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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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ANALYSIS OF AUTHENTICITY OF TEACHERS’ MADE ASSESSMENT AND ITS CONTRIBUTION TO STUDENTS’ ENGLISH ACHIEVEMENT (A STUDY IN JUNIOR HIGH SCHOOLS IN BULELENG REGENCY) Ni Luh Putu, Era Adnyayanti; A.A.I.N, marhaeni; Luh Putu, Artini
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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This research aimed at analyzing the authenticity of teacher’s made assessment and its contribution to students’ English achievement. 35 Junior High School English teachers in Buleleng Regency were used as the subjects in this research. Data collection methods employed were document study, questionnaire, and interview to answer the research questions quantitatively and qualitatively. The findings demonstrated that teachers’ made assessments have sufficient authenticity level of planning, have high authenticity level of assessment implementation as perceived by teachers, have sufficient authenticity level of assessment implementation as perceived by students, and  is considered as having high level on the students’ English achievement after being assessed with teachers’ made assessment. The findingsalso showed that only assessment implementation as perceived by studentsand simultaneous predictors gave significant contribution to students’ English achievement. Assessment planning and assessment implementation as perceived by teachers did not show significant contribution because there was found inconsistent finding between what teachers planned with what teachers have implemented. This study has positive contribution to the importance of considering the authenticity of assessment in teaching English as a foreign language.Key Words: authenticity, authentic assessment, teachers’ made assessment, students’ achievement
DEVELOPING AUTHENTIC READING MATERIAL FOR THE TENTH YEAR STUDENTS OF STATE VOCATIONAL HIGH SCHOOL 1 KUBUTAMBAHAN Putu Yuli, Budiantari; Putu, Kerti Nitiasih; I Gede, Budasi
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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This study aimed at (i) developing authentic reading material for the tenth year students of Vocational high school based on the School Based Curriculum that meet the criteria of a good reading material, (ii) identifying the reading materials which have been used in SMK negeri 1 Kubutambahan, (iii) identifying the types of reading material which are needed to be developed fro the tenth year students of SMK Negeri 1 Kubutambahan, (iv) identifying the reading topics which were needed to be developed for the tenth year students of SMK Negeri 1 Kubutambahan, (v) developing reading activities that could be included and needed to be developed for the tenth year students of SMK Negeri 1 Kubutambahan.  The data were gained using research instruments such as questionnaires, rubrics, and interview guides in order to find the compatibility of the existing materials and the developed materials with the syllabus and the criteria of good materials. Gall and Gall design model was employed as the present research procedures. The obtained data were quantitatively analyzed by using percentage of frequency. From the results, new materials were developed based on the requirements of syllabus analysis, criteria of good materials and good reading materials. After being developed, the materials were evaluated by experts. The results of the analysis were used as guideline for revising the developed materials. After being revised, the new materials were field-tested in the tenth year grade of SMK Negeri 1 Kubutambahan after conducting pre-test in order to identify the students’ prior knowledge. After field-test, post-test was conducted to identify whether or not the developed materials could improve the students’ reading comprehension. The next step was revising the results of the field test. After field-testing, the rubrics for analyzing the quality of developed materials were distributed to the teacher and the students. The obtained data were analyzed and categorized to ascertain rating scales. In conclusion, it was found that (i) the reading materials were developed based on the criteria of good materials, and the school-based curriculum and BSNP for the tenth year students of Vocational High School and considered as good reading materials, based on the criteria proposed by Tomlinson (1998, (ii) the existing materials in the English book used did not fully meet the requirements of the syllabus and curriculum, and categorized as average materials, (iii) authentic reading materials were the type of materials needed to be developed for the tenth year students of SMK Negeri 1 Kubutambahan, (iv) the reading topics which were needed to be developed were based on the SBC syllabus, (v) the reading activities that can be included and needed to be developed for the tenth year students of SMK Negeri 1 Kubutambahan were reading activities which based on the criteria proposed by Tomlinson (1998) and SBC. Keywords: material development, authentic reading materials
AN EVALUATION STUDY OF BILINGUAL PROGRAM IN SMA NEGERI 1 DENPASAR Ni Putu, Astiti Pratiwi; Putu, Kerti Nitiasih
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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This study aimed at describing and explaining the implementation of Bilingual Program in SMA Negeri 1 Denpasar. It was an evaluation study which used CIPP model of evaluation. Being a qualitative study, it focused on describing and explaining the implementation of bilingual education in SMA Negeri 1 Denpasar in terms of context, input, process and product components. The subjects of this study were the English teachers , headmaster and the students of SMA Negeri 1 Denpasar in academic year 2012/2013. The data were in the form of : 1) researcher’s notes of the teaching and learning observation, 2) transcript of interview with the headmaster, English teachers, and the students, 3) teachers’ academic document, and 4) school’s documents. The main instrument was the researcher herself. The data were analyzed using Interactive Model of Miles and Huberman’s (1994). The findings of the study were divided into 4 sections, which were concerned with context, input, process and product respectively. The context components examined in this study include the reason why SMA Negeri 1 Denpasa becomes RSBI. The input components are the curriculum, students’ entry selection, educator and educational staff, and infrastructure. The process component is the teaching and learning process of bilingual program in the English class. The product is the students’ score on the English competency. In terms of context, this school becomes RSBI because it can fulfil the requirements from the government, and also made proposal for being so.  For the input, the school already follows the regulation of R-SMABI about the SNP+X. The school uses a curriculum called adaptive curriculum, which is a result of adaptation from 3 curricula, namely KTSP SMA N 1 Denpasar, Cambridge curriculum, and General certificate of Singapore Education. In terms of Educator and educational staff, 18.84 % of the teachers have post graduate qualification. The school employs the entrance system using TPA and psycho test. In the process, the teaching and learning process already implement bilingual education, but still have lots of weaknesses. In terms of product, all of the students in SMA Negeri 1 Denpasar are able to pass the KKM. Keywords: evaluation study, CIPP, bilingual program.
Developing Stories as Reading Materials for the Sixth Grade Students of SD N 7 Pedungan: Innovative Materials with the Insertion of Character Values Norista, Elizabeth; Putu, Kerti Nitiasih; Luh Putu, Artini
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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This study followed a research and development (R&D) model that aimed at developing stories as reading materials for the sixth grade students of SD N 7 pedungan with the insertion of character values. This study followed the R&D model proposed by Sugiyono that involves: analysing problem and potency, collecting data, designing product, validating design, revising design, developing product, evaluating product, field testing product, and revising product. The subjects of the study were the sixth grade students of SD N 7 Pedungan. The data were collected through questionaire, interview guide, observation sheet, expert judgment sheet and test. The collected data were analyzed qualitatively and quantitatively. The result of this study shows that: (1) The problems of the English teachers at SD N 7 Pedungan in teaching reading were; (a) the difficulties of finding interesting reading materials that are appropriate with the competencies standards, basic competencies, and the students’ level of mastery; and (b) the absence of reading materials that integrated the character values; (2) the stories that were appropriate to be deveoped as reading materials for the sixth grade students of SD N 7 Pedungan were the stories with chronological plot, themes cover the sixteen character values, main character should be a child, and setting should be at school, in the characters’ house or in the village. In addition, the stories should be interesting, appropriate with the competencies standards, basic competencies, and the students’ level of mastery; (3) the development process of the products invloded: developing design, revising design, developing product, and evaluating product; (4) The strengths of the developed stories were: (a) the students love the stories and (b) the stories could increase the students’ reading comprehension, integrate character values, and activate students to express their ideas. While the weakness of the developed stories was the students paid attention more on the picture than the text; and (5) The students give very positive attitude toward the implementation of the developed stories as reading materials. Keywords: R&D, reading material, character values, story
THE EFFECT OF DIFFERENTIATED INSTRUCTION AND ACHIEVEMENT MOTIVATION ON STUDENTS’ WRITING COMPETENCY Gualbertus, Endal; Nyoman, padmadewi; Made, Ratminingsih
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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This experimental study aims at investigating the effect of Differentiated Instruction and achievement motivation on students’ writing competency of tenth grade students of SMAN 2 Denpasar. The design of this research was 2x2 factorial design. Data of students’ writing competency were collected by using an essay type test. Meanwhile, data of students’ achievement motivation level were collected by using questionnaire. The acquired data were analyzed statistically by two way ANOVA and Tukey test. This research discovers: 1) there is a significant difference in writing competency between the students taught with Differentiated Instruction and those taught with conventional method, 2) there is no significant difference in writing competency between the students having low achievement motivation taught with different instruction and those taught with conventional method, 3) there is a significant difference in writing competency between the students having high achievement motivation taught with Differentiated Instruction and those taught with conventional method, and 4) there is a significant interaction effect of teaching method (Differentiated Instruction and conventional method) and achievement motivation level (high and low levels) on students’ writing competency.   Keywords: differentiated instruction, achievement motivation, writing competency
THE EFFECT OF WORDLESS PICTURE BOOKS ON THE ENGLISH WRITING OF THE STUDENTS DIFFERING IN SELF-CONFIDENCE Rozali, Muhamad; Marhaeni, A.A.I.N; Dantes, N.
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Abstrak Penelitian ini bertujuan mengetahui pengaruh buku bergambar tanpa kata terhadap prestasi menulis bahasa Inggris ditinjau dari tingkat percaya diri siswa kelas X SMAN 1 Selong. Penelitian eksperimen ini menggunakan posttest only control group design. Penelitian ini menggunakan teknik random sampling yang berjumlah 88 orang siswa yang terbagi kedalam kelompok eksperimen dan kontrol. Data penelitian dikumpulkan melalui kuesioner dan tes. Data dianalisis menggunakan ANAVA dua jalur. Hasil penelitian mengungkapkan bahwa (1) terdapat perbedaan signifikan prestasi menulis bahasa Inggris siswa yang mengikuti pembelajaran buku bergambar tanpa kata dan siswa yang mengikuti pembelajaran konvensional (FA=34,614, p<0,05), (2) terdapat interaksi signifikan antara pembelajaran (buku bergambar tanpa kata dan pembelajaran konvensional) dengan tingkat percaya diri terhadap prestasi menulis siswa (FAB =31,140, p<0,05), (3) untuk siswa yang memiliki percaya diri tinggi, terdapat perbedaan signifikan prestasi menulis siswa yang mengikuti pembelajaran menggunakan buku bergambar tanpa kata dan siswa yang mengikuti pembelajaran menggunakan pembelajaran konvensional (Qhitung = 11,46, p<0,05), (4) untuk siswa yang memiliki percaya diri rendah, tidak terdapat perbedaan signifikan prestasi menulis siswa yang mengikuti pembelajaran menggunakan buku bergambar tanpa kata dan siswa yang mengikuti pembelajaran menggunakan pembelajaran konvensional (Qhitung = 0,303, p > 0,05).   Kata kunci: Buku bergambar tanpa kata, Percaya Diri, Kemampuan Menulis Bahasa Inggris Abstract This study aimed at knowing the effect of wordless picture books on the English writing of the students differing in self-confidence at the tenth grade of SMAN 1 Selong. This study was an experimental research with post-test only control group design. The study used random sampling technique which involved 88 students who were divided into experimental and control groups. Data were collected using questionnaire and test. The data were analyzed using two-way ANOVA. The results of the study revealed that (1) there is a significant difference on the English writing of the students between the students taught by using wordless picture book and conventional learning (FA=34.614, p<0.05), (2) there is a significant interaction between teaching by using wordless picture book and conventional with students’ self-confidence level on the English writing of the students (FAB =31.140, p<0.05), (3) for the students with high self-confidence, there is a significant difference on the English writing of the students taught by using wordless picture book and conventional learning (Qobs = 11.46, p<0.05), (4) for the students with low self-confidence, there is no significant difference on the English writing of the students taught by using wordless picture book and conventional learning (Qobs = 0.303, p > 0.05).   Keywords : wordless picture books, self-confidence, English writing achievement
THE BELIEFS AND EFL PEDAGOGICAL PRACTICES OF MADRASAH TSANAWIYAH TEACHERS IN SAKRA BARAT EAST LOMBOK WEST NUSA TENGGARA ., Sudarman; SEKEN, KETUT; Artini, L. P.
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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  Abstract   This qualitative study focused on analyzing the teacher’s beliefs and pedagogical practices in EFL employed by the teachers at Madrasah Tsanawiyah at Sakra Barat. The subjects of this research were all of the English teachers of Madrasah Tsanawiyah in Sakra Barat. The data were collected through questionaire, interview, observation and document study. The data were analyzed by using Miles and Huberman (1984), interactive model. It was found that teachers of Madrasah Tsanawiyah at Sakra Barat, in teaching learning process had certain kinds of beliefs with regard to the teaching and learning process, namely, (1) Teaching grammar is important in EFL, (2) Drilling is effective (3) Language as medium of instruction, (4) Cooperative learning, (5) contextual materials in teaching, (6) communicative activities. Teachers’ beliefs influence their pedagogical practices in teaching and learning process in the classroom reflected their beliefs.   Keywords: Beliefs, EFL, and Pedagogical Practices.
THE EFFECT OF COOPERATIVE LEARNING MODEL UPON READING COMPREHENSION OF ELEVEN GRADE STUDENTS OF SMA NEGERI 1 SELONG DIFFERING IN READING INTEREST ., Pahrurrozi; Marhaeni, A.A.I.N; Dantes, N.
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Abstract This study aimed at finding out the effect of cooperative learning model upon   reading comprehension of eleven grade students of sma negeri 1 selong differing in reading interest. This study was experimental research used post-test only control group design. This study used random sampling technique involved 84 students who were divided into experimental and control group. Data were collected using questionnaire and test. The data were analyzed two- ways ANOVA and Tukey Test. The result of this research was (1) there was a significant difference between the achievement  of the students  who were taught by cooperative learning model and those who were taught  by using conventional learning model (FA=41,061, p<0,05). (2) There was an interaction between teaching using cooperative learning and conventional model with students’ reading interest upon reading comprehension (FAB=0.946 p<0,05). (3)  for the students with high reading interest, there was a significant difference on the reading comprehension between by using cooperative learning model and conventional learning model (Qhitung=4,119, p<0,05). (4) for the students with low reading interest, there was a significant difference on the reading comprehension between by using cooperative learning model and conventional learning model (Qhitung=2,174, p<0,05).   Keywords : cooperative learning model, reading comprehension, reading interest
THE EFFECT OF EXTENSIVE READING AND LEARNING STYLE ON ACADEMIC WRITING COMPETENCY OF SEMESTER FIVE STUDENTS OF STKIP HAMZANWADI SELONG ., Umar; SEKEN, KETUT; Artini, L. P.
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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The present study aimed at investigating the effect of extensive reading and learning style on students’ academic writing competency. This study used population sample, in the sense that all students in the population (60 students) were taken as sample. The experimental group and the control one were determined through a random sampling. The experimental study employed a 2 x 2 factorial post test only control group design. The instruments used to collect the data were an academic writing test and learning style questionnaires. The data were analyzed by using Two-Way ANOVA Statistic and Tukey Test. The study showed that there was no significant difference in academic writing competency between students who are assigned to do extensive reading and those who are not. However, extensive reading and learning style were found to be interactively influence students academic writing competency, revealing that there was a significant difference between the writing competency of independent students taught using extensive reading and those who are not. The implication is that the students with independent learning style effectively improve their writing competency through extensive reading activity.   Keywords: extensive reading, learning styles, and academic writing competency.
THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING AND SELF-ESTEEM ON THE READING COMPREHENSION OF THE EIGHT GRADE STUDENTS’ OF SMPN 3 SUMBAWA Wardiani, Hajaratul; SEKEN, KETUT; Artini, L. P.
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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  Abstract   This research was aimed at finding the effect of contextual teaching and learning upon students’ reading comprehension. Conducted at SMP 3 Sumbawa, it was experimental research with posttest only control group design of a factorial 2x2 type. The research variables were CTL as an independent variable, students’ reading comprehension as a dependent variable, and self-esteem as a moderator variable. Research instruments used to collect data were a reading comprehension test and a questionnaire on self-esteem. The population of the research was all students at the second grade. The research sample consisted of two classes each having 40 students. The research result shows that: 1) Contextual Teaching and Learning Method is more effective than conventional method in teaching reading comprehension (FA = 77.585 and p=0.00 <0.05); 2).  The students having high self-esteem have better reading comprehension than those having low self-esteem (FB = 31.980 and p=0.00<0.05); and 3) there is no interaction between teaching methods and students’ self-esteem in teaching reading comprehension (FA = 1.439 and p=0.234 >0.05).   Keywords: CTL, students’ reading comprehension, self-esteem

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