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All Journal Jurnal Pendidikan Bahasa Jepang Undiksha Jurnal Pendidikan Bahasa Inggris
M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
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Education Languange, Linguistic, Communication & Media

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Developing A Character-Based Interactive Multimedia for Seventh Grade Junior High School Students ., Muhamad Nova; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5998

Abstract

Kurikulum 2013 membutuhkan insersi pendidikan karakter dan integrasi teknologi. Penitian ini bertujuan untuk 1) mengidentifikasi karakteristik dari multimedia interaktif berbasis karakter, 2) menjelaskan proses perancangan multimedia interaktif berbasis karakter, 3) menjelaskan produk multimedia interaktif berbasis karakter, dan 4) menjelaskan kualitas multimedia interaktif berbasis karakter. Penelitian ini merupakan Penelitian dan Pengembangan yang menggunakan pendekatan metode campuran, sequential exploratory design, dan Four-D model. Dari penilitian ini, ditemukan bahwa 1) karakteristik dari multimedia interaktif berbasis karakter adalah a) mengintegrasi ketrampilan berbahasa, b) mendukung 3 jenis gaya belajar, c) mengikuti tahapan pada Kurikulum 2013, d) mengandung nilai-nilai karakter, e) menggunakan deskripsi sebagai topic utama, dan f) mengintegrasi permainan, gambar, suara, animasi, dan sebuah program tambahan untuk memperkaya kosa-kata, 2) proses dari perancangan multimedia interaktif berbasis karakter dilaksanakan melalui pemilihan media dan format yang sesuai, penyisipan suara dan gambar, perancangan layout, dan penerbitan, 3) produk multimedia interaktif berbasis karakter dalam bentuk aplikasi Flash yang meliputi 5 tema pembelajaran dan terdiri dari 10 bagian, dan 4) multimedia interaktif berbasis karakter memiliki kualitas yang tinggi. Integrasi teknologi sebaiknya dipenuhi dalam kegiatan belajar mengajar di sekolah.Kata Kunci : Insersi Pendidikan Karakter, Integrasi Teknologi, Multimedia Interaktif, Multimedia Interaktif Berbasis Karakter The 2013 Curriculum required technology integration and character education insertion. This study aimed to 1) identify the characteristics of character-based interactive multimedia, 2) describe the process of designing the character-based interactive multimedia, 3) describe the product of character-based interactive multimedia, and 4) describe the quality of character-based interactive multimedia. This study was a Research and Development study using mixed method approach, sequential exploratory design, and Four-D model. From the study, it was found that 1) the characteristics of character-based interactive multimedia are a) integrating skills, b) supporting 3 kinds of learning style, c) following steps in 2013 Curriculum, d) containing character values, e) using Descriptive as main topic, and f) integrating game, picture, audio, animation, and an additional program for enriching vocabulary, 2) the process of designing character-based interactive multimedia are conducted by selecting appropriate media and format, inserting picture and audio, designing layout, and publishing, 3) the product of character-based interactive multimedia is in a form of Flash application which covers 5 learning themes and consists of 10 parts, and 4) the character-based interactive multimedia has high quality. Technology integration should be fulfilled in teaching and learning activity at school.keyword : Character-Based Interactive Multimedia, Character Education, Interactive Multimedia, Technology Integration
A DESCRIPTIVE ANALYSIS OF ARGUMENTATIVE DISCOURSE PERFORMED BY DEBATERS IN ENGLISH EDUCATION DEPARTMENT ENGLISH DEBATING CHAMPIONSHIP 2014 ., Ria Rarasati; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6140

Abstract

This study attempted to analyze the structure of arguments produced by debaters in debating using Asian Parliamentary System performed by debaters in English Education Department English Debating Championship 2014 and how the debaters fulfilled the elements of reasonable arguments. The data were collected through video recording and non-participatory observations, while the process of data analysis was done in accordance with van Eemeren’s structure of argumentative discourse (1984) and Toulmin’s elements of reasonable argument (1958). The subjects of this study were ten (10) debaters that performed in the competition. This research revealed that the subjects of this study showed the use of argumentative discourse as well as present reasonable arguments in their performances. The data collected were grouped and analyzed based on van Eemeren’s structure of argumentative discourse (1984) namely; confrontation, opening, argumentation, and concluding stage. Furthermore, the data were also analyzed by using Toulmin’s elements of reasonable argument (1958) which consists of Claim (C), Data (D), Warrant (W), Qualifier (Q), Backing (B), and Rebuttal (R). The result of the research showed that only six of ten debaters were able to fulfill the criteria of good argument based on van Eemeren and Toulmin’s theory. keyword : arguments, structure, reasonableness, debaters
An Analysis of Intructional Planning Made by English Teacher of Eighth Grade Students at SMP Negeri 1 Ubud in the Implementation of Curriculum 2013 ., Dwi Kadek Heryana; ., Drs.Gede Batan,MA; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6154

Abstract

The curriculum reform in Indonesia gave a significant effect on the education system. Curriculum 2013 was the latest curriculum which implemented in most school in Indonesia. This curriculum required the teacher use the teaching and learning approach which stated in the curriculum itself. It was scientific approach which was becoming the approach in teaching, especially in teaching English. The recent study was aimed at finding out how relevant are the instructional planning made by English teacher of eighth grade students of SMP Negeri 1 Ubud in the implementation of Curriculum 2013, and what problems the teacher encountered in planning the instruction. This research found out that the instructional planning was relevant which gathered 96.4% percentage of the completeness of the components and the format. But, there was no relevancy of the teaching and learning activity with the learning methods used in scientific approach which include Discovery learning, Project-based learning, and Problem-based learning. Moreover, there were some problems encountered by the teacher in planning the instruction in teaching English. The problems were the teacher difficult to select and arrange the activity in scientific approach and the teacher difficult to create the assessment instrument. The findings of this research will be significantly contributed in determining whether or not the curriculum 2013 implemented regarding the current issues of the curriculum 2013 implementation problems. The result of this study will bring out some significant contributions on the development of the Indonesian education in general, the instructional planning in regard to the curriculum 2013 in particular. keyword : education, curriculum 2013, instructional planning, scientific approach
The Effect of Using Scaffolding Technique on the Competency in Writing Descriptive Text at the Eighth Grade of Mts Negeri Srono in Academic Year 2015/2016 ., Putri Dito Rembulan; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd; ., Kadek Sonia Piscayanti, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6363

Abstract

This study aimed at investigating whether or not there was a significant difference between the students’ writing competency in writing descriptive text taught by using Scaffolding Technique and Conventional Teaching Technique. Post test only control group design was applied in this study. The population of this study was the eighth grade students at MTs Negeri Srono. Through cluster random sampling, VIIIG class and VIIIH class were taken as the samples of this study. Then, by implementing a lottery technique, it was determined that VIIIG was assigned as experimental group and VIIIH as the control group. The experimental group was taught by using Scaffolding Technique, while the other group was taught by using Conventional Teaching Technique. The data were obtained from posttest and were analyzed by using descriptive statistic analysis as well as inferential statistic analysis. The result of posttest shows that the experimental group obtained better achievement than the control group. It was proven by the mean score of the experimental group was 84.46 while the mean score of the control group was 71.94. Moreover, the result of the inferential statistic analysis show the value of t observed (tobs) 5.977 higher than the critical value of t (tcv) which was 2.0395 at 0.05 significant levels. It indicates that the null hypothesis (Ho) in this study was rejected while the alternative hypothesis (Ha) was accepted. This proved that there was a significant difference in the students’ writing competency in writing descriptive text taught by using Scaffolding Technique and Conventional Teaching Technique.Kata Kunci : Writing Competency, Scaffolding Technique, Descriptive Text Penelitian ini bertujuan untuk menyelidiki apakah ada atau tidaknya perbedaan yang signifikan antara kompetensi menulis siswa dalam menulis teks deskriptif yang diajarkan dengan menggunakan teknik Scaffolding dan pengajaran teknik konvensional. Posttest only control desain diterapkan dalam penelitian ini. Populasi dari penelitian ini adalah siswa kelas delapan MTs Negeri Srono. Melalui cluster random sampling, kelas VIIIG dan kelas VIIIH diambil sebagai sampel penelitian ini. Kemudian, dengan menerapkan teknik undian, ditetapkan bahwa VIIIG dipilih sebagai kelompok eksperimen dan VIIIH sebagai kelompok kontrol. Kelompok eksperimen diajar dengan menggunakan teknik Scaffolding, sedangkan kelompok lainnya diajarkan dengan menggunakan Pengajaran Teknik Konvensional. Data diperoleh dari posttest dan kemudian dianalisis dengan menggunakan analisis statistik deskriptif serta analisis statistik inferensial. Hasil posttest menunjukkan bahwa kelompok eksperimen memperoleh nilai yang lebih baik daripada kelompok kontrol. Hal ini dibuktikan oleh nilai rata-rata dari kelompok eksperimen adalah 84,46 sedangkan nilai rata-rata dari kelompok kontrol adalah 71,94. Selain itu, hasil analisis statistik inferensial menunjukkan nilai t observed (tobs) 5,977 lebih tinggi dari nilai t critical value (tcv) yaitu 2,0395 pada tingkat signifikan 0,05. Hal ini menunjukkan bahwa hipotesis nol (Ho) dalam penelitian ini ditolak sedangkan hipotesis alternatif (Ha) diterima. Ini membuktikan bahwa ada perbedaan yang signifikan dalam kompetensi menulis siswa dalam menulis teks desktiptif yang diajarkan dengan menggunakan teknik Scaffolding dan pengajaran teknik konvensional.keyword : Kompetensi Menulis, Teknik Scaffolding , Teks Descriptif
THE IMPACT OF EXPLICIT TEACHING OF SELF-QUESTIONING STRATEGY ON THE ELEVENTH GRADE STUDENTS' READING COMPREHENSION OF BIOGRAPHICAL TEXT ., Ni Kadek Novi Susian Dewi; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd; ., I Putu Ngurah Wage Myartawan, S.Pd., M.P
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12389

Abstract

Penelitian deskriptif kualitatif ini bertujuan untuk mengetahui pengaruh explicit teaching of self-questioning strategy terhadap kemampuan membaca siswa kelas sebelas dalam membaca teks biografi. Populasi penelitian ini adalah siswa kelas sebelas SMAN 3 Singaraja Tahun Ajaran 2016/2017. Sample penelitian ini terdiri dari 30 siswa kelas 11 di SMAN 3 Singaraja. Siswa menerima pengajaran dengan explicit teaching of self-questioning strategy yang mendorong pengaplikasian strategi self-questioning dalam proses membaca. Tes pilihan ganda diberikan di akhir perlakuan untuk pengumpulan data penelitian. Data yang didapat dari hasil post-test dianalisis menggunakan analisis statistik deskriptif. Temuan penelitian ini menunjukkan bahwa pengimplementasian explicit teaching of self-questioning strategy berdampak terhadap kemampuan membaca siswa secara keseluruhan dan berdampak paling besar terhadap kemampuan siswa dalam membuat prediksi berdasarkan informasi dalam bacaan dan kemampuan siswa dalam menarik kesimpulan dari informasi dalam bacaan. Oleh sebab itu, explicit teaching of self-questioning strategy adalah salah satu pengajaran yang efektif untuk meningkatkan kemampuan membaca siswa dan pengimplementasiannya disarankan bagi guru untuk meningkatkan kempuan membaca siswanya.Kata Kunci : kemampuan membaca, explicit teaching, self-questioning This descriptive qualitative study aimed at finding out the impact of explicit teaching of self-questioning strategy on eleventh grade students’ reading comprehension of biographical text. The population of the study was eleventh grade students of SMAN 3 Singaraja in Academic Year 2017/2018. The sample consisted of 30 students of an intact class which were randomly assigned as the sample of the study. In this study, the students received an explicit teaching of self-questioning strategy which encourages them to use the reading strategy in their reading class. Multiple choice tests were administered at the end of the treatment to collect the research data. The data obtained through post-test were analyzed quantitatively by using descriptive analysis. The findings showed that the implementation of explicit teaching of self-questioning strategy had an impact on students' reading comprehension of biographical text in which it gives impact on students’ overall comprehension especially on students’ ability in making prediction based on information provided in the text and drawing conclusion. Consequently, explicit teaching of self-questioning can be implemented for improving students’ reading comprehension and its implementation is suggested to teacher for improving their students’ reading comprehension. keyword : reading comprehension, explicit teaching, self-questioning
An Analysis of Character Values Inserted in Student English Textbook Curriculum 2013 for Grade X Semester 1 ., Kade Yogi Wirawan; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5374

Abstract

Penelitian ini bertujuan untuk (1) mengidentifikasi nilai-nilai karakter dan (2) menganalisa strategi-stretegi yang digunakan untuk menyisipkan nili-nilai karakter tersebut pada Buku Siswa Pelajaran Bahasa Inggris Kurikulum 2013 Kelas X Semester 1. Penelitian ini didisain secara kualitatif menggunakan studi dokumen atau analisa isi. Data penelitian dikumpulkan melalui identifikasi, kategorisasi dan deskripsi dengan peneliti sebagai instrumen kunci. Validasi data didapatkan melalui triangulasi teori. Temuan menunjukkan terdapat 15 nilai-nilai karakter yang disisipkan pada Buku Siswa Pelajaran Bahasa Inggris Kurikulum 2013 Kelas X Semester 1 yaitu kejujuran, toleransi, disiplin, kerja keras, kreatifitas, kemandirian, rasa ingin tahu, cinta tanah air, menghargai prestasi, bersahabat/komunikatif, cinta damai, gemar membaca, peduli lingkungan, peduli sosial dan tanggung jawab. Strategi-strategi yang digunakan untuk menyisipkan mereka adalah (1) menggunakan cerita sebagai instrumen pengajaran, (2) melibatkan orang tua dalam pembelajaran, (3) pertemuan atau diskusi kelas, (4) menggunakan strategi pembelajaran kooperatif, (5) mengajar untuk ketertarikan siswa, (6) memberikan PR, dan (7) bermain peran.Kata Kunci : nilai-nilai karakter, strategi, buku pelajaran This study aimed at (1) identifying the character values inserted and (2) analyzing the strategies to insert the character values in the Student English Textbook Curriculum 2013 for Grade X Semester 1. This study was designed qualitatively using document study or content analysis design. The data were collected through identification, categorization and description with the researcher as the key instrument. The data validation was gained through theory triangulation. The findings showed that there were fifteen character values inserted in Student English Textbook Curriculum 2013 for Grade X Semester 1 namely honesty, tolerance, discipline, hard work, creativity, independence, curiosity, patriotism, achievement respect, friendliness/ communicativeness, peace love, reading habit, environmental care, social care and responsibility. The strategies used to insert them were (1) using story as the teaching instrument, (2) involving parents in learning task, (3) class meeting or discussion, (4) using cooperative learning strategies, (5) teaching for students’ interest, (6) giving homework, and (7) role play.keyword : character values, strategies, textbook
AN ANALYSIS OF TEACHING CHARACTER EDUCATION TO YOUNG LEARNERS AT AURA SUKMA INSANI KINDERGARTEN IN ACADEMIC YEAR 2015/ 2016: A CASE STUDY ., I Komang Dedik Susila; ., Made Hery Santoso, S.Pd, M.Pd.; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6083

Abstract

Penelitian ini bertujuan untuk memaparkan pengajaran pendidikan karakter oleh guru dalam mengajar anak usia dini di TK Aura Sukma Insani pada tahun pelajaran 2015/ 2016. Penerapan pendidikan karakter dilihat dari (1) bagaimana guru merancang perencanaan pembelajaran berbasis pendidikan karakter, (2) bagaimana cara guru menerapkan rencana pembelajaran, dan (3) bagaimana cara guru menilai pendidikan karakter. Penelitian ini merupakan penelitian deskriptif masalah dimana memaparkan phenomena yang terjadi dalam penerapan pendidikan karakter di TK Aura Sukma Insani. Data dikumpulkan melalui metode observasi, merekam, analisis dokumen, dan wawancara. Hasil dari data analis adalah (1) guru merancang rencana pembelajaran berbasis pendidikan karakter yang dikembangkan dari kurikulum, Prosem (Semester program) dan RKM (Weekly program). Guru menentukan topik terlebih dahulu dan memasukan pendidikan karakter kedalam rencana pembelajaran. (2) Guru melaksanakan rencana pembelajaran dengan baik melalui beberapa metode yakni, budaya sekolah, cerita, nyanyian, permainan, demostrasi kelas, tugas, karyawisata, dan latihan. (3) Guru menilai pendidikan karakter dengan penilaian proses memafaatkan observasi, catatan anekdot, dan tugas. Jadi dapat disimpulkan guru-guru di TK Aura Sukma Insani telah menerapkan pendidikan karakter. Kata Kunci : pendidikan karakter, penerapan, anak usia dini This study aimed at describing the teaching of character education to young learners at Aura Sukma Insani Kindergarten in academic year 2015/ 2016. The teaching character education was described from (1) how the teachers conducted a character based lesson plan, (2) how the teachers practiced the lesson plan, and (3) how the teachers assessed the character education. This study was qualitative case study which described the phenomenon of character education implementation at Aura Sukma Insani Kindergarten. The subject of this study was two teachers at Aura Sukma Insani Kindergarten. The data were collected through observation, recording, document analysis, and interview. The finding shows that (1) the teachers conducts lesson plan/RKH by developing from curriculum, Prosem, and RKM. The teachers determine the topic then inserts character education on the topic. (2) The teachers practice the character based lesson plan well through various methods namely school culture, storytelling, singing, playing, classroom demonstration, giving project and task, travelling, and drilling. (3) The teachers assess the character education through process oriented assessment using observation, anecdote note, and task. Thus, the teachers of Aura Sukma Insani Kindergarten have implemented character education. keyword : character education, implementation, young learner
he Effect of Metalinguistic Written Corrective Feedback on English Writing Competency of the Eighth Grade Students of SMPN 1 Abiansemal in Academic Year 2015/2016 ., Sinta Ary Gasella; ., Dewa Putu Ramendra, S.Pd, M.Pd; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6091

Abstract

Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan signifikan pada kemampuan menulis siswa kelas delapan SMP yang diberikan metalinguistic written corrective feedback dan siswa yang tidak diberikan feedback. Penelitian experimental ini mengambil kelas VIII yaitu kelas VIII B sampai VIII F sebagai populasi dan sampel kelas VIII B dan VIII F yang dipilih melalui cluster random sampling, dimana kelas VIII B sebagai kelompok control dan kelas VIII F sebagai kelompol eksperimen. Desain penelitian ini adalah pretes-postes kontrol group. Data yang diperoleh yaitu nilai pretes dan postes siswa yang kemudian dianalisis dengan deskriptif statistik dan inferensial statistik. Dalam pengujian hipotesis, digunakan analisis ANACOVA dalam SPSS 17.0. Berdasarkan hasil uji ANACOVA, didapakan nilai signifikan pada kelompok adalah 0.024 yang merupakan lebih tinggi dari tingkat signIfikan 0.05. Hal tersebut berarti terdapat perbedaan yang signifikan antara kelompok eksperimen dengan kelompok kontrol, maka hipotesis nul ditolak. Berdasarkan hasil analisis, dapat disimpulkan bahwa terdapat dampak berbeda antara siswa yang diberikan metalinguistic written corrective feedback dengan siswa yang tidak mendapakan feedback. Kata Kunci : metalinguistic written corrective feedback, kemampuan menulis The present study aimed at investigating whether or not there was a significant difference in writing competency between the eighth grade junior high school students who received metalinguistic WCF and those who did not receive any feedback. This experimental study took the eighth grade students in SMPN 1 Abiansemal as the population and VIIIB and VIIIF respectively as the control and experimental group through cluster random sampling. The design of the study was pretest-posttest control group design. The data were the students' pretest and posttest that were analyzed descriptively and inferentially. ANCOVA test was used in analyzing the data and to test the hypothesis. The result of the analysis using ANCOVA in SPSS 17.0 showed that the significance value of the group was 0.024 which was lower than the significance level 0.05. It means that the null hypothesis was rejected. It was concluded that there was a significant difference between students who received metalinguistic WCF and those who did not receive any feedback.keyword : metalinguistic written corrective feedback, writing competency
THE EFFECT OF TEACHING USING AUDIOVISUAL (VIDEO) MEDIA, ON SEVENTH GRADE STUDENTS’ LISTENING COMPREHENSION AT SMP NEGERI 1 MENGWI ACADEMIC YEAR 2017/2018 ., I Putu Fendy Cahya Kusuma Brian; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd; ., Nyoman Karina Wedhanti, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (330.945 KB) | DOI: 10.23887/jpbi.v5i2.14869

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan antara siswa kelas tujuh yang diajar dengan media audiovisual (video) dengan siswa yang diajar tanpa media audiovisual atau dengan media audio saja (cara konvensional dalam mengajar listening) di SMP Negeri 1 Mengwi, tahun ajaran 2017/2018. Populasi penelitian ini adalah seluruh siswa kelas tujuh di SMP Negeri 1 Mengwi, tahun ajaran 2017/2018 yang dimana jumlah seluruhnya adalah 402 siswa. Sampel penelitian ini adalah kelas VII A dan VII B di SMP Negeri 1 Mengwi yang dimana tiap kelas terdapat 32 jumlah siswa. Data dikumpulkan dengan menggunakan tes pilihan ganda (multiple choice test), dengan total jumlah pertanyaan adalah sebanyak 20. Data yang dikumpulkan dianalisis menggunakan analisis statistik deskriptif dan statistik inferensial (uji-t). Berdasarkan hasil analisis, data menunjukkan bahwa thit > ttab yaitu 7.34 > 1.99. Jika dibandingkan akan terlihat bahwa thit > ttab. Sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan dari mengajar listening dengan menggunakan media audiovisual (video) daripada menggunakan cara yang konvensional dalam mengajar listening (dengan menggunakan media audio saja).Kata Kunci : Pemahaman Listening, Media Audiovisual, Media Audio (Cara yang biasa) The purpose of this study was to know the differences between the seventh-grade students who were taught by audiovisual (video) media and the students who were taught without audiovisual media or by audio media only (conventional way in teaching listening) at SMP Negeri 1 Mengwi, academic year 2017/2018. The population of this study was the whole students in class VII of SMP Negeri 1 Mengwi academic year 2017/2018 in which the total students were 402. The samples in this study were Class VII A and VII B in SMP Negeri 1 Mengwi in which each class consisted of 32 students. The data were collected by using a multiple-choice test, with the total number of the questions were 20 questions. The data collected were analyzed by using descriptive statistics analysis and inferential statistics analysis (t-test). Based on the result of the analysis, it showed t.obs > t.cv which was 7.34 > 1.99. If compared, it showed that t.obs > t.cv. Therefore, it can be concluded that there was a significant effect of teaching listening by using audiovisual media rather than using the conventional way in teaching listening (by using audio media only).keyword : Listening Comprehension, Audiovisual Media, Audio Media (Conventional Way)
AN ANALYSIS OF CHARACTER VALUES INSERTED IN THE EIGHTH GRADE STUDENTS ENGLISH TEXTBOOK ., Ni Made Ari Wiryastini; ., Dewa Ayu Eka Agustini, S.Pd., M.S.; ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris undiksha

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Abstract

Penelitian ini dilaksanakan dengan tujuan (1) mengidentintifikasi nilai – nilai karakter yang di insert di dalam buku Bahasa inggris siswa dan (2) menganalisis strategi – strategi yang digunakan dalam inserting nilai – nilai karakter ke dalam buku Bahasa inggris siswa SMP kelas VIII semester 1. Penelitian ini adalah penelitian kualitative yang merupakan penelitian analisis dokumen yang dilaksanakan di luar ruang kelas. Data diperoleh dengan cara identifikasi, pengelompokan, dan penjelasan. Data diperoleh dengan menggunakan teori Trianguation. Penemuan dari hasil penelitian menyatakan bahwa 14 dari 18 nilai – nilai karakter diinsert di dalam buku Bahasa inggris berjudul “When English Rings a Bell” Kurikulum 2013 Semester 1 untuk SMP kelas VIII. 14 nilai – nilai karakter yang diinsert di dalam buku Bahasa inggris siswa berjudul “When English Rings a Bell” adalah toleransi, disiplin, senang membaca, menghargai prestasi, ramah/berteman/komunikatif, mandiri, bekerja keras, bertanggung jawab, jujur, peduli social, cinta damai, kreatif, peduli lingkungan, dan ingin tahu. Nilai – nilai karakter tersebut diiinsert melalui strategi – strategi mengajar yang diusulkan oleh Thomas Lickona. Strategy – strategy tersebut adalah strategy role play, self-evaluation, cooperative learning, creating moral community in the class; knowing each other, dan teaching for students’ interest. Kata Kunci : nilai-nilai karakter, strategi mengajar, buku pelajaran Abstract This study was conducted to (1) identify the character values inserted and (2) analyze the strategies used to insert the character values inserted in students English Textbook Curriculum 2013 for grade VIII. This study was a qualitative study using document study which was conducted outside of the classroom. The data Wet collected through identification, categorization, and description. The data validation was gained through method triangulation. The findings of the study showed that there were fourteen character values inserted in English Textbooks entitled “When English Rings a Bell” based on Curriculum 2013 use for the grade VIII students. The fourteen character values inserted in students English Textbook “When English Rings a Bell” are tolerant, discipline, love reading, appreciating achievement, friendly/communicative, independent, hard work, responsible, honest, social care, love pace, creative, environmental care, and curious. Those character values were inserted through teaching strategy promoted by Lickona, namely role play strategy, self-evaluation, cooperative learning, creating moral community in the class, knowing each other, and teaching for students’ interest. keyword : character values, teaching strategies, textbook
Co-Authors ., A.A. Ari Kartini Priyanti ., Anak Agung Gde Putra Aditya Udayana ., Desak Ketut Putri Handayani ., Desi Nursari Andayani ., Dwi Tahamata Nyudak ., Gde Arys Bayu Rewa ., Gede Aan Karisma ., Gusti Komang Sukerti ., I Gede Aan Somara Dyaksa ., I Kadek Dwi Armawan ., I Kadek Febriandikayasa ., I Pt Hendry Gunawan ., I Putu Fendy Cahya Kusuma Brian ., Kadek Ari Yuliani ., Kadek Ari Yuliani ., Kadek Intan Nirmala Sari ., Ketut Lediani ., Komang Gede Suardiyasa ., Luh Eka Sumeningsih ., Made Eny Andraeni Putri ., Nelly Elitta ., Ni Kadek Novi Susian Dewi ., Ni Luh Ratih Cris Andini ., Ni Made Dian Damayanti ., Ni Putu Dian Utami Dewi ., Ni Wayan Aristiya Dewi ., Ni Wayan Dini Diantari ., Ni Wayan Listya Kusuma Yanti ., Ni Wyn Deni Apriani ., Pande Made Hari Sugiharta ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Dina Amelia ., Putu Nopa ., Rangga Krisna Saputra ., Ria Cristina ., Vieny Andani Padmallah ., Wayan Septiana Lusiantari ., Yogi Mahendra Anak Agung Ayu Indah Jayanti ., Anak Agung Ayu Indah Jayanti Dewa Ayu Eka Agustini Dewa Komang Tantra Dewa Putu Ramendra Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . Dwi Kadek Heryana ., Dwi Kadek Heryana I Gede Guna Parmanto ., I Gede Guna Parmanto I Kadek Wiarta ., I Kadek Wiarta I Komang Dedik Susila ., I Komang Dedik Susila I Made Dody Mahendra ., I Made Dody Mahendra I Made Mega Adnyana I Nyoman Adi Jaya Putra I Putu Ngurah Wage Myartawan Ida Ayu Made Dwi Virgoyani Pramesthy ., Ida Ayu Made Dwi Virgoyani Pramesthy Ida Ayu Made Ratih ., Ida Ayu Made Ratih Kade Yogi Wirawan ., Kade Yogi Wirawan Kadek Eva Krishna Adnyani Kadek Meri Puspita ., Kadek Meri Puspita Kadek Putra Aryantika ., Kadek Putra Aryantika Kadek Sonia Piscayanti Ketut Agus Murdani ., Ketut Agus Murdani Komang Febri Riyani ., Komang Febri Riyani Luh Putu Ariestini Mulya Utami ., Luh Putu Ariestini Mulya Utami Luh Putu Artini Luh Putu Ita Purwanti ., Luh Putu Ita Purwanti M.Pd. ., Made Hery Santoso, S.Pd, M.Pd. Made Hery Santosa Made Rustini ., Made Rustini Muhamad Nova ., Muhamad Nova Ni Kadek Novia Sukaningsih ., Ni Kadek Novia Sukaningsih Ni Ketut Swandeni ., Ni Ketut Swandeni Ni Komang Ari Putri Yanti ., Ni Komang Ari Putri Yanti Ni Luh Sutami ., Ni Luh Sutami Ni Made Ari Wiryastini ., Ni Made Ari Wiryastini Ni Made Ratminingsih Ni Wayan Sugitariani ., Ni Wayan Sugitariani Nyoman Karina Wedhanti Nyoman Miyangtari ., Nyoman Miyangtari Nyoman Sri Ulandari ., Nyoman Sri Ulandari Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Putri Dito Rembulan ., Putri Dito Rembulan Putu Dewi Merlyna Yuda Pramesti Putu Kerti Nitiasih Resita Permatasari ., Resita Permatasari Ria Rarasati ., Ria Rarasati S.Pd. Putu Eka Dambayana S. . Sinta Ary Gasella ., Sinta Ary Gasella