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I Putu Ngurah Wage M, S.Pd. .
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Journal : Jurnal Pendidikan Bahasa Inggris

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IMPROVING ENGLISH LANGUAGE COMPETENCY BY USING SCIENTIFIC APPROACH FOR THE STUDENTS CLASS VIIIA.4 AT SMP NEGERI 1 SINGARAJA BASED ON CURRICULUM 2013 Ni Km Ari Widyasih .; Drs.Gede Batan,MA .; I Putu Ngurah Wage M, 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.v1i1.3853

Abstract

IMPROVING ENGLISH LANGUAGE COMPETENCY OF THE STUDENTS OF CLASS VIII A.4 AT SMP NEGERI 1 SINGARAJA BY USING SCIENTIFIC APPROACH BASED ON CURRICULUM 2013 Abstract The study was conducted in order : 1.to improve the students English language competency by using a scientific approach at class VIII A.4 SMP Negeri 1 Singaraja; 2.to find out the students’ responses towards the implementation of scientific approach in teaching English language at class VIII.A 4 SMP Negeri 1 Singaraja. It involved 27 students as the subjects. It was conducted in a classroom action research design. Pre-test and pre-classroom observations were carried out before conducting the cyclic process. The classroom action was carried out covering five topics for five sessions. After the action was conducted, in only one cycle, the next cycle is observation consisting of: test, questionnaire, teaching learning process observation was done in particular to check the students’ attitudes and communicative ability. The data collection which belonged to the observation stage was conducted by using test, questionnaire, teaching learning process observation. The data were analyzed descriptively. The results of the study indicated that (1) the implementation of the scientific approach could improve successfully the students’ English language competency from 76.33 to 91.70 (cycle one) exceeded the passing grade. This finding is supported by the improvement of the students’ attitude quality, as well as the students’ positive responses towards the implementation of the scientific approach. Key-words: scientific approach, attitudes, English language competency. Kata Kunci : Key-words: scientific approach, attitudes, English language competency. IMPROVING ENGLISH LANGUAGE COMPETENCY OF THE STUDENTS OF CLASS VIII A.4 AT SMP NEGERI 1 SINGARAJA BY USING SCIENTIFIC APPROACH BASED ON CURRICULUM 2013 Abstract The study was conducted in order : 1.to improve the students English language competency by using a scientific approach at class VIII A.4 SMP Negeri 1 Singaraja; 2.to find out the students’ responses towards the implementation of scientific approach in teaching English language at class VIII.A 4 SMP Negeri 1 Singaraja. It involved 27 students as the subjects. It was conducted in a classroom action research design. Pre-test and pre-classroom observations were carried out before conducting the cyclic process. The classroom action was carried out covering five topics for five sessions. After the action was conducted, in only one cycle, the next cycle is observation consisting of: test, questionnaire, teaching learning process observation was done in particular to check the students’ attitudes and communicative ability. The data collection which belonged to the observation stage was conducted by using test, questionnaire, teaching learning process observation. The data were analyzed descriptively. The results of the study indicated that (1) the implementation of the scientific approach could improve successfully the students’ English language competency from 76.33 to 91.70 (cycle one) exceeded the passing grade. This finding is supported by the improvement of the students’ attitude quality, as well as the students’ positive responses towards the implementation of the scientific approach. keyword : Key-words: scientific approach, attitudes, English language competency.
DEVELOPING CHARACTER-BASED INSTRUCTIONAL DEVICES USED FOR TEACHING ENGLISH FOR SEVENTH GRADER AT JUNIOR HIGH SCHOOL BASED ON CURRICULUM 2013 (THE IMPLEMENTATION OF CURRICULUM 2013) Ni Kadek Ary Nova Wardani .; Drs.Gede Batan,MA .; I Putu Ngurah Wage M, 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.v1i1.3858

Abstract

Penelitian ini merupakan penelitian pengembangan yang berhubungan dengan pendidikan yang bertujuan untuk mengembangkan rencana pelaksanaan pembelajaran yang berlandaskan karakter kepada siswa-siswi kelas VII (tujuh) SMP (sekolah menengah pertama) yang berdasar pada Kurikulum 2013 (implementasi Kurikulum 2013). Adapun langkah-langkah penelitian yang digunakan agar dapat mencapai tujuan dari penelitian ini, langkah 1 (penentuan masalah), langkah 2 (membuat desain), langkah 3 (pengembangan). Selain itu, terdapat pula 5 instrumen yang digunakan dalam penelitian ini, yakni rubrik penilaian, lembar ahli, kuisioner, pedoman wawancara, dan daftar pengawasan. Dalam penelitian ini, data yang diperoleh dianalisis secara descriptive kualitatif. Berdasarkan hasil penelitian, ditemukan bahwa rencana pelaksanaan pembelajaran berlandaskan karakter ini dibagi menjadi dua bagian, yakni semester 1 dan semester 2. Pada bagian semester 1, terdapat 4 buah unit dengan 12 rencana pelaksanaan pembelajaran, sedangkan semester 2 terdiri dari 14 rencana pelaksanaan pembelajaran yang dirangkum dalam 3 unit. Temuan lainnya dari penelitian ini yaitu rencana pelaksanaan pembelajaran yang dikembangkan dikategorikan sebagai “excellent” oleh para ahli. Terdapat pula terdapat tujuh fitur yang ditemukan sebagai rencana pelaksanaan pembelajaran inovatif yang baik dan dapat diaplikasikan sebagai implementasi Kurikulum 2013. Sehingga dapat disimpulkan bahwa rencana pelaksanaan pembelajaran yang dikembangkan dapat memenuhi kriteria sukses penelitian sebagai rencana pelaksanaan pembelajaran yang baik, mudah digunakan, dan inovatif yang berlandaskan karakter kepada siswa-siswi kelas VII (tujuh) SMP (sekolah menengah pertama) yang berdasar pada Kurikulum 2013 (implementasi Kurikulum 2013) sehingga dapat digunakan oleh guru. Kata Kunci : rencana pelaksanaan pembelajaran, berbasis karakter, Kurikulum 2013 This research was an educational research and development that aimed at developing character-based instructional devices used for teaching English for seventh grader at junior high school based on Curriculum 2013 (the implementation of Curriculum 2013). In order to attain the purpose of this study, there were three main stages, namely, stage 1 (problem determination), stage 2 (design), and stage 3 (development) that were used in this study. In addition, the data collection procedure of this research was assisted by five instruments, namely, scoring rubric, experts’ sheet, questionnaire, interview guidance, and observation checklist. Furthermore, the data obtained were analysed descriptive qualitatively. In accordance with the results of this research, it was found that these character-based instructional devices were divided generally into two semesters, which were semester 1 and semester 2. Semester 1 part was consisted with 4 units with 12 instructional devices, while the semester 2 part involved 14 instructional devices that were covered in 3 units. Another finding showed that the instructional devices were classified as “excellent” by the experts. And the last finding, there were seven features found of good and applicable innovative instructional devices as the implementation of Curriculum 2013. In conclusion, this developed instructional devices has answered the criteria of success of good and applicable innovative character-based instructional devices used for teaching English for seventh grader at junior high school based on Curriculum 2013 (the implementation of Curriculum 2013), thus this product can be used by the teacher.keyword : instructional devices, character-based, Curriculum 2013
The Contribution of Picture Media towards the English Language Competency of the Seventh Grade Students of SMP N 1 Singaraja in relation to the Implementation of Curriculum 2013 in 2013/2014 Made Seni Ryana .; Drs.Gede Batan,MA .; I Putu Ngurah Wage M, 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.v1i1.3861

Abstract

The aim of this study were to find out (a) significant difference of English language competency of between the students who learnwith picture mediain a scientific approach and those who learn without picture media; (b) to find out the students’ responses towards the use of picture media in learning English based on the scientific approach. The resultwas an experimental with a post-test control group design. The population of this study consisted of 236 students eight different classes. There were 60 students selected as the sample using cluster random sampling divided into a control group and an experimental group. The data of the study were collected by using test, questionnaires, and observation check list. The analysis of the quantitative data was carried out by using descriptive and inferential statistics, while the analysis of the qualitative data were made descriptively. The results indicated that: (a) there was a significant different of English language competency between the students who were taught with picture media. This meant that picture media used based on the scientific approach contributed significantly the English language competency of the students at the seventh grade of SMP Negeri 1 Singaraja. (b) The students’ development of scientific attitude based on the results it was recommended for the teacher to implement the scientific approach supported by picture media,. Kata Kunci : picture, English Language, Scientific Approach The aim of this study were to find out (a) significant difference of English language competency of between the students who learnwith picture mediain a scientific approach and those who learn without picture media; (b) to find out the students’ responses towards the use of picture media in learning English based on the scientific approach. The resultwas an experimental with a post-test control group design. The population of this study consisted of 236 students eight different classes. There were 60 students selected as the sample using cluster random sampling divided into a control group and an experimental group. The data of the study were collected by using test, questionnaires, and observation check list. The analysis of the quantitative data was carried out by using descriptive and inferential statistics, while the analysis of the qualitative data were made descriptively. The results indicated that: (a) there was a significant different of English language competency between the students who were taught with picture media. This meant that picture media used based on the scientific approach contributed significantly the English language competency of the students at the seventh grade of SMP Negeri 1 Singaraja. (b) The students’ development of scientific attitude based on the results it was recommended for the teacher to implement the scientific approach supported by picture media,. keyword : picture, English Language, Scientific Approach
WRITTEN CORRECTIVE FEEDBACKS USED BY ENGLISH TEACHERS OF THE STATE SENIOR HIGH SCHOOLS IN EFL WRITING CLASSES: A STUDY ON TEACHERS AND STUDENTS’ PERCEPTIONS ON THE MOST EFFECTIVE FEEDBACKS I Komang Sesara Rakayana .; Drs. I Wayan Suarnajaya,MA., Ph.D. .; I Putu Ngurah Wage M, 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.v1i1.3950

Abstract

Penelitian ini bertujuan untuk (1) mengidentifikasi jenis umpan balik korektif tertulis digunakan oleh guru-guru di tiga SMA Negeri di Singaraja di kelas menulis, (2) mencari tahu apa yang guru pikir sebagai umpan balik yang paling efektif di antara jenis umpan balik korektif tertulis, dan (3) mencari tahu apa yang siswa pikir sebagai umpan balik korektif tertulis yang paling menguntungkan untuk peningkatan tulisan mereka. Penelitian ini melibatkan enam guru bahasa Inggris dan tiga belas anak kelas sebelas dari tiga SMA Negeri di Singaraja. Data penelitian ini berupa data pengamatan dan data wawancara. Data pengamatan dikumpulkan melalui pengamatan kelas dan tulisan-tulisan mahasiswa yang telah diperbaiki namun belum dikembalikan oleh guru, sedangkan data wawancara dikumpulkan melalui wawancara guru dan siswa. Semua data dianalisa secara deskriptif. Hasil penelitian ini menunjukkan bahwa umpan balik terintegrasi tampak mendominasi penggunaan. Para guru dan siswa memiliki persepsi yang beraneka mengenai masukan yang paling efektif dan menguntungkan, yang mencerminkan beberapa korespondensi dan perbedaan. Umpan balik secara lisan yang ditemukan dalam penggunaannya adalah jenis umpan balik formatif. Saran-saran diberikan terutama untuk guru bahasa Inggris dan Lembaga Kurikulum Pendidikan dan Pelatihan Guru.Kata Kunci : Umpan balik korektif, tulisan EFL, umpan balik efektif This study aimed at (1) identifying the types of written corrective feedback employed by the teachers in three state senior high schools in Singaraja in writing classes, (2) finding out what the teachers think as the most effective feedback among the types of written corrective feedback, and (3) finding out what the students think as the most beneficial written corrective feedback for their writing improvement. The study involved six English teachers and thirteen eleven graders from three state senior high schools in Singaraja. The data were in the forms of observation data and interview data. The observation data were collected through classroom observations and student writings which had been corrected but not returned yet by the teachers, while the interview data were collected through teacher and student interviews. The data were all analyzed descriptively. The results indicated that the integrated feedbacks seemed dominated the uses of written corrective feedback. The teachers and the students had varied perceptions on the most effective and beneficial feedbacks, which reflect some correspondences and discrepancies. Oral feedback found in use was the formative feedback. Suggestions were mainly provided for English teachers and the Curriculum of Teacher Training and Education Institution.keyword : Corrective feedback, EFL writing, effective feedback
AN ANALYSIS OF CLASSROOM INTERACTION AT VII. 4 CLASS OF SMP LABORATORIUM UNDIKSHA SINGARAJA IN ACADEMIC YEAR 2014/2015 Kadek Agus Juniarta .; Prof. Dr. Putu Kerti Nitiasih, MA .; I Putu Ngurah Wage M, 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.v1i1.5375

Abstract

Abstrak Penelitian ini bertujuan untuk menganalisis kategori interaksi kelas yang terjadi di kelas VII.4 di SMP Laboratorium Undiksha Singaraja berdasarkan Flanders Interaction Analysis Categories (FIAC). Kategori interaksi yang sering digunakan, bahasa yang dominan di gunakan dan alasan menggunakan bahasa tersebut dalam interaksi kelas. Subjek dalam penelitian ini yaitu guru dan siswa kelas VII. 4 sebanyak 36 siswa. Penelitian ini menggunakan pendekatan kualitatif. Hasil dari penelitian ini menunjukkan bahwa: (1) accepts feelings terjadi sebanyak 126 ucapan, praises atau encouragement terjadi sebanyak 177 ucapan, accepts atau uses ideas of students terjadi sebanyak 74 ucapan, asks questions terjadi sebanyak 407 ucapan, lecturing terjadi sebanyak 230 ucapan, giving directions terjadi sebanyak 469 ucapan, criticizing atau justifying authority terjadi sebanyak 80 ucapan, students’ talk response terjadi sebanyak 348 ucapan, students’ talk initiation terjadi sebanyak 79 ucapan, silence atau confusion terjadi sebanyak 226 ucapan. Kategori dari interaksi kelas yang paling sering terjadi yaitu giving direction. Bahasa yang dominan di gunakan adalah Bahasa Indonesia yang terjadi sebanyak 1027 ucapan sementara Bahasa Inggris terjadi sebanyak 963 ucapan, selanjutnya alasan menggunakan Bahasa Indonesia dalam interaksi kelas yaitu: (a) karena Bahasa Indonesia digunakan untuk mengklarifikasi instruksi berbahasa inggris. (b) Bahasa Indonesia digunakan untuk mengklarifikasi kata-kata asing bagi siswa. (c) Bahasa Indonesia digunakan untuk memberikan contoh-contoh. (d) Bahasa Indonesia digunakan untuk mengkritisi tingkah laku negatif siswa. (e) Bahasa Indonesia digunakan untuk memberikan feedback. (f) Bahasa Indonesia digunakan untuk bertanya. Kata Kunci : Interaksi Kelas, Flanders Interaction Analysis Categories (FIAC). Abstract This research aimed at analyzing the classroom interaction category occurred at VII. 4 class of SMP Laboratorium Undiksha Singaraja based on Flanders Interaction Analysis Categories (FIAC). The category which mostly used, the dominant language used and the reasons to use it. The subjects of the research were a teacher and 36 students of VII.4 class. This research employed qualitative research. The results of this research showed that: (1) accepts feelings occurred 126 utterances, praises or encouragement occurred 177 utterances, accepts or uses ideas of students occurred 74 utterances, asks questions occurred 407 utterances, lecturing occurred 230 utterances, giving directions occurred 469 utterances, criticizing or justifying authority occurred 80 utterances, students’ talk response occurred 348 utterances, students’ talk initiation occurred 79 utterances, silence or confusion occurred 226 utterances. (2) The category that mostly occurred was giving direction. (3) The dominant language used was Bahasa Indonesia which occurred 1027 utterances while English occurred 963 utterances, furthermore the reasons of using Bahasa Indonesia during classroom interaction were: (a) because Bahasa Indonesia was used to clarify English instruction. (b) Bahasa Indonesia was used to clarify unfamiliar words. (c) Bahasa Indonesia was used to give examples. (d) Bahasa Indonesia was used to criticize students’ bad behavior. (e) Bahasa Indonesia was used to give feedback. (f) Bahasa Indonesia was used to ask questions. keyword : Classroom Interaction, Flanders Interaction Analysis Categories (FIAC).
English Teachers' Materials Development at SMA Negeri Bali Mandara in Academic Year 2014 / 2015 Luh Ade Budanadi .; Prof. Dr. Putu Kerti Nitiasih, MA .; I Putu Ngurah Wage M, 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.v1i1.5376

Abstract

Penelitian ini bertujuan untuk menginvestigasi materi dan pengembangan materi yang digunakan dan dikembangkan oleh guru – guru Bahasa Inggris. Penelitian ini menggunakan metode kualitatif. Subjek dari penelitian ini adalah 2 guru Bahasa Inggris di SMA Negeri Bali Mandara. Pengambilan data dilakukan dengan 3 metode penelitian, yakni: observasi, interview, dan dokumen analisis. Peneliti menggunakan beberapa instrumen untuk pengambilan data, diantaranya adalah: Peneliti sebagai kunci instrument, buku catatan, beberapa pedoman pertanyaan, dokumen materi dan lembar observasi. Untuk mencari data, ada beberapa alat yang digunakan diantaranya adalah kamera dan perekam dari Assus Zenfone 5, perekam video dan laptop. Berdasarkan hasil analisis data, terdapat 28 materi yang digunakan dan dikembangkan dari sumber internet oleh kedua guru Bahasa Inggris tersebut. Guru bahasa inggris 1 menggunakan dan mengembangkan 3 topik diantaranya adalah : News Item, teks eksposisi dan teks report. Sedangkan guru bahasa Inggris 2 menggunakan dan mengembangkan 3 topik, diantaranya adalah: Teks explanation, discussion dan teks review. Adapun materi – materi yang digunakan dan dikembangkan diantaranya adalah : beberapa teks dari internet, berita dari Jakarta post, berita yang diambil dari youtube, video – video, dan film. Materi – materi yang digunakan dan dikembangkan dari kedua guru tersebut menggunakan metode adopsi dan adaptasi. Adopsi materi dilakukan dengan mengambil materi – materi tersebut dari sumber internet dan dikembangkan dengan memberikan beberapa aktivitas. Sedangkan adaptasi dilakukan dengan cara menyederhanakan, menghapus, mengganti, menambahkan materi dari sumbernya. Ada beberapa alasan dari kedua guru tersebut mengembangkan materi – materi tersebut. Adopsi materi dilakukan karena materinya harus disesuaikan dengan pengembangan materi, keahlian yang diajarkan, tujuan pembelajaran dan kosa katanya. Sedangkan adaptasi dilakukan dengan tujuan untuk membuat materinya sesuai dengan alokasi waktu, keahlian yang diajarkan, tingkat kesulitan dari materinya, dan persamaan materi dari satu teks dengan teks lainnya, dan keaslian materi.alat yang digunakan diantaranya adalah kamera dan perekam dari Assus Zenfone 5, perekam video dan laptop. Berdasarkan hasil analisis data, terdapat 28 materi yang digunakan dan dikembangkan dari sumber internet oleh kedua guru Bahasa Inggris tersebut. Guru yang mengajar bahasa Inggris kelas X yang mengambil mata pelajaran bahasa Inggris untuk kelas XI disebut Bahasa Inggris 4. Sedangkan siswa kelas XI yang mengambil mata pelajaran Bahasa Inggris kelas XII disebut Bahasa Inngris 6. Terdapat 3 topik yang digunakan dan dikembangkan untuk bahasa Inggris 4, diantaranya adalah : News Item, teks eksposisi dan teks report. Sedangkan Bahasa inggris juga memeiliki 3 topik yang digunakan dan dikembangkan, diantaranya adalah: Teks explanation, discussion dan teks review. Adapun materi – materi yang digunakan dan dikembangkan diantaranya adalah : beberapa teks dari internet, berita dari Jakarta post, berita dari diambil dari youtube, video – video, dan film. Materi – materi yang digunakan dan dikembangkan dari kedua guru tersebut menggunakan metode adopsi dan adaptasi. Adopsi materi dapat dilakukan dengan mengembangkan beberapa aktivitas dari materi tersebut. Sedangkan adaptasi dapat dilakukan dengan cara menyederhanakan, menghapus, mengganti, menambahkan, materi dari sumbernya. Ada beberapa alasan dari kedua guru tersebut mengembangkan materi – materi tersebut. Adopsi materi dilakukan karena materinya harus disesuaikan dengan pengembangan materi, keahlian yang diajarkan, tujuan pembelajaran dan kosa katanya. Sedangkan adaptasi dilakukan dengan tujuan untuk membuat materinya sesuai dengan alokasi waktu, keahlian yang diajarkan, tingkat kesulitan dari materinya, dan persamaan materi dari satu teks dengan teks lainnya, dan keaslian materi.Kata Kunci : materi, pengembangan materi. This study aimed at investigating the materials and the materials development which were used and developed by English teachers. This study used a qualitative research design. The subjects of the study were two English teachers at SMA Negeri Bali Mandara. The data were obtained by conducting three methods of data collection, they were: observation, interview, and the document analysis. The instruments whichwere used to help the researcher conducted the method of study, they were : the researcher as the key instrument, field note, questions guidelines, observation sheet, and the document study. The equipments used to obtain the data were: Assus Zenfone 5 camera and recorder, video recorder and laptop. From the result of study, the data showed that there were 28 different materials which were used and developed from the internet sources by both teachers. There were 3 topics that were used and developed by English Teacher 1 and 3 topics by English Teacher 2. The materials for English Teacher 1 were : News item, expositions text and report text. The materials for English Teacher 2 were: explanation, discussion and review text. The materials which were used and developed were: texts from the internet sources, news from Jakarta Post , news from Youtube, videos, and film. Those materials from both of the teachers were developed by adopting and adapting the materials. The adoption of the materials were taken from the internet sources and they were developed by giving some activities. However, the adaption of the materials were done by simplifying, deleting, replacing, and adding the materials from the source. There were some reasons that teachers have in order to develop those materials. The adoption of the materials were done because the teachers should make the materials appropriate with the activities developed, the skills that needed to be achieved, the purposes of the study and the vocabularies. Meanwhile the adaptation were done because the materials should be appropriate with the time allocation, the skills that had to be achieved, the level of difficulty of the materials, the similarities of the text with another text, and the authenticity of the materials. keyword : materials, materials development.
AFFIXATION OF GALUNGAN DIALECT: A DESCRIPTIVE STUDY Ngurah Agung Riski Restuaji .; Dr. I Gede Budasi,M.Ed,Dip.App.Lin .; I Putu Ngurah Wage M, 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.v1i1.5453

Abstract

Penelitian ini bertujuan untuk mendeskripsikan jenis prefix (awalan), suffix (akhiran) dan circumstance (awalan-akhiran), bagaimana imbuhan (affix) membentuk kata-kata dan jenis makna imbuhan (affix) apa yang terjadi pada Dialek Galungan. Penelitian ini merupakan penelitian deskriptif kualitatif. Dua sampel informan dari penutur Dialek Galungan dipilih berdasarkan kriteria yang ditetapkan. Pengumpulan data dilaksanakan dengan menggunakan dua teknik, yaitu: observasi dan teknik wawancara. Hasil penelitian menunjukkan bahwa terdapat empat prefix (awalan), tiga suffix (akhiran), dan tiga circumstance (awalan-akhiran) pada Dialek Galungan. Adapun jenis awalannya (prefix) adalah {N-}, {ma-}, {pa-}, dan {ka-}. Jenis Akhiran (suffix) meliputi {-in}, {-ang}, dan {-ne}. Jenis awalan-akhiran (circumstance) yang terdapat pada dialek galungan adalah {N-in}, {N-ang}, dan {ma-an}. Prefix (awalan), suffix (akhiran), dan circumstance (awalan-akhiran) memiliki 21 jumlah makna. Adapaun diantaranya adalah: prefix (awalan) {N-} memiliki dua makna, {ma-} memiliki empat makna, {pa-} memiliki tiga makna, dan {ka-} memiliki dua makna. Suffix (akhiran): {-in} memiliki satu makna, {-ang} memiliki satu makna, dan {-ne} memiliki dua makna. Circumstance (awalan-akhiran): {N-in} memiliki tiga makna, {N-ang} memiliki satu makna, dan {ma-an} memiliki dua makna. Pada bab diskusi, juga dijelaskan tentang proses derivation (imbuhan yang mengubah kelas kata) dan inflection (imbuhan yang tidak mengubah kelas kata) serta proses morphophonemic dari Imbuhan (Affix).Kata Kunci : Dialek Galungan, imbuhan (affix), awalan (prefix), akhiran (suffix), awalan-akhiran (circumstance), derivation, inflection dan proses morphophonemic This study aimed at describing kinds of prefixes, suffixes and circumstances, how affixes construct the words and what kinds of affixation meaning occur in Galungan Dialect. This research is a descriptive qualitative research. Two informant samples of Galungan Dialect were chosen based on set criteria. The data were collected based on two techniques, namely: observation and interview technique. The results of the study show that there are four prefixes, three suffixes, and three circumstances existed in Galungan Dialect. The prefixes are {N-}, {ma-}, {pa-}, and {ka-}. The suffixes are {-in}, {-ang}, and {-ne}. The circumstance are {N-in}, {N-ang} and {ma-an}. Prefixes, suffixes, and circumstance have total 21 meanings. Prefixes: {N-} have two meanings, {ma-} have four meanings, {pa-} have three meanings, and {ka-} have two meanings. Suffixes: {-in} has one meaning, {-ang} has one meaning and {-ne} have two meanings. Circumstances: {N-in} have three meanings, {N-ang} has one meanings and {ma-an} have two meanings. On the discussion also talk about derivational and inflectional and also morphophonemic process of the affixes. keyword : Galungan dialect, Affixation, prefixes, suffixes, circumstances, derivational, inflectional, and Morphophonemic Process.
Developing Computer-Based Reading Materials for Teaching Reading to the Eighth Graders of the Second Semester at SMP Negeri 2 Banjar Gede Anna Putra .; Drs.Gede Batan,MA .; I Putu Ngurah Wage M, 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.v1i1.5462

Abstract

Penelitian ini bertujuan untuk mengembangkan media membaca Bahasa Inggris berbasis komputer untuk siswa kelas VIII semester II yang dapat digunakan untuk memotivasi siswa dalam belajar membaca Bahasa Inggris. Penelitian ini memakai desain R & D yang diajukan oleh Dick, Carey and Carey pada tahun 2005. Dalam penelitian ini, desain tersebut diterjemahkan ke dalam tiga tahap utama, diantaranya: (1) menganalisis masalah, (2) mengembangkan produk, dan (3) mengevaluasi produk. Untuk mengevaluasi konsep produk awal, penelitian ini memakai dua orang ahli, dan setelah itu uji coba terbatas dilakukan sebagai bagian dari evaluasi. Pada tahap evaluasi dari para ahli, penelitian ini memakai 2 orang ahli untuk mengevaluasi tiga aspek yaitu isi, instruksi, dan multimedia dengan memakai rubrik yang berbeda untuk tiap aspek pada materi membaca berbasis komputer. Hasil dari penilaian ahli menunjukkan bahwa kualitas materi membaca berbasis komputer tergolong sangat bagus dengan nilai rata-rata 4,46 dalam rentang nilai 5,0. Sementara itu, tahap uji coba terbatas memakai 15 siswa sebagai peserta dan hasil dari angket yang diberikan kepada siswa menunjukkan bahwa 57,3% dari jawaban keseluruhan menandakan bahwa kualitas materi membaca Bahasa Inggris berbasis computer adalah bagus dan 22.67% menandakan kualitas materi membaca Bahasa Inggris berbasis computer adalah sangat bagus. Hasil dari penilaian ahli dan uji coba terbatas menandakan bahwa materi membaca Bahasa Inggris berbasis komputer yang dikembangkan mungkin bisa digunakan sebagai materi membaca tambahan dan bisa memotivasi siswa dalam pembelajaran membaca.Kata Kunci : Membaca dalam Konteks Bahasa Inggris sebagai Bahasa Asing, Materi Membaca Berbasis Komputer, Motivasi Siswa, Sekolah Menengah Pertama This study aimed at developing computer-based English interactive reading materials for eighth graders of junior high school in the second semester that can be used to motivate the students in their learning of English reading. This study adopted the Research and Development design proposed by Dick, Carey and Carey in 2005. In this study, the design was translated into three major steps, i.e.: (1) needs analysis, (2) product development, and (3) product evaluation (formative evaluation). To evaluate the initial draft of the product, this study employed two experts, and after that a limited field try-out was conducted as part of the formative evaluation. In the stage of experts’ judgment, this study used two experts to evaluate three domains namely content, instruction and multimedia through different English interactive reading materials assessment rubrics for each domain. The results of experts’ judgment showed a very good quality of the draft with the mean score of 4.46 out of the 5.0 range of score. Meanwhile, the limited field try-out employed 15 students as the participants and the results from the questionnaires given to the students showed that 57.3% of total responses indicated a good quality and 22.67% indicated a very good quality of the computer-based English interactive reading materials. Both the results of the experts’ evaluation and the limited field try-out indicated that the computer-based English interactive reading materials developed are feasible to be used as supplementary reading materials and are able to motivate the students in their learning of reading.keyword : Efl Reading, Computer-Based Reading Materials, Students’ Motivation, Junior High School
AN ANALYSIS OF THE IMPLEMENTATION OF CURRICULUM 2013 AT SEVENTH GRADE ENGLISH TEACHERS AT SMP NEGERI 1 SINGARAJA Luh Indrayani .; Made Hery Santoso, S.Pd, M.Pd. .; I Putu Ngurah Wage M, 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.v1i1.5511

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi Kurikulum 2013 dalam hal perencanaan pembelajaran, implementasi di dalam proses belajar mengajar, masalah yang dihadapi dalam implementasi Kurikulum 2013 serta solusi untuk mengatasi masalah yang dihadapi oleh guru-guru di SMP Negeri 1 Singaraja. Penelitian ini menggunakan model penelitian deskriptif kualitatif dengan subyek penelitian ini adalah guru-guru yang mengajar kelas tujuh dan siswa kelas VII A1 yang berjumlah 30 orang. Data-data yang dibutuhkan dikumpulkan dengan metode observasi, wawancara, serta analisis dokumen. Data-data yang dikumpulkan kemudian dideskripsikan berdasarkan hasil analisis Rencana Pelaksanaan Pembelajaran (RPP) dan hasil analisis implementasi di dalam proses belajar mengajar di kelas. Hasil dari penelitian ini dapat disimpulkan sebagai berikut (1) Rencana Pelaksanaan Pembelajaran (RPP) berdasarkan Kurikulum 2013 terdiri dari identitas sekolah, kompetensi inti, kompetensi dasar, indikator, tujuan pembelajaran, materi pembelajaran, metode pembelajaran, aktifitas pembelajaran, media pembelajaran, sumber pembelajaran, dan penilaian. Namun dalam penyusunan RPP oleh guru-guru kelas tujuh di SMP Negeri 1 Singaraja masih menemui permasalahan dalam merencanakan tujuan pembelajaran,metode pembelajaran, aktifitas pembelajaran, dan penyisipan nilai karakter. Hal itu disebabkan karena guru-guru kelas tujuh salah mengerti mengenai konsep perencanaan pembelajaran berdasarkan Kurikulum 2013 dan (2) implementasi Kurikulum 2013 dalam kegiatan pembelajaran di dalam kelas dilakukan dengan beberapa tahap, yaitu kegiatan pendahuluan, kegiatan inti, kegiatan penutup, dan penilaian, namun dalam implementasinya guru-guru kelas tujuh masih menemui kesulitan dalam melakukan kegiatan pendahuluan, kegiatan inti, seperti menanya, mengeksplorasi, dan mengasosiasi, kegiatan penutup, penyisipan nilai karakter melalui materi pembelajaran dan strategi pembelajaran, dan penilaian otentik. Masalah tersebut muncul dikarenakan guru-guru kelas tujuh salah mengerti mengenai proses pembelajaran di dalam kelas berdasarkan konsep Kurikulum 2013. Disarankan kepada guru-guru kelas tujuh untuk belajar dalam merencanakan RPP dan pengimplementasiannya di dalam proses belajar mengajar. Kata Kunci : Kurikulum 2013, Pendekatan Saintifik, Karakter dalam Pembelajaran This study aims at analyzing the implementation of Curriculum 2013 in terms of designing lesson plan and its implementation in classroom learning activities, problems encountered during the implementation and its solutions at seventh grade English teachers at SMP Negeri 1 Singaraja. The data were collected through descriptive qualitative method with subjects of this study were two seventh grade English teachers and 30 students in VIIA1 at SMPN 1 Singaraja. The data were collected by doing observation, interview, and document analysis. The data were described based on the analysis of the lesson plan and the implementation in teaching learning activities. The result of this study was concluded as follows (1) the English subject lesson plan based on Curriculum 2013 consisted of subject identity, core competency, basic competency, indicators, learning objectives, learning materials, learning method, learning activities, leaning media, learning sources, and assessment, but the seventh grade English teachers were having problems in designing learning objectives, learning method, learning activities, and the insertion of character values. It was because the seventh grade English teachers had misconception about the concept in designing lesson plan based on Curriculum 2013 and (2) The implementation of Curriculum 2013 by seventh grade English teachers was conducted in the form of pre-activities, whilst-activities, post-activities, and assessment, however the seventh grade English teachers were having problems in conducting pre-activities, whilst-activities, i.e. questioning, exploring, and associating, post-activities, inserting character values through learning materials and learning strategies, and authentic assessment. It was because the seventh grade English teachers had misconception about the concept in the implementation of Curriculum 2013. It is suggested that the seventh grade English teachers need to learn more how to design the lesson plan and its implementation accordingly.keyword : Curriculum 2013, Scientific Approach, Character in Education.
CLASSROOM MOTIVATIONAL STRATEGIES BETWEEN THE EXPERIENCED ENGLISH TEACHER AND THE NOVICE ENGLISH TEACHERS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE Ni Wayan Sri Ayu Rusiniawati .; I Putu Ngurah Wage M, S.Pd. .; Nyoman Karina Wedhanti, S.Pd., M.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.v1i1.6043

Abstract

Penelitian ini bertujuan untuk: (1) mendeskripsikan strategi-strategi yang digunakan oleh guru Bahasa Inggris yang berpengalaman dan guru baru untuk memotivasi siswa dalam mengajar bahasa Inggris sebagai bahasa asing di dalam kelas, dan (2) mendeskripsikan perbedaan strategi-strategi yang digunakan oleh guru Bahasa Inggris yang berpengalaman dan guru baru untuk memotivasi siswa dalam mengajar bahasa Inggris sebagai bahasa asing di dalam kelas. Subjek dari penelitian ini adalah seorang guru Bahasa Inggris yang berusia 47 tahun dan memiliki pengalaman mengajar selama 18 tahun dan seorang guru Bahasa Inggris yang berusia 31 tahun dan memiliki pengalaman mengajar selama 6 tahun di SMA Negeri 1 Kubu. Penelitian ini menggunakan metode qualitatif dalam bentuk case study. Dalam pengumpulan data, penelitian ini menggunakan teknik observasi, note taking, interview dan focus group discussion. Setelah data terkumpulkan, data tersebut ditranskrip, dipilah dengan cara menghilangkan yang tidak dibutuhkan dan kemudian hasilnya dijabarkan. Hasil dari penelitian ini menunjukkan hanya 15 strategi memotivasi yang digunakan oleh guru yang berpengalaman dan 16 strategi memotivasi yang digunakan oleh guru baru dari 21 strategi yang dikombinasikan dari Dornyei and Csizer (1989) and Maya Sugita (2010). Dari strategi yang memotivasi tersebut, guru berpengalaman dan guru yang belum berpengalaman hanya berbeda dalam penggunaan 5 strategi yang memotivasi dalam pengajaran Bahasa Inggris. Kata Kunci : Bahasa Inggris sebagai Bahasa Asing, Guru Berpengalaman dan Guru belum Berpengalaman, Strategi memotivasi This research aimed to: (1) describe the strategies that are used by the experienced and novice English teachers to motivate the students in teaching English as Foreign Language in the classroom, and (2) describe the differences in the strategies used by the experienced and novice English teachers to motivate the students in teaching English as a Foreign Language in the classroom. The subjects of this study were an experienced English teacher who was 47 years old and had 19 years of teaching experiences and a novice English teacher who was 31 years old and had 6 years of teaching experiences at SMA Negeri 1 Kubu. This research used qualitative research design in the form of case study. This study employed observation, note taking, interview and focus group discussion for collecting the data. After the data were collected, the data were transcribed, reduced by eliminating those were not appropriate and then the results were described. The results of this study show only 15 motivational strategies which were used by the experienced teacher and 16 motivational strategies which were used by the novice teacher in teaching English as a Foreign Language out of the 21 motivational strategies identified from Dornyei and Csizer (1989) and Sugita and Takeuchi (2010). Among those motivational strategies, the experienced and the novice English teachers only differed in the use of 5 motivational strategies in their teaching of English as a Foreign Language. keyword : English as Foreign Language, Experienced and Novice Teacher, Motivationa Strategies
Co-Authors Adex Palos Agustin Dwicahya . Anak Agung Raka Candra Dewi . Andre Dwi Saka . Anis Azizah Hidayati . Dewa Putu Agus Baruna Widnyana . Dr.Sudirman, M.L.S . Dra. Luh Putu Artini, MA., Ph.D. . Drs.Gede Batan,MA . Gede Anna Putra . Gusti Ayu Putu Taharyanti . I Gde Panji Naraswara . I Gede Bages Rare Prabadesa . I Gede Budasi I Gusti Ayu Diah Pusparini . I Kadek Wardita Eka Putra . I Komang Alit Putra . I Komang Sesara Rakayana . I Made Partha Sarathi . I Nyoman Adi Jaya Putra I Putu Anjas Widya k . I Putu Sidiasa . I Wayan Suarnajaya Ida Bagus Putu Kusuma Adi . Kadek Agus Juniarta . Kadek Puji Wedayani . Komang Sri Wahyuni . Luh Ade Budanadi . Luh Gede Hesti Parwati . Luh Putu Ayu Surya Pratiwi . Luh Putu Relita Wijayanti . Luh Suryani . M.Pd. S.Pd. Luh Indrayani . Made Dewi Suparwati . Made Hery Santoso, S.Pd, M.Pd. . Made Sarika Rosiki Haera . Made Seni Ryana . Ngurah Agung Riski Restuaji . Ni Kadek Ary Nova Wardani . Ni Km Ari Widyasih . Ni Komang Arie Suwastini Ni Luh Devi Wimayanti . Ni Luh Ika Ayu Pertiwi . Ni Made Dwi Jayanti . Ni Made Lia Kesumayanti . Ni Made Ratminingsih Ni Made Wulan Sintiyari . Ni Nengah Nitiadhi . Ni Nyoman Trisna Utami . Ni Wayan Cintya Prayogi . Ni Wayan Desi Ariani . Ni Wayan Sri Ayu Rusiniawati . Nyoman Karina Wedhanti Prof. Dr. Anak Agung Istri Ngr. Marha . Putu Eka Dambayana S., S.Pd. . Putu Indah Partami Putri . Putu Kerti Nitiasih Ratih Utari Purnama Dewi .