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Suarnajaya, W
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Education Languange, Linguistic, Communication & Media

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THE EFFECT OF GUIDED WRITING TECHNIQUE AND ANXIETY UPON WRITING COMPETENCY NT, Januartini,; PK, Nitiasih,; W, Suarnajaya,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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Abstract This research aimed at investigating the effect of guided writing and anxiety upon writing competency. It was an experimental research with 2x2 factorial design. The result showed that (a) there was significant difference in writing competency between the students taught by guided writing technique and those taught by conventional technique, b) there was an interactional effect between the implementation of guided writing and the students’ anxiety, (c) there was significant different in the writing competency between the students’ with high anxiety, taught by implementing guided writing technique and those who are taught by conventional technique, (d) there was significant different in the writing competency between the students’ with low anxiety, taught by implementing guided writing technique and those who are taught by conventional technique, (e) the implementation of guided writing technique was responded in a more positive way by the students with high anxiety rather than by the ones with low anxiety.   Keywords: guided writing, anxiety, and writing competency.
AN ANALYSIS OF THE NARRATIVE WRITING THE NINTH GRADE STUDENTS OF SMP NEGERI 1 GIANYAR BASED ON TEXT’S COHESION AND COHERENCE D, ANOM,; K, SEKEN,; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Abstract This study aimed at describing and explaining the cohesion and coherence created by the ninth grade students of SMP Negeri 1 Gianyar  in their narrative writings. Another aim was to describe and explain the problems encountered by  students in their narratives. This study used qualitative research which focused on  describing and explaining the coherence and cohesion created by the ninth grade students’ in their narrative writings, and the problems encountered by the students. The subject of this study was the ninth grade students of SMP Negeri 1 Gianyar in academic year 2011/2012. The obtained data were in the form of: a) scripts of students narrative writings, b), responses to the students’ questionnaire, and c) script of teacher’ interview. The main instrument was the researcher himself. The data were analyzed by using the theory introduced by Halliday and Hasan (1976), Alterberg (1987), Wuang, Hui and Sui, Danni, (2010), and Connor (1990) and Connor and John (1990). The findings of the study showed the cohesion of the narratives was achieved by the used of cohesive devices. Grammatical devices included references, substitution, ellipsis and conjunction. And lexical devices included reiteration and collocation. The coherence of the narratives was also achieved through the development of themes, the generic structure, and the tenses used. Most of the students have created cohesive and coherent narratives although some problems identified. They were in sentence patterns, verb patterns or forms, conjunction, spelling, word choice, plural form, over generalization, the use of article, ellipsis, and the use preposition, the use of pronoun, apostrophe, adverb forms, syllabification, and capital letters.
THE PRACTICE OF ENGLISH LANGUAGE TEACHING AND LEARNING IN SEKOLAH BUIN BATU PT. NEWMONT NUSA TENGGARA, WEST SUMBAWA, NTB PROVINCE B1, AQLI,; N, PADMADEWI,; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Abstract   This study aimed at (1) describing how English teachers at Middle Years of Sekolah Buin Batu (SBB) develop curriculum; (2) describing how English teachers at Middle Years of SBB determine learning resources;(3) describing how English teachers at Middle Years of SBB deliver learning activities, and; (4) describing how English teachers at Middle Years assess students’ learning progress. The subjects of the study were the English teachers and students at Middle Years of SBB in the academic year 2011/2012. The data were collected using some methods of data collection namely interview, observation, and documentation. Interview and documentation were used to collect data of curriculum and learning resources while interview, observation, and documentation were used to collect data of learning activities and assessment. The result of the study indicated that (1) English teachers at Middle Years of SBB develop curriculum. The teachers develop curriculum based on curriculum development procedure which covers the stages in team development and common understanding of curriculum development at SBB including inventory making, need analysis, drafting, verification, validation, finishing, approval, filing and archiving; (2) English teachers at Middle Years of SBB use various types of resources and identify teaching learning resources based on teachers’ planning to achieve teaching learning objectives, propose to school leaders, request the resources through administration staff, purchase the resources after the Purchase Order (PO) is approved by Finance and Admin Manager; (3) English teachers at Middle years of SBB teach English based on Year level and use various types of methods recognizing every individual abilities and learning styles (4) English teachers at Middle Years of SBB employ various kinds of assessment techniques based on the school assessment policy and the learning objectives   Keywords: ELT, Curriculum Development, Learning Resources, Learning Activities, Learning Assessment
THE EFFECT OF DESUGGESTOPEDIA ON THE WRITING COMPETENCE OF THE SECOND SEMESTER STUDENTS WITH DIFFERENT TEMPERAMENT, OF FKIP UNMAS DENPASAR I.G.B, Oka Pramarta,; ., Padmadewi; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Abstract This study aims at investigating the effect of desuggestopedia on writing competence of the second semester students with different temperaments, of FKIP UNMAS Denpasar. The problems of this study were formulated into two major points: 1) the effect of desuggestopedia on students’ writing competence, 2) interaction between desuggestopedia and the temperament. This study was designed with experimental research and instruments being used were lesson plans, posttest, writing rubric, and questionnaire. It used intact random sampling which is one type of probability sampling technique. As a result, two classes from seven classes were chosen, one as the experimental group and the other as the control group. The research instruments used to obtain the data in this research were in the form of tests which were analyzed using descriptive analysis and Statistical Two-Way ANOVA. There were 2 findings in this research: 1) there was significant different effect on students’ writing competence between the students who were taught by using Desuggestopedia and those who were taught by conventional technique, 2) there was not significant interaction effect between desuggestopedia and students’ temperament on students’ writing competence. Keywords : writing, desuggestopedia, sanguine, melancholic
AN ANALYSIS OF PEMBAYUNS SPEECH ACTS IN SORONG SERAH CEREMONY OF SASAK MARRIAGE: A RITUALISTIC DISCOURSE STUDY LN, YAQIN,; K, SEKEN,; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Abstract This study investigated the Pembayuns speech acts in Sorong Serah ceremony of the Sasak marriage. As such, it examined the speech events that occurred within the ritual of the ceremony. It was designed as a descriptive qualitative research of the ethnography of communication type and employed observations and interviews as methods of data collection. Video recording and note-taking techniques were applied. The data analysis was affiliated with Wijana’s (1996), Austin’s (1975) and Searle’s (1969) models of speech act theory and was done following Miles and Huberman’s 1994) interactive model of data analysis. The findings of the study showed that the Pembayuns in Sorong Serah ceremony conveyed speech acts of certain types that can be categorized as direct speech acts, indirect speech acts, literal speech acts, nonliteral speech acts, direct literal speech acts, direct nonliteral speech acts, indirect literal speech acts, and indirect nonliteral speech acts. Among those eight forms of speech acts, indirect speech act was used most dominantly by the Pembayuns as it was seen as a politeness strategy. In relation to the force of utterances, it was found that the illocutionary acts used by the Pembayuns in Sorong Serah ceremony comprise a strategy that was oriented to face saving politeness (Brown & Levinson, 1987). All the five types of speech act were found to be used by the Pembayuns in Sorong Serah ceremony, namely: directive, commissive, expressive, representative, and declaration. These types of speech act were mainly concerned with values and wisdom related to politeness principles.   Keywords: Speech Acts, Strategy, Sorong Serah, Sasak Marriage.
AN ANALYSIS OF THE COHESION AND COHERENCE OF STUDENTS` ENGLISH WRITINGS AT THE SECOND GRADE OF SMAN 1 LABUAPI WEST LOMBOK ., AYUB; K, SEKEN,; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Abstract   This study aimed at analyzing students` writings in terms of: (1) the types of cohesive devices used; (2) the types of topical progressions; and (3) the problems of coherence. The subjects investigated were 30 second grade students of SMAN 1 Labuapi. There were two kinds of data collected: written and verbal data. In collecting the data, the students were given a writing task and the students and the English teacher were interviewed. The data were analyzed qualitatively based on Halliday and Hasans` theory of cohesion (1976) and Topical Progression Analysis of Lautamatti (1978) in Hoenisch (2009) and Almaden (2006). The results of study were (1) the students used the five types of cohesive devices to serve the coherence of their writings of which reference 40.84% with personal reference as the dominant use. Lexical cohesion was used 37.99% dominated with repetition. Then, it was followed by conjunction  19.60 %, ellipsis  1.35%, and substitution 0.29%; (2) the topical progression used was parallel progression with the percentage 56.84%, sequential progression 24.19%, and extended parallel progression 18.25%; (3) some problems in coherence of students` writings were reference, conjunction, lexical cohesion, tenses, auxiliary `to be`, passive voice, infinitive, gerund, subject-verb agreement, noun, preposition, and text structure. The result of the study indicates that cohesion and coherence have to be the emphasis in teaching writing and the English teachers have to be competent in evaluating the coherence of students` writings by applying TSA.   Keywords: cohesive devices, topical progression, cohesion, coherence.
THE EFFECT OF INFORMATION GAP TECHNIQUE AND ACHIEVEMENT MOTIVATION TOWARD STUDENTS’ SPEAKING ABILITY (An Experimental Study of the Tenth Grade Students of MAN SELONG) M, Asrobi,; K, SEKEN,; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Abstract This study aims at investigating the effect of information gap technique and achievement motivation toward the speaking ability of the tenth grade students of MAN Selong. Designed as an experimental study, it examined a sample of two classes of grade ten students of MAN Selong. Cluster random sampling technique was used to take the sample. The data were collected through a speaking test and questionnaire of achievement motivation and analyzed by using two way ANOVA analysis and Tuckey test. Then, the findings can be stated as follows: (1) information gap technique is more effective than conventional technique in teaching speaking; (2) there is interaction effect of teaching techniques and achievement motivation toward students’ speaking ability; (3) there is a significant difference of speaking ability between high achievement motivation students who were taught using information gap technique and high achievement motivation students who were taught using conventional technique; (4) there is no significant difference of speaking ability between low achievement motivation students who were taught conventional technique and low achievement motivation students who were taught using information gap technique. In general, information gap technique is more effective than conventional technique for teaching speaking either for high achievement motivation students or for those with low achievement motivation students.   Key words: Information Gap, Achievement Motivation, and Speaking Ability
THE EFFECT OF TASK-BASED LANGUAGE TEACHING AND ENGLISH GRAMMAR MASTERY TOWARD READING COMPREHENSION OF THE SECOND SEMESTER STUDENTS Kumara, Gana; ., PADMADEWI; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
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Abstract This study focused on the effect of task based language teaching and grammar mastery toward students’ reading comprehension. It was an experimental study by making use of post test-only control group with 2 x 2 factorial design. The population of the study was 175 second semester students of the English Education Study Program of FKIP UNMAS Denpasar wherein 52 students were chosen as the sample through Intact Group Random Sampling. The research data were collected through a grammar mastery test and a reading comprehension test and were analyzed by using Two-Way ANOVA and Tukey test assissted by SPSS 16.0. The findings showed that, firstly, the students who were treated by TBLT achieved better reading comprehension than those who were treated by conventional method; secondly, there was an interactional effect between TBLT and grammar mastery upon the students’ reading comprehension; thirdly, the students with high grammar mastery gained higher reading comprehension score when they were treated by TBLT than by conventional method; and fourthly, there was significant difference in reading comprehension between the students who had low grammar mastery taught by using TBLT and those who were taught by conventional method.     Keywords: task based language teaching, grammar mastery, reading comprehension.
AN ANALYSIS OF THE COHESION AND COHERENCE OF STUDENTS` ENGLISH WRITINGS AT THE SECOND GRADE OF SMAN 1 LABUAPI WEST LOMBOK ., AYUB; K, SEKEN,; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (284.56 KB) | DOI: 10.23887/jpbi.v1i0.735

Abstract

Abstract   This study aimed at analyzing students` writings in terms of: (1) the types of cohesive devices used; (2) the types of topical progressions; and (3) the problems of coherence. The subjects investigated were 30 second grade students of SMAN 1 Labuapi. There were two kinds of data collected: written and verbal data. In collecting the data, the students were given a writing task and the students and the English teacher were interviewed. The data were analyzed qualitatively based on Halliday and Hasans` theory of cohesion (1976) and Topical Progression Analysis of Lautamatti (1978) in Hoenisch (2009) and Almaden (2006). The results of study were (1) the students used the five types of cohesive devices to serve the coherence of their writings of which reference 40.84% with personal reference as the dominant use. Lexical cohesion was used 37.99% dominated with repetition. Then, it was followed by conjunction  19.60 %, ellipsis  1.35%, and substitution 0.29%; (2) the topical progression used was parallel progression with the percentage 56.84%, sequential progression 24.19%, and extended parallel progression 18.25%; (3) some problems in coherence of students` writings were reference, conjunction, lexical cohesion, tenses, auxiliary `to be`, passive voice, infinitive, gerund, subject-verb agreement, noun, preposition, and text structure. The result of the study indicates that cohesion and coherence have to be the emphasis in teaching writing and the English teachers have to be competent in evaluating the coherence of students` writings by applying TSA.   Keywords: cohesive devices, topical progression, cohesion, coherence.
THE EFFECT OF INFORMATION GAP TECHNIQUE AND ACHIEVEMENT MOTIVATION TOWARD STUDENTS’ SPEAKING ABILITY (An Experimental Study of the Tenth Grade Students of MAN SELONG) M, Asrobi,; K, SEKEN,; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (100.474 KB) | DOI: 10.23887/jpbi.v1i0.736

Abstract

Abstract This study aims at investigating the effect of information gap technique and achievement motivation toward the speaking ability of the tenth grade students of MAN Selong. Designed as an experimental study, it examined a sample of two classes of grade ten students of MAN Selong. Cluster random sampling technique was used to take the sample. The data were collected through a speaking test and questionnaire of achievement motivation and analyzed by using two way ANOVA analysis and Tuckey test. Then, the findings can be stated as follows: (1) information gap technique is more effective than conventional technique in teaching speaking; (2) there is interaction effect of teaching techniques and achievement motivation toward students? speaking ability; (3) there is a significant difference of speaking ability between high achievement motivation students who were taught using information gap technique and high achievement motivation students who were taught using conventional technique; (4) there is no significant difference of speaking ability between low achievement motivation students who were taught conventional technique and low achievement motivation students who were taught using information gap technique. In general, information gap technique is more effective than conventional technique for teaching speaking either for high achievement motivation students or for those with low achievement motivation students.   Key words: Information Gap, Achievement Motivation, and Speaking Ability
Co-Authors ANOM, D AQLI, B1 AYUB . Gana Kumara Januartini, NT Maman Asrobi Nitiasih, PK Oka Pramarta, I.G.B Padmadewi . Padmadewi, N SEKEN, K YAQIN, LN