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THE EFFECTS OF RECIPROCAL TEACHING AND ACHIEVEMENT MOTIVATION UPON READING COMPETENCY OF THE TENTH GRADE STUDENTS OF SMAN 1 KUTA SELATAN IN THE ACADEMIC YEAR 2015/2016 ., NI WAYAN NOVI SURYATI; ., DR. NI MADE RATMININGSIH, M.A.; ., DRS. I WAYAN SUARNAJAYA, M.A., P.hD
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 4, No 1 (2016)
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

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Penelitian ini bertujuan untuk: 1) mengetahui pengaruh signifikan pengajaran Reciprocal dan pengajaran konvensional pada kompetensi membaca siswa; 2) mengetahui efek interaksi yang terjadi di antara pengajaran Reciprocal dan konvensional dengan motivasi belajar terhadap kompetensi membaca siswa; 3) mengetahui perbedaan signifikan pada kompetensi membaca di antara siswa yang memiliki motivasi belajar tinggi yang mengikuti pengajaran Reciprocal dan yang mengikuti pengajaran konvensional; dan 4) mengetahui perbedaan signifikan pada pemahaman membaca siswa yang memiliki motivasi belajar rendah yang mengikuti pengajaran Reciprocal dan yang mengikuti pengajaran konvensional. Studi eksperimen ini menggunakan rancangan penelitian posttest-only control group design dengan faktorial 2x2. Populasi penelitian adalah siswa semester I di SMAN 1 Kuta Selatan pada tahun akademik 2015/2016, yang mana 92 siswa dipilih sebagai sampel dengan penyampelan acak cluster. Data penelitian dikumpulkan dengan menggunakan kuesioner motivasi belajar serta tes membaca dan kemudian dianalisis menggunakan Anova dua jalur yang diikuti dengan tes Tukey. Adapun temuan-temuan penelitian ini yaitu: pertama, siswa yang mengikuti pengajaran Reciprocal meraih kompetensi membaca yang lebih baik dari pada siswa yang mengikuti pengajaran konvensional; kedua, terdapat efek interaksi di antara pengajaran Reciprocal dan pengajaran konvensional dengan motivasi belajar terhadap kompetensi membaca siswa; ketiga, siswa yang memiliki motivasi belajar tinggi yang diajar dengan Reciprocal meraih kompetensi membaca yang lebih baik daripada siswa yang diajar dengan pengajaran konvensional; dan keempat, siswa memiliki motivasi belajar rendah yang diajar dengan pengajaran Reciprocal meraih kompetensi membaca yang lebih baik dengan siswa yang diajar dengan pengajaran konvensional. Dapat disimpulkan bahwa penelitian ini membuktikan adanya pengaruh yang signifikan dari pengajaran Reciprocal terhadap kompetensi membaca siswa. Berdasarkan hasil yang didapat dapat dikatakan bahwa Reciprocal bisa dijadikan salah satu strategi untuk membantu meningkatkan kompetensi membaca siswa. Selain itu, guru juga sebaiknya menyadari betul bahwa strategi mengajar mempengaruhi motivasi belajar siswa.Kata Kunci : : pengajaran reciprocal, motivasi belajar, kompetensi membaca This research aimed at investigating (1) whether there is a significant effect in reading competency of students who are taught by using Reciprocal teaching and conventional teaching, 2) whether there is an interactional effect between Reciprocal teaching and achievement motivation upon students’ reading competency, 3) whether there is a significant difference in reading competency between the students with high achievement motivation who were taught by using Reciprocal teaching and those who were taught by using conventional teaching, 4) whether there is a significant difference in reading competency between the students with low achievement motivation who were taught by using Reciprocal teaching and those who were taught by using conventional teaching. It was an experimental study by making use of posttest-only control group with 2 x 2 factorial design. The population of the study was the first semester students of the tenth grade students of SMAN 1 Kuta Selatan in the academic year of 2015/2016, in which 92 students were chosen as the samples through Cluster Random Sampling. The research data were collected through a reading test and questionnaire of achievement motivation. The data were analyzed by using Two-Way ANOVA and Tukey test. The findings showed that the students taught using Reciprocal teaching achieved better in reading competency than those who were taught using conventional teaching. Furthermore, there was an interactional effect between Reciprocal teaching and achievement motivation on students’ reading competency. The students with high achievement motivation achieved better in reading competency when they were being taught using Reciprocal teaching rather than using conventional teaching. In addition, there was also difference in reading competency between the students who have low achievement motivation who were taught by using Reciprocal teaching rather than using conventional teaching. It could be concluded that this research proved the significant effect of Reciprocal teaching upon students’ reading competency. Regarding to the findings, the implication could be drawn that Reciprocal teaching was a teaching strategy which could be used to help the students to foster their English reading competency.keyword : reciprocal teaching, achievement motivation, reading competency

THE EFFECT OF FLIPPED CLASSROOM STRATEGY TOWARD STUDENTS READING COMPETENCE IN THE ENGLISH FOR NURSING Ni Wayan Novi, Suryati; Ni Kadek Ary, Susandi; I Putu Agus Endra, Susanta
Lingua Scientia Vol 26, No 1 (2019)
Publisher : Universitas Pendidikan Ganesha

This study aimed to identify the effect of flipped classroom strategy toward reading competence between students who are taught using flipped classroom and those who are taught using conventional strategy. The study employed quasi experimental and used Non-equivalent Control Group Design. There were 80 respondents of the 3rd semester nursing students of STIKES Bali recruited as the sample through purposive sampling strategy. The data were collected by using pre-test and post-test to measure students' reading competence. The findings indicated that there was a significant difference between experimental and conventional group. The average score of experimental group in pre-test was 49.05, while the post-test was 78.58; the increase was 29.53. Meanwhile, the average score of control group in the pre-test was 45.55, while after the post-test was 58.48; the increase was 12.93. The t test obtained the value of t count 12.737. The value of t table with df 39 at a significant level of 5% was 2.0226. Therefore, t count> t table (12,737> 2,0226) and the significance value is lower than 0,05 (0,00 <0,05). The students taught using Flipped Classroom achieved better in reading competency than those who were taught using conventional teaching. In conclusion, Flipped Classroom is an active learning strategy that can be applied in the classroom, in which the learning process is reversed, that is, from the student to the teacher or student-centered learning.

THE EFFECT OF FLIPPED CLASSROOM STRATEGY TOWARD STUDENTS READING COMPETENCE IN THE ENGLISH FOR NURSING Suryati Ni Wayan Novi; Susandi Ni Kadek Ary; Susanta I Putu Agus Endra
Lingua Scientia Vol. 26 No. 1 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v26i1.18831

This study aimed to identify the effect of flipped classroom strategy toward reading competence between students who are taught using flipped classroom and those who are taught using conventional strategy. The study employed quasi experimental and used Non-equivalent Control Group Design. There were 80 respondents of the 3rd semester nursing students of STIKES Bali recruited as the sample through purposive sampling strategy. The data were collected by using pre-test and post-test to measure students' reading competence. The findings indicated that there was a significant difference between experimental and conventional group. The average score of experimental group in pre-test was 49.05, while the post-test was 78.58; the increase was 29.53. Meanwhile, the average score of control group in the pre-test was 45.55, while after the post-test was 58.48; the increase was 12.93. The t test obtained the value of t count 12.737. The value of t table with df 39 at a significant level of 5% was 2.0226. Therefore, t count> t table (12,737> 2,0226) and the significance value is lower than 0,05 (0,00 <0,05). The students taught using Flipped Classroom achieved better in reading competency than those who were taught using conventional teaching. In conclusion, Flipped Classroom is an active learning strategy that can be applied in the classroom, in which the learning process is reversed, that is, from the student to the teacher or student-centered learning.

JARGON IN ENGLISH PARLIAMENTARY DEBATING Ni Kadek Ary Susandi; Furqanul Hakim; Ni Wayan Novi Suryati
Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching
Publisher : Universitas Negeri Padang

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The fact that language changes is indisputable and inevitable. The nature of language that is very dynamic - following the development of the society leads to the emergence of linguistics variation. Linguistics variation is believed to rely heavily on people’s live and interactions. Hudson states (1981: 25) “the defining characteristic of each variety is the relevant relation to society – in other words, by whom, and when, the items concerned are used”. The present study examines the differences in variations of the language used by the people in a particular group – the forms, meaning and function of English jargons used by University students competing in English parliamentary debating competitions held in the region Bali, West and East Nusa Tenggara, Indonesia. Jargon is a collection of words or specific terms used by a group of people, in which the words are only understood by those who joined the group (Fromkin and Rodman, 1979). The data were collected by recording the speech delivered by debaters during debating at the tournaments and interviewing the debaters to clarify the meaning and function of jargons used. The data will then be analyzed descriptively based on sociolinguistics and language variations theories, also previous related studies. This research is beneficial to increase scientific vocabularies and can be used as references for English teachers or English debate coaches to develop their students’ skills in using English and/or to improve students’ achievement in the field of English debating.

The Learning Style of Nursing Student in English for Nurses Ni Wayan Novi Suryati; Kadek Maya Cyntia Dewi; I Putu Agus Endra Susanta
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 4, No 2 (2022): April Pages 1601- 3200
Publisher : Universitas Pahlawan Tuanku Tambusai

This study aimed to describe the students' learning styles in learning English for Nurses (EFN) subject in the nursing study program. This study employed a descriptive design with a qualitative approach. There were 128 students recruited as the sample. Data were collected using open-ended questionnaires, interviews, observations and it was analyzed qualitatively. The finding of this study indicated that the majority of participants had a visual learning style 54 participants (42%), while the auditory learning style with 43 participants (34%) and 31 participants (24%) had kinesthetic learning style. This showed that each individual has a dominant learning style among visual, auditory and kinesthetic learning styles. It hoped that from the results of this study, the lecturer have more varied teaching materials and techniques that can be developed in order to keep up with the varied learning styles of students.

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