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DEVELOPING MATERIALS TO PROVIDE LANGUAGE LEARNING ENVIRONMENT TO SUPPORT GRADE 5 STUDENTSâ€™ LITERACY SKILLS IN ENGLISH Himadara, Ida Ayu; Marhaeni, A.A.I.N; Putu Artini, Luh
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

ABSTRACT This study aimed at describing the English literacy coverage of grade 5 students of Primary Schools in Bali, developing materials to support grade 5 students? English literacy skills, and investigating the quality and the effectiveness of the developed materials in supporting grade 5 students? English literacy skills. The subjects of this study were the grade 5 students of Public Primary Schools in Bali. The data were gathered through documentation, expert judgment, observation, syllabus analysis, conducting test and questionnaires. Based on the competency standard and the basic competence in the syllabus, the English Literacy coverage were about understanding and copying some simple texts and sentences. The materials that need to be developed were based on the topics in the syllabus used by the schools. The developed materials were classified into 4 topics: Animals, Food and Drink, Classroom Objects, and Public Places. The materials designed were emphasized on the practices of English literacy skills which consisted of Topical Vocabulary, Grammar Focus, Everyday Expression, Language Games and Time for Story. The quality measurement showed Sr<4.485=3.6<4.485, means that the materials were categorized as good materials. The effectiveness of measurement showed that the materials of Rich Language Learning Environment are effective to support the grade 5 students? English Literacy Skills. Keywords: TEYL, Literacy Skills, Rich Language Learning Environment

AN ANALYSIS OF PEMBAYUNS SPEECH ACTS IN SORONG SERAH CEREMONY OF SASAK MARRIAGE: A RITUALISTIC DISCOURSE STUDY LN, YAQIN,; K, SEKEN,; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study investigated the Pembayuns speech acts in Sorong Serah ceremony of the Sasak marriage. As such, it examined the speech events that occurred within the ritual of the ceremony. It was designed as a descriptive qualitative research of the ethnography of communication type and employed observations and interviews as methods of data collection. Video recording and note-taking techniques were applied. The data analysis was affiliated with Wijana?s (1996), Austin?s (1975) and Searle?s (1969) models of speech act theory and was done following Miles and Huberman?s 1994) interactive model of data analysis. The findings of the study showed that the Pembayuns in Sorong Serah ceremony conveyed speech acts of certain types that can be categorized as direct speech acts, indirect speech acts, literal speech acts, nonliteral speech acts, direct literal speech acts, direct nonliteral speech acts, indirect literal speech acts, and indirect nonliteral speech acts. Among those eight forms of speech acts, indirect speech act was used most dominantly by the Pembayuns as it was seen as a politeness strategy. In relation to the force of utterances, it was found that the illocutionary acts used by the Pembayuns in Sorong Serah ceremony comprise a strategy that was oriented to face saving politeness (Brown & Levinson, 1987). All the five types of speech act were found to be used by the Pembayuns in Sorong Serah ceremony, namely: directive, commissive, expressive, representative, and declaration. These types of speech act were mainly concerned with values and wisdom related to politeness principles. Keywords: Speech Acts, Strategy, Sorong Serah, Sasak Marriage.

An Analysis of the Cohesion And Coherence Of the Students' Narrative Writings in SMP Negeri 2 Banjar ., PIPIT OLVA ANDAYANI; ., Prof. Dr.I Ketut Seken,MA; ., Drs. Asril Marjohan,MA
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 2, No 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Pipit Olva Andayani. 2014. An Analysis of the Cohesion and Coherence of the Students? Narrative Writings in SMP Negeri 2 Banjar. Thesis, Department of Language Education, Graduate Program, Ganesha University of Education Thesis. Language Education. Postgraduate Study Program, Ganesha University of Education. Advisors: (I) Prof.Dr.I Ketut Seken, M.A (II) Drs. Asril Marjohan, M.A This study attempted to describe and explain (a) the cohesion of English narrative writings produced by the students under study; (b) the coherence of English narrative writings produced by the students under study; (c) the problems encountered by the students under study in creating cohesion and coherence in their English narrative writing. This study was designed as qualitative study. This study was conducted on 30 students of the ninth grade in SMP Negeri 2 Banjar. The data were collected through students? narrative writings, students? questionnaire and teachers? interview. The data were analyzed by using the theory introduced by Halliday and Hasan (1976). The analysis was concerned with grammatical cohesion (reference, substitution, ellipsis, conjunction), lexical cohesion (reiteration and collocation) and aspect of coherence that were found in the students? writings. The results of this study show that (a) the students were able to use the five types of cohesive devices to make their writing coherent. The first cohesive devices used were reference (70.77%) with personal reference as the dominant use. Then, it was followed by conjunction (28.51%), substitution (0.57%), ellipsis (0.14%). Lexical cohesion was used 137 item dominated with repetition (78%). (b) The students? produced coherence of the narratives through the development of themes, and the generic structure. (c) Some problems of coherence identified were the problems with reference (personal, demonstrative), conjunction (additive, adversative, causal, temporal) and limited choice of lexical item. Kata Kunci : cohesion, coherence, narrative Pipit Olva Andayani. 2014. Analisis Kohesi dan Koherensi Tulisan Narasi Siswa di SMP Negeri 2 Banjar. Tesis Program Studi Bahasa, Pascasarjana, Universitas Pendidikan Ganesha Tesis. Program Studi Bahasa. Pascasarjana. Universitas Pendidikan Ganesha. Pembimbing (I) Prof.Dr.I Ketut Seken, M.A (II) Drs. Asril Marjohan, M.A Penelitian ini bermaksud mendeskripsikan dan menjelaskan (a) penanda kohesi tulisan narasi siswa; (b) koherensi tulisan narasi siswa; (c) masalah kohesi dan koherensi dalam tulisan narasi siswa. Bentuk penelitian ini adalah penelitian kualitatif. Penelitian ini dilakukan pada 30 siswa kelas Sembilan SMP Negeri 2 Banjar. Data diperoleh melalui tulisan narasi siswa, kuesioner siswa dan wawancara guru. Data yang diperoleh dianalis berdasarkan teori Halliday and Hasan (1976). Analisis fokus pada kohesi gramatikal (referensi, substitusi, ellipsis, konjungsi), kohesi leksikal (pengulangan dan kolokasi) dan aspek koherensi. Hasil dari penelitian ini menunjukkan (a) Hasil penelitian ini menunjukkan bahwa (a) siswa pada dasarnya mampu menggunakan lima piranti kohesif untuk membuat tulisan mereka menjadi koherensi. Penanda kohesi yang dimaksud adalah referensi (70,77%) yang didominasi dengan penggunaan referensi personal. Kemudian, diikuti oleh konjungsi (28.51%,) substitusi (0,57%), ellipsis (0,14%). Penggunaan kohesi leksikal 137 butir yang didominasi dengan pengulangan (78%). (b) Koherensi teks narasi diciptakan dengan pengembangan ide utama dari teks itu yang didukung oleh ide setiap paragraf, penggunaan generic structure dari teks narasi. (c) Beberapa masalah dalam koherensi yang diidentifikasi dalam tulisan siswa yaitu menyangkut penggunaan referensi (personal, demonstratif), konjungsi (penambahan, pertentangan, sebab-akibat, urutan) dan pemilihan kata dari butir leksikal.keyword : kohesi, koherensi dan tulisan narasi

ANALYSIS OF AUTHENTICITY OF TEACHERSâ€™ MADE ASSESSMENT AND ITS CONTRIBUTION TO STUDENTSâ€™ ENGLISH ACHIEVEMENT IN ELEMENTARY SCHOOLS IN BULELENG REGENCY Natalia, S. A. M. K. D.; Marhaeni, A.A.I.N; Dantes, N.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study aimed at analyzing and investigating the authenticity of teacher?s made assessment and its contribution to students? English achievement in Elementary schools in Buleleng regency. The authenticity of teachers? made assessment was seen in terms of teachers? assessment planning, assessment implementation as perceived by teachers, teachers? assessment implementation as perceived by students. This study was also intended in order to know the contribution of those aspects to students? English achievement. The research design for this study was Exploratory Mix-Method design, involving 33 English teachers. The data were collected through documentation, and questionnaires which were analyzed qualitatively and quantitatively. The result of data analysis showed that teachers? assessment planning, assessment implementation as perceived by teachers and students had sufficient level of authenticity. From statistical analysis, it was found that only teachers? assessment planning and assessment implementation as perceived by students which had significant contribution to students? English achievement. However, it was also found that the three aspects were integratedly gave significant contribution to students? English achievement. In conclusion, it showed how the teachers? assessments with its level of authenticity gave contribution to the students? English achievement. Keywords: teachers? assessment authenticity, students? achievement

DEVELOPING RICH LANGUAGE LEARNING ENVIRONMENT TO SUPPORT SIXTH GRADE STUDENTâ€™S ENGLISH LITERACY SKILLS IN PRIMARY SCHOOLS IN BALI PROVINCE Nurpratiwi, Ni Made; Artini, Luh Putu; Marhaeni, A.A.I.N.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study was a research and development (R&D) which aimed at finding out the literacy coverage of English teaching; investigating what materials need to be developed to help students progress with their literacy skills in English; investigating the quality of the developed material; and finding the effect of material developed upon students? English literacy skills. The instruments used to collect the data in this study were checklist, scoring rubric, observation sheet, questionnaire and test. The material develop in this study was based on criteria of good material proposed by Tomlinson. The result of the study shown that the limited time in studying English at school resulted in limited chance to experience with literacy activities. There are three topics need to be inserted in this study, those are: transportation, occupation and parts of house. The new materials were created by using Multiple Literacy Experiences proposed by Winch (2006) and the criteria of good material proposed by Tomlinson. The RLLE material had high validity and practically where the value of validity was 4.37 (Good) and for practically could be categorized into Excellent. It can be concluded that RLLE material was proven to be effective to support the sixth grade students? literacy skills. Key Words: English literacy, rich language learning environment, material development.

A COMPARATIVE EFFECT OF SELF ASSESSMENT COMBINED WITH STUDENTSâ€™ AND TEACHERSâ€™ FEEDBACKS ON THE STUDENTSâ€™ WRITING COMPETENCY BASED ON TEXT TYPES IN SMA N 4 SINGARAJA. Dyutami Maharani, Nyoman; Tantra, Dw. Komang; Artini, Luh Putu
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study aimed at comparing the effect of Self-Assessment combined with students? and teachers? feedback on students? writing competency based on text types in SMA N 4 Singaraja. The research design is Post-test only comparison group design with 2x3 Factorial Design. This study is an experimental research which is involving three variables. The first variable is independent variable, that is, Self-Assessment (A) with two levels namely Self-Assessment with Students? Feedback and Self-Assessment with Teachers? Feedback. The second variable is the moderator variable that is text types (B) with three levels namely Descriptive, Narrative, and News Item. The third variable is the dependent variable, that is, Writing Competency (Y). From the result of the study it could be conclude that writing competency of students who were taught using self-assessment combined with teacher feedback is better than those who were taught using self-assessment combined with students? feedback. Therefore, the first conclusion which can be made from this research is self-assessment combined with teacher feedback which was used to treat the students of X2 grade students of SMA N 4 Singaraja can affect better toward students? writing competency than the self-assessment combined with students? feedback which was used to treat the students of X3 grade students. Considering the variable of text type in writing, it was found that, narrative text was the higher score among the three text type in both students who were taught using self-assessment combined with teachers? feedback and students who were taught using self-assessment combined with students? feedback. Key words: writing competency, self-assessment, feedback and text type

AN EVALUATION STUDY OF BILINGUAL PROGRAM IN SMA NEGERI 1 DENPASAR Ni Putu, Astiti Pratiwi; Putu, Kerti Nitiasih
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

This study aimed at describing and explaining the implementation of Bilingual Program in SMA Negeri 1 Denpasar. It was an evaluation study which used CIPP model of evaluation. Being a qualitative study, it focused on describing and explaining the implementation of bilingual education in SMA Negeri 1 Denpasar in terms of context, input, process and product components. The subjects of this study were the English teachers , headmaster and the students of SMA Negeri 1 Denpasar in academic year 2012/2013. The data were in the form of : 1) researcher?s notes of the teaching and learning observation, 2) transcript of interview with the headmaster, English teachers, and the students, 3) teachers? academic document, and 4) school?s documents. The main instrument was the researcher herself. The data were analyzed using Interactive Model of Miles and Huberman?s (1994). The findings of the study were divided into 4 sections, which were concerned with context, input, process and product respectively. The context components examined in this study include the reason why SMA Negeri 1 Denpasa becomes RSBI. The input components are the curriculum, students? entry selection, educator and educational staff, and infrastructure. The process component is the teaching and learning process of bilingual program in the English class. The product is the students? score on the English competency. In terms of context, this school becomes RSBI because it can fulfil the requirements from the government, and also made proposal for being so. For the input, the school already follows the regulation of R-SMABI about the SNP+X. The school uses a curriculum called adaptive curriculum, which is a result of adaptation from 3 curricula, namely KTSP SMA N 1 Denpasar, Cambridge curriculum, and General certificate of Singapore Education. In terms of Educator and educational staff, 18.84 % of the teachers have post graduate qualification. The school employs the entrance system using TPA and psycho test. In the process, the teaching and learning process already implement bilingual education, but still have lots of weaknesses. In terms of product, all of the students in SMA Negeri 1 Denpasar are able to pass the KKM. Keywords: evaluation study, CIPP, bilingual program.

THE EFFECT OF COOPERATIVE LEARNING MODEL UPON READING COMPREHENSION OF ELEVEN GRADE STUDENTS OF SMA NEGERI 1 SELONG DIFFERING IN READING INTEREST ., Pahrurrozi; Marhaeni, A.A.I.N; Dantes, N.
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.v1i0.814

Abstract This study aimed at finding out the effect of cooperative learning model upon reading comprehension of eleven grade students of sma negeri 1 selong differing in reading interest. This study was experimental research used post-test only control group design. This study used random sampling technique involved 84 students who were divided into experimental and control group. Data were collected using questionnaire and test. The data were analyzed two- ways ANOVA and Tukey Test. The result of this research was (1) there was a significant difference between the achievement of the students who were taught by cooperative learning model and those who were taught by using conventional learning model (FA=41,061, p<0,05). (2) There was an interaction between teaching using cooperative learning and conventional model with students? reading interest upon reading comprehension (FAB=0.946 p<0,05). (3) for the students with high reading interest, there was a significant difference on the reading comprehension between by using cooperative learning model and conventional learning model (Qhitung=4,119, p<0,05). (4) for the students with low reading interest, there was a significant difference on the reading comprehension between by using cooperative learning model and conventional learning model (Qhitung=2,174, p<0,05). Keywords : cooperative learning model, reading comprehension, reading interest

THE EFFECT OF THINK PAIR SHARE TECHNIQUE ON THE ENGLISH READING ACHIEVEMENT OF THE STUDENTS DIFFERING IN ACHIEVEMENT MOTIVATION AT GRADE EIGHT OF SMPN 13 MATARAM ., M. AFAN; ., 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 experimental research aimed at finding out the effect of Think-Pair-Share technique on the English reading achievement of the Students differing in achievement motivation at grade eight of SMPN 13 Mataram. This research with posttest only control group design by using 2x2 factorial design. The instrument used in this research are, English reading achievement test and achievement motivation questionnaire. 80 students were taken from six regular classes as the research sample with cluster random sampling technique. than divided them into experimental group and control group The obtained data were analyzed by administering quantitative descriptive analysis with two ways analysis of variant (ANOVA). From the result of analysis it can be concluded that; 1). There was a significant difference in English reading achievement between the groups of student who were taught by using think-pair-share technique and those taught with conventional teaching technique. 2). There was an interaction effect between the teaching technique and achievement motivation toward the English reading achievement of the students. 3). There was a significant difference in English reading achievement between the group of students who had high achievement motivation taught with think-pair share cooperative technique and those who were taught with conventional teaching technique. 4) There was no significant difference in English reading achievement between the group of students who had low achievement motivation taught with think-pair share cooperative technique and those who were taught with conventional teaching technique. keyword : Think-Pair-Share Teaching Technique, English Reading Achievement, Achievement Motivation.

THE EFFECT OF PEER-ASSESSMENT AND ANXIETY ON WRITING COMPETENCY OF GRADE X STUDENTS OF SMA NEGERI 5 DENPASAR ., I GEDE WAYAN SUPARNA; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

ABSTRAK Suparna, I Gede Wayan (2013), Pengaruh ?Peer Asessment? dan Kecemasan terhadap Kompetensi Menulis pada Siswa Kelas X SMA Negeri 5 Denpasar, Thesis, Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Pendidikan Ganesha. Tesis ini sudah disetujui and diperikasa oleh: Pembimbing I: Prof. Dr. Ni Nyoman Padmadewi, MA, and Pembimbing II: Prof. Dr. I Nyoman Adi Jaya Putra, MA Kata kunci: kecemasan, asesmen rekan sebaya, kompetensi menulis. Tujuan penelitian ini adalah untuk membuktikan apakah ada perbedaan pengaruh yang signifikan penerapan asesmen rekan sebaya terhadap kompetensi menulis siswa; ada hubungan pengaruh yang signifikan antara penerapan asesmen rekan sebaya dengan kecemasan siswa terhadap kompetensi menulis siswa; ada perbedaan pengaruh yang signifikan dalam kompetensi menulis siswa antara siswa yang memiliki kecemasan tinggi yang dinilai dengan menggunakan asesmen rekan sebaya dan siswa yang dinilai dengan menggunakan asesmen konvensional; ada perbedaan pengaruh yang signifikan dalam kompetensi menulis siswa antara siswa yang memiliki kecemasan rendah yang dinilai dengan menggunakan asesmen rekansebaya dan siswa yang dinilai dengan menggunakan asesmen konvensional. Penelitian ini merupakan penelitian eksperimental dengan menggunakan rancangan factorial 2x2 yang mana satu kelompok mendapat perlakuan experimental tetapi kelompok lainnya tidak mendapat perlakuaan tersebut. Populasi berjumlah 10 kelas dengan total jumlah populasi 346 dari semua siswa di kelas X SMA Negeri 5 Denpasar. Total jumlah sampel berjumlah 80 siswa yang dibagi menjadi dua kelompok yaitu kelompok experimental dan kelompok kontrol dengan menggunakan tekhnik Cluster Random Sampling. Dalam penelitian ini menggunakan data kwantitif dan data kwalitatif. Data kwantitatif dikumpulkan melalui kuesioner kecemasan dan tes menulis, yang dianalisis menggunakan uji statistik Anova Dua Jalur dan uji Tukey. Data kwalitatif dikumpulkan dalam anecdotal record melalui langkah observasi. Hasi lpenelitian menunjukkan bahwa, Pertama, ada perbedaan pengaruh yang signifikan penerapan asesmen rekan sebaya terhadap kompetensi menulis siswa, di mana siswa yang dinilai dengan menggunakan asesmen rekan sebaya memiliki kompetensi menulis lebih tinggi dari pada mereka yang dinilai dengan menggunakan asesmen konventional. Kedua, ada hubungan pengaruh yang signifikan antara asesmen rekan sebaya dengan kecemasan terhadap kompetensi menulis siswa. Ketiga, terdapat perbedaan yang signifikan pada kompetensi menulis siswa yang memiliki tingkat kecemasan tinggi ketika dinilai dengan menggunakan asesmen rekan sebaya dan mereka yang dinilai dengan asesmen konvensional, dimana kompetensi menulis siswa yang dinilai dengan model asesmen rekan sebaya memiliki kompetensi lebih rendah dari pada siswa yang dinilai dengan model asesmen konvensional. Keempat, terdapat perbedaan yang signifikan pada kompetensi menulis siswa yang memiliki tingkat kecemasaan rendah ketika dinilai dengan menggunakan asesmen rekan sebaya dan mereka yang dinilai dengan asesmen konventional, dimana kompetensi menulis siswa yang dinilai dengan model asesmen rekan sebaya memiliki kompetensi menulis lebih tinggi daripada siswa yang dinilai dengan model asesmen konvensional. Kata Kunci : kecemasan, asesmen rekan sebaya, kompetensi menulis. ABSTRACT Suparna, I Gede Wayan (2013), The Effect of Peer Assessment and Anxiety on Writing Competency of Grade X Students of SMA Negeri 5 Denpasar. Thesis, English, Postgraduate Program , Ganesha Universty of Education. This thesis has been approved and corrected by supervisor I: Prof. Dr. Ni Nyoman Padmadewi, M.A., and Supervisor II: Prof. Dr. I Nyoman Adi Jaya Putra, M.A. Keywords: anxiety, peer-assessment, writing competency. The aim of this study was to prove whether there was any significant difference effect of peer-assessment on the writing competency; there was any significant effect of the interaction between peer-assessment and anxiety on the writing competency; there was any significant difference on the writing competency of high anxiety students who were assessed by using peer-assessment and those who were assessed by using conventional assessment; there was any significant difference on the writing competency of low anxiety students who were assessed by using peer-assessment and those who were assessed by using conventional assessment. The study was experimental study by applying 2x2 factorial designs which one group received experimental treatment, whereas the other did not. The population was 10 classes which total number of population were 346 students of grade X of SMA Negeri 5 Denpasar. The total sample was 80 students which assigned into two groups i.e. experimental group and control group by using Cluster Random Sampling Technique. Quantitative and qualitative data were obtained in this study. The quantitative data was obtained through writing test and anxiety questionnaire which analyzed by using Statistical Two-Way Anova And Tukey test. The qualitative data was obtained through anecdotal record. The results showed that, first, there was any significant difference effect of peer-assessment on the writing competency, in which the students who were assessed by using peer-assessment had better writing competency than those who were assessed by using conventional assessment. Secondly, there was any significant effect of the interaction between peer- assessment and anxiety on the writing competency. Third, there was any significant different on writing competency between high anxiety students who were assessed by using peer-assessment and those who were assessed by using conventional assessment, in which high anxiety students who were assessed by using peer-assessment had lower writing competency than those were assessed by using conventional assessment. Fourth, there was any significant difference on writing competency between low anxiety students who were assessed by using peer-assessment and those who were assessed by using conventional assessment, in which low anxiety students who were assessed by using peer-assessment had better writing competency than those who were assessed by using conventional assessment. keyword : anxiety, peer-assessment, writing competency

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Bali

INDONESIA