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AN ANALYSIS OF GRAMMATICAL ERRORS IN WRITING COMMITTED BY THE STUDENTS OF XI IPB ., Ni Wayan Partini; ., Drs. Asril Marjohan,MA; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris Vol 1, No 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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Abstract

Penelitian ini bertujuan untuk menganalisis kesalahan penggunaan tata bahasa di dalam tulisan siswa kelas XI IPB SMA Negeri 1 Susut tahun ajaran 2013/2014. Penelitian ini juga bertujuan untuk menganalisis dan mendeskripsikan penyebab dari kesalahan yang dilakukan oleh siswa. Subyek penelitian ini adalah 55 siswa yang terdiri dari 28 orang siswa kelas XI IPB1 dan 27 orang siswa kelas XI IPB3. Data dikumpulkan melalui pengumpulan teks narasi dan spoof yang ditulis oleh siswa, penyebaran kuesioner, dan wawancara. Hasil dari analisis data menunjukkan bahwa siswa masih melakukan kesalahan terkait dengan penggunaan kata kerja, kata ganti, preposisi dan artikel. Kesalahan yang paling banyak dilakukan siswa yaitu kesalahan dalam penggunaan kata kerja, ditandai dengan ditemukannya 477 (62.27%) buah kesalahan di dalam teks narasi, dan 404 buah di dalam teks spoof (65.21%). Frekuensi kesalahan dalam penggunaan preposisi cenderung paling sedikit dilakukan karena hanya ditemukan 78 (10.18%) di dalam teks narasi, dan 40 buah ditemukan di dalam teks spoof. Sedangkan kesalahan dalam penggunaan kata ganti dan artikel hamper sama besarnya di dalam kedua teks, dimana masing-masing dari dua jenis kesalahan tersebut mencapai 13-15% dari keseluruhan jumlah kesalahan di masing-masing teks. Sementara itu, kesalahan-kesalahan tersebut disebabkan oleh beberapa faktor yakni interlingual transfer (pengaruh bahasa pertama), dan intralingual transfer (overgeneralisasi, kesalahan dalam memahami konsep, kelalaian dalam penggunaan batasan aturan tata bahasa, dan penggunaan tata bahasa yang tidak lengkap). Jadi dapat disimpulkan bahwa siswa kelas XI IPB SMA Negeri 1 Susut paling banyak melakukan kesalahan pengguanaan kata kerja, sedangkan kesalahan penggunaan preposisi paling sedikit dilakukan siswa. Selain itu, sebagian besar kesalahan tersebut disebabkan oleh pengaruh bahasa pertama siswa. Kata Kunci : kesalahan penggunaan tata bahasa, transfer This study was aimed at analyzing grammatical errors in writing committed by the students of XI IPB in SMA Negeri 1 Susut in academic year 2013/2014. This study also analyzed and described the causes of the errors committed by the students. The subject involved in this study was 55 students, in which twenty eight students were from XI IPB1 and the rest were from XI IPB3. The data were collected through collecting the students‘ narrative and spoof writings, distributing questionnaires, and conducting interview. The result of analysis revealed that the students commit errors in terms of verb form, pronoun, preposition, and article. The most committed errors are around the use of verb form, in which there are 477 (62.27%) in narrative texts, and 403(65.21%) in spoof texts. The frequency of preposition errors is at the least. This kind of errors are found as many as 78 (10.18%) in narrative texts, and 40 (5.83%) in spoof texts. Meanwhile, errors around the use of pronoun and article are both equally committed by the students, in which each error reaches 13-15% of the total errors in both texts. Those errors were caused by the intralingual transfer and interlingual transfer (overgeneralization, false concept of hypothesized, ignorance of rules restriction, and the incomplete application of rules). Therefore, it can be concluded that the students of XI IPB SMA Negeri 1 Susut still commit errors around the use of verb form, pronoun, preposition, and article, in which the most committed errors were verb form error.keyword : grammatical error, interlingual transfer, intralingual transfer
A STUDY OF GRAMMATICAL ERRORS MADE BY THE TWELFTH GRADE STUDENTS OF SMK PARIWISATA TRIATMA JAYA SINGARAJA IN WRITING A BUSINESSES LETTER IN THE ACADEMIC YEAR 2013/2014 ., Luh Gede Arik Widyastuti; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3271

Abstract

Penelitian ini bertujuan untuk menganalisis kesalahan tata bahasa (grammar) yang dibuat oleh siswa kelas XII di SMK Pariwisata Triatma Jaya Singaraja pada saat menulis surat bisnis tahun ajaran 2013 / 2014. Pada penelitian ini kesalahan tata bahasa mengacu kepada penyimpangan atau kegagalan dalam menggunakan aturan bahasa Inggris pada saat menulis surat bisnis yang dibuat oleh siswa kelas XII di SMK Pariwisata Triatma Jaya Singaraja. Data ini diperoleh dengan mengumpulkan surat bisnis yang dibuat oleh siswa. Penelitian ini menekankan pada analisa jenis kesalahan tata bahasa yang dibuat oleh siswa dan penyebab terjadinya kesalahan dalam menggunakan tata bahasa. Penelitian ini menunjukan bahwa siswa membuat enam jenis kesalahan menggunakan tata bahasa, yaitu: kesalahan menggunakan verb, kesalahan menggunakan noun, kesalahan menggunakan conjunction, kesalahan menggunakan article, kesalahan menggunakan pronoun, dan kesalahan menggunakan preposition. Disamping itu, penelitian ini juga menunjukan bahwa kesalahan tata bahasa siswa disebabkan oleh transfer interlingual, transfer intralingual, konteks pembelajaran, dan strategi komunikasi. Kata Kunci : kesalahan- kesalahan, kesalahan tata bahasa, surat bisnis. This study aims at analyzing the grammatical errors committed by the twelfth grade students of SMK Pariwisata Triatma Jaya Singaraja in writing business letter in the Academic Year 2013/ 2014. In this study, grammatical errors referred to noticeable deviations or failures in using language system of English in writing business letter made by the twelfth grade students of SMK Pariwisata Triatma Jaya Singaraja. The data were obtained by collecting students’ business letter writing. This study emphasized on analyzing on types of grammatical errors committed by the students and the causes of the errors. The study revealed that there were six types of grammatical errors committed by the students namely verb errors, noun errors, conjunction errors, article errors, pronoun errors, and preposition errors. Besides, it was also found that the errors made by the students were caused by interlingual transfer, intralingual transfer, context of learning, and communication strategies.keyword : business letter, errors, grammatical errors
A COMPARATIVE EFFECT OF COMMUNICATIVE APPROACH WITH AND WITHOUT PICTURE SERIES ON THE EIGHTH GRADE STUDENTS’ WRITING COMPETENCY AT SMP NEGERI 5 AMLAPURA ., Pande Made Sugiri Adi Nandha; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3280

Abstract

Penelitian ini adalah penilitian eksperimental yang berfokus pada tiga permasalahan utama yang bertujuan untuk menguji dampak dari communicative approach with picture series pada kempetensi menulis siswa dan pada tipe teks. Subjek dari penelitian ini adalah siswa kelas delapan di SMPN 5 Amlapura. Communicative approach with and without picture series adalah variabel bebas, sedangkan kemampuan menulis siswa merupakan variabel terikat pada penelitian ini. Desain penelitian ini adalah posttest only control group design. Jumlah populasi sebanyak 9 kelas dengan total siswa 263 siswa. Cluster random sampling dilakukan dalam memilih dua kelas sebagai sampel. Satu kelas sebagai kelompok eksperimental dan satu kelas yang lainnya sebagai kelompok kontrol. Posttest dilaksanakn di akhir treatment dan hasil dari posttest dianalisis secara deskriptif dan inferensial. One-way ANOVA digunakan untuk mengetahui perbedaan kompetensi menulis diantara dua kelompok. Hasil dari penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan diantara dua kelompok dalam kompetensi menulis siswa. Dapat disimpulkan bahwa communicative approach with picture series menunjukkan dampak positif dalam kompetensi menulis siswa.Kata Kunci : Communicative approach, picture series, kompetensi menulis This study was and experimental study which focused on the three major problems that were aimed to test the effect of communicative approach with picture series on the students writing competency and on the text types, descriptive and narrative text. The subject of this study was the eighth grade students of SMPN 5 Amlapura. The independent variable was communicative approach with and without picture series and the dependent variable was writing competency. The research design of this study was posttest only control group design. The number of population was 9 classes with total number of the students were 263 students. Cluster random sampling was done in choosing the two classes as samples. One class was experimental group and the other one was control group. Posttest was administered at the end of the treatment and analyzed descriptively and inferentially. One-way ANOVA was used to know the differences between groups in writing competency. The result showed that there was significant differences between the two teaching techniques on students’ writing competency. In conclusion, communicative approach with picture series showed positive effect on writing competency.keyword : communicative approach, picture series, writing competency
THE EFFECT OF THE TRANSITION-ACTION- DETAILS AND ACTION-FEELINGS-SETTING STRATEGIES ON STUDENTS’ WRITING COMPETENCY AT TENTH GRADE STUDENTS OF SMA N 1 SAWAN ., Ni Kadek Widiantari; ., Drs. Asril Marjohan,MA; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3360

Abstract

Penelitian ini bertujuan untuk menyelidiki pengaruh dari strategi pembelajaran Transition-Action-Details (TAD) dan Action-Feelings-Setting (AFS) terhadap kompetensi menulis siswa. Lima puluh dua orang siswa kelas X dari SMA Negeri 1 Sawan dipilih sebagai sampel melalui Cluster Random Sampling. Randomized Pretest- Posttest Control Group Design diterapkan dalam penelitian ini. Prates diterapkan sebelum perlakuan setelah perlakuan, pascates diberikan untuk mengetahui pengaruh dari perlakuan. Dikarenakan desain penelitian adalah Randomized Pretest- Posttest Control Group, nilai prates dan pascates diubah ke dalam gain skor ternormalisasi. Kemudian gain skor ternormalisasi dianalisis menggunakan uji-t. Dari data yang dianalisis secara deskriptif dan inferensial diperoleh rata-rata nilai gain skor ternormalisasi dari kelompok eksperimen X (TAD) sebesar 0,55 dan kelompok eksperimen Y (AFS) sebesar 0,4. Hasil dari uji-t juga menunjukkan nilai tobs adalah 7,081 sedangkan nilai dari tcv adalah 2,06. Penelitian ini menemukan bahwa ada perbedaan nilai yang signifikan antara para siswa yang diajarkan dengan strategi pembelajaran TAD dan siswa yang diajarkan dengan strategi pembelajaran AFS dalam kemampuan menulis. Siswa yang diajarkan dengan strategi TAD memperoleh kemampuan menulis yang lebih baik daripada siswa yang diajarkan menggunakan strategi AFS.Kata Kunci : Action-Feelings-Setting (AFS, Kompetensi Menulis, Transition-Action-Details (TAD) This study aimed at investigating the effect of the Transition-Action-Details (TAD) and Action-Feelings-Setting (AFS) Strategies on students’ writing competency. 52 students at tenth grade of SMA N 1 Sawan were chosen as the sample through Cluster Random Sampling. The Randomized Pretest-Posttest Control Group Design was implemented in this study. Pretest was administrated before the treatment then after the treatment, posttest was administrated to find out the impact of the treatment. Because the research design was The Randomized Pretest-Posttest Control Group Design, the pretest and posttest scores were transformed into normalized gain score. The normalized gain score were then analyzed by using t-Test. From the data that were analyzed descriptively and inferentially, it was obtained that the mean normalized gain score of Exp. Group X (TAD) is 0.55 and Exp. Group Y (AFS) is 0.4 while, the result of t-Test showed that the value of tobs is 7.081 and tcv is 2.06. This study discovered that there is significant difference between the students taught by using TAD and those taught by using AFS strategies on students’ writing competency, the students taught by using TAD have better writing competency than those taught by using AFS.keyword : Action-Feelings-Setting (AFS, Transition-Action-Details (TAD), Writing Competency
THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING COMBINED WITH VOCABULARY LEARNING STRATEGY IN LISTENING ON THE TENTH GRADE AT SMA LABORATORIUM UNDIKSHA ., Ni Luh Rani Anggraningsih; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.3447

Abstract

Tujuan penelitian ini adalah mengurangi jumlah siswa yang memiliki masalah pada kompetensi mendengarkan di kelas X.3 SMA Laboratorium Undiksha dengan menggunakan kombinasi Contextual Teaching and Learning (CTL) dan Vocabulary Learning Strategy (VLS). Dengan kata lain, penelitian ini ingin meningkatkan kompetensi mendengarkan siswa berdasarkan indikator penilaian yang ditetapkan oleh sekolah. Subjek dari penelitioan ini terdiri dari 25 siswa, 10 orang perempuan dan 15 orang laki-laki. Penelitian ini merupakan penelitian tindakan kelas yang melaksanakan dua siklus. Ada empat fase yang dilakukan dalam penelitian tindakan kelas ini yaitu planning, action, observation, dan reflection. Data yang didapatkan didapatkan dalam penelitian ini dianalisis secara deskriptif. Hasil penelitian ini menunjukan bahwa jumlah siswa secara umum yang memiliki masalah pada kompetensi mendengarkan secara konsisten menurun. Sedangkan jumlah siswa yang memiliki masalah pada kompetensi mendengarkan berdasarkan jenis teks yang terdiri dari narrative, descriptive, dan news item menurun secara bervariasi dan siswa dapat meningkatkan kemampuan mereka berdasarkan indikator mendengarkan yang ditetapkan. Kesimpulan penilitian ini adalah kombinasi antara CTL dan VLS mampu meningkatkan kompetensi mendengarkan siswa dalam teks narrative, descriptive, dan news item. Kombinasi CTL dan VLS juga membuat siswa mampu mengidentifikasi ide pokok, informasi khusus, acuan kata, dan ati kata/frase/kalimat. Kata Kunci : kompetensi mendengarkan, CTL, VLS The objective of this research was decrease the number of students having problem in listening competency in X.3 class of SMA Laboratorium Undiksha by using the combination of Contextual Teaching and Learning (CTL) and Vocabulary Learning Strategy (VLS). In other words, it improved students’ listening competency based on performance indicator determined by the school. The subject consisted of 25 students with 10 females and 15 males. This research was designed in the form of classroom action-based research which conducted two cycles. There were 4 phases included, namely planning, action, observation, and reflection. The data obtained was analyzed descriptively. The result of research showed that the number of students having listening problem in general decreased consistently, number of students having problem based text types consisted of narrative, descriptive and news item was varied, and students were able to achieve listening’s indicators. It could be conclude that CTL combined with VLS could improve students’ listening competency in narrative, descriptive, and news items especially in identifying main idea, specific information, textual reference and word/phrase/sentence meaning in X.3 class of SMA Laboratorium Undiksha. keyword : Listening Competency, CTL, VLS
THE IMPLEMENTATION OF PARENTAL INVOLVEMENT IN SUPPORTING THE STUDENTS' ENGLISH LITERACY ACHIEVEMENT OF THE FOURTH GRADE STUDENTS AT NBBS SINGARAJA ., Ni Putu Ayu Surya Utari Dewi; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5455

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan keterlibatan orangtua dalam mendukung prestasi literasi bahasa Inggris siswa di NBBS Singaraja dan faktor yang mendukung suksesnya penerapan keterlibatan orangtua tersebut. Analisis keterlibatan orangtua dalam penelitian ini didasari oleh enam kerangka keterlibatan orangtua oleh Epstein (2009). Penelitian ini menggunakan model penelitian deskriptif kualitatif dengan subyek penelitian yaitu siswa kelas IV di North Bali Bilingual School (NBBS) Singaraja, sementara obyek penelitian ini adalah keterlibatan orangtua yang diterapkan melalui program-program sekolah untuk mendukung prestasi literasi bahasa Inggris siswa di NBBS Singaraja. Data dikumpulkan dengan metode wawancara dan analisis dokumen. Berdasarkan hasil analisis data ditemukan bahwa: (1) keterlibatan orangtua di NBBS diterapkan melalui beberapa strategi yaitu melalui perseorangan (konseling dan parent’s conference) dan pertemuan (English Day Camp). Beberapa usaha juga dilakukan sekolah untuk melibatkan orangtua dalam mendukung literasi siswa yaitu dengan adanya Book Week, Memo Book, Class News, Reading Log Book dan Studi Lapangan. (2) faktor yang mempengaruhi suksesnya penerapan keterlibatan orangtua dalam mendukung prestasi literasi bahasa Inggris siswa di NBBS Singaraja adalah konsistensi orangtua dalam mengikuti sistem/aturan sekolah sehingga terbentuk suatu kebiasaan bagi siswa. Kata Kunci : Keterlibatan Orangtua, Literasi Bahasa Inggris, Prestasi Literasi Bahasa Inggris Siswa. This study aimed at analyzing the implementation of parental involvement in supporting the students’ English literacy achievement of the fourth grade students at NBBS Singaraja and factors that support the success of the implementation of parental involvement in supporting the students’ English literacy achievement at NBBS Singaraja. Parental involvement activities in this study was analyzed based on Epstein’s six types of parental involvement framework (2009). This study used a descriptive qualitative research design by involving the fourth grade students at NBBS Singaraja. The object of this study was parental involvement which is practiced through the school’s programs. The data were collected by conducting an interview and document analysis. Based on the result of the data analysis, it was found that (1) parental involvement in NBBS is practiced through many strategies like in person (counseling and parents’ conference) and in gathering (English Day Camp). Some efforts were also done to get parents involved in their children’s literacy activities through the existence of Book Week event, Memo book, Memo Book, Class News, Reading Log Book, and Field Study. (2) Factor that supports the success of the implementation of parental involvement in supporting the students’ English literacy achievement at NBBS Singaraja was the parents’ consistency in following the school’s system, so that the students’ habit can be built. keyword : Parental Involvement, English Literacy, Students’ English Literacy Achievement.
IMPROVING STUDENTS’ ABILITY IN WRITING DESCRIPTIVE PARAGRAPH THROUGH DRAW LABEL CAPTION TECHNIQUE FOR CLASS XB OF SMA SARASWATI SINGARAJA IN THE ACADEMIC YEAR 2014/2015 ., I Gusti Ngurah Wahyu Danuarta Yoga; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5695

Abstract

ABSTRAK Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam menulis paragraf deskriptif melalui penggunaan "Draw Label Caption Teknik". Subjek penelitian ini adalah siswa kelas XB SMA Saraswati Singaraja. Ada 20 siswa sama sekali, yang terdiri dari 10 laki-laki dan 10 perempuan. Penelitian ini dirancang dalam bentuk kelas berbasis penelitian tindakan dengan dua siklus. Setiap siklus memiliki tiga sesi dan setiap sesi yang terlibat perencanaan, tindakan, observasi, dan refleksi. Hasil penelitian menunjukkan bahwa melalui penerapan Draw Label Caption Teknik, kompetensi siswa dalam menulis paragraf deskriptif ditingkatkan. Perbaikan bisa dilihat dari data kualitatif dan kuantitatif ditemukan dalam penelitian ini. Data kuantitatif dapat dilihat dari nilai rata-rata siswa yang meningkat dari 57,75 (pre-test) untuk 67,5 (post-test 1 di siklus 1). Keberhasilan pelaksanaan undian Label Caption Teknik diperoleh ketika melakukan siklus kedua, di mana nilai rata-rata siswa meningkat dari 67,5 (post-test 1) ke 78 (post-test 2). Data kuantitatif didukung oleh analisis data kualitatif menunjukkan bahwa siswa lebih tertarik dan antusias dalam menulis setelah penerapan Teknik Menggambar Label Caption. Kata Kunci: Deskritif Paragraf, Draw Label caption Teknik ABSTRACT This study aimed at improving students’ ability in writing descriptive paragraph through the use of “Draw Label Caption Technique”. The subjects were the students of class XB of SMA Saraswati Singaraja. There were 20 students altogether, comprising of 10 males and 10 females. This study was designed in the form of classroom based action research with two cycles. Each cycle had three sessions and each session involved planning, action, observation, and reflection. The result of the study showed that through the implementation of Draw Label Caption Technique, the competency of the students in writing descriptive paragraph improved. The improvement could be seen from the qualitative and quantitative data found in this study. The quantitative data could be seen from the students’ mean score which improved from 57.75 (pre-test) to 67.5 (post-test 1 in cycle 1). The success of the implementation of Draw Label Caption Technique was gained when conducting the second cycle, in which the students’ mean score improved from 67.5 (post-test 1) to 78 (post-test 2). The quantitative data were supported by qualitative data analysis showed that the students were more interested and enthusiastic in writing after the application of Draw Label Caption Technique. Key word: Descriptive Paragraph, Draw Label Caption Technique. keyword : Descriptive Paragraph, Draw Label Caption Technique
THE EFFECT OF MAKE A MATCH TECHNIQUE WITH FLASHCARD ON SPEAKING ACHIEVEMENT OF GRADE EIGHT STUDENTS OF SMP NEGERI 2 SERIRIT IN ACADEMIC YEAR OF 2015/2016 ., Ida Bagus Putu Eka Prayoga; ., Ni Wayan Surya Mahayanti, S.Pd, M.Pd; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris Vol 1, No 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk menyelidiki apakah ada atau tidak ada perbedaan yang signifikan dalam prestasi dalam berbicara antara siswa yang diajarkan dengan menggunakan tehnik make a match dengan flashcard dan mereka yang diajarkan dengan menggunakan tehnik menghafal dialog. Desain penelitian yang digunakan adalah Post-test Only Control Group Design. Populasi dalam penelitian ini adalah siswa kelas delapan SMP Negeri 2 Seririt. Kelas VIIIF digunakan sebagai kelas ekperimen dimana menggunakan tehnik make a match dengan flashcard dan kelas VIIID digunakan sebagai kelas kontrol dimana menggunakan tehnik memorization dialogue. Hasil dari analisa data menunjukan siswa di grup ekperimen medapatkan hasil yang lebih baik daripda siswa grup control. Hasil analisis data menunjukkan bahwa siswa di kelompok eksperimen mencapai hasil yang lebih baik daripada siswa di kelompok kontrol. Hal ini dibuktikan oleh hasil statistik deskriptif yang menunjukkan mean skor kelompok eksperimen adalah 74,46 sedangkan nilai rata-rata dari kelompok kontrol adalah 74,35. Hasil dari uji test juga menunjukkan bahwa nilai tob lebih rendah dari tcv tersebut. Nilai tob itu 0,092, sedangkan nilai Tcv adalah 1,999. Ini berarti bahwa tidak ada perbedaan yang signifikan terhadap prestasi berbicara antara siswa yang diajarkan dengan menggunakan tehnik make a match dengan flashcard dan mereka yang diajarkan dengan menggunakan tehnik menghafal dialogKata Kunci : Tehnik make a match dengan flashcard, Tehnik menghafal dialog, Prestasi dalam berbicara. This study aimed at investigating whether or not there was significant difference in speaking achievement between students taught by using makes a match technique with flashcard and those taught by using memorization dialogue technique. The research design used was Post-test Only Control Group Design. The population was eighth grade students of SMP Negeri 2 Seririt. Cluster Random Sampling was assigned to select the sample of the study. Class VIII F was assigned as the experimental group which was taught by using “make a match technique with flashcard” and class VIII D as the control group which was taught by using “memorization dialogue technique”. The result of the data analysis showed that students in experimental group achieved better result than students in control group. It was proven by the result of descriptive statistics that showed the mean score the experimental group was 74.46 while the mean score of control group was 74.35. The result of the t-test also showed that the value of the tob was lower than the tcv. The value of the tob was 0.092, while the value of the tcv was 1.999. It means that there is no significant difference on speaking achievement between students who were taught using memorization dialogue technique with students who were taught using memorization dialogue technique.keyword : Make a match technique with flashcard, Memorization dialogue technique, Speaking achievement.
COMMUNICATION STRATEGIES USED BY TEACHER IN ENGLISH AS FOREIGN LANGUAGE TEACHING AND LEARNING IN NORTH BALI BILINGUAL SCHOOL ., I Putu Agus Juli Sastrawan; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5284

Abstract

Penelitian ini bertujuan untuk mengetahui jenis-jenis strategi komunikasi yang digunakan oleh guru di kelas II Yayasan Dwi Bahasa Bali Utara dalam berkomunikasi dengan siswa, jenis strategi komunikasi yang paling sering digunakan oleh guru dan alasan guru dalam menerapkan strategi komunikasi untuk berkomunikasi dengan siswa. Subyek penelitian ini adalah guru bahasa Inggris di kelas II di Yayasan Dwi Bahasa Bali Utara. Penelitian ini menggunakan desain kualitatif. Metode pengumpulan data adalah observasi dan wawancara. Temuan menunjukkan bahwa guru menggunakan enam jenis strategi komunikasi, yaitu: approximation (10%), circumlocution (5%), clarification request (10%), comprehension check (20%), use of fillers/hesitation devices (25%) and paralanguage (30%). Paralanguage adalah strategi komunikasi yang paling sering digunakan. Dua alasan utama mengapa guru menerapkan strategi komunikasi, yaitu: strategi komunikasi membantu siswa memahami sesuatu dengan cara yang berbeda dan membantu siswa dalam memahami apa yang dikatakan.Kata Kunci : strategi komunikasi, guru, dwi bahasa This study aimed at finding out the types of communication strategies used by teacher in grade II of North Bali Bilingual School in communicating with students, the type of communication strategies used most frequently by teacher and teacher’s reasons in applying communication strategies to communicate with the students. The subject of this study was an English teacher on grade II in North Bali Bilingual School. The present study employed qualitative design. The methods of data collection were observation and interview. The findings showed that the teacher used six types of communication strategy, namely: approximation (10%), circumlocution (5%), clarification request (10%), comprehension check (20%), use of fillers/hesitation devices (25%) and paralanguage (30%). Paralanguage was the communication strategy which was used most frequently. Two main reasons why the teacher applied communication strategies were found, those are: communication strategies helped the students understand something in different way and helped the students in understanding what is being said. keyword : communication strategies, teacher, bilingual
Language Use: A Study of Commissive Acts by the Eleventh Grade Students of SMA Negeri 1 Kubutambahan ., Kadek Vani Septiani; ., Prof. Dr. Dewa Komang Tantra,Dip.,App.; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5368

Abstract

Kata Kunci : Commissive acts, grammatical error, diction error, sources of error This study aimed: 1) to identify the patterns of commisive acts, 2) to identify the speech styles used in terms of formal and informal in expressing commisisve acts, 3) to identify types of error based on grammar and diction and, 4) to analyze the sources of error as committed by the eleventh grade students in a language program class at SMA Negeri 1 Kubutambahan. This study was a qualitative research. The subjects of this study were the eleventh grade students in a language program of SMA Negeri 1 Kubutambahan. The instruments were data elicitation, field note, interview guide, and recorder. The methods of data analysis were data transcription, analysis and category. The results of this study showed that the students produced various categories of speech act nsmely to promise, to refuse, to swear, to threaten, to offer, to accept, to thank, to request, to give opinion, to congratulate. The commissive acts produced by the students were to promise with total percentage 73%, to refuse with total percentage 14%, to swear with total percentage 12% and to threaten with total percentage 1,4%. The speech styles used in terms of formality by the students were 62,3% of formal language and 38,3% of informal language. The errors committed by the students were 80.8% of the grammatical errors and 19,1% of the diction errors. There were two types of sources of errors committed by the students namely interlingual with the total percentage 19,7% and intralingual or developmental factors with the total percentage 80,2%. keyword : Commissive acts, grammatical error, diction error, sources of error
Co-Authors ., Agung Indra Sembiring ., Agus Dimas Darmawan ., I DEWA AYU VIRMA T ., I G A. Bella Mastika Dewi Mandala ., I Gede Alit Ardimayasa ., I Gede Widiarsa ., I Gede Yoga Pramana ., I Gusti Agung Ayu Agustini ., I Gusti Ngurah Putra Aryana ., I Gusti Putra Jnana Yoga ., I Gusti Putu Hendranatha Wijaya ., I Kadek Yogi Sancaya ., I Komang Piska Sandya Nata ., I PT AGUS KUSUMA W ., I Putu Adhi Wirayasa ., I Putu Duara ., I Putu Era Agustrawan ., I Putu Gede Hendra Raharja ., I Putu Ngurah Wirabawa Jelantik ., Ida Ayu Md Friska Setiawati ., Kadek Alit Putri Adriani ., Kadek Yoga Pramartha ., Ketut Hari Rameswara ., Komang Widia Helena Arisandi ., LUH DEVI FEBRIANTI ., Luh Komang Sani Cahyani ., Made Yuliarta Sari ., Ni Komang Ayu Tri Purwanti ., Ni Luh Putu Mahachintya Supraptyanti ., Ni Wayan Putri Anggitawati ., Ni Wayan Widya Agustini ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Agus Septiyana ., Putu Nita Handayani Agung Indra Sembiring . Agung Krsna Lila Dasa Agus Dimas Darmawan . Amarwati, Luh Rika Anak Agung Istri Ngr. Marhaeni Ananda Rival Prakoso Ananda Rival Prakoso Aprilia Purnama Sari Batan, Gede Cahya Kusuma Negara Dasa, Agung Krsna Lila Desak Ketut Indriyani Dewa Ayu Eka Agustina Dewa Ayu Eka Agustini Dewa Komang Tantra Dewi, Ni Kadek Ayu Puspita Dra. Luh Putu Artini, MA., Ph.D. . Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . Eka Agustina, Dewa Ayu Eka Anastasia Wijaya G.A.P. Suprianti Gede Batan I DEWA AYU VIRMA T . I G A Lokita P Utami, S.Pd. . I G A. Bella Mastika Dewi Mandala . I Gede Alit Ardimayasa . I Gede Budasi I Gede Widiarsa . I Gede Yoga Pramana . I Gusti Agung Ayu Agustini . I Gusti Agung Bayu Mahendra I Gusti Ayu Megantari . I Gusti Ayu Megantari ., I Gusti Ayu Megantari I Gusti Ngurah Edy Suwastrawan . I Gusti Ngurah Putra Aryana . I Gusti Ngurah Wahyu Danuarta Yoga . I Gusti Ngurah Wahyu Danuarta Yoga ., I Gusti Ngurah Wahyu Danuarta Yoga I Gusti Putra Jnana Yoga . I Gusti Putu Hendranatha Wijaya . I Kadek Yogi Sancaya . I Komang Piska Sandya Nata . I Komang Tyan Ferdiawan I Made Lanang Wedana I Nyoman Adi Jaya Putra I PT AGUS KUSUMA W . I Putu Adhi Wirayasa . I Putu Agus Juli Sastrawan . I Putu Agus Juli Sastrawan ., I Putu Agus Juli Sastrawan I Putu Dipta Priyatna I Putu Duara . I Putu Era Agustrawan . I Putu Gede Hendra Raharja . I Putu Maharta Widia Wiguna . I Putu Maharta Widia Wiguna ., I Putu Maharta Widia Wiguna I Putu Ngurah Wage Myartawan I Putu Ngurah Wirabawa Jelantik . I.G.A. Lokita Purnamika Utami Ida Ayu Md Friska Setiawati . Ida Ayu Putri Riyana Sari . Ida Ayu Putu Rina Windyani . Ida Ayu Putu Rina Windyani ., Ida Ayu Putu Rina Windyani Ida Bagus Putu Eka Prayoga . Ida Bagus Putu Eka Prayoga ., Ida Bagus Putu Eka Prayoga Kadek Alit Putri Adriani . Kadek Nano . Kadek Nano ., Kadek Nano Kadek Sonia Piscayanti Kadek Vani Septiani Kadek Vani Septiani . Kadek Vani Septiani ., Kadek Vani Septiani Kadek Yoga Pramartha . Ketut Hari Rameswara Ketut Hari Rameswara . Komang Widia Helena Arisandi . Luh Ayu Purnayatri . Luh Ayu Purnayatri ., Luh Ayu Purnayatri LUH DEVI FEBRIANTI . Luh Gd Rahayu Budiarta Luh Gede Arik Widyastuti . Luh Gede Eka Wahyuni Luh Kade Diana Kusumadewi Luh Komang Sani Cahyani . Luh Putu Artini Luh Putu Novi Anggita Widyamarta . Luh Putu Novi Anggita Widyamarta ., Luh Putu Novi Anggita Widyamarta Luh Rika Amarwati M. Eggy Saputra Made Hery Santosa Made Tantri Pratiwi Made Yuliarta Sari . Mahendra, I Gusti Agung Bayu Mas Mirah Dewi Ni Gusti Ayu Kade . Mas Mirah Dewi Ni Gusti Ayu Kade ., Mas Mirah Dewi Ni Gusti Ayu Kade Ni Kadek Ayu Puspita Dewi Ni Kadek Debi Kurniati . Ni Kadek Putri Pratiwi . Ni Kadek Swadnyani Ni Kadek Swadnyani . Ni Kadek Widiantari . Ni Komang Ayu Tri Purwanti . Ni Luh Asriani . Ni Luh Asriani ., Ni Luh Asriani Ni Luh Putu Mahachintya Supraptyanti . Ni Luh Putu Rastiti Era Agustini Ni Luh Putu Sumartini Ni Luh Rani Anggraningsih . Ni Made Ratminingsih Ni Made Sumarningsih Ni Made Yuni Setyawati Ni Nyoman Ari Ratnadi Ni Putu Astiti Pratiwi Ni Putu Ayu Surya Utari Dewi . Ni Putu Ayu Surya Utari Dewi ., Ni Putu Ayu Surya Utari Dewi Ni Wayan Partini . Ni Wayan Putri Anggitawati . Ni Wayan Surya Mahayanti Ni Wayan Widya Agustini . Pande Made Sugiri Adi Nandha . Prakoso, Ananda Rival Pratama, Putu Yoga Sathya Prof. Dr. Anak Agung Istri Ngr. Marha . Prof. Dr. Ni Nyoman Padmadewi, M.A. . Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Putu Agus Septiyana . Putu Kerti Nitiasih Putu Nita Handayani . Putu Seriardana Putu Seriardana Putu Yoga Sathya Pratama Rameswara, Ketut Hari Ridho Ananda Kusumonegoro . S.Pd. I G A Lokita P Utami . Saputra, M. Eggy Septiani, Kadek Vani Seriardana, Putu Setiawan, Wayan Agris Jodi Setyawati, Ni Made Yuni Sri Pithamahayoni . Suarnajaya, Wayan Sumarningsih, Ni Made Sumartini, Ni Luh Putu Swadnyani, Ni Kadek Wayan Agris Jodi Setiawan Wayan Suarnajaya Wedana, I Made Lanang