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CONTRIBUTION OF READING HABIT, READING INTEREST, READING MOTIVATION, READING SELF-EFFICACY TO THE STUDENTS’ READING COMPREHENSION IN SENIOR HIGH SCHOOL K.I.M. Putri; D.K. Tantra; N.P.E. Marsakawati
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 9 No. 1 (2021): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i1.215

The general objective pursued in this research is to describe and predict the students’ reading habit, reading interest, reading motivation, and reading self-efficacy to their reading competency in the Senior High School. The design applied is a quantitative research. There were 124 students recruited using cluster sampling technique. Data were gathered using four rating scales and a reading test. The obtained data were analyzed in two phases, namely: descriptively and inferentially. Descriptively, central tendency measures and dispersion were computed for the four predictor variables and one criterion variable. Whereas inferentially, gross and net contributions of the four predictor variables to the criterion variables were computed using regression analysis technique. Descriptively, the mean scores of reading habit, reading interest, reading motivation, reading self-efficacy, and reading comprehension are categorically moderate. The multiple correlation between the predictor variables and the criterion variable is highly significant (R= 78.7%). The contribution of the predictor variable to the criterion variable is as much as 61.9%. The research findings imply effective efforts to the betterment of reading habit, interest, motivation, self-efficacy as well as the the students’ reading comprehension in SMAN 1 Kuta Selatan.

GOOGLE CLASSROOM-BASED LEARNING: LOOKING DEEPER INTO THE SENIOR VOCATIONAL SCHOOL EFL LEARNING IN THE PANDEMIC CONTEXT N.P. Santi; D.K. Tantra; M.H. Santosa
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 9 No. 1 (2021): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i1.230

The present research measured the teachers’ ability and identified the constraints in preparing and implementing lesson plans as well as the students’ constraints in learning English for Occupational Purposes (EOP) through Google Classroom during the pandemic Covid-19 in the Senior Vocational High School Denpasar. The design implemented was mixed method quantitatively and qualitatively. Data were collected by means of five instruments, namely teachers’ ability and constraints in preparing and implementing lesson plan, and students’ constrain in EOP through Google classroom. The research findings show that the teachers were less able in preparing and implementing lesson plans for EOP through Google Classroom. The constrain in EFL students of EOP through Google Classroom learning paradigm. The conclusion the teachers should improve their ability in developing learning indicators using operational and measurable words. It is suggested to understand of taxonomy bloom and both teachers and students should improve their motivation in online learning.

AN ANALYSIS OF LESSON PLAN IMPLEMENTATION THROUGH ZOOM IN TEACHING WRITING BASED ON INTERNATIONAL PRIMARY CURRICULUM IN SUNRISE SCHOOL BALI K.T.D. Pradipta; D.K. Tantra; D.P. Ramendra
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 9 No. 2 (2021): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i2.409

The present research studied teachers’ ability and constraints in preparing and implementing the lesson plan for writing through Zoom during the pandemic Covid-19 in the Year 6 Primary School Denpasar. The research was designed using a Mixed Method. Data were collected by means of five instruments and the obtained data on the five variables were analyzed descriptively to measure the arithmetic means, range, standard deviation, and variance. This study showed that the teachers’ ability in preparing for lesson plan were categorized in high category. The teachers’ ability in implementing the lesson plan were also categorized as high category. Some constraints were encountered by the teachers in preparing and implementing lesson plan for writing through Zoom. It is suggested that EFL students and teachers to be trained to improve the use of online learning as well as their literacy in information technology, especially the one related to EFL instruction online.

THE EFFECTS OF PATTERN TECHNIQUE ON THE STUDENTS’ WRITING COMPETENCY VIEWED FROM TEXT TYPES I.G.A. Wirayuda; D.K. Tantra; N.M. Ratminingsih
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 10 No. 2 (2022): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i2.1042

The current research’s objective was to analyze the effect of Pattern Technique on the seventh grade students’ writing competency across text types in the Junior High School. This research used Two-Control-Group Experimental Design with a 2 x 2 factorial arrangement. The research population included all the seventh grade students in Sekolah Menengah Pertama Widya Sakti Denpasar. Two classes were sampled randomly selected and randomly assigned to the experimental and control groups. Data on the students’ writing competency was collected by means of writing performance assessment as the only instrument. Data were analyzed firstly descriptively using measures of central tendency and dispersion. Further analysis was conducted inferentially using One-Way ANOVA. The research findings showed that Pattern Technique had significant effect on the seventh grade students’ descriptive and recount writing competency (F-ratio=41.228; Fcv=0.01). The Pattern Technique effected differently on the students’ writing competency when they wrote descriptive and Recount texts. The research findings implied the necessity to provide EFL learning processes with an effective tool, so that the students have a scaffolding or a pattern in describing and narrating people, animals, objects, experiences, accidents, or incidents etc. It also implied to the EFL teachers to minimize dominance in the learning processes and resort to students’ creativity and involvement.

PREPARATION AND IMPLEMENTATION OF WRITING LESSON PLANS THROUGH GOOGLE CLASSROOM IN THE SENIOR VOCATIONAL HIGH SCHOOL B. D. Adnyana; D.K. Tantra; I.G. Budasi
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 9 No. 2 (2021): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i2.8412

The emergency transition to online distance learning during the COVID-19 pandemic required English as a Foreign Language (EFL) teachers to rapidly reorient their instructional design into digital Learning Management Systems (LMS). The general purpose of the present study was to analyze the EFL lesson plan preparation and implementation in online writing through Google Classroom in a Senior Vocational High School. Specifically, this research investigated an EFL teacher and 35 students of Grade 10 Tourism Management (Usaha Perjalanan Wisata / UPW) at SMK Pariwisata Harapan Denpasar in the academic year 2020/2021. Designed using an embedded mixed-method approach, quantitative evaluation was complemented by qualitative instructional observations. Data were collected through two standardized instruments adapted from the Undiksha Teaching Practice Evaluation Model (2020), measuring teacher competency across 8 preparation indicators and 9 implementation indicators. Instrument validity was established via expert judgment using Gregory's Content Validity Index. Quantitative data were converted using the standardized percentage formula and evaluated against normative categorization scales. The research findings revealed that the teacher was less able to prepare (Mean = 58.2, SD = 4.5) and implement (Mean = 52.5, SD = 5.2) online writing lesson plans through Google Classroom, placing both competencies in the "Low" category. The primary instructional breakdowns stemmed from difficulties in translating the Scientific Approach (observing, questioning, experimenting, associating, and communicating) into asynchronous digital modules, aligning basic competencies with measurable indicators, and providing interactive scaffolding for industry-specific vocational writing tasks.

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