Article Per Year (5 Year)
p-Index From 2019 - 2024
0
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Bahasa Jurnal Pendidikan Bahasa Inggris
M.A. ., PROF. DR. I KETUT SEKEN, M.A.
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

Published : 21 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 21 Documents
Search

 1   2   3 
THE ANALYSIS OF COMMUNICATION STRATEGIES USED BY STUDENTS FROM MIXED MARRIAGE FAMILIES IN ATTENDING THE TEACHING AND LEARNING PROCESS IN BUSINESS HOSPITALITY DEPARTMENT OF BALI TOURISM INSTITUTE NUSA DUA ., NI LUH SUPARTINI; ., PROF. DR. I KETUT SEKEN, M.A.; ., DRS. I WAYAN SUARNAJAYA, M.A., P.hD
Jurnal Pendidikan Bahasa Inggris Vol 3, No 1 (2015):
Publisher : Jurnal Pendidikan Bahasa Inggris

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

Abstract

Penelitan ini bertujuan untuk menginvestigasi strategi komunikasi yang digunakan oleh siswa local dan siswa blasteran (campuran) dari Jurusan Bisnis Perhotelan di Sekolah Tinggi Pariwisata Nusa Dua Bali. Masalah yang diteliti diformulasikan ke dalam: 1) jenis-jenis strategi komunikasi siswa, 2) alasan menggunakan strategi tertentu, 3) perbandingan antara strategi komunikasi yang digunakan siswa lokal dan siswa blasteran, 4) persepsi guru terhadap strategi komunikasi yang digunakan siswa. Subjek penelitian ini adalah dua siswa blasteran dan siswa-siswa lokal di kelas Bisnis Perhotelan semester dua. Penelitian ini dirancang dengan menggunakan kualitatif deskripsi serta instrumen yang digunakan adalah instrumen manusia, rekaman proses belajar- mengajar di kelas dan wawancara. Hasil yang dtemukan adalah terdapat sebelas strategi yang digunakan oleh siswa lokal dan siswa blasteran selama proses belajar mengajar. Siswa blasteran lebih suka menggunakan strategi menjelaskan kata, strategi meninggalkan pesan dan strategi pengulangan. Untuk siswa lokal, mereka cenderung menggunakan strategi menerjemahkan kata per kata dan strategi alih bahasa. Berdasarkan hasil yang dtemukan, siswa menggunakan strategi tertentu bertujuan untuk memfasilitasi percakapan mereka agar mencapai tujuan komunikasi dalam proses belajar mengajar. Pandangan guru terhadap strategi yang digunakan siswa adalah pemilihan strategi yang dgunakan siswa dipengaruhi oleh bahasa pertama mereka dan kemampuan mereka dalam Bahasa Inggris.Kata Kunci : strategi komunikasi, siswa blasteran (campuran), siswa local, dan pandangan guru This study aimed to investigate the Communication Strategies (CS) used by local and mixed marriage students of Business Hospitality Department of Bali Tourism Institute Nusa Dua Bali. The problems were formulated into four major points: 1) types of communication strategies (CS) used by local and mixed marriage students, 2) reasons for the use of certain CS, 3) the comparison of CS used by local and mixed marriage students and 4) teacher’s perception towards CS used by the students. The subjects were two mixed marriage students and local students of Business Hospitality class in second sesmster. This recent study was designed with descriptive qualitative and the instruments being used were human instrument, recording of teaching and learning process and interview. There were eleven (11) types of communication strategies (CS) found in teaching and learning process used by mixed marriage and local students. Mixed marriage students preferred to use circumlocution strategy, message abandonment and repetition. For local students, they frequently used literal translation and language switch. Based on the findings, they used certain strategies to facilitate their conversation in order to get the goal of communication during teaching and learning process. The teacher’s perception towards strategies used by the students was the choice of CS which was influenced by their first language and their proficiency in English.keyword : Communication Strategies, Mixed Marriage Students, Local Students, and Teacher’s Perception
The Effect of Controlled Writing Strategy and Achievement Motivation on the Eighth Grade Students Writing Competency at SMPK 1 Harapan Denpasar ., PUTU TIKA VIRGINIYA; ., PROF. DR. I KETUT SEKEN, M.A.; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
Jurnal Pendidikan Bahasa Inggris Vol 2, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa Inggris

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

Abstract

Penelitian ini bertujuan untuk menginvestigasi efek dari strategi menulis terkontrol dan motivasi berprestasi pada kompetensi menulis siswa. Empat dari sebelas kelas dipilih melalui teknik sampel kluster acak, dan 36 siswa di tiap grup dipilih sebagai sampel. Dalam menginvestigasi hasil, data dianalisa secara deskriptif dan inferensial menggunakan two-way ANOVA. Hasil menunjukkan bahwa terdapat: (1) perbedaan signifikan pada kompetensi menulis siswa yang diajarkan dengan menggunakan strategi menulis terkontrol dan yang diajarkan dengan menggunakan strategi konvensional, (2) efek interaksi yang signifikan antara strategi-strategi yang diterapkan dan motivasi berprestasi pada kompetensi menulis siswa, (3) perbedaan signifikan pada kompetensi menulis siswa dengan motivasi berprestasi tinggi yang diajarkan dengan menggunakan strategi menulis terkontrol dan yang diajarkan dengan menggunakan strategi konvensional, (4) perbedaan signifikan pada motivasi menulis siswa dengan motivasi berprestasi rendah yang diajarkan dengan strategi menulis terkontrol dan yang diajarkan dengan strategi konvensional.Kata Kunci : strategi menulis terkontrol, motivasi berprestasi, menulis, strategi konvensional The present study aimed at investigating the effect of controlled writing strategy and achievement motivation on students’ writing competency. Four classes out of eleven classes as population were chosen by means of cluster random sampling, and 36 students in each group selected as the sample of the study. In investigating the result, the data were descriptively and inferentially analyzed by using two-way ANOVA. The result shows that there was: (1) a significant difference in writing competency between the students who were taught by using controlled writing strategy and those who were taught by using the conventional strategy, (2) a significant effect of the interaction between the strategies applied and the students’ achievement motivation on their writing competency, (3) a significant difference in writing competency between the students with high achievement motivation who were taught by using controlled writing strategy and those who were taught by using the conventional strategy, (4) a significant difference in writing competency between the students with low achievement motivation who were taught by using controlled writing strategy and those who were taught by using the conventional strategy.keyword : controlled writing strategy, achievement motivation, writing, conventional strategy
The Effect of Controlled Writing Strategy and Achievement Motivation on the Eighth Grade Students Writing Competency at SMPK 1 Harapan Denpasar ., PUTU TIKA VIRGINIYA; ., PROF. DR. I KETUT SEKEN, M.A.; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
Jurnal Pendidikan Bahasa Inggris Vol 2, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa Inggris

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

Abstract

Penelitian ini bertujuan untuk menginvestigasi efek dari strategi menulis terkontrol dan motivasi berprestasi pada kompetensi menulis siswa. Empat dari sebelas kelas dipilih melalui teknik sampel kluster acak, dan 36 siswa di tiap grup dipilih sebagai sampel. Dalam menginvestigasi hasil, data dianalisa secara deskriptif dan inferensial menggunakan two-way ANOVA. Hasil menunjukkan bahwa terdapat: (1) perbedaan signifikan pada kompetensi menulis siswa yang diajarkan dengan menggunakan strategi menulis terkontrol dan yang diajarkan dengan menggunakan strategi konvensional, (2) efek interaksi yang signifikan antara strategi-strategi yang diterapkan dan motivasi berprestasi pada kompetensi menulis siswa, (3) perbedaan signifikan pada kompetensi menulis siswa dengan motivasi berprestasi tinggi yang diajarkan dengan menggunakan strategi menulis terkontrol dan yang diajarkan dengan menggunakan strategi konvensional, (4) perbedaan signifikan pada motivasi menulis siswa dengan motivasi berprestasi rendah yang diajarkan dengan strategi menulis terkontrol dan yang diajarkan dengan strategi konvensional.Kata Kunci : strategi menulis terkontrol, motivasi berprestasi, menulis, strategi konvensional The present study aimed at investigating the effect of controlled writing strategy and achievement motivation on students’ writing competency. Four classes out of eleven classes as population were chosen by means of cluster random sampling, and 36 students in each group selected as the sample of the study. In investigating the result, the data were descriptively and inferentially analyzed by using two-way ANOVA. The result shows that there was: (1) a significant difference in writing competency between the students who were taught by using controlled writing strategy and those who were taught by using the conventional strategy, (2) a significant effect of the interaction between the strategies applied and the students’ achievement motivation on their writing competency, (3) a significant difference in writing competency between the students with high achievement motivation who were taught by using controlled writing strategy and those who were taught by using the conventional strategy, (4) a significant difference in writing competency between the students with low achievement motivation who were taught by using controlled writing strategy and those who were taught by using the conventional strategy.keyword : controlled writing strategy, achievement motivation, writing, conventional strategy
THE EFFECT OF PROBLEM–BASED LEARNING AND LEARNING STYLES ON SPEAKING COMPETENCE OF TENTH GRADER IN SMA NEGERI 2 TABANAN ., MAHAYU SOLINA YUDA; ., PROF. DR. I KETUT SEKEN, M.A.; ., DR. NI MADE RATMININGSIH, M.A.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 4, No 1 (2016)
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

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

Abstract

Abstract This experimental study aimed at investigating the effect of problem-based learning and learning styles on speaking competence of the tenth graders of SMA Negeri 2 Tabanan in the academic year 2015/2016. This research applied post test only randomized control group design with 2x2 factorial analysis. 157 students were selected as samples through random sampling technique. Data of students’ speaking competence were collected by using performance tests. The students’ competence were scored by using analytical scoring rubric. Meanwhile, students’ learning styles were collected by using questionnaire. The acquired data were analyzed statistically by Two-way ANOVA at 5% significance level. This research discovers: 1) there is a significant difference in speaking competence between students who were taught by problem-based learning strategy and those taught with conventional strategy , 2) there is no effect of interaction between teaching strategy and learning styles on students’ speaking competency 3) there is a significant difference in speaking competence between field dependent students who were taught problem-based learning and those taught with conventional strategy , 4) there is a significant difference between field independent students who were taught by problem-based learning and those taught with conventional strategy. Kata Kunci : problem based learning, learning styles, speaking competence Abstrak Studi eksperimen ini bertujuan untuk menginvestigasi pengaruh pembelajaran berbasis masalah dan gaya belajar terhadap kompetensi berbicara siswa kelas X SMA Negeri 2 Tabanan pada tahun ajaran 2015/2016. Penelitian ini menggunakan post test only randomized group design dengan analisis 2x2 faktorial. 157 siswa dilibatkan sebagai sampel penelitian melalui teknik sample acak. Mereka dipilih dengan teknik sample acak. Data kompetensi berbicara dikumpulkan melalui tes unjuk kerja. Data yang diperoleh dianalisis dengan ANOVA dua jalur. Temuan penelitian ini adalah 1) ada perbedaan yang signifikan antara siswa yang diajar menggunakan strategi pembelajaran berbasis masalah dan yang diajar menggunakan strategi konvensional, 2) tidak ada pengaruh interaksi antara strategi pembelajaran and gaya belajar 3) ada perbedaan yang signifikan antara siswa dengan gaya belajar terikat yang diajar dengan strategi pembelajaran berbasis masalah dan yang diajar menggunakan strategi konvensional, 4) ada perbedaan yang signifikan antara siswa dengan gaya belajar mandiri yang diajar menggunakan strategi pembelajaran berbasis masalah dan yang diajar menggunakan strategi konvensional keyword : pembelajaran berbasis masalah, gaya belajar, kompetensi berbicara
The Effect of Controlled Writing Strategy and Achievement Motivation on the Eighth Grade Students' Writing Competency at SMPK 1 Harapan Denpasar ., PUTU TIKA VIRGINIYA; ., PROF. DR. I KETUT SEKEN, M.A.; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

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

Abstract

Penelitian ini bertujuan untuk menginvestigasi efek dari strategi menulis terkontrol dan motivasi berprestasi pada kompetensi menulis siswa. Empat dari sebelas kelas dipilih melalui teknik sampel kluster acak, dan 36 siswa di tiap grup dipilih sebagai sampel. Dalam menginvestigasi hasil, data dianalisa secara deskriptif dan inferensial menggunakan two-way ANOVA. Hasil menunjukkan bahwa terdapat: (1) perbedaan signifikan pada kompetensi menulis siswa yang diajarkan dengan menggunakan strategi menulis terkontrol dan yang diajarkan dengan menggunakan strategi konvensional, (2) efek interaksi yang signifikan antara strategi-strategi yang diterapkan dan motivasi berprestasi pada kompetensi menulis siswa, (3) perbedaan signifikan pada kompetensi menulis siswa dengan motivasi berprestasi tinggi yang diajarkan dengan menggunakan strategi menulis terkontrol dan yang diajarkan dengan menggunakan strategi konvensional, (4) perbedaan signifikan pada motivasi menulis siswa dengan motivasi berprestasi rendah yang diajarkan dengan strategi menulis terkontrol dan yang diajarkan dengan strategi konvensional.Kata Kunci : strategi menulis terkontrol, motivasi berprestasi, menulis, strategi konvensional The present study aimed at investigating the effect of controlled writing strategy and achievement motivation on students’ writing competency. Four classes out of eleven classes as population were chosen by means of cluster random sampling, and 36 students in each group selected as the sample of the study. In investigating the result, the data were descriptively and inferentially analyzed by using two-way ANOVA. The result shows that there was: (1) a significant difference in writing competency between the students who were taught by using controlled writing strategy and those who were taught by using the conventional strategy, (2) a significant effect of the interaction between the strategies applied and the students’ achievement motivation on their writing competency, (3) a significant difference in writing competency between the students with high achievement motivation who were taught by using controlled writing strategy and those who were taught by using the conventional strategy, (4) a significant difference in writing competency between the students with low achievement motivation who were taught by using controlled writing strategy and those who were taught by using the conventional strategy.keyword : controlled writing strategy, achievement motivation, writing, conventional strategy
The Effect of Jigsaw Technique of Cooperative Learning and Personality Differences on The Reading Competency of Grade-Nine Students Of SMP Santo Yoseph Denpasar In Academic Year 2015/2016. ., MARIA YASINTA SITI; ., PROF. DR. I KETUT SEKEN, M.A.; ., DR. NI MADE RATMININGSIH, M.A.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 4, No 1 (2016)
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

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

Abstract

Maria Yasinta Siti (2016). The Effect of Jigsaw Technique of Cooperative Learning and Personality Differences on The Reading Competency of Grade-Nine Students Of SMP Santo Yoseph Denpasar In Academic Year 2015/2016. Tesis, Jurusan Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Pendidikan Ganesha Tesis ini telah diperiksa dan disetujui oleh Pembimbing I : Prof. Dr. I Ketut Seken , MA. dan Pembimbing II Dr. Ni Made Ratminingsih, MA Kata Kunci : jigsaw, kepribadian, kemampuan membaca Penelitian ini bertujuan untuk menguji apakah di antara siswa yang diajarkan dengan menggunakan teknik jigsaw dan teknik pembelajaran konvensional terdapat (a) perbedaan signifikan pada kompetensi membaca, (b) efek interaksi antara teknik jigsaw dan kepribadian pada kompetensi membaca siswa, (c) perbedaan signifikan pada kompetensi membaca siswa yang ekstrovert, (c) perbedaan signifikan pada kompetensi membaca siswa yang introvert. Penelitian ini dilakukan pada kelas IX SMP Santo Yoseph Denpasar. Penelitian ini menggunakan metode penelitian post-test only control group design. Populasi dari penelitian ini adalah 315 siswa kelas IX pada tahun akademik 2015/2016. Terdapat 4 kelas yang digunakan sebagai sampel. Setelah menyebarkan kuesioner kecemasan belajar, terdapat siswa yang dikelompokkan menjadi 2 grup, 56 siswa ekstrovert dan 56 siswa introvert. Pada masing-masing grup, 26 siswa diajarkan dengan menggunakan teknik jigsaw, sedangkan 26 siswa lainnya diajarkan dengan menggunakan teknik konvensional. Pada akhir pengajaran, tes kompetensi membaca diberikan pada siswa. Data kemudian dianalisa dengan menggunakan Two Way Anova dan Tukey Test. Hasil dari penelitian ini adalah untuk kelas VIII SMP Santo Yoseph Denpasar (a) terdapat perbedaan signifikan antara siswa yang diajarkan dengan menggunakan teknik jigsaw dan siswa yang diajarkan dengan teknik konvensional, (b) tidak ditemukan adanya efek interaksi antara teknik jigsaw dan kepribadian terhadap kemampuan membaca siswa, (c) pada siswa ekstrovert, terdapat perbedaan signifikan antara siswa yang diajarkan dengan menggunakan teknik jigsaw dan siswa yang diajarkan dengan teknik konvensional dan (d) Pada siswa introvert tidak terdapat perbedaan signifikan antara siswa yang diajarkan dengan menggunakan teknik jigsaw dan siswa yang diajarkan dengan teknik konvensional. Temuan ini diharapkan memberikan kontribusi pada kelas membaca Bahasa Inggris di Indonesia. Kata Kunci : : jigsaw, kepribadian, kemampuan membaca Maria Yasinta Siti (2016), The Effect of Jigsaw Technique of Cooperative Learning and Personality Differences on The Reading Competency of Grade-Nine Students Of SMP Santo Yoseph Denpasar In Academic Year 2015/2016. Thesis, English Education Department, Post Graduate Study Program, Ganesha University of Education This thesis has been supervised and approved by Supervisor I : Prof. Dr. I Ketut Seken, MA. and Supervisor II Dr.Ni Made Ratminingsih, MA. Key words : jigsaw. personality differences, reading competency This study aimed at examining whether or not between students who are taught by using Jigsaw technique and students who are taught by using conventional learning technique there is (a) a significant difference in students’ reading competency, (b) an interaction effect between jigsaw technique and students personality differences on students’ reading competency, (c)a significant difference in reading competency on extrovert students and (d) a significant difference in reading competency of introvert students. This study was conducted to the ninth grade students’ of SMP Santo Yoseph Denpasar. The study employed post-test only control group design. The population of the study was 315 ninth grade students in academic year 2015/2016. There were 4 classes were used as the samples. After conducting personality questionnaire, 104 students were used as samples which were categorized into 2 groups, 52 extrovert students and 52 introvert students. In each group, 26 students were treated by using Jigsaw Technique while the rest 26 students were treated by using conventional technique. At the end of treatments, reading competency tests were used to collect the intended data. The collected data were analyzed by using Two Way Anova and Tukey Test. The results indicated that for ninth grade students of SMP Santo Yoseph Denpasar (a) there is a significant difference in students’ reading competency between students who are taught by Jigsaw Technique and students who are taught by conventional learning technique, (b) there is no interaction effect between the teaching techniques and personality, (c) there is a significant difference of extrovert students’ reading competency between those who are treated by using Jigsaw technique and those who are treated by using conventional technique in favor of Jigsaw Technique and (d) There is no significant difference of introvert students’ reading competency between those who are treated by using Jigsaw technique and those who are treated by using conventional technique. keyword : Jigsaw, personality differences, reading competency
A STUDY ON THE STRATEGIES USED BY THE TEACHERS IN TEACHING ENGLISH BASED ON THE PROCESS STANDARD OF CURRICULUM 2013 AT SMA NEGERI 1 SINGARAJA ., MEDIATRIX SEPTIM KEBOL; ., PROF. DR. I KETUT SEKEN, M.A.; ., DR. LUH PUTU ARTINI, M.A.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 5, No 1 (2017):
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

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

Abstract

Penelitian ini bertujuan untuk mencapai beberapa tujuan berikut: (1) untuk menjelaskan strategi mengajar guru bahasa Inggris berdasarkan standar proses kurikulum 2013, (2) untuk menjelaskan motif yang menjadi alasan guru bahasa Inggris menggunakan strategi mengajar sesuai dengan standar proses kurikulum 2013, (3) dan untuk menjelaskan persepsi siswa mengenai strategi mengajar yang digunakan guru bahasa Inggris sesuai dengan standar proses kurikulum 2013 di SMA NEGERI 1 Singaraja. Penelitian ini dirancang dalam sebuah penelitian desriptif. Pengambilan data dilakukan dengan observasi, kuisioner, dan wawancara. Hasil penelitian ini menunjukan bahwa guru bahasa Inggris di SMA NEGERI 1 Singaraja menggunakan lima strategi mengajar yang disesuaikan dengan proses standar kurikulum 2013, yakni: Direct Instruction, Discussion, Group Work, Cooperative Learning, dan Performance Activities. Motif- motif menggunakan strategi-strategi tersebut karena strategi-strategi tersebut terkait dengan (1) tujuan pembelajaran, (2) tingkatan siswa, dan (3) topik atau materi pembelajaran yang akan diajarkan pada siswa, yang masing-masing terkait dengan upaya untuk meningkatkan belajar siswa. Dan yang terakhir, ada beberapa strategi-strategi yang disukai oleh siswa, yakni Group Work, Performance Activities, and Discussion. Kira-kira 62.5% siswa yang diajarkan oleh T1 and 71.42% siswa yang diajarkan oleh T2 menyatakan bahwa mereka menyukai strategi-strategi tersebut. Sebagai tambahan, ada salah satu strategi mengajar yang tidak disukai siswa yakni Direct Instruction dan ini sekitar 40.62% siswa yang diajarkan oleh T1 dan 64.27% siswa yang diajarkan oleh T2 tidak menyukai strategi mengajar guru tersebut. Kata Kunci : strategi mengajar, kurikulum, standar proses This study was carried out to achieve the following objectives: (1) to explain English teachers’ teaching strategies based on the process standard of Curriculum 2013, (2) to explain the motives as the reasons of the teacher to use teaching strategies based on the process standard of Curriculum 2013, (3) to explain the students’ perceptions about the strategies used by the teachers in teaching English based on the process standard of Curriculum 2013 in SMA NEGERI I Singaraja. This study was designed as a qualitative study. The data collection was done through observation, questionnaire, and interview. The result showed that English teachers in SMA NEGERI 1 Singaraja used five teaching strategies based on the standard process of Curriculum 2013, namely: Direct Instruction, Discussion, Group Work, Cooperative Learning, and Performance Activities. The motives for using the strategies because these strategies were related to (1) learning goals, (2) level of the students, and (3) topic or learning material would be taught, each of which was related to an attempt to enhance the students learning. And finally, there were some strategies preferred by the students, namely: Group Work, Performance Activities and Discussion. About 62.5% of students taught by T1 and 71.42% of the students taught by T2 assert that they preferred the strategies. In addition, there was one teaching strategy that was not preferred by the students, namely Direct Instruction and it was about 40.62% of students taught by T1 and 64.27% of students taught by T2 did not prefer these teacher’s teaching strategy. keyword : Teaching strategy,curriculum, Process standard
The Effect of Controlled Writing Strategy and Achievement Motivation on the Eighth Grade Students' Writing Competency at SMPK 1 Harapan Denpasar ., PUTU TIKA VIRGINIYA; ., PROF. DR. I KETUT SEKEN, M.A.; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

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

Abstract

Penelitian ini bertujuan untuk menginvestigasi efek dari strategi menulis terkontrol dan motivasi berprestasi pada kompetensi menulis siswa. Empat dari sebelas kelas dipilih melalui teknik sampel kluster acak, dan 36 siswa di tiap grup dipilih sebagai sampel. Dalam menginvestigasi hasil, data dianalisa secara deskriptif dan inferensial menggunakan two-way ANOVA. Hasil menunjukkan bahwa terdapat: (1) perbedaan signifikan pada kompetensi menulis siswa yang diajarkan dengan menggunakan strategi menulis terkontrol dan yang diajarkan dengan menggunakan strategi konvensional, (2) efek interaksi yang signifikan antara strategi-strategi yang diterapkan dan motivasi berprestasi pada kompetensi menulis siswa, (3) perbedaan signifikan pada kompetensi menulis siswa dengan motivasi berprestasi tinggi yang diajarkan dengan menggunakan strategi menulis terkontrol dan yang diajarkan dengan menggunakan strategi konvensional, (4) perbedaan signifikan pada motivasi menulis siswa dengan motivasi berprestasi rendah yang diajarkan dengan strategi menulis terkontrol dan yang diajarkan dengan strategi konvensional.Kata Kunci : strategi menulis terkontrol, motivasi berprestasi, menulis, strategi konvensional The present study aimed at investigating the effect of controlled writing strategy and achievement motivation on students’ writing competency. Four classes out of eleven classes as population were chosen by means of cluster random sampling, and 36 students in each group selected as the sample of the study. In investigating the result, the data were descriptively and inferentially analyzed by using two-way ANOVA. The result shows that there was: (1) a significant difference in writing competency between the students who were taught by using controlled writing strategy and those who were taught by using the conventional strategy, (2) a significant effect of the interaction between the strategies applied and the students’ achievement motivation on their writing competency, (3) a significant difference in writing competency between the students with high achievement motivation who were taught by using controlled writing strategy and those who were taught by using the conventional strategy, (4) a significant difference in writing competency between the students with low achievement motivation who were taught by using controlled writing strategy and those who were taught by using the conventional strategy.keyword : controlled writing strategy, achievement motivation, writing, conventional strategy
COMPARING THE EFFECTS OF SCRIPTED ROLE PLAY AND NON-SCRIPTED ROLE PLAY ON STUDENTS' SPEAKING COMPETENCY OF SECOND SEMESTER STUDENTS OF MAHASARASWATI UNIVERSITY BASED ON TEXT TYPES ., IDA BAGUS YUANA WAHARIKA; ., PROF. DR. I KETUT SEKEN, M.A.; ., PROF. DR. DEWA KOMANG TANTRA, M.Sc.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 3, No 1 (2015):
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

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

Abstract

Tujuan dari penelitian ini adalah untuk: a) mengetahui perbedaan signifikan antara pengaruh bermain peran dengan naskan dan bermain peran tanpa naskah pada kemampuan berbicara siswa; b) mengetahui perbedaan signifikan dalam pengaruh bermain peran dengan naskan pada kemampuan berbicara siswa terhadap jenis-jenis text; dan c) mengetahui perbedaan signifikan dalam pengaruh bermain peran tanpa naskan pada kemampuan berbicara siswa terhadap jenis-jenis text. Penelitian ini menggunakan rancangan penelitian of post test-only static group comparison design. Populasi penelitian berjumlah 367 mahasiswa semester dua di FKIP Universitas Mahasaraswati Denpasar pada tahun ajaran 2014/2015 yang mana 2 kelompok siswa dipilih sebagai sampel dengan penyampelan acak. Data penelitian dikumpulkan dengan menggunakan penilaian kemampuan berbicara yang terdiri dari tiga jenis teks sesuai dengan jenis teks yang diteliti antara lain; deskriptif, naratif dan teks berita. Hasil dari penilaian kemampuan berbicara oleh kedua kelompok akan secara seksama dianalisis secara deskriptif dan inferensial dengan menggunakan SPSS 20.0. Analisis deskriptif telah di terapkan untuk mengetahui nilai rata-rata, standar deviasi dan varian; ditambahkan bahwa analisis inferensial di terapkan menggunakan ANOVA satu jalur yang ditujukan untuk menjawab rumusan masalah penelitian. Hasil menunjukkan bahwa; pertama, adanya perbedaan yang signifikan antara pengaruh antara bermain peran dengan naskan dan bermain peran tanpa naskah terhadap kemampuan berbicara siswa; selanjutnya, ditemukan bahwa nilai rata-rata kelompok yang diajar menggunakan bermain peran dengan naskah lebih tinggi dari kelompok yang diajar menggunakan bermain peran tanpa naskah; kedua, tidak ditemukannya berbedaan yang signifikan dari bermain peran dengan naskah terhadap kemampuan berbicara siswa diantara jenis teks yang berbeda; ketiga tidak ditemukannya berbedaan yang signifikan dari bermain peran tanpa naskah terhadap kemampuan berbicara siswa diantara jenis teks yang berbedaKata Kunci : Bermain peran dengan naskah, Bermain peran tanpa naskah, Kompetensi berbicara, Jenis-jenis teks This research with quantitative descriptive design, aims to: (1) Find out the significant difference of the effect between Scripted Role Play and Non-Scripted Role Play on the Speaking Competency of second semester students of Mahasaraswati University.(2) Find out the significant difference of the effect of Scripted Role Play across text types of second semester students of Mahasaraswati University. (3) Find out the significant difference of the effect of Non-Scripted Role Play across text types of second semester students of Mahasaraswati University. This study was designed in the form of experimental research, in which there were three variables to be studied. The first variable was independent variable that was Role Play strategy which was divided into two form; Scripted Role Play (SRP) and Non-Scripted Role Play (NSRP). The second variable was control variable, that was the text types with three levels namely descriptive, narrative, and report text. The third variable was the dependent variable, that was Speaking Competency. The design of this present study was Post-test only Static Groups Comparison Design. This design consisted of two-comparison groups. One group was treated by using SRP strategy and the other group was treated by NSRP strategy. At the end of the experimental treatment for each text type , a posttest was conducted to each group and the results of the posttest was analyzed in order to reveal whether there was a difference achievement between two groups and whether there was the effect of the strategy across text types.keyword : Speaking Competency, Scripted Role Play, Non-Scripted Role Play, Text Types
THE EFFECT OF GENRE-BASED APPROACH AND LEARNER AUTONOMY TOWARD THE WRITING COMPETENCE OF THE EIGHTH GRADE STUDENTS OF SMP HARAPAN NUSANTARA ., NI MADE SRI ARTINI; ., PROF. DR. I KETUT SEKEN, M.A.; ., DR. I GEDE BUDASI, M.Ed.DIP APPLIN
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 4, No 1 (2016)
Publisher : Jurnal Pendidikan Bahasa Inggris Indonesia

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

Abstract

This study aimed at: a) finding out whether or not there is a significant difference in writing competence between the students who were taught by using genre based approach and those who were taught by using a conventional strategy; b) finding out whether or not there is an effect of the interaction between the implementation of genre based approach and learner autonomy on the students writing competence; 3) finding out whether or not there is a significant difference in writing competence between the students with high autonomy treated by using genre based approach and those treated by using a conventional strategy; 4) finding out whether or not there is a significant difference in writing competence between the students with how autonomy who are treated by using genre based approach and those treated by using a conventional strategy. The study employed a post test for control group and an experiment group with 2 x 2 factorial designs. The population of the study was 196 eighth grade students of SMP Harapan Nusantara in academic year 2015/2016 where in 144 of them were selected as the sample of the study through cluster random sampling technique. The data were collected by means of attitude questionnaire and writing competence test and were analyzed by using Two-Way ANOVA and Tukey test. The result of this research such as: a) there was significant difference in writing competence between the students who are taught by using genre based approach and those who are taught by using a conventional strategy, b) there was significant effect of the interaction between the implementation of genre based approach and learner autonomy on the students’ writing competence, c) there was significant difference in writing competence between the students with high autonomy treated by using genre based approach and those treated by using a conventional strategy and d) there was significant difference in writing competence between the students with low autonomy who are treated by using genre based approach and those treated by using a conventional strategy. Kata Kunci : Genre-Based Approach, Learner Autonomy, Writing Competence Penelitian ini bertujuan untuk : a) mengetahui perbedaan dalam prestasi anatara siswa yang diajarkan dengan pendekatan genre dan cara konvensional; b) mengetahui efek interaksi anatara mode pembelajaran dan sikap siswa dala prestasi menulis, c) mengetahui perbedaan prestasi siswa yang diajarkan dengan pendekatan genre dan cara konvensional pada siswa yang memiliki kemandirian belajar yang tinggi, d) mengetahui perbedaan prestasi siswa dengan kemandirian belajar yang rendah diajatkan dengan pendekatan genre dan konvensional. Penelitian ini menggunakan Post Test Only control group dengan desain 2x2 faktorial. Populasi penelitian ini adalah siswa kelas delapan tahun ajaran 2013/2014 dengan jumlah 196 dimana 144 siswa dipilih sebagai sampel dengan menggunakan metode Cluster Random Sampling. Data dikumpulkan menggunakan instrument berupa kuesioner untuk mengetahui sikap siswa terhadap pembelajaran menulis dan berupa kuesioner untuk mengetahui sikap siswa terhadap pembelajaran menulis dan berupa tes tulis untuk mengetahui kempuan siswa dalam menulis paragraf naratif kemudian data dianalisa menggunakan Two-Way ANOVA dan Tukey Test. Hasil dari test tersebut yaitu : a) adanya sebuah perbedaan dalam prestasi anatara siswa yang diajarkan dengan pendekatan genre dan cara konvensional; b) adanya sebuah efek interaksi anatara mode pembelajaran dan sikap siswa dala prestasi menulis, c) adanya sebuah perbedaan prestasi siswa yang diajarkan dengan pendekatan genre dan cara konvensional pada siswa yang memiliki kemandirian belajar yang tinggi, d) adanya sebuah perbedaan prestasi siswa dengan kemandirian belajar yang rendah diajatkan dengan pendekatan genre dan konvensional. keyword : Pendekatan Genre, Kemandirian Siswa, Kompetensi Menulis.
Co-Authors ., DR. LUH PUTU ARTINI, M.A. ., I DEWA PUTU BAYU PRADNYA PARAMITHA ., I KOMANG GEDE AGUS PRANATA ., IDA BAGUS YUANA WAHARIKA ., LUH GEDE MAYA WIRASTUTI DEWI ., MAHAYU SOLINA YUDA ., MARIA YASINTA SITI ., MEDIATRIX SEPTIM KEBOL ., NI MADE SRI ARTINI ., NI PUTU DIAN UTAMI DEWI ., NI PUTU EPIFANIA PUSPITAHATI ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A. ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A. ., SARI DEWI NOVIYANTI Dewa Komang Tantra I Gede Budasi I Putu Sujana . I Wayan Suarnajaya Kadek Maya Cyntia Dewi Ni Made Ratminingsih PUTU TIKA VIRGINIYA ., PUTU TIKA VIRGINIYA Sutami Dwi Lestari Yundari, Yundari