Persepsi Guru Dan Siswa Terhadap Penggunaan Bahasa Inggris Di Kelas Bilingual Di Sekolah Menengah Atas Berstatus RSBI Di Bali

: Perception of the teachers and Students Towards the Use of English in Bilingual Senior High School Classes This study aimed at analyzing teachers and students\u27 perceptions towards the use of English in the teaching and learning process in bilingual classes in piloted International standard senior high schools in Bali. The number of subject was 100, comprising 4 school principals, 16 teachers and 80 students; utilizing questionnaires, observation and interview. The data which were analyzed descriptively revealed that there was a consistency between teachers and students\u27 perceptions about the advantage and effectiveness of the use of English as a media of instruction in the classroom

Penggunaan English AS Medium Of Instructions (Emi) dan Konsekuensinya terhadap Proses Pembelajaran Ditinjau dari Persepsi Siswa

Penelitian ini bertujuan menjelaskan penggunaan bahasa Inggris sebagai bahasa pengantar (EMI) di kelas, bagaimana persepsi guru dan siswa tentang penggunaan bahasa tersebut dan konsekuensinya terhadap proses pembelajaran. Data dikumpulkan dari empat sekolah menengah atas unggulan di Bali melalui rekaman penggunaan bahasa di kelas, kuesioner persepsi guru dan siswa terhadap penggunaan bahasa Inggris dan wawancara. Data dianalisis secara kualitatif deskriptif. Hasil penelitian menunjukkan adanya komitmen dari guru dan siswa untuk menggunakan bahasa Inggris sebanyak mungkin dalam proses pembelajaran walaupun baik guru maupun siswa memiliki keterbatasan dalam hal penguasaan bahasa asing tersebut. Data persepsi menunjukkan bahwa guru secara umum kurang percaya diri dalam menggunakan bahasa asing tersebut dalam proses pembelajaran. Secara konsisten siswa merasa bahasa Inggris yang digunakan oleh guru dalam mengajar kurang jelas. Sebagai kosekuensinya siswa mengalami kesulitan memahami pelajaran dan pengerjaan tugas-tugas. Penelitian ini memberikan bukti empiris tentang perlunya peninjauan kebijakan tentang pendidikan bilingual dalam konteks pendidikan formal di Indonesia

Rich Language Learning Environment and Young Learners' Literacy Skills in English

This research aimed at developing rich language learning environment to help elementary school students develop their literacy skills in English. Shortage of professional English teachers in primary school, limited time allocation, as well as the lack of tools and facilities that support English language teaching and learning for young learners had resulted in students' low literacy skills in English. It was tried out in six primary schools across Bali involving 12 teachers and 520 students. The data were collected through questionnaires, observation, interview, English literacy tests, and students' literacy journals. Research finds that young learners should have the opportunity to learn by doing without too much intervention so that a natural process of learning could occur. The product comprises multiple literacy experiences in the form of five different texts. The findings reveal that the readability of the material is in the category of high. The systematic exposures of these materials to beginner learners of English have been proven to have the significant impact on their literacy skills. The highest improvement is found in word level (87,1%), followed by sentence level (56,2%), and discourse level (46,8%). The improvements are all confirmed at the significance level of 0,05. The research also finds that RLLE has the positive impact on the development of self-directed learning skills

The Effect of Extensive Reading and Learning Style on Academic Writing Competency of Semester Five Students of STKIP Hamzanwadi Selong

The present study aimed at investigating the effect of extensive reading and learning style on students' academic writing competency. This study used population sample, in the sense that all students in the population (60 students) were taken as sample. The experimental group and the control one were determined through a random sampling. The experimental study employed a 2 x 2 factorial post test only control group design. The instruments used to collect the data were an academic writing test and learning style questionnaires. The data were analyzed by using Two-Way ANOVA Statistic and Tukey Test. The study showed that there was no significant difference in academic writing competency between students who are assigned to do extensive reading and those who are not. However, extensive reading and learning style were found to be interactively influence students academic writing competency, revealing that there was a significant difference between the writing competency of independent students taught using extensive reading and those who are not. The implication is that the students with independent learning style effectively improve their writing competency through extensive reading activity

The Effect of Modified Collaborative Strategic Reading and Vocabulary Mastery on the Reading Competency of the Second Semester Students of English Education Study Program of Mahasaraswati Denpasar University

This study focused oninvestigatingthe main effect of MCSR on second semester students' reading competency and the differential affect of MCSR between the students with good vocabulary mastery and with poor vocabulary mastery on students' reading competencyin EESP of Unmas Denpasar.The findings show thatthe students taught usingMCSRachieved better reading competency than those who were taught usingconventional teaching. Furthermore, there is an interactional effect between teaching strategies and vocabulary masteryon students' reading competency.The students with good vocabulary masteryimproved their reading competency when beingtaughtusingMCSR than usingconventional teaching.On the other hand, there is no difference in reading competency between the students who havepoor vocabulary mastery taughtwithMCSR and withconventional study.It can be concluded that this study provides an empirical evidence of the importance of the teaching strategy considering vocabulary mastery in English reading instructions

Developing Rich Language Learning Environment Material to Support Literacy Skills of the Fourth Grade Students of Primary Schools in Bali Province

This study aimed at developing rich language learning materials to support literacy skills of grade 4 students in Bali province. Research and Development (R&D) design was employed in this study. There were 6 primary schools involved and the data were collected through document study, observation, questionnaire, and test. The findings show that the literacy coverage of English language learning for grade 4 students includes reading simple descriptive texts and writing simple and meaningful descriptive sentence. The rich language learning environment (RLLE) material were developed in various texts such as topical vocabulary, grammar focus, everyday expression, language game, and stories need to be developed. The quality of the developed RLLE material is good based on the result of the expert jugdments and the result of questionnaires. The RLLE material was effective to support grade 4 students' literacy skills based on the result of statistical analysis on the literacy skills. The post-test result was significantly higher than the pre-test scores. Thus, the RLLE material is recommended to be used as suplementary material to support students' literacy skills of grade 4 in Balinese elementary schools

A Study on the Implementation of English School Based Curriculum in SMA Negeri 5 Denpasar

This research was conducted in an attempt to analyze and describe the implementation of English School Based Curriculum (ESBC) in SMAN 5 Denpasar in the academic year 2012/2013.The setting of the research was in three classes and there were three teachers as the subjects of the study. The primary reasons for taking this school as the research setting was mainly because this school provides learners with National as well as International Standard. The teaching and learning processes were conducted entirely in English and the ESBC has been implemented since 2006.The sources of the data were Syllabus, lesson plans and the teaching and learning activities in naturalistic environment of the classroom. This research was conducted to figure out the teachers\u27 understanding of ESBC, the planning of ESBC, the implementation of ESBC and the teachers\u27 problems in implementing ESBC. This study revealed that the teachers under study needs to improve their understanding of ESBC, their ability in designing English syllabus and lesson plan as well as their ability in implementing ESBC in more contextualized learning activities

A Comparative Study of Different Teaching Strategies Based on Text Types on Students' Speaking Competency

This study aimed at comparing the effect of different teaching strategies based on text types on students' speaking competency. Post-test Only Comparison Group Design was applied as the research design. After the treatment sessions, post-test was administered to discover the impact of the treatments. The data obtained from the post-test were analyzed by using descriptive and inferential statistical analyses. Through descriptive analysis, it was found that the mean scores of the two samples for descriptive text were 71.63 and 73.96 and for procedure text were 74.93 and 76.80. The difference between students' speaking competency who were taught using different teaching strategies was analyzed through two-way Anova. Based on the result of the hypothesis testing, it was found that; there was a significant difference between two teaching strategies on students' speaking competency and there was no interactional effect between two teaching strategies and the text types on students' speaking competency. These findings provide empirical evidence of the importance to determine teaching strategies that suit the text types taught in speaking class. Key terms : speaking competency, speaking random club, panauricon and text type

Developing Rich Language Learning Environment to Support Sixth Grade Student\u27s English Literacy Skills in Primary Schools in Bali Province

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\u27 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\u27 literacy skills