Articles
<![CDATA[MICRO AND MACRO SKILLS OF READING COMPREHENSION ACQUIRED BY EFL STUDENTS ]]>
<![CDATA[Ida Bagus Nyoman Mantra]]>;
<![CDATA[Ida Ayu Made Sri Widiastuti]]>;
<![CDATA[Anak Agung Istri Yudhi Pramawati]]>
<![CDATA[ International Journal of Linguistics and Discourse Analytics Vol 1 No 2 (2020): IJOLIDA Vol.1 No.2, March 2020 ]]>
Publisher : <![CDATA[Denpasar Institute ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (590.625 KB)
|
DOI: 10.52232/ijolida.v1i2.15
<![CDATA[Reading comprehension is a very important language skill to support our life in many aspects. In education sectors, reading comprehension is an ability for the students to continually develop their skills in various subjects. Consequently, assessment of students' reading comprehension is absolutely essential to be conducted to systematically collect information and making inferences about the ability of a student or the quality of the learning process. This study revealed that students' reading comprehension is at a sufficient level and students still experienced some challenges in reading comprehension. This study implies that more intensive reading comprehension activities should be carried out and better learning strategies should be employed by the teachers in teaching reading comprehension.]]>
<![CDATA[AN ANALYSIS OF TEXT WRITING ACQUISITION BY PRE-SERVICE TEACHERS ]]>
<![CDATA[Ida Ayu Made Sri Widiastuti]]>;
<![CDATA[Ida Bagus Nyoman Mantra]]>;
<![CDATA[Ni Made Wersi Murtini]]>
<![CDATA[ International Journal of Linguistics and Discourse Analytics Vol 1 No 2 (2020): IJOLIDA Vol.1 No.2, March 2020 ]]>
Publisher : <![CDATA[Denpasar Institute ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (618.34 KB)
|
DOI: 10.52232/ijolida.v1i2.17
<![CDATA[Writing is a complex process in which the process of putting the ideas and organizing the grammatical sentences into written statements as a means of communication. The study dealt with analyzing text writing acquisition by pre-service teachers in Bali. The samples were 60 pre-service teachers who are currently taking teachers training in the English language education study program. The participants were determined using a random sampling method with a lottery system. The data were collected by administering an essay text writing instrument. The obtained data were analyzed by using a norm-referenced measure of five standard values showed that 0.00% of the samples got excellent achievement of recount text writing ability; 41.67% of the samples got good achievement; 30.00% of the samples got sufficient achievement; 18.33% of the samples got the insufficient achievement, and 10.00% of the samples got the poor achievement. This indicated that 71.67% of the samples who were categorized successfully in text writing and the other 28.33% samples were categorized unsuccessful as they were below the sufficient achievement. This finding implies that further serious training in text writing should be undertaken by pre-service teachers.]]>
<![CDATA[APLIKASI MEJA BUNDAR DALAM PENGEMBANGAN KEAHLIAN MENULIS PADA SISWA KELAS X SMA NEGERI 5 DENPASAR TAHUN 2012/2013 ]]>
<![CDATA[Made Sri Widiastuti, Ida Ayu]]>
<![CDATA[ Jurnal Skripta Vol 1, No 1 (2015): SKRIPTA MEI 2015 ]]>
Publisher : <![CDATA[UNIVERSITAS PGRI YOGYAKARTA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (95.395 KB)
|
DOI: 10.31316/skripta.v1i1.9
<![CDATA[Abstrak: Kemampuan menulis dianggap sebagai kemampuan penting yang perlu ditingkatkan. Hal tersebut dapat dicapai melalui pelaksanaan round table technique. Penelitian tindakan kelas ini utamanya dilaksanakan untuk menunjukkan apakah round table technique dapat digunakan dalam meningkatkan kemampuan menulis mahasiswa. Subjek penelitian ini adalah siswa kelas sepuluh SMA Negeri 5 Denpasar tahun Akademik 2012/2013. Berdasarkan hasil prates, yang dilaksanakan pada pra siklus, menunjukkan bahwa kemampuan siswa dalam menulis paragraf dikategorikan kurang yaitu 61.97. Selanjutnya penelitian tindakan kelas dilakukan dengan pelaksanaan round table technique dalam rencana dua siklus. Berdasarkan teknik yang dilaksanakan, terdapat peningkatan yang signifikan pada kemampuan menulis paragraf deskriptif siswa, dimana hal tersebut meningkat dari kurang menjadi baik, yaitu 68.09 pada siklus I dan 76,29 pada siklus II.Terlebih lagi, penelitian ini dapat memberikan peningkatan kemampuan menulis deskriptif paragraf siswa melalui pelaksanaan teknik tersebut. Kesimpulannya, penelitian tindakan kelas ini menunjukkan bahwa round table technique dapat meningkatkan kemampuan menulis siswa kelas sepuluh SMA Negeri 5 Denpasar. Terlebih lagi teknik yang dilaksanakan juga direspon positif oleh subjek penelitian yaitu siswa kelas sepuluh SMA Negeri 5 Denpasar tahun akademik 2012/2013. Kata kunci: pelaksanaan, round table technique, dan kemampuan menulis]]>
<![CDATA[PROCEDURAL DEMONSTRATION AS A PRACTICAL LEARNING CONTRIVANCE TO AMELIORATE STUDENTS’ WRITING SKILL ]]>
<![CDATA[Ida Bagus Nyoman Mantra]]>;
<![CDATA[Ida Ayu Made Sri Widiastuti]]>;
<![CDATA[I Nyoman Suwandi]]>;
<![CDATA[Anak Agung Rai Laksmi]]>
<![CDATA[ International Journal of Linguistics and Discourse Analytics Vol 2 No 1 (2020): IJOLIDA Vol.2 No.1, September 2020 ]]>
Publisher : <![CDATA[Denpasar Institute ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52232/ijolida.v2i1.31
<![CDATA[Writing is considered a difficult language skill for students to master comprehensively. Therefore, it is necessary to improve students' writing skills in a meaningful way. This paper is therefore intended to discuss students’ improvement in writing skills through executing a demonstration technique. The data were collected through administrating pre-tests, post-tests, and questionnaires. The result of the study showed that students had various obstacles in learning writing and they were struggling to obtain a higher level of knowledge in writing procedure texts, however, through a careful and intensive implementation of demonstration technique, students’ writing achievement improved significantly from session to session in all classroom writing practices. Students were not only able to write better procedure texts but their works are much worthy as well. In a nutshell, students’ writing needs continually enhancing and demonstration technique is very much recommended to be implemented in classroom writing activities as an alternative teaching technique.]]>
<![CDATA[DISCOURSE IN DIVERSE ASSESSMENT TECHNIQUES EMPLOYED BY LANGUAGE TEACHERS ]]>
<![CDATA[Ida Ayu Made Sri Widiastuti]]>;
<![CDATA[I Gde Putu Agus Pramerta]]>;
<![CDATA[I Nyoman Suparsa]]>;
<![CDATA[Ni Luh Sukanadi]]>
<![CDATA[ International Journal of Linguistics and Discourse Analytics Vol 2 No 1 (2020): IJOLIDA Vol.2 No.1, September 2020 ]]>
Publisher : <![CDATA[Denpasar Institute ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52232/ijolida.v2i1.32
<![CDATA[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.]]>
<![CDATA[Empowering Mind Mapping Strategy To Improve Students’ Writing Skills In The EFL Classroom ]]>
<![CDATA[Mantra, Ida Bagus Nyoman]]>;
<![CDATA[Handayani, Nengah Dwi]]>;
<![CDATA[Widiastuti, Ida Ayu Made Sri]]>
<![CDATA[ International Journal of Linguistics and Discourse Analytics Vol 3 No 1 (2021): IJOLIDA Vol.3 No.1, September 2021 ]]>
Publisher : <![CDATA[Denpasar Institute ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52232/ijolida.v3i1.45
<![CDATA[Writing is one of the important language skills to communicate in written forms. Therefore, the improvement of writing skills is absolutely essential to be continually carried out. This study aims at developing writing skills by implementing a mind mapping strategy in the EFL classroom. There two cyclic learning sessions comprising planning, action, observation, and reflection were conducted in this study. The data were collected through administering pre-test, post-test, and questionnaires to the students who participated in this study. Based on the results of data analysis, this study revealed that students’ writing skills could be improved through implementing a mind mapping strategy. Therefore, this study implies that teachers should consider using mind mapping in teaching writing]]>
<![CDATA[THE IMPROVEMENT OF THE STUDENTS’ SPEAKING SKILL OF BALI WIDYA KUSUMA HOTEL SCHOOL THROUGH THREE- STEP INTERVIEW ]]>
<![CDATA[Ida Ayu Made Sri Widiastuti]]>
<![CDATA[ Jurnal Santiaji Pendidikan (JSP) Vol. 5 No. 2 (2015): Jurnal Santiaji Pendidikan (JSP) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36733/jsp.v5i2.439
<![CDATA[This present study was a classroom action research which was conducted to overcome the students’ problem in mastering speaking skill by implementing Three- Step Interview. The subject of this study was the first semester students of Bali Widya Kusuma Hotel School. There were two cycles in which every cycle consisted of two sessions. The research was started by administering the initial reflection. In accordance to the main objective of this study, the initial reflection was intended to establish the real pre existing speaking skill mastery of the subjects under study in English. Based on the result of the pre-test which was carried out in the pre-cycle, showed that the subjects’ skill in speaking was categorized as insufficient, which was 54.48. From the technique implemented, there was significant improvement from the subjects’ skill in speaking, in which it improved from insufficient to good, which was 68.09 in cycle I and 76,29 in cycle II. This research furthermore showed there was changing learning behavior as the result of the positive responses concerning the technique applied in improving the subjects’ speaking skills. To sum up, the present clasroom action study proved that the implementation of three-step interview could improve speaking skill in the first semester students of Bali Widya Kusuma Hotel School.]]>
<![CDATA[IMPROVING ENGLISH VOCABULARY ABILITY THROUGH WORD SEARCH GAME OF THE SEVENTH GRADE STUDENTS OF SMPN 2 ABIANSEMAL IN ACADEMIC YEAR 2009/2010 ]]>
<![CDATA[Ida Ayu Made Sri Widiastuti]]>
<![CDATA[ Jurnal Santiaji Pendidikan (JSP) Vol. 1 No. 1 (2011): Jurnal Santiaji Pendidikan (JSP) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36733/jsp.v1i1.460
<![CDATA[The present classroom action study dealt with Improving the Students English Vocabulary Through Word Search Game of the Seventh Grade Students of SMPN 2 Abiansemal in Academic Year 2009/2010. The present classroom action study was basically triggered by the fact that the subjects under study still faced problem in vocabulary mastery. The subjects’ vocabulary problem should be instantaneously solved. Words Search Game were expected to be an effective way in improving and developing the vocabulary mastery of the Sevent Grade Students of SMPN 2 Abiansemal in Academic Year 2009/2010. The present classroom action study made use of pre-test and post-test research design with descriptive and quantitative analysis. It consists of two cycles and in each cycle there are four successive sessions. The present classroom action study was started with administering initial refelction (IR) to the subjects under study which was intended to establish the real preexisting vocabulary mastery of the subjects under study. The comparation of mean score of each session within each cycle shows a significant increase. This grand mean figure convincingly increased much higher than the mean figure of the initial reflection or pretest scores. This grand mean figure convincing reveals that there were significant Improvement of the Students’ English Vocabulary of the Seventh Grade Students of SMPN 2 Abiansemal. The questionnaires which were actually intended to measure the changing learning behavior of the subjects under study in learning vocabulary taught through Words Search Game were administered by the end of the cycle I. The results of the comparative percentage figures obtained for the present class study proved that the subjects' learning behavior changed positively, that was, their attitude and motivation heightened significantly.]]>
<![CDATA[PENGEMBANGAN TES BAHASA INGGRIS KOMUNIKATIF UNTUK SMK PARIWISATA DI BALI ]]>
<![CDATA[I Nengah Astawa]]>;
<![CDATA[Ida Bagus Nyoman Mantra]]>;
<![CDATA[Ida Ayu Made Sri Widiastuti]]>
<![CDATA[ Jurnal Bakti Saraswati (JBS): Media Publikasi Penelitian dan Penerapan Ipteks Vol. 6 No. 2 (2017): Jurnal Bakti Saraswati (JBS) : Media Publikasi Penelitian dan Penerapan Ipteks ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan (Institute for Research and Community Empowerment) Universitas Mahasaraswati Denpasar Bali ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research was conducted at SMK in Bali which aims to develop a model of communicative English test for SMK Tourism in Bali by involving students of English Education Study Program as the final project of language tesing. This research is conducted for two years using Research and Development method so that the developed product can be believed to be correct and accurate. The research was conducted because the crucial important problem faced by SMK Tourism teachers in assessing the ability of communicative English students so that teachers and students know their true ability in English communication in order to improve the quality of learning so that students will be ready to work in various tourism industries. In the first year, research was focused on establishing a communicative English test model based on analyzing an English test that already exists at SMK Tourism in Bali and then designing a model of Communicative English test for vocational students in Bali.]]>
<![CDATA[Assessment and feedback practices in the EFL classroom ]]>
<![CDATA[Ida Ayu Made Sri Widiastuti]]>
<![CDATA[ REID (Research and Evaluation in Education) Vol 7, No 1 (2021) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Yogyakarta & HEPI ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21831/reid.v7i1.37741
<![CDATA[The present study explored the implementation of Language classroom assessment and feedback within the English as a Foreign Language (EFL) classroom. This research was conducted using a qualitative research design, and the obtained data were analyzed descriptively. Data were collected by conducting direct classroom observation using observation checklists and in-depth interviews with the three professional English instructors using an observation guide. The data were transcribed and coded according to their categories. The findings of the study indicated that the students learning progress were assessed through a short question-answer and completion test. Verbal feedback was merely provided by the teachers, and feedback was given only occasionally. The teacher hardly provided any follow-up action in order to modify their way of teaching. Consequently, there was a slow, gradual improvement of the students' learning achievement. Therefore, teachers were recommended to utilize various classroom language assessments to assess the students' learning. The teachers should provide both verbal and written feedback for their students to enhance their achievement continually.]]>
