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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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Perceived Teaching Creativity and Observed Implementation of Creativity in Distance Learning Activities Adhiwiguna, I Made Agus; Artini, Luh Putu; Wahyuni, Luh Gede Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 1 (2023): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v11i1.32076

Abstract

Creativity was significant in distance learning. As its importance, the teachers had to promote themselves of having a good creativity level in teaching. However, the teachers still lack variation in teaching.  Therefore, this research aimed to analyze the teachers’ perception and teachers’ observed teaching creativity in distance learning. The focus of the research was to identify the discrepancy between teachers’ perceptions and facts as observed in teaching creativity in the classroom. This research applied an embedded mix method. The data collection was done by using questionnaires, observation, and in-depth interviews. English teachers were chosen as the research subject. The data were analyzed quantitatively. The result demonstrated that  teachers perceived themselves as moderately creative in conducting distance learning. Teachers were categorized as unlikely creative in conducting distance learning. The discrepancy occurred since, on the one hand, teachers perceived themselves as moderately creative, while on the other hand, they did not meet the category of a creative teacher. It can be interpreted that teachers need to improve their creativity to avoid monotonous learning activities.
E-LEARNING PLATFORMS USED BY THE EFL TEACHER DURING DISTANCE LEARNING Wirasatya, Gede Didit Ogi; Artini, Luh Putu; Wahyuni, Luh Gede Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.42996

Abstract

Due to the Covid-19 outbreak, learning activities had to be changed from face-to-face activities in class to distance learning. The e-learning platform has been essential to use since the covid-19 outbreak. However, online learning has several obstacles, such as the lack of facilities owned by students. Some parents and students face a problem during distance learning because they do not have a computer or android device. This study aims to analyze the bold learning platform used by EFL teachers during the covid-19 outbreak and analyze the use during distance learning. This research uses a descriptive qualitative approach. Observations and interviews were used as methods in this study. The subject of this research is an EFL teacher. This study indicates that EFL teachers entirely use WhatsApp as an e-learning platform to carry out teaching activities during distance learning using several steps. First, the teacher sends a greeting, reviewing the previous material and information on today's material. Second, the teacher provides additional material in e-modules and learning videos. Third, the teacher gives some assignments to students. Fourth, the teacher collects the collection of assignments. This research can be used as a reflection on how the implementation of classroom language used by the EFL teacher during distance learning.
Teaching Strategies Employed by the English Teacher during the Onsite Transitional Period Putu Risma Dewi; Luh Putu Artini; Luh Gede Eka Wahyuni
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 3 (2022): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i3.58558

Abstract

The government again start new regulations in the education field, which open the school and start onsite learning. This is considered an onsite transitional period since this is the first time that onsite learning is conducted again after being temporarily suspended due to the Covid-19 pandemic.  Teachers need to adapt and adjust the teaching strategies during the onsite transitional period. The aim of this study is to analyses English teachers’ teaching strategies during the onsite transition period. This study applied the descriptive qualitative method. The data collection methods are classroom observation and interviews. The findings of the study were interpreted through data reduction, data display, and conclusion. The results of the study found that English teacher has implemented several strategies starting from pre-activity, main-activity, and post-activity. The strategies are reviewing, discussion, question & answer, elicitation, brainstorming, ice breaker, reading activity, cooperative learning, lecturing, exercise, drawing the conclusion, self-reflection, and quiz. Moreover, the teaching strategies also align with the I2M3 standard process. The present study is conducted due to the urgency of empirical data, some previous studies have researched teaching strategy, nevertheless, the study about teaching strategy during the onsite transitional period remains unclear.
Teacher’s Perception of Self-Assessment in English Writing Competency for Junior High School Students Adiguna, I Wayan Bayu; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, Anak Agung Gede Yudha; Wahyuni, Luh Gede Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 1 (2023): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v11i1.64935

Abstract

Self-assessment provides many benefits in learning English, especially in terms of writing ability. This study aims to analyze teachers' perceptions and challenges that teachers find of the application of selfassessment in students' writing competencies at everal junior high school in Nusa Penida. This study used mixed method explanatory design as the research approach. The subjects of this study were EFL secondary teachers in three junior high school. Quantitative data in this study used a questionnaire to obtain accurate data related to teacher perceptions. Qualitative data used semistructured interviews. The interview statement was adjusted to the theory in the questionnaire. The data collection from questionnaire is analyzed by using Excel to find out the median of the questionnaire. In the interview, the data analyzed using thematic analysis. The result of this study shows that teachers have perceptions that tend to be positive towards the implementation of self-assessment in writing competency as a means for students to self-reflect, help students get feedback, develop writing ideas to be better confidently and independently. Teachers also experience obstacles in implementing self-assessment that the purpose of selfassessment is still not well understood by students.
Students’ Perception on Self-Assessment of Writing Competency at Vocational High School Barus, Lanina Mayrani br; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, Anak Agung Gede Yudha; Wahyuni, Luh Gede Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.74803

Abstract

Self-assessment has several advantages in the process of learning English language skills, especially writing skills. This research aims to analyze students' perceptions are and the difficulties they face when implementing self-assessment in improving students' writing skills at Vocational High School. This study uses a survey method with a qualitative approach. The participants of this study consisted of students studying in grades 10 and 11 at Vocational High School. The research collected data using an open-ended questionnaire to gain accurate data on student perceptions. Then, use interviews to find out the challenges faced by students. The interview statements are aligned with the theoretical framework proposed in the questionnaire. The data collected from the questionnaire was analyzed using Excel to get the median result. Thematic analysis was employed to assess the data collected during the interviews. The findings of this study indicate that students have perceptions that tend to be positive towards the application of self-assessment of writing competence as a means for students to reflect on themselves, help students improve the quality of their writing, motivate students to be more independent, and confident, also students can assess and monitor their progress. Students also experience obstacles in carrying out self-assessments, namely limited guidelines, and self-assessment criteria.
Students’ Perception and Challenges on the Use of Self-Assessment in English Writing Competence at Junior High School -, Ni Putu Lia Agustini; Ni Luh Putu Eka Sulistia Dewi; Anak Agung Gede Yudha Paramartha; Luh Gede Eka Wahyuni
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.75375

Abstract

Teachers experience concerns regarding the lack of consistency in implementation and the absence of clear guidelines in lesson planning, including problems in developing teaching materials for teachers. Therefore, teachers think that implementing self-assessment has various challenges. One of them is the challenge that comes from students. This study aims to analyze students' perceptions of using self-assessment to improve writing competence at Junior High School. The study involved students from grades 7 and 8 to identify their views towards the use of self-assessment and the challenges they face. The research method used a survey with a qualitative approach. Data were collected through surveys and interviews and analyzed using the thematic analysis method. The results showed that students tend to have a positive perception of the application of self-assessment, students become more confident in designing writing, and motivated students to improve the quality of their writing with self-awareness so that it will meet students' expectations in writing so that it makes it easier for students to determine sustainable learning strategies and can improve students' writing skills.  However, there are some challenges identified such as students still feeling confused in assessing their writing, lack of understanding of the assessment criteria, and students' fear of criticism and negative self-evaluation.
Students' Perceptions of Self-Assessment in Writing Competency Ketut Novita Sari; Dewi, Ni Luh Putu Eka Sulistia; Wahyuni, Luh Gede Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.75377

Abstract

Students have unique perspectives based on their previous self-assessment experiences. To provide strong evidence that self-assessment can be used successfully and can improve students' writing proficiency, we need to understand how students feel when implementing self-assessment. This study aims to analyze high school students' perceptions regarding the utilization of self-assessment for evaluating writing competency. This study employing a mixed-method approach, the research utilizes a sequential explanatory design involving both quantitative and qualitative methodologies. This study incorporates a questionnaire completed by ninety students and subsequent interviews with five students experienced in self-assessment. Drawing from Van Der Kleij's theory, the questionnaire and interview guide were developed, focusing on two dimensions: the usage and quality of self-assessment. Following completion, 118 students and three experts assessed the questionnaire's validity. The findings indicate that while 50% of students perceive self-assessment as beneficial, both questionnaire analysis and interview data suggest an overall positive perspective among students. Self-reflection through self-assessment enables students to identify strengths and weaknesses, fostering confidence and independence in their revision process. Moreover, it aids educators in monitoring student development and assessing teaching effectiveness. Despite its benefits, students encounter difficulties in applying self-assessment, including uncertainty regarding its purpose and implementation accuracy, leading to a lack of confidence in its application. Addressing these challenges is crucial for optimizing the effectiveness of self-assessment practices in enhancing students' writing competency.
Students’ Perceptions on the Use of Self-Assessment in Writing Competence Kadek Fradita Febyone; Dewi, Ni Luh Putu Eka Sulistia; Wahyuni, Luh Gede Eka; Paramartha, Anak Agung Gede Yudha
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.75400

Abstract

The use of self-assessment is not effective, this is the result of a lack of guidance or support provided by teachers during self-assessment which is a common reason. Although students carry out their own self-assessment, teachers also play an important role. Teachers need to provide consistent and detailed instructions regarding self-assessment procedures so that students are able to internalize the concepts involved. This study aimed to analyze students perception on the use of self-assessment in their writing competence and to identify the challenges they face. This study uses a survey design with a qualitative approach. 9th grade students as the participants of this study. Questionnaire and interview were used to collect the data. Thematic analysis is a method of analyzing qualitative data to describe and interpret the data interview. The findings show that students have positive perception towards self assessment, which are specifically categorized into four main themes. Firstly, self-assessment is useful for students to improve their writing competence, self-assessment encourages students to developed their quality of writing, self-assessment helps student to achieve their expectation of writing competence, and self-assessment helps students to assess their writing competence. Additionally, the challenges found also categorized into three themes, such as students feel underestimated regarding their writing competence, students feel less objective in assessing their writing competence, and students feel they lack time in assessing their writing competence.
Students’ Perceptions on Self-Assessment in Writing Competency at Senior High School Putu Veni Aryanti; Ni Luh Putu Eka Sulistia Dewi; Wahyuni, Luh Gede Eka; Anak Agung Gede Yudha Paramartha
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.75560

Abstract

The current situation, which has entered the digital era, has a close relationship with understanding character for a person. Self-assessment is an assessment process in which a person is asked to assess himself with regard to the status, process, and level of achievement of the competencies he has learned. This research aims to analyze and understand students’ perceptions regarding the use of self- assessment in their writing competence and the challenges that make it difficult for mov them to do. In this research, the method used was a survey with a qualitative approach while the subjects of this research were students in grades 10 and 11 from Senior high school. Data collection took the form of a questionnaire via a Google Form link and interviews conducted online. Data analysis conducted thematic analysis analyzing qualitative data to describe and interpret. The results of this research state that students tend to have positive perceptions regarding the use of self-assessment contained in writing competency. So that students can be more confident, achieve their desires and motivate themselves to use self-assessment as an evaluation in learning to improve the quality of writing skills. However, there are also challenges when using self-assessment in learning that make students feel difficult, such as assessing their own and not understanding the criteria for self-assessment.
E-Storybooks as Supplementary Material for Fourth Grade Elementary School Students Luh Dewi Asih; GAP Suprianti; Luh Gede Eka Wahyuni
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.81108

Abstract

The source of English learning materials used at school was only textbook without any supplementary materials. Supplementary materials in English teaching and learning process are considered as one of the ways to engage students in learning. This study aims to develop e-storybooks for fourth-grade pupils as supplementary materials based on the Merdeka curriculum. This Design and Development study used the ADDE model as proposed by Richey and Klein (2014). Qualitative and quantitative approach were used to analyze both non numerical and numerical data sequentially. English teacher and grade four students were involved as the subject of this study. Experts and user who validated the e-storybooks gave an overall score of 5 that showed the developed e-storybooks was the “Excellent Product” and valid to be used. Therefore, the developed e-storybooks can be used by grade four students to learn English in fun and interactive way. As these e-storybooks have various components that match to the students’ needs and the current curriculum, teacher was suggested to utilize it as the supplementary materials in English teaching and learning process.
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