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THE INVESTIGATION OF THE TEACHING OF WRITING AT THE TENTH GRADE OF SENIOR HIGH SCHOOL (SMAN) 1 AIKMEL IN EAST LOMBOK ., BASYIRUDIN; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Prof. Dr. Nyoman Dantes
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

The study aimed at investigating the quality of the teaching of writing at the tenth grade of Senior High School (SMAN) 1 Aikmel with regard to the implementation of School- Based Curriculum (SBC) in year 2012 / 2013.This research used Context, Input, Process and Product (CIPP) model from Stufflebeam (1986). Context variable is limited only to vision and mission about learning to write, purpose of learning to write and educational policy related to writing. Input is taken as supporting point of the teaching program concerning with teachersâ??qualification,s tudentsâ??prior knowledge, learning facilities, learning resources , curriculum (SBC) and teacherâ??s administration. Process variable includes the teaching and learning process of writing. Product / output is limited to two aspects, namely ; Studentsâ?? Writing Competency and Studentsâ?? perceiption about the teaching and learning of writing. There were 22 participants used as the subjects of present study , those were 2 English teachers and 20 students of the tenth grade of Senior High School (SMAN) 1 Aikmel . The data were collected using questionaires and observation sheets, then analyzed using quantitative descriptive method. The result showed that ; Context variables were positive , while input, process and product variables were negativekeyword : The Quality of the teaching of Writing , School- Based Curriculum

ANALISIS TENTANG PROFESIONALISME GURU STUDI KASUS PADA GURU-GURU BAHASA INGGRIS SERTIFIKASI PADA MADRASAH ALIYAH DI KABUPATEN LOMBOK BARAT ., BUYUNG; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Prof. Dr. Nyoman Dantes
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

This study aims to investigate of English teachersâ?? professionalism of MA in West Lombok. The Teachersâ?? professionalism which was analyzed was on (1) the certified English teachersâ?? perception about professionalism, (2) lesson plan, (3) teaching performance. The participants in this research were twenty one certified English teachers in West Lombok. Method used in this study was qualitative. The data were collected using quantitative method which was followed by qualitative method. The data were collected through some methods of data collection: questionnaire, observation sheet, and the scoring rubric of lesson plan. The data analysis used mix method where some of the data were analyzed qualitatively and some were analyzed quantitatively. The result of the research shows that: English Teachers of MA in west Lombok met the criteria of English Teachersâ?? professionalism where pedagogy competency is categorized as good, professional competency is categorized as adequate, personality competency is categorized as good, and social competency is categorized as good. Meanwhile, the English teachersâ?? lesson plan is categorized good, the teachersâ?? performance in teaching is categorized as good, and the correlation between teacherâ??s perception and lesson plan contribute significantly on teacherâ??s performance in teaching and learning process.keyword : Teachersâ?? professionalism, pedagogy competency, professional competency, personality competency, social competency

THE EFFECT OF DICTOGLOSS TECHNIQUE AND MOTIVATION ON THE WRITING ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF SMPN I SUKASADA ., MADE SUCI SUANDARI; ., Dr.Ni Made Ratminingsih, MA; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i0.908

Abstract The study aimed at investigating the effect of Dictogloss Technique and Motivation on the writing Achievement of the Eighth Grade Students of SMPN 1 Sukasada. This experimental research applied the post test only control group design by using factorial 2 x 2 factorial designs. The instruments used in this study to gain the data were the writing test, and the motivation questionnaire. The obtained data were analyzed by using two way ANOVA and Tuckey test. The findings of the study were as follows : (1) the writing achievement of the students who were taught by using Dictogloss Technique is higher than the writing achievement of those students who were taught by using Conventional Technique, 2) there is an interactional effect between the teaching techniques applied and the students? motivation on the students? writing achievement 3) the writing achievement of high motivation students taught by using Dictogloss Technique is higher than the writing achievement of those students who were taught by using Conventional Technique, 4) there is a significant difference on the writing achievement of low motivation students who were taught by using Dictogloss Technique and the writing achievement of those who were taught by using Conventional Technique. Therefore, it could be concluded that, Dictogloss Technique is more effective than Conventional Technique for high and low motivation students in teaching writing. Kata Kunci : Dictogloss Technique, motivation, and writing achievement Abstract The study aimed at investigating the effect of Dictogloss Technique and Motivation on the writing Achievement of the EightH Grade Students of SMPN 1 Sukasada. This experimental research applied the posttest only control group design by using factorial 2 x 2 factorial designs. The instruments used in this study to gain the data were the writing test, and the motivation questionnaire. The obtained data were analyzed by using two way ANOVA and Tuckey test. The findings of the study were as follows : (1) the writing achievement of the students who were taught by using Dictogloss Technique is higher than the writing achievement of those students who were taught by using Conventional Technique, 2) there is an interactional effect between the teaching techniques applied and the students? motivation on the students? writing achievement 3) the writing achievement of high motivation students taught by using Dictogloss Technique is higher than the writing achievement of those students who were taught by using Conventional Technique, 4) there is a significant difference on the writing achievement of low motivation students who were taught by using Dictogloss Technique and the writing achievement of those who were taught by using Conventional Technique. Therefore, it could be concluded that, Dictogloss Technique is more effective than Conventional Technique for high and low motivation students in teaching writing. keyword : Dictogloss Technique, motivation, and writing achievement

DEVELOPING CHARACTER-BASED ASSESSMENT IN TEACHING ENGLISH FOR THE TENTH GRADE STUDENTS OF SMKN 3 SINGARAJA ., KOMANG AGUS OKA SAPUTRA; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

This study was conducted by following the design of research and development model (R&D). The purposes of the study were: (1) To identify the problems faced by the English teachers in assessing students characters in SMKN 3 Singaraja; (2) To develop characters-based assessments designs which were needed for assessing the characters of tenth grade students of SMKN 3 Singaraja in studying English; (3) To identify the content validity of the developed characters-based assessments; (4) To identify the reliability of the developed characters-based assessments; (5) To identify the problems in implementing the developed characters-based assessments. The data of the study were collected through questionnaire, observation, documentation, expert judgment sheet and test. The collected data were analyzed qualitatively and quantitatively. The results of the study show that: (1) The problems in assessing the students? characters that were faced by the English teachers at SMK N 3 Singaraja were: the difficulty in assessing the students? characters objectively, the difficulty in developing the assessment instrument, the absence of instruments to evaluate the students? characters; (2) The design of the instruments were developed based on the character values that should be integrated in teaching English for Vocational High School students as what are stated on the guideline of character education issued by the curriculum center, and the language skills and the materials that should be covered based on the syllabus; (3) Based on the content validity analysis and empirical validity analysis that have been conducted, it can be concluded that the developed instruments were valid; (4) The reliability analysis of the instruments showed that the instruments were reliable; (5) Some problems were identified during the implementation of the developed instruments, those problems were: time consuming, the difficulty in recognizing the students, and the requirement of high concentration. keyword : assessment, character-based, research and development.

THE EFFECT OF GUIDED WRITING STRATEGY AND STUDENTSâ€™ ACHIEVEMENT MOTIVATION ON STUDENTSâ€™ WRITING COMPETENCY A A, Komang, Handayani,; Dantes, N.; Ni Made, Ratminingsih,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study aimed at investigating whether the implementation of guided writing strategy and the students? achievement motivation gave a significant effect to the students? writing competency. This was an experimental research which applied 2 x 2 factorial design. The population was 6 classes (134 students) of grade X in SMAN 1 Sukasada in the academic year 2012/2013. The samples were 4 classes which were choosen by using Random Sampling and were divided into two groups, i.e. experimental group and control group. The research data were analyzed by using Statistical Two-Way ANOVA and Tukey Test. The result shows that, first, there was a significant difference on the students? writing competency between the students who were taught by using guided writing strategy and conventional writing strategy. Second, there was a significant interactional effect on the students? writing competency between the strategies applied and the students? achievement motivation. Third, there was a significant difference on the students? writing competency between the students who had high achievement motivation when they were taught by using guided writing strategy and conventional strategy. Fourth, there was a significant difference between the students? writing competency of the students who had low achievement motivation when they were taught by using guided writing strategy and conventional strategy. Keywords: achievement motivation, guided writing strategy, writing competency.

THE EFFECT OF PROBLEM BASED LEARNING AND PERFORMANCE ASSESSMENT ON STUDENTSâ€™ READING AND WRITING COMPETENCIES ., I PUTU SUYOGA DHARMA; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Studi eksperimen ini bertujuan untuk menginvestigasi pengaruh pembelajaran berbasis masalah dan asesmen kinerja terhadap kompetensi membaca dan menulis siswa kelas sepuluh SMAN 1 Mengwi pada tahun ajaran 2011/2012. Penelitian ini menggunakan rancangan 2x2 faktorial. 96 siswa dilibatkan sebagai sampel penelitian. Mereka dipilih dengan teknik sampling acak. Data kompetensi membaca dan menulis dikumpulkan melalui tes essay. Data yang diperoleh dianalisis dengan Analysis Varian Multivariat (MANAVA) Temuan penelitian ini adalah 1) pembelajaran berbasis masalah berpengaruh secara signifikan terhadap kompetensi membaca dan menulis siswa yang terjadi secara simultan dan terpisah, 2) asesmen kinerja berpengaruh secara signifikan terhadap kompetensi membaca dan menulis siswa yang terjadi secara simultan dan terpisah, 3) terdapat interaksi signifikan antara model pembelajaran dan tipe asesmen terhadap kompetensi membaca dan menulis yang terjadi simultan dan terpisah, 4) tidak terdapat interaksi signifikan antara model pembelajaran dan tipe asesmen terhadapak kompetensi membaca siswa, 5) terdapat interaksi signifikan antara model pembelajaran dan tipe asesmen terhadapak kompetensi menulis siswa.Kata Kunci : pembelajaran berbasis masalah, asesmen kinerja, kompetensi membaca, kompetensi menulis This experimental study aimed at investigating the effect of Problem Based Learning and Performance Assessment on reading and writing competencies of the tenth grade students of SMAN 1 Mengwi in the academic year 2011/2012. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data of students? reading and writing competencies were collected by using essay tests. The students? answers were scored by using analytical scoring rubric. The acquired data were analyzed statistically by Multivariate Analysis of Variance (MANOVA) at 5% significance level. This research discovers: 1) there is a significant effect of Problem Based Learning which occurs simultaneously and separately on students? reading and writing competencies, 2) there is a significant effect of performance assessment which ocurs simultaneously and separately on students? reading and writing competencies, 3) there is a significant interaction between teaching model and assessment type on students? reading and writing competencies which occurs simultaneously, 4) there is no significant interaction between teaching model and assessment type on students? reading competency, and 5) there is a significant interaction between teaching model and assessment type on students? writing competency.keyword : Problem Based Learning, Performance Assessment, reading competency, writing competency

TEACHERSâ€™ PERCEPTION ON STUDENTSâ€™ LEXICOGRAMMATICAL ERRORS IN THEIR E-MAIL WRITING IN SECOND SEMESTER ROOM DIVISION CLASS IN BALI TOURISM INSTITUTE BASED ON TEACHERSâ€™ GENDER AND LEVEL OF EXPERTISE Susanti, Luh Eka; Padmadewi, Ni Nyoman; Budasi, I Gede
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study aimed at 1) analyzing the forms of the students? lexicogrammatical errors, 2) analyzing the teachers? correction on the students? lexicogrammatical errors, and 3) describing the teachers ?perception on the students? lexicogrammatical errors whether it is a normal thing as a part of learning or as an obstacle which hinder the students? progress. The subjects were two English teachers and second semester Room Division students. This study was designed in the form of descriptive qualitative research and the instruments being used were human instrument, questionnaire, and interview. The findings show that 1) there were 19 categories of errors that occurred in the students? writings, 2) both of the subjects used direct correction, but there were some similarities and differences in the forms and the functions, and 3) the teachers? perceptions were classified into 4 major points, namely perception on writing and its problems, perception on the nature of lexicogrammatical errors, perception on the value of errors, and perception on the sources of errors. Keywords: lexicogrammatical errors, teachers? correction, teachers? perception

THE PROFILE OF COMMUNICATION STRATEGIES USED BY JUNIOR HIGH SCHOOL ENGLISH TEACHERS IN TEACHING AND LEARNING PROCESS IN SMP NEGERI 2 SUKAWATI ., I GUSTI AYU INDAH TRIANA JULIARI; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Prof. Dr. Putu Kerti Nitiasih, MA
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Penelitian ini bertujuan untuk mendeskripsikan strategi komunikasi yang digunakan oleh guru bahasa Inggris di SMP Negeri 2 Sukawati. Penelitian ini meliputi jenis dari strategi komunikasi, alasan dari penggunaan strategi komunikasi dan persepsi siswa terhadap strategi komunikasi yang digunakan oleh guru. Subjek dari penelitian ini adalah guru bahasa Inggris di SMP N 2 Sukawati di kelas tujuh dan delapan. Data dikumpulkan dengan menggunakan beberapa instrument, seperti lembar observasi, kuesioner dan pedoman wawancara. Jenis dari strategi komunikasi didapatkan melalui mengobservasi dan merekam guru dalam proses belajar mengajar, sedangkan kuesioner digunakan untuk mengetahui persepsi siswa terhadap strategi komunikasi yang digunakan oleh guru. Hasil penelitian ini menunjukkan bahwa terdapat 14 jenis dari strategi komunikasi yang digunakan oleh guru. Strategi perubahan kode adalah yang paling sering digunakan oleh guru. Strategi tersebut muncul sebanyak 35 kali di dalam proses belajar mengajar. Alasan dari guru menggunakan strategi tersebut adalah untuk meningkatkan kemampuan berbicara siswa selama proses belajar mengajar berlangsung dan membuat siswa mengerti mengenai materi. Data juga menunjukkan bahwa guru mendapatkan persepsi yang positif dari siswanya dalam menggunakan strategi komunikasi selama proses belajar mengajar. Kata Kunci : Strategi Komunikasi, guru bahasa Inggris, dan proses belajar mengajar. This study aimed at describing Communication Strategies used by Junior High School English teachers in SMP N 2 Sukawati. It includes kinds of Communication Strategies, the reasons of the use of Communication Strategies and the students? perception toward Communication Strategies used by the teachers. The subjects of this study were Junior High School English teachers of the seventh and eighth grades of SMP Negeri 2 Sukawati. The data were collected by using some instruments namely observation sheet, questionnaire and interview guide. The kinds of Communication Strategies were gathered by observing and recording the teacher during teaching and learning process, while the questionnaire was used to investigate the students? perception toward the Communication Strategies used by the teachers. The results of this study showed that there were 14 kinds of Communication Strategies used by the teachers. Code switching strategy was the most frequently used by the teachers. It occurred for 35 times in teaching and learning process. The reasons of the teachers used those strategies were to improve the students? speaking abilities during teaching and learning process, and made them understood the material. The data also showed that the teachers got positive perception from their students in applying Communication Strategies during teaching and learning process. keyword : Communication Strategies, English teacher, teaching and learning process

STUDENTS AND LECTURERSâ€™ PERSPECTIVES ON THE IMPORTANCE OF MOTIVATIONAL STRATEGY IN ENGLISH LANGUAGE TEACHING AND LEARNING PROCESS Redi Pudyanti, A.A.A.; Nitiasih, P.K.; Suarnajaya, I W.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstrak Artikel ini mengenai pandangan mahasiswa dan dosen terhadap pentingnya strategi motivasi pada proses pembelajaran Bahasa Inggris, yang bertujuan untuk: (1) mengetahui pandangan mahasiswa tentang pentingnya strategi motivasi tertentu dalam proses belajar-mengajar bahasa Inggris; (2) pandangan dosen tentang pentingnya strategi motivasi tertentu dalam proses belajar-mengajar bahasa Inggris; (3) membandingkan pandangan mahasiswa dan dosen tentang pentingnya strategi motivasi tertentu dalam proses belajar-mengajar bahasa Inggris; (4) mengamati penerapan strategi motivasi yang diterapkan dosen dalam proses belajar-mengajar bahasa Inggris.tentang pentingnya strategi motivasi tertentu dalam proses belajar-mengajar bahasa Inggris. Penelitian ini didasari oleh teori strategi memotivasi Dornyei (2001). Metode yang digunakan dalam penelitian ini adalah explanatory mixed method design. Berdasarkan analisis data kuantitatif, yang kemudian dikelompokkan berdarkan rumus Nurkacana?s (1992), hasil penelitian ini menunjukkan bahwa: dimensi menciptakan kondisi motivasi dasar dipandang penting oleh mahasiswa (cI=4.22) dan dosen (cI=4.43); dimensi membangkitkan motivasi awal dipandang penting oleh mahasiswa (cII=3.82) dan sangat penting oleh dosen (cII = 4.70); dimensi memelihara dan menjaga motivasi dipandang penting oleh mahasiswa (cIII=3.99) dan sangat penting oleh dosen (cIII=4.54), dimensi dan strategi evaluasi yang positif dipandang penting baik oleh mahasiswa (cIV=3.61) maupun dosen (cIV=4.40). Namun terdapat beberapa perbedaan pendapat mengenai penerapan strategi motivasi tertentu dalam masing-masing dimensi. Didalam penerapannya, dosen menerapkan sebagian besar strategi memotivasi pada keempat dimensi yang disarankan Dornyei, dan terdapat beberapa strategi yang belum diterapkan oleh para dosen. Kata Kunci: strategi motivasi, pembelajaran bahasa Inggris, pembelajar dewasa, pandangan mahasiswa, pandangan dosen. Abstract This article is concerned with the study on students and lecturers? perspectives on the importance of motivational strategy in English language teaching and learning process, which aims at investigating: (1) Students? perspectives on the importance of motivational strategies helping them in the foreign language teaching and learning process; (2) lecturers? perspectives on the importance of motivational strategies that should be applied in foreign language teaching and learning process; (3) The comparison between students and lecturers? perspectives on the importance of motivational strategies in foreign language teaching and learning process; (4) Lecturers? implementation of motivational strategies in the foreign language teaching and learning process. The motivational strategies used were based on Dornyei?s theory (Dornyei, 2001), that consists of four important dimensions: creating basic motivational conditions, generating initial motivation, maintaining and protecting motivation, and creating positive evaluation. The data of this study were collected by means of some methods of data collections, such as: questionnaires, observation, and interview. There were two kinds of questionnaires used in this study: questionnaires for students and questionnaires for lecturers, which were adapted and have been translated from Dornyei?s (2001) theory on motivational strategies. Based on the quantitative data analysis, which was further categorized using Nurkacana?s formula (1992), the result of this study revealed that: the dimension of creating basic motivational conditions is considered important for both students (cI=4.22) and lecturers (cI=4.43); the dimension of generating initial motivation is considered important for students (cII=3.82) and very important for lecturers (cII=4.70); the dimension of maintaining and protecting motivation is considered important for students (cIII=3.99) and very important for lecturers (cIII=4.54), and creating positive evaluation is considered important for both students (cIV=3.61) and lecturers (cIV=4.40). Moreover, there are some strategies proposed by Dornyei (2001) that were not applied by the lecturers. Keywords: motivational strategy, English language learning, adult learner, students? perspectives, lecturers? perspectives.

A STUDY ON THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING WRITING SKILL TO ENGLISH EDUCATION DEPARTMENT STUDENTS OF MAHASARASWATI UNIVERSITY DENPASAR IN ACADEMIC YEAR 2013/2014 ., I DEWA GEDE RAT DWIYANA PUTRA; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Drs. I Wayan Suarnajaya,MA., Ph.D.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Penelitian ini bertujuan untuk mengetahui: (1) bagaimana implementasi PBL di dalam pengajaran menulis essay, (2) bagaimana respon mahasiswa terhadap aplikasi PBP pada pembelajaran menulis essay, dan (3) sejauh mana efektifitas dari pembelajaran berbasis projek dalam meningkatkan kemampuan mahasiswa dalam menulis essay. Penelitian ini adalah penelitian deskripsif yang menggunakan desain Sequential Exploratory dari penggabungan metode kwantitatif dan kwalitatif (mixed method) oleh Clark & Creswell, 2008:178-180. Subjek dari penelitian ini adalah 20 mahasiswa jurusan pendidikan Bahasa Inggris, Universitas Mahasaraswati Denpasar pada tahun ajaran 2013/2014. Fokus dari penelitian ini adalah aplikasi PBP dalam pengajaran menulis essay. Data dikumpulkan dengan menggunakan recana pembelajaran, test menulis, rubrik penilaian, catatan lapangan, dan kemudian dianalisa menggunakan Paired Sample t-Test dan interpretasi kualitatif data. Hasil dari penelitian ini adalah: (1) Aplikasi PBP di kelas mendukung proses pembelajaran menulis, (2) Pembelajaran Berbasis Projek mampu meningkatkan kemampuan siswa dalam 5 aspek menulis yaitu; ?main idea?, ?on topic?, ?details?, ?parts of essay?, and ?word choice?, dan (3) Mahasiswa memberikan respon yang positif terhadap penggunaan PBP di kelas menulis, setelah mengaplikasikan beberapa modifikasi. Hasil penelitian ini memiliki kontribusi penting untuk pendidikan Bahasa Inggris sebagai bahasa asing secara umum dan pembelajaran berbasis projek secara khusus.Kata Kunci : Kemampuan Menulis, Pembelajaran Berbasis Projek, Respon Mahasiswa This study aimed at investigating: (1) how is the implementation of Project-Based Learning in essay writing classroom, (2) how do students respond to the application of PBL in teaching essay writing, and (3) to what extent is the effectiveness of PBL approach in improving students? essay writing skill. This study is a descriptive study which is employed Sequential Exploratory Design of mixed method by Clark & Creswell, 2008:178-180. The subjects of this study were 20 adult learners in English Education Department of Mahasaraswati University Denpasar in academic year 2013/2014. The focus of this research is the application of PBL in teaching essay writing. The data were collected by the means of lesson plan, writing test, scoring rubrics, and field notes which were analyzed using Paired Sample t-Test and qualitative data interpretation. The results indicated that: (1) The implementation of PBL supports the instructional process of essay writing, (2) PBL is effective in improving students? ability in 5 domains of writing, those are; ?main idea?, ?on topic?, ?details?, ?parts of essay?, and ?word choice?, and (3) Students gave positive responses toward the application of PBL after several modifications of implementations. These findings have important contribution to EFL pedagogy in general and the PBL application in particular.keyword : Essay Writing Skill, Project-Based Learning, Students? Response

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