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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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PROSPECTIVE TEACHERS‘ ONLINE ASSESSMENT LITERACY IN SECOND-SEMESTER STUDENTS OF THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM AT UNDIKSHA Noviyanti, Ni Komang Diah; Paramartha, A.A. Gede Yudha; Sulistia Dewi, Ni Luh Putu Eka
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v13i2.5616

Abstract

The rapid advancement of technology has transformed the educational landscape, making online assessment literacy an essential competency for prospective teachers. This study investigates the level of online assessment literacy among second-semester students in the English Language Education study program at Ganesha University of Education (Undiksha). Despite the absence of formal coursework on assessment at this stage, these students possess foundational knowledge from courses such as Wawasan Kependidikan (Educational Insights) and Perkembangan Peserta Didik (Student Development). A descriptive quantitative approach was employed, involving 121 students who completed a validated questionnaire comprising 28 items designed to measure their competencies across seven dimensions: Choosing (CH), Developing (DE), Administering (AD), Using-Decision (UD), Using-Grading (UG), Communication (CO), and Recognizing Ethics (RE). The findings reveal that the overall online assessment literacy of the participants falls within the “moderate” category, with notable variations across the dimensions. Female students performed better in Administering (AD) and Recognizing Ethics (RE), while male students excelled in Communication (CO) and Developing (DE). These results underscore the need for targeted strategies in subsequent semesters to address specific gaps and enhance overall competency. This study contributes to the literature by addressing research gaps on early-stage pre-service teachers’ online assessment literacy and offers actionable recommendations for curriculum development in teacher education programs.
Exploring Differences in Teaching Methods and Classroom Management Between Novice and Experienced Teachers Sampurna, Marta Afrida; Artini, Luh Putu; Dewi, Ni Luh Putu Eka Sulistia
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.988

Abstract

The objective was to examine and contrast the teaching practices of novice and experienced teachers, focusing on affective strategies, classroom structure, feedback, content enrichment, and cooperative learning. A qualitative observational method was employed to analyze classroom behaviors, assessment techniques, and student interactions. Data were gathered from multiple sessions conducted by teachers at different career stages, allowing for in-depth comparison. Findings revealed that novice teachers prioritize creating supportive, emotionally engaging, and interactive environments, while experienced teachers tend to adopt more structured, discipline-focused, and academically rigorous methods. Feedback strategies also differed, with novices using collaborative assessments and experienced teachers favoring teacher-led correction. Differences were influenced by factors such as teaching experience, pedagogical confidence, professional development, and institutional expectations. In conclusion, the study underscores the evolving nature of teaching practices, highlighting the need for targeted professional development and mentorship programs to support novice teachers in transitioning toward experienced, effective instructional methods.
A Study of Strategy Preferences in English Language Teaching: Novice and Experienced Teacher Laksmi, Ni Made Sintya; Artini, Luh Putu; Dewi, Ni Luh Putu Eka Sulistia
International Journal of Language and Literature Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i1.96096

Abstract

Teaching strategies have evolved along with curriculum changes, especially in English language teaching. Each teacher has different preferences regarding their teaching strategies. Various factors, including the length of teaching experience, influence these differences. However, few studies still discuss the preferences of teaching strategies used by novice and experienced teachers in teaching English, especially in implementing the Merdeka Curriculum. This study aims to describe these preferences at SMPN. This study used a qualitative descriptive method. Data were collected through a checklist of teaching strategies, observations, and in-depth interviews. The subjects of this study consisted of one novice English teacher and one experienced English teacher. The results showed that both teachers applied different teaching strategies. Therefore, this study is expected to be a practical reference for choosing teaching strategies that suit the needs of students and efforts to improve the quality of education. In conclusion, there are significant differences in teaching strategy preferences between novice and experienced teachers. The implication is that the results of this study can serve as a reference for educational institutions in designing teacher development programs that emphasize hands-on practice and collaborative observation. 
English Teachers’ Assessment Practices in Differentiated Instruction Wati, Ketut Merina; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, Anak Agung Gede Yudha
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.1065

Abstract

This study aims to describe how English teachers at SMA Negeri 3 Singaraja implement assessment in differentiated instruction. Using descriptive qualitative methods through observations and interviews, this study found that teachers utilize diagnostic, formative, and summative assessments to identify students' prior knowledge, monitor learning progress, and measure final achievement. Diagnostic assessments help teachers map students' readiness, interests and learning styles, while formative assessments allow teachers to provide feedback and adjust learning according to students' needs. Summative assessments are used at the end of learning to evaluate overall mastery of the material. This practice shows that assessment is not only a tool for assessing learning outcomes, but also supports student-centred learning and is aligned with Merdeka Curriculum. The findings emphasize the importance of integrating different types of assessments to create flexible learning, accommodate students' diverse abilities, and motivate students to improve their learning outcomes.
The Students’ Perception on Online Learning Through Whatsapp During Covid-19 Pandemic at SMA Negeri 1 Tejakula Arnaya, Ida Bagus Putu Adhitya; Padmadewi, Ni Nyoman; Dewi, Ni Luh Putu Eka Sulistia
Jurnal Penelitian Mahasiswa Indonesia Vol. 4 No. 3 (2024): Agustus
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/jpmi.v4i3.861

Abstract

This study aims to investigate the student perception of online learning through whatsapp during pandemic at SMA NEGERI 1 TEJAKULA. The research using qualitative method and utilizing questionnaire and interview guides for collecting the data. The study using 107 student from 3 classes from the same grades, namely XII 1, 2, and 3 Bahasa. The researcher used four closed-ended question for the questionnaire, which distributed to three XII Bahasa classes and for the interview guide the researcher using six open-ended question were conducted to there student in Indonesian language to avoid misunderstanding and language gap. The dimension of usefulness (questionnaire) and ease of use (interview guide) were adapted from Venkatesh and Altawaty to measure perceptions. The result showing that the student experienced the improvement on grammar and vocabulary, the student feel helped in learning process, achieveing best learning outcomes, and the student feel flexible and practical iin using online learning through whatsapp during pandemic, however, despite of the statement before, the student having an issue namely internet connectivity and the enjoyment on online learning through whatsapp during the pandemic. The study was carry out by the researcher that expected to be a reference and relfection for teacher also for further to enhance and develop online learning through whatsapp, especially in providing a stable internet connection in order to facilitate the student’s comfortable in participating online learning through whatsapp, and also creating and giving the student a conducive teaching atmosphere and method, thus the student enjoying the online learning process through whatsapp.
Assessing students Dewi, Gusti Putu Rustika; Santosa, Made Hery; Dewi, Ni Luh Putu Eka Sulistia; Nitiasih, Putu Kerti
Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i1.5288

Abstract

The massive implementation of online learning is seen as a great movement in EFL learning during pandemic COVID-19. However, it has complexities in its practices, especially in conducting online assessment. This descriptive qualitative study aimed at exploring online assessment strategies used to assess writing and the challenges encountered by the teachers during the assessment. The data were collected through an online open-ended questionnaire administration to 16 EFL teachers. Thematic data analysis method was applied in analyzing the data by identifying themes and sub-themes from the data obtained. The result indicated that several online assessment strategies were utilized by the EFL teachers to assess writing, namely writing report, writing genre text, writing short story, writing summary, and answering essay-based test. Those strategies were done through learning management system (LMS) in which the delivery and submission of the assessment were done online. Some prominent challenges encountered by EFL teachers in conducting online assessment to assess writing skills included academic integrity, time allocation, punctuality, Internet access, and guidance and feedback. It implies that the online assessment strategy chosen by the teachers to assess students
A Comparative Study of Novice and Experienced English Teachers’ Reinforcement Strategies in Rural and Urban English Classrooms Ni Made Wita Anggarawati; Iga Lokita Purnamika; Ni Luh Putu Eka Sulistia Dewi
International Journal of Community Engagement Payungi Vol. 5 No. 3 (2025): International Journal of Community Engagement Payungi
Publisher : Yayasan Payungi Smart Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58879/ijcep.v5i3.98

Abstract

The current study focused on comparing the reinforcement strategies used by novice English teachers and experienced English teachers in rural and urban areas. The challenges in implementing the reinforcement strategies were also obtained in this study. The study used qualitative approach as the research design. The data were collected from observation and interview. The research instruments were observation sheet, and interview guide. The data were analyzed by using THEMATIC analysis consisted of several steps; familiarizing data, generating initial codes, searching for themes, reviewing potential themes, defining and naming themes, producing report. After analyzing the data, method triangulation was conducted to ensure the data credibility. The findings were; The novice English teachers conducted similar reinforcement strategies in rural and urban context. The verbal form was often in the simple praise to engage and motivate students meanwhile the non-verbal forms; gesture, proximity, contact, and symbol were used as the corrective or reflective manner on students’ works. The experienced English teachers also conducted positive and negative reinforcement strategies both in rural and urban areas manifested in verbal and non-verbal forms, but they frequently used verbal forms; such as praise but more contextual and academic. The novice English teachers encountered several challenges in applying the reinforcement in rural and urban areas. There were six challenges faced by the teachers, such as; misinterpretation of reinforcement, student disengagement, student diversity, avoidance of competitive reinforcement, need individualized reinforcement strategies, inconsistent application of reinforcement.
EFL Pre-Service Teachers’ Perception Toward Process Approach in Teaching Writing At SMP Negeri 2 Banjar Pradnyana, I Ketut Putra; Dewi, Ni Luh Putu Eka Sulistia; Agustini, Dewa Ayu Eka
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 1 No. 2 (2020): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (214.629 KB) | DOI: 10.36663/tatefl.v1i2.80

Abstract

The current study was intended to identify the English Foreign Language (EFL) pre-service teachers’ perception toward process approach in teaching writing at SMP Negeri 2 Banjar. This study was a basic interpretative study. In collecting the data, this study used questionnaire and interview. The study was followed by 5 preservice teachers at SMP Negeri 2 Banjar. The data from the questionnaire were analyzed descriptively and the data from the interview were analyzed using O’Connor and Gibson’s guidance. The study found that the teachers have positive and very positive perception towards process approach in teaching writing. It was also found that during the implementation of process approach, the teachers were aware of several challenges encountered, namely the limitations of students in developing ideas, weaknesses of students in aspects of language and students requires times to finish writing. This study concludes that the pre-service English teachers had a positive perception towards using process approach in teaching writing.
An Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha Mahendra, Made Surya; Dewi, Ni Luh Putu Eka Sulistia; Utami , Ida Ayu Made Istri
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 1 No. 2 (2020): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (245.207 KB) | DOI: 10.36663/tatefl.v1i2.83

Abstract

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.
The Second Semester Students’ Speaking Anxiety in English Language Education at Ganesha University of Education Laksmi, I Gusti Ayu Rai; Ratminingsih, Ni Made; Dewi, Ni Luh Putu Eka Sulistia
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 2 (2021): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (181.916 KB) | DOI: 10.36663/tatefl.v2i2.138

Abstract

This study was aimed at identifying the type of anxiety and investigating the factors caused speaking anxiety in second semester students of English Language Education in UNDIKSHA. Mixed-method was used as the research design of this study in which random sampling technique was also used to determine the research sample. 70 second semester students were involved as the research sample. This research was done in online setting due to COVID-19 pandemic. The result of this study showed that there were two types of anxiety affected the second semester students, namely; state and trait anxiety. There were 26 % of second semester students influenced by state anxiety, 67% students were influenced by trait anxiety, and 7 % students were influenced by state and trait anxiety at the same time. In addition, it was also found that there were 5 internal and 11 external factors caused students’ speaking anxiety.
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