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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Indonesia Journal of Education and Learning (EduLearn) Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Journal of English Language and Education Suluh Pendidikan: Jurnal Ilmu-ilmu Pendidikan
Wiraningsih, Putu
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Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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The roles of EFL Teachers in Promoting Learner Autonomy Wiraningsih, Putu; Dewi, N.L.P.E.S.
Jurnal Pendidikan dan Pengajaran Vol 53, No 1 (2020): April 2020
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (201.135 KB) | DOI: 10.23887/jpp.v53i1.19241

Abstract

This study is a descriptive-qualitative study which aimed to describe the roles of EFL teachers in promoting learner autonomy. Four EFL teachers in seventh grade junior high schools were selected as the subject of this study. The data were collected through questionnaire and observation techniques. In collecting the data, two kinds of instruments were used, namely, questionnaire and observation sheet. The result of this study revealed that in promoting learner autonomy, the teachers perform the roles as facilitator, counsellor, resource and manager/organizer. Considering the result of the study, the teacher should involve their students in the decision making process of learning activity, not only in selecting the technique or approach, but also in all aspects of learning process such as selecting objectives of the course, managing classroom and selecting the materials. Schools also need to support their teachers in developing innovative strategy especially in promoting learner autonomy. The schools should offer teachers with professional development programs on learner autonomy such as following workshops. For further researchers, considering the challenges met by the EFL faced by the EFL teachers in promoting learner autonomy is needed.  
TEACHING ENGLISH AS A FOREIGN LANGUAGE TO DEAF AND HARD-OF-HEARING STUDENTS IN INDONESIAN CONTEXTS Adnyani, Ni Luh Putu Sri; Wisudariani, Ni Made Rai; Menggo, Sebastianus; Dewi, Kadek Sintya; Wiraningsih, Putu; Xuan, Zhao
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 27 No 1 (2024): JUNE
Publisher : Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2024v27n1i2

Abstract

Due to linguistic difficulties, students with hearing impairments face unique challenges when studying English as a foreign language (EFL). This study examined how hearing-impaired junior high school students in Indonesia were taught and the barriers faced by teachers when teaching students in English. The study employed a descriptive qualitative methodology involving nine teachers from schools for special needs education in Bali. This study applies multiple techniques, including questionnaire distribution, interviews, observations, and document analysis. The study shows the absence of teachers’ prior experience in developing curriculum and syllabus. Other main issues were related to teachers’ and students’ lack of sign language understanding, lack of learning materials, and students’ learning characteristics. The teachers primarily used grammar-translation methods and applied ineffective classroom management. By these findings, policymakers need to review the English curriculum, provide special training for teachers, and design the classroom to satisfy the unique learning needs of the students. Abstrak: Keterbatasan linguistik menyebabkan siswa dengan gangguan pendengaran menghadapi tantangan ketika belajar bahasa Inggris sebagai bahasa asing (EFL). Penelitian ini menganalisis pembelajaran bahasa Inggris untuk siswa tuna rungu pada tingkat SMP serta hambatan yang dihadapi guru ketika mengajar siswa. Penelitian ini menggunakan metode kualitatif deskriptif yang melibatkan sembilan guru dari sekolah luar biasa di Bali. Adapun teknik pengumpulan data yang digunakan adalah penyebaran kuesioner, wawancara, observasi, dan analisis dokumen. Hasil penelitian menunjukkan kurangnya pengalaman guru dalam mengembangkan kurikulum dan silabus untuk pengajaran bahasa Inggris bagi siswa tuna rungu. Masalah lainnya terkait dengan terbatasnya pengetahuan bahasa isyarat oleh guru maupun siswa, ketersediaan materi pembelajaran yang kurang, dan karakteristik belajar siswa yang unik. Guru umumnya menggunakan metode penerjemahan dan penerapan manajemen kelas yang kurang efektif. Sejalan dengan temuan tersebut, pembuat kebijakan perlu meninjau kembali kurikulum bahasa Inggris, memberikan pelatihan untuk guru, serta merancang ruang kelas untuk memenuhi kebutuhan khusus bagi siswa tuna rungu.
Gendered pictorial in Indonesian EFL textbook “When English rings the bells” Wiraningsih, Putu; Suwastini, Ni Komang Arie; Padmadewi, Ni Nyoman
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.21474

Abstract

Sustainable development goal (SDG) 4 and 5 prioritize equal opportunities for all genders and socioeconomic backgrounds to get education. Textbook shapes students' perspectives on gender roles and possibilities for themselves and others thus playing a pivotal role in promoting equality and diversity in education. However, certain English as a foreign language (EFL) textbooks still uphold such biases in their content and images. Thus, this study aimed at describing the gender pictorial in the EFL textbook “When English rings the bells”. Applying textual along with multimodal analysis, this study analyzes the textbook following Pierce’s semiotics. Providing an in-depth analysis of how gender is represented, this study discovered that the textbook still perpetuates gender stereotypes in three areas: i) pictorial of the characters, ii) gender attributes, and iii) traditional roles. It also makes efforts to break these stereotypes by portraying diverse professions and activities. Hence, it may be inferred that the textbook made an effort to analyze and dismantle the notion of gender, yet ultimately reinforced existing preconceptions. It suggests that students can be encouraged to challenge traditional gender roles and aspire to a broader range of careers and life choices by promoting more diverse representations of males and females in textbooks.
The Practicality and Effectiveness of Poetry Text Learning Kit in E-Learning Wisudariani, Made Rai; Wiraningsih, Putu
Jurnal Pendidikan Indonesia Vol 12 No 1 (2023): March
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (329.264 KB) | DOI: 10.23887/jpiundiksha.v12i1.43770

Abstract

Curriculum and the pandemic require teachers to teach poetry text using e-learning kits that allow the use of technology. Virtual face-to-face Learning kits prepared by teachers must be reconstructed according to the conditions of students in e-learning. However, practical and effective learning kit needs to be studied further. Thus, this study aimed at developing an e-learning oriented poetry text learning kit that was practical and effective in Indonesian language learning. The subjects of this study were teachers and the tenth-grade students. Observation, questionnaire, and test methods were used to obtain data. The results by the teacher and students showed that the learning kit made was very practical. Effective learning kits are used in learning. There is a significant difference between learning outcomes in the experimental and control groups. The average value of the experimental class was 83, which was higher than the control class, which only reached an average grade of 74. The poetry text learning kit was oriented towards practical e-learning strategies and is effectively used in learning as an alternative to online learning.  
AI-DRIVEN FEEDBACK FOR VOCABULARY DEVELOPMENT: A BEFORE-AFTER ANALYSIS IN INDONESIAN TERTIARY EFL WRITING Ines Marylena Candra Manik, Ni; Wiraningsih, Putu; Budiarte, Agus
Suluh Pendidikan : Jurnal Ilmu-Ilmu Pendidikan Vol 23 No 2 (2025): SULUH PENDIDIKAN : Jurnal Ilmu-Ilmu Pendidikan
Publisher : IKIP SARASWATI TABANAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46444/suluh-pendidikan.v23i2.868

Abstract

This study aims to analyze the effectiveness of AI-driven feedback in enhancing vocabulary development among Indonesian tertiary EFL (English as a Foreign Language) students. Using a before-after research design, the study involved 60 undergraduate English majors from a public university in Indonesia. Participants were asked to write two academic essays—before and after receiving automated feedback from AI-based platforms such as Grammarly and ChatGPT. The analysis focused on improvements in lexical complexity, vocabulary range, and appropriate collocation use. Quantitative data were examined through paired-sample t-tests, supported by qualitative analysis of the most influential feedback types contributing to lexical improvement. The findings revealed a significant increase in students’ vocabulary range and depth after the application of AI-driven feedback, with a significance level of p < 0.05. Moreover, students reported that AI feedback offered more personalized, immediate, and exploratory learning compared to manual correction from lecturers. However, the study also identified limitations related to students’ overreliance on automated suggestions without deeper linguistic understanding. The results suggest that integrating AI-driven feedback into EFL academic writing can serve as an effective strategy to foster lexical competence, provided it is complemented by appropriate pedagogical guidance from instructors.
Learning Strategies in Acquiring Instructional Vocabulary among Pre-service English Teachers Wiraningsih, Putu; Manik, Ni Putu Ines Marylena Candra; Budiarte, Agus
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.1686

Abstract

This study investigated the vocabulary learning strategies (VLS) employed by 47 pre-service English teachers enrolled in the Instructional Vocabulary course. This study employed a mixed-method design by combining quantitative data from questionnaires and qualitative data from interviews to provide a more comprehensive understanding of students’ strategy use. Using Schmitt’s (1997) taxonomy as an analytical framework, the findings showed that participants used various strategies, with cognitive strategies being the most dominant (32%), reflecting their practical and task-focused approach to vocabulary learning. Metacognitive (22%) and determination strategies (18%) were used moderately, while memory (15%) and social strategies (13%) appeared less frequently, indicating limited reflective and collaborative learning in vocabulary acquisition. Qualitative interview data revealed that students’ strategy preferences were influenced by their learning goals, course requirements, and individual learning styles. The study concludes that although participants demonstrated awareness of multiple strategy types, they still require explicit instruction and guided practice.
Co-Authors Adnyani, Ni Luh Putu Sri Budiarte, Agus Dewi, N.L.P.E.S. Ines Marylena Candra Manik, Ni Kadek Sintya Dewi Manik, Ni Putu Ines Marylena Candra Menggo, Sebastianus Ni Komang Arie Suwastini Ni Made Rai Wisudariani Prof. Dr. Ni Nyoman Padmadewi,MA . Wisudariani, Made Rai Xuan, Zhao