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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) LINGUAL: Journal of Language and Culture 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 Edu-Ling: Journal of English Education and Linguistics 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) Borneo Educational Journal (Borju) The Art of Teaching English as a Foreign Language (TATEFL) Journal of Educational Study EDULIA: English Education, Linguistic and Art Journal Jurnal Pendidikan Indonesia (Japendi) TELL - US JOURNAL IJLHE: International Journal of Language, Humanities, and Education KONSELOR 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

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

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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

The Analysis of Politeness Strategy Used by The Main Characters in “Gifted” Film Ayu Kadek Surya Maharani; Dewa Putu Ramendra; Ni Luh Putu Sri Adnyani
Acitya: Journal of Teaching and Education Vol 5 No 2 (2023): Acitya: Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v5i2.3668

Politeness strategy is a strategy in the use of language related to the use of good and polite verbal communication, which can make communication work cooperatively. In terms of communicating, politeness strategies are very important to avoid conflicts in communication which means avoiding face-threatening acts (FTA) of the hearer. In researching politeness strategy, the film is a work of art that can be analyzed because it has characters and utterances that can be analyzed and are closely related to real life. Thus, a film entitled "Gifted" was chosen because this film is related to the education of gifted children, the parenting of gifted children, and is built on mental health issues in the world of learning. This study aims to analyze the politeness strategy of the main character in this film. This research used a qualitative descriptive approach and audio-visual data collection approach. The result of the analysis shows there are 60 politeness strategies data found from 512 utterances from the main characters. 37 data of positive politeness strategy categorized into three subtypes: Claim common ground (12 data), Convey that speaker and hearer are cooperators (24 data), and fulfill hearer’s want (1 data). 23 data of negative politeness strategy that categorized into: be direct (9 data), do not presume or assume (3 data), do not coerce hearer (3 data), and communicate speaker’s want to not impinge (23 data).

Grammatical Features in Indonesia English: A Study of Indonesian College Students Ni Luh Putu Sri Adnyani; Kadek Eva Krishna Adnyani; Veronika Genua; Sebastianus Menggo; I Nyoman Pasek Hadisaputra5
Mimbar Ilmu Vol. 28 No. 2 (2023): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v28i2.53866

This study aims to expose detailed descriptions of the grammatical features of Indonesian English. Indonesian English refers to a newly recognised linguistic variety of English as proposed by Coleman (2017). The grammatical characteristics as the result of acquiring a new language lead to the presence of a new variety of Indonesian English. Applying descriptive qualitative research, the data were collected based on recordings of the speech of 24 college students on three different topics. Following the principle proposed by Cogo and Dewey (2012), this study reveals twelve grammatical features as the characteristics of Indonesian English. They are namely the over-generalisation and omission of the copula BE (i.e am, is, are), the use of Indonesian collocation and literal translation, subject–verb agreement, the omission of the plural marker 's', assigning different lexical meanings, inappropriate prepositions, the omission of possessive markers, the omission and addition of articles, the application of verb tenses, the use of Indonesian acronyms and abbreviations, the incorrect construction of passive forms, and the use of Indonesian lexical items. It is shown that one of the main factors in the emergence of this new English variant is the contact of the multiple languages used by the speakers.

ENGLISH AS A MEDIUM OF INSTRUCTION: INDONESIAN TERTIARY STUDENTS’ PERCEPTION ON THE STRENGTHS AND WEAKNESSES Putu Ayu Prabawati Sudana; Ni Made Ratminingsih; Ni Nyoman Padmadewi; Ni Luh Putu Sri Adnyani
SEAQIL Journal of Language Education Vol. 2 No. 1 (2023): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70046/sjle.2.1.42-55

EMI (English as Medium of Instruction) is an innovative teaching approach where subjects other than English are taught to the students in English, a second or foreign language. This approach has been widely adopted in European and Asian tertiary education institutions, including Indonesia. However, only a limited number of research has been carried out to reveal the student’s perception of the advantages and drawbacks of the implementation in the country. This study, therefore, aimed at investigating the students’ perceptions of the advantages and drawbacks of EMI implementation in one state university in Bali, Indonesia. This study employed mixed-method research, which was carried out with 130 participants enrolled in the international class initiation. The obtained data were collected through questionnaires and interviews. The results of the study showed five significant advantages of EMI class: cognitive advantages, resource availability, rich exposure to English and chances to use it, career opportunity, and improvement of students’ motivation in English. However, EMI students also encountered challenges such as difficulties comprehending lectures/materials, taking tests, and low participation in classroom discussions.

STUDENT PERCEPTION IN LEARNING ENGLISH SPEAKING ABILITY THROUGH IMPLEMENTING INSTAGRAM Salma Aldarosa Anjani; I Gusti Ayu Lokita Purnamika Utami; Ni Luh Putu Sri Adnyani
PROJECT (Professional Journal of English Education) Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, MAY 2024
Publisher : IKIP Siliwangi

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

This study research is aimed to examine the perceptions of students regarding the use of Instagram for improving English speaking skills. Social media platforms, including Instagram, have gained popularity in language learning contexts, yet little research has examined students' perspectives on its efficacy. The type of this research used quantitative research design. The quantitative with survey study technique. A population of forty-eight students participated, representing hospitality educational backgrounds and proficiency levels at Apollonia Hotel School in the academic year 2022/2024 in diploma II. The instrument for collecting data was a questionnaire. Semi-structured questionnaires assess participants' usage patterns, perceived benefits, challenges, and attitudes toward Instagram for language learning. The data analysis used validity, reliability of Cronbach Alpha, and descriptive statistics by using SPSS version 26. The result indicated a generally positive perception of Instagram as a supplementary tool for English-speaking practice, highlighting benefits such as access to authentic language content and interaction opportunities with native speakers. However, distractions were also noted from an unstable internet connection, the informal nature of the content, and the experience of the teacher to transform in teaching environment from traditional to innovative ways. Further research is recommended to explore effective strategies for integrating Instagram into language learning curricula and addressing the identified challenges.

Lecturers’ Perceptions on the Benefits and Challenges of English as a Medium of Instructions (EMI) Program: North Bali Context Sudana, Putu Ayu Prabawati; Ratminingsih, Ni Made; Padmadewi, Ni Nyoman; Adnyani, Ni Luh Putu Sri
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 17, No 2 (2023)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v17i2.122670

EMI program is an innovative program that has gained high popularity in the countries where English is a second or foreign language. This is due to the benefits that the program offers; to the students, the lecturers and the institutions. However, the program also brings up some challenges that have to be settled by all that involve. This study investigates the lecturers’ perception on the benefits and challenges of EMI Program in a public university in North Bali, Indonesia. The data were collected by distributing questionnaires to the lecturers who taught in EMI classes. Data triangulation was conducted by doing a semi-structured interview with three lecturers. The study findings revealed that the most of the lecturers agreed on the benefits of EMI classes in increasing the exposures of the lecturers and students to English and opportunity in using it and improving the English skills of both the lecturers and students, as well as the students’ content learning. Regarding the institutions’ profile and internationalization, most of the lecturers agreed that EMI classes give contribution to them. In addition, most of the lecturers also perceived that EMI classes increase the lecturers’ and students’ career and study prospect. In terms of the challenges of the EMI program, most of the lecturers mostly agreed that the lecturers’ and students’ language abilities, students’ participation, EMI pedagogy, which includes the effective teaching strategies were challenges that they faced in the program implementation. However, regarding learning resources and technology used in EMI classes, most of them disagreed with the statements; meaning that they did not encounter difficulty in accessing resources and integrating the needed technology in their EMI classes

YOUTUBE VIDEOS FOR IMPROVING SPEAKING SKILLS: THE BENEFITS AND CHALLENGES ACCORDING TO RECENT RESEARCH IN EFL CONTEXT Purwanti, Ni Komang Ratna; Suwastini, Ni Komang Arie; Adnyani, Ni Luh Putu Sri; Kultsum, Ummi
Jurnal Pendidikan Teknologi dan Kejuruan Vol. 19 No. 1 (2022): Edisi Januari 2022
Publisher : Universitas Pendidikan Ganesha

The improvement of students' speaking skills requires students to communicate with the interlocutors interactively. In the context of globalization, social media have become a medium of communication that can enhance students' speaking skills. The present study investigated what previous research had concluded on the use of YouTube videos to enhance the development of students' speaking skills by adapting George's (2008) model of library research into a qualitative design. The study revealed that YouTube videos had been proven to give better exposure to the students' speaking aspects like pronunciation, structure, vocabulary, intonation, grammar, and fluency. However, the use of YouTube videos also poses challenges, such as unstable internet connection, loss of interaction with peers and teachers, low comprehension of the videos, unsuitable length of videos, students’ low readiness and autonomy, and discrepancy between the videos and the language learning goals. These findings imply that while YouTube videos can be helpful learning tools, the right strategies need to cope with the challenges.

Trilingual Supplementary Learning Material: Needs of English Learning Materials for First Grade Elementary School Students Dewantara, Kadek Andre Karisma; Adnyani, Ni Luh Putu Sri; Suarcaya, Putu
International Journal of Elementary Education Vol 8 No 2 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i2.79031

One of the factors that greatly influence the ineffectiveness of language learning in schools is the limited resources, including textbooks, teaching materials, and other supporting tools needed for effective English learning. Therefore, supplementary learning materials are needed that can complement the lack of teaching materials in English Classes. As an initial stage in designing and developing supplementary learning materials, this research aims to conduct a needs analysis in two elementary schools to obtain an initial picture of the needs of teachers and students as a basis for designing supplementary learning materials. This research is a qualitative descriptive study. Data were collected by interviews and direct observation. Data from the interview were analyzed descriptively. Based on the results of the analysis, it is known that there are several problems, such as teachers’ difficulties in speaking English, students’ disinterest in learning English due to limited vocabulary, and lack of interactive learning activities. Therefore, additional trilingual learning materials are needed with three equivalent languages: English, Indonesian, and Balinese. Providing learning materials covering three languages and integrated with interactive activities and games is expected to be a more inclusive and effective solution for improving students’ language skills.

Pre-Service Teachers’ Perception of Digital Literacy Sudana, Putu Ayu Prabawati; Made Hery Santosa; Ni Made Ratminingsih; Ni Nyoman Padmadewi; Luh Putu Sri Adnyani; Luh Putu Artini
Journal of Education Technology Vol. 7 No. 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v7i4.68867

Digital Literacy for teachers, including future teachers is one prominent and influential aspect of living in the 21st century. They need to be digitally literate to be engaged in this digital world and to prepare their students to be digitally literate too. This research aims to assess the level of the pre-service teachers’ digital literacy in one public university in Bali, Indonesia. This study was using a survey study. The participants were involving 158 pre-service teachers. Pre-service teachers are students of teaching training or educational study programs, who are prepared with pedagogical content and skills to prepare them to become teachers. The instrument used in collecting the data was a 5-point-Likert-questionnaire, data triangulation a semi-structured interview with seven pre-service teachers was conducted. The questionnaires were analyzed quantitatively. The study revealed that most of the pre-service teachers reported high levels of literacy in all areas. The results of this study would be beneficial as reflections on the pre-service teachers’ digital literacy as a consideration in the institution’s regular review of the curriculum or training for the pre-service teachers.

Co-Authors Abd. Syakur Agustini, Made Ari Dwita Almira Rizky Asmaria Anak Agung Sri Barustyawati Ayu Kadek Surya Maharani Blangsinga, Gede Wisma Krisna Ari Aditya Brenda Khanadi Dewa Ayu Novi Kusumawardani Dewa Gde Rudy Dewa Putu 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 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 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 Mahardika, Kadek Mahendra, I Gede Agus Yuda Maheswari, Putu Ayu Masita Menggo, Sebastianus Menggo, Sebastianus 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 Putu Era Marsakawati 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 Dika Pratiwi Putu Dita Marantika Putu Eka Dambayana Suputra Putu Kerti Nitiasih 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 Sri Rwa Jayantini, I Gusti Agung Suka, Eva Suryandani, Putu Dinia Veronika Genua Widiastuti, Ni Putu Santhi Wiraningsih, Putu Xuan, Zhao Zulidyana Dwi Rusnalasari

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