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All Journal PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Language and Education Journal Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal IKA Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Indonesia Jurnal Komunikasi Hukum Indonesian Journal of Disability Studies IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JURNAL PENDIDIKAN TAMBUSAI Journal of Educational Research and Evaluation International Journal of Language and Literature International Journal of Social Science and Business PROJECT (Professional Journal of English Education) J-REaLL Journal of Humanities, Social Science, Public Administration and Management (HUSOCPUMENT) The Art of Teaching English as a Foreign Language (TATEFL) Journal of English Language and Education Linguistics Initiative Journal of Educational Study Jurnal Pengabdian Kepada Masyarakat Media Ganesha FHIS (P2MMGFHIS) Jurnal Penelitan Mahasiswa Indonesia Litera Kultura Indonesian Journal Of Educational Research and Review Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Yavana Bhasha: Journal of English Language Education TOFEDU: The Future of Education Journal IJLHE: International Journal of Language, Humanities, and Education JIS Siwirabuda (Jurnal Ilmiah Sains Sosial, Kewirausahaan dan Kebudayaan)
Dewa Ayu Eka Agustini
Universitas Pendidikan Ganesha
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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The Classroom Management In English As A Foreign Language Classroom At State Junior High School Luh Simariani; Dewa Ayu Eka Agustini; Adi Krisna Juniarta
Indonesian Journal Of Educational Research and Review Vol. 3 No. 3: October 2020
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (257.607 KB) | DOI: 10.23887/ijerr.v3i3.29347

Abstract

This study aims to find out the way the EFL teacher manages students’ misbehavior and a big EFL classroom at junior high school. This research applied a qualitative research method. The findings of the research showed that the teacher had fulfilled the students’ needs in the classroom. Those are the needs for survival, love or belonging, freedom, power, and fun. To fulfill the survival needs the teacher improved the students’ concentration to follow the lesson. For the needs of love or belonging, the teacher ensured the students to feel that they were cared for and had comfort in the classroom. For freedom needs, the teacher makes the students feel independent and more confident. The teacher complimented the students in fulfilling the power needs of the students. Besides, the teacher made a joke in a learning activity and by doing so the fun need was met. However, the teacher did not have a specific strategy to fulfill the students’ needs.
EFL Teacher's Classroom Management Practices at an Inclusive School Eka Anastasia Wijaya; Dewa Ayu Eka Agustini; Luh Diah Surya Adnyani
Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (426.284 KB) | DOI: 10.21776/ub.ijds.2020.007.02.10

Abstract

This research aimed at finding out the classroom management practices by an EFL teacher at an inclusive school. There were four major aspects of classroom management as the focus of this research. Those are rules, physical environment, classroom climate, and teacher's role. The subject of this study was an English teacher in class XI MM 2 at SMK Negeri 3 Singaraja. This study was a case study with qualitative research design. The methods of data collection were observation and interview. The findings showed that the classroom management practices by the teacher were successful to be implemented for both the inclusive and regular students. The rules created and communicated by the teacher were effective to develop the students' behaviour and attitude as well as support the learning process. For the physical environment, the teacher provided spacious space for the physical disability student to move freely. The teacher gave positive and negative reinforcements for the students' attitude and behaviour. Besides, the teacher modified the lesson plan, instruction, and assessment based on the student's special needs. However, the teacher did not interact directly with the inclusive student's parents and it should be done to support the learning process. In addition, there was no special escort teacher and training for the teacher to support the learning process.
The Implementation of English Teacher's Differentiated Instruction to Disabled Student in an Inclusive School Aprilia Purnama Sari; Dewa Ayu Eka Agustini; Luh Diah Surya Adnyani
Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (486.985 KB) | DOI: 10.21776/ub.ijds.2020.007.02.06

Abstract

Disabled student learns based on 2013 curriculum in an inclusive school. This student learns the same material with regular students. To help disabled student understands the material, the teacher should use an appropriate teaching strategy. Differentiated instruction is a teaching strategy of providing different options for students. It has 4 terms namely content, process, product, and learning environment. This study aimed at investigating the implementation of English teacher's differentiated instruction to disabled student in an inclusive school. This study was a qualitative research which employs a case study research design. The study was conducted in MM2 (Multi Media) class at SMKN 3 Singaraja as an inclusive school. The subject was an English teacher who already attended some workshops to teach disabled student. The data were gathered by observation and interview. The results showed that the English teacher differentiated the topics of the text, examples, sources, and the ways of explaining and reviewing the material in term of content. The teacher also gave pre-assessment to determine the topic for students' video. In term of process, the teacher sometimes differentiated the choices and instructions for disabled student and regular students. The teacher did not differentiate the product made by disabled student and regular students but sometimes differentiated the challenge, the topic, and the criteria. In term of learning environment, the teacher usually provided enough space, arranged the seatmate and seat for disabled student than regular students. She gave different rules or instructions depending on where the learning took place.
EFL JUNIOR HIGH SCHOOL TEACHERS’ PERCEPTION ON THE IMPLEMENTATION OF STUDENT-CENTERED LEARNING MODELS IN THE ENGLISH LESSON BASED ON THE 2013 CURRICULUM Desak Gede Devi Pratami; I Putu Ngurah Wage Myartawan; Dewa Ayu Eka Agustini
Language and Education Journal Undiksha Vol. 5 No. 2 (2022): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to investigate EFL Junior High School Teachers’ Perception on the Implementation of Student-Centered Learning Models in the English Leaaon based on the 2013 Curriculum. This study employed a quantitative research design with used survey. The sample of this study are all of EFL Junior High School Teachers in 11 schools in Tabanan town, total 21 teachers. The data were collected by using questionnaire in which this study is close-ended and analyzed descriptively. The questionnaire used five-point likert scale to measure the level of response from the statements, namely; 1 (Strongly disagree), 2 (Disagree), 3 (Neutral), 4 (Agree), 5 (Strongly agree).  The result showed that a lot of Teachers in Tabanan give positif response.
The perception of foreign language students toward the implementation of inclusive education Cahya Kusuma Negara; Dewa Ayu Eka Agustini; Luh Diah Surya Adnyani
Journal of Research on English and Language Learning (J-REaLL) Vol. 2 No. 2 (2021): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v2i2.10235

Abstract

This research aimed to describe the implementation of inclusive education and identify the challenges students might have in English courses at SMK N 3 Singaraja. The research subjects were students with disabilities and regular students who studied at XI MM 2 (Multi-media). This research was a case study that used the descriptive qualitative method. The data collection was done by conducting a questionnaire and interview guide sequentially. The student's perception was measured from 3 aspects, namely perceiver, target, and social setting. The result from the questionnaire and interview was analyzed continuously and described descriptively. This research showed that students with disabilities and regular students have a good perception of inclusive education implementation. However, there were several challenges, such as lacking adaptation with inclusive classrooms, time, facilities, and special teachers. It implied that the teacher and school's staff should give examples, more chances, and more attention to the inclusive class students.
Lexicons of Sugriwa Dance Movements in Wayang Wong Tejakula Ni Putu Wahyuni; I Gede Budasi; Dewa Ayu Eka Agustini
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i1.3467

Abstract

Lexicons and their cultural meaning can be found in Sugriwa dance, Wayang Wong Tejakula. However, the uses of the lexicons and their cultural meaning are rarely used by the dancer from time to time. It can cause language death. This study was designed in the form of a descriptive qualitative method and aimed to find the lexicons and their cultural meaning. The obtained data were collected from observation and interview techniques. The results of the study show that there are 21 lexicons of movements. Those lexicons are categorized into head movements, such as kipekan capung and mengas, body movements, such as agem kanan, agem kiri, matang, nyalin ulat, ngalok-alok, ngadap, ngengsog, and raras, hand movements, such as anyingsing roma, nabdab gelung and ngagen, finger movement that is mudra suara, and leg movements, such as cicangan, dadengkleng, nyeregseg, ngeceb, tanjek kiri, tanjek kanan, and ngeteg. Of those 21 lexicons, only five lexicons have their cultural meaning. Those five lexicons become the characteristic movements of this dance and are classified into three dance stages: tanjek, ngalok-alok and nyeregseg are included in ngugal and have the cultural meaning of introducing the Sugriwa character. Ngengsog is included in pamahbah and has cultural meaning as telling the purpose of Sugriwa to come out to the stage. Ngalok-alok and ngadap are included in ngadap, which has cultural meaning as showing the leadership of Sugriwa's character. The findings and documentation about the lexicons and their cultural meaning in this dance can certainly be teaching material. The dance teachers can easily teach foreigners who want to learn this dance. In addition, it will help students who are interested in learning lexicons and their cultural meanings. In other words, this study can help preserve local languages and avoid language death.
LEGAL PROTECTION FOR LOCAL PRODUCTS THE SPIRIT OF SOBEAN AS A CITY BRANDING IN THE CONTEXT OF TOURISM MARKETING Ni Ketut Sari Adnyani; Dewa Ayu Eka Agustini; I Wayan Landrawan
Jurnal Komunikasi Hukum Vol 9 No 1 (2023): Februari, Jurnal Komunikasi Hukum
Publisher : Program Studi Ilmu Hukum Fakultas Hukum dan Ilmu Sosial Universitas Pendidikan Ganesha Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jkh.v9i1.55344

Abstract

This study aims to determine, among others: (1) the formulation of indigenous village participation policies in the development of City Branding The Spirit of Sobean as a tourism marketing strategy in Buleleng Regency; (2) implementation of the policy formulation of traditional village participation in the development of City Branding The Spirit of Sobean as a tourism marketing strategy in Buleleng Regency; and (3) the implications of implementing the policy formulation of traditional village participation in the development of City Branding The Spirit of Sobean as a tourism marketing strategy in Buleleng Regency. This research is a normative juridical research with a statutory approach and a conceptual approach, the determination of the location and the research sample is determined purposively. Data collection techniques by means of observation, interviews and document studies. The research data analysis technique used descriptive qualitative analysis techniques. The results showed that the potential of the Buleleng area with the branding of The Spirit of Sobean. The development of the city branding of The Spirit of Sobean, Buleleng Regency with all existing components or sub-systems from local governments, entrepreneurs, and the arts and culture community can carry out the highest level of engaging tourism. The implication of the application of legal protection in the development of city branding The Spirit of Sobean is very large as a driver of sustainable tourism.
PENGEMBANGAN DESA WISATA BERBASIS KEARIFAN LOKAL SEBAGAI STRATEGI PENGENTASAN KEMISKINAN DI KABUPATEN KLUNGKUNG Dewa Ayu Eka Agustini; I Wayan Landrawan; I Nyoman Pasek Hadisaputra
Jurnal Komunikasi Hukum Vol 9 No 1 (2023): Februari, Jurnal Komunikasi Hukum
Publisher : Program Studi Ilmu Hukum Fakultas Hukum dan Ilmu Sosial Universitas Pendidikan Ganesha Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jkh.v9i1.55346

Abstract

This study aims to find out, understand and analyze (1) the form of tourism recovery affected by the pandemic through the development of tourism villages based on local wisdom; (2) recovery of tourism affected by the pandemic through the development of tourism villages based on local wisdom in its application as a poverty alleviation strategy in Klungkung Regency; and (3) the implications of implementing the recovery of tourism affected by the pandemic through the development of tourism villages based on local wisdom as a poverty alleviation strategy in Klungkung Regency. This type of research is field research, using an approach to empowering the poor through an approach and public awareness is needed so that they can use and have access to control in the development of tourist villages. Secondary data is data that is used as supporting material for research preparation. Data collection techniques in this study include literature study, observation, and interviews. The data analysis of this research includes quantitative descriptive analysis and qualitative descriptive analysis. The results of this study indicate that there is no maximum development of tourism villages based on local wisdom as an effort to alleviate poverty to overcome the powerlessness of the poor caused by limited access, lack of knowledge and skills, trapped in poverty (poverty trap) and community powerlessness. Therefore, further development is needed to realizing community independence in tourism villages in Klungkung Regency, especially increasing the involvement and active participation of the community in various income and welfare activities as well as the utilization of tourist villages by the community and local government. The strategy of developing a tourism village based on local wisdom in Klungkung Regency needs to pay attention to things, including the marketing of tourism village packages that show the selling value of the village, sustainable management of tourist villages and preserving the tourism village itself as part of the potential of the tourist village.
EFL Teacher's Classroom Management Practices at an Inclusive School Wijaya, Eka Anastasia; Agustini, Dewa Ayu Eka; Adnyani, Luh Diah Surya
Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (426.095 KB) | DOI: 10.21776/ub.ijds.2020.007.02.10

Abstract

This research aimed at finding out the classroom management practices by an EFL teacher at an inclusive school. There were four major aspects of classroom management as the focus of this research. Those are rules, physical environment, classroom climate, and teacher's role. The subject of this study was an English teacher in class XI MM 2 at SMK Negeri 3 Singaraja. This study was a case study with qualitative research design. The methods of data collection were observation and interview. The findings showed that the classroom management practices by the teacher were successful to be implemented for both the inclusive and regular students. The rules created and communicated by the teacher were effective to develop the students' behaviour and attitude as well as support the learning process. For the physical environment, the teacher provided spacious space for the physical disability student to move freely. The teacher gave positive and negative reinforcements for the students' attitude and behaviour. Besides, the teacher modified the lesson plan, instruction, and assessment based on the student's special needs. However, the teacher did not interact directly with the inclusive student's parents and it should be done to support the learning process. In addition, there was no special escort teacher and training for the teacher to support the learning process.
The Implementation of English Teacher's Differentiated Instruction to Disabled Student in an Inclusive School Sari, Aprilia Purnama; Agustini, Dewa Ayu Eka; Adnyani, Luh Diah Surya
Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (486.796 KB) | DOI: 10.21776/ub.ijds.2020.007.02.06

Abstract

Disabled student learns based on 2013 curriculum in an inclusive school. This student learns the same material with regular students. To help disabled student understands the material, the teacher should use an appropriate teaching strategy. Differentiated instruction is a teaching strategy of providing different options for students. It has 4 terms namely content, process, product, and learning environment. This study aimed at investigating the implementation of English teacher's differentiated instruction to disabled student in an inclusive school. This study was a qualitative research which employs a case study research design. The study was conducted in MM2 (Multi Media) class at SMKN 3 Singaraja as an inclusive school. The subject was an English teacher who already attended some workshops to teach disabled student. The data were gathered by observation and interview. The results showed that the English teacher differentiated the topics of the text, examples, sources, and the ways of explaining and reviewing the material in term of content. The teacher also gave pre-assessment to determine the topic for students' video. In term of process, the teacher sometimes differentiated the choices and instructions for disabled student and regular students. The teacher did not differentiate the product made by disabled student and regular students but sometimes differentiated the challenge, the topic, and the criteria. In term of learning environment, the teacher usually provided enough space, arranged the seatmate and seat for disabled student than regular students. She gave different rules or instructions depending on where the learning took place.
Co-Authors ., Anak Agung Istri Sri Wirapatni ., Anak Agung Istri Sri Wirapatni ., Gede Ari Suyasna Putra ., Gede Ari Suyasna Putra ., Gusti Bagus Semara Putra ., Gusti Bagus Semara Putra ., Gusti Komang Sukerti ., Gusti Komang Sukerti ., Gusti Ngurah Nyoman Ariana ., I Gusti Putu Eka Suputra Mahardika ., I Gusti Putu Eka Suputra Mahardika ., I Kadek Gunarsa ., I Kadek Gunarsa ., I Ketut Restu Cahyadiarta ., I Made Dedi Kurniawan ., I Nengah Pasek Budiartika ., I Wayan Bagastana ., Iffatul Muslimah ., Iffatul Muslimah ., Kadek Prajinggo Patrya ., Kadek Prajinggo Patrya ., Kadek Vera Mia Asitari ., Kadek Vera Mia Asitari ., KADEK WAHYUTRIYUNI ., KADEK WAHYUTRIYUNI ., Kadek Windayanti ., Komang Savitri Putri ., Komang Savitri Putri ., Luh Ririn Sukma Dewi ., Luh Ririn Sukma Dewi ., Luh Winda Cipta Pratiwi ., M. Mas Gustrini Dewi ., Md Arini Purnamasari ., Md Arini Purnamasari ., Ni Kadek Warmasari ., Ni Kadek Winda Arianti ., Ni Kadek Winda Arianti ., Ni Luh Putu Wida a ., Ni Luh Putu Wida a ., Ni Made Arisani ., Ni Made Arisani ., Ni Made Dwi Darmetri ., Ni Putu Astri Pradnyandari ., Ni Putu Astri Pradnyandari ., Nurlita Habibah ., Nurlita Habibah ., Pande Ayu Cintya Ningrum ., Pande Ayu Cintya Ningrum ., Pande Nyoman Ita Wulandari ., Pande Nyoman Ita Wulandari ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Prof. Dr.I Ketut Seken, M.A. ., Prof. Dr.I Ketut Seken, M.A. ., PUTU NARITA SARI ., PUTU NARITA SARI ., Putu Nopa ., Putu Nopa Adi Krisna Juniarta Agus Yogi Pranata ., Agus Yogi Pranata Aprilia Purnama Sari Ariyani, Luh Tu Artini, Ni Nyoman Asari, Rahayu Kusuma Widya Astawa, Made Candrika Widya Cahya Kusuma Negara Damayanti, Made Regina Miranda Desak Gede Devi Pratami Dewa Komang Tantra Dewa Putu Ramendra Dewi, Luh Lingga Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . Eka Anastasia Wijaya Elly Herliyani Febrin, Sabrina Fitri Adji Rarasati ., Fitri Adji Rarasati Gde Dody Sumadi Gina Wulandari . Gusti Ayu Putu Diah Permata Sari ., Gusti Ayu Putu Diah Permata Sari Gusti Made, Jyotika Handayani, Made Ari Juli I Gede Bagus Wisnu Bayu Temaja I Gede Budasi I Gede Budasi I Gede Guna Parmanto ., I Gede Guna Parmanto I Gusti Agung Yoga Andika I Gusti Ayu Dwi Parwiti ., I Gusti Ayu Dwi Parwiti I Gusti Ayu Purnamawati I Gusti Made Gari Mahardika . I Ketut Adnyana Putra I Ketut Agus Widhi Yoga Nugraha . I Made Mas Indra ., I Made Mas Indra I Nyoman Adi Jaya Putra I Nyoman Pasek Hadi Saputra I Nyoman Pasek Hadisaputra I Putu Ngurah Wage Myartawan I Putu Ngurah Wage Myartwan I Putu Sujana . I Wayan Adi Wiweka . I Wayan Edi Gunawan . I Wayan Landrawan I Wayan Suarnajaya I.G.A. Lokita Purnamika Utami Ida Ayu Ratsitha Dewi ., Ida Ayu Ratsitha Dewi Juliani, Made Dian Julio Saputra, Made Kade Yogi Wirawan ., Kade Yogi Wirawan Kadek Dian Sri Pratiwi . Kadek Sonia Piscayanti Komang Febrinayanti Dantes Komang Yudi Sulistiani . Krisna, Putu Adi Luh Diah Surya Adnyani Luh Putu Artini Luh Putu Artini Luh Putu Ayu Novita Dewi ., Luh Putu Ayu Novita Dewi Luh Simariani M.L.S ., Dr.Sudirman, M.L.S M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd Made Arya Putri Agung Indhira . Made Metha Suadnyani ., Made Metha Suadnyani Made Yunita Parmawati . Mahanjendra, Pande Gede Baba Maharani, Dewa Ayu Asti Maharani, Made Diva Maria Yuliana Geofany Mas Arya Suwardana . Muhamad Nur Huda Ni Ketut Ayu Wiranti Ni Ketut Sari Adnyani Ni Komang Arie Suwastini Ni Komang Suciati Ni Luh Anggun Wisma Yanthi . Ni Luh Putu Eka Sulistia Dewi Ni Made Ari Wiryastini ., Ni Made Ari Wiryastini Ni Made Ratminingsih Ni Made Yudi Harsini . Ni Nyoman Ana Yulia Putri Ni Nyoman Manik Puspita . Ni Putu Ana Agusthini . Ni Putu Astiti Pratiwi Ni Putu Ria Tirana Surastiani . Ni Putu Wahyuni Ni Putu Yeni Andriyani . Ni Wayan Monik Rismadewi Ni Wayan Novita Yuliantari . Nugraha, Rama Urif Sukma Nyoman Karina Wedhanti Pande Made Dharma Sanjaya Pebri Ariati Ni Putu . Pradana, Wayan Radita Yuda Pradnyani, Pande Eka Putri Prof. Dr. Anak Agung Istri Ngr. Marha . Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Putu Adi Krisna Juniarta Putu Eka Dambayana Suputra Putu Kerti Nitiasih Putu Novi Permata Sari . Rasidi, Sulaiman Rewa, Gde Arys Bayu Sabrina Febrin Saitri, I Gusti Ayu Ditha Saputra, I Nyoman Pasek Hadi Sari, Aprilia Purnama Sasmitha, Ketut Aya Setiawan, I Nengah Adi Sitangsu, Ni Luh Manik Santi Devi Sukma, I Made Gunawan Adi Supariani, Ni Ketut Lilis Ayu Swandewi, Komang Sri Trisnayanti, Ni Luh Putu Devi Wahyudi, Shafa Warmadewi, Putu Sri Widiawati, Putu Shela Wulandari, Putu Indah Yasa, Gede Amerta