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POSITIVE AND NEGATIVE REINFORCEMENT USED BY ENGLISH TEACHERS TOWARDS STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) ., Kadek Anggun Pradnya Sari; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., Ni Luh Putu Eka Sulistia Dewi, S.Pd. M.P
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18431

Penelitian ini bertujuan untuk menganalisis penguatan yang digunakan guru terhadap siswa dengan Attention Deficiti Hyperactivity Disorder (ADHD) di Aura Sukma Insani Bilingual Kindergarten. Fokus dari penelitian ini adalah jenis reinforcement yang digunakan, respon dari siswa ADHD serta pengaruhnya terhadap perilaku dan hasil belajar dari siswa ADHD. Dalam penelitian ini, penulis menggunakan deskpripsi kualitatif dalam bentuk studi kasus dengan melibatan guru dan siswa ADHD. Objek penelitian ini adalah penguatan yang digunakan oleh guru terhadap siswa ADHD selama proses pembelajaran. Data dikumpulkan dengan melakukan observasi dengan menggunakan lembar observasi, merekam vidio, kuesioner dan wawancara. Berdasarkan hasil analisis data, peneliti menemukan bahwa guru di kedua kelas menggunakan penguatan positif dalam bentuk lisan maupun tindakan, seperti memanggil nama setelah meberikan pujian, memberikan tanggung jawab, memilih siswa ADHD terlebih dahulu, memberikan senyuman, menunjukan jempol, duduk dekat siswa ADHD, melakukan tos dan memberikan stempel. Selain itu, penggunaan penguatan negatif, seperti memberikan peringatan, pilihan, menunjukan gerak/isyarat dan mengambil beberapa barang yang hasilnya didukung oleh persepsi dari guru yang menyatakan bahwa penguatan memberikan pengaruh terhadap perkembangan sikap yang baik serta kemampuan siswa ADHD selama proses pembelajaran.Kata Kunci : Hasil belajar, penguatan, perilaku, siswa ADHD This study aimed to analyze the reinforcement used by teachers towards student with Attention Deficit Hyperactivity Disorder (ADHD) at Aura Sukma Insani Bilingual Kindergarten. The focus of this study was the types of reinforcements, the ADHD students’ responses, and its impact towards the ADHD students’ behavior and learning outcomes. This study used descriptive qualitative in the form of case study by involving the teachers and ADHD students. The objects of this study were the reinforcements used by the teachers towards the ADHD students during teaching and learning process. The data were collected by conducting observation with observation sheets, video recording, questionnaire, and interview. Based on the result of data analysis, it was found that the teachers used positive reinforcement both verbal and non-verbal, such as calling name after praising, giving responsibility, choosing ADHD student firstly, giving smile, showing thumb up, sit near ADHD students, high-five and giving stamp. Moreover, the negative reinforcements were giving warning, giving choice, showing gestures and taking things in which supported with the teachers’ perception which stated that reinforcement could give impact towards the improvement of the good behavior of ADHD students, included with their ability in learning during teaching and learning process.keyword : ADHD students, behavior, learning outcomes, reinforcement

POSITIVE AND NEGATIVE REINFORCEMENT USED BY ENGLISH TEACHERS TOWARDS STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) ., Kadek Anggun Pradnya Sari; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., Ni Luh Putu Eka Sulistia Dewi, S.Pd. M.P
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18432

Penelitian ini bertujuan untuk menganalisis penguatan yang digunakan guru terhadap siswa dengan Attention Deficiti Hyperactivity Disorder (ADHD) di Aura Sukma Insani Bilingual Kindergarten. Fokus dari penelitian ini adalah jenis reinforcement yang digunakan, respon dari siswa ADHD serta pengaruhnya terhadap perilaku dan hasil belajar dari siswa ADHD. Dalam penelitian ini, penulis menggunakan deskpripsi kualitatif dalam bentuk studi kasus dengan melibatan guru dan siswa ADHD. Objek penelitian ini adalah penguatan yang digunakan oleh guru terhadap siswa ADHD selama proses pembelajaran. Data dikumpulkan dengan melakukan observasi dengan menggunakan lembar observasi, merekam vidio, kuesioner dan wawancara. Berdasarkan hasil analisis data, peneliti menemukan bahwa guru di kedua kelas menggunakan penguatan positif dalam bentuk lisan maupun tindakan, seperti memanggil nama setelah meberikan pujian, memberikan tanggung jawab, memilih siswa ADHD terlebih dahulu, memberikan senyuman, menunjukan jempol, duduk dekat siswa ADHD, melakukan tos dan memberikan stempel. Selain itu, penggunaan penguatan negatif, seperti memberikan peringatan, pilihan, menunjukan gerak/isyarat dan mengambil beberapa barang yang hasilnya didukung oleh persepsi dari guru yang menyatakan bahwa penguatan memberikan pengaruh terhadap perkembangan sikap yang baik serta kemampuan siswa ADHD selama proses pembelajaran.Kata Kunci : Hasil belajar, penguatan, perilaku, siswa ADHD This study aimed to analyze the reinforcement used by teachers towards student with Attention Deficit Hyperactivity Disorder (ADHD) at Aura Sukma Insani Bilingual Kindergarten. The focus of this study was the types of reinforcements, the ADHD students’ responses, and its impact towards the ADHD students’ behavior and learning outcomes. This study used descriptive qualitative in the form of case study by involving the teachers and ADHD students. The objects of this study were the reinforcements used by the teachers towards the ADHD students during teaching and learning process. The data were collected by conducting observation with observation sheets, video recording, questionnaire, and interview. Based on the result of data analysis, it was found that the teachers used positive reinforcement both verbal and non-verbal, such as calling name after praising, giving responsibility, choosing ADHD student firstly, giving smile, showing thumb up, sit near ADHD students, high-five and giving stamp. Moreover, the negative reinforcements were giving warning, giving choice, showing gestures and taking things in which supported with the teachers’ perception which stated that reinforcement could give impact towards the improvement of the good behavior of ADHD students, included with their ability in learning during teaching and learning process.keyword : ADHD students, behavior, learning outcomes, reinforcement

THE EFFECT OF SOCIAL INTERACTIVE WRITING METHOD ON THE STUDENT’S WRITING COMPETENCY AT EIGHTH GRADE OF SMP NEGERI 3 SAWAN IN THE ACADEMIC YEAR 2013/2014 Hasri, Putu Perwita; Marhaeni, A. A. Istri Ngurah; Dewi, Ni Luh Putu Eka Sulistia
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 6 No. 1 (2018): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v6i1.20416

This study aimed at investigating the effect of Social Interactive Writing Method on the students’ writing competency. Randomized Posttest-Only Control Group Design was applied in this study which consists of 56 students. The instruments were analyzed descriptively and inferentially. The result of the analysis shows that the students who were taught by using Social Interactive Writing Method better than the students who were taught by using Conventional Method. It had been proven from the mean score was 87.64 while the control group was 67.92. Furthermore, from the analysis by using inferential statistic, it was found that the value of t observed (tob) was 12.012. It was higher than t critical value (tcv) which was 1.64 (ɑ = .05). After comparing t observed and t critical value, it was clear that t observed (tob) exceeded t critical value (tcv). In conclusion, the alternative hypothesis was accepted. Therefore, it could be confirmed that the application of Social Interactive Writing Method gave significant effect toward students’ writing competency. Keywords: Social Interactive Writing Method, Writing competency

Students’ Perception of Self-Assessment in Assessing Writing Skill during Online Learning Astitiani, Made; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, .A. Gede Yudha
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 2 (2022): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i2.50007

Distance learning makes the assessment process in the classroom less effective, especially for assessing writing skills. Therefore, self-assessment is implemented to form independent and competent students in the field of writing. The results of initial observations showed that students had different perceptions regarding the application of self-assessment in assessing writing skills during online learning. This study aims to analyses the perceptions of 5th semester students majoring English Language Education regarding self-assessment in assessing writing skill during online learning. To achieve this objective, the researcher used a mixed method with questionnaire and interview as research instruments. The results of the questionnaire analysis showed that the average of each dimension was 45.38 for the memory dimension; 53.35 for the evaluation dimension, and 35.74 for the impression dimension. From the results of the analysis, it can be seen that students have positive perceptions on the memory and impression dimensions, and negative perceptions on the evaluation dimensions. Based on these results, it is concluded that self-assessment provides advantages and disadvantages for students in assessing writing skills during online learning.

Youtube Videos For Listening Skills During Covid-19 Pandemic: EFL Students’ Views Audina, Ira Putri; Artini, Luh Putu; Dewi, Ni Luh Putu Eka Sulistia; Suwastini, Ni Komang Arie
Jurnal Penelitian dan Pengembangan Sains dan Humaniora Vol. 6 No. 3 (2022): Oktober
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppsh.v6i3.55809

Social media acts as a source of information, entertainment media, discussion space, enriching learning resources, increasing creativity, and increasing student understanding, allowing students to create awareness about students' potential to become intellectually active. The most common social media used in EFL classrooms are Facebook, Whatsapp, YouTube, Instagram, and Twitter. Many have argued that YouTube provides authentic learning sources for improving students' English skills. Despite the availability and authenticity of YouTube videos to provide practice in enhancing students' listening skills, especially in an online setting, its application serves some challenges. The present study aimed to explore the students' perception of the application of YouTube in listening classes during online learning. This study was a qualitative study involving 32 university students. Data were collected from a questionnaire consisting of 31 items distributed through Google Form. The analysis resulted in students’ positive perception in the forms of four benefits: improving listening skills, increasing interest and motivation to learn, building critical thinking, and sharpening creativity. The identified shortcomings are the internet connection and the expensive internet credit. The present study confirms the usability of YouTube videos to practice students' listening skills, especially in online learning, where students need flexibility and creativity. However, it implies suggestions for stakeholders to provide stable and affordable internet connections so online learning can be conducted more effectively.

The Students’ Perceptions on English Teachers’ Teaching Style and How It Affects on Learning Motivation Putri Nida Dewi, Ni Komang; Sulistia Dewi, Ni Luh Putu Eka; Suprianti, G.A.P. Suprianti
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 4 No. 3 (2020): Oktober 2020
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v4i3.27381

This study used students’ perception to know their perception on the English teachers’ teaching style and how their perceptions affect their learning motivation in English. This study used survey method with questionnaire as the instrument that distributed to 342 students. The data was verified using interview method. The results were the students had good enough perceptions on the English teachers’ teaching style. Moreover, this result showed the students interested to learn English when the English teachers call the students by their nickname, use vocabulary that students easy to understand, give clear explanation and mastering the material, give clear instruction, demonstrate how to pronounce words, give a task to the students, ask the students to find out learning resource independently, explain material not only speech, ask the students to do discussion. Through this study, perhaps, the stakeholder makes policies to give a room such as workshops for the English teachers to know this case and encourage them in such a way, and then the English teachers can do the teaching style that makes the students interested in learning English to increase the students learning motivation.

The Implementation of English Teachers’ Authentic Assessment in Junior High School During Online Learning Putri, Ni Wayan Astri Monika; Artini, Luh Putu Putu; Sulistia Dewi, Ni Luh Putu Eka; Paramartha, A.A. Gede Yudha; Wahyuni, Luh Gede Eka
Journal of Education Reseach and Evaluation Vol 5 No 2 (2021): May
Publisher : LPPM Undiksha

Authentic assessment is assessment to define students’ reflection of their learning, achievement, motivation, and attitudes during the learning instruction. Authentic assessment will cover the educational content standard as requested in educational process standard. Implementing authentic assessment reflects real-world situation and allow students to solve problem with possible solutions. This research aimed at investigating the English teachers’ authentic assessment implementation during online learning. This research was descriptive qualitative research. The research subject was three English teacher. The research object was the English teachers’ implementation of authentic assessment. In collecting the data, this research used document study and interview. The data were analyzed through three steps; data reduction, data classification and analysis, and conclusion drawing or data verification. After analyzing the obtained data, the English teachers used five types of authentic assessment namely teacher’s observation, performance, portfolio, project, and peer-assessment. Besides, in the learning instruction, the English teachers did not implement all of the types of authentic assessment in all learning material. The English teachers did not implement all the types of authentic assessment as their lesson plans considering some problems faced by the English teachers. Limited time allotment, many students in one class, and also students’ learning materials become the teachers’ problems. Thus, the implementation of authentic assessment needs to be reviewed in order to help the English teachers in implementing the authentic assessment.

TEACHERS’ PERCEIVED ATTITUDES TOWARD THE IMPLEMENTATION OF 21ST CENTURY SKILLS AT PRIMARY SCHOOL Utami, Luh Putu Restu Adi; Padmadewi, Ni Nyoman; Artini, Luh Putu; Dewi, Ni Luh Putu Eka Sulistia
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.v5i1.27667

21st century education requires teachers to be able to understand the 21st century skills and apply them in daily classroom practice. Although necessary for teachers, research on investigating the teachers’ perceived attitudes toward the implementation of the 21st century skills for teaching English in primary schools in Bali is still limited. This study aimed to investigate primary school’s English teachers’ perceived attitudes toward the implementation of 21st-century skills. The design of this study was a sequential embedded mixed method with dominantly used qualitative design. This study used 3 English teachers and two headmasters from 2 primary schools in Tabanan regency as the subject. The data were collected by using a questionnaire and interview to gain the data of teachers’ perceived attitudes toward the implementation of the 21st century skills. From the data that have been obtained, primary English teachers gave positive attitudes toward 95,8% of the skills in the implementation of 21st century skills. The interview section showed that the teacher lacks understanding of 21st century skills because of a lack of in-depth information about 21st century skills. Moreover, the teachers have to be aware of 21st century skills in the assessment as one of the concepts that are adapted for Kurikulum 2013.

21st-Century Skills Implementation in Teaching English at Primary School Kristyaningdih, Ni Komang; Padmadewi, Ni Nyoman; Sulistia Dewi, Ni Luh Putu Eka; Artini, Luh Putu
International Journal of Language and Literature Vol. 6 No. 3 (2022): August 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v6i3.29269

This study aimed to analyze the implementation of 21st-century skills in teaching English at primary schools, such as in Public and Private Schools. This study used mixed method research design, especially the exploratory mixed methods designs. This study was taken place in primary schools in Karangasem Regency. There were 3 schools as the representative of Public Primary schools in Karangasem Regency, such as SDN 1 Kubu, SDN 4 Dukuh and SDN 4 Tulamben. Besides, the representative of Private Primary school was SD Insan Mandiri. Eight teachers were selected using a convenient sampling method. The instruments used in this study were questionnaires, observation, and interview guides. It was found the English teachers in the primary schools in Karangasem Regency were not ready in implementing 21st-century skills in the schools since there were several skills have not been implemented in the lesson plan and assessment. Meanwhile, all skills have been implemented in the teaching and learning process. It can be concluded that 21st-century skills in the primary schools were not implemented well.

OBSERVED AND PERCEIVED READINESS OF ENGLISH TEACHERS IN CONDUCTING TEACHING LEARNING PROCESS BASED ON 21ST CENTURY SKILLS Lestari, Ni Made Pebriyanti; Padmadewi, Ni Nyoman; Dewi, Ni Luh Putu Eka Sulistia; Artini, Luh Putu
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.v4i3.30298

The 21st century requires teachers to be able to integrate 21st century skills into the teaching learning process. A study on analyzing teachers’ readiness in conducting the teaching learning process based on 21st century skills in Bali has not been conducted yet. Hence, this study aimed at analyzing the Elementary English teachers’ readiness in conducting teaching learning process based on 21st century skills. This study which was done at SDK Marsudirini Negara School in Jembrana Regency used sequential embedded mixed-method as the design. The subject were one of the school principals and the English teacher. The data were obtained through questionnaires, observations, document analysis, and interview then analyzed quantitatively and qualitatively. The respondents perceived themselves as ready in conducting teaching learning process based on 21st century skills. However, the 21st century skills were not entirely inserted into the teaching learning process and the teachers are expected to be aware of the changes in the education field.

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