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TEACHING LITERACY USING BLENDED LEARNING SYSTEM DURING COVID-19 PANDEMIC: A CASE IN NORTH BALI BILINGUAL SCHOOL R.K. Nasution; N.N. Padmadewi; L.G.R. Budiarta
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.v10i2.837

Literacy plays a vital role in helping children possess firm English knowledge foundations. The sudden learning alteration caused by the Covid-19 virus outbreak has become a challenge in teaching literacy. This case study described the literacy activities varieties implemented during blended learning and their effects on students’ learning achievement at North Bali Bilingual School. This is a mixed-method study in which the primary data were collected through observation and students’ achievement reports. The data were analyzed by classifying the literacy activities into three learning models: synchronous learning, learning package, and asynchronous learning. The data regarding students’ learning achievement were analyzed quantitatively through descriptive and inferential statistics. The study reveals that twelve literacy activities are implemented during blended learning. The teaching-learning process and learning materials are accessible remotely through an online learning platform. The literacy activities also bring significant effects towards students’ learning achievement.

THE DEVELOPMENT ENGLISH LEARNING MATERIAL FOR 7TH GRADE STUDENTS OF JUNIOR HIGH SCHOOL BASED ON EMANCIPATED CURICULLUM N.K.E. Rahayu; L.G.R. Budiarta; I.A.M.I. Utami
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 2 (2024): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.3826

This study was intended to support teachers in delivering learning material based on the Emancipation Curriculum so that it can be utilized as well as possible for junior high school students in Buleleng Regency. Researchers develop learning materials by creating learning materials based on learning styles which include visual learners, aural learners, read/write learners and kinesthetic learners who use the syntax of three learning methods, namely Problem Based Learning (PBL), Project Based Learning (PjBL), and Discovery Learning (DL). This research uses qualitative and quantitative methods. The subjects of this research were class VII students and the teachers. Data collection was carried out through observation, interviews and questionnaires. Qualitative and quantitative approaches were used to analyze the data. The results of the research show that emancipated curriculum-based learning materials need to be developed further because the English teacher at one of the junior high schools in Buleleng Regency still applies monotonous activities to all students in the class. In other words, schools do not provide supplementary books to students, so that there are no variations in learning activities which result in reduced student motivation and creativity as well as analysis documents used by teachers using ATP (Alur Tujuan Pembelajaran) and Teaching Modules. After distributing questionnaires to students, the results showed that students used Kinesthetics more in the learning process.

NEEDS FOR ENGLISH LEARNING MATERIALS THAT ACCOMODATE STUDENTS’ LEARNING STYLES L. Lupiana; L.G.R. Budiarta; I.A.M.I. Utami
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 2 (2024): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.3834

This research aims to analyze the needs to develop learning materials that accommodate students’ learning styles in the implementation of the Emancipation curriculum. The learning styles include: Visual, Aural, Read/Write, and Kinesthetic. The subjects of this research were the 7th grade students and teachers at one of the junior high schools in Buleleng Regency. Data collection was carried out through extensive analysis of observations and document analysis, questionnaires and interview guides. Qualitative approaches were used to analyze the data in this research. The research results show that the learning process is still monotonous and lacks variety, therefore both teachers and students considered it was important to develop English Language Learning Materials that incorporate students’ learning styles. There are two topics used in the developed materials, namely "Introduction Yourself and Others" and "Describing People". In learning activities, students have various learning styles, but the learning style that most students Kinesthetic.

THE DEVELOPMENT OF ENGLISH LEARNING MATERIAL FOR 9TH GRADE STUDENTS OF JUNIOR HIGH SCHOOL BASED ON EMANCIPATED CURICULLUM P.W.A. Dewi; L.G.R. Budiarta; G.A.P. Suprianti
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 2 (2024): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.3849

This study was intended to support teachers in delivering learning material based on the Emancipated Curriculum so that it can be utilized as well as possible for junior high school students in Buleleng Regency. Researchers develop learning materials by creating learning materials based on learning styles which include visual learners, aural learners, read/write learners, and kinesthetic learners who use the syntax of three learning methods, namely Problem-Based Learning (PBL), Project Based Learning (PjBL), and Discovery Learning (DL). This research uses qualitative and quantitative methods. The subjects of this research were class IX students and the teachers. Data collection was carried out through observation, interviews, and questionnaires. Qualitative and quantitative approaches were used to analyze the data. The research results show that emancipation curriculum-based learning materials need to be developed further because the English teacher at one of the junior high schools in Buleleng Regency still applies monotonous activities to all students. In other words, schools do not provide supplementary books to students, so there are no variations in learning activities which results in reduced student motivation and creativity as well as analysis documents used by teachers using ATP (Alur Tujuan Pembelajaran) and Teaching Modules. After distributing questionnaires to students, the results showed that students used Kinesthetics more in the learning process.

DIFFERENTIATED ENGLISH LEARNING MATERIAL VIEWED FROM STUDENT LEARNING STYLES K.S. Palguna; P.K. Nitiasih; L.G.R. Budiarta
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 2 (2024): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.3876

This research specifically analyzes the needs of students and teachers in the use of learning materials in the emancipated curriculum. The results of the analysis from this research will be used as a basis for developing a learning material product that focuses on student learning styles as an implementation of differentiated learning in the classroom. The subjects of this study were grade 12 students from two high school level schools in Buleleng Regency and the second subject was the English teacher at each school. Data was collected through questionnaires and interviews. Descriptive qualitative research methods were used in this research to examine the data properly. The study's findings demonstrate that students from two distinct schools use four different learning styles: visual, auditory/aural, read/write, and kinesthetic. Of the respondents, 33% of students in School A had an auditory/aural learning style, while 26% had a read/write learning style. Kinesthetic learners come third with a percentage of 22%, while visual learners rank last with the lowest percentage of 19%. Subsequently, School B's results indicated that 29% of students preferred an auditory/aural learning approach. With 25% of the total, visual learning has become the second most popular method of learning. The kinesthetic and read/write learning modalities come in second and third, respectively, with a share of 23%. Interviews conducted in the interim revealed that although the two schools had adopted varied instruction based on students' learning preferences, they had not done so by providing them with learning resources that met their requirements. It is envisaged that the analysis's findings may be appropriately turned into a product of learning materials that will help instructors and students in the classroom execute differentiated instruction.

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