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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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The Employment of EFL English Teachers’ Reflective Teaching: Types and Tools for Assessing Oneself Wahyuni, Luh Gede Eka
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 7 No. 1 (2023): April
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v7i1.59460

Abstract

Reflecting on the teaching and learning process has been carried out as an important way of assessing oneself to improve teachers’ competence and professionalism. During blended learning in EFL classroom context, the results of the reflective teaching should be informative for teachers to know their teaching quality as well as to understand the students’ need and expectation in their learning. Thus, various reflective teaching strategies have been employed to enhance teachers’ reflective practice. This descriptive study is aimed to analyze the reflective teaching types and the strategies employed by the EFL English teachers in reflecting on their teaching. 17 secondary experienced English teachers were involved as the participants. Questionnaire and unstructured interview guide were administered to gather the data and the results were analyzed descriptively. The findings show that the English teachers tended to do reflection-in-action and reflection-on-action. They implemented various reflective teaching strategies such as students’ feedback, workshop or seminar, video recording, reflective journal writing, study-group, and class walk-through observation. Among those strategies, class walk-through observation done by the school supervisor was considered to be the least effective strategy. Portfolio, action-research, survey/questionnaire, and peer-observation were never conducted due to certain reasons. However, the discussion about the implementation of those reflective teaching strategies was limited in term of data collection in this study. Thus, several suggestions in relation to the limitation of the data findings are provided in this study.
AN ANALYSIS OF THE QUALITY OF TEACHER-MADE MULTIPLE-CHOICE TEST USED AS SUMMATIVE ASSESSMENT FOR ENGLISH SUBJECT Septi, Ni Kadek Dwi Candra; Paramartha, A.A. Gede Yudha; Eka Wahyuni, Luh Gede
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 4 No. 2 (2020): Juli 2020
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v4i2.25841

Abstract

Assessment is an important part in teaching and learning process. An instrument that is used to assess the students’ level must be high in quality by following certain standard in constructing the instrument itself. This research is a descriptive research that aimed to investigate the quality of teacher-made multiple-choice tests that were used as summative assessment in middle test for English subject at SMP N 4 Singaraja. There are 125 items in total from 4 teacher-made multiple-choice tests. The data were collected by using document study and interview as the method with the assistance of checklist and interview guide as the instrument. The data was analyzed by comparing each item in the multiple-choice tests with a set of norms to find the congruity and further to be classified to determine the quality.  The result shows that all of the teacher-made multiple-choice tests have a very good quality where 124 (99%) out of 125 items are qualified as very good and only 1 (1%) item is qualified as good. Some improvement is needed by paying more attention specifically for the unfulfilled norms.
The Implementation of English Teachers’ Authentic Assessment in Junior High School During Online Learning Putri, Ni Wayan Astri Monika; Artini, Luh Putu Putu; Sulistia Dewi, Ni Luh Putu Eka; Paramartha, A.A. Gede Yudha; Wahyuni, Luh Gede Eka
Journal of Education Reseach and Evaluation Vol 5 No 2 (2021): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (323.305 KB) | DOI: 10.23887/jere.v5i2.30386

Abstract

Authentic assessment is assessment to define students’ reflection of their learning, achievement, motivation, and attitudes during the learning instruction. Authentic assessment will cover the educational content standard as requested in educational process standard. Implementing authentic assessment reflects real-world situation and allow students to solve problem with possible solutions. This research aimed at investigating the English teachers’ authentic assessment implementation during online learning. This research was descriptive qualitative research. The research subject was three English teacher. The research object was the English teachers’ implementation of authentic assessment. In collecting the data, this research used document study and interview. The data were analyzed through three steps; data reduction, data classification and analysis, and conclusion drawing or data verification. After analyzing the obtained data, the English teachers used five types of authentic assessment namely teacher’s observation, performance, portfolio, project, and peer-assessment. Besides, in the learning instruction, the English teachers did not implement all of the types of authentic assessment in all learning material. The English teachers did not implement all the types of authentic assessment as their lesson plans considering some problems faced by the English teachers. Limited time allotment, many students in one class, and also students’ learning materials become the teachers’ problems. Thus, the implementation of authentic assessment needs to be reviewed in order to help the English teachers in implementing the authentic assessment.
Reading Related Activities in English Textbook and How the Texts are Exploited in the Classroom Dewantara, Kadek Andre Karisma; Artini, Luh Putu; Wahyuni, Luh Gede Eka
Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v6i3.48583

Abstract

Reading comprehension skill is an important requirement that must be possessed by students in learning English. To support students’ reading skill development, the role of the teacher and the learning materials are crucial. This study is an attempt to describe the reading related activities in English text book for Grade 9 and how the texts are exploited in the classroom by teacher. This study uses a descriptive qualitative which analyze the textbook used by the students and observe an English teacher who teach the ninth grade. The data of this research collected through document analysis, classroom observation, and interviews. The data were   analyzed through four processes of data analysis which involved data collection, data reduction, data display and conclusion. The study found that, there are five types of reading related activities contain in English textbook namely: skimming/scanning activities, lexical items activity, linking words activity, activating activity, and questioning activity. Besides that, the most frequent exploited text done by the teacher in the class are completing activity in the form of fill the blank, grammatical words activity, and identifying order of event activity. This research was limited in time, number of subjects and data source so further research is suggested for more generable findings.
Reading-Related Activities in English Textbook and How the Texts are Exploited in Junior High Schools Ni Kadek Yuli Cahyani; Artini, Luh Putu; Wahyuni, Luh Gede Eka
Journal of Education Reseach and Evaluation Vol 7 No 1 (2023): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i1.48784

Abstract

In order to make the teaching and learning reading process run effectively, it is important to consider the suitability of reading activities which contain in English textbook. This study aims to analyze reading-related activities that are available in English textbook for Grade 9 and observe how the reading texts are exploited in English classes by the English teacher. This study employed qualitative descriptive method in which the data collection was done through document analysis, classroom observation, and interview. The data were analyzed by the criteria of reading-related activities. The result showed that, there are several reading-related activities discovered from the English textbook of grade 9. Then, reading-related activities that occurred most frequently in the textbook are skimming/scanning-details (short answer) and questioning-short answer. Meanwhile, the English teacher use text exploitation strategies. According to the interview, the English teacher mostly relied on the existing reading activities in the English textbook. Thus, the use of English textbook in teaching and learning, especially the use of reading activities it is very essential in developing students' reading skill.
The Effective Commands Used By The Teacher During English Teaching in Managing Students with Disruptive Behavior Dewi, Anak Agung Nareswari Tungga; Utami, Ida Ayu Made Istri; Wahyuni, Luh Gede Eka
International Journal of Language and Literature Vol. 6 No. 1 (2022): February 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v6i1.27645

Abstract

Commands are a crucial tool for classroom management used by the teacher to direct the students to start and end the activities. This qualitative descriptive research was aimed at identify types of students’ disruptive behavior that found at SD Lab Undiksha Singaraja especially in fifth grade, identify types of effective commands are given by an English teacher and analyze how the effective commands are given to students with disruptive behavior. This study was a case study research. The data were collected through observation, questionnaire, and interview.  The result of this study showed that students ‘disruptive behavior at SD Lab Undiksha Singaraja classified as The Immature category such as talking with their friend, paying no attention to the teacher and lesson, walking around the class, and making a noise. To overcome students’ disruptive behavior, the teacher was used several types of commands. There were five types of  Effective command such as Interrogation command, Don’t command, Indirect command, Regular command and Other command. Those commands were effective commands because there was compliance and response from the students.
DESCRIBING CAMTASIA VIDEO AS LEARNING MEDIA: AN ANALYSIS OF RESPONSES IN EFL CONTEXT Dewi, Ni Kadek Ayu Puspita; Adnyani, Luh Diah Surya; Wahyuni, Luh Gede Eka
International Journal of Language and Literature Vol. 3 No. 3 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v3i3.28403

Abstract

The use of technology-based learning media, including video in English class can trigger students’ motivation to learn English and improve the learning process. This interesting and innovative media is believed to promote students’ engagement along the process. This descriptive study aims to describe the response of students related to their engagement to the use of English Learning video developed by using Camtasia Studio in second-grade students of elementary school. The data were collected through observations, interview and teacher’s questionnaire. The result reveals that using technology-based media in classroom is really appropriate to increase students’ motivation and learning activeness to get a better teaching and learning process. Students and teacher gave positive responses toward the media and it was categorized into ‘Excellent’ media in which it was interesting and fulfilled the needs of second-grade students. Further, it was suggested for the next research to conduct the study in different grade.
LUCY PEVENSIE’S CHARACTERIZATIONS IN C.S. LEWIS’ NARNIA: THE LION, THE WITCH, AND THE WARDROBE Suwastini, Ni Komang Arie; Widasuari, Ni Wayan Dinda; Wahyuni, Luh Gede Eka; Visestayati, Ni Putu Andilia
International Journal of Language and Literature Vol. 4 No. 1 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v4i1.30227

Abstract

As literature reflects human life, the characterizations of a fictional character in a novel can be analyzed as the reflections of the subconscious of the character in Freud's psychoanalysis. The present study will describe the characterizations of Lucy Pevensie as the main character in C.S. Lewis’ Narnia: The Lion, The Witch, and The Wardrobe and elaborate on how the main character's subconscious as reflected through her characterizations affects the plot development of the novel. Through the application of close reading with the perspective of Freudian psychoanalysis, the present study reveals that Lucy Pevensie's curious, kind,  curious, kind, truthful, caring, loyal, and brave characterizations are as reflections of her id, ego, and superego. They are affected by the behaviors and characters around her and set the plot in motion (starting from disjunction, trajectory, proleptic events, reversal, discovery, and ending). As the end of the plot was resolved with Lucy Pevensie's bravery that leads to the saving of Edmund Pevensie from his demise, Lucy Pevensie's characterizations and their effects on the plot development implies that the combination of instinct, observation of reality and a deep conscience can be beneficial for the greater good of the society.
THE CHARACTERISATIONS OF PISCINE MOLITOR PATEL IN YAN MARTELL’S THE LIFE OF PI Suwastini, Ni Komang Arie; Asri, Ni Wayan Desy Prema; Wahyuni, Luh Gede Eka; Prastika, Kadek Ayu Dewi
International Journal of Language and Literature Vol. 4 No. 2 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v4i2.30289

Abstract

Literature like novels can contain many moral teachings, including how a human being develops into a better person because of certain events experienced during the plot development. The present study focuses on the character development of Piscine Molitor Patel in Yan Martell's The Life of Pi as he had to survive the Pacific Ocean for 227 days on a lifeboat with a hungry tiger. By employing close reading, it is revealed that Piscine Molitor Patel was revealed as a curious, smart, competitive, empathetic, obedient, loving, and humble character. These characterizations were revealed directly through the author's description and indirectly through thought, speech, and action. From these character revelations, it can be concluded that the development of Pi’s curious, smart, competitive, empathetic, obedient, loving, and humble character had help Pi survive the Pacific Ocean and continued living as a better person. By employing Freud’s psychoanalysis, Pi’s characterizations were then classified as reflections of his id, ego, and superego. The present study concludes that Pi’s characterizations reflect the development of the balance between his id, ego, and superego, which allowed him to survive the shipwreck and grow into a better person.
The Implementation of English Teachers’ Authentic Assessment in Junior High Schools Prawisanthi, Tasya Astri; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, A. A. Gede Yudha; Wahyuni, Luh Gede Eka
International Journal of Language and Literature Vol. 5 No. 4 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v5i4.31865

Abstract

The descriptive study identified the English teachers’ perceived knowledge of authentic assessment at SMP Negeri 3 Singaraja. In conducting the study, observations, questionnaire and interview guide were used. The data were analyzed using descriptive and interactive model analysis. It was found that English teacher at SMP Negeri 3 Singaraja has a good perceived knowledge of authentic assessment implementation. The types of authentic assessment used by the teacher were observation, performance, portfolio, project and peer. There was a discrepancy between teachers’ perceived knowledge and the implementation of authentic assessment. The discrepancy can be seen from the perceived knowledge and implementation of project assessment and peer/self-assessment. The implementation of authentic assessment in online learning were slightly different from face to face teaching. The teachers made certain adjustment for example in assessing students’ attitude in classroom. The attitude observation was adjusted in online learning based on students’ presence in online class and their responsibilities in doing tasks.
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