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Discrepancy Analysis of Authentic Assessment Implementation based on Curriculum 2013 in EFL Classrooms of SMAN 1 Gianyar ., NI WAYAN SRI NOPIANA ; ., PROF. DR. A.A.ISTRI NGR.MARHAENI,M.A.; ., DR. NI MADE RATMININGSIH, M.A.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 5, No 1 (2017):
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Penelitian ini bertujuan untuk mengetahui: a) berapa tinggi kesenjangan yang terjadi pada penerapan penilaian otentik di kelas Bahasa Inggris di SMAN 1 Gianyar berdasarkan Kurikulum 2013, b) bagaimana persepsi guru terhadap penilaian otentik. Penelitian ini menggunakan Model Evaluasi Kesenjangan oleh Provus yang dimodifikasi oleh Marhaeni (2012). Subjek penelitian guru-guru Bahasa Inggris di SMAN 1 Gianyar dan objek penelitian adalah penerapan penilaian otentik. Data dalam penelitian ini dikumpulkan menggunakan lembar observasi penerapan penilaian otetik dan kuesioner persepsi guru dan dianalisis dengan Pedoman Acuan Ideal Teoretis. Hasil pada penelitian menunjukkan bahwa kesenjangan antara standar penerapan penilaian autentik dengan praktek di kelas adalah besar dengan persentase 56.77%. Secara detail, kesenjangan yang ditemukan, yaitu : 61.44% pada penilaian portfolio; 46.91%% pada penilaian kinerja; 56.90% pada penilaian proyek; 61.81%% pada penilaian diri. Selain itu, secara umum guru memiliki persepsi yang positif terhadap penilaian otentik. Berdasarkan temuan tersebut, maka dianjurkan kepada para guru, menejemen sekolah, dan pembuat kebijakan agar melakukan upaya dan pelatihan-pelatihan untuk mengurangi tingkat kesenjangan tersebut.Kata Kunci : kesenjangan, penilaian otentik, Kurikulum 2013 This evaluation study aimed at investigating: a) to what extent the discrepancy between the standard of authentic assessment implementation required by Curriculum 2013 and the practices in EFL classrooms of senior high schools based on the Curriculum 2013 in Gianyar District, Gianyar Regency is; b) what the EFL teachers’ beliefs towards the authentic assessment based on the Curriculum 2013 are. The study employed five stages of Provus’ Discrepancy Model of Evaluation modified by Marhaeni (2012). The subject of the study was three English teachers teaching in Grade 10, Grade 10 Peminatan, Grade 11, and Grade 12 in SMAN 1 Gianyar. The object of the study was the implementation of four types of authentic assessment, namely portfolio, performance, project, and self-assessments. The data were collected by means of authentic assessment implementation checklist and observation sheet based on Curriculum 2013 and teacher’s belief questionnaire and were analyzed by using The Ideal Theoretic Reference. It was found that the discrepancy in authentic assessment implementation was 56.77% which is categorized as big. In more detail, the discrepancy in implementing authentic assessment was 61.44% in portfolio assessment, 46.91% in performance assessment, 56.90% in project assessment, and 61.81% in self-assessment. In addition, the belief of teachers towards authentic assessment was positive in which authentic assessment was considered beneficial to improve students’ achievement. Based on these findings, it is recommended to the teachers, schools management, and the policy makers to do further actions in order to minimize the discrepancy and to meet the quality required by the future standards.keyword : Key words: discrepancy, authentic assessment, Curriculum 2013

DEVELOPING PROJECT-BASED INSTRUCTIONAL MATERIALS WITH CHARACTER INSERTION ACCORDING TO CURRICULUM 2013 FOR GRADE SEVEN OF JUNIOR HIGH SCHOOL ., NI KADEK ARIASIH; ., DR. LUH PUTU ARTINI, M.A.; ., DR. NI MADE RATMININGSIH, M.A.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 4, No 1 (2016)
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Penelitian ini bertujuan untuk mengembangkan materi pembelajaran untuk mengajar Bahasa Inggris menggunakan pembelajaran berbasis proyek berdasarkan kurikulum 2013 untuk siswa kelas tujuh dan mendeskripsikan bagimana materi pembelajaran bebasis proyek berpeluang untuk mengirtasikan nilai-nilai karakter. Penelitian ini menggunakan desain pengembangan oleh Sugiyono (2011), dan dilaksanakan di SMP Negeri 1 Singaraja, dimana dua guru Bahasa Inggris dan satu dosen dari Universitas Pendidikan Ganesha dipilih untuk menjadi penguji ahli. Data didapatkan dengan cara observasi, wawancara, penyebaran mengisi kuisioner, dan studi dokumen, dan dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa terdapat 6 kompetensi dasar yang dikembangkan menjadi 8 proyek dalam produk yang dikembangkan.. Sementara itu, ada 10 karakter yang dimasukkan ke dalam proyek yang dilatih untuk dimiliki oleh siswa melalui aktifitas dalam pengerjaan proyek. Mengenai kualitas produk, ditemukan bahwa nilai rerata produk dari uji ahli sebesar 4.54, melebihi skor interval 4.05. Temuan ini mengindikasikan bahwa produk termasuk materi yang sangat baik dan materi yang dikembangkan telah secara jelas merepresentasikan apa yang disebutkan dalam teori pembelajaran berbasis proyek dan harapan dari Kurikulum 2013. Kata Kunci : Kata-kata Kunci: Kurikulum 2013, materi pembelajaran, Pembelajaran Berbasis Proyek, pendidikan karakter This study aimed at: a) developing materials for teaching English using Project-Based Learning according to Curriculum 2013 for grade seven of junior high school, b) describing how the characters values were inserted into Project-Based Learning according to Curriculum 2013 for grade seven of junior high school, and 3) describing the quality of the developed materials. The study employed research and development design proposed by Sugiyono (2011) and was conducted in SMP Negeri 1 Singaraja, where two English teachers were selected as expert judges. Furthermore, one lecturer from Ganesha University of Education was also selected as expert judge to judge the quality of product being developed. The data were collected by means of observation, interview, administering questionnaire, and document study, and were analyzed descriptively. The results of the study showed that there were six basic competences in seventh grade which were developed into 8 different projects as a product of recent research. Meanwhile, there were ten character values that were smoothly practiced and inserted into project activities. Moreover, regarding the quality of the product, the findings showed that the mean score of the developed materials was 4.54, exceeding the interval score of 4.05 ( ). This indicates that the developed material was categorized as excellent material and the product had represented what was suggested by the theory proposed by Thomas which was used as a grand theory in recent study. Thus, it can be concluded that the developed materials are applicable to the implementation of Curriculum 2013.keyword : Curriculum 2013, instructional material, Project-Based Learning, characters values

AN ANALYSIS OF SPEECH ACTS USED BY TEACHERS (CARE GIVERS) TO COMMUNICATE TO CHILDREN IN PRE-SCHOOL AND DAY CARE PROGRAM AT GENIUS PEE-SCHOOL AND DAY CARE SANUR ., I PUTU SUJANA; ., PROF. DR. I KETUT SEKEN, M.A.; ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 4, No 1 (2016)
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Penelitian ini bertujuan untuk (1) menganalisa jenis tindak tutur yang digunakan oleh guru dan pengasuh dalam berkomunikasi dengan anak-anak di pra-sekolah dan program penitipan anak, (2) menganalisa aspek pedagogik dari tindak tutur yang disampaikan guru dan pengasuh, (3) menganalisa bagaimana tidak tutur disampaikan oleh guru dan pengasuh dalam berkomunikasi dengan anak-anak di Genius Pre-School and Day Care Sanur. Penelitian ini merupakan deskriptif kualitatif dalam bentuk mikro etnografi komunikasi. Subyek penelitian ini adalah para guru dan pengasuh di Genius Pre-School and Day Care Sanur. Data diperoleh melalui observasi, pencatatan dan wawancara. Hasil penelitian ini dianalisis berdasarkan Yule (1977), tindak tutur langsung dan tidak langsung, dan Searle (1979), klasifikasi tindak tutur (reprensentatives, directives, commissives, expressives, dan declaration. Hasil penelitian ini menunjukkan bahwa tindak tutur yang digunakan oleh guru dan pengasuh di dominasi oleh directives di ikuti oleh reprensentatives, expressive, commissives dan declaration. Memotivasi siswa dengan cara memberikan pujian kepada mereka yang mejawab pertanyaan guru dengan benar merupaka aspek pedagogic yang paling sering digunakan dalam interaksi kelas, dan cara tindak tutur digunakan oleh guru dan pengasuh dengan menyertakan gerak tubuh untuk memudahkan siswa mengerti maksud dari guru.Kata Kunci : Tindak Tutur, Pedagogik, Pra-Sekolah, Penitipan Anak This research aimed at (1) analyzing The classes of speech acts used by teachers and caregivers in dealing with young children in pre-school and day care program, (2) analyzing the pedagogical points of speech acts conveyed by teachers and caregivers, (3) analyzing the way of speech acts used by teachers and caregivers in Genius Pre-School and Day Care Sanur. This research is a descriptive qualitative in term of micro ethnography of communication research. The subjects of this study were the teachers and caregivers of Genius Pre-School and Day Care Sanur. The data were obtained through observation, recording and interview. The result of this study was analyzed based on Yule (1977), direct and indirect speech acts, and Searle (1979), classification of speech acts (representative, directive, commissives, expressives, and declaration). The result of this study shows that teachers’ utterances are dominated by directives speech act and then followed by representatives, expressives, commissives and declaration. Maintaining students’ motivation by giving them compliment after answered teacher’s question well is the most pedagogical point of speech acts used in the class activity, and the way of speech acts used by teachers and caregivers is by doing some gestures to make students understand teachers’ intention easily.keyword : Speech Acts, Pedagogical, Pre-School, Day Care

THE EFFECT OF SEMANTIC MAPPING TECHNIQUE ON WRITING COMPETENCY OF THE TENTH GRADE STUDENTS OF SMK PARIWISATA TRIATMA JAYA SEEN FROM TEXT TYPES IN ACADEMIC YEAR 2015/2016 ., NI PUTU DIANITA SAFITRI; ., DR. NI MADE RATMININGSIH, M.A.; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 4, No 1 (2016)
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Penelitian ini bertujuan untuk membuktikan (1) apakah ada pengaruh yang signifikan dari teknik semantic mapping terhadap kompetensi menulis siswa, (2) apakah ada perbedaan pengaruh yang signifikan dari teknik semantic mapping terhadap kompetensi menulis siswa ditinjau dari text types. Penelitian ini menggunakan rancangan posttest-only control group. Sampel penelitian ini membandingkan dua kelompok yaitu kelas Resto 3 yang diajarkan dengan menggunakan teknik semantic mapping dan kelas Resto 4 yang diajarkan dengan menggunakan teknik konventional. Sampel penelitian ini dipilih dengan menggunakan teknik random assignment. Data dikumpulkan menggunakan post tes dalam bentuk paragraph construction test dan hasilnya diperiksa dengan menggunakan rubrik penelitian analitik. Data yang telah dikumpulkan dianalisis dengan menggunakan One-Way ANOVA. Penelitian ini menyimpulkan bahwa (1) terdapat pengaruh yang signifikan dari teknik semantic mapping terhadap kompetensi menulis siswa, (2) tidak terdapat perbedaan pengaruh yang signifikan dari teknik semantic mapping terhadap kompetensi menulis siswa ditinjau dari text type. Kata-kata kunci: kompetensi menulis, semantic mapping, jenis teks Kata Kunci : kompetensi menulis, semantic mapping, jenis teks The present study aims at proving whether or not (1) there is a significant effect of semantic mapping technique on students’ writing competency, (2) there is a significant difference of the effect of semantic mapping technique on students’ writing competency across text types. It applied posttest-only control group design. The samples compared two groups of students, Resto 3 class taught by using semantic mapping technique and Resto 4 class taught by using conventional technique. The samples were choosen by using random assignment technique. The data were collected by using post-test constructed in the form of paragraph construction test and the writings were scored by using analytical scoring rubric. The data collection were analyzed by using One-Way ANOVA. This study concludes that (1) there is a significant effect of semantic mapping technique on students’ writing competency, (2) there is no significant difference of the effect of semantic mapping technique on students’ writing competency across text types. Keywords: writing competency, semantic mapping, text types keyword : writing competency, semantic mapping, text types

A SURVEY OF STUDENTS’ SPEAKING COMPETENCY: A PERSPECTIVE OF SPEECH ACTS AT SEKOLAH MENENGAH ATAS NEGERI 1 ABIANSEMAL ., I GEDE PASEK BERATA LOKA GIRI; ., PROF. DR. DEWA KOMANG TANTRA, M.Sc.; ., DR. ASRIL MARDJOHAN, MA.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 3, No 1 (2015):
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ABSTRAK Penelitian ini bertujuan unutk meneliti tentang speech acts (Tindak tutur kata), kesopanan dalam tindak tutur, jenis eror, dan sumber eror yang digunakan oleh siswa kelas sebelas bahasa di sekolah menengah atas negeri 1 abiansemal. Adapun penelitian ini adalah penelitian jenis survei dengan melibatkan 30 orang siswa kelas sebelas di kelas bahasa. Terkait dengan pengumpulan data, uji penampilan digunakan sebagai bahan acu untuk meminta siswa untuk mengucapkan beberapa kalimat tertentu yang benar secara spontan yang terkait dengan jenis speech acts (tindak tutur kata) yang didasarkan pada lima perintah. Data yang diperoleh berupa rekaman yang selanjutnya dianalisis dan dideskripsikan berdasarkan tujuan penelitian. Lebih lanjut, sesuai dengan temuan dari penelitian ini didapatkan ada dua jenis tindak tutur yang paling banyak digunakan oleh siswa, yaitu; directive dan commisisve. Temua itu mengarah pada kesuimpulan bahwa siswa cenderung menggunakan tindak tutur kata (speech acts) pada saat mereka memberikan perintah dan juga saat mereka menunjukan komitmen mereka. Terkait dengan kesopanan, dari total kalimat yang diperoleh dari 30 siswa, terdapat 160 kalimat yang tergolong sopan dan siswanya yaiut 727 kalimat tergolong tidak sopan. Mengenai eror, ditemukan bahwa sebagian besar kesalahan dalam pengucapan kalimat secara spontan tergolong kesalahan grammar, dan sebagian kecilnya adalah kesalahan isi. Sementara itu mengenai sumber eror, sebagian besar eror yang terjadi saat pengucapan kalimat secara spontan dikarenakan oleh siswa yang lupa dengan istilah atau kata tertentu dalam kalimat, dan sisanya dikarenakan oleh siswa yang melakukan penyamaan yang berlebiahan untuk semua jenis aturan dalam grammar bahasa inggris. Kata Kunci : Kata Kunci: Tindak Tutur Kata, Kesopanan, Jenis Eror, Sumber eror. ABSTRACT This present research was aimed on the speech acts, politeness in locutionary styles, types of error, and the sources of error as committed and used by the students of eleventh grade (language class) at Sekolah Menengah Atas Negeri 1 Abiansemal. Further, this research was designed as a survey research which involved 30 students of eleventh grade at language class. Related to the data gathering, a performance assessment was used in order to ask students to create simple and good sentences spontaneously based on the essences of speech acts categories which represented by five main instructions. The data were in recording and the records were transcribed in order to code and describe the utterances from the students based on the aims of the research. Furthermore, as the findings of this research, it was discovered that the speech acts categories which was mostly used by the students was directive and commissive, meanwhile the others three types were also used but not that high as the highest two. It meant that the students tended to use speech acts when they gave order or command to others and also when they committed to do something to someone. Further, related to politeness, the students were mostly being impolite in the utterances that they uttered, and its only 160 utterances were polite from total 727 utterances in terms of politeness-impoliteness. Moreover, in terms of errors committed, it was discovered that most of the students made grammatical error rather than content error, meanwhile when it was related to sources of error, it was found that the students made error because they forgot about the knowledge of related error, and some of them stated that they made error because they were pretending that their utterances were correct based on the theories. keyword : Key Words: Speech Acts, Politeness, Types of Error, Sources of Error.

DEVELOPING AUDIO-VISUAL TEACHING MEDIA FOR TEACHING MICROTEACHING SUBJECT FOR FOR S-1 STUDENTS OF ENGLISH EDUCATION DEPARTMENT LANGUAGE AND ART FACULTY GANESHA UNIVERSITY OF EDUCATION SINGARAJA ., KOMANG RUSMA ARI SANTHI; ., PROF. DR. NI NYOMAN PADMADEWI, M.A.; ., DR. LUH PUTU ARTINI, M.A.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 4, No 1 (2016)
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

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Penelitian ini bertujuan untuk: 1) mengidentifikasi jenis media pengajaran audio-visual yang dibutuhkan untuk pengajaran mata kuliah microteaching, 2) mengembangkan jenis media pengajaran audio-visual untuk pengajaran mata kuliah microteaching, 3) mengetahui kualitas jenis media pengajaran audio-visual untuk pengajaran mata kuliah microteaching untuk mahasiswa S-1 Program-studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Pendidikan Ganesha Singaraja. Penelitian ini menggunakan model R&D oleh Sugiyono (2010). Data dalam penelitian ini dikumpulkan dengan menggunakan dua alat: catatan dan kuesioner dan dianalisis dengan menggunakan analisis deskripsi kualitatif and kuantitatif. Hasil penelitian ini terungkap bahwa: pertama, dua jenis media pengajaran audio-visual dikembangkan untuk pengajaran mata-kuliah microteaching yaitu PowerPoint digunakan untuk mengajar konsep dan video digunakan untuk mengajar model pembelajaran, dua video dikembangkan yakni video pengajaran pada sekolah menengah pertama (SMP) dan pengajaran pada sekolah taman kanak-kanak (TK); kedua, jenis media pengajaran audio-visual dikembangkan dengan menggunakan model R&D oleh Sugiyono dan pengembangan media berdasarkan kriteria media pengajaran yang bagus oleh Susilana & Riyana (2007); ketiga, kualitas jenis media pengajaran yang dikembangkan adalah media pengajaran yang berkualitas sangat bagus untuk mengajar mata kuliah microteaching untuk mahaiswa S-1 Program-studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Pendidikan Ganesha Singaraja: PowerPoint memperoleh 93.02 % (kualitas sangat bagus), video pengajaran pada sekolah menengah pertama (SMP) memperoleh 94.13% (kualitas sangat bagus), dan video pengajaran pada sekolah taman kanak-kanak (TK) memperoleh 95.50% (kualitas sangat bagus). Kata Kunci : microteaching, audio-visual, media, PowerPoint, video This study aimed at: 1) identifying the types of audio-visual teaching media needed to be developed for teaching microteaching subject; 2) developing the types of audio-visual teaching media for teaching microteaching subject; 3) investigating the quality of the types of audio-visual teaching media that are developed for teaching microteaching subject for S-1 students of English Education Department Language and Art Faculty Ganesha University of Education Singaraja. The study employed R&D model proposed by Sugiyono (2010). The data were collected by using two instruments: notes and questionnaires, and were analyzed by using descriptive qualitative and quantitative analysis. The results reveal that: first, two types of audio-visual teaching media were developed for teaching microteaching; PowerPoint was used for teaching concepts and video was used for teaching learning model, two videos were developed: teaching at junior high school video and teaching at kindergarten video; second, the types of audio-visual teaching media were developed by using R&D model proposed by Sugiyono and the development of the media was based on the criteria of good teaching media proposed by Susilana & Riyana (2007); third, the qualities of the types of audio-visual teaching media were excellent qualities teaching media for teaching microteaching subject for S-1 students of English Education Department language and Art Faculty Ganesha University of Education Singaraja: the PowerPoint obtained 93.02 % (excellent quality), the Teaching at Junior High School video obtained 94.13% (excellent quality), and the Teaching at Kindergarten video obtained 95.50% (excellent quality). keyword : microteaching, audio-visual, media, PowerPoint, video

Developing Authentic Listening Materials for Food and Beverage Service Students of Monarch Bali ., EKA GRANA ARISTYANA DEWI; ., PROF. DR. PUTU KERTI NITIASIH, M.A.; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 3, No 1 (2015):
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Penelitian ini bertujuan untuk: (1) mengidentifikasi materi mendengarkan yang digunakan pada Bahasa Inggris untuk pelayanan tata hidangan di Monarch Cruise Line and Hospitality Training Center; (2) mengembangkan materi mendengarkan yang dibutuhkan untuk Bahasa Inggris untuk tata hidangan Monarch Cruise Line and Hospitality Training Center; (3) menguji kualitas materi mendengarkan otentik untuk mahasiswa pelayanan makana dan minuman di Monarch Cruise Line and Hospitality Training Center. Penelitian ini menggunakan disain penelitian dan pengembangan dari Sugiyono (2014). Langkah-langkah disain tersebut, yaitu: mengidentifikasi potensi dan masalah, mengumpulkan data, mendisain produk, memvalidasi disain, merevisi disain, menguji produk. Subjek penelitian ini adalah 25 orang mahasiswa pelayanan makan dan minuman, 3 pengajar Bahasa Inggris untuk pelayanan makanan dan minuman, dan manajer 6 hotel dan 1 villa di departemen pelayanan makanan dan minuman (stakeholders). Hasil dari penelitian ini menunjukkan para stakeholder membutuhkan karyawan yang mampu berkomunikasi dalam Bahasa Inggris dalam berbagai situasi di hotel dan restoran. Ada delapan topik utama di dalam materi yang dikembangkan ini, yaitu: menyambut tamu, menangani panggilan telepon, menangani pelayanan kamar, menangani pesanan, menyuguhkan makanan, menangani pembayaran, menangani keluhan, dan memberikan informasi. Kegiatan mendengarkan pada materi pengembangan ini terdiri dari pre-listening, whilst listening dan post listening¸ yang pada tiap akhir unit ditambahkan dengan beberapa kasus yang akan dihadapi di tempat kerja sebagai latihan. Hasil dari penilaian ahli terhadap materi yang dikembangkan ini termasuk kategori sangat baik. Begitu juga pada saat implementasi, menurut pengajar dan mahasiswa, produk yang diimplementasikan sudah sangat baik. Selain itu, materi mendengarkan yang dikembangkan memberikan dampak positif terhadap kemampuan mendengarkan mahasiswa tersebut dengan meningkatnya nilai mereka.Kata Kunci : Bahasa Inggris untuk pelayanan tata hidangan, mendengarkan, materi otentik This study aimed at: (1) identifying listening materials that are used for English for food and beverage service of Monarch Cruise Line and Hospitality Training Center; (2) developing authentic listening materials that are needed for food and beverage service of the training center; (3) investigating the quality of authentic materials for food and beverage service of the training center. This study applied Research and Development designed by Sugiyono (2014). The steps were identifying potential and problem, collecting data, designing product, validating design, revising design, and testing product. The subjects of this research were the 25 students of Food and Beverage Service of Monarch Cruise Line and Hospitality Training Center Dalung, 3 teachers of English for Food and Beverage Service, and 6 hotels and 1 villa managers of Food and Beverage Service Departments (stakeholders). The results show that the hotels and villas needed employees who are able to communicate in English in any situations in hotels or restaurants. There are eight main topics in the developed materials: welcoming guests, handling telephone, handling room service, taking order, serving food, handling payment, handling complaint, and giving information. The listening activities in the developed materials consist of pre-listening, while listening and post listening. Every unit in the developed materials are completed with some cases for practices. The results of the expert judgments toward the developed materials were excellent and the implementations of the developed materials were also excellent based on teachers’ and students’ point of views. Moreover, the listening materials gave positive impact to students’ listening skills that can be seen from the increase of the mean score after the implementations. keyword : English for food and beverage service, listening, authentic materials

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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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 STAD Technique and Learning Style on the Eighth Grade Student’s Reading Comprehension of SMP 17 Agustus 1945 Cluring ., SUTAMI DWI LESTARI; ., PROF. DR. I KETUT SEKEN, M.A.; ., DR. NI MADE RATMININGSIH, M.A.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 4, No 1 (2016)
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

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Penelitian ini dilakukan untuk mengetahui pengaruh teknik pembelajaran STAD dan gaya belajar pada pemahaman membaca teks siswa kelas delapan di SMP 17 Agustus 1945 Cluring. Penelitian ini mencakup tiga variable, yaitu; teknik STAD sebagai variable bebas, gaya belajar sebagai variable moderator, dan pemahaman membaca sebagai variable terikat. Untuk melakukan penelitian ini, 60 siswa dilibatkan sebagai sampel. Penelitian ini menggunakan desain 2 x 2 faktorial. Data diperoleh melalui tes dan kuisioner lalu dianalisis dengan menggunakan analisis ANAVA Dua Jalur dan tes Tukey, dengan hasil sebagai berikut: 1) terdapat perbedaan signifikan antara pemahaman membaca siswa yang diajar dengan menggunakan teknik STAD dibandingkan dengan hasil pemahaman membeca siswa yang diajar dengan menggunakan teknik konvensional; 2) terdapat perbedaan yang signifikan antara pemahaman membaca siswa field dependent dan siswa field independent; 3) terdapat pengaruh interaksi yang signifikan antara teknik pembelajaran (STAD dan konvensional) dan gaya belajar (field dependent dan field independent) siswa terhadap pemahaman membaca; 4) terdapat perbedaan signifikan pada pemahaman membaca antar siswa yang field dependent yang diajar dengan menggunkan teknik STAD dan siswa yang field dependent yang diajar dengan menggunakan teknik konvensional; dan 5) terdapat perbedaan signifikan pada pemahaman membaca antar siswa yang field independent yang diajar dengan menggunkan teknik STAD dan siswa yang field independent yang diajar dengan menggunakan teknik konvensional.Kata Kunci : teknik STAD, gaya belajar, dan pemahaman bacaan. This study was conducted to investigate the effect of STAD technique and learning style the eight grade student’s reading comprehension of SMP 17 Agustus 1945 Cluring. This research involved three types of variables, namely; STAD technique as independent variable, learning style as moderator variable, and reading comprehension as dependent variable. To conduct this research, 60 students were selected as the sample. The design of this research was 2 x 2 factorial designs. The data were collected through test and questionnaire, and were then analyzed by using Statistical Two-Way ANAVA and Tukey test. The result of this study showed that: 1) there is a significant difference in reading comprehension between the students who are taught by using STAD technique and those taught by using the conventional technique; 2) there is a significant difference of reading comprehension between field dependent and field independent students; 3) there is a significant interactional effect between the teaching techniques (STAD and conventional) and students’ learning style (field dependent and field independent) on students’ reading comprehension; 4) there is a significant difference in reading comprehension between the students field dependent who are taught by using STAD technique and those who are taught by using the conventional technique; and 5) there is a significant difference in reading comprehension between the students field independent who are taught by using STAD technique and those who are taught by using the conventional technique. keyword : STAD technique, learning style, reading comprehension.

THE STRATEGIES USED BY BALINESE PARENTS IN MAINTAINING THEIR HERITAGE LANGUAGE: MULTICASES STUDIES OF BALINESE PARENTS IN BULELENG SUBDISTRICT ., NI PUTU DIAN UTAMI DEWI; ., PROF. DR. I KETUT SEKEN, M.A.; ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 5, No 1 (2017):
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

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Penelitian ini dilakukan untuk mengetahui strategi-strategi yang digunakan oleh orang tua Bali dalam pemertahanan Bahasa Bali di Singaraja. Mengingat jumlah anak anak yang berbahasa Bali menurun drastis, seperti telah ditemukan dalam penelitian awal bahwa anak anak Bali yang berbahasa Bali di Singaraja hanya kurang dari 50%. Oleh karena itu, penelitian ini bertujuan untuk mengetahui sikap, strategi dan kesulitan yang dihadapi oleh orang tua dalam pemertahanan Bahasanya. Penelitian ini menggunakan pendekatan deskriptif kualitatif (design multi kasus). Metode pengumpulan data menggunakan observasi dan wawancara. Subjek penelitian ini adalah 3 keluarga dengan latar belakang pendidikan yang bervariasi. Data dianalisis menggunakan teori sikap orang tua (Guardado, 2002), strategi orang tua (Hinton, 1999), dan teori strategi disiplin orang tua (Plotnik, R & Kouyoumdjian, 2010). Hasil penelitian menunjukkan bahwa semua orang tua menunjukkan sikap positif terhadap Bahasa Bali. Ketika mereka menerapkan strategi oleh Hinton, maka setiap keluarga menghadapi kesulitan yang bervariasi dalam pemertahanan Bahasa Bali. Kata Kunci : Strategi orang tua, sikap orang tua, dan bahasa warisan. This study was conducted to investigate the strategies used by Balinese Parents in maintaining Balinese language in Singaraja. Since the number of children who speak Balinese decreased significantly, as founded in the pre-research that only less than 50% of Balinese children used Balinese in Singaraja. Therefore, this study aimed at finding out the attitudes, strategies and difficulties that the Balinese parents encounter toward heritage language maintenance. This study used a descriptive qualitative approach (multicases design). Observation and interview were the methods of data collection. The subjects were 3 families with various educational background. The data were analyzed using parental attitudes theory (Guardado, 2002), parents strategies theory (Hinton, 1999), and parent’s disciplining strategies theory (Plotnik, R & Kouyoumdjian, 2010). The result indicated that all the parents showed positive attitude toward Balinese language. As they implemented the strategies proposed by Hinton, then each family faced various difficulties in maintaining Balinese. keyword : Parents’ strategies, parents’ attitude, heritage language.

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Abstract

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Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota denpasar,

Bali

INDONESIA