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Developing English for Food and Beverage Service Course Materioals for D3 Perhotelan, Universitas Pendidikan Ganesha Riasa, I.M.L.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 6, No 1 (2018)
Publisher : Universitas Pendidikan Ganesha

This study aimed at developing English for food and beverage service (ESP3) course materials for the third semester students of DIII Perhotelan at Universitas Pendidikan Ganesha. This study was designed in the form of research and development (R&D) by Sugiyono (2010) design which has several stages to be implemented namely potency and problem, data collection, product design, design validation, design revision, product trying out, product revision. The materials needed were identified based on observation, questionnaire, interview, and document analysis. The focus of the analysis was on the students’ target needs. Some students of class A were the sample in this study which were chosen by using purposive sampling. The study found the profile of materials needed by the students and there were ten topics needed namely greeting and introduction, application letter, food and beverage department, product knowledge, menu knowledge, kitchen knowledge, welcoming and taking order, handling reservation, clearing table and presenting bill, and handling complaint. The topics were developed into materials unit and each unit was divided into input, content focus, language focus, and task as suggested by Hutchinson and Waters (1987) in their theory of English for Specific purposes (ESP) design material. Formula of scale values in evaluating the appropriateness of the materials proposed by Cadiasa’s (2010) was used to know the quality of the developed materials. The result showed that the quality of the developed materials in the form of textbook was good. Thus, the material was good to be used as teaching and learning materials for the third semester students of DIII Perhotelan at Universitas Pendidikan Ganesha.

DEVELOPING COMPUTER ASSISTED LISTENING AND SPEAKING MATERIALS FOR ENGLISH FOR WAITER AND WAITRESS FOR FIRST SEMESTER STUDENTS OF FOOD AND BEVERAGE SERVICE DEPARTMENT IN MEDITERRANEAN BALI HOTEL SCHOOL ., LUH GEDE MEITHA TRISNA UTAMI; ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A.; ., DR. ASRIL MARDJOHAN, MA.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.2328

Penelitian ini bertujuan untuk membuat materi Bahasa Inggris Listening dan Speaking berbasis computer untuk membantu siswa jurusan pramu saji semester pertama pada departemen Food and Beverage Service di Mediterranean Bali Hotel School. Berdasarkan data yang diperoleh di Mediterranean Bali Hotel School, proses belajar mengajar Listening dan Speaking belum dilengkapi dengan materi Bahasa Inggris yang Innovatif. Subjek dari penelitian ini adalah 20 siswa semester pertama dari kelas Food and Beverage Service A. Penelitian ini adalah penelitian Deskriptif Kualitatif. Penelitian ini mengdopsi model penelitian R&D oleh Dick and Carrey (1991) dengan tahap yang lebih disederhanakan dikarenakan waktu penelitian yang terbatas. Data penelitian ini dikumpulkan dengan lima jenis instrument yaitu: lembar observasi, kuisioner, pedoman wawancara, rubric dan catatan selama penelitian yang meliputi: analisis kebutuhan, penyusunan materi, dan evaluasi materi. Hasil dari penelitian ini adalah materi pembelajaran yang ditampilkan menggunakan media computer dalam bentuk Power Point.Kata Kunci : Pembelajaran Berbasis Komputer, Pengembangan Materi, Listening, Speaking This study aimed at developing Computer Assisted Listening and Speaking Materials for English for Waiter and Waitress for the first semester student of Food and Beverage Service Department of Mediterranean Bali Hotel School. Based on the data obtained in Mediterranean Bali Hotel School, it was found that the teaching and learning Listening and Speaking process were not supported by innovative English materials. The subjects of this study were 20 students of the first semester of Food and Beverage Service A. It was a descriptive qualitative study. The study adopted R&D model proposed by Dick and Carrey (1991) with a slightly shorten step in the implementation due to the limitation of time. The data were obtained by using five instruments: observation sheets, questionnaires, interview guidelines, rubrics and document researcher’s diary in the process of data collection, it included need analysis, material development and materials evaluation. The result of the materials was in form of a computerized learning media presented by Power Point.keyword : Computer Assisted Learning, Material Development, Listening, Speaking

Discrepancy Analysis of Authentic Assessment Implementation in EFL Classroom Based on Curriculum 2013 in SMAN 1 Kuta ., DESAK MADE RUKMINI; ., PROF. DR. A.A.ISTRI NGR.MARHAENI,M.A.; ., DR. LUH PUTU ARTINI, M.A.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 5, No 3 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i3.2522

Penelitian ini bertujuan untuk menganalisis kesenjangan antara standar dengan kesenjangan implementasi nyata Penilaian Otentik di SMAN 1 Kuta. Ada dua pertanyaan yang menjadi pedoman dari penelitian ini: a) sejauh mana kesenjangan yang terjadi antara penerapan penilaian otentik yang ideal berdasarkan Kurikulum 2013 dengan penerapannya di kelas EFL SMAN 1 Kuta; b) persepsi para guru EFL mengenai penilaian autentik berdasarkan Kurikulum 2013. Penelitian yang digunakan adalah Model evaluasi kesenjangan oleh Provus (1971) di mana langkah-langkahnya terdiri dari 1) Tahap Definisi; 2) Tahap Instalasi; 3) Tahap Proses; 4) Tahap Produk dan 5) Tahap manfaat-biaya. Data dikumpulkan melalui wawancara dengan guru, kuesioner dan observasi kelas langsung menggunakan lembar observasi dari empat instrumen (Self Assessment, Penilaian Kinerja, Penilaian Proyek dan Penilaian Portofolio). Data yang diperoleh dianalisis dengan menggunakan statistik analisis deskriptif dengan menggunakan Pedoman Acuan Ideal Teoritis. Penelitian ini menemukan bahwa pada tahap perencanaan, kesenjangannya sangat rendah (34,25%);pada tahap pelaksanaan, kesenjangannya adalah (51,14%); pada tahap analisis dan pelaporan, kesenjangannya adalah sedang (46,11%). Dapat disimpulkan secara umum bahwa kesenjangan pada pelaksanaan penilaian otentik di EFL kelas di SMAN 1 Kuta adalah dengan kategori sedang (43,28%). Sementara itu kesenjangan dalam persepsi guru adalah sangat rendah (16,17%). Temuan ini menunjukkan bahwa guru memiliki pengetahuan yang baik dalam Kurikulum 2013 terutama pada penilaian otentik tetapi mereka masih menghadapi masalah dalam pelaksanaannya.Kata Kunci : Kesenjangan, Kurikulum 2013, Penilaian Authentic, Persepsi Guru EFL. This study aimed at analyzing discrepancy between the standard and the real implementation of Authentic Assessment in SMAN 1 Kuta. There are two research questions become guidelines of this study: a) the extent of the discrepancy between the ideal authentic assessment implementation based on Curriculum 2013 and the practice in EFL classrooms at SMAN 1Kuta; b) the EFL teachers’ belief on the authentic assessment based on Curriculum 2013. The research employed Discrepancy Evaluation Model by Provus (1971) in which the step comprises 1) Definition stage; 2) Installation stage; 3) Process stage; 4) Product stage and 5) Cost-benefit stage. The data were collected through interview with teachers, questionnaire and direct class observation using observation sheets of four instruments (Self Assessment, Performance Assessment, Project Assessment and Portfolio Assessment). The obtained data were analyzed using statistics descriptive analysis of Ideal Theoretical Reference. The research found that in planning stage, the discrepancy was very low (34.25%); in executing stage, the discrepancy was (51.14%);in analyzing and reporting stage, the discrepancy was moderate (46.11%). In general it can be concluded that the discrepancy in the implementation of authentic assessment in EFL classroom at SMAN 1 Kuta was categorized as moderate (43.28%). Meanwhile the discrepancy in teachers’ belief was very low (16.17%). These findings indicate that teachers have good knowledge in Curriculum 2013 mainly on Authentic assessment but they still faced problems in its implementation. keyword : Authentic Assessment, Curriculum 2013, Discrepancy, EFL Teachers’ belief

English Teacher’ Perceptions and Classroom Practices on Constructivism Values in Primary Schools in Badung Regency Agustini, N.W. W.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 7, No 2 (2019)
Publisher : Universitas Pendidikan Ganesha

This study aimed at describing teachers' perceptions on the concept, implementation, and impact of constructivism values in public primary schools in Badung Regency; how the teachers practice and implement constructivism values in the classroom; and finding out the relation of teachers' perceptions about constructivism values and its practices in the classroom. This study was designed in the form of a mixed methods with the embedded design in which the quantitative data were more dominant than the qualitative data so that the data were described descriptively and quantitatively. The subjects of this study were three English teachers with the same qualifications of educational background (English Education) from three different public primary schools in Badung Regency. The data related to teachers’ perceptions were collected through questionnaire administration, the classroom practices and implementation were collected through classroom observations, and supported with interviews. After the data were collected, the data were analyzed quantitatively to analyze the results of the questionnaire, and qualitatively by using interactive analysis model to analyze the results of classroom observations and interviews. The results of the study indicated that: first, the teachers had strong perceptions on the concept, implementation, and impact of constructivism values; second, the frequency of occurrences on the practices of constructivism values in the classroom was categorized as low frequency which indicated that the teachers rarely practiced constructivism values in the classroom; third, since the teachers had strong perceptions on constructivism values but the frequency of the practices was categorized as low frequency. It could be concluded that the teachers tend to be inconsistent between their perceptions on constructivism values with its practices in the classroom

Developing Communicative Grammar Materials for Teaching Speaking in the Eleventh Grade at Alam Kudus Senior High School Bali. Polin, Junias
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 6, No 1 (2018)
Publisher : Universitas Pendidikan Ganesha

This study is aimed at finding out how need analysis is conducted for developing communicative grammar materials for teaching speaking in the eleventh grade of Kalam Kudus senior high school; how Communicative Grammar Materials developed; and analysing the quality of the developed Communicative Grammar Materials for teaching speaking skill in the eleventh grade. This study applied Research and Development design proposed by Sugiyono (2010) which simplified into six steps, and Borg and Gall (1983) model was adapted to do need analysis. The study found that the obtained need analysis were conducted through observation, questionnaire, document analysis, and interview. The Communicative Grammar materials were developed using criteria proposed by Leech (2013) that is designed based on Hutchinson and Waters (1987) by considering the basic competency and indicators in the KTSP 2006 syllabus used at school and they topics developed; (1) giving and asking for opinion, (2), Expressing satisfaction and dissatisfaction, (3) Giving advice and responding to advice, (4) Expressing warning and responding to warning, (5) Accepting Invitation, (6) Expressing feeling of relief, pain, and pleasure, (7) Expressing love, (8) Expressing sadness, (9) Expressing Embarrassment, (10) Expressing anger and annoyance. The product of this study follows good criteria of teaching material which proposed by Leech (2013) and The quality of the product perceived by the expert judges was in a good category that is shown in the criteria and interval of 229 (X=229) using Gregory (20l0) formula.

Teachers' Perception of Teaching English for Young Learners and the Implementation in Public Primary Schools in Jembrana Sub-District Listyariyani, N.P.R.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 6, No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Teaching English for Young Learners has certain principles that need to be followed, while in fact its implementation in public primary schools does not seem to follow those principles. This research aimed at investigating teachers’ perception of teaching English for young learners and its implementation in public primary schools in Jembrana subdistrict. The research was also used to explore the problems which are encountered by teachers in teaching English in the classroom. This study involved 3 English teachers of Public Elementary Schools in Jembrana subdistrict. The data were collected through questionnaire, rating scales, observation sheets, and interviews guide. The research design was embedded mixed method design with qualitative dominant. The data were analyzed through descriptive qualitative. The results showed that teachers gave strongly positive perceptions about TEYL. Meanwhile, the activities which occurred in the learning process were mostly deal with the component of “Teaching Through Activities” with average range was 10.33. This range means that the component of teaching through activities was very highly implemented among the nine components. The other components were rarely evident during the observation. Based on the result of interview, the main problems which were encountered by the teachers are the difficulty to teach pronunciation to the students, limited learning sources, limited time for preparing lesson, and lack of various learning activities. Thus, this study suggests the government or other policy makers to provide English teachers with some kinds of professional development on practical guidance of TEYL and sufficient learning sources as well.

The Effect of Direct and Indirect Corrective Feedback on Students' Writing Competency Mahendra, P.I.K.S.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 6, No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

The research objectives are 1) to prove the significant effects of direct and indirect corrective feedbacks on the students’ writing competency, 2) to prove significant differences of the effects of direct and indirect corrective feedbacks on the students’ competency in writing descriptive texts and recount texts. These research applied a quasi-experimental design with repeated measures. The sample was recruited from two intact classes using purposive sampling. Prior to conducting the experiment, the writing competency test was administered to measure the students’ writing competency across text types. Prior to administration, the instrument was validated for its readability (Readibility = 82.00), reliability (Cronbach alpha=0.98), and content validity (Pearson’s=1.00). The obtained data were analyzed descriptively and inferentially. The results show, firstly, there were significant effects of direct and indirect corrective feedbacks on the students’ writing competency at SMPN 2 Manggis. However, the effect of direct corrective feedback is more effective than that the indirect corrective feedback. Secondly, there were significant differences of the effects of direct and indirect corrective feedbacks across descriptive texts and recount texts especially on the descriptive text about place and recount text about students’ experience. However, the effect of direct corrective feedback is more effective than that the indirect corrective feedback. The results imply the necessity to apply the direct corrective feedback than the indirect corrective feedback when the Junior High School’s students write descriptive and recount texts

DEVELOPING COMPUTER-ASSISTED HOTEL FRONT OFFICE ENGLISH LISTENING MATERIALS FOR STUDENT OF MEDITERRANEAN BALI HOTEL AND CRUISE LINE TRAINING CENTER ., KOMANG TRI ASTINI; ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A.; ., DR. MADE HERY SANTOSA, M.Pd
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.2377

Penelitian ini bertujuan untuk menyelidiki materi yang seharusnya dikembangkan dalam materi mendengarkan bahasa Inggris untuk kantor depan hotel yang dibantu komputer untuk mahasiswa sekolah pariwisata di Bali, menjelaskan cara-cara untuk mengembangkan materi mendengarkan bahasa Inggris untuk kantor depan hotel yang dibantu computer untuk mahasiswa sekolah pariwisata di Bali, dan menelaah kualitas dari materi mendengarkan bahasa Inggris untuk kantor depan hotel yang dibantu komputer yang dikembangkan untuk mahasiswa sekolah pariwisata di Bali. Penelitian ini menggunakan desain penelitian dan pengembangan model ADDIE. Langkah-langkahnya terdiri dari menelaah, merancang, mengembangkan, pelaksanaan,dan evaluasi. Dari telaah kebutuhan, ditemukan bahwa mendengarkan merupakan salah satu keahlian yang mendapat perhatian paling sedikit. Maka dari itu, mengembangkan materi mendengarkan dalam lingkup kantor depan hotel sangat dibutuhkan. Dalam pengembangannya, beberapa data dikumpulkan melalui observasi, interview, dan analisa dokumen. Terdapat lima topik dikembangkan berdasarkan data yang terkumpul yaituHotel Check-in, Hotel Check-in with No Reservation, Giving Recommendation, Hotel Check-out, dan Hotel Check-out with Problem. Sumber materi ini telah mengikuti kriteria materi ajar yang baik yang diusulkan oleh Tomlinson (1998) dan kriteria teks mendengarkan yang baik oleh Wilson (2008). Berdasarkan penilaian kualitas, materi sumber yang telah di kembangkan adalah 169.3 (baik).Kata Kunci : Bahasa Inggris untuk kantor depan hotel, materi mendengarkan dibantu komputer. This study aimed at exploring materials that should be developed in computer-assisted hotel front office English listening materials for students of tourism school, explaining ways to develop computer-assisted hotel front office English listening materials for students of tourism school in Bali, and analyzing the quality of computer-assisted hotel front office English listening materials for student of tourism school in Bali. This study applied ADDIE model Research and Development design. The steps were analyzing, designing, developing, implementing, and evaluating. From the need analysis, it was found that listening activity was one of the skills that got the least attention. Therefore, developing listening material in the context of front office was an urgent need. In the development, several data were collected through observation, interview, and document analysis. There were five topics developed based on the collected data, they were Hotel Check-in, Hotel Check-in with No Reservation, Giving Recommendation, Hotel Check-out, and Hotel Check-out with Problem. The resource materials followed good material criteria proposed by Tomlinson (1998) and good listening text criteria by Wilson (2008). Using the quality measurement, the developed resource material was 169.3 (good).keyword : English for hotel front office, Computer-Assisted listening materials.

Discrepancy Analysis of The Implementation of Authentic Assessment in EFL Classroom of Senior High School in Kuta Utara, Badung based on Curriculum 2016. ., NI LUH PUTU SUASTINI; ., PROF. DR. A.A.ISTRI NGR.MARHAENI,M.A.; ., DR. LUH PUTU ARTINI, M.A.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 5, No 3 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i3.2523

TujuanpenelitianiniadalahuntukmenganalisakesenjanganantaraStandarAsesmenOtentikdenganpelaksanaannya di kelas yang menggunakanBahasaInggrissebagaibahasaasing di SMAN 1 Kuta Utara.Penelitianinimenjawabduapertanyaan, 1)Sejauhmanakesenjangan yang terjadidalampelaksanaanAsesmenOtentik n 2) pemahaman guru tentangOtentikAssesmen yang adadalamKurikulum 2013.PenelitianinimenggunakanDiskrepansi Model Provus.Terdapat lima langkahdalam model ini, yaitu; 1) tahapdefinisi, 2)tahapinstalasi, 3) tahap proses, 4) tahapproduksi, dam 5) tahapmanfaatbiaya. Data yang diperolehmencakupPenilaianDiri, PenilaianUnjukKerja,PenilaianProduk, danPenilaianPortofolio. Data diperolehdariobservasikelas, interview, dankuisioner.Data tersebutdiolahdengan PAIT (PedomanAcuan Ideal Teoritic).Kesenjangan yang banyakmunculpadaPenilaianDiri (52.91%) danPenilaianPortofolio (64.64%). Secaraumumkesenjanganynagterjadiadalah 35.22% dengankategori ‘sedang’.Untukpemahaman guru, diperolehnilai 20.99 (sangattinggi).Hal inimenjelaskanbahwa guru memilikipersepsi yangbagusterhadapAsesmenOtentik yang terdapatdalamKurikulum 2013.Akan tetapibanyakkendala yang dihadapi guru dalampelaksanaanya. Prototype penelitianinidikembangkanberdasarkananalisasilabus, observasikelas, interview dankuisioner.Kata Kunci : kesenjangan, penilaian otentik, kurikulum 2013, pemahaman guru This study aimed at analyzing the discrepancy between the ideal Authentic Assessment Standard and the real implementation in EFL Classroom at SMAN 1 Kuta Utara, Badung Regency. There are two research questions in this study; first, to what extend the discrepancy of the implementation of the authentic assessment in SMAN 1 Kuta Utara is, and second, what the teachers’ belief of the authentic assessment based on Curriculum 2014 in SMAN 1 Kuta Utara is. The study was modified by using Provus’ Discrepancy Model. Thesteps comprises are (1) Definition Stage,(2) Instalation Stage, (3) Process Stage, (4) Product Stage, and (5) Cost-Benefit Stage. Thedata which cover Self-Assessment, Performance Assessment, Project Assessment, and Portfolio Assessment were collected through classroom observation, interview, and questionnaire. The data was analyzed by using Analysis Statistic Descriptive and Ideal Theoretical Reference. The results confirm that there are discrepancy occurred in the implementation of Authentic Assessment in SMAN 1 Kuta Utara based on Curriculum 2013. The most discrepancy occurred in Self-Assessment (52.91%) and Portfolio Assessment (64.64%). The general discrepancy found was 35.22%. it is categorized ‘moderate’. The results of the questionnaire which reflects teacher’s belief is 20.99 (very high). It described the teachershave good perception toward the authentic assessment based on Curriculum 2013.However, they found some obstacles to implement them.The prototype of this study was developed based on syllabus analysis, classroom observation, interview and questionnaire. Thus, the implementation should be developed to reach the standard (Curriculum 2014).keyword : discrepancy, authentic assessment, Curriculum 2013, teacher’s belief

Grammatical Errors of Analysis in Writing E-Mail Committed by Reservation Staff at PT. Destination Asia Bali 2015/2016 Shuandari, Ratna
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 7, No 1 (2019)
Publisher : Universitas Pendidikan Ganesha

This study aimed at (i) To analyze the compatibility of the emails written by the staffs of PT. Destination Asia Tour & Travel with the format of formal email, (2) to analyze the types of errors committed by the reservation staff at PT. Destination Asia Tour & Travel, (3) to find out the sources of errors committed by the reservation staff at PT. Destination Asia Tour & Travel. This study was designed as a descriptive qualitative study. The data were collected by using research instruments such as analytical error analysis rubric, interview and observation sheet. The collected data were analyzed descriptively. From the data analysis it was found that (i) most of the emails have been written formally, almost all of the staff violated the element of formal email regarding to the non-contraction use in the email; (ii) all of the staff committed 16 (19%) errors of omission, 12 (14%) errors of addition, 47 (55%) errors of malformation and 10 (12%) errors of disordering; and (iii) the errors made by the staffs are caused by some factors namely staff’s incomplete knowledge, absence of knowledge, forgetting, language interference, over generalization and false concept hypothesized. Based on the conclusion of this study, it was suggested to the travel agent to provide their staffs an intensive course especially to improve their competence in writing formal email.

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Bali

INDONESIA