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All Journal Lingua Scientia Journal Pragmatica
Pande Agus Adiwijaya
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Humanities Languange, Linguistic, Communication & Media

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THE ANALYSIS ON THE READINESS OF ENGLISH TEACHERS IN IMPLEMENTING AUTHENTIC ASSESSMENT IN SENIOR HIGH SCHOOLS I Putu Suyoga Dharma; Pande Agus Adiwijaya
Lingua Scientia Vol. 26 No. 1 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v26i1.19163

Abstract

This research aimed at discovering the readiness of English teachers in implementing authentic assessment in Senior High Schools which would implement curriculum 2013 in Bangli Regency. This is an evaluative study with discrepancy analysis approach proposed by Provust. Here, the idealimplementation of authentic assessment was compared to the real implementation by the English teachers. Two English teachers in SMAN 2 Bangli and SMAN 1 Tembuku were taken as the subjects of the research. The objects involved planning, executing, and reporting of authentic assessment in the form of portfolio, performance, project, and self-assessment. To collect the data, three rubrics for planning, executing, and reporting with Likert scale were used. This research discovers: 1) interms of planning, the teachers’ readiness is classified into average, 2) in terms of execution, the teachers’ readiness is classified into not ready, and 3) in terms of reporting, the teachers’ readiness is classified into not ready. There were three main problems faced by the teachers in implementingauthentic assessment, namely: a) lack of authentic assessment knowledge, b) lack of experience in designing authentic assessment, and c) lack of sharing from friends who get workshop about authentic assessment. From this research, it is suggested that a) teachers to join workshop and toread references about authentic assessment, and b) government should held more workshop about authentic assessment.
The Analysis of the Usage of Emojis on Instagram Account @Englishwithlucy Ni Putu Sri Galuh Lestari; Pande Agus Adiwijaya; Luh Made Dwi Wedayanthi
PRAGMATICA : Journal of Linguistics and Literature Vol. 2 No. 1 (2024): PRAGMATICA: Journal of Linguistics and Literature
Publisher : CV. Tirta Pustaka Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60153/pragmatica.v2i1.55

Abstract

This study investigates the role of emojis in language learning on social media, with a particular focus on the Instagram account @englishwithlucy. The research aims to provide insights for educators and learners by analyzing the description, interpretation, and explanation of emoji usage. Employing a qualitative approach, the study uses Norman Fairclough's Critical Discourse Analysis (CDA) model and collects data through documentation and netnography methods. The analysis reveals significant findings regarding the communication strategies employed by @englishwithlucy and their impact on language learners. The primary objectives were to examine the types, frequency, and integration of emojis in the account's discourse. Key findings include: 1) Emojis serve as crucial communication tools that enhance engagement and facilitate effective communication by conveying emotions and creating relatability, consistent with previous research. 2) Emojis reinforce messages and contextualize vocabulary, aiding in comprehension and retention, which aligns with existing studies. 3) The account deliberately avoids negative emojis to maintain a positive and encouraging tone, fostering a supportive learning environment, as supported by current literature. 4) Social and cultural contexts significantly influence emoji usage, with the account selecting emojis that have common interpretations across cultures to ensure clarity and inclusivity. Overall, the strategic use of emojis on @englishwithlucy not only enhances engagement and communication but also contributes to a vibrant and interactive learning environment. These findings contribute to the growing body of knowledge on the educational significance of emojis and underscore their importance as integral components of language and communication on social media platforms.
Improving Students’ Vocabulary By Using Board Games With The Contextual Teaching And Learning Method At SD Bali Bilingual School Ni Luh Ratna Rapiasih; Luh Made Dwi Wedayanti; Pande Agus Adiwijaya
PRAGMATICA : Journal of Linguistics and Literature Vol. 2 No. 1 (2024): PRAGMATICA: Journal of Linguistics and Literature
Publisher : CV. Tirta Pustaka Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60153/pragmatica.v2i1.57

Abstract

This research is a classroom action research (PTK) which aims to improve students' vocabulary through learning media using board games in class IV A of Bali Bilingual School elementary school. The subjects of this research were all students of class IV A which amounted to 17 students. While the object of this research is to improve students' vocabulary by using board games with contextual teaching and learning methods at Bali Bilingual School elementary school. This research was carried out with steps namely planning, implementing, observing and reflecting. The data of the research were analyzed descriptively with 2 types of data, namely quantitative data and qualitative data. The results of the initial test showed that the average score of students' vocabulary skills was only 64 which was in the low category with a classical 42%. After the research was conducted in cycle I, there was an increase in the students' average score to 79 which is included in the sufficient category with 88% classical in cycle II. Based on the result, it can be concluded that board game technique can improve students' vocabulary skill in class IV A of Bali Bilingual School.
Co-Authors I Putu Suyoga Dharma LUH MADE DWI WEDAYANTHI Luh Made Dwi Wedayanti Ni Luh Ratna Rapiasih Ni Putu Sri Galuh Lestari