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All Journal Linguistika Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Widya Winayata: Jurnal Pendidikan Sejarah Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal IKA Jurnal Pendidikan Teknologi dan Kejuruan Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa RETORIKA: Jurnal Ilmu Bahasa Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan IJEE (Indonesian Journal of English Education) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture Jurnal Pendidikan Bahasa English and Literature Journal ETERNAL(english, teaching, learning, and Research Journal) Aksara LLT Journal: A Journal on Language and Language Teaching Linguistic, English Education and Art (LEEA) Journal Edu-Ling: Journal of English Education and Linguistics Cetta: Jurnal Ilmu Pendidikan LINGUA LITERA : journal of english linguistics and literature Kandai Journal of Educational Research and Evaluation WIDYA LAKSANA Journal of Education Technology International Journal of Elementary Education Mimbar Ilmu Jurnal EDUTECH Undiksha Linguistik Indonesia ACITYA Journal of Teaching & Education PROJECT (Professional Journal of English Education) E-Link Journal Borneo Educational Journal (Borju) The Art of Teaching English as a Foreign Language (TATEFL) Journal of Educational Study Linguistic, English Education and Art (LEEA) Journal EDULIA: English Education, Linguistic and Art Journal PEMA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Yavana Bhasha: Journal of English Language Education TELL - US JOURNAL IJLHE: International Journal of Language, Humanities, and Education KONSELOR EDUJAVARE: International Journal of Educational Research SEAQIL Journal of Language Education Aksara Journey: Journal of English Language and Pedagogy Aksara

Adnyani, Ni Luh Putu Sri

Universitas Pendidikan Ganesha

Author-ID : 2952960

Religion Arts Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

Published : 89 Documents Claim Missing Document

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Problem-based learning and 21st-century skills: Are they compatible? Ni Komang Arie Suwastini; Ni Wayan Nilam Puspawati; Ni Luh Putu Sri Adnyani; Gede Rasben Dantes; Zulidyana Dwi Rusnalasari
EduLite: Journal of English Education, Literature and Culture Vol 6, No 2 (2021): August 2021
Publisher : Universitas Islam Sultan Agung

Rapid changes in the 21st century require students to have not only theoretical knowledge but also high order thinking skills and communicative skills. Arguing that problem-based learning can be a good alternative for improving 21st-century skills, the present study will elaborate on the characteristics, syntax, strengths, and challenges faced in implementing problem-based learning in the classroom. Library research was employed to choose the references for supporting the arguments. Relevant articles were chosen from reputable international journals through Google Scholar, limiting the publication's date from 2015 – 2020, with keywords related to problem-based learning and developing 21st -Century skills. The results reveal that the problems proposed in problem-based learning must be real-life-based and require problem-solving skills. The syntax of the implementation can be adjusted based on the needs of teachers and students. Although problem-based learning might be intricate, suitable strategies can be employed to obtain maximum benefits from this approach. In short, problem-based learning is an appropriate teaching approach to be implemented to meet the needs of the 21st century.

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

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.

INTERLANGUAGE PRODUCED BY JUNIOR HIGH SCHOOL STUDENTS IN RECOUNT TEXT (Interlanguage (Bahasa Antara) yang Dihasilkan oleh Siswa Sekolah Menengah Pertama dalam Teks Rekon) Ni Luh Putu Sri Adnyani; Putu Pande Novita Sari; Ni Komang Arie Suwastini; Putu Kerti Nitiasih
Kandai Vol 17, No 2 (2021): KANDAI
Publisher : Kantor Bahasa Sulawesi Tenggara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/jk.v17i2.2719

Karangan yang ditulis oleh siswa sekolah menengah pertama mengandung kalimat-kalimat salah yang menggambarkan bahasa mereka. Bahasa yang dihasilkan oleh siswa-siswa ini biasa dirujuk sebagai interlanguage (bahasa antara). Apakah bahasa pertama atau bahasa sasaran memengaruhi kesalahan-kesalahan tersebut? Penelitian ini bertujuan untuk mendeskripsikan interlanguage yang digunakan oleh siswa-siswa yang mempelajari Bahasa Inggris sebagai bahasa asing dalam teks rekon. Subjek penelitian ini terdiri atas 20 orang siswa sekolah menengah pertama di Buleleng. Data dikumpulkan melalui latihan menulis terbimbing dalam bentuk teks rekon. Empat langkah ditempuh dalam menganalisis data, yaitu mengidentifikasi, mengklasifikasikan, mendeskripsikan dan menjelaskan bentuk linguistik dalam tulisan siswa. Hasil penelitian memperlihatkan bahwa pengaruh bahasa ibu terhadap bahasa antara siswa antara lain adalah penggunaan tata bahasa Indonesia, penggunaan kata-kata Indonesia, penghilangan pemarkah jamak -s, penghilangan TO BE dan aspek kala dari verba. Pengaruh bahasa sasaran antara lain adalah padanan yang salah, penambahan kata sandang, kesalahan dalam memilih pronomina dan overgeneralisasi bentuk lampau -ed. English text written by junior high school students consists of erroneous sentences which describe learners' language. Either the native language or target language influences the errors. This term is called interlanguage. The study aimed at describing the interlanguage produced by EFL students in recount text. The subjects of the study were 20 students of junior high school in Buleleng Regency. The data was collected through a guided writing exercise in the form of recount text. There were four steps in analyzing the data, namely identifying errors, classification, description, and explanation. The result shows that native language influence includes Indonesian grammar patterns, Indonesian words, wrong selection of word form, the omission of plural marker -s, TO BE deletion, and verb tense. Target language influence includes false friend, the addition of articles, wrong choice of pronoun, and overgeneralization of past form -ed.

PEMEROLEHAN NEGASI SEORANG ANAK DWIBAHASA INDONESIA-JERMAN PADA UMUR 1;2 SAMPAI 3;0 Ni Luh Putu Sri Adnyani; I Nyoman Pasek Hadisaputra
Linguistik Indonesia Vol 31, No 1 (2013): Linguistik Indonesia
Publisher : Masyarakat Linguistik Indonesia

The study aims at a) finding out the negation developed by the child between the age of 1;2 until 3;0, b) describing the steps of the development, and c) explaining the function of the negation produced by the child. This is a longitudinal qualitative research. The result of the study shows that the acquisition of negation follows a sequence pattern, based on the order of appearance; they are ndak/tidak, belum, jangan and bukan. Yet, the only negation produced in Deutsch is nein. The word nein was initially produced when Lila was 1;6 and has been frequently and productively used by the child. At the age of 1;8, Lila also started to use negation in Balinese such as de and sing nyak. The Balinese was acquired as a result of being in a peergroup. The function of the negation produced by the child are rejecting an offer or an activity, denying an existence of something, denying a certain knowledge, forbidding someone to do something, negating perfective and opposing.

THE REPRESENTATIONS OF CHARACTER EDUCATION VALUES IN ENGLISH TEXTBOOK WHEN ENGLISH RINGS A BELL Brenda Khanadi; Ni Komang Arie Suwastini; Kadek Eva Krishna Adnyani; Ni Luh Putu Sri Adnyani; I Gusti Agung Sri Rwa Jayantini
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 9 | NO.1 | 2022
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v9i1.26649

ABSTRACTThe present study analyzed the representations of the Five Core Values of character education recommended by the Indonesian Ministry of National Education in 2017 into a national English Textbook for 7th Grade, entitled When English Rings a Bell. The present study was qualitative research, which conducted the data classification, data display, and conclusion drawing concurrently and repeatedly, while the whole process is always compared with the data collection. The study revealed that the book investigated represents all five core values: religiosity, nationalism, independence, cooperation, and integrity. Religiosity and nationalism were the two values most cultivated in the textbook, while integrity is represented more infrequently, and cooperation value is sparsely presented. These findings imply that the imbalanced representation of the five core values in the textbook investigated could negatively affect the students’ character building. Thus, the present study recommends teachers use this textbook to design activities that call for cooperation and integrity values, so the students’ character building at school can be more balanced. ABSTRAKPenelitian ini mencermati representasi Lima Nilai Utama Pendidikan Karakter yang direkomendasikan Kementrian Pendidikan dan Kebudayaan pada 2017 ke dalam buku teks Bahasa Inggris untuk Kelas VII berjudul When English Rings a Bell. Kajian ini dirancang sebagai penelitian kualitatif deskriptif, dimana kategorisasi data, pemaparan data, dan penarikan kesimpulan dilakukan bersamaan dan berulang, serta selalu dibandingkan dengan proses dan hasil pengumpulan data. Ditemukan bahwa buku teks yang dikaji mengandung representasi kelima nilai utama pendidikan karakter yang direkomendasikan kementrian: religius, nasionalis, mandiri, gotong royong, dan integritas. Nilai religius dan nasionalis adalah dua nilai yang paling sering dihadirkan, sementara intgritas dihadirkan cukup sering dan nilai gotong royong merupakan nilai yang paling jarang. Temuan ini menunjukkan bahwa ada ketidakseimbangan dalam representasi kelima nilai utama pendidikan karakter dalam buku teks yang dikaji, yang dapat berimplikasi negative pada pengembangan karakter anak. Untuk itu, penelitian ini menyarankan agar guru mengimbangkan ketimpangan pada buku teks ini dengan merancang kegiatan-kegiatan yang mengembangkan nilai gotong royong dan integritas sehingga usaha penguatan karakter siswa dapat berlangsung dengan lebih baik dalam pembelajaran di sekolah.

THE ANALYSIS OF INTERCULTURAL COMMUNICATION IN BORAT'S MOVIE Ni Komang Sri Mariati; Ni Luh Putu Sri Adnyani; Ni Nyoman Padmadewi
Elite : English and Literature Journal Vol 9 No 1 (2022): June
Publisher : UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elite.v9i1.25141

Intercultural communication is essential to help people learn a new culture and communicate their own culture to other groups/countries. Since many people have to misinterpret the new culture, intercultural communication is important to learn. The study aims to analyze the differences between Kazakhstan and American culture toward intercultural communication contained in Borat's movie. This study uses the library research method. The researcher collects the data from some books, articles, and journals. The findings of the research are; first, the researcher found that in the movie, there are surface and deep cultural differences between Kazakhstan and American culture. The surface culture found are people, buildings, dress, language, and behavior. Then, the deep cultures that are found are values and attitudes. Second, intercultural communication works when the main character and people in the USA share their culture. In the last findings, as the main character, Borat changes his mindset about Jews and shares Christian religion with Kazakhstan's people he adopts from the USA.

Language Mixing in an Indonesian-Balinese Simultaneous Bilingual Child Ni Luh Devi Wimayanti; Ni Luh Putu Sri Adnyani; Ni Komang Arie Suwastini
Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana Vol 29 No 2 (2022): September
Publisher : Program Magister Linguistik Universitas Udayana

When children get regular and continual exposure to two or more languages, they can develop the competence to use those languages. However, the languages used by the children may include mixing, where features of different languages converge in single language use. The present research investigates the speech of a three-year-old child exposed to Indonesian and Balinese since birth. The study focused on analyzing the language mixing produced by the child. The child was observed for three months. The child was exposed to Indonesian by the parents and Balinese by grandparents and other extended family members. They all lived in the same compound. In collecting the data, diary notes were used, supplemented with video recordings. The result shows that language mixing occurred when the child substituted content words, phrases, and function words in both languages. The language mixing happens due to the salient of the words, the frequent use of the words or phrases in the child's environment, the availability of mixing in the input, and an effort to emphasize meaning. Pragmatically, the result shows that the child can use the two languages appropriately with different interlocutors.

Lexical development in an Indonesian-Balinese bilingual child Ni Luh Putu Sri Adnyani; Ni Made Rai Wisudariani; I Wayan Swandana
Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i2.51089

It is debatable whether bilingual children can distinguish between their two languages from an early age. This study aims to describe how a bilingual infant differentiates between her two languages, focusing on the acquisition of a dual vocabulary. This topic is addressed in a bilingual case study of an infant who acquired a national language (Indonesian) and an indigenous language (Balinese) simultaneously from birth until the age of one year and eleven months. Within the family, the two languages are used interchangeably. The parents' native language is Balinese, and Indonesian is the neighbourhood’s lingua franca. However, within the peer group, Indonesian is the dominant language. Daily diaries are used to record the child's vocabulary development in combination with weekly video recordings in the two language settings. The study shows that the child develops vocabulary in both Indonesian and Balinese. Since Indonesian and Balinese are closely related, the child also develops words that are shared by the two languages. During the development of the child’s vocabulary, Indonesian words outnumbered Balinese words due to the dominant use of Indonesian in the environment. The research demonstrates that translation equivalents (TEs) mean those language choices are available from the early stages of language development. The study shows that translation equivalents (TEs) demonstrate those language choices are available from the initial stages of language development. The findings highlight that a child who is exposed to two closely related languages can differentiate different language systems from an early age. Despite the child's ability to differentiate between the two languages, the national language develops at a far quicker rate than the indigenous language.

INDONESIAN-ENGLISH CODE-MIXING IN INSTAGRAM CAPTIONS OF AN INDONESIAN CELEBGRAM Dewi, Gusti Putu Rustika; Adnyani, Ni Luh Putu Sri; Padmadewi, Ni Nyoman; Suwastini, Ni Komang Arie; Jayantini, I Gusti Agung Sri Rwa
TELL - US JOURNAL Vol 7, No 2 (2021): September 2021
Publisher : Universitas PGRI Sumatera Barat

Code mixing is a sociolinguistic phenomenon that deals with bilingual speakers' ability to use language features of two languages in one sentence or utterance. This research investigated the type of code-mixing used by an Indonesian celebgram and explored reasons for using code-mixing in Instagram captions of an Indonesian celebgram. The data for this study were collected from Instagram captions posted by an Indonesian celebgram @keanuagl from February 2020 to September 2020. The data were analyzed by using Muysken’s theory of type of code-mixing. The reasons for using code-mixing in Instagram captions were analyzed using Hoffman's theory which covers seven reasons. The findings showed that insertion was the most frequent type of code-mixing used by @keanuagl. It was followed by congruent lexicalization, and the minor type used was alternation. It was found that the percentage of insertion was 68.96%, alternation was 10.34%, and congruent lexicalization was 20.68%. For the reason of using code-mixing, it was found that there were only three reasons that motivated the use of code-mixing by @keanuagl in his Instagram captions. Those reasons were to talk about a particular topic, show empathy or solidarity, and intend to clarify the speech content for the interlocutor.

POLITENESS STRATEGIES APPLIED BY TEACHERS IN EARLY CHILDHOOD EDUCATION Ni Luh Sutrisna Diyani; I Nyoman Adi Jaya Putra; Ni Luh Putu Sri Adnyani
Lingua Scientia Vol. 30 No. 1 (2023)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v30i1.59260

Children tend to imitate adults such as teachers, not only in the way the teachers speak but also in the way the teachers think, behave, act, and solve problems. Politeness strategies that the teachers apply could be a way to motivate students to act and communicate politely. This study aims at analysing the positive and negative politeness strategies applied by teachers in early childhood education during the teaching and learning process, as well as analyzing the acts of teachers that threaten the students' negative faces and how the students respond to the teachers' face-threatening acts. The study involved three kindergarten teachers at an international school in Bali as the subjects. The data was collected during circle time activities. Circle time is when the teachers and children gather in a circle to discuss the day’s activities. The finding showed that the kindergarten teachers dominantly and consistently applied positive politeness strategies to motivate the students and build a close relationship between teachers and students during the teaching and learning process, which is 91.2%, compared with negative strategies, which were only 7.9%. Furthermore, there were 52 utterances of face-threatening acts done by kindergarten teachers in the dialogue interaction with their students. It is suggested that teachers consciously choose the appropriate politeness strategies, either positive or negative, to suit the context as well as the objectives of the instruction. Keywords: context, politeness strategy, face threatening acts, early childhood education, teacher

Co-Authors Abd. Syakur Agustin, Dewa Ayu Eka Agustini, Made Ari Dwita Alif Falah, Maftah Almira Rizky Asmaria Anak Agung Sri Barustyawati Ayu Kadek Surya Maharani Bella Oktariana Blangsinga, Gede Wisma Krisna Ari Aditya Brenda Khanadi Dewa Ayu Novi Kusumawardani Dewa Gde Rudy Dewa Putu Ramendra Dewa Putu Ramendra Ramendra Dewantara, Kadek Andre Karisma Dewi, Gusti Putu Rustika Dewi, Komang Putri Dewi, Ni Kadek Kasandra Dharma, Ketut Pande Bagus Wahyu Surya Drs. Wayan Sugiartha, M.Si. . Eka Anastasia Wijaya Elsie, Kadek Fredina Gede Aditra Pradnyana Gede Rasben Dantes Hutapea, Jesica Vanessa I Gede Budasi I Gusti Agung Sri Rwa Jayantini I Gusti Ayu Lokita Purnamika Utami I Gusti Ayu Puspawati I Gusti Bagus Wiksuana I Komang Widiasmara I Made Ardwi Pradnyana I Made Suta Paramarta I Nyoman Adi Jaya Putra I Nyoman Adi Jaya Putra Putra I Nyoman Pasek Hadisaputra I Nyoman Pasek Hadisaputra5 I NYOMAN SUPARWA I WAYAN PASTIKA I Wayan Suarnajaya I Wayan Swandana Jama, Karolus Budiman Jelimun, Maria Olga Jennet Senawati Kadek Eva Krishna Adnyani Kadek Eva Krishna Adnyani Kadek Fredina Elsie Kadek Mahardika Kadek Puspa Ariantini Kadek Sintya Dewi Karisma, Made Arya Wira Kultsum, Ummi Lestari, Ni Putu Diana Eka Luh Putu Artini Luh Putu Artini M.Si Drs. I Ketut Margi . M.Si. Drs. Wayan Sugiartha . Made Astawa Kusuma Mandala Made Hery Santosa Maheswari, Putu Ayu Masita Menggo, Sebastianus Menggo, Sebastianus Mimo Lalito Erisyerico Murniasih, Tri Ery Ni Komang Arie Suwastini Ni Komang Sri Mariati Ni Luh Devi Wimayanti Ni Luh Sutjiati Beratha Ni Luh Sutrisna Diyani Ni Made Rai Wisudariani Ni Made Ratminingsih Ni Nyoman Artini Ni Nyoman Padmadewi Ni Nyoman Padmadewi Ni wayan eka oktaviani Ni Wayan Krismayani Ni Wayan Nilam Puspawati Ni Wayan Surya Mahayanti Nice Maylani Asril Paramarta, I Made Suta Prawira, Bagus Yuda Prawoco, Fajar Sandi Prof. Dr. Ni Nyoman Padmadewi,MA . Purniawati, Sang Ayu Putu Ari Purwanti, Ni Komang Ratna Puspawati, Ni Wayan Nilam Putra, Pande Agus Putu Dharma Putu Ayu Prabawati Sudana Putu Ayu Prabawati Sudana Putu Ayu Yulia Angelina Putri Putu Dika Pratiwi Putu Dita Marantika Putu Eka Dambayana Suputra Putu Kerti Nitiasih Putu Nita Ardiani Putu Pande Novita Sari Putu Suarcaya Rima Andriani Sari Rima Andriani Sari Rizki Prasetya Rusnalasari, Zulidyana Dwi Sahrullah Sahrullah Sahrullah Sahrullah Salma Aldarosa Anjani Sang Ayu Putu Ari Purniawati Sari, Putu Pande Novita Satwika, Ida Bagus Wiswanatha Sri Rwa Jayantini, I Gusti Agung Suka, Eva Suryandani, Putu Dinia Veronika Genua Widiastuti, Ni Putu Santhi Wiraningsih, Putu Xuan, Zhao Zagoto, Rafik Joshuan Zulidyana Dwi Rusnalasari

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