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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
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Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Meningkatkan Keterampilan Menulis Peserta Didik Melalui Whatsapp Diary Writing Zainab, I.; Jaya, G. B.; Artini, L. P.
Indonesian Gender and Society Journal Vol 1, No 2 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (771.405 KB) | DOI: 10.23887/igsj.v1i2.39082

Abstract

Penelitian ini bertujuan untuk mengetahui penggunaan Whatsapp Diary Writing untuk meningkatkan kemampuan menulis peserta didik. Dalam hal ini, penulis melakukan Penelitian Tindkaan Kelas (PTK) yang terdiri dari tahap perencanaan, pelaksanaan, pengamatan dan rekfleksi. Sebelum memberikan perlakuan, peserta didik kebingungan dalam menulis dalam Bahasa Inggris dengan pemilihan kosa kata dan penggunaan struktur kalimat yang baik. Peserta didik memiliki kesadaran yang lemah terhadap tata cara penulisan yang baik dan benar. Peserta dtidak mempuyai waktu lebih untuk melakukan latihan menulis. Oleh karena itu, penulis memilih dalam Whatsapp Diary Writing untuk memberikan kesempatan lebih menulis kepada peserta didik. Dalam penelitian ini, penulis menggunakan dua jenis instrumen penilaian, yakni tes dan observasi untuk guru dan peserta didik. Setelah memberikan perlakuan, penulis menarik kesimpulan bahwa terjadi peningkatan keterampilan menulis peserta didik melalui Whatsapp Diary Writing. 
Self-Directed Learning in EFL During Covid-19 Pandemic: Teacher's Perception and Students' Learning Autonomy Artaliawan, Gusti Ngurah Yoggy; Artini, L. P.; Padmadewi, N. N.
Jurnal Penelitian dan Pengembangan Pendidikan Vol 5, No 1 (2021): April
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v4i1.31959

Abstract

Pandemi Covid-19 mengakibatkan proses pembelajaran dilaksanakan secara daring. Pembelajran daring mengakibatkan siswa lebih banyak belajar secara mandiri. Penelitian ini bertujuan untuk menganalisis persepsi guru bahasa Inggris tentang pembelajaran mandiri selama pembelajaran daring, mengamati aktivitas yang ditugaskan oleh guru dalam melaksanakan pembelajaran mandiri di kelas online, dan untuk mengidentifikasi komponen pembelajaran mandiri dari aktivitas yang ditugaskan. oleh guru. Penelitian ini menggunakan metode embedded mix, yaitu penelitian yang data kualitatif lebih dominan daripada data kuantitatif. Subjek penelitian dalam penelitian ini adalah guru Bahasa inggris yang menerapkan pembelajaran daring. Instrumen yang digunakan dalam penelitian ini ada tiga yaitu angket penilaian diri, tabel observasi, dan tabel klasifikasi. Data hasil penelitian berupa data kualitatif dan kuantitatif dianalisis dengan menggunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa guru memiliki jawaban positif yang signifikan terhadap angket penilaian mandiri pembelajaran mandiri; aktivitas guru tidak mencerminkan semua komponen pembelajaran mandiri; hanya ada 2 komponen pembelajaran mandiri yang muncul dalam aktivitas guru.
The Types of Reinforcement Strategies Used by the Teacher in Motivating EFL Students at KG B Class in Bali Kiddy School D. Arista; L. P. Artini; M. Ratminingsih
Journal of Psychology and Instruction Vol. 2 No. 1 (2018): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v2i1.13736

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, that's 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. 
Meningkatkan Keterampilan Menulis Peserta Didik Melalui Whatsapp Diary Writing Zainab, I.; Jaya, G. B.; Artini, L. P.
Indonesian Gender and Society Journal Vol. 1 No. 2 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/igsj.v1i2.39082

Abstract

Penelitian ini bertujuan untuk mengetahui penggunaan Whatsapp Diary Writing untuk meningkatkan kemampuan menulis peserta didik. Dalam hal ini, penulis melakukan Penelitian Tindkaan Kelas (PTK) yang terdiri dari tahap perencanaan, pelaksanaan, pengamatan dan rekfleksi. Sebelum memberikan perlakuan, peserta didik kebingungan dalam menulis dalam Bahasa Inggris dengan pemilihan kosa kata dan penggunaan struktur kalimat yang baik. Peserta didik memiliki kesadaran yang lemah terhadap tata cara penulisan yang baik dan benar. Peserta dtidak mempuyai waktu lebih untuk melakukan latihan menulis. Oleh karena itu, penulis memilih dalam Whatsapp Diary Writing untuk memberikan kesempatan lebih menulis kepada peserta didik. Dalam penelitian ini, penulis menggunakan dua jenis instrumen penilaian, yakni tes dan observasi untuk guru dan peserta didik. Setelah memberikan perlakuan, penulis menarik kesimpulan bahwa terjadi peningkatan keterampilan menulis peserta didik melalui Whatsapp Diary Writing. 
Development of Teachers’ Guide in Using Reinforcement Strategy for TEYL Purnamasari, Ni Made Gina; Marhaeni, A. A. I. N.; Artini, L. P.
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 (262.38 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. 
Self-Directed Learning in EFL During Covid-19 Pandemic: Teacher's Perception and Students' Learning Autonomy Artaliawan, Gusti Ngurah Yoggy; Artini, L. P.; Padmadewi, N. N.
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 5 No. 1 (2021): April
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v4i1.31959

Abstract

Pandemi Covid-19 mengakibatkan proses pembelajaran dilaksanakan secara daring. Pembelajran daring mengakibatkan siswa lebih banyak belajar secara mandiri. Penelitian ini bertujuan untuk menganalisis persepsi guru bahasa Inggris tentang pembelajaran mandiri selama pembelajaran daring, mengamati aktivitas yang ditugaskan oleh guru dalam melaksanakan pembelajaran mandiri di kelas online, dan untuk mengidentifikasi komponen pembelajaran mandiri dari aktivitas yang ditugaskan. oleh guru. Penelitian ini menggunakan metode embedded mix, yaitu penelitian yang data kualitatif lebih dominan daripada data kuantitatif. Subjek penelitian dalam penelitian ini adalah guru Bahasa inggris yang menerapkan pembelajaran daring. Instrumen yang digunakan dalam penelitian ini ada tiga yaitu angket penilaian diri, tabel observasi, dan tabel klasifikasi. Data hasil penelitian berupa data kualitatif dan kuantitatif dianalisis dengan menggunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa guru memiliki jawaban positif yang signifikan terhadap angket penilaian mandiri pembelajaran mandiri; aktivitas guru tidak mencerminkan semua komponen pembelajaran mandiri; hanya ada 2 komponen pembelajaran mandiri yang muncul dalam aktivitas guru.
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 | Full PDF (309.024 KB) | 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.