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All Journal Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Pendidikan Bahasa Inggris ELT Worldwide: Journal of English Language Teaching LLT Journal: A Journal on Language and Language Teaching Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Language and Literature Journal of Education Technology Journal of Psychology and Instructions JISIP: Jurnal Ilmu Sosial dan Pendidikan Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) ACITYA Journal of Teaching & Education Thinking Skills and Creativity Journal E-Link Journal Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran The Art of Teaching English as a Foreign Language (TATEFL) Journal of Educational Study CITIZEN: Jurnal Ilmiah Mulitidisiplin Indonesia JASL - Journal of Applied Studies in Language JELL (Journal of English Language Learning Yavana Bhasha: Journal of English Language Education Jurnal Pengabdian Masyarakat dan Riset Pendidikan Research and Innovation in Applied Linguistics
Luh Gede Eka Wahyuni
Universitas Pendidikan Ganesha, Singaraja, Indonesia
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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EFL Teachers’ Perception and Strategies for Integrating Character Education into the Lesson Ni Putu Julia Eka Putri; Luh Putu Artini; Luh Gede Eka Wahyuni
Jurnal Pendidikan dan Pengajaran Vol 53 No 1 (2020): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (292.621 KB) | DOI: 10.23887/jpp.v53i1.19172

Abstract

The recent phenomena of moral degradation of Indonesian youth are responded by policy in moral and character education. Character education in schools is included in the curriculum and it must be integrated into the subjects matter. This study aims at investigating how English teachers perceive character education in the context of teaching English as well as the strategies in inserting character education into the lesson by conducting explanatory sequential mixed method design. The participants of this study were seventh and eighth grade English teachers in SMPN 6 Singaraja. The data were collected by means of questionnaire, observation sheet, and interview guide. As the result, this study revealed that English teachers had sufficient knowledge of Character Education concept. The way they implemented the character education did not really represent how character education should be inserted. Furthermore, they also were not sure of its impact to the students’ character development. It indicates that they had lack understanding of character education and the implementation of character education. The way English teachers integrate character education into further learning is discussed in a research discussion. Furthermore, enriching their knowledge of the character education should be the first step done.
KEAUTENTIKAN ASESMEN PEMBELAJARAN: STUDI ANALISIS PRAKTEK ASESMEN GURU DI SEKOLAH KEJURUAN Luh Gede Eka Wahyuni
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol. 11 No. 01 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (306.361 KB) | DOI: 10.23887/prasi.v11i01.10970

Abstract

ABSTRACT  This study was aimed at analyzing and describing the authenticity of assessment implementation by teachers in vocational school in Buleleng Regency. The analysis of assessment authenticity in this study was seen from teachers’ assessment planning and assessment implementation as well as how teachers and students perceive the assessment implementation. This study used exploratory method as the design involving 35 vocational English teachers and 35 classes of vocational students in Buleleng Regency. The data was gathered through document study, questionnaire, and interview and analyzed qualitatively. The results tend to point on a sufficient level of teachers’ assessment implementation. Its level was also found to be sufficient based on how teachers and students perceived its implementation. It was because most of the lesson plans designed by the teachers did not include relevant assessments yet to the expectation of the syllabus. The assessment instruments planned such as rubrik, blueprint, and test was found to be less appropriate. Although some assessments seemed to fulfill the criteria of authentic assessment well, inappropriateness of its implementation was still found. It indicated that the assessments implementation did not represent students’ competency yet as required in their real-world life.Keywords: assessment authenticity, teachers’ made assessment ABSTRAK Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan keotentikan pelaksanaan asesmen oleh guru di sekolah kejuruan di Kabupaten Buleleng. Analisis keotentikan asesmen dalam penelitian ini dilihat dari perencanaan asesmen guru dan pelaksanaannya serta persepsi guru dan siswa terhadap pelaksanaan asesmen. Exploratory method digunakan sebagai desain penelitian yang mengikutsertakan 35 guru Bahasa Inggris dan 35 kelas siswa kejuruan di Kabupaten Buleleng. Data dikumpulkan melalui studi dokumen, kuesioner, dan interview dan dianalisis secara kualitatif. Hasil analisis menunjukkan bahwa pelaksanaan asesmen guru berada pada katagori cukup otentik. Cukupnya tingkat keotentikan pelaksanaan asesmen guru juga ditemukan berdasarkan pada persepsi guru dan siswa terhadap pelaksanaannya.  Hal ini disebabkan oleh kurangnya perencanaan asesmen yang relevan dalam rancangan perencanaan pembelajaran (RPP) guru sehingga kurang mampu mencapai apa yang diminta dalam kurikulum.  Asesmen instrumen yang direncanakan dan dilaksanakan seperti rubrik, kisi-kisi, dan tes cenderung kurang sesuai untuk digunakan. Walaupun beberapa asesmen sudah memenuhi beberapa kriteria untuk dikatagorikan sebagai asesmen otentik, kekurangsesuain dari pelaksanaannya masih terjadi. Hal ini menunjukkan bahwa pelaksanaan asesmen guru, secara umum, belum mampu mewakili kompetensi siswa seperti apa yang diminta dalam dunia nyata.Kata kunci: keotentikan asesmen, asesmen guru
English Teachers’ Assessment Literacy in Tabanan, Bali, Indonesia Gusti Ayu Bintang Purwani; A.A. Gede Yudha Paramartha; Luh Gede Eka Wahyuni
ELT Worldwide: Journal of English Language Teaching Vol 9, No 1 (2022)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v9i1.31674

Abstract

Assessment become one of the essential part in the process of teaching and learning. The influence of good assessment practices may affect the students learning outcomes. The goal of this study was to find out how well English teachers in Tabanan, Bali, Indonesia were assessment literate. This research used a descriptive quantitative method which utilized purposive random sampling technique in determining the sample of this study. In obtaining the data, teachers’ assessment literacy questionnaire were used which contains 30 questions related to teachers’ assessment practices. Then, the data were analyzed using ideal mean score to determine the teacher assessment literacy level of each teacher. The result indicates that the level of English teachers’ assessment literacy in Tabanan regency was categorized as ‘fair’. In which, there were 44.4% English teachers got the ‘fair level, and 40% teachers in the level of ‘good’ out of 45 teachers who contribute to fill out the teacher assessment literacy questionnaire. Therefore, more efforts, willingness, and more practices to be able to improve the assessment literacy level of English teachers.
Reading-Related Activities in English Textbook for Grade 7th Junior High School and How Teacher Exploited Texts in the Classroom Ni Made Yuni Karya Dewi; Luh Putu Artini; Luh Gede Eka Wahyuni
Journal of Psychology and Instruction Vol. 6 No. 1 (2022): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v6i1.49814

Abstract

The use of textbook in the reading class is one of the efforts that can be done by teachers in helping students to improve their abilities, namely by applying reading-related activities contained in the textbooks to the learning process in the classroom. This study aims at analyzing reading-related activities that are available in English textbook entitled “Effective English; Bahasa Inggris untuk SMP/MTs Kelas VII” was used for 7th Grade students and describing how the reading texts were exploited by the English teacher in the classroom. This study employed a qualitative descriptive research design. The subjects of this study were seventh grade students and an English teacher at Junior High School. Data were collected through document analysis, class observations, and interviews. The data in this study were analyzed through the data analysis procedures which include data collection, data reduction, data presentation, and drawing conclusions. The results of this study indicate that there are only a few reading-related activities in the English textbook entitled, namely lexical items and questioning activity. Meanwhile, the teacher’s strategies in exploiting the reading texts were also limited as the teacher closely used reading-related activities available in the textbook. This study was limited in time, number of subjects, and data sources so that further research is suggested for more generalizable findings.  
Assessing Strategies in EFL Classes During the Onsite Transition Period at a Senior High School in Mengwi I Gusti Ayu Komang Putri Tri Wahyuni; Luh Putu Artini; Luh Gede Eka Wahyuni
Acitya: Journal of Teaching and Education Vol 5 No 2 (2023): Acitya: Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v5i2.3663

Abstract

During teachers' adaptation to online learning, the Covid-19 case has shown a decline indicating that general health conditions are starting to improve. This has encouraged the government to re-implement face-to-face learning while still paying attention to health protocols. During the transition from online to onsite learning, teachers must adjust their strategy, especially the assessment strategy, because onsite learning differs from pre-pandemic onsite learning. Therefore, this research aims to describe the assessment strategies applied by teachers during the transition period. This research is descriptive qualitative research. Researchers used observation sheets, and interviews as instruments, and data were analyzed using the Miles and Huberman models. The findings from this study are that teachers use an assessment strategy based on three assessment approaches according to the 2013 curriculum: assessment as learning, assessment for learning, and assessment of learning. However, in this transitional period, teachers are considered to need to improve in applying technology to assessment. Besides that, the strategies used by teachers also tend to be monotonous. The results of this study are expected to be a reflection for teachers in determining the right strategy in the transition from online to onsite learning.
CLASSROOM LANGUAGE FUNCTIONS USED BY EFL TEACHER DURING DISTANCE LEARNING IN JUNIOR HIGH SCHOOL Cahyani, Ni Nyoman Bunga; Artini, Luh Putri; Wahyuni, Luh Gede Eka
E-Link Journal Vol 10 No 1 (2023): E-LINK JOURNAL
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ej.v10i1.516

Abstract

The purpose of this study is to describe the classroom language functions used by the EFL teacher in junior high school during distance learning. This study is classified as qualitative descriptive research. This research was conducted in SMP N 2 Sawan with only one subject, a grade 7 English teacher. The findings of this study showed that the EFL teacher preferred to implement ’seeking information’ as the highest classroom language function delivered during distance learning, followed by ’explaining’ by 21.88%, ’persuade’ came in third place with 20.31%. In fourth place is ’ordering’, with 17.19 percent. Next are ’evaluating’ (1.95%), ’comparing’ (1.56%), ’analyzing’ (1.17%), ’proving/debating’ (0.78%), justifying (0.78%), ’inferring’ (0.39%), and ’synthesizing’ (0.39%). Meanwhile, the teacher did not use two functions during teaching. They were ’classifying’ (0%) and ’solving problems’ (0%).
An Innovative Method to Improve Teachers' Consideration Regarding Quality of Online Learning Using Reflective Thinking Sudarsana, Gede Arya; Myartawan, I Putu Ngurah Wage; Wahyuni, Luh Gede Eka
Jurnal Inovasi dan Teknologi Pembelajaran Vol 8, No 2 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v8i22021p113

Abstract

Abstrak: Studi deskriptif ini menginvestigasi bagaimana guru bahasa Inggris mempersepsikan diri mereka sebagai praktisi pemikiran reflektif selama pembelajaran online. Dua guru bahasa Inggris di SMAN 1 Sukasada yang telah mengajar selama hampir sepuluh tahun menanggapi kuesioner skala keterampilan mengajar reflektif yang berisi 20 pernyataan. Hasil data menunjukkan bahwa guru bahasa Inggris di SMAN 1 Sukasada mempersepsikan dirinya sebagai guru reflektif tingkat lanjut di kelas online. Hasil penelitian menunjukkan bahwa guru bahasa Inggris berada pada tingkat lanjut dalam berpikir reflektif. Karena studi ini hanya berfokus pada mendeskripsikan bagaimana mereka mempersepsikan diri mereka sendiri, studi lebih lanjut yang menjelaskan bagaimana mereka merefleksikan proses belajar mengajar mereka dalam tindakan nyata diperlukan untuk dilakukan.Abstract: This descriptive study investigated how English teachers perceived themselves as reflective thinking practitioners during online learning. Two English teachers in SMAN 1 Sukasada who have been teaching for almost ten years responded to the reflective teaching skill scale questionnaire containing 20 statements. The data result showed that the English teacher at SMAN 1 Sukasada perceived themselves as advanced reflective teachers in the online classroom. The result indicates that the English teachers in an advanced level of reflective thinking. As this study only focused on describing how they perceived themselves, further study explaining how they reflect on their teaching and learning process in actual action is needed to carry out.
Development of innovative digital story book to increase high school student’s English learning motivation Khrismaswari, Anak Agung Sagung Sri; Myartawan, I Putu Ngurah Wage; Wahyuni, Luh Gede Eka
Jurnal Inovasi dan Teknologi Pembelajaran Vol 10, No 2 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v10i22023p150

Abstract

Abstrak: Penelitian ini bertujuan untuk mengembangkan buku cerita digital berbasis Task-Based Learning Teaching (TBLT) untuk memfasilitasi kegiatan literasi siswa kelas 11 SMA N 1 Sawan. Penelitian ini menggunakan model penelitian Design and Development yang memiliki empat tahapan yaitu analisis, desain, pengembangan, dan evaluasi. Data penelitian dikumpulkan dengan menggunakan 4 instrumen yaitu: lembar observasi, pedoman wawancara, angket, dan ceklis. Hasil penilaian ahli mengungkapkan bahwa produk final buku cerita digital memperoleh nilai sangat baik dari segi kualitas, dianggap valid untuk digunakan sebagai media pembelajaran, dan diyakini mampu mendorong kegiatan literasi pada siswa kelas 11. Berdasarkan uji coba kelompok kecil kepada 10 orang siswa kelas 11 dan guru, diketahui bahwa buku cerita digital yang berbasis Task-Based Learning Teaching (TBLT) ini dapat menarik minat literasi siswa dan mampu mengembangkan kemampuan siswa dalam berbahasa Inggris. Buku cerita ini juga mendapatkan respons yang sangat baik dari guru maupun siswa. Produk buku cerita digital mampu membuat siswa antusias dalam belajar dan literasi dengan media baru yang dikembangkan. Abstract: This study aimed to develop a digital storybook based on Task-Based Learning Teaching (TBLT) stages to facilitate literacy activities for 11th-grade students of State Senior High School (SMA N) 1 Sawan. This research employed the four stages Design and Development research model, of which steps are analysis, design, development, and evaluation. Research data were collected using four instruments, namely: observation sheet, interview guides, questionnaires, and checklist. The results of the expert's judgment revealed that the digital storybook draft obtained excellent grades in terms of its quality, was considered valid to be used as a learning medium, and was believed to be able to encourage literacy activities in grade 11 students. Based on small group trials on grade 11 students and teachers, it was found that storybooks Task-Based Learning Teaching (TBLT)-based digital media attracted students' literacy interest and was able to develop students' abilities in English. This storybook also received a very good response from teachers and students. This digital storybook product showed that it made students enthusiastic about learning and literacy with the new media developed. 
Analysis of The Formative Assessment Planning During Online Learning: A Case Study Mahendra, Kadek Agus Toni; Dewi, Ni Luh Putu Eka Sulistia; Wahyuni, Luh Gede Eka
Jurnal Inovasi dan Teknologi Pembelajaran Vol 8, No 2 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v8i22021p157

Abstract

Abstrak: Penelitian ini bertujuan untuk menganalisis perencanaan penilaian formatif guru mata pelajaran bahasa Inggris dalam pembelajaran online di SMP Negeri 1 Singaraja. Penelitian ini menggunakan deskriptif kualitatif, lima Guru bahasa Inggris di SMP Negeri 1 Singaraja dipilih menjadi subjek dalam penelitian ini. Subjek dipilih dengan teknik purposive sampling. Metode pengumpulan data yang digunakan yaitu studi dokumen dan wawancara. Hasil penelitian menunjukkan bahwa semua guru bahasa Inggris sudah mengintegrasikan perencanaan penilaian formatif ke dalam rencana pembelajaran. Teknik penilaian formatif yang disiapkan oleh guru bahasa Inggris dalam pembelajaran online yaitu teknik bertanya, penugasan formatif, ulangan harian, diskusi, dan penilaian diri. Hasil penelitian ini juga menunjukan bahwa dimensi kriteria keberhasilan masih perlu diperhatikan dan ditingkatkan guna memaksimalkan manfaat penilaian formatif dalam pembelajaran online.Abstract: This study aimed at analyzing the teachers’ formative assessment planning for English subject in online learning at SMP Negeri 1 Singaraja. This study used qualitative descriptive research design. fives English teachers at SMP Negeri 1 Singaraja were used as subject in this study. The subjects were chosen by purposive sampling technique.  The data collection methods employed were document study and interview to answer the research question qualitatively. The findings showed that all English teachers successfully integrated formative assessment planning into their lesson plan. There were formative techniques that appear in the lesson plan, such as questioning technique, formative task, daily test, online discussion, and self-assessment. This results of the study also showed that the dimensions of success criteria still need to be considered and improved in order to maximize the benefit of formative assessment in online learning.
HOW CAN SOCIAL MEDIA REVOLUTIONIZE INFORMAL ENGLISH LEARNING? UNVEILING LEARNING GOALS, ADVANTAGES, AND DISADVANTAGES Kusuma, I Putu Indra; Wahyuni, Luh Gede Eka; Roni, Marianus; Hashim, Haida Umiera
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.8232

Abstract

Previous studies have revealed that social media (SM) was implemented in EFL (hereafter, EFL) students’ online informal learning of English (OILE). However, the information about learning goals, pros, and cons of doing these activities remains unclear. Thus, this study aimed to explore (1) the learning goals of online informal learning of English via SM and (2) the students' perceptions of the advantages and disadvantages of using SM to facilitate OILE. This basic qualitative study recruited 14 EFL students at a university in Indonesia to join in semi-structured interviews. The interview results were analyzed using inductive thematic analysis. The findings revealed that EFL students engaged in OILE via SM for various goals (mostly for form-focused and meaning-focused goals), focusing on learning and practicing language skills. However, those learning goals primarily focused on form than meaning. In addition, the participants confessed that doing OILE brought advantages to cognitive and affective domains. Unfortunately, the participants also perceived that doing such OILE also brought some disadvantages. From the findings, we offered some implications to advance EFL learning through OILE via SM.
Co-Authors -, Ni Putu Lia Agustini A.A. Gede Yudha Paramartha Adhiwiguna, I Made Agus Adiguna, I Wayan Bayu Agustina, Luh Winda Anak Agung Gede Yudha Paramartha Anak Agung Gede Yudha Paramartha Artini, Luh Putri Artini, Luh Putu Putu Artini, Ni Nyoman Asri, Ni Wayan Desy Prema Barus, Lanina Mayrani br Cahyani, Ni Nyoman Bunga Dewantara, Kadek Andre Karisma Dewi, Anak Agung Nareswari Tungga Dewi, Kadek Andi Suari Dewi, Kadek Ayu Komala Dewi, Ni Kadek Ayu Puspita Erika Citra Sari Hartanto G.A.P. Suprianti Gede Mahendrayana Gusti Ayu Bintang Purwani Hashim, Haida Umiera I Gusti Agung Komang Diafari Djuni Hartawan I Gusti Ayu Komang Putri Tri Wahyuni I Nyoman Adi Jaya Putra I Putu Indra Kusuma I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I Putu Yoga Laksana I.G.A. Lokita Purnamika Utami IDA AYU MADE ISTRI UTAMI . Jiwandani, Mona Kadek Fradita Febyone Ketut Ivan Yuda Aditya Ketut Novita Sari Khrismaswari, Anak Agung Sagung Sri Laksana, I Putu Yoga Laksmi, Putu Satya Wadi Luh Dewi Asih Luh Diah Surya Adnyani Luh Putu Artini Luh Putu Artini Made Andini Putri Adelia Mahadewi, Pande Made Ayu Mahendra, Kadek Agus Toni Marianus Roni Mudita, I Gede Ni Kadek Yuli Cahyani Ni Komang Arie Suwastini Ni Luh Putu Eka Sulistia Dewi Ni Made Ratminingsih Ni Made Yuni Karya Dewi Ni Putu Cendani Jelita Ruparti Ni Putu Julia Eka Putri Paramartha, A. A. Gede Yudha Pitaloka, Ni Putu Riza Clarita Pramesti, Raisha Dian Pramestika, Ni Luhde Meidy Prastika, Kadek Ayu Dewi Prawisanthi, Tasya Astri Prof. Dr. Ni Nyoman Padmadewi,MA . Putri, Ni Putu Julia Eka Putri, Ni Wayan Astri Monika Putri, Putu Jesika Suwendra Putu Kerti Nitiasih Putu Risma Dewi Putu Veni Aryanti Rahayu, Ni Made Ririn Ratnasari, Diana Rusnalasari, Zulidyana Dwi Septi, Ni Kadek Dwi Candra Setiawati, I Gusti Ayu Indah Sihombing, Elena Febiola Sudarsana, Gede Arya Tarigan, Elsaday Marsanda Udayana, I Made Virginiya, Putu Tika Visestayati, Ni Putu Andilia Widasuari, Ni Wayan Dinda Wirasatya, Gede Didit Ogi Yanti, Made Dama