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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 Jurnal Penelitan Mahasiswa Indonesia 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 Indonesian Research Journal on 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 Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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The Characterizations of Professor Snape in J. K. Rowling’s Harry Potter And The Philosopher’s Stone Suwastini, Ni Komang Arie; Wahyuni, Luh Gede Eka; Agustina, Luh Winda; Hartanto, Erika Citra Sari; Artini, Ni Nyoman
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.v6i1.34943

Abstract

J. K. Rowling’s Harry Potter and the Philosopher's Stone has presented readers with different unique teachers. Even though Rowling’s series disclose Professor Snape as a hero, the first novel depicted him as an insufferable character set to thwart the main characters’ adventure. This study aimed to provide more objective portrayals of Professor Snape through interactive qualitative data analysis. The subject of the study is J. K. Rowling’s Harry Potter and the Philosopher’s Stone. Meanwhile, the characterizations of Professor Snape become the object of the study. As the main instrument of data collection, the researcher conducted close reading. The analysis consisted of a concurrent process of data condensation, data display, and conclusion drawing, which are also synchronized with the data collected at the beginning of the research. This study reveals that Professor Snape was depicted as knowledgeable, curious, observant, hardworking, loner, partial, loyal, responsible, and authoritative. These results show that Professor Snape has good characters. However, they were overshadowed by his brooding appearance. This conclusion implies that students should not judge their teacher or others based on their appearance.
The Representation of Feminist Ideologies in Roald Dahl’s Matilda Suwastini, Ni Komang Arie; Utami, Ida Ayu Made Istri; Pramestika, Ni Luhde Meidy; Wahyuni, Luh Gede Eka; Rusnalasari, Zulidyana Dwi
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.v5i4.36579

Abstract

Matilda is one of Roald Dahl's greatest works. In this novel, the titular character, Matilda, is described as a five-year-old girl Matilda with extraordinary ability, despite her unfavorable family. She was fortunate to meet a dedicated teacher, Miss Honey, who recognized her talents. The present study aimed at analyzing Roald Dahl’s novel entitled Matilda from feminist perspectives. This study focused on analyzing feminism represented in the novel’s intrinsic elements. The study employed close reading enriched with Rosemary Tong's elaboration on feminist perspectives. The analysis revealed that feminist ideologies are represented through the novel’s theme, setting, and characterizations of the major characters. The novel's theme represents feminist ideologies by presenting women against, abused, or embraced feminist ideologies. The socio-cultural setting of the novel further emphasized the oppression of women who wanted to be independent.  The depiction of feminism was strongly presented in the characterizations of Matilda and Miss Honey, who cooperated in fighting against their families' patriarchal treatment. These results imply that the novel is educative for children and young women to raise awareness about gender equality.
Prospective teacher online assessment literacy of English Language Education study program at Undiksha Putri, Putu Jesika Suwendra; Paramartha, A.A. Gede Yudha; Wahyuni, Luh Gede Eka
Journal of Educational Study Vol. 4 No. 2 (2024): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v4i2.943

Abstract

The role of prospective teachers continues to evolve alongside advancements in education and technology. As digital learning environments become more prevalent, educators must be equipped with essential competencies, including online assessment literacy. This study examines the level of online assessment literacy among sixth-semester prospective teachers in the English Language Education Program at Universitas Pendidikan Ganesha (Undiksha). Given the increasing reliance on digital assessment tools, understanding prospective teachers' readiness is crucial for effective teaching and learning. This research involved 73 students who had completed assessment courses, utilizing a structured questionnaire to measure their proficiency across seven key dimensions of assessment. The findings indicate that most participants demonstrate a moderate level of online assessment literacy. On average, female students scored 50.5%, while male students scored 46.4%. The highest score among female students was in the Recognizing Ethics (RE) dimension (62.7%), whereas male students scored highest in the Communicating (CO) dimension (55.6%). Conversely, the lowest scores were recorded in the Developing (DE) dimension, with 36.8% for females and 31.9% for males, indicating difficulties in designing effective assessment tools. These findings highlight the need for practical training that enhances digital assessment competencies. Integrating workshops, digital assessment simulations, and targeted pedagogical training into the curriculum can help bridge the gap between theoretical knowledge and practical application. This research provides valuable insights for teacher training programs, ensuring prospective educators are well-prepared for digital assessment challenges.
Critical Discourse Analysis on the Samsung Mobile Phones Advertisements: Applying Fairclough's 3D Model and Social Semiotic Theory I Putu Yoga LAKSANA; Luh Gede Eka WAHYUNI; I Nyoman Adi Jaya PUTRA; VIRGINIYA, Putu Tika
Research and Innovation in Applied Linguistics Vol. 3 No. 1 (2025): [February]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i1.4989

Abstract

This study employs critical discourse analysis to examine recent advertising campaigns for mobile phones, focusing on a leading global brand. Conducted purely for academic purposes and not reflecting any official brand positions, our research uses a qualitative approach combining Fairclough’s 3D model and Kress and Van Leeuwen’s social semiotics theory. We analyze both textual and visual aspects of 2023 mobile phone advertisements to decode underlying ideologies. Our multimodal critical analysis reveals how linguistic and visual techniques construct aspirational yet constricting identities and lifestyles revolving around constant consumption of mobile technology. Findings demonstrate that these ads exert rhetorical power by addressing perceived shortcomings in target audiences’ lives and positioning new products as indispensable solutions. Imperatives compel viewers to envision improved lifestyles necessitating regular upgrades, while vibrant images of confident models reinforce ideological influence. This study showcases how critical discourse analysis can uncover subtle sociocultural assumptions and mechanisms of rhetorical influence in mobile technology promotions. It exposes how ads promise meaningful change but ultimately deliver superficial upgrades that sustain corporate interests. The key insight is that while ads link consumption to aspirational identities, a critical examination reveals this diversionary focus hinders pursuit of genuine social change. Our analysis contributes to the broader understanding of advertising discourse and its societal implications.
Teachers’ Perception in Implementing Technology-Mediated Task-Based Language Teaching In SMPN 6 Singaraja Tarigan, Elsaday Marsanda; Kusuma, I Putu Indra; Wahyuni, Luh Gede Eka
Citizen : Jurnal Ilmiah Multidisiplin Indonesia Vol. 5 No. 3 (2025): CITIZEN: Jurnal Ilmiah Multidisiplin Indonesia
Publisher : DAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53866/jimi.v5i3.876

Abstract

This research was conducted to explore in depth how teachers perceive the implementation of TMTBLT in Indonesian education, particularly in junior high schools, in the process of teaching English. This study employed descriptive qualitative methods where the researcher focused solely on observing the phenomena occurring in the field and presenting data non-numerically. The study took samples from teachers at SMP Negeri 6 Singaraja who teach English in the 7th grade. The sampling process used purposive sampling, where samples were selected directly in the field. The instrument used in this research was a questionnaire with a 4-point Likert scale ranging from strongly disagree to strongly agree. The instrument developed by the researcher covered how teachers use TMTBLT, the difficulties teachers experience when applying TMTBLT, and the solutions prepared by teachers. After completing the data collection process, the researcher then conducted a descriptive statistical analysis of the results obtained. The research findings indicate that teachers have a positive perception, stating that TMTBLT can assist them in the process of teaching English. With TMTBLT, teachers also say that they can build interaction with students, encourage students to be more active, and be willing to learn independently to solve problems. However, they still encounter challenges in several areas, such as insufficient school facilities, for example, an unstable Wi-Fi network. Teachers still cannot ensure that all students participate actively due to the relatively large class sizes. Nevertheless, they strongly agree that TMTBLT should be further developed to support the teaching and learning process, especially in the field of language
“Please, may I?”: An analysis of request politeness strategy in online student-supervisor interaction Wahyuni, Luh Gede Eka; Laksana, I Putu Yoga; Putra, I Nyoman Adi Jaya
Journal of Applied Studies in Language Vol. 9 No. 1 (2025): June 2025
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v9i1.1-11

Abstract

This research examines the various ways in which EFL students and supervisors utilize politeness strategies when making requests in the process of thesis supervision through WhatsApp group communication. The study focuses on how factors such as power dynamics, social distance, and imposition influence the choice of linguistic strategies for making requests. A document study was employed to collect the data. The document was gathered from WhatsApp conversations between 26 students and 5 supervisors and analyzed using Blum-Kulka and Olshtain's situational classification and Brown and Levinson's politeness theory. The findings reveal that students tend to employ more negative politeness strategies, such as questioning, apologies, and expressions of gratitude when making requests to supervisors in order to mitigate potential threats to face. On the other hand, supervisors, due to their higher status positions, tend to use more direct strategies, such as obligations and imperatives, when making requests to students. However, the context also plays a role as supervisors exhibit politeness by using politeness markers in intra-supervisor requests. It concludes that power dynamics, social distance, and imposition ranking significantly influence the selection of politeness strategies, with wider power gaps leading to more negative strategies while familiar relationships foster direct communication. These findings suggest that understanding appropriate politeness strategies can enhance effective communication between students and supervisors and minimize potential miscommunication in cross-cultural academic environments.
Analysis of English Teachers’ Assessment Strategies within Differentiated Learning Context at SMP NEGERI 2 SAWAN Dewi, Kadek Andi Suari; Wahyuni, Luh Gede Eka; Paramartha, Anak Agung Gede Yudha
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 9, No 3 (2025): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Juli)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v9i3.8846

Abstract

This study is intended to identify assessment strategies that are conducted by English teachers within differentiated learning contexts at SMP Negeri 2 Sawan. This study used a qualitative method with descriptive research design. The data were obtained through observation and interview with three English teachers at SMP Negeri 2 Sawan. The finding of study showed that English teachers at SMP Negeri 2 Sawan have conducted variety of assessment strategies such as Elicitation, Reviewing, Games, Question and Answer, Group discussion, Peer discussion, Exercise, Feedback, Presentation, Peer tutoring, Summarizing, Task, Test and Portfolio. Those assessment strategies were used to measure students’ learning process and provide feedback. In addition, it was found that teachers at SMP Negeri 2 Sawan conducted differentiated assessment only on assessment as learning and assessment for learning that have a function as formative assessment. Those assessment strategies with differentiation were dominant, conducted in the form of differentiation of process, where the teachers accommodated the students’ preferences to understand the material.
Exploring Teacher’s Perception on Implementing Technology-Mediated Task Based Languange Teaching (TMTBLT) in SMPN 2 Singaraja: Penelitian Ni Putu Cendani Jelita Ruparti; I Putu Indra Kusuma; Luh Gede Eka Wahyuni
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 1 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 1 (Juli 2025 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i1.1473

Abstract

Strategi pengajaran yang dimediasi oleh teknologi telah menjadi sangat populer dalam pelajaran bahasa Inggris. Namun, keberhasilan penerapannya di kelas sangat bergantung pada persepsi guru, terutama dalam konteks pembelajaran di tingkat sekolah menengah pertama. Tujuan dari penelitian ini adalah untuk mengeksplorasi perspektif guru bahasa Inggris kelas sembilan tentang implementasi Pengajaran Bahasa Berbasis Tugas yang Dimediasi Teknologi (TMTBLT) di SMP Negeri 2 Singaraja. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data berupa kuesioner dan wawancara dengan tiga orang guru bahasa Inggris. Hasil penelitian menunjukkan bahwa para guru secara umum memiliki pandangan positif terhadap TM-TBLT, terutama dalam hal meningkatkan keterlibatan, kolaborasi, dan kemandirian siswa. Namun, beberapa tantangan juga diidentifikasi, seperti keterbatasan infrastruktur, keterbatasan waktu dalam merancang pelajaran, dan kurangnya pelatihan profesional. Temuan ini menggarisbawahi pentingnya dukungan institusional dan program pengembangan kompetensi guru untuk memastikan keberhasilan integrasi TM-TBLT dalam praktik pembelajaran bahasa.
Duolingo: A Qualitative Study on Vocabulary Acquisition Pramesti, Raisha Dian; Padmadewi, Ni Nyoman; Wahyuni, Luh Gede Eka
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 1 (2025): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i1.942

Abstract

This qualitative study aims to investigate how the teacher implements the Duolingo application as an English vocabulary learning media and to explore students' opinions on using the Duolingo application in one public high school in Bali. The data in this study were collected through interviews, classroom observation, and questionnaire. The findings show that the teacher integrated the Duolingo application during the activity stage by elaborating on brain warm-up activities adopted from questions, exercises, and material in the Duolingo application. The main activity of using the Duolingo application as a learning medium was divided into several groups, and then the teacher instructed students to work on the learning targets available in Duolingo with sections and units that the teacher had determined. Students reported that learning to use Duolingo provided an engaging and practical experience and helped them improve their vocabulary skills significantly. Students highlight the interactive features of the Duolingo application as motivated and user-friendly, leading to consistent vocabulary learning habits. These findings suggest that integrating Duolingo in the language classrooms can enhance vocabulary and student engagement, offering educators tools to support traditional teaching methods and promote active, self-directed learning.
TEACHERS' PERCEPTION AND PRACTICE IN IMPLEMENTING TECHNOLOGY-MEDIATED TASK-BASED LANGUAGE TEACHING IN SMP NEGERI 4 SINGARAJA Rahayu, Ni Made Ririn; Ratminingsih, Ni Made; Eka Wahyuni, Luh Gede
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v13i2.5591

Abstract

This study explores the perception and practices of English teachers in implementing technology-mediated task-based language teaching. The study adopted a sequential explanatory mix-research design. The data were collected through questionnaires, classroom observation, and interviews. This data was analyzed to identify the gap between theoretical understanding and practical application. the findings reveal that teacher possess a strong understanding of TMTBLT principles and recognize its benefits. However, practical implementation is constrained by external challenges, such as limited access to technology and large class sizes. The teachers frequently utilize tools like PowerPoint and YouTube. Managing collaborative tasks in large classes is often faced with unequal participation. It highlights the difficulty in applying the student-centered method effectively. This found that the successful implementation of TMTBLT requires systemic improvement in infrastructure and targeted professional development. By addressing this limitation, the teacher can align their positive perception with effective classroom practice. The study emphasizes the importance of supporting teachers to fully realize the potential of TMTBLT in creating engaging, collaborative, and meaningful learning experiences for students.
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 Fridayani, Kadek Budi 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 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, Made Willynda Putri, Ni Putu Julia Eka Putri, Ni Wayan Astri Monika Putri, Putu Jesika Suwendra Putu Adi Krisna Juniarta 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 Susrini, Putu Tarigan, Elsaday Marsanda Udayana, I Made Virginiya, Putu Tika Visestayati, Ni Putu Andilia Wati, Ni Putu Harista Widasuari, Ni Wayan Dinda Wirasatya, Gede Didit Ogi Yanti, Made Dama Yasa, I Gede Ardana