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All Journal HUMANIKA Lingua Scientia Journal RETORIKA: Jurnal Ilmu Bahasa Jurnal Ilmu Sosial dan Humaniora IJEE (Indonesian Journal of English Education) Edu-Ling: Journal of English Education and Linguistics
Ni Nyoman Artini
Universitas Pendidikan Ganesha
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Benefits of Reading Aloud for Children: A Review in EFL Context Jennet Senawati; Ni Komang Arie Suwastini; I Gusti Agung Sri Rwa Jayantini; Ni Luh Putu Sri Adnyani; Ni Nyoman Artini
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.1 | 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v1i1.19880

Abstract

ABSTRACTAlthough reading aloud is an old teaching strategy, its relevance has been vouched by research from time to time. The present study aimed to critically review experts' opinions and results of previous research on the definition and characteristics of reading aloud and its benefits for young children in the EFL contexts by employing George’s (2008) model of literature review. The review revealed that the teacher plays the most crucial role in reading aloud, acting as the bridge between the text and the student's comprehension. A good design of reading aloud demands the teacher’s competence in choosing the text to meet the students’ interest and level; planning the tempo of the reading and the pauses to pose questions and comments; and making connections with the text and the children. Reading aloud benefits children’s English regarding their vocabulary, pronunciation, comprehension, listening skills, reading skills, speaking skills, communicative skills, and motivation, literacy, and critical thinking skills. These results imply that reading aloud is still relevant to be implemented nowadays because of the benefits it brings to children’s English. ABSTRAKMeski sering dianggap metode lama, membaca nyaring memberi banyak manfaat. Artikel ini bertujuan untuk melakukan kajian kritis terhadap pendapat ahli dan penelitian terdahulu mengenai pengertian, ciri khas, serta manfaat membaca nyaring, dengan mengikuti model penelitian kajian pustaka George (2008). Diungkapkan bahwa guru menjadi penentu kesuksesan kegiatan membaca nyaring sebagai jembatan yang menghubungkan siswa dengan teks yang dibaca. Kegiatan membaca nyaring bergantung pada kemampuan guru untuk memilih teks yang sesuai dengan minat dan kemampuan siswa, serta merancang proses pembacaan terkait tempo dan penempatan jeda untuk memberi komentar, bertanya, maupun membuat kaitan-kaitan antara teks dan siswa. Ahli dan penelitian terdahulu berpendapat bahwa kegiatan membaca nyaring berkontribusi secara positif terhadap siswa terkait pembentukan kosakata, pelafalan, pemahaman, keterampilan mendengar, membaca, berbicara, dan berkomunikasi, serta motivasi, literasi, dan kemampuan berpikir kritis berkomunikasi mereka. Jadi, membaca nyaring sangat relevan diimmplementasikan pada jaman sekarang karena kegiatan ini sangat positif untuk perkembangan Bahasa Inggris siswa.
GENDER INEQUALITY REPRESENTED IN ENGLISH TEXTBOOKS: A LITERATURE REVIEW Luh Shanti Nilayam Mihira; Ni Komang Arie Suwastini; Ni Nyoman Artini; I Gusti Agung Sri Rwa Jayantini; I Wayan Budiarta
Jurnal Ilmu Sosial dan Humaniora Vol. 10 No. 3 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jish-undiksha.v10i3.39209

Abstract

Ideologies are contested through discourses; thus, textbooks can be a fertile ground for implanting the prevalence of women's marginalization in society, or they can also be used for deconstructing the ideology. The present study aims to provide a general map of how English as a foreign language reflects gendered stereotypes. The study was library research that used the results of previous studies to answer the research questions. Using George's method, the study chose thirty articles published in 2010 - 2021, then critically reviewed. The critical reading was continued with mapping the results of the studies, and their arguments on gender stereotypes included English as Foreign Language textbooks worldwide. The review revealed that there had been prevalent marginalization of women in English textbooks reflected through the depiction of women as less dominant, inferior than men, primarily domestic, generally weak, powerless, voiceless, and passive. Such male prevalence was also found in Indonesian EFL textbooks. Many previous studies admit that male prevalence and women marginalization in EFL textbooks reflect reality in society. Nevertheless, the present study takes the standpoint that calls for the utilization of textbooks to deconstruct gendered binary oppositions that marginalize women by deliberately designing textbooks that impart awareness about gender equity.
Intra-Sentential and Intra-Lexical Code Mixing in Nessie Judge’s YouTube Video Entitled “Lagu Populer + Pesan Iblis Tersembunyi” I Made Drati Nalantha; Ni Komang Arie Suwastini; I Gusti Ayu Agung Dian Susanthi; Putu Wiraningsih; Ni Nyoman Artini
RETORIKA: Jurnal Ilmu Bahasa Vol. 7 No. 2 (2021)
Publisher : Magister of Linguistic, Postgraduated Program, Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (306.075 KB) | DOI: 10.22225/jr.7.2.3748.166-171

Abstract

As a linguistic phenomenon, code mixing is common to be identified in language users. Furthermore, YouTube as one of the online platforms has become an environment rich with the use of code mixing. Considering that YouTube might influence the language use in its audience, the following study aimed to identify the use of code-mixing presented by Indonesian content creator named Nessie Judge. Following the qualitative analysis research from Miles, Huberman, & Saldana (2014), the recent study identified the types of code mixing as presented by Hoffman namely, Intra-sentential code-mixing and Intra-lexical code-mixing. The present study identified the use of code mixing type intra-sentential and -lexical uttered by the speaker. From 114 utterances made by Nessie Judge in her video, code-mixing was identified in 86 utterances, where 53 utterances belong to intra-sentential code mixing and 13 utterances belonged to intra-lexical code mixing. The analysis revealed that the use of code mixing might be rooted in the speakers’ inability to find the equivalent words while discussing the video content. By looking at the number of the data percentage, intra-sentential code-mixing had more data than intra-lexical code-mixing meaning that the use of intra-sentential code-mixing was more common rather than intra-lexical code-mixing. It can be concluded because the speaker in the video inserts English words at the end of sentences or in the middle of sentences most of the time. The speaker on the video was clearly seen mixed Indonesian words with English words without changing the structure or context of the sentences.
Multimodal Teaching in EFL Context: A Literature Review Ni Komang Arie Suwastini; Putu Dita Marantika; Ni Luh Putu Sri Adnyani; Made Astawa Kusuma Mandala; Ni Nyoman Artini
Edu-Ling: Journal of English Education and Linguistics Vol. 4 No. 2 (2021): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v4i2.1701

Abstract

In the 21st century, the development of technology has made a lot of influence on the educational process. Technology brings many new approaches to the classroom such as multimodal teaching. The current study intended to review the implementation and effectiveness of multimodal teaching in the context of English language teaching. The review followed Aveyard's (2010) design, with the criteria of selecting the articles used as sources of data are research articles from journals. The result of the review found that the characteristics, benefits, and procedures of multimodal teaching vary greatly according to the needs and abilities of teachers to design the teaching and learning activities. The review also found that multimodal teaching affected students' motivation, productive skills, reading skills, and learning autonomy. This study suggests the implementation of multimodal teaching in ELT classrooms.
Maleficent As an Affectionate Fey in Disney’s 2019 Maleficent: Mistress of Evil Ni Komang Arie Suwastini; Ni Putu Diah Setyadewi; I Nyoman Pasek Hadi Saputra; Ni Nyoman Artini; I Gusti Ngurah Agung Wijaya Mahardika
HUMANIKA Vol 29, No 2 (2022): December
Publisher : Faculty of Humanities, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/humanika.v29i2.48104

Abstract

Although Maleficent’s characterizations as wicked witch by the first Disney’s adaptation into Maleficent in 2014, the beginning of the 2019 sequel Maleficent: Mistress of Evil started with a prologue that Maleficent was narratively still considered evil, from which the plot evolves to reveal how the marginalizing characterization prevailed. Amidst this entanglement between the film’s plot and Maleficent’s character revelation, the present study aimed at elaborating Maleficent’s characterizations as an affectionate fey. The present study employed McKee’s (2003) textual analysis to observe Maleficent’s characterizations along the plot development, to reveal how the film portray Maleficent’s affectionate dispositions despite her formidable strength and appearance. The study concludes that Maleficent affections are highlighted through her actions toward the moors and the marginalized, as well as her blessings for Prince Phillip, underlining her willingness to admit her misjudgment and to repent because of her love for Aurora. This finding implies that the film’s plot development strongly relies on Maleficent’s character development facilitated by her strong affection as a surrogate mother.Although Maleficent’s character as a wicked witch has been deconstructed by the first Disney's adaptation of Maleficent in 2014, the beginning of the 2019 sequel Maleficent: Mistress of Evil started with a prologue that Maleficent was narratively still considered evil, from which the plot evolves to reveal how her marginalizing traits prevailed. Amidst this entanglement between the film's plot and Maleficent's character revelation, the present study aimed at elaborating on Maleficent's personality as an affectionate fey. The present study employed McKee’s (2003) textual analysis to observe Maleficent’s character development along the plot development to reveal how the film portrays Maleficent's growing affectionate dispositions despite her formidable strength and appearance. The study concludes that Maleficent's affections are highlighted through her loving, nurturing, and protective traits toward Aurora, the creatures of the Moors, other feys, and humans. With the depiction of these traits, Maleficent emerged as an affectionate Fey in human's eyes. They eliminate the prejudice against Maleficent, the feys, and the fairies, fostering a harmonious life between humans, the feys, and the fairies.
LITERATURE FOR CHARACTER BUILDING: WHAT TO TEACH AND HOW ACCORDING TO RECENT RESEARCH Ni Komang Arie Suwastini; Luh Putu Karina Febriyanti Aryawan; Ni Nyoman Artini; I Gusti Agung Sri Rwa Jayantini; Kadek Eva Krishna Adnyani
Lingua Scientia Vol. 29 No. 2 (2022)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v29i2.41107

Abstract

Character building should be a priority in education, and this present study argues that literature can be a medium for developing students’ characters. This study employs George’s model of library research to synthesize arguments and results of previous studies on genres used in character education, the method used, the values identified in the literary texts used, and the challenges faced during the implementation of literature for building students' characters. The data sources are chosen from reputable international and accredited national journals, closely read, and synthesized to answer the research questions. It is revealed that the genres used by the previous studies for building character values are novels, short stories, children’s stories, films, poetry, folklores, and textbooks. The methods used are story-mediated storytelling, puppet-mediated storytelling, reading comprehension, literature-based instruction, and group discussion. The values identified as teachable through literature are religious, honest, tolerant, disciplined, hardworking, creative, autonomous, democratic, nationalism, patriotism, curious, appreciative, communicative, peace-loving, bibliophilic, environmental awareness, social awareness, and responsible. The challenges faced in using literature for character building are authentic material, time constraints, students' and teachers’ attitudes, proficiency, and critical thinking ability. Thus, the present study recommends using literature for building characters while urging teachers and researchers to find alternatives to cope with the challenges through continuous innovations and research.
Co-Authors Adnyani, Ni Luh Putu Sri I Gusti Agung Sri Rwa Jayantini I Gusti Ayu Agung Dian Susanthi I Gusti Ngurah Agung Wijaya Mahardika I Made Drati Nalantha I Nyoman Pasek Hadi Saputra Jennet Senawati Kadek Eva Krishna Adnyani Luh Putu Karina Febriyanti Aryawan Luh Shanti Nilayam Mihira Made Astawa Kusuma Mandala Ni Komang Arie Suwastini Ni Putu Diah Setyadewi Putu Dita Marantika Putu Wiraningsih