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INDONESIA
Jurnal Pendidikan Bahasa Inggris
Published by Universitas Pendidikan Ganesha
ISSN : 26152800     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Jurnal Pendidikan Bahasa Inggris adalah jurnal ilmiah yang diterbitkan oleh Pascasarjana Universitas Pendidikan Ganesha. Jurnal ini bertujuan untuk mewadahi artikel-artikel hasil penelitian dibidang Pendidikan Bahasa Inggris. Pada akhirnya Jurnal ini dapat memberikan deskripsi tentang perkembangan ilmu pengetahuan dan teknologi di bidang pendidikan bahasa Inggris bagi masyarakat akademik. Jurnal ini terbit 3 kali setahun.
Arjuna Subject : -
Articles 275 Documents
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THE EFFECT OF TASK-BASED LANGUAGE TEACHING AND ENGLISH GRAMMAR MASTERY TOWARD READING COMPREHENSION OF THE SECOND SEMESTER STUDENTS Kumara, Gana; ., PADMADEWI; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Abstract This study focused on the effect of task based language teaching and grammar mastery toward students’ reading comprehension. It was an experimental study by making use of post test-only control group with 2 x 2 factorial design. The population of the study was 175 second semester students of the English Education Study Program of FKIP UNMAS Denpasar wherein 52 students were chosen as the sample through Intact Group Random Sampling. The research data were collected through a grammar mastery test and a reading comprehension test and were analyzed by using Two-Way ANOVA and Tukey test assissted by SPSS 16.0. The findings showed that, firstly, the students who were treated by TBLT achieved better reading comprehension than those who were treated by conventional method; secondly, there was an interactional effect between TBLT and grammar mastery upon the students’ reading comprehension; thirdly, the students with high grammar mastery gained higher reading comprehension score when they were treated by TBLT than by conventional method; and fourthly, there was significant difference in reading comprehension between the students who had low grammar mastery taught by using TBLT and those who were taught by conventional method.     Keywords: task based language teaching, grammar mastery, reading comprehension.
TEACHER MADE ASSESSMENT AUTHENTICITY IN SENIOR HIGH SCHOOLS AND ITS CONTRIBUTION TO STUDENTS’ ENGLISH ACHIEVEMENT Paragae, I G.A.P.N.S.; Marhaeni, A.A.I.N; Dantes, Nyoman
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Abstract The present study aims at analyzing the authenticity of teacher made assessment in State Senior High Schools in Buleleng Regency in terms of assessment planning, assessment implementation as perceived by teachers and students and the students’ English achievement. It also investigates assessment contribution to students’ English achievement. The mixed method design research took 32 English teachers and 32 classes of students as the sample. The data were gained by collecting assessment documents, administering questionnaires and interview. The study found that the assessment have high authenticity level of planning, high authenticity level of implementation as perceived by teachers and high authenticity level of level implementation as perceived by students. The students’ achievement after being assessed by using their teacher made assessment is considered high. The study also confirmed that there is a significant contribution of the authenticity of teacher made assessment to students’ English achievement. More specifically, assessment implementation as perceived by students gives the highest contribution. Keywords: authenticity, teacher made assessment, English achievement
DEVELOPING RICH LANGUAGE LEARNING ENVIRONMENT TO SUPPORT SIXTH GRADE STUDENT’S ENGLISH LITERACY SKILLS IN PRIMARY SCHOOLS IN BALI PROVINCE Nurpratiwi, Ni Made; Artini, Luh Putu; Marhaeni, A.A.I.N.
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Abstract This study was a research and development (R&D) which aimed at finding out the literacy coverage of English teaching; investigating what materials need to be developed to help students progress with their literacy skills in English; investigating the quality of the developed material; and finding the effect of material developed upon students’ English literacy skills. The instruments used to collect the data in this study were checklist, scoring rubric, observation sheet, questionnaire and test. The material develop in this study was based on criteria of good material proposed by Tomlinson. The result of the study shown that the limited time in studying English at school resulted in limited chance to experience with literacy activities. There are three topics need to be inserted in this study, those are: transportation, occupation and parts of house. The new materials were created by using Multiple Literacy Experiences proposed by Winch (2006) and the criteria of good material proposed by Tomlinson. The RLLE material had high validity and practically where the value of validity was 4.37 (Good) and for practically could be categorized into Excellent. It can be concluded that RLLE material was proven to be effective to support the sixth grade students’ literacy skills. Key Words: English literacy, rich language learning environment, material development.
THE EFFECT OF THINK PAIR SHARE TEACHING STRATEGY TO STUDENTS’ SELF-CONFIDENCE AND SPEAKING COMPETENCY OF THE SECOND GRADE STUDENTS OF SMPN 6 SINGARAJA I M. Permadi, Utama,; Marhaeni, A.A.I.N; Adi Jaya, I Nyoman
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Abstract The aim of this study was to investigate the effect of think pair share teaching strategy to students’ self-confidence and students’ speaking competency. This study was conducted towards students of the second grade in SMPN 6 Singaraja, in the academic year 2012/2013. There were 121 students selected as sample put in experimental and control group. The study used a post-test only control group design. The analysis was made by using Manova facilitated by SPSS version 16.0 for windows. The result indicated that (1) there was a significance effect of Think Pair Share on students’ self-confidence (F = 754.104 and sig = 0.000; p < 0.05). (2) there was a significance effect of Think Pair Share on students’ speaking competency (F = 60.325 and sig = 0.000; p < 0.05). (3) simultaneously, there was significance effect of Think Pair Share on students’ self-confidence and students’ speaking competency (<0.05).
A COMPARATIVE EFFECT OF WRITING WORKSHOP AND JOURNAL WRITING TECHNIQUES BASED ON TEXT TYPES ON THE EIGHTH GRADE STUDENTS’ WRITING COMPETENCY AT SMP NEGERI 1 SINGARAJA IN THE ACADEMIC YEAR 2012/2013 Suprianti, Gusti Ayu Putu; Tantra, Dewa Komang; Padmadewi, Ni Nyoman
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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  Abstract This study aimed at comparing the effect of different teaching techniques (Journal Writing and Writing Workshop Techniques) based on text types (recount and narrative texts) on students’ writing competency. Post-test Only Comparison Group Design was applied as the research design. After the treatment sessions, post-test was administered to discover the impact of the treatments. The data obtained from the post-test were analyzed by using descriptive and inferential statistical analyses. Through descriptive analysis, it was found that the mean scores of the group who was taught both narrative and recount text by using Journal Writing Technique was higher than the group who was taught by using Writing Workshop. In other words, the group who was taught by using Journal Writing Technique tends to perform better than group who was taught by using Writing Workshop Technique. The difference between writing competency of the students who were taught using different teaching techniques was analyzed through two-way Anova. Based on the result of the hypothesis testing, it was found that there was a significant difference between the two teaching techniques on students’ writing competency and there was no interactional effect between the two teaching techniques and the text types on students’ writing competency.   Keywords: writing competency, journal writing, writing workshop, text types
A COMPARATIVE STUDY OF PQRST AND SQ3R STRATEGIES BASED ON THE TEXT TYPES UPON THE EIGHTH GRADE STUDENTS’ READING COMPETENCY AT SMPN 4 SINGARAJA Dedy Sandiarsa Sari, Komang; Tantra, Dewa Komang; Ratminingsih, Ni Made
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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  Abstract This research aimed at investigating whether or not there is a different effect between PQRST and SQ3R strategies based on the text types upon the eighth grade students’ reading competency. This research was an experimental research with 2 X 2 factorial designs. The population was 6 classes (179 students) of grade VIII in SMPN 4 Singaraja in the academic year 2012/2013, in which 4 classes were sample of this research which was assigned into two groups, two classes with 60 students were PQRST strategy group, and two classes with 60 students were SQ3R strategy group determined by using a Multistage Random Sampling. The data were collected through reading comprehension test that were analyzed by using Statistical Two-Way ANOVA. The result shows that, first, FA = 31.533 with the significant value was 0.000 which was less than 0.5, therefore, there is a significance difference between the students who were taught by PQRST strategy than those who were taught by SQ3R strategy. Second, FAB = 2.624 with the significant value was 0.107 which was higher than 0.5, therefore, there is no interactional effect of teaching reading strategies (PQRST and SQ3R) and text types (narrative and recount) on students’ reading competency. Keywords: PQRST strategy, SQ3R strategy, Text Types, Reading Competency.
THE EFFECT OF PROJECT BASED LEARNING AND STUDENTS’ PERCEIVED LEARNING DISCIPLINE TOWARD THE WRITING COMPETENCY OF THE ELEVENTH GRADE STUDENTS OF SMAN 5 MATARAM IN THE ACADEMIC YEAR 2012/2013 Chikita, G.P.; Padmadewi, Ni Nyoman; Suarnajaya, I Wayan
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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ABSTRACT This experimental study aims at investigating the effect of Project Based Learning (PBL) and students’ perceived learning discipline on students’ writing competency of the eleventh grade students of SMAN 5 Mataram. PBL is a teaching method which underlies on project given to the students. Besides teaching method, learning discipline is taken into account because it is predicted can affect the students’ achievement in learning foreign language. This research involved three type variables, namely: teaching method as independent variable, learning discipline as moderator variable, and students’ writing competency as dependent variable. To conduct this research, 80 students were selected as the sample. The design of this research was 2x2 factorial design. Data were collected by an instrument called posttest which is essay type test. The acquired data were analyzed statistically by two way ANOVA. This research discovers: 1) there is a significant effect of PBL on students’ writing competency, 2) there is no significant effect of the interaction between teaching methods (PBL and conventional teaching method) and students’ learning discipline level (high and low levels) on students’ writing competency, 3) PBL has significant effect for both high and low discipline students. Based on the analysis, PBL has positive effect on students’ writing competency. So, it is recommended to apply this teaching method in writing class as an alternative way to improve students’ writing competency.Key words: project based learning, learning discipline, writing competency
A COMPARATIVE EFFECT OF SELF ASSESSMENT COMBINED WITH STUDENTS’ AND TEACHERS’ FEEDBACKS ON THE STUDENTS’ WRITING COMPETENCY BASED ON TEXT TYPES IN SMA N 4 SINGARAJA. Dyutami Maharani, Nyoman; Tantra, Dw. Komang; Artini, Luh Putu
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Abstract This study aimed at comparing the effect of Self-Assessment combined with students’ and teachers’ feedback on students’ writing competency based on text types in SMA N 4 Singaraja. The research design is Post-test only comparison group design with 2x3 Factorial Design. This study is an experimental research which is involving three variables. The first variable is independent variable, that is, Self-Assessment (A) with two levels namely Self-Assessment with Students’ Feedback and Self-Assessment with Teachers’ Feedback. The second variable is the moderator variable that is text types (B) with three levels namely Descriptive, Narrative, and News Item. The third variable is the dependent variable, that is, Writing Competency (Y). From the result of the study it could be conclude that writing competency of students who were taught using self-assessment combined with teacher feedback is better than those who were taught using self-assessment combined with students’ feedback. Therefore, the first conclusion which can be made from this research is self-assessment combined with teacher feedback which was used to treat the students of X2 grade students of SMA N 4 Singaraja can affect better toward students’ writing competency than the self-assessment combined with students’ feedback which was used to treat the students of X3 grade students. Considering the variable of text type in writing, it was found that, narrative text was the higher score among the three text type in both students who were taught using self-assessment combined with teachers’ feedback and students who were taught using self-assessment combined with students’ feedback.   Key words: writing competency, self-assessment, feedback and text type
A COMPARATIVE STUDY ON THE EFFECT OF COOPERATIVE LEARNING TECHNIQUES (NHT & TPS) ON STUDENTS’ READING COMPREHENSION VIEWED FROM DIFFERENT TEXT TYPES Desi, NyomanAyu Sri; Nitiasih, Kerti; Luh Putu, Artini,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Abstract The present study aimed at comparing the effect of two cooperative learning techniques, namely, Numbered Heads Together (NHT) and Think-Pair-Share (TPS) viewed from different text types (narrative, spoof, and hortatory exposition) on students’ reading comprehension. The research design used in this study was Post-test Only Comparison Group Design. The samples were two classes of the eleventh grade students at SMA Negeri 2 Singaraja. After the treatment sessions, post-test was administered to obtain the data. The data obtained from the post-test were analyzed by using descriptive and inferential statistical analyses. From the analyses, it was found that there was a significant difference between the effect of those techniques. There was an interaction between the techniques and the text types. NHT affected better than TPS although in spoof and hortatory exposition texts the differences were not significant. This study has the implication to EFL pedagogy especially in the teaching of reading skill.   Key Words:Reading Comprehension, Numbered Heads Together (NHT), Think-Pair-Share (TPS), Text Types  
INVESTIGATING STUDENTS’ WRITING IN SENIOR HIGH SCHOOL IN SINGARAJA: AN ERROR ANALYSIS OF LEARNERS’ USE OF ENGLISH AS A FOREIGN LANGUAGE I Gede, Widya Suputra; I Ketut, Seken; I Gede, Budasi
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Entitled ‘Investigating Students’ Writing in Senior High School in Singaraja: An Error Analysis of Learners’ Use of English as a Foreign Language’, this study attempted to find out (1) the types of errors that students made in their writing, (2) the sources of those errors, (3) and why global errors still committed by students in grade XII. As such, the study was designed as a case study. It was conducted in Science Class XII 7 of SMAN 1 Singaraja and a ‘writing project’ was used to collect the data. In this research, the researcher also used questionnaire and interview to obtain additional data. The results of this study show that a total of 184 errors were made by the students. They can be categorized into five types: omission errors with 77 errors (41%), misinformation errors with 70 errors (38%), misordering errors with 6 errors (3.2%), overgeneralization errors with 4 errors (2.1%), and global errors with 27 errors (15%). The errors were mostly caused by interlanguage factors (65%), while about 35 % of the errors were caused by language transfer. In relation to the language transfer causing the errors, three kinds of transfer were found, namely: interlingual transfer, intralingual transfer, and transfer of learning. In addition, in term of global errors, the researcher found two main factors that cause global errors, namely, over-literal translation and lack of information about the sentence-structure of English and English grammar

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