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Prof. Dr. Ni Nyoman Padmadewi, M.A. .
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AN ANALYSIS OF CLASSROOM INTERACTION THROUGH INITIAL RESPONSE FOLLOW UP MODEL DURING ENGLISH LEARNING PROCESS AT VIII-1 GRADES OF SMP NEGERI 3 BANJAR I Gede Yoga Pramana .; Prof. Dr. Ni Nyoman Padmadewi, M.A. .; Luh Diah Surya Adnyani, S.Pd., M.Pd. .
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12100

Abstract

Penelitian ini bertujuan untuk menganalisis tipe-tipe interaksi kelas dan menjabarkan proses dari setiap tipe dan kesulitan-kesulitan guru yang terjadi di dalam interaksi kelas selama proses pembelajaran bahasa inggris di kelas VIII-1 SMP Negeri 3 Banjar. Peneliti mengunakan sebuah metode qualitatif deskripsi. Data yang dikumpulkan dengan mengobservasi satu guru bahasa inggris dan dua puluh dua siswa dan melakukan wawancara tatap muka dengan guru bahasa inggris yang sama. Proses menganalisis data menggunakan Sinclair and Coulthard’ IRF teori model (1975). Hasil dari analisi data menunjukan bahwa ada tujuh tipe-tipe interaksi kelas, yaitu, teacher elicit, teacher direct, teacher inform, teacher check, student elicit, re-initiation (ii), and repeat. Tipe yang sering muncul selama proses pembelajaran bahasa inggris adalah teacher elicit. Berlawanan dengan itu, tipe yang jarang muncul adalah student elicit. Untuk sisa tipe-tipe lainnya, itu terjadi secara merata. Oleh karena itu, guru yang dominan melakukan interaksi kelas dari pada siswa. Selain itu, ada dua kesulitan-kesulitan yang dari interaksi kelas yang dihadapi guru di dalam mempromosikan Initial Response Follow up, yaitu, guru tidak memberikan perhatian yang setara untuk siswa dan guru memiliki rendahnya kemampuan pengelolaan terhadap interaksi kelas. Kesulitan pertama menunjukan bahwa itu merusak struktur dari teacher elicit type. kesulitan kedua menampilkan bahwa itu merusak struktur dari teacher elicit type dan teacher inform typeKata Kunci : Interaksi kelas, Proses pembelajaran bahasa inggris, Sinclair dan Coulthard' IRF This study aimed at analyzing the types of classroom interaction and describing the process of each type and the teacher’s difficulties happened in classroom interaction during English learning process at VIII-1 grades of SMP Negeri 3Banjar. The researcher used a descriptive qualitative method. The data were collected by observing one English teacher and twenty two students and doing face to face interview to one English teacher. Procedures of analyzing the data used Sinclair and Coulthard’ IRF model theory (1975). The results of the data analysis showed that there were seven types of classroom interaction, namely, teacher elicit, teacher direct, teacher inform, teacher check, student elicit, re-initiation (ii), and repeat. The most type happened during English learning process was teacher elicit. On the contrary, the least type was student elicit. For the rest of types, it happened moderately. Therefore, the teacher was dominant in conducting classroom interaction rather than students. Moreover, there were two difficulties encountered by the teacher in classroom interaction, namely, teacher does not give equal attentions for students and teacher has less management on classroom interaction. First difficulty showed that it broke the structure of teacher elicit type. Second difficulty showed that it broke the structure of teacher elicit and teacher inform type. keyword : Classroom interaction, English learning process, Sinclair and Coulthard' IRF
CLASSROOM INTERACTION IN A BILINGUAL KINDERGARTEN: A CASE STUDY IN AURA SUKMA INSANI BILINGUAL KINDERGARTEN SINGARAJA Ida Bagus Gede Suaditya .; Prof. Dr. Ni Nyoman Padmadewi, M.A. .; Dra. Luh Putu Artini, MA., Ph.D. .
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12106

Abstract

Penelitian ini bertujuan untuk menemukan kategori dari interaksi kelas yang muncuk di kelas B1 di Aura Sukma Insani Bilingual Kindergarten Singaraja berdasarkan dari Flander Interaction Analysis Categories (FIAC) System, dan interaksi yang memberi dampak pada tingkah laku siswa. Subjek dari penelitian ini adalah seorang guru dan 33 siswa di kelas B1. Penelitian ini merupakan penelitian kualitatif deskriptif. Hasil dari penelitian menunjukan: (1) semua kategori dari interaksi kelas berdasarkan Flander Interaction Analysis Categories (FIAC) System muncul dalam proses pembelajaran, meliputi: accepting feeling sebanyak 9.6%, praising or encouraging sebanyak 3.5%, accepting ideas sebanyak 0.6%, asking questions sebanyak 12.3%, lecturing sebanyak 11,3%, giving directions sebanyak 11%, criticizing or justifying authority sebanyak 2%, students’ talk response sebanyak 45,6%, students’ talk initiation sebanyak 2.2%, and silence or confusion sebanyak 1,9%. (2) Interaksi antara guru dan siswa berjalan sangat aktif dan lancar. Melalui interaksi kelas, semua siswa memperoleh hasil pembelajaran yang baik dan bertingkah laku dengan sangat baik di setiap proses belajar.Kata Kunci : Interaksi Kelas, Taman kanak-kanak dua bahasa, pelajar anak-anak, Flander Interaction Analysis Categories (FIAC) System. This study aimed at finding the classroom interaction categories occurring in the B1 class at Aura Sukma Insani Bilingual Kindergarten Singaraja based on Flander Interaction Analysis Categories (FIAC) System, and how the interaction give impacts to the students’ achievement and behavior. The subjects of the study were one teacher and 33 students in B1 class. This study was designed by using descriptive qualitative research. The result of the research shows that: (1) all categories of classroom interaction based on Flander Interaction Analysis Categories (FIAC) System exist during teaching and learning process. Those are accepting feeling was 9.6%, praising or encouraging was 3.5%, accepting ideas was 0.6%, asking questions was 12.3%, lecturing was 11.3%, giving directions was 11%, criticizing or justifying authority was 2%, students’ talk response was 45.6%, students’ talk initiation was 2.2%, and silence or confusion was 1.9%. (2) The interaction between teacher and students run very active and smoothly. Through the classroom interaction, all of the students get good achievement and they behave very well in every meeting.keyword : Classroom Interaction, Young Learners, Flander Interaction Analysis Categories (FIAC) System.
AN ANALYSIS OF SCHOOL PROGRAM INVOLVING PARENTS AND ITS IMPACT TOWARD THE STUDENTS’ ENGLISH EARLY LITERACY ACHIEVEMENT AT AURA SUKMA INSANI BILINGUAL KINDERGARTEN SINGARAJA Ni Luh Putu Sri Natalia .; Prof. Dr. Ni Nyoman Padmadewi, M.A. .; Dr. Sudirman, M.L.S .
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12157

Abstract

Penelitian ini bertujuan untuk mengetahui program sekolah yang melibatkan orang tua dalam pelaksanaanya dan dampaknya terhadap prestasi literasi bahasa inggris siswa di taman kanak kanak dwi bahasa Aura Sukma Insani Singaraja. Program sekolah yang melibatkan orang tua di analisis menggunakan kerangka keterlibatan orangtua oleh Epstein et al.(2002), sedangkan dampaknya terhadap prestasi literasi dini bahasa inggris akan dilihat melalui penilaan oleh guru di sekolah tersebut. Penelitian ini menggunakan desain penelitian deskriptif kualitatif untuk menganalisis program sekolah dan dampaknya pada prestasi literasi dini bahasa inggris siswa kelas B1 di Aura Sukma Insani TK dwibahasa Singaraja. Hasil dari temuan, menyatakan bahwa (1) ada 12 program sekolah yang melibatkan orang tua di Aura Sukma Insani Bilingual kindergarten, yaitu academic counseling, parents conferences, parents meeting, and parents interview, memo book, teller book, students’ portfolio, report book, observation day for parents, book week, introductory to library, weekly assignment, individual learning plan, and school outing, dan (2) dampaknya terhadap prestasi literasi bahasa inggris siswa yaitu dapat membuat prestasi literasi dini bahasa Inggris menjadi sangat baik, dikarenakan orang tua menjadi sadar terhadap kemampuan yang dimiliki setiap anak.Kata Kunci : program sekolah, keterlibatan orang tua, prestasi literasi dini bahasa inggris This study aimed at analyzing the school programs involving parents in Aura Sukma Insani bilingual kindergarten Singaraja, and analyzing its impact toward the students’ English early literacy achievement. The school programs involving parents in this study were analyzed by using framework of Epstein et al. (2002) of six types of parental involvement. The present study used descriptive qualitative research design to analyze the school program and the English early achievement of the B1 class students. The data were collected by interviewing the school head, and teacher’s assessment on literacy worksheet analysis. By the end of data collection, it was found that (1) there are 12 school programs involving parents in Aura Sukma Insani; academic counseling, parents conferences, parents meeting, and parents interview, memo book, teller book, students’ portfolio, report book, observation day for parents, book week, introductory to library, weekly assignment, individual learning plan, and school outing. (2) The impact of school program toward the students’ English early literacy of the students in Aura Sukma Insani bilingual kindergarten is the increasing awareness of the parents about their children ability in learning which can eventually support the students English Early literacy achievement.keyword : Schook program Involving Parents, English Early Literacy Achievement
An Analysis of Balinese Swear Words Used in Sawan Village, Buleleng Regency I Gede Soni Restiadi .; Dr. I Gede Budasi, M.Ed. .; Prof. Dr. Ni Nyoman Padmadewi, M.A. .
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12227

Abstract

Penelitian ini bertujuan untuk menganalisis penggunaan bahasa kasar di Desa Sawan, Kabupaten Buleleng. Penelitian ini menggunakan metode deskriptif kwalitatif, yang dimana dilaksanakan dengan cara mengobservasi, merekam suara, and mewawancarai narasumber. Narasumber yang digunakan adalah 10 masyarakat Desa Sawan, Buleleng Regency. Hasil dari penelitian ini menunjukan bahwa bahasa kasar yang digunakan di Desa Sawan, Kabupaten Buleleng mempunyai bentuk, referensi, dan fungsi masing-masing. Ada tiga bentuk dari bahasa kasar: (1) bentuk kata yang dimana dibagi menjadi dua bagian: monomofemik (contoh: pirate ‘ancestor’) dan polymorfemik (contoh: matan ‘eyes’). (2) bentuk frasa yang dimana dibagi menjadi tiga bagian: frasa kata benda (contoh: jeleme cicing ‘human dog’), frasa kata sifat (contoh: jaruh gati ‘very wicked), frasa kata sifat (contoh: mekatukan gen ‘always having sex’). (3) bentuk klausa (contoh: naskleng iba ‘you are bastard’). Referensi dari bahasa kasar dibagi berdasarkan (a) agama, (b) bagian tubuh, (c) kotoran badan, (d) binatang, (e) aktivitas, (f) latar belakang pribadi, (g) keadaan jiwa, (h) makhluk halus, (i) kekerabatan. Berdasarkan fungsinya: (a) untuk menarik perhatian, (b) untuk mengurangi rasa susah, (c) untuk memprovokasi, (d) untuk membuat identitas perorangan, (e) integratif, (f) agresif, (g) pemungutan, (h) perhatian Kata Kunci : bentuk, fungsi, referensi, bahasa kasar This study aimed at analyzing swear words used in Sawan Village, Buleleng Regency. This study used a descriptive qualitative research, which was conducted by observing, audio recording, and interviewing the informants. The informants were 10 people from Sawan Village, Buleleng Regency. The results of the study showed that the swear words used in Sawan Village, Buleleng Regency have their forms, references, and functions. There are three forms of swear words: (1) in the form of words which are divided into two types: monomorphemic (i.e. pirate ‘ancestor’) and polymorphemic (i.e. matan ‘eyes’). (2) in the form of phrases which are divided into three types: noun phrases (i.e. jeleme cicing ‘human dog’), adjective phrases (i.e. jaruh gati ‘very wicked), and verb phrases (i.e. mekatukan gen ‘always having sex’). (3) in the form of clauses (i.e. naskleng iba ‘you are bastard’). The references of swear words are related to (a) religion, (b) body function, (c) excrement, (d) animal terms, (e) activity (f) personal background, (g) mental illness, (h) devils, and (i) kinship. The function of swear words are (a) to draw attention, (b) to provide catharsis, (c) to provoke, (d) to create interpersonal identity, (e) integrative, (f) aggressive, (g) regressive, and (h) emphasis.keyword : forms, functions, references, swear words
An Analysis of Teaching Strategies Used by English Teacher to handle student with Attention Deficit Hyperactivity Disorder (ADHD) in A2 class at Aura Sukma Insani Bilingual Kindergarten Ni Luh Ratih Cris Andini .; Prof. Dr. Ni Nyoman Padmadewi, M.A. .; I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd .
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12246

Abstract

This study aimed to describe teaching strategies to handle ADHD student in A2 class at Aura Sukma Insani Bilingual Kindergarten, SINGARAJA and the reasons of English teacher used some strategies to handle ADHD student in the learning process .This study also told about the teacher’s problems in handling ADHD student and the achievement that got from ADHD student in the learning process. This study used descriptive research design by involving ADHD student in A2 class. The objects of this study were the teaching strategies that used by English teacher to handle ADHD student in the learning process. The data were collected by conducting interviews, took some picture and document analysis. Based on the result of the data analysis, the researcher found that the English teacher used some kinds of teaching strategies in the learning process such us: Total Physical Response and modeling, Repetition drill, Verbal and Non verbal, Co-operative learning (group discussion) and games. The teacher told some reasons in used of those kinds of teaching strategy in the learning process, to make ADHD student always focus and enthusiasm in the learning process. In implemented those kinds of teaching strategies the teacher found some problems in handling student with ADHD in the class and, the teacher also saw ADHD student got some achievements in following the learning process. keyword : Teaching Strategies and ADHD student
THE EFFECT OF BIG BOOK AS A MEDIA ON STUDENTS’ READING COMPREHENSION AT FOURTH GRADE OF ELEMENTARY SCHOOL IN SD LABORATORIUM UNDIKSHA IN ACADEMIC YEAR 20016/2017 Luh Putu Ayu Wijayanti .; Prof. Dr. Ni Nyoman Padmadewi, M.A. .; Ni Wayan Surya Mahayanti, S.Pd.,M.Pd. .
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12394

Abstract

Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh yang signifikan terhadap pemahaman bacaan siswa yang diajar dengan menggunakan buku besar dan mereka yang diajar oleh media konvensional. Rancangan penelitian penelitian ini adalah Quasi Experimental of Posttest Only Control Group Study. Populasi penelitian ini adalah siswa kelas IV SD Laboratorium Undiksha Singaraja. Dua kelas digunakan sebagai sampel penelitian ini. Mereka ditugaskan sebagai kelompok eksperimen dan kelompok kontrol dengan undian. Data yang diperoleh kemudian dianalisis secara deskriptif dan inferensial. Dari hasil penelitian, dapat diketahui bahwa, skor rata-rata kelompok eksperimen adalah 83,56 sedangkan skor rata-rata kelompok kontrol adalah 76,19. Hasil uji-t juga menunjukkan bahwa t-diamati melebihi nilai t-kritis (4,088> 2,042). Dengan demikian, hipotesis nol ditolak, artinya ada pengaruh signifikan dari buku besar sebagai media pembacaan bacaan siswa kelas IV SD SD Undiksha Singaraja.Kata Kunci : Big Book, Pemahaman membaca, Pelajar Pemula This study aimed at investigating whether or not there was any significant effect on students’ reading comprehension who were taught by using big book and those who were taught by conventional media. The research design of this study was Quasi Experimental of Posttest Only Control Group Study. The population of this study was fourth grade students of SD Laboratorium Undiksha Singaraja. Two classes were used as the sample of this study. They were assigned as experimental group and control group by lottery. The obtained data were then analyzed descriptively and inferentially. From the results, it can be seen that, the mean score of the experimental group was 83.56 while the mean score of the control group was 76.19. The result of the t-test also showed that the t-observed exceeded the t-critical value ( 4.088 > 2.042 ). Thus, the null hypohesis was rejected, which means that there was significant effect of big book as a media on students’ reading comprehension at fourth grade of elementary school in SD Laboratorium Undiksha Singaraja.keyword : Big Book, Reading comprehension, Young learners
AN ANALYSIS OF COMMUNICATION STRATEGY USED BY TEACHER TO TEACH ENGLISH AS A FOREIGN LANGUAGE IN INCLUSIVE CLASSROOM AT AURA SUKMA INSANI BILINGUAL KINDERGARTEN Luh Eka Sumeningsih .; Prof. Dr. Ni Nyoman Padmadewi, M.A. .; I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd .
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12397

Abstract

Penelitian ini bertujuan untuk menganalisis jenis strategi komunikasi, strategi komunikasi yang paling sering digunakan, dan alasan penggunaan strategi komunikasi oleh guru dalam mengajar bahasa Inggris sebagai bahasa asing di kelas inklusif di Aura Sukma Insani Bilingual Kindergarten. Penelitian ini menggunakan rancangan penelitian kualitatif. Subjek penelitian ini adalah guru bahasa Inggris. Instrumen yang digunakan dalam penelitian ini adalah instrumen manusia, lembar observasi, pedoman wawancara, dan perekam audio - video. Hasil penelitian ini menunjukkan bahwa ada empat belas jenis strategi komunikasi yang digunakan oleh guru bahasa Inggris. Jenis-jenis itu adalah enam strategi strategi langsung yaitu penggantian pesan, terjemahan harfiah, pengalihan kode, sinyal non-linguistik / mime, self-rephrasing, dan self-repair. Dua strategi strategi tidak langsung, yaitu pengisi dan pengulangan. Enam strategi strategi interaktif yaitu: pemeriksaan pemahaman, permintaan pengulangan, permintaan konfirmasi, permintaan klarifikasi, ringkasan interpretasi, dan tanggapan. Strategi komunikasi yang paling sering digunakan oleh guru adalah terjemahan literal yang memperoleh 71,4% dan pengalihan kode yang mencapai 64,2%. Ada empat belas alasan mengapa guru menggunakan strategi komunikasi seperti membuat siswa menjadi lebih mudah dalam menangkap penjelasan guru, untuk membantu guru saat guru tidak tahu bagaimana mengucapkan kata tertentu dalam bahasa target, untuk membuat para siswa lebih memperhatikan instruksi, untuk memeriksa apakah pemahaman guru sama dengan makna yang dimaksudkan siswa, memberikan klarifikasi, untuk membuat siswa menerima pesan dengan benar, membuat rencana tentang kegiatan selanjutnya, untuk membantu siswa dalam menghafal, untuk mengetahui pemahaman siswa tentang konsep tersebut, untuk mendengarkan ucapan siswa dengan jelas, untuk mengkonfirmasi makna yang dimaksudkan siswa, untuk memberikan kesimpulan yang jelas tentang materi yang diberikan, untuk membantu siswa mengingat materi yang telah dipikirkan oleh guru dan untuk memberikan umpan balik kepada ucapan siswa. Kata Kunci : strategi komunikasi, kelas inklusif, bahasa Inggris sebagai bahasa asing This study aimed at analyzing the types of communication strategies, the most frequent communication strategies used, and the reasons for using the communication strategies by the teacher in teaching English as a foreign language in the inclusive classroom at Aura Sukma Insani Bilingual Kindergarten. This study used a qualitative research design. The subject of this study was English teacher. The instruments used in this study were human instrument, observation sheet, interview guide, and audio – video recorder. The result of this study showed that there were fourteen types of communication strategies used by English teacher. Those types were six strategies of direct strategy namely message replacement, literal translation, code switching, non-linguistics signal/mime, self-rephrasing, and self-repair. Two strategies of indirect strategy, they were fillers and repetition. Six strategies of interactional strategy namely: comprehension check, request for repetition, request for confirmation, request for clarification, interpretive summary, and responses. The most frequent communication strategies which used by the teacher were literal translation which gained 71,4 % and code switching which gained 64,2%. There were fourteen reasons why the teacher used the communication strategies such as to make the students became easier in catching the teacher’s explanation, to help the teacher when the teacher did not have any idea about how to say a certain word in target language, to make the students pay more attention to the instructions, to check whether the teacher comprehension was the same as students’ intended meaning, giving clarification, to make the students accept the message correctly, to make a plan about the next activity, to help the students in memorizing, to know the students’ comprehension about the concept, to listen the students’ utterance clearly, to confirm the students’ intended meaning, to give clear conclusion about the material given, to help the students in recalling the material that had been thought by the teacher and to give feedback to students’ utterances.keyword : communication strategies, inclusive classroom, English as a foreign language
A COMPARATIVE STUDY ON THE STUDENTS' READING COMPETENCY ACROSS CLASSES AT SMP N 2 KEDIRI BASED ON THE CURRICULUM 2006 I Dewa Ayu Tri Utaminingsih .; Prof. Dr. Dewa Komang Tantra, M.Sc. .; Prof. Dr. Ni Nyoman Padmadewi, M.A. .
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12398

Abstract

Tujuan dari penelitian ini adalah (1) menguji perbedaan yang signifikan terhadap kompetensi membaca siswa antar kelas di SMP N 2 Kediri pada tahun akademik 2017/2018, dan (2) menyelidiki kelemahan membaca siswa yang bisa dilihat dari indikator membaca berdasarkan kurikulum tahun 2006 pada tahun ajaran 2017 / 2018. Desain dari penelitian ini adalah penelitian deskriptif. Populasi adalah siswa kelas delapan SMP N 2 Kediri. Cluster Random Sampling digunakan untuk memilih sampel dalam penelitian ini. Empat kelas dipilih sebagai sampel penelitian. Hasil analisis data menunjukkan bahwa siswa di H Class tampil lebih baik daripada siswa kelas E, F, dan G. Hal itu dibuktikan dengan hasil statistik deskriptif yang menunjukkan skor rata-rata empat kelas antara lain: skor rata-rata kelas E adalah 46,19, nilai rata-rata kelas F adalah 46,33, nilai rata-rata kelas G adalah 52,40 dan skor rata-rata kelas H adalah 53,23. Hasil uji anova menunjukkan nilai fobs (4,076) lebih tinggi dari fcv (2,72). Dapat disimpulkan bahwa ada perbedaan yang signifikan antara kompetensi membaca siswa antar kelas di SMP N 2 Kediri pada tahun ajaran 2017/2018. Selain itu, peneliti menemukan bahwa sebagian besar siswa kelas delapan memiliki kelemahan membaca dalam mengetahui gagasan utama teks tertulis.Kata Kunci : kompetensi membaca, kelemahan membaca The study was aimed at (1) testing the significant differences of the students’ reading competency across classes at SMP N 2 Kediri in the academic year 2017/2018, and (2) investigating the student’s reading deficiency viewed from reading indicators based on curriculum 2006 in the academic year 2017/2018. The research design of this study was descriptive research. The population was the eight grade students of SMP N 2 Kediri. Cluster Random Sampling was used to select the sample of this study. Four classes were selected as the sample of the study. The result of the data analysis showed that the students in H Class performed better than the students in the E, F, and G Class. It was proven by the result of the descriptive statistics which showed the mean score of four classes such as: the mean score E class was 46.19, the mean score of F class was 46.33, the mean score of G class was 52.40 and the mean score of H class was 53.23. The result of Anova test showed the value of the fobs(4.076) was higher than fcv (2.72). It can be concluded that there were any significant differences of the students’ reading competency across classes at SMP N 2 Kediri in the academic year 2017/2018. Additionally, the researcher found that most of the eight grade students had reading deficiency in finding out the main idea of the written text. keyword : reading competency, reading deficiency
AN ANALYSIS OF THE USE OF ICT TOOLS AND ITS PROBLEMS IN TEACHING AND LEARNING PROCESS AT SMA NEGERI 2 SEMARAPURA Ni Kadek Swandewi .; Prof. Dr. Ni Nyoman Padmadewi, M.A. .; A.A. Gede Yudha Paramartha, S.Pd., M.Pd. .
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12439

Abstract

Penelitian ini bertujuan untuk menginvestigasi (1) jenis-jenis TIK (Tekonologi Informasi dan Komunikasi) yang digunakan dalam proses pembelajaran (2) perencanaan penggunaan TIK dalam RPP (Rencana Pelaksanaan Pembelajaran) (3) prosedur penggunan TIK dalam mengajar Bahasa Inggris (4) masalah yang dihadapi oleh guru Bahasa Inggris dalam menggunakan TIK dalam proses pembelajaran di SMA Negeri 2 Semarapura. Penelitian ini adalah penelitian deskripsi kualitatif. Subjek dari penelitian ini adalah tiga guru Bahasa Inggris yang menggunakan TIK dalam proses pembelajaran di SMA Negeri 2 Semarapura. Instrumen yang digunakan untuk pengumpulan data adalah peneliti, kuesioner, panduan interview, RPP guru, lembar hasil observasi, dan perekam suara. Metode pengumpulan data adalah survei, wawancara, analisi RPP, observasi, dan perekaman. Hasil penelitian menunjukkan bahwa guru Bahasa Inggris SMA Negeri 2 Semarapura sudah menggunakan TIK dalam proses pembelajaran. Ada beberapa jenis TIK yang digunakan seperti laptop, LCD (Liquid Crystal Display) proyektor, speaker, video, Power Point, internet, dan pembelajaran online yaitu Quipper School. Sebelum menggunakan TIK, guru merencanakan penggunaannya pada RPP terlebih dahulu. Penggunaan TIK direncanakan secara eksplisit pada media, alat, dan sumber pembelajaran, sedangkan secara implisit pada langkah-langkah pembelajaran. Dalam menggunakan TIK, guru memiliki prosedur masing-masing, tergantung dari jenis TIK yang digunakan dan materi yang diajarkan. Guru menghadapi empat masalah utama yaitu masalah infrastruktur, masalah teknis, masalh waktu, dan kurangnya pengetahuan dalam menggunakan TIK. Kata Kunci : masalah dalam penggunaan TIK, TIK, TIK dalam pembelajaran This study aimed at investigating (1) types of ICT tools implemented in teaching and learning process (2) English teacher’ planning of the use of ICT tools in lesson planning (3) procedures implemented in teaching English using the ICT tools (4) the problems faced by English teachers who used ICT tools in teaching and learning process at SMA Negeri 2 Semarapura when using ICT tools in teaching and learning process. This study was descriptive qualitative research involving three English teachers of SMA Negeri 2 Semarapura. The instruments used for data collection were researcher, questionnaire, interview guide, teachers’ lesson plan, observation sheet, and recorder. The methods of data collection were survey, interview, lesson plan analysis, observation, and recording. The result of the study showed that English teachers of SMA Negeri 2 Semarapura had already implemented ICT tools in teaching and learning process. Types of ICT tools used were laptop, LCD projector, speaker, video, Power Point, internet, and e-learning namely Quipper School. Before implementing those types of ICT tools, teachers planned ICT tools in the lesson planning. The use of ICT tools were planned explicitely in teaching media and tools as well as learning resources, while implicitely in steps of teaching and learning activity. In implementing ICT tools, the teachers had their own procedures which depended on types of ICT tools used and topic taught. Teachers encountered four main problems namely infrastructural problems, technical problems, problem of time, and lack of teachers’ competence in using ICT tools. keyword : ICT, problems in using ICT, tools in teaching and learning
Analysis of Culture Shock Experienced by Foreign Students Studying in SMP Lab Undiksha in Academic Year of 2017/2018 Putu Pendi Adnyana Putra .; Prof. Dr. Ni Nyoman Padmadewi, M.A. .; Dr. Ni Made Ratminingsih, M.A. .
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12440

Abstract

Penelitian ini bertujuan untuk mengetahui persepsi siswa asing terhadap culture shock dan menemukan cara untuk mengatasi masalah culture shock pada siswa asing yang belajar di SMP Lab Undiksha pada tahun ajaran 2017. Penelitian ini merupakan penelitian kualitatif deskriptif. Itu berlangsung di SMP Lab Undiksha. Ini menggunakan 3 instrumen yaitu: Observasi, kuesioner, dan panduan wawancara. Ada 4 subjek dalam penelitian ini. Hasil dari penelitian ini: 1) Ada sejumlah tekanan yang besar terhadap psikologis seperti depresi, kegelisahan, dan perasaan tidak berdaya, 2) Ada empat strategi yang diidentifikasi sebagai strategi untuk mengatasi culture shock seperti komunikasi, menemukan hal-hal yang tidak asing seperti di rumah dan berteman.Kata Kunci : persepsi siswa asing, culture shock, mengatasi culture shock This study was aimed to investigate the perceptions of foreign students toward culture shock and to find the way to cope with culture shock problems of foreign students who studied in SMP Lab Undiksha in academic year 2017. This study was a descriptive qualitative study. It took place in SMP Lab Undiksha. It used 3 instruments namely: Observation, questionnaire, and interview guide. There were 4 subjects in this study. The result of this study: 1) there was a large amount of psychological stress such as depression, anxiety, and feeling of helplessness, 2) there were three strategies identified as strategies to cope with culture shock such as communication, find familiar things as at home and making friends. keyword : Foreign student perception, culture shock, coping with culture shock
Co-Authors A.A. Ari Kartini Priyanti . Ade Putra Sujana Mahardikha . Anak Agung Gede Yudha Paramartha Dewa Komang Tantra Dr. Sudirman, M.L.S . Dra. Luh Putu Artini, MA., Ph.D. . Gede Mahendrayana I Dewa Ayu Tri Utaminingsih . I Gede Budasi I Gede Soni Restiadi . I Gede Yoga Pramana . I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd . I Putu Ngurah Wage Myartawan Ib Kd Mega Brahwija . Ida Bagus Gede Suaditya . Kadek Anggun Pradnya Sari . Kadek Intan Rustiana Dewi . Kadek Sintya Dewi Luh Diah Surya Adnyani Luh Eka Sumeningsih . Luh Gede Ayu Devitasari . Luh Putu Ayu Wijayanti . Made Githa Swami Mardawati . Ni Kadek Swandewi . Ni Kadek Yuni Artini . Ni Luh Putu Eka Sulistia Dewi Ni Luh Putu Sri Natalia . Ni Luh Ratih Cris Andini . Ni Made Ratminingsih Ni Wayan Surya Mahayanti Nyoman Karina Wedhanti Putu Pendi Adnyana Putra . Putu Yuni Damayanti .