing strategy and those who were taught by using the conventional strategy.keyword : controlled writing strategy, achievement motivation, writing, conventional strategy
The Effect of Controlled Writing Strategy and Achievement Motivation on the Eighth Grade Students' Writing Competency at SMPK 1 Harapan Denpasar ., PUTU TIKA VIRGINIYA; ., PROF. DR. I KETUT SEKEN, M.A.; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk menginvestigasi efek dari strategi menulis terkontrol dan motivasi berprestasi pada kompetensi menulis siswa. Empat dari sebelas kelas dipilih melalui teknik sampel kluster acak, dan 36 siswa di tiap grup dipilih sebagai sampel. Dalam menginvestigasi hasil, data dianalisa secara deskriptif dan inferensial menggunakan two-way ANOVA. Hasil menunjukkan bahwa terdapat: (1) perbedaan signifikan pada kompetensi menulis siswa yang diajarkan dengan menggunakan strategi menulis terkontrol dan yang diajarkan dengan menggunakan strategi konvensional, (2) efek interaksi yang signifikan antara strategi-strategi yang diterapkan dan motivasi berprestasi pada kompetensi menulis siswa, (3) perbedaan signifikan pada kompetensi menulis siswa dengan motivasi berprestasi tinggi yang diajarkan dengan menggunakan strategi menulis terkontrol dan yang diajarkan dengan menggunakan strategi konvensional, (4) perbedaan signifikan pada motivasi menulis siswa dengan motivasi berprestasi rendah yang diajarkan dengan strategi menulis terkontrol dan yang diajarkan dengan strategi konvensional.Kata Kunci : strategi menulis terkontrol, motivasi berprestasi, menulis, strategi konvensional The present study aimed at investigating the effect of controlled writing strategy and achievement motivation on students’ writing competency. Four classes out of eleven classes as population were chosen by means of cluster random sampling, and 36 students in each group selected as the sample of the study. In investigating the result, the data were descriptively and inferentially analyzed by using two-way ANOVA. The result shows that there was: (1) a significant difference in writing competency between the students who were taught by using controlled writing strategy and those who were taught by using the conventional strategy, (2) a significant effect of the interaction between the strategies applied and the students’ achievement motivation on their writing competency, (3) a significant difference in writing competency between the students with high achievement motivation who were taught by using controlled writing strategy and those who were taught by using the conventional strategy, (4) a significant difference in writing competency between the students with low achievement motivation who were taught by using controlled writing strategy and those who were taught by using the conventional strategy.keyword : controlled writing strategy, achievement motivation, writing, conventional strategy
THE EFFECT OF GRAPHIC ORGANIZERS AND TEXT TYPES ON THE STUDENTS’ READING COMPETENCY AT SMAN 8 DENPASAR IPY, Sudarmawan; DK, Tantra; Marhaeni, AAIN
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

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Abstract

    This study attempted to find out the effect of graphic organizers and text types upon the students’ reading competency. The subject of this study was the first grade students of SMAN 8 Denpasar. The independent variable was graphic organizers and conventional reading strategy (placebo), and the dependent variable was reading competency. Text types was the moderator variable. The study was an experiment with posttest only control group design. The total number of population was 13 classes, which consisted of 586 students. From the population, two classes consisting of 92 students were used as samples. They were divided into two groups; experimental group and control group by multistage random sampling technique. Post-test was administered at the end of treatments and then analyzed by using two way ANOVA. The result of the analysis showed that: (1) There is an effect of graphic organizers upon the students’ reading competency. (2) There is an interaction between graphic organizers and text types upon students reading competency   Key words: graphic organizers, text types, and reading competency
THE EFFECT OF SCRIPTED ROLE PLAY AND FOREIGN LANGUAGE ANXIETY ON THE ELEVENTH GRADE STUDENTS’ SPEAKING COMPETENCY AT SMA N 8 DENPASAR IN ACADEMIC YEAR 2013/2014 ., NI WAYAN SATRI ADNYANI; ., Prof. Dr.I Ketut Seken,MA; ., Prof. Dr. Putu Kerti Nitiasih, MA
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (89.374 KB) | DOI: 10.23887/jpbi.v2i1.1439

Abstract

Penelitian ini bertujuan untuk menginvestigasi pengaruh teknik bermain peran dengan naskah dan kecemasan siswa pada bahasa asing terhadap kompetensi berbicara siswa kelas sebelas. Penelitian ini adalah penelitian eksperimental dengan rancangan 2x2 faktorial dan 68 orang siswa dipilih secara acak sebagai sampel penelitian. Data di analisis dengan menggunakan ANOVA dua jalur dan Uji Tukey. Hasilnya menunjukkan bahwa (1) ada perbedaan yang signifikan terhadap kompetensi berbicara antara siswa yang diajar dengan menggunakan teknik bermain peran dengan naskah dan siswa yang diajarkan dengan teknik konvensional; (2) ada pengaruh interaksi pada teknik mengajar yang digunakan dan kecemasan siswa pada bahasa asing terhadap kompetensi berbicara siswa; (3) ada perbedaan kompetensi berbicara antara siswa yang mempunyai kecemasan siswa pada bahasa asing yang tinggi yang diajar dengan menggunakan teknik bermain peran dengan naskah dan siswa yang diajar dengan menggunakan teknik konvensional; (4) ada perbedaan kompetensi berbicara antara siswa yang mempunyai kecemasan siswa pada bahasa asing yang rendah yang diajar dengan menggunakan teknik bermain peran dengan naskah dan siswa yang diajar dengan menggunakan teknik konvensional. Kata Kunci : berbicara, bermain peran, kecemasan This research aimed at investigating the effect of scripted role play and foreign language anxiety on eleventh grade students? speaking competency. It was an experimental research with 2x2 factorial design and 68 of students were selected as the sample of the study. The data were analyzed by using Two-Way ANOVA and Tukey Test. The result showed that (a) there is a significant effect in speaking competency between the students who were taught by using scripted role play technique and those taught by the conventional technique, (b) there is a significant interactional effect between teaching technique applied and the foreign language anxiety on the students? speaking competency, (c) there is a significant difference in speaking competency between the students with high foreign language anxiety who were taught by using scripted role play technique and those who were taught by the conventional technique; and (d) there is a significant difference in speaking competency between the students with low foreign language anxiety who were taught by using scripted role play technique and those students who were taught by the conventional technique. keyword : anxiety, scripted role play, speaking
DEVELOPING CULTURE-BASED SUPPLEMENTARY READING MATERIAL FOR THE EIGHTH GRADE STUDENTS OF SMP LABORATORIUM SINGARAJA ., IDA AYU MADE ISTRI UTAMI; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Dra. Luh Putu Artini, MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (187.612 KB) | DOI: 10.23887/jpbi.v2i1.1096

Abstract

Penelitian ini bertujuan untuk mengembangkan materi tambaha membaca berbasis budaya dimana subjek dari penelitian ini adalah siswa kelas VIII SMP Laboratorium Undiksha Singaraja. Tujuan penelitian ini adalah mengidentifikasi potensi dan masalah dalam membaca yang dihadapi oleh siswa, mendeskripsikan materi membaca berbasis budaya untuk siswa, dan menganalisis kualitas materi membaca berbasis budaya untuk siswa yang dikembangkan. Model pengembangan yang digunakan dalam penelitian ini adalah model Penelitian dan Pengembangan yang diadaptasi dari model oleh Sugiyono (2011) dan berdasarkan kriteria materi membaca yang baik oleh Tomlinson (1998). Deskripsi materi membaca berbasis budaya untuk siswa kelas delapan Sekolah Menengah Pertama dijabarkan ke dalam empat aspek: konstruksi, isi, penggunaan bahasa, penampilan, dan kegiatan membaca. Uji validitas dalam penelitian ini menunjukkan prototipe yang dievaluasi berkualitas sangat baik dengan skor rata-rata 4,58. Uji kegunaan menunjukkan bahwa siswa berlaku sangat baik dan aktif dalam implementasi materi tambahan membaca berbasis budaya. Kata Kunci : materi membaca, budaya, penelitian dan pengembangan This Research and Development aimed at identifying the potentials and problems in reading in EFL classes, describing the outlook of a well developed culture-based supplementary reading material, and analyzing the quality of the newly developed culture-based supplementary reading material for the eighth grade students of Junior High School. Following the seven steps suggested in Sugiyono model, This study was based on the result of the preliminary observation which showed that there was a need to develop reading material which contains some cultural aspects in it. This research employed Research and Development model adapted from Sugiyono (2011). The first finding identified topic selection, pictures or illustration and kind of reading activities as the problems in reading and they were used as the consideration in identifying the potentials in developing reading material. A well developed culture-based supplementary reading material can be described from five aspects: construction, content, language use, physical appearance, and reading activities. Finally, the validity was measured from the score given by all experts. The prototype can be categorized as having Excellent quality as indicated by the mean score of 4.58 in which the Sr < 4.485. In addition, the result of observation showed that the students were doing excellent during the implementation of culture-based supplementary reading material.keyword : reading material, culture, Research and Development
PELAKSANAAN PRINSIP KERJA SAMA PADA TINDAK TUTUR GURU DAN SISWA DALAM PEMBELAJARAN BAHASA DAN SASTRA INDONESIA DI KELAS XI SMA NEGERI 1 BLAHBATUH ., I NYOMAN PAYUYASA; ., Prof. Dr. I Made Sutama,M.Pd; ., Prof. Dr.Ida Bagus Putrayasa,M.Pd
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v2i1.1176

Abstract

Penelitian ini bertujuan mendeskripsikan, (1) pelaksanaan prinsip kerja sama pada tindak tutur guru dan siswa (2) dampak pelaksanaan prinsip kerja sama pada tindak tutur guru dan siswa, (3) penyimpangan prinsip kerja sama pada tindak tutur guru dan siswa, dan (4) dampak penyimpangan prinsip kerja sama pada tindak tutur guru dan siswa terhadap pembelajaran bahasa dan sastra Indonesia di kelas XI SMA Negeri 1 Blahbatuh. Dalam mencapai tujuan ini, peneliti menggunakan rancangan penelitian deskriptif-kualitatif. Subjek dalam penelitian ini adalah guru dan siswa di kelas XI SMA Negeri 1 Blahbatuh. Secara umum objek penelitian ini adalah pelaksanaan prinsip kerjasama pada tindak tutur guru dan siswa dalam pembelajaran bahasa dan sastra Indonesia di kelas XI SMA Negeri 1 Blahbatuh. Pengumpulan data dilakukan dengan metode observasi dan wawancara. Data yang diperoleh dianalis secara deskriptif kualitatif yang meliputi tiga tahapan yaitu, (1) re uksi data, (2) penyajian data, dan (3) verifikasi dan penarikan simpulan. Hasil penelitian ini menunjukan bahwa : (1) Percakapan dalam pembelajaran yang dilakukan guru dan siswa mengandung pelaksanaan maksim prinsip kerja sama. Maksim prinsip kerja sama yang muncul adalah, maksim kuantitas, kualitas, relevansi, dan pelaksanaan. (2) Dampak pelaksanaan prinsip kerja sama adalah terciptanya percakapan yang efektif, penggunaan alokasi waktu yang efisien, menunjang keaktifan siswa, dan membantu pencapaian tujuan belajar dengan baik. (3) Di samping adanya pelaksanaan prinsip kerja sama, ditemukan juga penyimpangan terhadap prinsip kerja sama ini. Penyimpangan ini ditandai dengan adanya pelanggaran terhadap maksim kuantitas, kualitas, relevansi, dan pelaksanaan. (4) Dampak penyimpangan adalah terganggunya, efektivitas pencapaian tujuan belajar, ketepatan pembicaraan, fokus perhatian siswa, efektivitas penggunaan waktu, dan memunculkan suasana humor. Kata Kunci : prinsip kerja sama, tindak tutur, pembelajaran bahasa This study aims to describe , (1) the implementation of the principle of cooperation in teachers and students' speech acts, (2) the impact of the implementation of the principle of cooperation in teachers and students speech acts, (3) deviation of the principle of cooperation in teachers and students speech acts , and (4) the impact of cooperation on the principle of deviation speech act of teachers and students towards learning Indonesian language and literature in grade XI of SMA Negeri 1 Blahbatuh . In achieving this goal, researchers used the descriptive - qualitative research design. Subjects in this study were the teacher and grade XI students of SMA Negeri 1 Blahbatuh. In general, the object of this research is the implementation of the principle of cooperation in the speech act of teachers and students in learning Indonesian language and literature in grade XI of SMA Negeri 1 Blahbatuh. The data was collected through observation and interviews. The data obtained were analyzed by descriptive qualitative which includes three phases, namely; (1) data reduction, (2) the presentation of the data, and (3) verifications and conclusions. These results indicate that: (1) Conversations in learning that teachers and students containing the implementation of the cooperative principle maxims. The principles of cooperation maxim that arise are the maxim of quantity, quality, relevance, and execution. (2) Impact of the implementation of the principle of cooperation is the establishment of conducive learning and effective conversation, efficient use of time allocation, support the involvement of the student, and help meet the goals of learning well. (3) In addition to the implementation of the principles of cooperation, was also found deviations from the principles of this cooperation. This deviation is characterized by the existence of a violation of the maxim of quantity, quality, relevance, and execution. (4) Impact of deviation is disruption, the effectiveness of the achievement of learning objectives, the accuracy of the discussion, the focus of attention of students, effective use of time, and create an atmosphere of humor. keyword : principle of cooperation, speech acts, language learning

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