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All Journal Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal Pendidikan Bahasa Inggris Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Linguistic, English Education and Art (LEEA) Journal Jurnal Bahasa Lingua Scientia Esteem Journal of English Study Programme Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Language and Literature JISAE (Journal of Indonesian Student Assesment and Evaluation) JET (Journal of English Teaching) Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran Jurnal Ilmiah Spectral The Art of Teaching English as a Foreign Language (TATEFL) Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia Linguistic, English Education and Art (LEEA) Journal International Journal of Community Engagement Payungi Journey: Journal of English Language and Pedagogy
Ni Luh Putu Eka Sulistia Dewi
Universitas Pendidikan Ganesha
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Students’ Perceptions on Self-Assessment in Writing Competency at Senior High School Putu Veni Aryanti; Ni Luh Putu Eka Sulistia Dewi; Wahyuni, Luh Gede Eka; Anak Agung Gede Yudha Paramartha
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.75560

Abstract

The current situation, which has entered the digital era, has a close relationship with understanding character for a person. Self-assessment is an assessment process in which a person is asked to assess himself with regard to the status, process, and level of achievement of the competencies he has learned. This research aims to analyze and understand students’ perceptions regarding the use of self- assessment in their writing competence and the challenges that make it difficult for mov them to do. In this research, the method used was a survey with a qualitative approach while the subjects of this research were students in grades 10 and 11 from Senior high school. Data collection took the form of a questionnaire via a Google Form link and interviews conducted online. Data analysis conducted thematic analysis analyzing qualitative data to describe and interpret. The results of this research state that students tend to have positive perceptions regarding the use of self-assessment contained in writing competency. So that students can be more confident, achieve their desires and motivate themselves to use self-assessment as an evaluation in learning to improve the quality of writing skills. However, there are also challenges when using self-assessment in learning that make students feel difficult, such as assessing their own and not understanding the criteria for self-assessment.
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

Abstract

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

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (323.305 KB) | DOI: 10.23887/jere.v5i2.30386

Abstract

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

Abstract

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

Abstract

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

Abstract

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.
The Implementation of English Teachers’ Authentic Assessment in Junior High Schools Prawisanthi, Tasya Astri; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, A. A. Gede Yudha; Wahyuni, Luh Gede Eka
International Journal of Language and Literature Vol. 5 No. 4 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v5i4.31865

Abstract

The descriptive study identified the English teachers’ perceived knowledge of authentic assessment at SMP Negeri 3 Singaraja. In conducting the study, observations, questionnaire and interview guide were used. The data were analyzed using descriptive and interactive model analysis. It was found that English teacher at SMP Negeri 3 Singaraja has a good perceived knowledge of authentic assessment implementation. The types of authentic assessment used by the teacher were observation, performance, portfolio, project and peer. There was a discrepancy between teachers’ perceived knowledge and the implementation of authentic assessment. The discrepancy can be seen from the perceived knowledge and implementation of project assessment and peer/self-assessment. The implementation of authentic assessment in online learning were slightly different from face to face teaching. The teachers made certain adjustment for example in assessing students’ attitude in classroom. The attitude observation was adjusted in online learning based on students’ presence in online class and their responsibilities in doing tasks.
TEACHERS’ PERCEPTION OF STUDENTS’ READINESS IN THE IMPLEMENTATION OF THE 21ST-CENTURY SKILLS IN PRIVATE PRIMARY SCHOOLS Balqis, Putri; Padmadewi, Ni Nyoman; Dewi, Ni Luh Putu Eka Sulistia; Artini, Luh Putu
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.v4i4.32079

Abstract

This research was examined the teachers’ readiness for the implementation of 21st century skills in teaching English in private primary schools in Buleleng. The research was done in North Bali Bilingual School and SD Mutiara. The respondents involved in this research were 15 respondents. There were English teachers, teachers who use English as the medium of instruction, and the headmaster of the schools was becoming the research subject. The teachers’ readiness were analyzed from perceived readiness and observed readiness. However, this article focused on the teachers’ perception of students’ readiness in the implementation of 21st century skills. The results of this research represented how the teachers understand the usage skills in implementing the 21st century skills. The results of this present research indicated that the students from private primary schools were ready to apply to 21st century skills.
Self-Assessment in Writing Competency: Teachers’ Perspectives Dewi, Ni Luh Putu Meka; Dewi, Ni Luh Putu Eka Sulistia; Nazira, Arni; Wulandari, Ella
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i3.86548

Abstract

Self-assessment is a suitable technique for assessing students’ writing competency. Teachers use self-assessment as the assessment that gives opportunities for the students to assess themselves. It is important because self-assessment allows students to assess themselves. However, in its implementation, the challenges are also faced by the teachers. From that, this study aimed to investigate teachers’ perception of self-assessment in writing competency and the challenges faced by them. This research used a mixed method with an explanatory design that used survey and interview methods to collect the data. Questionnaire data was analyzed using Excel by looking for median values, while interview data was analyzed using thematic analysis. The sample used in 5 English Teachers who had already implemented the self-assessment in writing competency. The findings of this research include, first: teachers have a positive perception on self-assessment that self-assessment, (1) its usefulness for students, (2) it encourages students to write, (3) students are more confident and independent, (4) it helps teachers to monitor the students, and (5) help them to identify the suitable methods in writing. Second, teachers also face some problems in the implementation of self-assessment: (1) students are confused about doing self-assessment, (2) still subjectivity in self-assessment, and (3) teachers still lack technology. It concludes that self-assessment has a positive impact on writing competency, but teachers need to pay attention to the challenges that they face.
Co-Authors -, Ni Putu Lia Agustini ., Kadek Anggun Pradnya Sari ., Kadek Anggun Pradnya Sari ., Luh Gede Eka Wahyuni, S.Pd., M.Pd. ., Putu Wiraningsih A.A. Gede Yudha Paramartha Adiguna, I Wayan Bayu Anak Agung Gede Yudha Paramartha Anak Agung Gede Yudha Paramartha Arnaya, Ida Bagus Putu Adhitya Artini, Luh Putu Putu Astitiani, Made Audina, Ira Putri Ayuni, Ni Luh Chandra Barus, Lanina Mayrani br Batan, I Gede - Dewa Ayu Eka Agustini Dewa Ayu Made Juli Astari Dewa Ayu Made Juli Astari Dewa Ayu Made Juli Astari Dewi, Gusti Putu Rustika Dewi, Ni Luh Putu Meka Ella Wulandari Era Marsakawati, Ni Putu G.A.P. Suprianti Hasri, Putu Perwita I Gede - Batan I Nyoman Adi Jaya Putra I Nyoman Pradnyana Bayu Trisna IDA AYU MADE ISTRI UTAMI . Ida Ayu Putu Anugrah Widiantari Iga Lokita Purnamika Juniarti, Ni Wayan Kadek Fradita Febyone Kadek Nina Harnin Karisma, Komang Ayu Ketut Novita Sari Kristyaningdih, Ni Komang Laksmi, I Gusti Ayu Rai Laksmi, Ni Made Sintya Lestari, Ni Made Pebriyanti Luh Gede Eka Wahyuni Luh Putu Artini Made Andini Putri Adelia Made Hery Santosa Mahendra, Kadek Agus Toni Mahendra, Made Surya Marhaeni, A. A. Istri Ngurah Nareswara, I Dewa Made Prema Nazira, Arni Ni Komang Arie Suwastini Ni Luh Chandra Ayuni Ni Made Kristin Natalia Ni Made Ratminingsih Ni Made Wita Anggarawati Ni Nyoman Padmadewi Ni Nyoman Padmadewi Ni Putu Astiti Pratiwi Ni Putu Era Marsakawati Ni Putu Liana Santy Ni Wayan Juniari Noviyanti, Ni Komang Diah Paramartha, .A. Gede Yudha Paramartha, A .A. Gede Yudha Paramartha, A. A. Gede Yudha Pradnyadewi, Diah Ayu Manik Pradnyana, I Ketut Putra Prawisanthi, Tasya Astri Prof. Dr. Ni Nyoman Padmadewi,MA . Putri Balqis, Putri Putri Nida Dewi, Ni Komang Putri, Ni Wayan Astri Monika Putri, Putu Diah Marcelina Putu Adi Krisna Juniarta Putu Devi Mas Wulandari Putu Devi Mas Wulandari Putu Enik Kristiani Putu Kerti Nitiasih Putu Veni Aryanti Sampurna, Marta Afrida Sanjaya, I Gede Heri Santy, Ni Putu Liana Sari, Komang Bela Pradnya Sihotang, Rosanti Br Trisna, I Nyoman Pradnyana Bayu Utami, Luh Putu Restu Adi Verlinsti Vania Tamala Wati, Ketut Merina Wijaya, I Nyoman Arga Wulandari, Agda Pinky Ikea Yudha Paramartha, A.A Gede