Articles
THE EFFECT OF FLIPPED LEARNING 3.0 AND SELF-REGULATED LEARNING ON TWELFTH GRADE STUDENTS SPEAKING PERFORMANCE
Dasa, Agung Krsna Lila;
Adnyani, Luh Diah Surya;
Budiarta, Luh Gd. Rahayu
International Journal of Language and Literature Vol 5, No 1 (2021)
Publisher : Universitas Pendidikan Ganesha
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DOI: 10.23887/ijll.v5i1.27693
This study aimed to investigate the effect of flipped learning (FL) 3.0 and self-regulated learning (SRL) on the speaking performance of twelfth-grade students in Buleleng. This study was experimental study that focused on Quasi-Experimental design. The sample was 63 students that classified into the control and experimental class through random sampling to the intact groups. Data were collected from the speaking performance score and questionnaires. The results showed that significant difference of students speaking performance taught by FL 3.0 and conventional method was 0.048, means that it was significant. Students' speaking performance difference who has low and high SRL was 0.568, means that it was not significant. The interaction effect of FL 3.0 and SRL was 0.790, means that they had no interaction effect. FL 3.0 could be used in teaching speaking because it had significant effect on students' speaking performance even though the students have high or low SRL.
THE IMPLEMENTATION OF FLIPPED LEARNING 3.0 AND SELF-REGULATED LEARNING ON TENTH-GRADE STUDENTS’ SPEAKING PERFORMANCE
Saputra, M. Eggy;
Adnyani, Luh Diah Surya;
Budiarta, Luh Gd Rahayu
International Journal of Language and Literature Vol 4, No 4 (2020)
Publisher : Universitas Pendidikan Ganesha
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DOI: 10.23887/ijll.v4i4.32081
This study aimed to investigate the simple effect and interaction effect of flipped learning 3.0 (FL 3.0) and self-regulated learning (SRL) on students speaking performance in SMAN 1 Sukasada. This study was quasi-experimental research. Fifty-three tenth-grade students were the sample of this study that were divided into two groups, namely experimental and control groups. The data were collected through a post-test and survey. The data were analyzed using a two-way ANOVA. The result showed that flipped learning 3.0 did not give a significant difference on students’ speaking performance, but the effect size showed a medium effect. On the other hand, SRL gave a significant difference on students’ speaking performance between those who have high and low SRL. There was no interaction effect between FL 3.0 and SRL. Through the implementation of FL 3.0 and SRL, the students were stimulated to learn independently which can create their understanding and more active.
THE IMPACT OF FLIPPED LEARNING 3.0 AND SELF REGULATED LEARNING TOWARD ELEVENTH GRADE STUDENTS’ SPEAKING PERFORMANCE
Mahendra, I Gusti Agung Bayu;
Adnyani, Luh Diah Surya;
Budiarta, Luh Gd Rahayu
International Journal of Language and Literature Vol 4, No 3 (2020)
Publisher : Universitas Pendidikan Ganesha
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DOI: 10.23887/ijll.v4i3.30296
This study aimed to investigate the impact of flipped learning 3.0 and self-regulated learning on eleventh grade students’ speaking performance in SMA N 1 Sukasada. This study was quasi-experimental research. Forty-seven of eleventh grade students were the sample of this study that were divided into two groups by using cluster random sampling, namely experimental and control groups. The data were collected through a survey and post-test. The data were analyzed using a two-way ANOVA. The result showed that flipped learning 3.0 gave a significant difference on students’ speaking performance. Meanwhile, self-regulated learning did not give any significant differences on students’ speaking performance between those who had high and low self-regulated learning Moreover, there was no interaction effect between flipped learning 3.0 and self-regulated learning. Through the implementation of flipped learning 3.0 and self-regulated learning, the students were stimulated to learn independently. Thus, it creates their understanding and be active in the learning.
DESCRIBING CAMTASIA VIDEO AS LEARNING MEDIA: AN ANALYSIS OF RESPONSES IN EFL CONTEXT
Dewi, Ni Kadek Ayu Puspita;
Adnyani, Luh Diah Surya;
Wahyuni, Luh Gede Eka
International Journal of Language and Literature Vol 3, No 3 (2019)
Publisher : Universitas Pendidikan Ganesha
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DOI: 10.23887/ijll.v3i3.28403
The use of technology-based learning media, including video in English class can trigger students’ motivation to learn English and improve the learning process. This interesting and innovative media is believed to promote students’ engagement along the process. This descriptive study aims to describe the response of students related to their engagement to the use of English Learning video developed by using Camtasia Studio in second-grade students of elementary school. The data were collected through observations, interview and teacher’s questionnaire. The result reveals that using technology-based media in classroom is really appropriate to increase students’ motivation and learning activeness to get a better teaching and learning process. Students and teacher gave positive responses toward the media and it was categorized into ‘Excellent’ media in which it was interesting and fulfilled the needs of second-grade students. Further, it was suggested for the next research to conduct the study in different grade.
DEVELOPING STORY JUMPER-BASED TEACHING MEDIA TO ENRICH KINDERGARTEN STUDENTS’ VOCABULARY
Rameswara, Ketut Hari;
Adnyani, Luh Diah Surya;
Pratiwi, Ni Putu Astiti
International Journal of Language and Literature Vol 3, No 4 (2019)
Publisher : Universitas Pendidikan Ganesha
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DOI: 10.23887/ijll.v3i4.28415
The demand of integrating technology in instruction is essential since today’s learning became Education 4.0. Thus, teachers are in need of help in creating suitable media to be implemented. This research aimed to know the development of story jumper to enrich kindergarten students’ vocabulary and to know its quality. This research was Design and Development Research implementing ADDIE model. The subject of this research were three teachers and three kindergarten students. To know the quality, classroom observation, post-implementation questionnaire, and an interview were administered. The result showed, the media are good in helping the teachers deliver the material, and it is very easy to use. The students admitted that the media were able to attract their attention. The media produced are good enough to be used in further implementation. Teachers could refer to Story Jumper because of its practicality and benefits in helping them achieving the learning outcomes.
THE EFFECT OF FLIPPED LEARNING 3.0 AND SELF-REGULATED LEARNING ON TWELFTH GRADE STUDENTS SPEAKING PERFORMANCE
Dasa, Agung Krsna Lila;
Adnyani, Luh Diah Surya;
Budiarta, Luh Gd. Rahayu
International Journal of Language and Literature Vol. 5 No. 1 (2021)
Publisher : Universitas Pendidikan Ganesha
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/ijll.v5i1.27693
This study aimed to investigate the effect of flipped learning (FL) 3.0 and self-regulated learning (SRL) on the speaking performance of twelfth-grade students in Buleleng. This study was experimental study that focused on Quasi-Experimental design. The sample was 63 students that classified into the control and experimental class through random sampling to the intact groups. Data were collected from the speaking performance score and questionnaires. The results showed that significant difference of students speaking performance taught by FL 3.0 and conventional method was 0.048, means that it was significant. Students' speaking performance difference who has low and high SRL was 0.568, means that it was not significant. The interaction effect of FL 3.0 and SRL was 0.790, means that they had no interaction effect. FL 3.0 could be used in teaching speaking because it had significant effect on students' speaking performance even though the students have high or low SRL.
DESCRIBING CAMTASIA VIDEO AS LEARNING MEDIA: AN ANALYSIS OF RESPONSES IN EFL CONTEXT
Dewi, Ni Kadek Ayu Puspita;
Adnyani, Luh Diah Surya;
Wahyuni, Luh Gede Eka
International Journal of Language and Literature Vol. 3 No. 3 (2019)
Publisher : Universitas Pendidikan Ganesha
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/ijll.v3i3.28403
The use of technology-based learning media, including video in English class can trigger students’ motivation to learn English and improve the learning process. This interesting and innovative media is believed to promote students’ engagement along the process. This descriptive study aims to describe the response of students related to their engagement to the use of English Learning video developed by using Camtasia Studio in second-grade students of elementary school. The data were collected through observations, interview and teacher’s questionnaire. The result reveals that using technology-based media in classroom is really appropriate to increase students’ motivation and learning activeness to get a better teaching and learning process. Students and teacher gave positive responses toward the media and it was categorized into ‘Excellent’ media in which it was interesting and fulfilled the needs of second-grade students. Further, it was suggested for the next research to conduct the study in different grade.
DEVELOPING STORY JUMPER-BASED TEACHING MEDIA TO ENRICH KINDERGARTEN STUDENTS’ VOCABULARY
Rameswara, Ketut Hari;
Adnyani, Luh Diah Surya;
Pratiwi, Ni Putu Astiti
International Journal of Language and Literature Vol. 3 No. 4 (2019)
Publisher : Universitas Pendidikan Ganesha
Show Abstract
|
Download Original
|
Original Source
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Check in Google Scholar
|
DOI: 10.23887/ijll.v3i4.28415
The demand of integrating technology in instruction is essential since today’s learning became Education 4.0. Thus, teachers are in need of help in creating suitable media to be implemented. This research aimed to know the development of story jumper to enrich kindergarten students’ vocabulary and to know its quality. This research was Design and Development Research implementing ADDIE model. The subject of this research were three teachers and three kindergarten students. To know the quality, classroom observation, post-implementation questionnaire, and an interview were administered. The result showed, the media are good in helping the teachers deliver the material, and it is very easy to use. The students admitted that the media were able to attract their attention. The media produced are good enough to be used in further implementation. Teachers could refer to Story Jumper because of its practicality and benefits in helping them achieving the learning outcomes.
THE IMPACT OF FLIPPED LEARNING 3.0 AND SELF REGULATED LEARNING TOWARD ELEVENTH GRADE STUDENTS’ SPEAKING PERFORMANCE
Mahendra, I Gusti Agung Bayu;
Adnyani, Luh Diah Surya;
Budiarta, Luh Gd Rahayu
International Journal of Language and Literature Vol. 4 No. 3 (2020)
Publisher : Universitas Pendidikan Ganesha
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/ijll.v4i3.30296
This study aimed to investigate the impact of flipped learning 3.0 and self-regulated learning on eleventh grade students’ speaking performance in SMA N 1 Sukasada. This study was quasi-experimental research. Forty-seven of eleventh grade students were the sample of this study that were divided into two groups by using cluster random sampling, namely experimental and control groups. The data were collected through a survey and post-test. The data were analyzed using a two-way ANOVA. The result showed that flipped learning 3.0 gave a significant difference on students’ speaking performance. Meanwhile, self-regulated learning did not give any significant differences on students’ speaking performance between those who had high and low self-regulated learning Moreover, there was no interaction effect between flipped learning 3.0 and self-regulated learning. Through the implementation of flipped learning 3.0 and self-regulated learning, the students were stimulated to learn independently. Thus, it creates their understanding and be active in the learning.
THE IMPLEMENTATION OF FLIPPED LEARNING 3.0 AND SELF-REGULATED LEARNING ON TENTH-GRADE STUDENTS’ SPEAKING PERFORMANCE
Saputra, M. Eggy;
Adnyani, Luh Diah Surya;
Budiarta, Luh Gd Rahayu
International Journal of Language and Literature Vol. 4 No. 4 (2020)
Publisher : Universitas Pendidikan Ganesha
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/ijll.v4i4.32081
This study aimed to investigate the simple effect and interaction effect of flipped learning 3.0 (FL 3.0) and self-regulated learning (SRL) on students speaking performance in SMAN 1 Sukasada. This study was quasi-experimental research. Fifty-three tenth-grade students were the sample of this study that were divided into two groups, namely experimental and control groups. The data were collected through a post-test and survey. The data were analyzed using a two-way ANOVA. The result showed that flipped learning 3.0 did not give a significant difference on students’ speaking performance, but the effect size showed a medium effect. On the other hand, SRL gave a significant difference on students’ speaking performance between those who have high and low SRL. There was no interaction effect between FL 3.0 and SRL. Through the implementation of FL 3.0 and SRL, the students were stimulated to learn independently which can create their understanding and more active.