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INTERACTIVE VIDEO AS ENGLISH TEACHING MATERIALS FOR SPEAKING Putu Agus Pramerta, I Gde
Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018)
Publisher : Institut Hindu Dharma Negeri Denpasar

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The process of learning English in SMP N 2 Penebel class VII C showed that students experienced obstacles in speaking. It could be seen from result of observation, interview and pre-test. It was 2.70 which is categorized below the passing grade minimum criteria: 3.0. Researcher indicated that it was because they seemed to be having lack of motivation in the English learning process. The use of interactive video in learning is necessary in order to improve students' motivation in speaking. Action research design was accommodated to help their problems. The researcher offered three kinds of tests. The result of pre-test was 2.70. After pre-test, the researcher went into cycle 1 which succeeded in improving their speaking from 2.70 to 2.96. In cycle 2, there was improvement up to 3.31. The use of interactive video gave positive responses to the students. As the result, their speaking could be improved. Keywords: learning English, interactive video, and speaking skills motivation

INTERACTIVE VIDEO AS ENGLISH TEACHING MATERIALS FOR SPEAKING Pramerta, I Gde Putu Agus
Jurnal Santiaji Pendidikan (JSP) Vol 8 No 1 (2018): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

The process of learning English in SMP N 2 Penebel class VII C showed that students experienced obstacles in speaking. It could be seen from result of observation, interview and pre-test. It was 2.70 which is categorized below the passing grade minimum criteria: 3.0. Researcher indicated that it was because they seemed to be having lack of motivation in the English learning process. The use of interactive video in learning is necessary in order to improve students' motivation in speaking. Action research design was accommodated to help their problems. The researcher offered three kinds of tests. The result of pre-test was 2.70. After pre-test, the researcher went into cycle 1 which succeeded in improving their speaking from 2.70 to 2.96. In cycle 2, there was improvement up to 3.31. The use of interactive video gave positive responses to the students. As the result, their speaking could be improved.

COLLABORATIVE CHAIN WRITING SEBAGAI UPAYA MENINGKATKAN KREATIVITAS DALAM MENULIS NARATIF DAN MENGURANGI PLAGIARISME Sawitri, Ni Luh Putu Dian; I Putu Gde Agus Pramerta
Jurnal Bakti Saraswati (JBS): Media Publikasi Penelitian dan Penerapan Ipteks Vol 8 No 1 (2019): Jurnal Bakti Saraswati (JBS): Media Publikasi Penelitian dan Penerapan IPTEKS
Publisher : Lembaga Penelitian dan Pemberdayaan (Institute for Research and Community Empowerment) Universitas Mahasaraswati Denpasar Bali

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Penelitian tindakan kelas ini bertujuan untuk meningkatkan kemampuan siswa dalam menulis teks naratif otentik. Subjek penelitian adalah mahasiswa semester dua yang sedang mengambil kursus menulis paragrah. Penelitian ini dilakukan dalam dua siklus di mana siswa harus menulis pada gilirannya untuk membuat paragraf yang lengkap. Ada peningkatan yang signifikan dari nilai rata-rata dari pre-test ke post-test pertama di siklus pertama yaitu 71.1 di pre-test menjadi 81.17 di post-test pertama. Sementara skor untuk post-test kedua adalah 82,93. Dari kuesioner yang diberikan untuk mengetahui tanggapan mereka dalam hal kemampuan dan kreativitas mereka, 41,50% siswa dengan tegas setuju bahwa teknik yang diterapkan dalam penelitian dapat membantu mereka menjadi lebih kreatif dan aktif dalam menulis; 47,09% menjawab setuju dengan teknik ini, 9,58%, 1,12%, 0,32% dari siswa secara berturut-turut menanggapi ragu-ragu, tidak setuju dan sangat tidak setuju bahwa penerapan chain writing dapat membantu mereka tampil lebih baik dalam menulis teks naratif. Oleh karena itu, dapat dikatakan bahwa chain writing dapat membantu sebagian besar siswa untuk membuat teks naratif yang asli dan otentik

DISCOURSE IN DIVERSE ASSESSMENT TECHNIQUES EMPLOYED BY LANGUAGE TEACHERS Ida Ayu Made Sri Widiastuti; I Gde Putu Agus Pramerta; I Nyoman Suparsa; Ni Luh Sukanadi
International Journal of Linguistics and Discourse Analytics Vol 2 No 1 (2020): IJOLIDA Vol.2 No.1, September 2020
Publisher : Denpasar Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52232/ijolida.v2i1.32

Classroom assessment is a process of collecting and utilizing information on student learning outcomes carried out by teachers. The process of collecting and utilizing this information is used to determine the level of achievement of students towards competency attainment. The results of the assessment can provide an overview of the competence and progress of the students. This study explores the principles of classroom-based assessment carried out by teachers in real classroom settings. The study revealed that teachers employed various assessment techniques due to their various understanding of classroom assessment. Teachers had different views on how the implementation of classroom assessment and methods of assessments. Several forms of assessment conducted by teachers include a collection of a portfolio, product, project, performance, and written tests. However, some teachers still conducted those forms of assessment inappropriately. This study implies that further educational training on classroom assessment should be developed by educational stakeholders.

INTERACTIVE VIDEO AS ENGLISH TEACHING MATERIALS FOR SPEAKING Putu Agus Pramerta, I Gde
Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018)
Publisher : Institut Hindu Dharma Negeri Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/yb.v1i1.712

The process of learning English in SMP N 2 Penebel class VII C showed that students experienced obstacles in speaking. It could be seen from result of observation, interview and pre-test. It was 2.70 which is categorized below the passing grade minimum criteria: 3.0. Researcher indicated that it was because they seemed to be having lack of motivation in the English learning process. The use of interactive video in learning is necessary in order to improve students' motivation in speaking. Action research design was accommodated to help their problems. The researcher offered three kinds of tests. The result of pre-test was 2.70. After pre-test, the researcher went into cycle 1 which succeeded in improving their speaking from 2.70 to 2.96. In cycle 2, there was improvement up to 3.31. The use of interactive video gave positive responses to the students. As the result, their speaking could be improved.Â Keywords: learning English, interactive video, and speaking skillsÂ motivation

INTERACTIVE VIDEO AS ENGLISH TEACHING MATERIALS FOR SPEAKING I Gde Putu Agus Pramerta
Jurnal Santiaji Pendidikan (JSP) Vol. 8 No. 1 (2018): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v8i1.162

The process of learning English in SMP N 2 Penebel class VII C showed that students experienced obstacles in speaking. It could be seen from result of observation, interview and pre-test. It was 2.70 which is categorized below the passing grade minimum criteria: 3.0. Researcher indicated that it was because they seemed to be having lack of motivation in the English learning process. The use of interactive video in learning is necessary in order to improve students' motivation in speaking. Action research design was accommodated to help their problems. The researcher offered three kinds of tests. The result of pre-test was 2.70. After pre-test, the researcher went into cycle 1 which succeeded in improving their speaking from 2.70 to 2.96. In cycle 2, there was improvement up to 3.31. The use of interactive video gave positive responses to the students. As the result, their speaking could be improved.

ROLE OF VOCABULARY MASTERY IN STUDENTS’ READING COMPREHENSION Desak Made Dwi Apriliani; I Gde Putu Agus Pramerta; Ni Luh Putu Dian Sawitri
Jurnal Santiaji Pendidikan (JSP) Vol. 11 No. 3 (2021): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

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Penelitian ini bertujuan untuk mengetahui seberapa signifikan hubungan antara penguasaan kosakata siswa dan pemahaman bacaan siswa kelas delapan SMPN 2 Denpasar. Desain penelitian ex post facto yang berhubungan dengan korelasi digunakan untuk penelitian ini. Sampel sebanyak 46 siswa yang diminta untuk mengerjakan soal pilihan ganda. Peneliti menggunakan SPSS 16.0 sebagai perhitungan statistik. Hasil korelasinya adalah 0,809. Hal ini menunjukkan bahwa ada hubungan antara penguasaan kosakata siswa dan pemahaman bacaan. Ini termasuk skala skor interpretasi antara 0,80-1000, dengan derajat signifikansi 5%, skor t hitung diperoleh 3,953. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara kedua variabel tersebut. Berdasarkan hasil penelitian ini dapat dinyatakan bahwa hipotesis alternatif diterima. Selain itu, ini menyiratkan bahwa kosakata memiliki peran dalam pemahaman membaca siswa.

COLLABORATIVE CHAIN WRITING SEBAGAI UPAYA MENINGKATKAN KREATIVITAS DALAM MENULIS NARATIF DAN MENGURANGI PLAGIARISME Ni Luh Putu Dian Sawitri; I Putu Gde Agus Pramerta
Jurnal Bakti Saraswati (JBS): Media Publikasi Penelitian dan Penerapan Ipteks Vol. 8 No. 1 (2019): Jurnal Bakti Saraswati (JBS): Media Publikasi Penelitian dan Penerapan IPTEKS
Publisher : Lembaga Penelitian dan Pemberdayaan (Institute for Research and Community Empowerment) Universitas Mahasaraswati Denpasar Bali

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

Penelitian tindakan kelas ini bertujuan untuk meningkatkan kemampuan siswa dalam menulis teks naratif otentik. Subjek penelitian adalah mahasiswa semester dua yang sedang mengambil kursus menulis paragrah. Penelitian ini dilakukan dalam dua siklus di mana siswa harus menulis pada gilirannya untuk membuat paragraf yang lengkap. Ada peningkatan yang signifikan dari nilai rata-rata dari pre-test ke post-test pertama di siklus pertama yaitu 71.1 di pre-test menjadi 81.17 di post-test pertama. Sementara skor untuk post-test kedua adalah 82,93. Dari kuesioner yang diberikan untuk mengetahui tanggapan mereka dalam hal kemampuan dan kreativitas mereka, 41,50% siswa dengan tegas setuju bahwa teknik yang diterapkan dalam penelitian dapat membantu mereka menjadi lebih kreatif dan aktif dalam menulis; 47,09% menjawab setuju dengan teknik ini, 9,58%, 1,12%, 0,32% dari siswa secara berturut-turut menanggapi ragu-ragu, tidak setuju dan sangat tidak setuju bahwa penerapan chain writing dapat membantu mereka tampil lebih baik dalam menulis teks naratif. Oleh karena itu, dapat dikatakan bahwa chain writing dapat membantu sebagian besar siswa untuk membuat teks naratif yang asli dan otentik

SCAFFOLDING FOR TEACHING LITERACY: A LITERATURE REVIEW Luh Ketut Sri Widhiasih; Putu Ayu Paramita Dharmayanti; I Gde Putu Agus Pramerta; Anak Agung Putu Arsana
International Journal of Applied Science and Sustainable Development (IJASSD) Vol. 4 No. 1 (2022): International Journal of Applied Science and Sustainable Development (IJASSD)
Publisher : Unmas Press

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The scaffolding concept is still relevant for the current context: where the teaching and learning process is done online or hybrid. Its concept brings students to be the centre of learning and autonomous for their learning. They take the role in their learning after having been treated procedurally with scaffolding. Looking at the first implementation of it, the treatment gave positives impacts on the students learning in literacy. They were gradually and temporarily being faded from the teacher’s guidance and they become self-directed. Having a teacher’s absence physically, being autonomous and self-directed are potentially got from scaffolding. As aforementioned, this literature review describes its notion and kinds that are applicable to teaching literacy.

IMPLEMENTING KWL STRATEGY WITH PICTURES TO IMPROVE STUDENTS’ READING COMPREHENSION: AN ONLINE SETTING IN COVID-19 PANDEMIC Ni Luh Made Sri Parwati; I Gde Putu Agus Pramerta
Academic Journal on English Studies (AJOES) Vol. 1 No. 1 (2021): Volume 1 Number 1 April 2021
Publisher : Academic Journal on English Studies (AJOES)

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The study aimed at figuring out students' reading comprehension after treating with KWLstrategy and pictures as the media. It was conducted to the seventh-grade students of SMPN 7Mengwi in the academic year 2020/2021 with Google Classroom and WhatsApp: it was setonline in two cycles. because of Covid-19 pandemic. Based on the pre-test, it seemed that theproblems are in finding general information, specific information, textual meaning, and textualreference. The data were obtained by giving pre-test and post-test in each cycle. The subjects'mean score in the pre-test, post-test 1 and post-test 2 were improving from 51.21 to 63.28 incycle I and 80.46 in cycle II. It showed improvements concerning on their readingcomprehension. Furthermore, there were positive responses on the implementation of thestrategy. Hence, this study proved that reading comprehension could be improved throughKWL strategy with pictures.

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