Article Per Year (5 Year)
p-Index From 2020 - 2025
1.048
P-Index
This Author published in this journals
All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Pendidikan Indonesia Jurnal Pendidikan Bahasa Inggris Journal of Educational Research and Evaluation Journal of Psychology and Instructions Indonesian Gender and Society Journal
L. P. Artini
Unknown Affiliation
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

Published : 17 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 17 Documents
Search

 1   2 
THE BELIEFS AND EFL PEDAGOGICAL PRACTICES OF MADRASAH TSANAWIYAH TEACHERS IN SAKRA BARAT EAST LOMBOK WEST NUSA TENGGARA ., Sudarman; SEKEN, KETUT; Artini, L. P.
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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

Abstract

  Abstract   This qualitative study focused on analyzing the teacher’s beliefs and pedagogical practices in EFL employed by the teachers at Madrasah Tsanawiyah at Sakra Barat. The subjects of this research were all of the English teachers of Madrasah Tsanawiyah in Sakra Barat. The data were collected through questionaire, interview, observation and document study. The data were analyzed by using Miles and Huberman (1984), interactive model. It was found that teachers of Madrasah Tsanawiyah at Sakra Barat, in teaching learning process had certain kinds of beliefs with regard to the teaching and learning process, namely, (1) Teaching grammar is important in EFL, (2) Drilling is effective (3) Language as medium of instruction, (4) Cooperative learning, (5) contextual materials in teaching, (6) communicative activities. Teachers’ beliefs influence their pedagogical practices in teaching and learning process in the classroom reflected their beliefs.   Keywords: Beliefs, EFL, and Pedagogical Practices.
THE EFFECT OF EXTENSIVE READING AND LEARNING STYLE ON ACADEMIC WRITING COMPETENCY OF SEMESTER FIVE STUDENTS OF STKIP HAMZANWADI SELONG ., Umar; SEKEN, KETUT; Artini, L. P.
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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

Abstract

The present study aimed at investigating the effect of extensive reading and learning style on students’ academic writing competency. This study used population sample, in the sense that all students in the population (60 students) were taken as sample. The experimental group and the control one were determined through a random sampling. The experimental study employed a 2 x 2 factorial post test only control group design. The instruments used to collect the data were an academic writing test and learning style questionnaires. The data were analyzed by using Two-Way ANOVA Statistic and Tukey Test. The study showed that there was no significant difference in academic writing competency between students who are assigned to do extensive reading and those who are not. However, extensive reading and learning style were found to be interactively influence students academic writing competency, revealing that there was a significant difference between the writing competency of independent students taught using extensive reading and those who are not. The implication is that the students with independent learning style effectively improve their writing competency through extensive reading activity.   Keywords: extensive reading, learning styles, and academic writing competency.
THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING AND SELF-ESTEEM ON THE READING COMPREHENSION OF THE EIGHT GRADE STUDENTS’ OF SMPN 3 SUMBAWA Wardiani, Hajaratul; SEKEN, KETUT; Artini, L. P.
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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

Abstract

  Abstract   This research was aimed at finding the effect of contextual teaching and learning upon students’ reading comprehension. Conducted at SMP 3 Sumbawa, it was experimental research with posttest only control group design of a factorial 2x2 type. The research variables were CTL as an independent variable, students’ reading comprehension as a dependent variable, and self-esteem as a moderator variable. Research instruments used to collect data were a reading comprehension test and a questionnaire on self-esteem. The population of the research was all students at the second grade. The research sample consisted of two classes each having 40 students. The research result shows that: 1) Contextual Teaching and Learning Method is more effective than conventional method in teaching reading comprehension (FA = 77.585 and p=0.00 <0.05); 2).  The students having high self-esteem have better reading comprehension than those having low self-esteem (FB = 31.980 and p=0.00<0.05); and 3) there is no interaction between teaching methods and students’ self-esteem in teaching reading comprehension (FA = 1.439 and p=0.234 >0.05).   Keywords: CTL, students’ reading comprehension, self-esteem
The Types of Reinforcement Strategies Used by the Teacher in Motivating EFL Students at KG B Class in Bali Kiddy School Arista, D.; Artini, L. P.; Ratminingsih, M.
Journal of Psychology and Instructions Vol 2, No 1 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (390.822 KB)

Abstract

This study aimed at describing types and implementation of reinforcement strategies in motivating EFL students at KG B Class in Bali Kiddy School. This research was conducted in the second semester in the academic year of 2016/2017. The subjects of the research were a teacher and 22 students aged 5-7 years old. The data collected by two methods: observation and interview. It was found that Bali Kiddy used 5 types of reinforcement strategies, namely verbal reinforcement, gestural, contact, activity and token reinforcement. Each of these types consists of positive and negative reinforcement. For positive reinforcement Bali Kiddy used “good, very good, very good job, good job, excellent, thats good, wow, strong child, smile, nodding head, thumbs up, clap hands, hugging the student, stroking the student back, rubbing their head, outdoor playing, writing student name on board, studying on floor with teacher, more time for playing, appointed as leader of a group, storytelling, break time at computer room, sticker and write comment on student book”. For the negative reinforcements were "sssstt, tetot, forefinger in front of mouth, point the student and crossed hand in front of chest”. 5 ways of implementation were also found in study. They are: first, reinforcement was given with warmth and enthusiasm, second, negative reinforcement was avoided, third, reinforcement was emphasized on meaningfulness, fourth, reinforcement was given to both group and individual and fifth, reinforcement was given with variation in types and purposes. 
Natural Approach in English Classes in Primary Schools: Teachers' Perception and Implementation Giri, I.G.E.P.; Artini, L. P.; Padmadewi, N. N.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 6, No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (211.903 KB) | DOI: 10.23887/jpbi.v6i2.2709

Abstract

This study aimed at investigating teachers’ perceptions about natural approach in teaching English for young learners and its implementation in public primary schools in Gianyar Regency, particularly on teachers’ perceptions on natural approach in teaching English for young learners, how the English teachers implement naturalistic values in teaching English as a foreign language in Gianyar regency, and teachers’ perceptions about naturalistic values for young learners related to the strategies in teaching English as a foreign language in classroom. The subjects of the study were 3 English teachers in 3 different public elementary schools in Gianyar Regency. The research design of the study was mixed methods. This study used three instruments: observation sheets, questionnaires, and interviews. The observation sheet was used to find out how teachers implemented the naturalistic values in teaching English for young learners. The questionnaire was used to find out teachers’ perceptions on natural approach and the interview was used to find out how teachers’ perceptions related to their strategies in teaching English for young learners in their classrooms. This study showed that the relation between teachers’ perceptions and the implementation found that there were few results indicated inconsistency between both of them. The data were also supported by the result of interviews.
THE EFFECT OF EXTENSIVE READING AND LEARNING STYLE ON ACADEMIC WRITING COMPETENCY OF SEMESTER FIVE STUDENTS OF STKIP HAMZANWADI SELONG ., Umar; SEKEN, KETUT; Artini, L. P.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (349.933 KB) | DOI: 10.23887/jpbi.v1i0.815

Abstract

The present study aimed at investigating the effect of extensive reading and learning style on students? academic writing competency. This study used population sample, in the sense that all students in the population (60 students) were taken as sample. The experimental group and the control one were determined through a random sampling. The experimental study employed a 2 x 2 factorial post test only control group design. The instruments used to collect the data were an academic writing test and learning style questionnaires. The data were analyzed by using Two-Way ANOVA Statistic and Tukey Test. The study showed that there was no significant difference in academic writing competency between students who are assigned to do extensive reading and those who are not. However, extensive reading and learning style were found to be interactively influence students academic writing competency, revealing that there was a significant difference between the writing competency of independent students taught using extensive reading and those who are not. The implication is that the students with independent learning style effectively improve their writing competency through extensive reading activity.   Keywords: extensive reading, learning styles, and academic writing competency.
THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING AND SELF-ESTEEM ON THE READING COMPREHENSION OF THE EIGHT GRADE STUDENTS’ OF SMPN 3 SUMBAWA Wardiani, Hajaratul; SEKEN, KETUT; Artini, L. P.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i0.816

Abstract

  Abstract   This research was aimed at finding the effect of contextual teaching and learning upon students? reading comprehension. Conducted at SMP 3 Sumbawa, it was experimental research with posttest only control group design of a factorial 2x2 type. The research variables were CTL as an independent variable, students? reading comprehension as a dependent variable, and self-esteem as a moderator variable. Research instruments used to collect data were a reading comprehension test and a questionnaire on self-esteem. The population of the research was all students at the second grade. The research sample consisted of two classes each having 40 students. The research result shows that: 1) Contextual Teaching and Learning Method is more effective than conventional method in teaching reading comprehension (FA = 77.585 and p=0.00 <0.05); 2).  The students having high self-esteem have better reading comprehension than those having low self-esteem (FB = 31.980 and p=0.00<0.05); and 3) there is no interaction between teaching methods and students? self-esteem in teaching reading comprehension (FA = 1.439 and p=0.234 >0.05).   Keywords: CTL, students? reading comprehension, self-esteem
THE BELIEFS AND EFL PEDAGOGICAL PRACTICES OF MADRASAH TSANAWIYAH TEACHERS IN SAKRA BARAT EAST LOMBOK WEST NUSA TENGGARA ., Sudarman; SEKEN, KETUT; Artini, L. P.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i0.813

Abstract

  Abstract   This qualitative study focused on analyzing the teacher?s beliefs and pedagogical practices in EFL employed by the teachers at Madrasah Tsanawiyah at Sakra Barat. The subjects of this research were all of the English teachers of Madrasah Tsanawiyah in Sakra Barat. The data were collected through questionaire, interview, observation and document study. The data were analyzed by using Miles and Huberman (1984), interactive model. It was found that teachers of Madrasah Tsanawiyah at Sakra Barat, in teaching learning process had certain kinds of beliefs with regard to the teaching and learning process, namely, (1) Teaching grammar is important in EFL, (2) Drilling is effective (3) Language as medium of instruction, (4) Cooperative learning, (5) contextual materials in teaching, (6) communicative activities. Teachers? beliefs influence their pedagogical practices in teaching and learning process in the classroom reflected their beliefs.   Keywords: Beliefs, EFL, and Pedagogical Practices.
Development of Teachers’ Guide in Using Reinforcement Strategy for TEYL Purnamasari, Ni Made Gina; Marhaeni, A. A. I. N.; Artini, L. P.
JPI (Jurnal Pendidikan Indonesia) Vol 7, No 1 (2018)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (587.095 KB) | DOI: 10.23887/jpi-undiksha.v7i1.11239

Abstract

This study aimed at describing why a teacher’s guide in using positive reinforcement strategy for TEYL needed to be developed, developing a teachers’ guide in using positive reinforcement strategy for TEYL and analyzing the quality of the teacher’ guide. The R&D by Gall, Gall & Borg’s (2003) model was employed in this study, comprising 6 steps, including need analysis, product planning and designing, product developing, product evaluation, revision and final product. The results indicated that first, the teacher’s guide needed to be developed  was a teacher’s guide that focused on the aspects of content, presentation, language and illustration and graphics; second, the development of the product was using the analysis of responses from teacher through questionnaires coupled with literature review of the characteristics of a good teacher’s guide, types of positive reinforcement and positive reinforcement strategy and the product was developed into five chapters including praise, symbolic, token, tangible and activity reinforcement chapters; third, the quality of the product met the criteria of a good and excellent product with the score from expert judges were 135, 173 and 174. These findings have important contribution to teacher’s pedagogical and professionalism competence in general or the teacher’s ability to use positive reinforcement strategy in particular. 
Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy Wirapatni, Anak Agung Istri Sri; Nitiasih, P. K.; Artini, L. P.
Journal of Education Reseach and Evaluation Vol 5, No 1 (2021): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v5i1.29945

Abstract

Since Indonesian education paradigm shifted from teaching to learning, the development of learner autonomy is more emphasized on the learner-centeredness. Henceforth, it is important to conduct a study of teachers’ beliefs regarding learner autonomy as it is widely known that teachers are recognized as an active agent to inculcate autonomy among learners. This study aims to explore EFL teachers’ beliefs regarding the idea of learner autonomy and its development within senior high school settings. This study was a mixed method study that employed a questionnaire and interview as instruments to obtain the data. The participants of this study were 18 senior high school EFL teachers. The result of the study shows that teachers hold very positive beliefs toward learner autonomy. Most of the teachers believe their learners are less autonomous in learning. Learners tend to be passive and less independent of teacher. Teachers assert that they are already promoting learner autonomy within their teaching. Some efforts have been done by EFL teachers to promote autonomy among learners such as giving freedom for learners to express themselves in learning, giving learners opportunities to solve their problems as well as motivating the learners to learn English. The constraints that teachers encounter basically derived from two factors: intrinsically from the learners’ low motivation to learn and extrinsically from the school facilities that are less adequate to support the development of learner autonomy.
Co-Authors Anak Agung Istri Ngurah Marhaeni Arista, D. Artaliawan, Gusti Ngurah Yoggy D. Arista Giri, I.G.E.P. Hajaratul Wardiani Jaya, G. B. KETUT SEKEN M. Ratminingsih Nitiasih, P. K. Padmadewi, N. N. Padmadewi, N. N. Purnamasari, Ni Made Gina Purnamasari, Ni Made Gina Ratminingsih, M. Sudarman . Umar . Wirapatni, Anak Agung Istri Sri Zainab, I.