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The analysis of assessment instruments in English teacher lesson plans at junior high school in Singaraja Bali Desak Ketut Indriyani; Luh Putu Artini; 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.v2i2.10118

Abstract

Education and Culture Ministry Regulation 81A Year 2013 has demanded teachers to use authentic assessment as a method of assessing students’ competences which is applied in English teachers’ lesson plans. This research aims to describe types of assessment instruments used in lesson plans, the relevancy between the assessments and indicators in the lesson plans, and the authenticity of assessment instruments used by English teachers as demanded by Curriculum 2013. The data were collected through document analysis of 20 English teachers' lesson plans from 4 Junior High Schools in Singaraja, Bali. The research model from Miles and Huberman (1984) was adopted in data analysis process. The instruments were derived and modified from principles of authentic assessment in Education and Culture Ministry Regulation 81A Year 2013. As the result, it was found that performance assessments and project assessment were used as the assessment types in the implementation of authentic assessment. The assessment instruments were relevant to the indicator of learning and the skills’ aspects in assessment instruments used was authentic as demanded by Curriculum 2013. 
Peningkatan Kualitas Pembelajaran Explanation Text Menggunakan Model Problem Based Learning Berbasis Lesson Study Ananda Rival Prakoso; Putu Seriardana; Luh Diah Surya Adnyani
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 4 No. 1 (2021): Mei 2021
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v4i1.18166

Abstract

Students' problems in writing explanatory texts start from understanding the structures of explanatory texts, determining topics, making themes so that they become an essay outline, to developing an essay outline that is directed at making texts. In addition, students' interest in writing is still low. The purpose of this study was to analyze the problem-based learning model on the quality of explanation text learning in English subjects for high school students. This research is qualitative. This study uses a problem-based learning model based on lesson study. There are three stages carried out in lesson study activities, namely: planning (plan), implementation (do), and reflection (see). The subjects selected were 11th-grade students in high school. The results showed that giving the text model to students, dissecting the text, and summarizing the text could be followed by students smoothly, however, 15 minutes to respond to the content of the video presented was felt to be lacking. In general, student participation was good during the learning activities, and the skills that were trained were also successfully seen from the worksheet results. Based on the results of the study, it can be concluded that the problem-based learning model based on lesson study is considered effective in teaching explanation text in high school students.
CHARACTER-BASED ENGLISH EDUTAINMENT LEARNING USING POWTOON MEDIA FOR FOURTH-GRADE STUDENTS Made Tantri Pratiwi; Luh Diah Surya Adnyani; G.A.P. Suprianti
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol. 17 No. 1 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (311.991 KB) | DOI: 10.23887/prasi.v17i1.37128

Abstract

The latest trend in learning English for elementary school students is the implementation of Edutainment in learning. Edutainment can create a learning atmosphere that is fun, interesting, creative, innovative, and meaningful. One of the edutainment media is character-based PowToon. This study aims to determine the difference in English comprehension between students taught with PowToon media and those taught without PowToon media. This research is a mixed type with a posttest-only control group design. The experimental class was treated with PowToon media, and the control class was taught without using PowToon media. The data required consists of data on learning outcomes and student responses to the learning process. Learning outcomes were collected by written and oral tests, while questionnaires and interviews collected data on student responses. The data obtained were analyzed using SPSS v25.0. The research results show that using PowToon in learning English positively affects students' understanding of English. The characteristics displayed by the experimental class students during the study were nationalist, religious, honest, diligent, disciplined, independent, responsible, and empathetic.
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.
The analysis of assessment instruments in English teacher lesson plans at junior high school in Singaraja Bali Desak Ketut Indriyani; Luh Putu Artini; 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.v2i2.10118

Abstract

Education and Culture Ministry Regulation 81A Year 2013 has demanded teachers to use authentic assessment as a method of assessing students’ competences which is applied in English teachers’ lesson plans. This research aims to describe types of assessment instruments used in lesson plans, the relevancy between the assessments and indicators in the lesson plans, and the authenticity of assessment instruments used by English teachers as demanded by Curriculum 2013. The data were collected through document analysis of 20 English teachers' lesson plans from 4 Junior High Schools in Singaraja, Bali. The research model from Miles and Huberman (1984) was adopted in data analysis process. The instruments were derived and modified from principles of authentic assessment in Education and Culture Ministry Regulation 81A Year 2013. As the result, it was found that performance assessments and project assessment were used as the assessment types in the implementation of authentic assessment. The assessment instruments were relevant to the indicator of learning and the skills’ aspects in assessment instruments used was authentic as demanded byCurriculum 2013.
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.
EFL teachers’ experience for hard of hearing students in inclusive setting Ni Nyoman Ari Ratnadi; Luh Diah Surya Adnyani
Journal of Research on English and Language Learning (J-REaLL) Vol. 4 No. 2 (2023): 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.v4i2.20003

Abstract

Teaching students with hard of hearing in a mainstream school challenges teachers, including English as a foreign language (EFL) teachers. This narrative inquiry study presents EFL teachers' experience teaching hard-of-hearing students in inclusive classrooms. Six EFL teachers participated and had in-depth interviews. The finding shows that EFL teachers are aware of hard-of-hearing students’ uniqueness. They facilitate them in learning English together with hearing students from the beginning of the lesson to the closing session. Teachers modify their teaching dan communication by combining spoken, written, sign language, and translation. Explaining and instruction to hard-of-hearing students are presented in slow and loud voices, emphasizing mouth movement and repetition. This study presents implications based on the teachers’ stories and suggestions for future study.
THE INTEGRATION OF GOOGLE TRANSLATE AS A MACHINE TRANSLATION AID IN EFL STUDENTS’ THESIS COMPOSITION Santosa, Made Hery; Trisna Yanti, Gusti Ayu Made; Adnyani, Luh Diah Surya
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.3734

Abstract

This study aims to examine the integration of Google Translate as a machine translation tool in the EFL students’ thesis writing process. Framed within the explanatory sequential mixed methods, the study utilized a survey and an open-ended interview. Using a purposive sampling technique, this study included fifty EFL students in North Bali, Indonesia, in the survey and five students voluntarily in the interview session. Measured using the Gregory Formula, content validity results from the two raters showed that the survey and interview guide were valid (.1) and reliable (α=.809). The survey data were analyzed using Ideal Mean Score analysis and the interview transcripts data were analyzed using Interactive Model analysis. Results reveal that Google Translate benefited the students in the thesis writing process. The interactive model analysis resulted in main themes of the strengths, comprising sub-themes of functions and features of Google Translate and weaknesses, involving sub-themes of contextuality, grammar accuracy, and academic integrity issues. It can be concluded that the use of Google Translate can be helpful in assisting students’ thesis writing with several considerations.
Effective Commands to Overcome Students with Disruptive Behavior in the Classroom Kusumadewi, Luh Kade Diana; Adnyani, Luh Diah Surya; Pratiwi, Ni Putu Astiti
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 4 No. 2 November (2020): ENGLISH FRANCA : Academic Journal of English Language and Education pr
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v4i2.1822

Abstract

This study was conducted which aimed at investigating effective commands used by teachers in TK Aura Sukma Insani to overcome disruptive behaviors by identifying: 1) the types of disruptive behavior done by students, 2) the types of command used by the teachers, and 3) the commands which are effective based on students’ responses. Teachers and students from A2, A1, and toddler class were the subject of the study while disruptive behaviors done by the students and commands used by the teacher were the object of the study. All the data were gathered through observation, questionnaire, and interview. The result revealed that there were 145 disruptive behaviors found and seven type of commands used by the teachers including question command, regular command, indirect command, don’t command, stop command, negative command and other command. Moreover, most of the commands given were effective based on the effects on students’ behavior. From the result, it could be concluded that regular command and other command were the most effective types of command used by teachers to overcome disruptive behaviors because the commands related were clear, understandable, and simple. Therefore, the student were easy to understand what the teachers intended.
Co-Authors ., Agung Indra Sembiring ., Agung Indra Sembiring ., Agus Dimas Darmawan ., Agus Dimas Darmawan ., I DEWA AYU VIRMA T ., I DEWA AYU VIRMA T ., I G A. Bella Mastika Dewi Mandala ., I G A. Bella Mastika Dewi Mandala ., I Gede Alit Ardimayasa ., I Gede Alit Ardimayasa ., I Gede Widiarsa ., I Gede Yoga Pramana ., I Gede Yoga Pramana ., I Gusti Agung Ayu Agustini ., I Gusti Agung Ayu Agustini ., I Gusti Ngurah Putra Aryana ., I Gusti Ngurah Putra Aryana ., I Gusti Putra Jnana Yoga ., I Gusti Putu Hendranatha Wijaya ., I Kadek Yogi Sancaya ., I Kadek Yogi Sancaya ., I Komang Piska Sandya Nata ., I Komang Piska Sandya Nata ., I PT AGUS KUSUMA W ., I Putu Adhi Wirayasa ., I Putu Duara ., I Putu Duara ., I Putu Era Agustrawan ., I Putu Era Agustrawan ., I Putu Gede Hendra Raharja ., I Putu Gede Hendra Raharja ., I Putu Ngurah Wirabawa Jelantik ., I Putu Ngurah Wirabawa Jelantik ., Ida Ayu Md Friska Setiawati ., Ida Ayu Md Friska Setiawati ., Kadek Alit Putri Adriani ., Kadek Yoga Pramartha ., Kadek Yoga Pramartha ., Ketut Hari Rameswara ., Komang Widia Helena Arisandi ., Komang Widia Helena Arisandi ., LUH DEVI FEBRIANTI ., Luh Komang Sani Cahyani ., Luh Komang Sani Cahyani ., Made Yuliarta Sari ., Made Yuliarta Sari ., Ni Komang Ayu Tri Purwanti ., Ni Luh Putu Mahachintya Supraptyanti ., Ni Wayan Putri Anggitawati ., Ni Wayan Widya Agustini ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Agus Septiyana ., Putu Agus Septiyana ., Putu Nita Handayani Amarwati, Luh Rika Anak Agung Istri Ngr. Marhaeni Anam, Syafi'ul Ananda Rival Prakoso Aprilia Purnama Sari Batan, Gede Cahya Kusuma Negara Dasa, Agung Krsna Lila Desak Ketut Indriyani Dewa Ayu Eka Agustini Dewa Komang Tantra Dewi, Ni Kadek Ayu Puspita Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . Eka Agustina, Dewa Ayu Eka Anastasia Wijaya Ery Al Ridho . Ferdiawan, I Komang Tyan G.A.P. Suprianti Gede Batan I Gede Budasi I Gusti Ayu Megantari ., I Gusti Ayu Megantari I Gusti Ngurah Edy Suwastrawan . I Gusti Ngurah Wahyu Danuarta Yoga ., I Gusti Ngurah Wahyu Danuarta Yoga I Nyoman Adi Jaya Putra I Putu Agus Juli Sastrawan ., I Putu Agus Juli Sastrawan I Putu Dipta Priyatna I Putu Maharta Widia Wiguna ., I Putu Maharta Widia Wiguna I Putu Ngurah Wage Myartawan I.G.A. Lokita Purnamika Utami Ida Ayu Putri Riyana Sari . Ida Ayu Putu Rina Windyani ., Ida Ayu Putu Rina Windyani Ida Bagus Putu Eka Prayoga ., Ida Bagus Putu Eka Prayoga Kadek Nano ., Kadek Nano Kadek Sonia Piscayanti Kadek Vani Septiani ., Kadek Vani Septiani Kusumadewi, Luh Kade Diana Laksono, Kisyani Luh Ayu Purnayatri ., Luh Ayu Purnayatri Luh Gd Rahayu Budiarta Luh Gede Arik Widyastuti . Luh Gede Eka Wahyuni Luh Putu Artini Luh Putu Novi Anggita Widyamarta ., Luh Putu Novi Anggita Widyamarta Made Hery Santosa Made Tantri Pratiwi Mahendra, I Gusti Agung Bayu Mas Mirah Dewi Ni Gusti Ayu Kade ., Mas Mirah Dewi Ni Gusti Ayu Kade Ni Kadek Debi Kurniati . Ni Kadek Putri Pratiwi . Ni Kadek Swadnyani . Ni Kadek Widiantari . Ni Luh Asriani ., Ni Luh Asriani Ni Luh Putu Rastiti Era Agustini Ni Luh Rani Anggraningsih . Ni Made Ratminingsih Ni Made Sumarningsih Ni Made Yuni Setyawati Ni Nyoman Ari Ratnadi Ni Putu Astiti Pratiwi Ni Putu Ayu Surya Utari Dewi ., Ni Putu Ayu Surya Utari Dewi Ni Wayan Partini . Ni Wayan Surya Mahayanti Pande Made Sugiri Adi Nandha . Prakoso, Ananda Rival Pratama, Putu Yoga Sathya Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Putu Kerti Nitiasih Putu Seriardana Putu Yoga Sathya Pratama Rameswara, Ketut Hari S.Pd. I G A Lokita P Utami . Saputra, M. Eggy Sari, Aprilia Purnama Septiani, Kadek Vani Seriardana, Putu Setiawan, Wayan Agris Jodi Setyawati, Ni Made Yuni Sri Pithamahayoni . Suarnajaya, Wayan Sumarningsih, Ni Made Sumartini, Ni Luh Putu Swadnyani, Ni Kadek Syafiul Anam, Syafiul Trisna Yanti, Gusti Ayu Made Wedana, I Made Lanang