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All Journal PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Language and Education Journal Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Indonesia Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan EXPOSURE JOURNAL ELT Echo JELLT (Journal of English Language and Language Teaching) Journal of Educational Research and Evaluation International Journal of Language and Literature Journal of Psychology and Instructions Jurnal Ilmiah Pendidikan Profesi Guru Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) ACITYA Journal of Teaching & Education PANYONARA: Journal of English Education J-REaLL JL3T (Journal of Linguistics, Literature and Language Teaching) The Art of Teaching English as a Foreign Language (TATEFL) Journal of English Language and Education Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Studies in English Language and Education IJLHE: International Journal of Language, Humanities, and Education Pubmedia Jurnal Pendidikan Bahasa Inggris
Kadek Sintya Dewi
Universitas Pendidikan Ganesha
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The Implementation of Inclusive Education by English Teachers to Teach Slow Learners at SMK Negeri 3 Singaraja Yekti, Cintya Maha; Ratminingsih, Ni Made; Dewi, Kadek Sintya
Journal of Psychology and Instruction Vol 3, No 1 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (570.931 KB) | DOI: 10.23887/jpai.v3i1.20894

Abstract

  Inclusive education has been increasing significantly in Singaraja and helping the students with special needs as well as getting their right to have a proper education. Since inclusive was a new policy in education, new research was needed to find out how the implementation and the obstacles faced in inclusive. This study was aimed at investigating the implementation of inclusive education by English teachers to teach slow learners included in a regular classroom. This research was conducted at SMK Negeri 3 Singaraja as one of the general schools which implemented inclusive education. This research was in the form of qualitative research with a case study method. The data were obtained through document study, interviews, and observations. The findings show that (1) the English teachers used same teachers' preparation and modified some activities in the learning process and used different assessment, and (2) there were also found supporting factors such as complete administration, a good way of transferring knowledge, used different assessment and also found challenging factors in implementing inclusive education such as lack of trained teacher, lack of inclusive policy, and lack of differentiation in instructions. Inclusive education has been implemented at SMK Negeri 3 Singaraja but still has to be improved.
AN ANALYSIS OF CLASSROOM INTERACTION PATTERN IN SINGARAJA MONTESSORI SCHOOL (SMS) ., Aldea Pramesti Angelina; ., Dr. Ni Made Ratminingsih, M.A.; ., Kadek Sintya Dewi, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18871

Abstract

Interaksi antara siswa dan guru sangat penting didalam pembelajaran. Akan tetapi, tutur guru dan tutur siswa di dalam kelas tidak seimbang. Tutur guru lebih mendominasi tutur siswa, dan hal tersebut mengurangi kesempatan siswa untuk berbicara didalam kelas. Penelitian ini bertujuan untuk mengidentifikasi pola-pola interaksi dan pola dominan di Singaraja Montessori School (SMS). Penelitian ini menggunakan metode deskripsi kualitatif dalam bentuk analisis wacana dengan berpedoman pada kerangka analisis dari Ur (1996). Hasil penelitian ini menunjukkan bahwa terdapat lima pola yang muncul didalam kelas seperti, choral responses, closed-ended teacher questioning, individual work, student initiates – teacher answers, dan teacher talk. Closed-ended teacher questioning merupakan pola dominan di SMS. Pola-pola interaksi dihasilkan dari guru ke siswa, siswa ke guru, dan siswa ke siswa. Hasil ini menunjukkan bahwa proses belajar-mengajar tidak selalu didominasi oleh guru. Para siswa mempunyai peranan aktif dalam berpartisipasi di kelas.Kata Kunci : interaksi kelas, kerangka analisis Ur (1996), metode Montessori, tutur guru dan tutur siswa, wacana kelas Interaction is really important in language teaching. However, the balance between teacher and students talk was not equal. Teacher talk dominated students talk and it decreased students’ chance to talk in the classroom. This study then aimed at identifying the interaction patterns found and the dominant pattern in Singaraja Montessori School (SMS). This study used descriptive qualitative method in form of discourse analysis by using Ur (1996) framework. The findings show that 1) the patterns of interaction emerge in the class are choral responses, closed-ended teacher questioning, individual work, student initiates – teacher answers, and teacher talk, 2) Closed-ended teacher questioning become the dominant pattern in SMS. The patterns of interaction are produced from teacher to student(s), student to teacher, and student(s) to student(s). These patterns are produced constantly. They show that teaching-learning process is not always dominated by the teacher. The students also actively participate in the class.keyword : classroom discourse, classroom interaction, Montessori Method, teacher talk and student talk.
AN ANALYSIS OF CODE MIXING USED IN INSTAGRAM BY STUDENTS OF ENGLISH LANGUAGE EDUCATION ., Mashita Amellia Kartika Sari; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., Kadek Sintya Dewi, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.14930

Abstract

Penelitian ini bertujuan untuk menganalisis tipe-tipe dari campur bahasa terutama yang ditemukan pada media sosial seperti Instagram juga untuk menemukan alasan yang mendasari penggunaan campur bahasa yang digunakan oleh mahasiswa jurusan pendidikan Bahasa Inggris dalam keseharian. Model dari penelitian ini yaitu penelitian deskriptif kualitatif dimana penelitian ini difokuskan pada suatu kejadian campur bahasa. Berkaitan dengan hal itu, penelitian ini hanya fokus pada campur bahasa antara Bahasa Indonesia – Bahasa Inggris yang digunakan oleh mahasiswa. Selain itu, data diperoleh melalui observasi pada akun Instagram mahasiswa dan mewawancarai beberapa subjek terpilih dengan menggunakan sebuah panduan wawancara. Selanjutnya, data yang diperoleh dianalisis dengan menggunakan teory Ho (2007) dan Hoffman (1991). Berdasarkan analisis data, ditemukan bahwa tipe campur bahasa yang paling dominan yaitu lexical words dengan jumlah 54 (34.6%). Sedangkan, alasan yang mendasari penggunaan campur bahasa oleh siswa yang paling dominan yaitu talking about a particular topic dimana seluruh subjek terpilih memilih alasan tersebut. Meskipun begitu, peneliti menemukan tiga alasan tambahan diluar dari teory Hoffman (1991) seperti; keterbatasan kosa kata, gengsi, dan melatih penguasaan berbahasa Inggris.Kata Kunci : Campur bahasa antara bahasa Indonesia-bahasa Inggris dan Instagram. This study aimed at analyzing the types of code mixing, specifically found in the social media, especially in Instagram as well as to find out the reasons underlying the use of code mixing by the students of English Language Education in daily conversation. The design of this research is descriptive qualitative study since it focused on a single case of phenomenon of code mixing. Therefore, this study only focused on Indonesian-English code mixing used by the students. Moreover, the data were collected through observing on the students’ Instagram account and interviewing the selected subjects by using an interview guide. Furthermore, the collected data were analyzed by using Ho’s theory (2007) and Hoffman’s theory (1991). Based on the data analysis, the result of the study showed that the dominant type of code mixing used by the students was lexical word with the total number of 54 items (34.6%). Meanwhile, the dominant reason underlying the use of code mixing by the students was talking about a particular topic, where all of the selected subjects picked that reason. However, the researcher found three additional reasons out of Hoffman’s theory (1991), namely: vocabulary limitation, prestige, and practicing English mastery.keyword : Indonesian-English code mixing and Instagram.
THE IMPLEMENTATION OF INCLUSIVE EDUCATION BY ENGLISH TEACHERS TO TEACH SLOW LEARNERS AT SMK NEGERI 3 SINGARAJA ., Made Chintya Maha Yekti; ., Dr. Ni Made Ratminingsih, M.A.; ., Kadek Sintya Dewi, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 5, No 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.18872

Abstract

Pendidikan inklusif telah meningkat secara signifikan di Singaraja dan membantu siswa dengan kebutuhan khusus dalam memperoleh hak mereka untuk mencapai pendidikan yang layak. Sekolah dan guru di Singaraja memiliki kesiapan yang sangat terbatas baik dalam keterampilan mengajar dan pengembangan materi untuk memenuhi kebutuhan siswa berkebutuhan khusus. Penelitian ini bertujuan untuk menyelidiki pelaksanaan pendidikan inklusi oleh guru bahasa Inggris dalam mengajar siswa dengan kesulitan belajar di kelas regular. Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Data diperoleh melalui studi dokumen, wawancara, dan observasi. Hasil penelitian menunjukkan bahwa guru bahasa Inggris menggunakan persiapan pembelajaran yang sama dan memodifikasi beberapa kegiatan dalam proses pembelajaran dan menggunakan penilaian yang berbeda. Hasil penelitian ini juga menyebutkan beberapa faktor pendukung dan tantangan dalam menerapkan pendidikan inklusif. Pendidikan inklusif telah dilaksanakan tetapi masih harus ditingkatkan di Singaraja. Kata Kunci : pendidikan inklusif, pengajaran bahasa Inggris, sekolah regular, siswa dengan kebutuhan khusus, siswa dengan kesulitan belajar, Inclusive education has been increasing significantly in Singaraja and helping the students with special needs as well as getting their right to have proper education. It was found that schools and teachers in Singaraja had very limited preparedness either in teaching skills or the material development to meet the actual needs of students with special needs. This study was aimed at investigating the implementation of inclusive education by English teachers to teach slow learners included in a regular classroom. This research was in the form of qualitative research with a case study approach. The data were obtained through document study, interviews, and observations. The findings show that (1) the English teachers used same teachers’ preparation and modified some activities in learning process and used different assessment, and (2) there are also found supporting and challenging factors in implementing inclusive education. Inclusive education has been implemented but still has to be improved in Singaraja. keyword : inclusive education, regular classroom, students with special needs, slow learner, teaching English
ENGLISH TEACHERS’ PERCEPTIONS AND IMPLEMENTATION OF PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING ENGLISH TO YOUNG LEARNERS Virgianti, Ni Made Sukreni; Purnamika Utami, I G A Lokita; Dewi, Kadek Sintya
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol 15, No 02 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (305.783 KB) | DOI: 10.23887/prasi.v15i02.28161

Abstract

This study aimed at investigating primary English teachers’ perceptions and implementation of Pedagogical Content Knowledge in teaching English to young learners, and the consistency between the teachers’ perceptions and implementation of PCK in teaching English to young learners. This study involved three English teachers from three different primary schools in Buleleng regency which were selected by using Convenience sampling technique.  The research design was embedded QUAL-quan mixed method. The instruments used to collect the data were questionnaire, observation sheet, and interview guide. The data were analyzed by using descriptive qualitative. The study demonstrated that teachers had high perceptions of PCK. However, their PCK implementation was very low. Thus, there is no consistency between the perceptions and implementation of PCK. Moreover, based on the result of the interview, the teachers encountered some problems included difficulty in using English in speaking and writing, designing learning activities to facilitate students’ characteristics, choosing media that related to the material, and providing learning media due to lack of facility in the school. Therefore, schools administrators need to promote English teachers’ improvement of pedagogical content knowledge by proposing them to participate in the certain professional development program.
THE IMPLEMENTATION OF INFOGRAPHICS IN SPEAKING FOR SOCIAL INTERACTION COURSE Bimantara, Ketut Lingga; Myartawan, I Putu Ngurah Wage; Dewi, Kadek Sintya
International Journal of Language and Literature Vol 4, No 3 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v4i3.30295

Abstract

This study aimed to observe the implementation of infographics in speaking for social interaction course and analyze students' responses toward infographics implementation.  This study used an embedded mixed-method design with qualitative dominant in which the primary component is qualitative and the supporting component is quantitative. This study was conducted in English Language Education Department of Ganesha University especially in speaking for social interaction course. The results showed that in implementing infographics in the speaking class, the lecturer used infographics in pre-activity, whilst-activity, post-activity. The researcher found the use of infographics only once in pre-activity as brainstorming media, twice in whilst activity as the practice for students to know the capability of the students' speaking skill, and the rest of the meetings the lecturer used the infographics in post-activity as evaluation. Additionally, the implementation of infographics in post-activity also got positive responses from most of the students.  Majority of the students stated that the use of infographics was very beneficial in supporting students to speak better.
AN ANALYSIS OF COMMUNICATION STRATEGIES USED BY SURF GUIDES IN THEIR INTERACTION TO FOREIGNERS Yudistian, Randi; Suarnajaya, I Wayan; Dewi, Kadek Sintya
International Journal of Language and Literature Vol 3, No 3 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v3i3.28407

Abstract

Tourism is a field which demands people to have good communication skills including the people who work as surf guides in Medewi Beach tourism object. In some occasions, they faced problems in conducting communication and solved them by using communication strategy.  This study aimed at finding out and describing types of communication strategy which were used by the surf guides in their interaction to foreigners in Medewi Beach. This study was in the form of descriptive qualitative and the data were analyzed by using Dornyei’s communication strategy theory. The data were obtained through observation and interview method by involving five surf guides. There were 177 communication strategies found and classified into twelve types, namely Approximation, Word Coinage, Circumlocution, Literal Translation, Code Switching, Appeal for Help, Nonlinguistic Signal, Topic Avoidance, Message Abandonment, Use All-purpose Word, Foreignizing, and Stalling or Time-gaining. The result of data analysis showed that Approximation became the strategy which was most frequently used by the surf guides for 52 occurrences. Based on the interview results, the guides’ reason for doing the Approximation was because they learned English mostly by self-taught or practiced English autodidactically with foreigners. Thus, they did not pay attention to grammar which triggered the Approximation happening.
Understanding the Discrepancy between the Perceptions and Implementation of Primary English Teachers’ Pedagogical Content Knowledge Megayanti, Kadek Manik; Utami, I.G.A. Lokita Purnamika; Dewi, Kadek Sintya
JPI (Jurnal Pendidikan Indonesia) Vol 10, No 2 (2021)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v9i4.26047

Abstract

This study aimed to analyze the perceptions and implementation of Pedagogical Content Knowledge (PCK) of teaching English to young learners by English primary teachers and analyze the consistency between the perceptions and implementation. This study used an embedded mixed method design with qualitative dominant. The sample subjects were 3 English teachers from different schools. The samples and schools were determined by using convenience sampling. Distributing questionnaire, observation, and interview were the main data collection techniques. The results showed the average score of the teachers’ perceptions was 3.6203 and in the interval 3.3335 ≤ M < 4.0005 which categorized high and in a strong qualification. The average frequency of teachers’ implementation was 4.7045 and in the interval 0.329 ≤ M < 5.0795 which categorized very low. Lastly, the consistency between the two showed no consistency between teachers’ perceptions and implementation of PCK. This inconsistency due to personal and institutional challenges faced by the observed teachers such as lack of time, ineffective students’ behavior management, textbook-based teaching material, non-qualified English education background and inadequate school facilities. Implications drawn from the findings regarding efforts on increasing teachers’ professional enthusiasm is discussed.
Developing English Materials for Front Office of the XII Grade Students of SMK N 2 Singaraja Mariati, Ni Komang Sri; Wedhanti, Nyoman Karina; Dewi, Kadek Sintya
Language and Education Journal Undiksha Vol 4, No 2 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/leju.v4i2.33573

Abstract

The learning process is influenced by various factors. One of the important factors is the learning media as a supporter of the learning process, especially in learning ESP subjects. This study aimed to developed English materials for Front Office based on student’s need analyses. The subjects of this research were one teacher at SMK Negeri 2 Singaraja as the head of the front office at the school, 35 students in the second semester in class 12 AP2 of SMK Negeri 2 Singaraja, and one of the front office staff who worked at Kutabex Hotel. A questionnaire and a checklist used as the instrument to obtaining the data in this study. The method of this research used the Design and Development (D&D) model. The data has been analyzed with descriptive qualitative research. The result shows that the findings are (1) the study was developed three topics, namely: handling group guest check-in, handling group guest check out, and financial transaction based on the student’s need. (2) The design of English materials contains input, content focus, language focus, and task. In the task, the design included four English basic skills, namely: listening, speaking, reading, and writing. (3) The quality of the product belongs to very good quality based on the result of two expert judges.
THE FAMILY VALUES AND NEGATIVE STEREOTYPE EXISTING IN FILM “MY NAME IS KHAN” Sari, Ni Putu Ari Prasmita; Dewi, Kadek Sintya
Language and Education Journal Undiksha Vol 5, No 1 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/leju.v5i1.33592

Abstract

Rizwan Khan is one of the characters which can be the representation of Muslims living in United States. It is one of the characters existing in the film “My Name is Khan”. This study aimed to analyze the family values of the film and the prejudice toward Muslims living in United States. The research design of this study was content analysis which focused on how the family values appeared on the film and identify the prejudice in the film. It was found that there were three different family values, such as Indian family values, American White family values, and American Black family values. Each family has its own characteristic in raising their children. The prejudice toward Muslims was found in almost scenes of the film after the ninth of September tragedy. The prejudice led to the intolerance, hatred and violence. It influenced the economic, comfort and social life of Muslims living in United States. It can be concluded that every family has different ways in raising their children. In addition, not all Americans have tolerance and accept differences in their neighborhoods.
Co-Authors ., Ade Putra Sujana Mahardikha ., Ade Putra Sujana Mahardikha ., Aldea Pramesti Angelina ., I Nengah Pastikayana ., Made Chintya Maha Yekti ., Mashita Amellia Kartika Sari ., Ngurah Putra Bayu Krisna ., Ngurah Putra Bayu Krisna ., Ni Kadek Yuni Artini ., Ni Kadek Yuni Artini ., Nyoman Ayu Purnama Dewi ., Sang Ayu Putu Permata Devi ., Sang Ayu Putu Permata Devi ., Virginia Helzainka ., Virginia Helzainka Adnyana, I Nyoman Gede Wisnu Adnyani, Ni Luh Putu Sri Alfillail, Nur Anggreni, Ni Komang Ayu Aripuspita, Luh Mega Arsani, Ni Ketut Ari Arta, Kadek Agus Redi Bimantara, Ketut Lingga Cahyani, Ni Putu Eka Mei Chelsea Yohana Panjaitan Cintya Maha Yekti Dewi Sariani, Ni Kadek Ayu Diantari, Ayu Melani Dinatha. W, Made Deni Dipayana, I Putu Arya Dwimayoga, I Made Fitriani Lestari Gede Mahendrayana Gusanto, Athanasia Gusti Ayu Putu Linda Riani I Gede Budasi I Komang Janu Prianda Putra I Nyoman Adi Jaya Putra I Putu Indra Kusuma I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I Wayan Suarnajaya I.G.A. Lokita Purnamika Utami Iswanti, Ni Putu Ratih Ramadhani Kadek Agus Mahardika Yasa Kadek Febriana Merdianti Kadek Manik Megayanti Kadek Sonia Piscayanti Ketut Agustini Komang Wiliani Laba, Luh Nityaswari Luh Putu Artini Made Emi Anggreyani Made Hery Santosa Mahartana, I Komang Tri Mahesuari, Kadek Diah Tantri Marianus Roni Mariati, Ni Komang Sri Maryam, Syfa Wahida Megayanti, Kadek Manik Menggo, Sebastianus Merdani, Ni Luh Nafiis, Nahla Annisa Ainun Ni Komang Sri Mariati Ni Luh Putu Niken Apsari Ni Made Asri Suwandesi Ni Made Rai Wisudariani Ni Made Ratminingsih Ni Made Sukreni Virgianti Ni Nyoman Padma Dewi Ni Nyoman Padmadewi Ni Nyoman Sugihartini Ni Putu Ari Prasmita Sari Ni Putu Astiti Pratiwi Ni Putu Diah Anggreni Ningsih, Kadek Wiwin Dwipajaya Nyoman Karina Wedhanti Pradnyadari, Ni Made Meita Pramesti, Ni Putu Adinda Putri Pratama, I Gede Febry Wira Pratiwi, Ketut Rona Prof. Dr. Ni Nyoman Padmadewi,MA . Purnamawati, Luh Desi Purwakaluh Sri Tantra Kharisma Dewi Purwananda, I Gede Arda Putu Adi Krisna Juniarta Putu Kevin Aditya Putu Maha Surya Suardewa Putu Ratih, I Dewa Ayu Putu Suarcaya Raspadewi, Ni Luh Putu Diah Saindra Santyadiputra, Gede Sari, Ni Putu Ari Prasmita Shanmuganathan, Thilagavathi Sihombing, Filemon Sindu, I Gede Partha Suada, Putu Devita Kiranaputri Suardana, Ni Luh Adelia Suarnadi Sushmita Maheswari Tio Nainggolan Triananda, Anak Agung Ayu Novi Virgianti, Ni Made Sukreni Wanda Dian Paramesti Fortuna Dewi Wedanthi, Nyoman Karina Wibawa, I Gusti Putu Satria Widnyani, Ni Kadek Wiraningsih, Putu Xuan, Zhao Yekti, Cintya Maha Yogiantari, Ni Putu Egik Yudistian, Randi Yulius Patrick Darmawan