Articles
TEACHERS’ PERCEIVED ATTITUDES TOWARD THE IMPLEMENTATION OF 21ST CENTURY SKILLS AT PRIMARY SCHOOL
Utami, Luh Putu Restu Adi;
Padmadewi, Ni Nyoman;
Artini, Luh Putu;
Dewi, Ni Luh Putu Eka Sulistia
International Journal of Language and Literature Vol 5, No 1 (2021)
Publisher : Universitas Pendidikan Ganesha
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DOI: 10.23887/ijll.v5i1.27667
21st century education requires teachers to be able to understand the 21st century skills and apply them in daily classroom practice. Although necessary for teachers, research on investigating the teachers’ perceived attitudes toward the implementation of the 21st century skills for teaching English in primary schools in Bali is still limited. This study aimed to investigate primary school’s English teachers’ perceived attitudes toward the implementation of 21st-century skills. The design of this study was a sequential embedded mixed method with dominantly used qualitative design. This study used 3 English teachers and two headmasters from 2 primary schools in Tabanan regency as the subject. The data were collected by using a questionnaire and interview to gain the data of teachers’ perceived attitudes toward the implementation of the 21st century skills. From the data that have been obtained, primary English teachers gave positive attitudes toward 95,8% of the skills in the implementation of 21st century skills. The interview section showed that the teacher lacks understanding of 21st century skills because of a lack of in-depth information about 21st century skills. Moreover, the teachers have to be aware of 21st century skills in the assessment as one of the concepts that are adapted for Kurikulum 2013.
TEACHERS’ PERCEPTION OF STUDENTS’ READINESS IN THE IMPLEMENTATION OF THE 21ST-CENTURY SKILLS IN PRIVATE PRIMARY SCHOOLS
Balqis, Putri;
Padmadewi, Ni Nyoman;
Dewi, Ni Luh Putu Eka Sulistia;
Artini, Luh Putu
International Journal of Language and Literature Vol 4, No 4 (2020)
Publisher : Universitas Pendidikan Ganesha
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DOI: 10.23887/ijll.v4i4.32079
This research was examined the teachers’ readiness for the implementation of 21st century skills in teaching English in private primary schools in Buleleng. The research was done in North Bali Bilingual School and SD Mutiara. The respondents involved in this research were 15 respondents. There were English teachers, teachers who use English as the medium of instruction, and the headmaster of the schools was becoming the research subject. The teachers’ readiness were analyzed from perceived readiness and observed readiness. However, this article focused on the teachers’ perception of students’ readiness in the implementation of 21st century skills. The results of this research represented how the teachers understand the usage skills in implementing the 21st century skills. The results of this present research indicated that the students from private primary schools were ready to apply to 21st century skills.
PERCEIVED AND OBSERVED TEACHING CREATIVITY OF ENGLISH TEACHERS IN SMKN 1 NEGARA
Mahayana, Dwi Hendra;
Artini, Luh Putu;
Padmadewi, Ni Nyoman
International Journal of Language and Literature Vol 4, No 1 (2020)
Publisher : Universitas Pendidikan Ganesha
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DOI: 10.23887/ijll.v4i1.30223
Teachers’ creativity is an important aspect that has an influential effect on students’ competence, however research on this particular topic is hardly found. This study aimed at investigating teachers’ creativity from two perspectives: From how they perceived and what they implemented in the classroom, and then to describe the discrepancy between the two Embedded mixed method was used as the design of this study which means the qualitative data was dominant than quantitative data QUAL (quan). Two EFL teachers of SMKN 1 Negara were chosen as the subject. Self-rated questionnaire, classroom observation sheet, and in-depth interview were used as the instruments. The discrepancy of two data were occurred. The investigation proves that the teachers rarely teach based on the lesson plan, teach inductively, conduct innovative learning by using technology as learning media. The teachers mainly focused on using same media in several meetings, conduct monotonous teaching activity.
OBSERVED AND PERCEIVED READINESS OF ENGLISH TEACHERS IN CONDUCTING TEACHING LEARNING PROCESS BASED ON 21ST CENTURY SKILLS
Lestari, Ni Made Pebriyanti;
Padmadewi, Ni Nyoman;
Dewi, Ni Luh Putu Eka Sulistia;
Artini, Luh Putu
International Journal of Language and Literature Vol 4, No 3 (2020)
Publisher : Universitas Pendidikan Ganesha
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DOI: 10.23887/ijll.v4i3.30298
The 21st century requires teachers to be able to integrate 21st century skills into the teaching learning process. A study on analyzing teachers’ readiness in conducting the teaching learning process based on 21st century skills in Bali has not been conducted yet. Hence, this study aimed at analyzing the Elementary English teachers’ readiness in conducting teaching learning process based on 21st century skills. This study which was done at SDK Marsudirini Negara School in Jembrana Regency used sequential embedded mixed-method as the design. The subject were one of the school principals and the English teacher. The data were obtained through questionnaires, observations, document analysis, and interview then analyzed quantitatively and qualitatively. The respondents perceived themselves as ready in conducting teaching learning process based on 21st century skills. However, the 21st century skills were not entirely inserted into the teaching learning process and the teachers are expected to be aware of the changes in the education field.
TEACHERS’ READINESS IN INSERTING THE 21ST CENTURY SKILLS FOR TEACHING ENGLISH AT PRIMARY SCHOOLS
Rahmayanti, Putu;
Padmadewi, Ni Nyoman;
Artini, Luh Putu
International Journal of Language and Literature Vol 4, No 2 (2020)
Publisher : Universitas Pendidikan Ganesha
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DOI: 10.23887/ijll.v4i2.30294
The development of 21st century affects all sectors including the education field. The importance for preparing students with knowledge and skills affects the learning process in this era. Life skills and balanced assessment are the demands in 21st century era. These demands need to be prepared by the teachers since primary education. Therefore, it is important to analyze primary English teachers’ readiness in inserting 21st century skills in terms of lesson planning, teaching and learning process and assessing students’ learning as the important aspect on learning process. This study used embedded mixed method using qualitative description and supported with descriptive quantitative analysis. The subjects of the research were 11 primary English teachers in Denpasar. A questionnaire was used to measure the readiness of the teachers in inserting the skills in the aspects of learning process. The data obtained were calculated and classified into its level of teachers’ readiness. It was found that the teachers perceived themselves as ready in inserting the 21st century skills. This is indicated by 1) their positive responses toward the knowledge about the 21st century skills, 2) they were confident in perceiving their implementation toward 21st century skills, and 3) they were ready in inserting 21st century skills in terms of lesson planning, teaching and learning process and assessing their students’ learning activities. It is expected that the teachers sustain their readiness in inserting the 21st century skills in teaching English for their students at schools.
SELF-DIRECTED LEARNING IN EFL DURING COVID-19 PANDEMIC: AN ANALYSIS OF TEACHER’S PERCEPTIONS AND STUDENTS’ LEARNING AUTONOMY
Wahyudi, Gede Setia;
Artini, Luh Putu;
Padmadewi, Ni Nyoman
International Journal of Language and Literature Vol 5, No 2 (2021)
Publisher : Universitas Pendidikan Ganesha
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DOI: 10.23887/ijll.v5i2.31974
The focus of this research was to analyze the teacher's perception of self-directed learning, to observe activities assigned by the teacher in implementing self-directed learning, and to identify self-directed learning components from the activities assigned by the teacher. The embedded mixed-method was used as a design in which the more dominant was qualitative data rather than quantitative data. SMA Negeri 4 Singaraja was chosen as the research setting and one English teacher who teaches in the tenth-grade at this school was chosen as the subject in this study. The researcher, self-rated questionnaire, observation table, and identification table were used as instruments in this research. The self-rated questionnaire showed that the teacher-rated himself to have high knowledge of self-directed learning but in fact, the observation shows that the teacher was not able to implement well that knowledge into online learning. The data showed the mismatch between teacher perception and activities of self-directed learning assigned to students in online learning.Â
TEACHERS’ PERCEIVED ATTITUDES TOWARD THE IMPLEMENTATION OF 21ST CENTURY SKILLS AT PRIMARY SCHOOL
Utami, Luh Putu Restu Adi;
Padmadewi, Ni Nyoman;
Artini, Luh Putu;
Dewi, Ni Luh Putu Eka Sulistia
International Journal of Language and Literature Vol. 5 No. 1 (2021)
Publisher : Universitas Pendidikan Ganesha
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DOI: 10.23887/ijll.v5i1.27667
21st century education requires teachers to be able to understand the 21st century skills and apply them in daily classroom practice. Although necessary for teachers, research on investigating the teachers’ perceived attitudes toward the implementation of the 21st century skills for teaching English in primary schools in Bali is still limited. This study aimed to investigate primary school’s English teachers’ perceived attitudes toward the implementation of 21st-century skills. The design of this study was a sequential embedded mixed method with dominantly used qualitative design. This study used 3 English teachers and two headmasters from 2 primary schools in Tabanan regency as the subject. The data were collected by using a questionnaire and interview to gain the data of teachers’ perceived attitudes toward the implementation of the 21st century skills. From the data that have been obtained, primary English teachers gave positive attitudes toward 95,8% of the skills in the implementation of 21st century skills. The interview section showed that the teacher lacks understanding of 21st century skills because of a lack of in-depth information about 21st century skills. Moreover, the teachers have to be aware of 21st century skills in the assessment as one of the concepts that are adapted for Kurikulum 2013.
Teachers’ Perception Toward Assessing Students Based On 21st-Century Skills
Sandiyani, Ni Luh Kupit;
Padmadewi, Ni Nyoman;
Artini, Luh Putu
International Journal of Language and Literature Vol. 6 No. 3 (2022): August 2022
Publisher : Universitas Pendidikan Ganesha
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DOI: 10.23887/ijll.v6i3.29224
This study aimed to analyze the teachers’ perception in assessing the implementation of the 21st-century skills, in Private Elementary schools in Badung Regency. This study used mixed method research design. There were two schools as the representatives of Private Elementary schools in Badung Regency. This study analyzed the teachers’ readiness in assessing the students’ 21st-century skills. Four teachers were selected using a convenient sampling method. The instruments used in this study comprised questionnaires, anecdotal records, and interview guides. It was found that English teachers in both schools have positive responses toward inserting 21st-century skills in their assessment. This is indicated by the mean score of the respondents’ responses which means that the teachers perceived themselves as being ready in inserting the skills into their assessment. The score falls into the category of high level of readiness as they feel that they had inserted most of the skills in the assessment instruments used to assess their students’ English language learning.
21st-Century Skills Implementation in Teaching English at Primary School
Kristyaningdih, Ni Komang;
Padmadewi, Ni Nyoman;
Sulistia Dewi, Ni Luh Putu Eka;
Artini, Luh Putu
International Journal of Language and Literature Vol. 6 No. 3 (2022): August 2022
Publisher : Universitas Pendidikan Ganesha
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DOI: 10.23887/ijll.v6i3.29269
This study aimed to analyze the implementation of 21st-century skills in teaching English at primary schools, such as in Public and Private Schools. This study used mixed method research design, especially the exploratory mixed methods designs. This study was taken place in primary schools in Karangasem Regency. There were 3 schools as the representative of Public Primary schools in Karangasem Regency, such as SDN 1 Kubu, SDN 4 Dukuh and SDN 4 Tulamben. Besides, the representative of Private Primary school was SD Insan Mandiri. Eight teachers were selected using a convenient sampling method. The instruments used in this study were questionnaires, observation, and interview guides. It was found the English teachers in the primary schools in Karangasem Regency were not ready in implementing 21st-century skills in the schools since there were several skills have not been implemented in the lesson plan and assessment. Meanwhile, all skills have been implemented in the teaching and learning process. It can be concluded that 21st-century skills in the primary schools were not implemented well.
PERCEIVED AND OBSERVED TEACHING CREATIVITY OF ENGLISH TEACHERS IN SMKN 1 NEGARA
Mahayana, Dwi Hendra;
Artini, Luh Putu;
Padmadewi, Ni Nyoman
International Journal of Language and Literature Vol. 4 No. 1 (2020)
Publisher : Universitas Pendidikan Ganesha
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DOI: 10.23887/ijll.v4i1.30223
Teachers’ creativity is an important aspect that has an influential effect on students’ competence, however research on this particular topic is hardly found. This study aimed at investigating teachers’ creativity from two perspectives: From how they perceived and what they implemented in the classroom, and then to describe the discrepancy between the two Embedded mixed method was used as the design of this study which means the qualitative data was dominant than quantitative data QUAL (quan). Two EFL teachers of SMKN 1 Negara were chosen as the subject. Self-rated questionnaire, classroom observation sheet, and in-depth interview were used as the instruments. The discrepancy of two data were occurred. The investigation proves that the teachers rarely teach based on the lesson plan, teach inductively, conduct innovative learning by using technology as learning media. The teachers mainly focused on using same media in several meetings, conduct monotonous teaching activity.