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THE PHONOLOGY OF RONGGA LANGUAGE: A TRANSFORMATIONAL GENERATIVE STUDY I NYOMAN SUPARSA
Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana Vol 15 (2008): September 2008
Publisher : Program Magister Linguistik Universitas Udayana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (263.171 KB)

Abstract

ABSTRACT Ph.D. thesis entitled “The Phonology of Rongga Language: A Transformational Generative Study” has the aims to answer three problems, including (1) How is the phonological realization of Rongga morphemes, both in phonemic and phonetic levels, (2) what are the requirements to the morphemic structure of Rongga language, both in the relation of the positive requirements and ‘if – then’ conditions?, and (3) How is the process and the phonological rules of Rongga language in order to explain the alteration from the phonological to phonetic realization? By using the Generative Phonology approach and Phonetics, in particular Articulatory and Acoustic Phonetics, Autosegmental Phonology and field-work linguistic method, a library research and analysis, and it is also supported by recording technique, note-taking, and palatographic technique, the current researchproject can be realised in the form of dissertation. Rongga language has six vowels both phonemically and phonetically including /i, e, u, o, ?, a/ [i, e, u, o, ?, a]. Phonemically Rongga language has 25 consonants they are /p, b, t, d, k, g, dZ, ?, ?, ?, ?b,
PENINGKATAN KEMAMPUAN MENYUSUN TEKS EKSPLANASI MELALUI PEMBELAJARAN KONTEKSTUAL DENGAN MEDIA AUDIO-VISUAL PADA SISWA KELAS VII F SMP WISATA SANUR TAHUN PELAJARAN 2017/ 2018 Elsa, Reginaldis Fitriani; Suparsa, I Nyoman; Rustini, Ni Ketut Pola
Jurnal Santiaji Pendidikan (JSP) Vol 9 No 1 (2019): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (265.493 KB) | DOI: 10.36733/jsp.v9i1.181

Abstract

This study uses classroom action research (CAR). The subjects were students of class VII F SMP Wisata Sanur totaling 42 students. The object of research is the application of contextual learning with audio-visual media to enhance the ability of preparing explanatory text. The design of this class action research, carried out in stages or multiple cycles until results are achieved in accordance with the desired target. The data collection is done by using the method of observation and testing methods in the form of duty fabricated. Observation methods used to collect the data pertaining to attitudes and activities of students in the learning process. Written test in the form of duty fabricated by the amount of about 1 point with 5 aspects of assessment and score range 1-20 with a number of wholly ideal score is 100. The test results obtained in the application of contextual learning with media audio-visual to Enhance Capabilities Develop explanatory text F Grade VII SMP Wisata Sanur Academic Year 2017/2018 has increased. In the initial test value - average only 4.07 with less category, the first cycle value - average of 5.30 with a category is almost enough, the second cycle value - average of 6.92 with more than enough categories and average value Cycle III students on the average increased to 8.40 with a good category. Based on the results of the tests can be concluded that contextual learning with audio-visual media can improve the ability compile explanatory text in class VII F SMP Wisata Sanur in academic year2017/2018.
PERAN AUDITOR INTERNAL DALAM MENENTUKAN PENGARUH PENGENDALIAN INTERN TERHADAP GOOD UNIVERSITY GOVERNANCE DI UNIVERSITAS MAHASARASWATI DENPASAR Suparsa, I Nyoman; Widnyana, I Wayan; Sujana, I Wayan
Jurnal Bakti Saraswati (JBS): Media Publikasi Penelitian dan Penerapan Ipteks Vol 6 No 1 (2017): Jurnal Bakti Saraswati (JBS) : Media Publikasi Penelitian dan Penerapan Ipteks
Publisher : Lembaga Penelitian dan Pemberdayaan (Institute for Research and Community Empowerment) Universitas Mahasaraswati Denpasar Bali

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Abstract

This study aims to determine the role of internal auditors in determining the influence of internal control of good university governance at the University of Mahasaraswati Denpasar. This research belongs to the type of causal research and is also categorized as quantitative research. Variables of this study include independent variables: internal control, mediation variables: internal auditor and dependent variable: good university governance. Data collection was done by distributing questionnaires to respondents who numbered 38 people from 14 courses in the environment Unmas Denpasar. The analysis tool used is SPSS V.23 path analysis. The test result showed that internal control had positive and significant effect on good university governance as shown by regression coefficient ? = 0,801 and sig. of 0.000 <0.05. Internal auditors have a positive and significant role in determining the influence of control on good university governance as shown by the coefficient of sobel's z = 3.141 and sig of 0.002 <0.05
Developing learning methods of Indonesian as a foreign language Suparsa, I Nyoman; Mantra, Ida Bagus Nyoman; Widiastuti, Ida Ayu Made Sri
International journal of social sciences and humanities Vol. 1 No. 2 (2017): August
Publisher : Universidad Tecnica de Manabi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (573.077 KB) | DOI: 10.29332/ijssh.v1n2.41

Abstract

The present study was conducted which aims at developing teaching methods of Indonesian as a foreign language. This study was carried out for two years in the form of Research and Development design to develop accuracy of teaching methods to be employed to teach the Indonesian language. The study was conducted as an important and crucial issue encountered by prospective teachers of Indonesian as a foreign language to face global challenges in which teachers of Indonesian are urgently required to teach effectively. In addition, this study was conducted to prepare the Indonesian teachers to be professional teachers and ready to face the competitive world of work. In the first year, the research was focused on creating a draft of effective learning methods to teach Indonesian as a foreign language. Consequently, this study was started by analyzing the teaching methods that have been used by various language learning institutions. The second year, the study is mainly focused on trying out and validated the learning methods to ensure their effectiveness to teach Indonesian as a foreign language.
FONOLOGI BAHASA RONGGA: SEBUAH KAJIAN TRANSFORMASI GENERATIF I NYOMAN SUPARSA; Prof. Dr. Aron Meko Mbete; Prof. Dr. I Wayan Pastika; Dr. Hans Lapoliwa, M.Phil.
e-Journal of Linguistics Vol. 3. 1 Januari 2009 No. 1
Publisher : Doctoral Studies Program of Linguistics of Udayana University Postgraduate Program

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Abstract

Disertasi yang berjudul Fonologi Bahasa Rongga: Sebuah Kajian TransformasiGeneratif bertujuan untuk menjawab tiga hal yang menjadi masalah, yaitu (1)bagaimanakah ujud (realisasi) fonologis dari morfem-morfem bahasa Rongga, baik padatataran fonemis maupun pada tataran fonetis?, (2) bagaimanakah syarat-syarat strukturmorfem bahasa Rongga, baik yang berkaitan dengan syarat-syarat positif maupun jikamaka?,dan (3) bagaimanakah proses dan kaidah fonologis bahasa Rongga menjelaskanproses perubahan realisasi fonologis menjadi realisasi fonetis?Dengan menggunakan pendekatan fonologi generatif, fonologi autosegmental danfonetik khususnya fonetik artikulatoris dan akustik, dan metode linguistik lapangan,kepustakaan, dan analisis, serta ditunjang oleh teknik perekaman, pencatatan, danpalatografi maka dihasilkan penelitian dalam bentuk disertasi.Bahasa Rongga mempunyai 6 segmen vokal, baik secara fonemis maupun fonetis,yaitu /i, e, u, o, ?, a/ [i, e, u, o, ?, a]. Bahasa Rongga mempunyai 25 segmen konsonansecara fonemis, yaitu /p, b, t, d, k, g, d?, , , , b, <d, g, m, n, ?, f,s, v, , h, r, l, w, /, secara fonetis ada 28 segmen, yaitu [p, b, t, d, k, g, ,d?, t?, , , , b, <d, g, m, n, ?, f, s, v, , h, r, l, w,, ]Untuk mengetahui persamaan-persamaan dan perbedaan-perbedaan yang adaantara segmen-segmen fonologis bahasa Rongga secara fonemis diperlukan 14 ciripembeda. Keempat belas ciri pembeda itu adalah [konsonantal], [silabis], dan [sonoran]tergolong ke dalam ciri golongan utama. Ciri pembeda [malar], [pelepasan tertunda],[nasal], dan [lateral] tergolong ke dalam ciri cara artikulasi. Ciri pembeda [anterior] dan[koronal] tergolong ke dalam ciri tempat artikulasi. Ciri pembeda [tinggi], [rendah],[belakang], dan [bulat] tergolong ke dalam ciri punggung lidah. Ciri pembeda [bersuara]tergolong ke dalam ciri tambahan. Namun, untuk dapat membedakan bunyi hambat(plosif) [b], [d], dan [g] dengan implosif [], [], dan [] diperlukan duaciri lagi, yaitu [glottis dibuka]([spread gl]) dan [pitasuara rapat tidak kencang] ([constr gl]) (Kenstowich,1994:40—41, 146), dan untuk membedakan antara hambatpranasal dengan nasal diperlukan satu ciri lagi yaitu ciri[kompleks].Secara fonetis diperlukan dua ciri pembeda lagi, yaitu [tegang] dan[tekanan].Segmen morfem asal pangkal bahasa Rongga minimal berupa V ([+sil]), danrangkaian vokal dalam morfem asal pangkal maksimal VV ([+sil] [+sil]). Sebuah morfemasal pangkal dapat berawal konsonan K ([-sil]) atau V ([+sil]) atau berakhir V ([+sil]).  Jadi, bahasa Rongga mempunyai pola suku kata V dan KV. Dari formulasi di atas, polakanonik bahasa Rongga dapat dirinci menjadi 13 pola morfem, yaitu V, KV, VV, VKV,KVV, KVKV, KVKVKV, KVVKV, KVKVV, KVKVKVV, KVKVKVKV,V.KV.V.KV, dan KVVKVKV.Bahasa Rongga tidak mengenal rangkaian segmen konsonan pada morfemfonologis pangkal, karena bahasa Rongga merupakan bahasa vokalik. Berdasarkan datayang ada, maka rangkaian segmen fonologis vokal yang dibolehkan adalah /i-a, i-u, i-o, ie,i-i, e-a, e-u, e-o, e-i, e-e, u-a, u-i, u-e, u-u, o-a, o-i, o-u, o-e, o-o, a-i, a-e, a-u, a-o, a-a/.Dengan demikian, segmen fonologis vokal */?/ tidak ada dalam bentuk rangkaian, baikyang didahului maupun diikuti oleh segmen fonologis vokal lain. Di samping segmenfonologis vokal */?/, rangkaian segmen fonologis vokal yang tidak ada adalah*/ u-o /.Semua segmen fonologis vokal berdistribusi lengkap kecuali /?/ yang menempatiposisi awal dan tengah kata. Semua segmen fonologis konsonan tidak berdistribusilengkap. Yang menempati posisi awal dan tengah kata adalah /p, t, d, k,g, d?, , , , b, <d, g, m, n, ?, s, r, l, /. Yangmenempati posisi awal kata adalah /b, f, v, h/. Dan, yang menempatiposisi tengah kata adalah //.Pada penelitian ini ditemukan 14 kaidah fonologi yang berguna untukmenjelaskan proses fonologi yang terjadi. Keempat belas kaidah fonologi itu adalah (1)KF penambahan luncuran semivokal, (2) KF penambahan konsonan glotal [](kaidah kecil), (3) KF penambahan konsonan [r] (kaidah kecil),(4) KF penggantian luncuran semivokal [w], (5) KF penyuaraan konsonan [k] (kaidahkecil), (6) KF penggantian konsonan [], (7) KF pengawasuaraan konsonan [d?],(8) KF penggantian konsonan [g] (kaidah kecil), (9) KF pelesapan konsonan [h] (kaidahkecil), (10) KF pelesapan vokal [a] (kaidah kecil), (11) KF pelesapan vokal [?], (12)KF perubahan vokal [u] (kaidah kecil), (13) KF keharmonisan ketinggian vokal [a], dan(14) KF penempatan tekanan.Dari keempat belas kaidah fonologi itu, ada sejumlah kaidah fonologi yangberurutan, yaitu KF 4-KF1, KF9-KF10, KF 3-KF 12-KF 8, KF 8-KF 3-KF 12.Bahasa Rongga menggunakan huruf latin, karena bahasa Rongga tidakmempunyai sistem tulisan. /i, e, u, o, ?, a/ [i, e, u, o, ?, a] ditulis dengan i, e, u, o, e, a. /p,b, b, m, f, v, w, t, d, <d, n, s, r, l, d?, k, g, g, ?, h/ [p, b,b, m, f, v, w, t, d, <d, n, s, r, l, d?, k, g, g, ?, h] ditulisdengan huruf p, b, mb, m, f, v, w, t, d, nd, n, s, r, l, j, k,g, ngg, ng, h. Untuk /, , , , / [, , , , ] ditulisdengan huruf bh, dh, gh, hg, zh.
COVID-19 TERMINOLOGIES: THE EXTENT OF STUDENT’S VOCABULARY ACQUISITION DURING LEARNING FROM HOME I Nyoman Suparsa; Ida Bagus Nyoman Mantra
International Journal of Linguistics and Discourse Analytics Vol 2 No 1 (2020): IJOLIDA Vol.2 No.1, September 2020
Publisher : Denpasar Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52232/ijolida.v2i1.28

Abstract

The coronavirus pandemic has affected the lives of people across the globe which forced students to work from home. In the education sector, students are strongly suggested to stay home and study from home. Consequently, online learning becomes a necessary learning process during the outbreak of COVID-19. Students are expected to be active in engaging themselves in learning. Suddenly they are confronted with many terminologies concerning classroom interaction. Many students found some of the terminologies confusing. This study was intended to find out the students' acquisition of COVID-19 terminologies which are commonly used in classroom interaction. The study found that students have inadequate comprehension of COVID-19 terminologies although they are widely exposed to terminologies in their daily life. Only common terminologies were comprehended appropriately. This study implies that a learning program should be provided to improve students' acquisition of COVID-19 terminologies
DISCOURSE IN DIVERSE ASSESSMENT TECHNIQUES EMPLOYED BY LANGUAGE TEACHERS Ida Ayu Made Sri Widiastuti; I Gde Putu Agus Pramerta; I Nyoman Suparsa; Ni Luh Sukanadi
International Journal of Linguistics and Discourse Analytics Vol 2 No 1 (2020): IJOLIDA Vol.2 No.1, September 2020
Publisher : Denpasar Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52232/ijolida.v2i1.32

Abstract

Classroom assessment is a process of collecting and utilizing information on student learning outcomes carried out by teachers. The process of collecting and utilizing this information is used to determine the level of achievement of students towards competency attainment. The results of the assessment can provide an overview of the competence and progress of the students. This study explores the principles of classroom-based assessment carried out by teachers in real classroom settings. The study revealed that teachers employed various assessment techniques due to their various understanding of classroom assessment. Teachers had different views on how the implementation of classroom assessment and methods of assessments. Several forms of assessment conducted by teachers include a collection of a portfolio, product, project, performance, and written tests. However, some teachers still conducted those forms of assessment inappropriately. This study implies that further educational training on classroom assessment should be developed by educational stakeholders.
Discourse On English Teaching Materials For Tour Guiding Based On Cultural Social Approach Analysis Suparsa, I Nyoman; Suandi, I Nyoman; Warta, Ida Bagus; Seloka, Ida Bagus; Astawa, I Nengah
International Journal of Linguistics and Discourse Analytics Vol 2 No 2 (2021): IJOLIDA Vol.2 No.2, March 2021
Publisher : Denpasar Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52232/ijolida.v2i2.36

Abstract

Teaching English for specific purposes (ESP), which is in contrast with English for Academic purposes (EAP), has gained specially great attention since 1960’s. One of the examples of ESP is English for guiding. The main purpose of implementing English for guiding in some schools or collages is to give the students ability to communicate mainly orally so as to be able to fulfil the student’s need for his or her future carreer or job in tourism. In reality very often cultural misunderstandings which may pruduce fatal consequencies emerge among those who are involved in tourism industry. Due to this circumstance, inserting sosio-cultural aspects in the teacher’s languge teaching interaction is indeed beneficial. In this case, the role of the teacher to include edequate cultural aspects in language teaching, beside giving formal gramatical language forms, of course is highly worth considering. Teaching English for tourism industry is not regarded appropriate yet if sosio-cultural aspects are not adequately included. In other words, beside teaching the language forms, English teacher should incorporate sosio-cultural aspects into his interaction. Futhermore, materials for English for guiding is carefully selected which are based on carefull analysis of the course objectives. The implication of analysing teaching materilas intended for tour guide is expected that the outcomes of the institution or graduates are truly matched with the available jobs in job markets
PENINGKATAN KEMAMPUAN MENYUSUN TEKS EKSPLANASI MELALUI PEMBELAJARAN KONTEKSTUAL DENGAN MEDIA AUDIO-VISUAL PADA SISWA KELAS VII F SMP WISATA SANUR TAHUN PELAJARAN 2017/ 2018 Reginaldis Fitriani Elsa; I Nyoman Suparsa; Ni Ketut Pola Rustini
Jurnal Santiaji Pendidikan (JSP) Vol. 9 No. 1 (2019): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v9i1.181

Abstract

This study uses classroom action research (CAR). The subjects were students of class VII F SMP Wisata Sanur totaling 42 students. The object of research is the application of contextual learning with audio-visual media to enhance the ability of preparing explanatory text. The design of this class action research, carried out in stages or multiple cycles until results are achieved in accordance with the desired target. The data collection is done by using the method of observation and testing methods in the form of duty fabricated. Observation methods used to collect the data pertaining to attitudes and activities of students in the learning process. Written test in the form of duty fabricated by the amount of about 1 point with 5 aspects of assessment and score range 1-20 with a number of wholly ideal score is 100. The test results obtained in the application of contextual learning with media audio-visual to Enhance Capabilities Develop explanatory text F Grade VII SMP Wisata Sanur Academic Year 2017/2018 has increased. In the initial test value - average only 4.07 with less category, the first cycle value - average of 5.30 with a category is almost enough, the second cycle value - average of 6.92 with more than enough categories and average value Cycle III students on the average increased to 8.40 with a good category. Based on the results of the tests can be concluded that contextual learning with audio-visual media can improve the ability compile explanatory text in class VII F SMP Wisata Sanur in academic year2017/2018.
PENINGKATAN KEMAMPUAN MENGANALISIS UNSUR INTRINSIK CERPEN MELALUI METODE DISKUSI JENIS BUZZ GROUP PADA SISWA KELAS VIII A SMP DWIJENDRA GIANYAR TAHUN PELAJARAN 2011/2012 Ni Made Purnami Sari; Ni Nyoman Suparsa
Jurnal Santiaji Pendidikan (JSP) Vol. 3 No. 2 (2013): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v3i2.490

Abstract

This study is a classroom action research. It was conducted for the students at class VIII SMP DwijendraGianyar in the academic year 2011/2012. There were three cycles planned. There were 36 students. The object of the study was the improvement of ability in analyzing the intrinsic element of a short story through Buzz group discussion method. The results revealed that there was improvement in analyzing the intrinsic element of a short story after implementing Buzz group discussion method. It could be found from the mean score of the pretest was 4.2. It improved to 5.22 in the 1st cycle, then up to 6.22 in the 2nd cycle until achieving 7.38 in the 3rd cycle. It means that the standard-passing score (SKBM) that is 7.00 was achieved.