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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

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

THE EFFECT OF JOURNAL WRITING TECHNIQUE AND STUDENTSâ€™ ACHIEVEMENT MOTIVATION TOWARD WRITING ACHIEVEMENT OF THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF UNDIKSHA Mettaningrum, Gustiana; Dantes, N.; ., SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study aims at investigating any significance difference between the writing achievement of students who were taught by using journal writing technique and those by conventional writing technique and investigating any interactional effect between the implementation of those techniques and the students? achievement motivation upon students? writing achievement. This research was a post-test only control group design which was conducted in the fourth semester students of English Education Department, Undiksha. The result shows that there is a significant difference between the writing achievement of the students taught by using journal writing technique and those by conventional writing technique, where the students taught by using journal writing technique shows better writing achievement than the students taught by using conventional writing technique. In addition, there is a significant interactional effect between the implementation of those techniques and the students? achievement motivation. Keywords: Journal writing technique, achievement motivation, writing achievement

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

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

THE EFFECT OF DISCUSSION TECHNIQUE AND ENGLISH LEARNING MOTIVATION TOWARD STUDENTSâ€™ SPEAKING ABILITY Menggo, S.; Ketut, Seken,; Made, Ratminingsih,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

ABSTRACT The aim of this study is to investigate whether there is (1) a difference in the speaking ability between students who are taught by using discussion technique and those taught by using the conventional technique; (2) an effect of interaction between the speaking techniques applied and English learning motivation toward students? speaking ability; (3) a difference in speaking ability between students with high English learning motivation who are taught by using discussion technique and those taught by using the conventional technique; and (4) a difference in speaking ability between students with low English learning motivation who are taught by using discussion technique and those taught by using the conventional technique. The study used a 2X2 factorial design, which involved a sample of 96 students. The data were collected by using questionnaire and a speaking test then analyzed by Two-way ANOVA. The result indicates that (1) there was a significant difference in speaking ability between the students who were taught by using discussion technique and those taught by using the conventional technique; (2) there was a significant interactional effect between the teaching techniques applied and students? motivation toward their speaking ability; (3) there was a significant difference in speaking ability between students with high English learning motivation who were taught by using discussion technique and those taught with the conventional technique; and (4) there was significant difference in speaking ability between the students with low English learning motivation who were taught by using discussion technique and those taught with the conventional technique. Key words: discussion technique, motivation, speaking ability

An Analysis of Speech Acts in the Conversation between Habibie and Ainun in the Film Entitled Habibie and Ainun 2012 ., I MADE DWI JAYA PRADITYA; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Kata Kunci : Speech Acts, Analysis, Habibie Ainun This study aimed to analyze the types of speech acts and the classification of illocutionary speech acts occurred in the conversation of Habibie and Ainun in the film entitled Habibie and Ainun 2012. This study was a descriptive qualitative done on naturalistic inquiry on social phenomenon. The data were analyzed based on the theory of direct and indirect speech acts proposed by Yule (1996) and the analysis of the classification of illocutionary speech acts proposed by Searle (1977) consists of representative, directive commissive, expressive and declaration. Findings of this study showed there were 196 utterances of type of speech acts where the type of direct speech acts were 129 utterances (66%), meanwhile the type of indirect speech acts were 67 utterances (34%). There were totally 158 utterances analyzed as illocution where representatives were 90 utterances (51%), commisives were 39 utterances (25%), directive were 24 utterances (15%), expressive were 15 utterances (9%), and there was no declaration (0%). This study showed that the direct speech acts were the most dominant type of speech acts rather than the type of indirect speech act. In the types of illocutionary speech acts, representatives were the most dominant rather that the others types of illocutions. keyword : Speech Act, Analysis, Habibie Ainun

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

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

AN ANALYSIS OF ERRORS ON WRITING OF ELEVENTH GRADE STUDENTS OF SMA NEGERI 1 ABIANSEMAL ., I PUTU WIMA ARINDA SAPUTRA; ., Prof. Dr. Dewa Komang Tantra, M.Sc., Ph.; ., Dr. Ni Made Ratminingsih, MA
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Penelitian ini bertujuan untuk mendescripsikan: (1) jenis-jenis kesalahan yang dibuat oleh siswa-siswi kelas sebelas pada penulisan report teks, narrative teks, dan analytical exposition teks di SMA Negeri 1 Abiansemal; (2) sumber-sumber kesalahan yang dibuat oleh siswa-siswi kelas sebelas pada penulisan report teks, narrative teks, dan analytical exposition teks di SMA Negeri 1 Abiansemal; dan (3) PLEASE strategi sebagai sebuah strategi untuk mengurangi kesalahan yang dibuat oleh siswa-siswi kelas sebelas pada penulisan report teks, narrative teks, dan analytical exposition teks di SMA Negeri 1 Abiansemal. Subjek pada penelitian ini adalah 24 siswa-siswi kelas IPB. Model penelitian yang dipakai adalah Descriptive Research Design. Content Analysis dipakai untuk menganalisa semua data. Analisa dari tulisan-tulisan siswa-siswi didasarkan pada teori Brown (2007), sedangkan sumber-sumber kesalahan didasarkan pada teori Brown (2007) dan didukung oleh Wawancara Kelompok berdasarkan teori Thomas (2011) dan Zinsser (2013). Hasil analisa menunjukkan munculnya kesalahan-kesalahan pada judul, kalimat utama, pengembangan kalimat, hubungan antar kalimat, gaya penulisan, tata bahasa, tanda baca, addition, omission, substitution, dan ordering. Ditemukan juga sumber-sumber kesalahan: interlingual transfer, dan intralingual transfer. Hasil wawancara menunjukkan kesalahan-kesalahan tersebut dipengaruhi juga oleh pengetahuan yang kurang, latihan yang kurang, dan faktor ingatan. Pengaplikasian PLEASE strategi menunjukkan beberapa pengurangan kesalahan-kesalahan pada tulisan-tulisan siswa-siswi. Tetapi pada kalimat utama dan tata bahasa mengalami peningkatan. Hal tersebut disebabkan karena bertambahnya jumlah kalimat-kalimat yang mampu ditulis siswa-siswi setelah pengaplikasian PLEASE strategy. Kata Kunci : Jenis-jenis Kesalahan, Menulis, Sumber-Sumber Kesalahan, PLEASE Strategi This study aimed at describing: (1) the types of errors committed by the eleventh grade students of SMA Negeri 1 Abiansemal on writing texts (report, narrative, and analytical exposition texts); (2) sources of errors committed by the eleventh grade students of SMA Negeri 1 Abiansemal on writing texts (report, narrative, and analytical exposition texts); and (3) the effectiveness of PLEASE strategy as a management strategy to reduce the errors committed by the eleventh grade students of SMA Negeri 1 Abiansemal on writing texts (report, narrative, and analytical exposition texts). The subjects were 24 students of IPB class. The research design was Descriptive Research Design. Content Analysis was used to analyze all the data. The analyses of the students? writings were based on Brown?s theory (2007), while the sources of errors were based on Brown?s theory (2007) and supported by Group Interview according to Thomas (2011) and Zinsser (2013). The result of the students? writings showed the occurrence of errors in title, topic sentences, developing sentences, coherences, diction, grammar, mechanics, addition, omission, substitution, and ordering. It was also found the sources of errors: interlingual transfer; and intralingual transfer. The interview showed that the errors were caused by absence of knowledge, less practice, and forgetting. The implementation of PLEASE strategy showed some reductions of errors on the students? writings. But, topic sentences and grammar showed increasing of errors. It was influenced by increasing of the sentences made by the students after the implementation of PLEASE strategy. keyword : Sources of Errors, Types of Errors, PLEASE strategy, Writing

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

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

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

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

THE 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 Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

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

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