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PENGEMBANGAN MODEL PEMBELAJARAN SASTRA BERBASIS KARAKTER DAN LOKALITAS DALAM MATA KULIAH DRAMA, JURUSAN PENDIDIKAN BAHASA INGGRIS UNIVERSITAS PENDIDIKAN GANESHA SINGARAJA Sonia Piscayanti, Kadek
Jurnal Pendidikan Indonesia Vol 1 No 2 (2012)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (591.185 KB) | DOI: 10.23887/jpi-undiksha.v1i2.4488

Abstract

Pembelajaran drama di Jurusan Pendidikan Bahasa Inggris Universitas PendidikanBahasa Inggris selama ini menggunakan naskah-naskah karya penulis luar negeri. Hal inimenjadi beban bagi mahasiswa karena adanya kesenjangan antara latar budaya di dalamnaskah dengan latar budaya mahasiswa. Kesenjangan budaya ini menyebabkanmahasiswa kesulitan memahami teks. Persoalan budaya adalah hal yang sangat pentingdalam pembelajaran bahasa. Pembelajaran bahasa akan berhasil jika pembelajaran bersifatkontekstual, berkarakter dan bermakna. Penelitian ini bertujuan mengembangkan modelpembelajaran drama berbasis karakter dan lokalitas. Metode yang digunakan adalah modelpengembangan Dick, Carey and Carey (2001). Pengembangan ini melalui sembilantahapan. Hasilnya adalah produk model pembelajaran drama berbasis karakter danlokalitas. Bahan ajar yang dihasilkan adalah naskah drama berbasis karakter dan lokalitas.Model dan naskah ini kemudian diimplementasikan dan diujikan pada mahasiswa. Hasilnyaadalah terdapat perbedaan signifikan antara prestasi mahasiswa yang diajar dengan modelpembelajaran drama berbasis karakter dan lokalitas dengan prestasi mahasiswa yang tidakmendapat perlakuan.
The Effect of Mindful Learning on Students’ Writing Competency Julio Saputra, Made; Piscayanti, Kadek Sonia; Agustini, Dewa Ayu Eka
Jurnal Pendidikan Indonesia Vol 9 No 4 (2020)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (237.489 KB) | DOI: 10.23887/jpi-undiksha.v9i4.25484

Abstract

In developing students’ writing competency, teacher’s strategy and engagement in writing process is very crucial. The strategy of teaching writing should not only focus on language aspects but also should help the students in developing their critical thinking and problem solving skill. The current study investigated the effect of midful learning on students’ writing comptency. This study was an experiment study with posttest only control group design. 71 EFL students were involved in this study. In collecting the data,this study used writing competency test and rubric for assessing. The collected data were analzyed using descriptive and inferential statistics. The result of descprtive statistics showed that the mean score of writing competency of experiment group (82.25)  was higher than the control group (78.67). A significant mean difference is identified from the result of t test (Sig. .005.) The result of effect size test showed a medium effec (.68) t. Thus, it can be concluded that mindful learning significantly affects students’ writing competency. Discussions and suggestions are further presented.
Living in My Voice and Choice: A Poetry-Based Mindfulness in EFL Classroom Piscayanti, Kadek Sonia
Allure Journal Vol 2, No 2 (2022): July 2022
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v2i2.11979

Abstract

Poetry is an expression of thoughts and feelings with words. Poetry in language learning is the bridge to communicate ideas and unheard voice. This research is aimed at exploring the voice and choice, the emotion and expression of language learners from three poetry of three different poets in EFL classroom with mindfulness approach. Mindfulness approach allows them to be more aware of the novel              situation, flexible to context, having multi perspectives, and create a production. The method used is narrative inquiry with mindful journal as instrument. The findings showed that the poetry the learners write have the power to explore the learners’ ability in stimulating their truest voice and choice from within, as well as to stimulate their language creativity and productivity. By having sensitivity, the creativity is born and productivity is born too. In the context of language learning, the language learners are more open about their identity, their purest voice, and their alternative solution of life’s problem. Mindfulness is not only as tool to stimulate the voice but also stimulate the choice of the poets.  
“Take Me Home”: Hearing the Voice of Poetic Identity and Language Development in EFL Poetry Writing Piscayanti, Kadek Sonia; Mujiyanto, Januarius; Yuliasri, Issy; Bharati, Dwi Anggani Linggar
Proceedings of International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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

Abstract

The aim of this research is to explore poetic identity in EFL poetry writing by EFL learners as to know their language development. Poetic identity is the representation of poetry as a language expression that serves as the representation of community sense. EFL learning in this context is the medium to produce the poetry from which the learners learn to invent their identity as to invent their language. This study is a case study with the subjects of study are 29 EFL learners in Universitas Pendidikan Ganesha who wrote poetry writing as their product of learning in poetry course. Each of them wrote 2 poetry which were analyzed based on the poetic identity analysis with Hanauers’ method. From the result of analysis, the voice of poetic identity represents the poets’ voice of self-identity in life (fear, love, and hope) and voice of freedom. This study also illustrates how language is developed to construct meaning and ideas within the mindful and meaningful literacy learning.
THE APPRAISAL ANALYSIS OF CHARACTER IN RESOLUTION PART OF THE OLD MAN AND THE SEA BY ERNEST HEMINGWAY Piscayanti, Kadek Sonia
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 2 (2020)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (367.473 KB) | DOI: 10.21154/eltall.v1i2.2451

Abstract

This research aimed to analyze the character of Santiago in resolution part of the novel “The Old Man and The Sea” by Ernest Hemingway using SFL Appraisal Theory. From the data analysis, it was found that attitude (affect) and graduation (force) dominated the appraisal items in the resolution part of “The Old Man and The Sea”. In total there were 34 appraisal items found. There were 11 appraisal items on affect found (29.72%), 3 items on judgment (8.1%), 1 item on appreciation (2.7%), 5 items on engagement (13.5%) and 17 items on graduation (45.94%). Those expressions developed from character revelation through dialogue and narration on setting, and those difference marks significant importance of character’s development in the resolution part. The character revelations found in the resolution part are: reflective, affectionate (caring and loving), humble, wise, realistic, and optimistic. This research showed the contribution of appraisal theory, especially attitude and graduation to develop a character in fiction, to be more exact, vivid, and naturally convincing. In the context of language teaching, the awareness of linguistics expression, language evaluations on meanings and values are relevant to be introduced from early to get better understanding of the language.
The Effect of Mindful Learning on Senior High School Students’ English Writing Skills and Affective Engagement Kadek Sonia Piscayanti; IGA Lokita Purnamika Utami; Ni Wayan Monik Rismadewi; I Wayan Wistiananta; Putu Ryan Hardy Kurniawan
Glosains: Jurnal Sains Global Indonesia Vol. 7 No. 2 (2026): Glosains: Jurnal Sains Global Indonesia
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/glosains.v7i2.743

Abstract

Background: This study explores the impact of mindful learning in English as a foreign language (EFL) among high school students, with a focus on affective engagement. Mindful learning techniques have gained attention for enhancing students’ focus, anxiety management, and overall academic performance; however, their effects in EFL settings have been less studied. Objective: To examine the influence of mindful learning on students’ writing skills and their engagement during the writing process in EFL contexts. Methods: The study employed a convergent parallel mixed-methods design integrated with a quasi-experimental post-test control group design. Two intact classes from a high school in Singaraja, Indonesia, were selected, with one group receiving mindful learning instruction and the other receiving conventional EFL teaching. Data were collected through post-test writing scores, classroom observations, teacher interviews, and student journals. Results: Post-test results, analyzed using an independent-samples t-test, revealed that the experimental group outperformed the control group in writing scores. Qualitative data indicated that students in the experimental group demonstrated better concentration, lower anxiety, and a more positive attitude toward their learning. Conclusion: Mindful learning significantly enhances writing competency and affective engagement among high school EFL students. This study contributes by integrating analysis of writing skills and affective engagement in the application of mindful learning within a high school EFL context.
Poetic Identity and Mindful Literacy in EFL Classroom: A Way to Invent Freedom in Language Learning Kadek Sonia Piscayanti; Entika Fani Prastikawati; Lorie Mae Coloquit
Educalingua Journal Vol. 4 No. 1 (2026): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalinguajournal.v4i1.3646

Abstract

The research of poetic identity and mindfulness in EFL context has been an impactful wave in recent years. The learning explores how the students reveal and construct their identity in the form of poetry. Poetry is the representation of deepest voices in the personal context of the learners. With mindful learning, the learners achieve their personal freedom to express their deepest voices. Through this mindfulness-based poetic identity learning in EFL poetry classroom, a personal point of view is deeply investigated through the poetry. This is qualitative research which explores the combined methodology of poetic identity of Iida’s theory, narrative inquiry, and poetry theory. The subject were 28 students in poetry class who were taught in mindfulness-based learning with focus on poetic identity writing and narrative inquiry, equipped with poetry journal assessment. The findings reveal that poetry could elevate meaning making, respect deepest voices, builds language identity, and boosts language authenticity. This research deepens the perspectives that literacy learning can be best taught by mindfulness-based learning and poetic identity writing, through which freedom in language learning is experienced and sensed in the meaningful way.
From Anxiety to Authenticity: Empowering Senior High School EFL Writers Through Mindful Learning I Wayan Wistiananta; Kadek Sonia Piscayanti; Ni Wayan Monik Rismadewi
Journal of Educational Study Vol. 6 No. 2 (2026): Upcoming
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i2.1165

Abstract

This study investigated the implementation of mindful learning in teaching writing and examined its empirical effects on secondary EFL students' writing skills and affective factors. Utilizing a concurrent triangulation mixed-methods design, data were gathered from classroom observations, reflective journals, interviews, and descriptive questionnaires alongside a quasi-experimental post-test component involving 68 senior high school students. Qualitative findings revealed that operationalizing mindful learning through a four-stage instructional sequence (mindful breathing, concept awareness, mindful writing, and reflection) significantly enhanced students' metacognitive awareness, classroom engagement, emotional regulation, and self-acceptance. Quantitatively, the independent samples t-test demonstrated that the experimental group significantly outperformed the control group (M = 82.4 vs M = 77.1, p = 0.003) with a large effect size (Cohen’s d = 0.89). The integration of these findings confirms that mindful learning simultaneously optimizes cognitive text production and mitigates academic anxiety. Consequently, this pedagogical framework offers a robust, holistic approach to language acquisition by reframing writing as an interconnected cognitive and emotional process.
Co-Authors ., Agung Indra Sembiring ., Agung Indra Sembiring ., Anak Agung Istri Pita Paramita Octovia ., Anak Agung Istri Pita Paramita Octovia ., Fadhila Rizki Ariyanti ., Fadhila Rizki Ariyanti ., Gusti Ngurah Arya Bayu Permadi ., I Gede Yoga Permana ., I Kadek Yogi Sancaya ., I Kadek Yogi Sancaya ., I Putu Agus Ariangga Iswara ., I Putu Agus Ariangga Iswara ., I Putu Surya Pratama ., I Putu Surya Pratama ., I Wayan Rengkuh Febri Subrata ., I Wayan Rengkuh Febri Subrata ., Komang Ayu Sukmawati ., Komang Ayu Sukmawati ., Made Gede Viktor ., Made Gede Viktor ., Ni Ketut Arie Suasti Wahyuni ., Ni Ketut Arie Suasti Wahyuni ., Ni Luh Karisma Dewi ., Ni Luh Karisma Dewi ., Ni Luh Patma Gita ., Ni Luh Patma Gita ., Ni Luh Tresnia Widyantari ., Ni Made Budi Artati ., Ni Made Indah Sari ., Ni Made Sinta Dwi Putri ., Ni Made Sinta Dwi Putri ., Ni Md Purnama Dwi y ., Ni Putu Tri Martya Ersa Fridayanthi ., Ni Wayan Erarani ., Ni Wayan Erarani ., Pande Nyoman Purwaningsih ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Amelia Wardani ., Putu Indah Puspitasari ., Putu Yasamahadewi ., Putu Yasamahadewi ., Putu Yogi Agustia p ., Sang Ayu Kompyang Arisetyawati ., Sang Ayu Kompyang Arisetyawati ., Sang Ayu Putu Permata Devi ., Sang Ayu Putu Permata Devi ., Virginia Helzainka ., Virginia Helzainka Adnyayanti, Ni Luh Putu Era Dewa Ayu Eka Agustini Dewa Ayu Putu Pradnyani ., Dewa Ayu Putu Pradnyani Dewa Komang Tantra Drs. Asril Marjohan,MA . Dwi Anggani Linggar Bharati Entika Fani Prastikawati G.A.P. Suprianti Gusti Agung Ayu Made Indah Pradnyawati . I Gede Budasi I Gede Gangga Suwana . I Gede Pratama Danan Jaya . I Gede Saryana ., I Gede Saryana I Made Ery Indrawan ., I Made Ery Indrawan I Made Yudhy Lesmana Dinatha . I Nyoman Adi Jaya Putra I PUTU INDRAWAN . I Wayan Agus Setiyawan . I Wayan Suarnajaya I Wayan Wistiananta I.G.A. Lokita Purnamika Utami Ida Ayu Fajar Librayanti ., Ida Ayu Fajar Librayanti IGA Pt Novita Sari Paragae Indah Aditiya Pratiwi Issy Yuliasri Januarius Mujiyanto, Januarius Julio Saputra, Made Kadek Era Kusuma Dewi ., Kadek Era Kusuma Dewi Kadek Sintya Dewi Ketut Ary Sri Prawrethy ., Ketut Ary Sri Prawrethy Komang Ayu Mas Triana Dewi . Komang Sas Dewiyanti Lorie Mae Coloquit Luh Diah Surya Adnyani Luh Gede Meitha Trisna Utami . Luh Putu Artini M.L.S ., Dr.Sudirman, M.L.S M.L.S Drs.Sudirman . M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd M.Pd. ., Made Hery Santoso, S.Pd, M.Pd. Nadia Santa ., Nadia Santa Ni Kadek Heny Sayukti ., Ni Kadek Heny Sayukti Ni Kadek Marta Seridewi . Ni Kadek Nia Novita Wiliani . Ni Komang Arie Suwastini Ni Luh Putu Era Adnyayanti Ni Made Lia Indra Dewi . Ni Made Ratminingsih Ni Made Yuni Setyawati Ni Putu Astiti Pratiwi Ni Wayan Anggi Septya Dianithi ., Ni Wayan Anggi Septya Dianithi Ni Wayan Kristina . Ni Wayan Monik Rismadewi Ni Wayan Rusmala Dewi ., Ni Wayan Rusmala Dewi Ni Wayan Surya Mahayanti Nope Luh Sita Dewi Nyoman Gana Suputra ., Nyoman Gana Suputra Nyoman Karina Wedhanti Pande Putu Resita Wulan . Paragae, IGA Pt Novita Sari Prof. Dr. Anak Agung Istri Ngr. Marha . Putri Dito Rembulan ., Putri Dito Rembulan Putu Adi Krisna Juniarta Putu Chintya Dewi . Putu Kerti Nitiasih Putu Ryan Hardy Kurniawan Putu Tirta Dewi ., Putu Tirta Dewi S.Pd. I G A Lokita P Utami . S.Pd. Putu Eka Dambayana S. . Setyawati, Ni Made Yuni Sita Dewi, Nope Luh