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Developing English Course Materials for Banking ., PUTU WULANDARI TRISTANANDA; ., PROF. DR. PUTU KERTI NITIASIH, M.A.; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
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 – jenis materi kursus bahasa Inggris yang dikembangkan untuk perbankan dan (2) mengetahui bagaimana materi kursus bahasa Inggris dikembangkan, dan (3) mengetahui kualitas dari produk materi kursus bahasa Inggris untuk perbankan berdasarkan persepsi uji ahli. Subyek dari penelitian ini adalah para pegawai bank. Obyek dari penelitian ini adalah materi kursus bahasa Inggris khusus untuk perbankan. Desain penelitian dari penelitian ini menggunakan Research and Development (R&D) yang disarankan oleh Sugiyono (2010). Hasil dari penelitian ini menunjukkan bahwa ada tujuh topik yang diperlukan dalam materi kursus Bahasa Inggris khusus untuk Perbankan, yaitu greeting, finance, jobs in banking, banking products and services, bank transactions, investment dan the economy. Aktifitas meliputi matching test, arranging the words, listening comprehension, reading comprehension, role play, completion, discussion, essay test, true false, think-pair share, dan describing a picture. Materi kursus bahasa Inggris untuk perbankan dikembangkan melalui enam tahap yaitu (1) mengidentifikasi masalah; (2) menjelaskan tujuan; (3) desain dan mengembangkan artefak; (4) menguji artefak tersebut; (5) mengevaluasi hasil pengujian; dan (6) produk prototype. Kualitas dari materi kursus bahasa Inggris untuk perbankan yang dikembangkan berada di kategori sangat tinggi. Disarankan bahwa praktisi berkolaborasi dengan peneliti melakukan beberapa pembaharuan dari materi kursus Bahasa Inggris untuk Perbankan sebagai akibat dari perkembangan jaman dan teknologi yang semakin pesat. Kemudian, buku teks bisa mencangkup semua aspek dalam Standar Kompetensi Kerja Nasional Indonesia (SKKNI). Terlebih lagi, produk ini perlu untuk diuji di lapangan untuk memeriksa efektivitas produk.Kata Kunci : Perbankan, Materi Kursus Bahasa Inggris khusus, Pengembangan Materi This study aimed at: (1) identifying the kinds of English course materials which are developed for banking, (2) knowing how the English course materials for banking are developed, and (3) knowing the quality of the product of English course materials for banking based on expert judges’ perception. The subjects of the study were bank employees. The object of the study was ESP (English for Specific Purposes) course materials for Banking. The research design of this study uses Research and Development (R&D) suggested by Sugiyono (2010). The results of the study showed that there are seven topics needed in English course materials for banking, namely: greeting, finance, jobs in banking, banking products and services, bank transactions, investment and the economy. The activities covered matching test, arranging the words, listening comprehension, reading comprehension, role play, completion, discussion, essay test, true false, think-pair share, and describing a picture. The English course materials for banking, were developed through six steps, namely: (1) identifying the problems; (2) describing the objectives; (3) designing and developing the product; (4) testing the product; (5) evaluating the results of testing; and (6) product prototype. The quality of the developed English course materials for banking is categorized very high. It was suggested that the practitioner collaborate with the researchers do some renewal of the English course materials for Banking as the results of the development of era and technology which grew rapidly. Then, the textbook might cover all aspects in Standar Kompetensi Kerja Nasional Indonesia (SKKNI). Moreover, the product need to be field tested in order to check the effectiveness of the product. keyword : Banking, ESP Course Materials, Material Development

Developing Syllabus And Instructional Materials For Advanced Reading Course In English Education Department of Ganesha University of Education ., LAURENSIUS PUTU VERDIKA; ., DR. LUH PUTU ARTINI, M.A.; ., PROF. DR. NI NYOMAN PADMADEWI, M.A.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 4, No 1 (2016)
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

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Membaca adalah bagian penting dalam bahasa Inggris and aktifitas pembelajaran dalam bahasa Inggris untuk pelajar asing. Sasaran dari membaca adalah membaca untuk hal umum, membaca untuk suatu informasi yang khusus, membaca untuk mendapatkan informasi yang detail dan membaca untuk kesenangan. Penelitian ini bertujuan untuk mengembangkan silabus dan materi pembelajaran untuk mata kuliah Advanced Reading Course pada semester 5 di Universitas Pendidikan Ganesha (Undiksha). Pengumpulan data mennggunakan model Sugiyono (2015): (1) rumusan masalah, (2) Pengumpulan data, (3) Desain Produk, (4) Validasi Desain, (5) Revisi Desain, (6) Prototype, (7) Field tests. Model terakhir (field test) tidak sepenuhnya dipergunakan karena keterbatasan waktu dan biaya. Data penelitian ini juga didukung oleh penelitian sebelumnya yang sudah berhasil memperoleh data melalui kuestioner, checklist, analisis dokumen, dan FGD. Subject dalam penelitian ini adalah para dosen pengampu mata kuliah Advanced Reading di jurusan pendidikan bahasa Inggris and objek penelitian in adalah silabus dan materi pembelajaran English Advanced Reading. Hasil dari penelitian ini menunjukkan bahwa (1)silabus terdahulu yang sudah diapplikasikan dalam proses pembelajaran Advanced Reading Course di Undiksha tidak sesuai dengan kebutuhan mahasiswa. Kemudian, melalui serangkaian penelitian, silabus sudah di revisi dengan mempergunakan teori strukur silabus oleh Johnson (2006). (2) Silabus yang telah direvisi menjadi kerangka utama untuk menghasilkan materi Advanced Reading yang lebih baik. Teori good material Tomlinson (1998) dipergunakan untuk memperkuat materi Advanced Reading. (3) Prototype ini adalah produk yang memilki kualitas berdasarkan bahwa kualitas dalam sebuah produk bias diukur melalui validitas, kegunaan, dan keefektifan produk tersebut. Sebagai penutup, peneliti berharap bahwa hasil penelitian ini bias bermanfaat untuk meningkatkan kemampuan berbahasa Inggris dan juga sebagai model bagi para dosen untuk mengembangkan materi Advanced Reading. Kata Kunci : Silabus, Materi Pembelajaran, Advanced Reading Course Reading is the key component of English and teaching activity for English for Foreign English students. The objectives of reading are to read for general, to read for specific information, to read for detailed information, and to read for pleasure. This study aimed to develop syllabus and Instructional materials for Advanced Reading course of fifth semester students in English Education Department Ganesha University of Education Singaraja. The data collection utilized Sugiyono (2015) model: (1) problems, (2) data collection, (3)product design, (4) design validation, (5) design revision, (6) Prototype, (7) conducting field tests. The last model (conducting field test) was not fully applied due to the fact that this study dealt with limitation of time and lack of financial support. The data were also supported by the preliminary research which could obtain data throughout questionnaire, checklist, document analysis, and focus group discussion (FGD). The subject of this study was the lectures who have taught Advanced Reading course in English Education Department and the object of this study were the syllabus of Advanced Reading course and Instructional material used for teaching Advanced Reading course. The result of the study pointed out that (1) the existing syllabus applied in Advanced Reading Course at Undiksha was not compatible and did not meet the students’ needs. Thus, throughout a series of research, the syllabus had been revised by utilizing the syllabus structure by Johnson (2006). (2) The revised syllabus had been the core structure in order to create better advanced reading materials. The theory of good materials (Tomlinson, 1998) was applied to strengthen the advanced reading materials. (3)This prototype was a qualified product due to the fact that the quality of the product can be measured by its validity, practicality, and effectiveness. As the final remark, the researcher hopes that the result of this study could be useful for building students’ language competence and performance, as well as can serve as a model for lecturer to develop their own advanced reading materials. keyword : Syllabus, Instructional Materials, Advanced Reading Course

THE ANALYSIS OF COMMUNICATION STRATEGIES USED BY STUDENTS FROM MIXED MARRIAGE FAMILIES IN ATTENDING THE TEACHING AND LEARNING PROCESS IN BUSINESS HOSPITALITY DEPARTMENT OF BALI TOURISM INSTITUTE NUSA DUA ., NI LUH SUPARTINI; ., PROF. DR. I KETUT SEKEN, M.A.; ., DRS. I WAYAN SUARNAJAYA, M.A., P.hD
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 3, No 1 (2015):
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Penelitan ini bertujuan untuk menginvestigasi strategi komunikasi yang digunakan oleh siswa local dan siswa blasteran (campuran) dari Jurusan Bisnis Perhotelan di Sekolah Tinggi Pariwisata Nusa Dua Bali. Masalah yang diteliti diformulasikan ke dalam: 1) jenis-jenis strategi komunikasi siswa, 2) alasan menggunakan strategi tertentu, 3) perbandingan antara strategi komunikasi yang digunakan siswa lokal dan siswa blasteran, 4) persepsi guru terhadap strategi komunikasi yang digunakan siswa. Subjek penelitian ini adalah dua siswa blasteran dan siswa-siswa lokal di kelas Bisnis Perhotelan semester dua. Penelitian ini dirancang dengan menggunakan kualitatif deskripsi serta instrumen yang digunakan adalah instrumen manusia, rekaman proses belajar- mengajar di kelas dan wawancara. Hasil yang dtemukan adalah terdapat sebelas strategi yang digunakan oleh siswa lokal dan siswa blasteran selama proses belajar mengajar. Siswa blasteran lebih suka menggunakan strategi menjelaskan kata, strategi meninggalkan pesan dan strategi pengulangan. Untuk siswa lokal, mereka cenderung menggunakan strategi menerjemahkan kata per kata dan strategi alih bahasa. Berdasarkan hasil yang dtemukan, siswa menggunakan strategi tertentu bertujuan untuk memfasilitasi percakapan mereka agar mencapai tujuan komunikasi dalam proses belajar mengajar. Pandangan guru terhadap strategi yang digunakan siswa adalah pemilihan strategi yang dgunakan siswa dipengaruhi oleh bahasa pertama mereka dan kemampuan mereka dalam Bahasa Inggris.Kata Kunci : strategi komunikasi, siswa blasteran (campuran), siswa local, dan pandangan guru This study aimed to investigate the Communication Strategies (CS) used by local and mixed marriage students of Business Hospitality Department of Bali Tourism Institute Nusa Dua Bali. The problems were formulated into four major points: 1) types of communication strategies (CS) used by local and mixed marriage students, 2) reasons for the use of certain CS, 3) the comparison of CS used by local and mixed marriage students and 4) teacher’s perception towards CS used by the students. The subjects were two mixed marriage students and local students of Business Hospitality class in second sesmster. This recent study was designed with descriptive qualitative and the instruments being used were human instrument, recording of teaching and learning process and interview. There were eleven (11) types of communication strategies (CS) found in teaching and learning process used by mixed marriage and local students. Mixed marriage students preferred to use circumlocution strategy, message abandonment and repetition. For local students, they frequently used literal translation and language switch. Based on the findings, they used certain strategies to facilitate their conversation in order to get the goal of communication during teaching and learning process. The teacher’s perception towards strategies used by the students was the choice of CS which was influenced by their first language and their proficiency in English.keyword : Communication Strategies, Mixed Marriage Students, Local Students, and Teacher’s Perception

Developing Assessment Instrument Based Curriculum 2013 for Teaching Microteaching In English Education Department Of UNDIKSHA. ., KOMANG TRISNA DEWI; ., 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 adalah sebuah penelitian dan pengembangan (R&D) yang bertujuan untuk mengembangkan instrument penilaian untuk pengajaran mata kuliah Microteaching berdasarkan kurikulum 2013. Karena ini merupakan penelitian besar dan penelitian kedua jadi dalam pengumpulan data sudah dilaksanakan pada penelitian tahun pertama dan penelitian ini merupakan penelitian tahun kedua yang mana data dalam penelitian ini dikumpulkan melalui teknik observasi, dan kuesioner. Data yang terkumpul dianalisis secara kuantitatif dan kualitatif. Penelitian ini menemukan bahwa, (1) pengembangan instrument penilaian berbasis kurikulum 2013 mengikuti langkah-langkah pengembangan, seperti: analisis kebutuhan, merancang prototipe media, penilaian ahli, revisi produk, uji lapangan, analisis data dan menyelesaikan produk, (2) kualitas dari produk yang dikembangkan diketahui melalui uji lapangan dan hasil penilaian ahli. Berdasarkan uji lapangan yang dilakukan kepada beberapa dosen mata kuliah Microteaching dan mahasiswa Pendidikan Bahasa Inggris terhadap penggunaan instrument penilaian sangat baik terbukti dengan skore 1.00 yang artinya instrument sangat baik. Hasil penelitian ini diharapkan dapat memenuhi kebutuhan dosen khususnya pengampu mata kuliah Microteaching dan mahasiswa dalam pembelajaran mata kuliah Microteaching.Kata Kunci : instrument penilaian, kurikulum 2013, Microteaching This research was a Research and Development (R&D) which aimed at developing assessment instrument for teaching Microteaching course based Curriculum 2013. Because this was a big research and a second research so data collection was already collected in the first year and the data in this research were collected through observation, and questionnaires. The data were analyzed quantitatively and qualitatively. This research found that, (1) the development of assessment instrument based Curriculum 2013 following the development steps, such as needs analysis, designing a prototype media, validation, product revision, field testing, data analysis and final product, (2) the quality of the product known through field tests and the results of expert judges. Based on field tests were conducted by some Microteaching lecturer and English Education students were 1:00, it indicated that the assessment instrument based Curriculum 2013 for teaching Microteaching was categorized as excellent. The results of this study are expected can help both the Microteaching lecturers and students in learning Microteaching course.keyword : assessment instrument, curriculum 2013, microteaching

A COMPARATIVE STUDY OF PROCESS WRITING STRATEGIES AND LINGUISTIC INTELLIGENCE ON THE SECOND SEMESTER STUDENTS’ WRITING COMPETENCY AT MAHASARASWATI UNIVERSITY DENPASAR ., MARTINA NOVI IRAWATI; ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A.; ., DR. NI MADE RATMININGSIH, M.A.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 3, No 1 (2015):
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

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Penelitian ini bertujuan untuk mengetahui: a) perbedaan ketrampilan menulis antara mahasiswa yang diajar dengan teknik proses menulis dengan menulis jurnal dan mahasiswa yang diajar dengan teknik proses menulis dan berpasangan; b) efek interaksi yang terjadi antara strategi- strategi yang diterapkan dengan kecerdasan linguistik terhadap ketrampilan menulis mahasiswa; c) perbedaan ketrampilan menulis di antara mahasiswa yang memiliki kecerdasan linguistik tinggi yang diajar dengan teknik proses menulis dengan menulis jurnal dan dengan yang diajar dengan teknik proses menulis dengan berpasangan; dan d) perbedaan ketrampilan menulis mahasiswa yang memiliki kecerdasan linguistik rendah yang diajar dengan teknik proses menulis dengan menulis jurnal dan dengan yang diajar dengan teknik proses menulis dengan berpasangan. Penelitian ini mengggunakan rancangan penelitian post-test only group design dengan faktorial 2x2. Populasi penelitian berjumlah 236 mahasiswa semester dua di FKIP Universitas Mahasaraswati Denpasar pada tahun ajaran 2013/2014, yang mana 80 mahasiswa dipilih sebagai sampel penyampelan acak cluster. Data penelitian dikumpulkan dengan menggunakan kuesioner kecerdasan linguistik serta tes menulis dan kemudian dianalisis dengan menggunakan Anova dua jalur yang diikuti dengan tes Tukey. Adapun temuan-temuan penelitian ini yaitu pertama, mahasiswa yang diajar dengan teknik proses menulis dengan menulis jurnal memiliki ketrampilan menulis lebih baik daripada mahasiswa yang diajar dengan teknik proses menulis dan berpasangan; kedua, terdapat efek interaksi yang terjadi antara strategi yang diterapkan dengan kecerdasan linguistik terhadap ketrampilan menulis mahasiswa; ketiga, mahasiswa yang memiliki kecerdasan linguistik tinggi dan diajar dengan teknik proses menulis dengan menulis jurnal meraih ketrampilan menulis yang lebih baik daripada mahasiswa yang diajar dengan teknik proses menulis dengan berpasangan; dan keempat, mahasiswa yang memiliki kecerdasan linguistik rendah yang diajar dengan teknik proses menulis dengan berpasangan meraih ketampilan menulis yang lebih baik daripada mahasiswa yang diajar dengan teknik proses menulis dengan menulis jurnal. Penemuan ini dapat memberikan kontribusi penting bagi pengajaran Bahasa Inggris secara umum atau pengajaran menulis secara khusus.Kata Kunci : Jurnal, Kecerdasan Linguistik, Proses Menulis This study aimed at: a) investigating the significant different effect in writing competency between the students who are taught using process writing embedded with journal writing and those who are taught using process writing embedded with pair work, b) investigating the significant interactional effect between the strategies applied and the students’ linguistic intelligence on their writing competency, c) investigating the significant different effect in writing competency between the students with high linguistic intelligence who are taught by using process writing embedded with journal writing and those who are taught by using process writing embedded with pair work, d) investigating the significant different effect in writing competency between the students with low linguistic intelligence who are taught by using process writing embedded with journal writing and those who are taught by using process writing embedded with pair work. The study employed posttest only with 2x2 factorial design. The results indicated that, first, the students who were treated by using process writing embedded journal writing achieved better in written test; second, there was a significant interactional effect between strategies applied and linguistic intelligence upon students’ writing competency; third, students with higher linguistic intelligence had higher writing competency scores when they were treated using process writing embedded with journal writing than when treated with process writing embedded with pair work; and fourth, students with low linguistic intelligence more in favor with process writing embedded with pair work as proven from their writing competency scores which were higher than those treated using process writing embedded with journal writing.keyword : Journal, Linguistic Intelligence, Process Writing

Discrepancy Analysis of the Implementation of Authentic Assessment in EFL Classroom of SMA N 2 Tabanan Gerokgak District Tabanan Regency Based on Curriculum 2013. ., LUH TRI JAYANTI SWASTYASTU; ., PROF. DR. A.A.ISTRI NGR.MARHAENI,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 menganalisis diskrepansi antara pelaksanaan penilaian otentik yang ideal berdasarkan Permendikbud No 81A tahun 2013 dan implementasi nyata di kelas EFL SMA N 2 Tabanan. Rumusan masalah menjadi pedoman penelitian. Pertama adalah diskrepansi pada pelaksanaan penilaian otentik di kelas EFL SMA N 2 Tabanan. Kedua adalah keyakinan guru pada pelaksanaan penilaian otentik berdasarkan kurikulum 2013. Penelitian ini dilakukan dengan menggunakan Discrepancy Evaluation Model oleh Provus (1971). Langkah-langkahnya terdiri dari (1) tahap definisi, (2) tahap instalasi, (3) tahap proses, (4) tahap produk, dan (5) tahap banding. Instrumen yang digunakan adalah lembar observasi kelas, administrasi kuisioner, dan wawancara dengan para guru. Tahapan pada penilaian otentik berdasarkan Permendikbud No. 81A adalah perencanaan, pelaksanaan, dan penilaian dan pelaporan. Penelitian ini ditemukan bahwa pelaksanaan penilaian otentik secara keseluruhan, dikskrepansinya adalah 36.15%. secara detail, diskrepansi pada penilaian performa adalah 31.17%, penilaian proyek adalah 36.93%, penilaian diri adalah 56.50%, dan penilaian portofolio adalah 20%. Selain itu, hasil dari kuisioner menunjukkan bahwa guru EFL memiliki keyakinan positif dalam pelaksanaan penilaian otentik. Mengacu pada temuan, ada dua isu penting yang muncul dari temuan. Pertama, guru memiliki keyakinan positif dalam pelaksanaan penilaian autentik; Namun, para guru masih memiliki kesalahpahaman pengetahuan untuk melaksanakan penilaian dengan baik. Kedua, waktu pelaksanaan tidak cukup untuk melakukan beberapa jenis penilaian otentik dalam kelas yang besar dan beban kerja yang berat.Kata Kunci : asesmen otentik, kurikulum 2013, diskrepansi This study aimed at analyzing the discrepancy between the ideal authentic assessment standard according to Permendikbud No 81A Year 2013 and the real implementation in EFL class in SMAN 2 Tabanan. The research questions become guideline of the research. First is the discrepancy of the implementation of authentic assessment in EFL classroom in SMA N 2 Tabanan. Second is the teachers’ belief of authentic assessment implementation based on curriculum 2013. The research conducted using Discrepancy Evaluation Model by Provus (1971). The steps consist of (1), Definition Stages, (2) Installation Stages, (3) Process Stages, (4) Product Stages, and (5) Compare Stages. The instruments used are classroom observation sheet, questionnaire administration, and interview with the teachers. The stages of authentic assessment based on Permendikbud No.81A are planning, executing, and analyzing and reporting. The research found that overall implementation of authentic assessment, the discrepancy was 36.15%. In detail, the discrepancy of performance assessment was 31.17%, project assessment was 36.93%, self-assessment was 56.50%, and portfolios assessment was 20%. In addition, the result of questionnaire shows that the EFL teachers have positive beliefs in authentic assessment implementation. Referring to the findings, there are two key issues which emerged from the finding. First, teachers had positive beliefs in authentic assessment implementation; however, the teachers still had misconception knowledge to implement the assessment well. Second, the time was not enough for conducting some types of authentic assessment in a big classes and heavy workloads.keyword : Authentic Assessment, Curriculum 2013, Discrepancy

Developing Integrated Computer Based Reading Material ., SANG PUTU ARSANA; ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A.; ., DR. ASRIL MARDJOHAN, MA.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 3, No 1 (2015):
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Penelitian ini dirancang dengan desain penelitian dan pengembangan (R & D) yang tujuan utamanya adalah untuk mengembangkan materi membaca berbasis computer untuk siswa kelas x di SMK Pariwisata Ubud pada tahun ajaran 2014/2015. Tujuan penelitian ini antara lain (1) mencari kebutuhan belajar siswa kelas x di SMK Pariwisata Ubud pada tahun ajaran 2014/2015, (2) untuk menunjukkan cara pengembangan materi membaca berbasis computer untuk siswa kelas x di SMK Pariwisata Ubud pada tahun ajaran 2014/2015, (3) mencari pendapat siswa, guru, dan juri ahli tentang materi membaca berbasis computer. Hasil dari analisis kebutuhan menunjukkan bahwa siswa kelas X di SMK Pariwisata Ubud membutuhkan materi yag dapat memotivasi mereka dalam belajar khususnya dalam pembelajaran membaca. Kemudian, materi dikembangkan berdasarkan pada criteria materi yang bagus dari Tomlinson. Sehingga diperoleh 7 tahapan pengembangan materi antara lain: (1) mengumpulkan isi materi, (2) membuat tampilan depan, (3) membuat tampilan isi, (4) mengisi materi, (5) membuat latihan-latihan, (6) menambahkan Hyperlink, (7) mengubah file PowerPoint. Setelah materi selesai, kemudian dinilai oleh Juri Ahli dan dibuktikan bahwa materi yang dikembangkan adalah materi yang sangat bagus.Kata Kunci : Materi, Membaca, Genre This study was a research and development (R & D) which mainly aimed at developing computer based reading material for Grade Ten Students of SMK Pariwisata Ubud in the Academic Year 2014/2015. The goals of this study were (1) finding out the learning need the students of SMK Pariwisata Ubud in the academic year 2014/2015, (2) to show the process of developing integrated computer based reading material for ten grade students of SMK Pariwisata Ubud in the academic year 2014/2015 and (3) finding out the response of the students, teacher, and expert judges about the integrated computer based reading material. The result of need analysis was the students needed a material which make them motivated in learning especially in reading. Therefore, a material was developed based on Tomlinson criteria of a good material through 7 steps such as (1) compiled the content, (2) making the introduction, (3) making the menu slides, (4) filling the slides with the content, (5) making the exercise, and (6) adding Hyperlink, (7) converting the PowerPoint. The material was evaluated by the expert judges, the result showed the developed material could be categorized as a very good material.keyword : Material, Reading, Genre

Discrepancy Analysis of Authentic Assessment Implementation in EFL Classroom of SMAN 1 Blahbatuh in Blahbatuh District Based On Curriculum 2013. ., NI PUTU WIDYA LAKSANA DEWI; ., PROF. DR. A.A.ISTRI NGR.MARHAENI,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 bertujuan untuk: a) mengetahui perbedaan pada kesenjangan pelaksanaan penilaian otentik berdasarkan Kurikulum 2013 dan praktek dalam kelas oleh guru di SMA N 1 Blahbatuh; b) mengetahui pemahaman guru terhadap pelaksanaan penilaian otentik berdasarkan Kurikulum 2013. Subjek dari penelitian ini adalah guru bahasa Inggris. Penelitian ini menggunakan model evaluasi kesenjangan oleh Provus. Data dalam penelitian ini menggunakan lembar observasi; studi dokumen, wawancara dan kuesioner distribusi, dan observasi kelas yang di analisis menggunakan pedoman acuan ideal teoritis. Hasil dari analisis data menunjukkan bahwa guru memiliki kesenjangan yang sangat tinggi dalam melaksanakan penilaian otentik. Secara rinci, kesenjangan paling lebar terdapat dalam penilaian portofolio dengan persentase 79.22%. Sedangkan kesenjangan terendah terdapat dalam penilaian kinerja dengan persentase 57.45%.Selain itu, hasil dari kuesioner menunjukkan bahwa guru memiliki pemahaman yang positif terhadap pelaksanaan penilaian autentik berdasarkan Kurikulum 2013. Kata Kunci : Kata kunci: penilaian otentik, kurikulum 2013, kesenjangan This study aimed at: a) investigating the discrepancy between the ideal authentic assessment implementation based on Curriculum 2013 and the practice in EFL classroom of SMAN 1 Blahbatuh; b) investigating the EFL teachers’ belief toward authentic assessment implementation based on Curriculum 2013. The subjects of this research were English teachers. The research design for this study was an evaluative study that adopted Provus Discrepancy Model. In this study, the forms of data collection used were: document study, interview and questionnaires distribution, and direct class observation which are analyzed by using Ideal Theoretical Reference. The study showed that the teachers have very wide discrepancy in implementing authentic assessment. In detail, the widest discrepancy in authentic assessment was Portfolio assessment with the percentile of 79.22%. In addition, the lowest discrepancy was Performance assessment with the percentile of 57.45%. Furthermore, the questionnaire showed that the teachers have positive beliefs toward authentic assessment. keyword : Keywords: authentic assessment, curriculum 2013, discrepancy

An Analysis of Character Education Practices as Required by Curriculum 2013 in English Subject for a Pilot Public Elementary School at Jembatn Budaya School Sukanti, A.A.I.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 6, No 1 (2018)
Publisher : Universitas Pendidikan Ganesha

This study aimed at analyzing the character education practices in an elementary school in Badung to know how the characters were designed, implemented, and assessed as well as analyzing the obstacles encountered by the teachers in integrating character values into their lessons. The data were collected through descriptive case study method involving one English teacher and 38 grade five students. The data were collected through observations, interviews, and document analysis. The findings reveal that character values were not explicitly stated in most lesson plans, however, they are detectable in integration with the learning materials, learning strategies, and learning activities. However, the implementation of the character values seemed ineffective since the focus seemed to scatter around the level of moral action and ignored the moral knowledge and feeling. This means that students were mostly told about what to do with very limited reasons and consequences of the values. It was also found that the assessment for characters was very subjective in nature, since the method used was only an observation.

Developing English Materials for Military Cadets Puspitasari, N.N.S.W.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 6, No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

This research was intended to find out the topics needed, develop new materials, and investigate the quality of the developed English materials for Military Cadets which will be used at Rindam IX Udayana, one of military base camps in Bali. The existing books used were lack of some aspects; layout and design and grammar points. As it answered those purposes mentioned previously, the design of this research was Research and Development proposed by Hannafin and Peck. The subjects of this research were soldiers and the object was the design of course materials. The procedures of developing the product were (1) Need Assessment-evaluation and revision, (2) Design-evaluation and revision and (3) Development/Implementation-evaluation and revision. Based on the procedures being followed, it is found that the subjects needed ten topics namely greeting, introduction, communicating by phone, sports and fitness, requesting and commanding, asking and giving help, surviving by enough supply, giving briefing in war games, asking for and giving direction, and taking transportations. Further, the quality of the developed textbook is good; this was proven by expert judges. In addition, the findings of this research are useful for military cadets, instructor, and institution itself.

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Location Kota denpasar, Bali INDONESIA

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Contact Name
-

Contact Email
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Phone
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Journal Mail Official
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Location
Kota denpasar,

Bali

INDONESIA