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All Journal Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Jurnal Pendidikan Bahasa Inggris ELT Worldwide: Journal of English Language Teaching Jurnal Pendidikan Bahasa Journal of ELT Research Jurnal Bahasa Lingua Scientia Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Language and Literature SAGA: Journal of English Language Teaching and Applied Linguistics SALEE: Study of Applied Linguistics and English Education The Art of Teaching English as a Foreign Language (TATEFL) Journal of Educational Study Indonesian Journal Of Educational Research and Review
Anak Agung Gede Yudha Paramartha
Universitas Pendidikan Ganesha
Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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THE EFFECT OF SELF-ASSESSMENT STRATEGY AND SELF-EFFICACY ON STUDENTS’ WRITING COMPETENCY Yudha Paramartha, A. A. Gede
Jurnal Pendidikan Bahasa Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In language teaching and learning, the language uses are categorized into four skills which have to be mastered by students. They are reading, writing, listening, and speaking skills. Besides, students also have to master language aspects, such as vocabulary, pronunciation, and grammar. All of those language aspects should be taught integratedly with the four language skills. Then, it is expected that students are able to use the target language appropriately in their daily life.Writing as one aspect of those skills is important to be learnt by students. Orwig (1998) defines writing as an indirect communication between reader and writer which involves communicating thoughts of the writer that is conveyed on the text. Indirect communication means that the communication is not carried out face to face. Thus, it is done through texts. Writing is important because of some reasons. First, writing ability is a basic foundation for learners to support their success in academic life. Nowadays, many school assignments are in the form of written assignments. It is because students’ competency can be seen from their writing performance. Second, for their future, writing can contribute to their career. Many job vacancies require ability of writing well, especially in English. For example, a news maker needs writing to report what he has seen on the field. Another example, a secretary has to be able to make a written report and write messages both in Bahasa Indonesia and in English.Writing is often considered as the most difficult language skill to be learnt since its complexity makes it becomes difficult. Not only in the matter of linguistic ability, writing also involves various cognitive and creativity process. In cognitive process of writing, writing is viewed as a process of transaction between writer schemes which consist of variety of information. In creative process of writing, the writing process is characterized by the insight of unique new ideas which is logically and uniquely arranged in writing (Marhaeni, 2010).Other aspects to become challenging for students are also found related to the structural rules of writing. It involves the dimension of content and development, vocabulary and style, grammar and structure, and the generic structures. Related to content and development, students find it difficult to develop their ideas and to organize them to make it coherent. Students often get confused to develop their paragraphs like which supporting details are appropriate to be put to support the controlling idea. The decision whether they have put sufficient ideas on the text is also another problem faced by them. The mechanic of writing also becomes frequent problems. For example, students often make mistakes in punctuation such as putting commas, full stops, semi colons, etc. Moreover, they also get confused to develop ideas based on the generic structures.A text is not only read by the writer writing the text. Thus, he also has to take into account about their readers. He has to consider what subject that the readers likely want to know, how much he needs to explain something, how to make it persuasive and enjoyable, what has to be explicit, and what can be left implicit. Those questions are some of many considerations which make writing difficult.To facilitate the students to be a good writer is not an easy job. Generally, students tend to be not sure about what they write or what they revise. It is because there are some considerations in writing that students may not be sure that they can fulfill all of them. Some of the considerations are in terms of grammar, idea development, generic structures, appropriate tenses, coherency, unity of the writing, and so forth. Teacher should accommodate students with a kind of tool to overcome students’ difficulty. The key point to do is that the teacher should treat the students that they will be sure about what they have made. To make it happen, teaching strategies to accommodate their writing are considered essential. By having appropriate evaluations, the students can understand which part of their writing that is considered incorrect or need revision. Then, they can make some revisions and learn from their mistakes.One type of the evaluation is having feedbacks of what they have written. Students need feedback to evaluate their own writing. By having some feedback, it is expected that the students can construct their belief in his or her ability to be successful in writing. Besides having feedbacks, students need help to develop their own writing. It can be done by activating their metacognitive awareness of what they are writing (Oscarson, 1989 in Oscarson, 1997)). One way to develop their awareness of metacognition is by giving them a treatment which enables them to monitor themselves when they are writing. It can help students develop knowledge through conscious control over the knowledge or to develop metacognitive awareness of knowledge and thought. Considering this factor, self-assessment is applicable for them when writing.Self-assessment can promote learning in writing because it gives learners training in evaluation which is important for autonomous learning. Learners need to be able to make reliable and valid judgments. When learner are asked questions about what and how they have learnt, it fosters evaluative attitudes in the learners and improve goal-orientation because the learners are aware of variability of language learning objectives and they are in control of their own learning situation (Black et al., 2004).Self-assessment can be conducted not only for assessment strategy; it also can be used for teaching strategy. Self-assessment as teaching strategy can focus students and emphasize assessment as a process of metacognition (Earl & Katz, 2006). It comes from the idea that learning is not just a matter of transferring ideas from someone who is knowledgeable to someone who is not, but it is an active cognitive process that occurs when they interact with new ideas. Thus, self-assessment as a teaching and learning strategy can bring benefits in which students will become aware of monitoring what they learn, and can make adjustment, adaptation, improvement, and change in their thinking (Earl & Katz, 2006).Feedbacks in writing that the students get by doing self-assessment will be meaningful if students have beliefs that they are able to assess the writing. If they do not have any kind of belief, the quality of their assessment can be considered questionable (Aliegro, 2006). In line with this, a research done by Lavelle & Zuercher (1999) stated that students’ belief in their ability in writing could affect the students writing competency. Students with low belief in their writing reported that writing was a very painful experience and it also affected their competency in writing.Considering that the students’ belief in their ability in writing can influence their success in writing, it is important to consider students’ self-efficacy which affects students’ capability to do evaluation on their writing and students’ writing competency. Self-efficacy is a person’s belief in his or her ability to succeed in a particular situation (Bandura, 1995). It is a person’s belief in their own competence. One who has a high level of self-efficacy is capable of performing in a certain manner to achieve certain goal. Related to writing, self-efficacy is the students’ belief about their ability to be successful in doing the task of writing.Students tend to take a writing task if they believe they can succeed. They generally avoid tasks if their self-efficacy is low, but will engage in tasks where their self-efficacy is high. Related to their actual ability, students with a self-efficacy significantly beyond their actual ability often overestimate their ability to complete tasks, which can lead to difficulties. On the other hand, students with a self-efficacy significantly lower than their ability are unlikely to grow and expand their skills (Lavelle & Zuercher, 1999).In conclusion, the positive relation among self-efficacy, self-assessment strategy, and writing is that students will be able to assess their own writing confidently and effectively if they have a belief that they are capable to do so. Therefore, treating students with self assessment strategy with the consideration of self-efficacy is predicted to bring a positive value to the development of students’ writing competency. Thus, it is very urgent to see the effect of self-assessment strategy, and students’ self-efficacy on students’ English writing competency.Identification of the ProblemThe success in learning can be determined by internal and external factors of the students. The internal factors include intelligence, giftedness, cognitive styles, thinking styles, adoption resources, adversity, initial ability, motivation, anxiety, and self-efficacy. On the other hand, the external factors include teacher factors, the factor of learning processes and environmental factors.In accordance to the present research, the factors which are considered important to be investigated to improve students’ writing competency are students’ self-efficacy as internal factor and self-assessment strategy as external factor. Thus, the problem arising is to investigate the effect of self-assessment strategy on students writing competency, the interactional effect between self-assessment strategy and self-efficacy, the difference in writing competency between high self-efficacy students who are treated by using self-assessment strategy and those who are treated by using conventional strategy, and the difference in writing competency between low self-efficacy students who are treated by using self-assessment strategy and those who are treated by using conventional strategy.The conventional strategy for this research is predicted as an insignificant strategy for developing students’ writing competency. On the other hand, the use of self-assessment strategy is predicted to give a positive effect on students’ writing competency.
The Analysis Of Multiple-Choice Test Quality For Reading III Class In English Education Department, Universitas Pendidikan Ganesha Bali, Indonesia Paramartha, A.A. Gede Yudha
Journal of Education Reseach and Evaluation Vol 1, No 1 (2017)
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (591.229 KB) | DOI: 10.23887/jere.v1i1.10060

Abstract

This study aimed at investigating the quality of 40-item multiple-choice taken from Reading III class in English Education Department. It was carried out in order to get clearer picture and provide feedbacks on how the Critical Reading test for the new curriculum should be developed and what factors should be taken into account when developing the test. The data were taken from 24 fourth semester students in English Education Department, Unidksha, Bali who took the reading test. The data were analyzed by conducting Classical Test Theory analysis with the assistance of jMetrik software. In general, the result shows that the test was consistent but it was easy and only 40% of total items are eligible to be used. Along the findings and discussion, some feedbacks are provided for future development for the reading test.
THE CORRELATION OF MULTIPLE INTELLIGENCES AND ACADEMIC ACHIEVEMENT OF THE 2nd SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT, GANESHA UNIVERSITY OF EDUCATION ., I Gede Wahyudi; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 3, No 3 (2016):
Publisher : Jurnal Pendidikan Bahasa Inggris undiksha

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Abstract

Tujuan dari penelitian ini adalah untuk menginvestigasi 1) hubungan antara kecerdasan majemuk dengan prestasi akademik siswa dan 2) kecerdasan majemuk yang paling dapat memprediksi prestasi akademik siswa. Desain dari penelitian ini menggunakan ex post facto dengan analisis korelasi. Sampel dalam penelitian ini berjumlah162 siswa yang dipilih secara acak dari siswa semester 2 Pendidikan Bahasa Inggris, Universitas Pendidikan Ganesha. Multiple Intelligences kuisoner yang diadopsi dari McKenzie (1999) dan Armstrong (2009) digunakan untuk memperoleh data dari kecerdasan majemuk siswa, sementara itu nilai prestasi akademik siswa diperoleh melalui KHS. Uji korelasi Spearman’s rho digunakan untuk mengetahui hubungan antara kecerdasan majemuk dengan prestasi akademik siswa. Hasilnya menunjukan bahwa kecerdasan verbal-linguistic, musical, visual-spatial, bodily-kinesthetic, intrapersonal, interpersonal, naturalistic, dan existential mempunyai hubungan yang positive dengan prestasi akademik siswa. Sementara itu, kecerdasan logical-mathematical tidak mempunyai hubungan dengan prestasi akademik siswa. Lebih lanjut lagi, secara berurutan, kecerdasan yang paling bisa memprediiksi prestasi akademik siswa. adalah (1) verbal-linguistic, (2) existential dan (3) intrapersonal.Kata Kunci : kecerdasan majemuk, prestasi akademik The purpose of this study is to investigate (1) the correlation among multiple intelligences and students’ academic achievement and (2) the most predictive intelligences of academic achievement. The design of this study was ex-post facto with a correlational analysis. Sample was 162 students randomly selected from the second semester of English Education Department, Ganesha University of Education. The Multiple Intelligences Questionnaire adopted from McKenzie (1999) and Armstrong (2009) was used to collect the data of the students’ multiple intelligences, while the data of academic achievement was collected through GPA document. Spearman’ rho correlation was used to investigate the correlation among multiple intelligences and students’ academic achievement. The results indicate that verbal-linguistic, musical, visual-spatial, bodily-kinaesthetic, intrapersonal, interpersonal, naturalistic, and existential intelligence have positive and significant correlation with students’ academic achievement. Whereas, logical-mathematical intelligence has no significant correlation to academic achievement. Moreover, the most predictive intelligences to academic achievement are subsequently, (1) verbal-linguistic, (2) existential and (3) intrapersonal intelligence keyword : academic achievement, multiple intelligences
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
APOLOGY ACTS AMONG EFL STUDENTS AT SEKOLAH MENENGAH ATAS NEGERI 1 BATURITI ., PUTU NITA YULIANI; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., 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 | Full PDF (260.32 KB) | DOI: 10.23887/jpbi.v5i2.15168

Abstract

Penelitian ini bertujuan untuk 1) menguji bentuk-bentuk dari tindak lokusi dan perlokusi permintaan maaf dan menginvestigasi strategi-strategi tindak lokusi dan perlokusi permintaan maaf yang digunakan oleh siswa Sekolah Menengah Atas (SMA) Negeri 1 Baturiti. Penelitian in merupakan penelitian deskriptif qualitatif yang mana data dikumpulkan berupa kalimat. Subjek dari penelitian ini adalah 30 orang siswa kelas sebelas di SMA Negeri 1 Baturiti. Data dikumpulkan pengamatan. Data yang didapatkan dianalisis menggunakan teori dari Nordquist (2018) tentang bentuk (struktur kalimat dan tipe kalimat), teori dari Cohen & Olshtain’s (1983) tentang strategi tindak lokusi (permintaan maaf langsung dan tidak langsung) dan teori dari Holmes (1995) tentang strategy merespon permintaan maaf. Hasil penelitian menunjukkan bahwa bentuk-bentuk tindak lokusi permintaan maaf siswa yang paling sering digunakan adalah kalimat sederhana dan kalimat positif, sedangkan tindak perlokusi permintaan maaf yang yang paling sering digunakan oleh siswa adalah kalimat sederhana dan kalimat positif. Dalam strategi tindak lokusi permintaan maaf, siswa paling sering menggunakan permintaan maaf secara langsung. Sedangkan, dalam strategi tindak perlokusi, siswa paling sering mengunakan menerima dan memberi jawaban ambigu. Namun tidak ada satupun siswa yang menggunakan penolakan dalam merespon permintaan maaf. Kata Kunci : bentuk, permintaan maaf, strategi, tindak lokusi dan perlokusi This study aimed to 1) examine the locutionary and perlocutionary acts forms of apology and 2) investigated the locutionary and perlocutionary acts strategies of apology used by the students of Sekolah Menengah Atas (SMA) Negeri 1 Baturiti. This study was descriptive qualitative research which data were collected in the form of sentences. The subject of this research was 30 in eleventh grade students of SMA Negeri 1 Baturiti. The data were collected by observing. The data was analyzed by using Nordquists (2018) theory about form (sentence structure and sentence type), Cohen & Olshtain’s (1983) theory about locutionary acts strategy (direct and indirect apoloy) and Holmes’ (1995) theory about responding strategy. The finding shows that students’ locutionary acts forms of apology were frequently using simple and positive sentences, meanwhile the perlocutionary acts forms of apology were also frequently using simple and positive sentences. In addition, the most frequently used strategy by the students was direct apology in locutionary acts. Meanwhile, the most frequently used strategy by students was accept and evade in perlocutionary acts. However there was no one of the students used reject in responding an apology. keyword : apology, form, locutionary and perlocutionary acts, strategy
AN ANALYSIS OF CLASSROOM INTERACTION IN THE PROCESS OF ENGLISH TEACHING AND LEARNING IN THE TENTH GRADE EFL CLASSES IN SMK NEGERI 1 SUKASADA 2016 ., Dedy Kusdianto Klau; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8756

Abstract

Penelitian ini bertujuan untuk menggambarkan jenis-jenis interaksi kelas dan jenis-jenis tindakan yang digunakan oleh seorang guru bahasa Inggris dan siswa. Penelitian ini menggunakan model interaksi kelas teori I-R-F oleh Sinclair dan Choulthad dengan subjek penelitian guru bahasa Inggris dan siswa kelas sepuluh SMK Negeri 1 Sukasada. Teknik pengumpulan data menggunakan rekaman video, lembar observasi, dan wawancara yang akan dijelaskan secara kualitatif berdasarkan teori IRF. Hasil dari penelitian menunjukan ada sembilan jenis interaksi kelas yang digunakan oleh guru dan siswa, yaitu: Question, Direction, Response, Prompt, Ignore, Encouragement, Criticize, Inform, dan acknowledgement. Comment dan invitation tidak ditemukan dari jenis-jenis interaksi kelas. Ada sepuluh jenis tindakan dalam interaksi kelas yang digunakan oleh guru dan siswa yaitu: Elicitation, Check, Directives, Reply, Prompt, Informative, Comment, Clue, Nomination, Accept.kan oleh guru dan siswa, yaitu: Question, Direction, Response, Prompt, Ignore, Encouragement, Criticize, Inform, dan acknowledgement. Comment dan invitation tidak ditemukan dari jenis-jenis interaksi kelas. Ada sepuluh jenis tidakan dalam interaksi kelas yang digunakan oleh guru dan siswa yaitu: Elicitation, Check, Directives, Reply, Prompt, Comment, Clue, Nomination, dan Accept. Kata Kunci : Interaksi kelas, Teori IRF This study aims to describe the types of classroom interaction and types of act used by an English teacher and students at SMK Negeri 1 Sukasada. In analyzing the data I-R-F model of classroom interaction study by Sinclair and Choulthard theory was used. The subjects of this study were the English teacher and the tenth grade students of SMK Negeri 1 Sukasada. The data were collected by using video recording, observation sheet and also interview guide. The data were described qualitatively based on IRF theory. The study found nine types of classroom interaction used by the English teacher and students, namely: Question, Direction, Response, Prompt, Ignore, Encouragement, Criticize, Inform, and acknowledgment. Comment and invitation were not found in types of classroom interaction. Besides, ten types of act used by the English teacher and the students, namely: Elicitation, Check, Directives, Reply, Prompt, Informative, Comment, Clue, Nomination, and Accept. keyword : Classroom Interaction, IRF theory
THE EFFECT OF CONTEXTUAL PICTURE SERIES TECHNIQUE TOWARDS STUDENTS’ WRITING COMPETENCY OF ELEVENTH GRADE STUDENTS AT SMK TI BALI GLOBAL SINGARAJA IN THE ACADEMIC YEARS 2016/2017 ., Ni Luh Gede Tangkas Rahmayanti; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 4, No 2 (2017):
Publisher : Jurnal Pendidikan Bahasa Inggris undiksha

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Abstract

Penelitian ini bertujuan untuk meneliti adanya pengaruh Contextual picture series technique terhadap kompetensi menulis siswa. Populasi penelitian ini adalah siswa kelas XI dan sampel dari penelitian ini adalag 34 siswa dari kelas XI di SMK TI BALI GLOBAL Singaraja dipilih sebagai sampel melalui teknik cluster random sampling. Desain dari penelitian ini yaitu menggunakan posttest only control group design.. Perlakuan diberikan selama 9 kali pertemuan. Instumen dari peneitian ini adalah analitikal skoring rubric. posttest diberikan kepada siswa di akhir pertemuan untuk mengumpulkan data. Hasil posttest dianalisis secara deskriptif dan inferensial menggunakan t-test. Hasil penelitian ini menunjukkan bahwa kelompok eksperimen menunjukkan kompetensi menulis yang lebih baik dari pada control grup. Jadi, dapat disimpulkan bahwa contextual picture series technique memiliki efek yang positif pada kompetensi menulis siswa. Kata Kunci : Contextual Picture Series, Kompetensi Menulis This study aimed at investigating the effect of contextual picture series technique towards students’ writing competency. The population of this study was the students of class XI and the sample was 34 students’ of eleventh grade of students at SMK TI BALI GLOBAL Singaraja were selected as the sample trough cluster random sampling technique. The research design was posttest only control group design. Treatment was given for 9 times of meeting. The instrument of this study was analytical scoring rubric. A posttest was given to the students at the end of experiment to collect the data of students writing competency. The result of posttest was analyzed descriptively and inferentially by using t-test. The result of this study showed that experimental group performed better in writing rather that control group. So, it can be concluded that contextual picture series technique has an effect on students writing competency. keyword : Contextual Picture Series, Writing Competency
Indonesian English University Students’ Perception on Plagiarism in an Online World Santosa, Made Hery; Paramartha, A.A. Gede Yudha; Absari, Ratih Mas
Journal of ELT Research 2019: Journal of ELT Research, Vol. 4, Issue 2 (Online First)
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (453.045 KB) | DOI: 10.22236/JER_Vol4Issue2pp100-114

Abstract

This study was to investigate Indonesian English University students’ perception on plagiarism in an online world. This study was a mixed-method with explanatory sequential design. The population and sample in this study were 633 EFL students in a University in North Bali, Indonesia. Two instruments were employed to collect the data, namely a questionnaire and an interview guide which were developed based on three dimensions, namely knowledge about plagiarism, attitudes toward plagiarism, and beliefs to prevent plagiarism. The questionnaire consisted of 14 valid statements while the interview guide consisted of 19 valid questions. The data were analyzed descriptively. The result showed that 62.88% of EFL students reported to have positive and very positive knowledge about plagiarism, 69.87% of EFL students reported to have positive and very positive attitudes toward plagiarism, and 72.27% of EFL students reported to have positive and very positive beliefs to prevent plagiarism. This implies that the EFL students were aware about plagiarism and they tended not to plagiarize on their assignments. However, finding trusted sources and paraphrasing sentences were the students’ most challenges on plagiarism in the online world. Familiarizing with concept, understanding, referencing style and system, like APA, Mendeley, and subscribing to online database, like ERIC or DOAJ are highly suggested.
The Reinforcement Used By English Teacher In Eighth Grade Students Of SMP N 1 Kintamani ., NI WAYAN YULI ERAYANTI; ., Prof. Dr. Anak Agung Istri Ngr. Marhaeni; ., 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.v5i2.18796

Abstract

Penelitian ini merupakan penelitian case study deskriptif yang bertujuan untuk mendeskripsikan (1) jenis penguatan yang digunakan oleh guru bahasa Inggris, (2) alasan guru menggunakan penguatan tersebut, dan (3) keefektifan penguatan guru pada siswa. Subjek penelitian adalah seorang guru bahasa Inggris dan siswa kelas delapan SMP N 1 Kintamani. Metode pengumpulan data adalah observasi dan dokumentasi serta wawancara. Data dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa guru bahasa Inggris siswa di kelas delapan SMP N 1 Kintamani lebih banyak menggunakan penguatan positif (79.39%) dan diikuti oleh penguatan negatif (20.61%) selama proses belajar mengajar. Penguatan positif yang diberikan oleh guru adalah tangible reinforcement (72.38%), social reinforcement (27.07%), dan privilege reinforcement (0.55 %). Penguatan negatif yang digunakan oleh guru menyebut nama siswa (46.81%), reminders, prompt and cues (21.28%), proximity (17.02%), gesture (10.64%) dan kontak mata (4.25%). Alasan guru menggunakan penguatan itu adalah karena penguatan itu bisa memotivasi siswa serta membuat siswa tetap memperhatikan pelajaran. Penguatan positif yang diberikan oleh guru efektif pada siswa karena dapat membuat siswa aktif di kelas. Sementara, untuk penguatan negatif, tidak semua dari mereka efektif.Kata Kunci : penguatan, sekolah menengah pertama This research was a descriptive case study study aimed at describing (1) kinds of reinforcement used by english teacher, (2) the reason of teacher using those reinforcements, and (3) the effectiveness of the teacher’s reinforcements on students. The subject of the study was an english teacher and the eighth grade students of SMP N 1 Kintamani. The method of data collection were observation and documentation as well as interview. The data were analyzed quantitatively and qualitatively. The result of the study showed that the english teacher in eighth grade students of SMP N 1 Kintamani mostly used positive reinforcement (79.39%) followed by negative reinforcement (20.61%) during the teaching and learning process. Positive reinforcement given by the teacher were tangible reinforcement (72.38%), social reinforcement (27.07%), and privilege reinforcement (0.55 %). Negative reinforcement used by the teacher were mention students’ name (46.81%), reminders, prompt and cues (21.28%), proximity (17.02%), gesture (10.64%) and eye contact (4.25%). The reason of teacher using those reinforcement was because those reinforcement could motivate the students as well as keep them on track. Positive reinforcement given by the teacher was effective on students because it could make students active in the classroom. While, for the negative reinforcement, not all of them were effective.keyword : junior high school, reinforcement
THE ANALYSIS OF SPEECH ACTS IN CLASSROOM MANAGEMENT APPROACH (A CASE STUDY ON ENGLISH TEACHER AT SDN 1 PEMARON) ., Ni Luh Sukareni; ., Dewa Putu Ramendra, S.Pd, M.Pd; ., 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.v5i2.11081

Abstract

Studi ini bertujuan uantuk menganalisis penggunaan tindak tutur dalam pengaturan kelas oleh guru bahasa Inggris di SDN 1 Pemaron. subjek dalam studi ini yaitu guru bahasa inggris dan siswa SDN 1 Pemaron pada akademik 2016/2017. Penelitian ini dikategorikan sebagai penelitian deskripsi studi kasus yang focus pada kualitative data. Data dari studi ini dikumpulkan melalui observasi, perekaman, pencatatan, dan data transkrip. Studi ini menemukan empat tipe speech acts yaitu assertive, directive, expressive, and commissive yang muncul pada pengaturan kelas oleh guru bahasa inggris di SDN 1 Pemaron. 229 ungkapan telah dianalisis sebagai kategori tindak tutur. Dalam studi ini, tindak directive adalah penggunaan terbanyak dalam pengaturan kelas yaitu 161 ungkapan. Ungkapan-ungkapan tersebut berdampak mengurangi penyimpangan perilaku siswa ketika belajar mengajar.Kata Kunci : pengaturan kelas, tindak tutur This study aimed to analyze the speech acts used in classroom management approach that applied by the English teacher on SDN 1 Pemaron. The subject was the English teacher and students at SDN 1 Pemaron in the academic year of 2016/2017. This research was categorized as descriptive case-study research in which this research focuses on qualitative data. The data of this study were collected through observation, recording, note taking, and data transcription. This study found four types of speech acts namely assertive, directive, expressive and commisive which appeared on classroom management by the English teacher at SDN 1 Pemaron. 229 utterances were analyzed as speech acts category. In this study, directive acts were the most use in classroom management which was 161 utterances.Those utterances reduced student’s misbehaviour during teaching and learning.keyword : classroom management approaches,speech acts
Co-Authors ., Dedy Kusdianto Klau ., Desak Ayu Made Pradnya Iswari ., I Gede Wahyudi ., Ib Kd Mega Brahwija ., Kadek Angga Andriani ., Ni Kadek Swandewi ., Ni Luh Gede Tangkas Rahmayanti ., Ni Luh Sukareni ., NI WAYAN YULI ERAYANTI ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Anastasia Mayrika ., PUTU AYU LINDA KRISTIANA DEWI ., PUTU NITA YULIANI Absari, Ratih Mas Anak Agung Istri Ngr. Marhaeni Anggita Prasistha Utami Ayuni, Ni Luh Chandra Dedy Kusdianto Klau . Desak Ayu Made Pradnya Iswari . Dewa Komang Tantra Dewa Putu Ramendra Dewi, Ida Ayu Gede Puspita Ratna Dewi, N. L. P. E. Sulistia Eka Sulistia Dewi Gede Wisnu Mahayasa Gusti Ayu Agung Tania Gautami Gusti Ayu Bintang Purwani Hendryani, Kadek Dessy Dwi I Gede Heri Sanjaya I Gede Nyoman Arya Risaldi Dwi Nugraha I Gede Wahyudi . I Nyoman Adi Jaya Putra Ib Kd Mega Brahwija . Ida Ayu Gede Puspita Ratna Dewi Kadek Angga Andriani . Kadek Dessy Dwi Hendryani Luh Gede Eka Wahyuni Luh Putu Putu Artini Made Hery Santosa Mahayasa, Gede Wisnu N. L. P. E. Sulistia Dewi N. P. Wismayani Pratiwi Ni Kadek Dwi Candra Septi Ni Kadek Swandewi . Ni Luh Chandra Ayuni Ni Luh Gede Tangkas Rahmayanti . Ni Luh Putu Eka Sulistia Dewi Ni Luh Sukareni . Ni Made Dwi Dharmayanti Ni Putu Liana Santy Ni Wayan Astri Monika Putri Ni Wayan Vina Krisna Yanti NI WAYAN YULI ERAYANTI . Pratiwi, N. P. Wismayani Prof. Dr. Anak Agung Istri Ngr. Marha . Prof. Dr. Ni Nyoman Padmadewi, M.A. . Prof. Dr. Ni Nyoman Padmadewi,MA . Putu Adi Krisna Juniarta Putu Anastasia Mayrika . PUTU AYU LINDA KRISTIANA DEWI . Putu Eka Dambayana S., S.Pd. . Putu Eka Dambayana Suputra PUTU NITA YULIANI . Putu Susrini Ratih Mas Absari S.Pd. Putu Eka Dambayana S. . Santy, Ni Putu Liana Septi, Ni Kadek Dwi Candra Yohana Nova Enzelina