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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 Pubmedia Jurnal Pendidikan Bahasa Inggris
Kadek Sintya Dewi
Universitas Pendidikan Ganesha
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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The AI Google Voice Assistant on Ten Grade Students’ Speaking Skills at Vocational High School Mahartana, I Komang Tri; Santosa, Made Hery; Dewi, Kadek SIntya
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.76462

Abstract

There are challenges in students' speaking skills in Indonesia. These speaking problems are influenced by anxiety, difficulty in understanding, and language problems caused by lack of speaking practice. In the digital or modern era technology is possible to use as media for learning English. This study aims to analyze the effect of using Google Voice Assistant (GVA) on students' speaking skills. This study uses a mixed method of explanatory sequential with quantitative using quasi-experimental and qualitative by conducting interviews. The data sample was 10th grade students of vocational schools with experimental groups and control groups with 22 students in each group. Data were collected from pre-test and post-test. Based on statistical data analysis using SPSS, sig. (2-tailed is 0.096) was found which is higher than 0.005 meaning there is no significant effect. Interview data using the RASE model showed that students admitted that GVA was interesting as a speaking practice partner, but could not cover all aspects that could help students improve their speaking skills because of the familiarity principle which they were not familiar with, comprehensive assistance in providing materials, and lack of evaluative ability for their speaking skills. It can be said that GVA does not have a significant effect but can be developed as a pedagogical agent.
TEACHING ENGLISH AS A FOREIGN LANGUAGE TO DEAF AND HARD-OF-HEARING STUDENTS IN INDONESIAN CONTEXTS Adnyani, Ni Luh Putu Sri; Wisudariani, Ni Made Rai; Menggo, Sebastianus; Dewi, Kadek Sintya; Wiraningsih, Putu; Xuan, Zhao
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 27 No 1 (2024): JUNE
Publisher : Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2024v27n1i2

Abstract

Due to linguistic difficulties, students with hearing impairments face unique challenges when studying English as a foreign language (EFL). This study examined how hearing-impaired junior high school students in Indonesia were taught and the barriers faced by teachers when teaching students in English. The study employed a descriptive qualitative methodology involving nine teachers from schools for special needs education in Bali. This study applies multiple techniques, including questionnaire distribution, interviews, observations, and document analysis. The study shows the absence of teachers’ prior experience in developing curriculum and syllabus. Other main issues were related to teachers’ and students’ lack of sign language understanding, lack of learning materials, and students’ learning characteristics. The teachers primarily used grammar-translation methods and applied ineffective classroom management. By these findings, policymakers need to review the English curriculum, provide special training for teachers, and design the classroom to satisfy the unique learning needs of the students. Abstrak: Keterbatasan linguistik menyebabkan siswa dengan gangguan pendengaran menghadapi tantangan ketika belajar bahasa Inggris sebagai bahasa asing (EFL). Penelitian ini menganalisis pembelajaran bahasa Inggris untuk siswa tuna rungu pada tingkat SMP serta hambatan yang dihadapi guru ketika mengajar siswa. Penelitian ini menggunakan metode kualitatif deskriptif yang melibatkan sembilan guru dari sekolah luar biasa di Bali. Adapun teknik pengumpulan data yang digunakan adalah penyebaran kuesioner, wawancara, observasi, dan analisis dokumen. Hasil penelitian menunjukkan kurangnya pengalaman guru dalam mengembangkan kurikulum dan silabus untuk pengajaran bahasa Inggris bagi siswa tuna rungu. Masalah lainnya terkait dengan terbatasnya pengetahuan bahasa isyarat oleh guru maupun siswa, ketersediaan materi pembelajaran yang kurang, dan karakteristik belajar siswa yang unik. Guru umumnya menggunakan metode penerjemahan dan penerapan manajemen kelas yang kurang efektif. Sejalan dengan temuan tersebut, pembuat kebijakan perlu meninjau kembali kurikulum bahasa Inggris, memberikan pelatihan untuk guru, serta merancang ruang kelas untuk memenuhi kebutuhan khusus bagi siswa tuna rungu.
How Do Teachers Perceive Limiting Factors?: Remote English Teaching Context Suardana, Ni Luh Adelia Suarnadi; Utami, I.G.A. Lokita Purnamika; Dewi, Kadek Sintya
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 9 No 1 (2023): JL3T Vol. IX No. 1 2023
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v9i1.5847

Abstract

The Covid-19 pandemic has forced the traditional learning system to be replaced with an online learning system or remote teaching. Several studies outside the Indonesian context state that the implementation of the remote teaching method has become a common thing to do. However, in the Indonesian context, the remote teaching method is something new, so that it makes teachers face several problems during the learning process. Thus, the factors that limit the implementation of remote teaching are also definitely different, especially in the Indonesian context. This study aims to find out more clearly about teacher perceptions through limiting factors in the implementation of remote teaching related to what is found in the literature review matrix from several studies outside of the Indonesian context and in the Indonesian context. Many researchers have examined this case, but most only use one research method, qualitative or quantitative. Therefore, this study tries to present different data using mixed methods (qualitative methods using a literature review matrix and interviews, then quantitative methods using questionnaires) so that the data obtained is stronger and more valid. The participants in this study were three high school English teachers. The results of this study indicate that there are nine limiting factors found in the literature review matrix and these factors were confirmed by the subjects. Therefore, the obstacles in remote teaching must be identified to be used for improving the learning process itself, for the government (Ministry of Education and Culture), for the school, teachers, and students.
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): November
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.
Affixation of Depaha dialect ., Ngurah Putra Bayu Krisna; ., Dr. I Gede Budasi, M.Ed.; ., 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.v5i2.15111

Abstract

This study aimed at 1) describing inflectional and derivational prefixes and suffixes 2) determining prefixes and suffixes which belong to inflectional morpheme and 3) determining prefixes and suffixes which belong to derivational morpheme . This research was a descriptive qualitative research. The informant sample were chosen based on set criteria and one of the important criteria was the informant must belonged to the original people of Depaha village. The data were collected based on three instruments, namely: researcher as the main instruments, tape recorder and word list. The results of the study show that there are no prefix and three suffixes in Depaha dialect. The suffixes are {-nine}, {-an}and {-nane}. All suffixes were not change the part of speech which means all suffixes belonged to derivational morpheme. There was no indication of prefixes because some words Depaha dialect were influenced by another language. Kata Kunci : Depaha dialect, Affixation, Prefixes, Suffixes, Morpheme This study aimed at 1) describing inflectional and derivational prefixes and suffixes 2) determining prefixes and suffixes which belong to inflectional morpheme and 3) determining prefixes and suffixes which belong to derivational morpheme . This research was a descriptive qualitative research. The informant sample were chosen based on set criteria and one of the important criteria was the informant must belonged to the original people of Depaha village. The data were collected based on three instruments, namely: researcher as the main instruments, tape recorder and word list. The results of the study show that there are no prefix and three suffixes in Depaha dialect. The suffixes are {-nine}, {-an}and {-nane}. All suffixes were not change the part of speech which means all suffixes belonged to derivational morpheme. There was no indication of prefixes because some words Depaha dialect were influenced by another language. keyword : Depaha dialect, Affixation, Prefixes, Suffixes, Morpheme
AN IDENTIFICATION OF PHRASAL VERB IN THE MOVIE ENTITLED "CRAZY, STUPID, LOVE" ., I Nengah Pastikayana; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., 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.v5i2.15159

Abstract

Penelitian ini bertujuan untuk mengidentifikasi tipe dan arti dari phrasal verb yang digunakan dalam film yang berjudul “Crazy, Stupid, Love”. Penelitian ini adalah penelitian deskriptif. Data dari penelitian ini diambil dengan cara menonton dan mentranskrip percakapan dalam film “Crazy, Stupid, Love”, dan kemudian mengidentifikasi phrasal verb yang terdapat dalam film berdasarkan konteks dalam film. Analisis dari penelitian ini mencakup tiga hal yaitu pengambilan data, data analisis dan penghitungaan data. Hasil dari penelitian ini adalah terdapat 129 phrasal verb dalam film Crazy, Stupid, Love yang dikategorikan kedalam dua tipe yaitu ditemukan 65 kata dikategorikan berjenis instransitive dan 64 kata berjenis transitive (41 seperable dan 23 inseparable). Artinya, kata kerja frase sering digunakan oleh penutur asli dalam percakapan mereka seperti yang dapat dilihat di dalam film berjudul “Crazy, Stupid, Love” dan penting sebagai seorang pelajar untu belajar mengenai kata kerja frase untuk memahami makna bahasa yang digunakan oleh penutur asli.Persentase phrasal verb yang digunakan dalam konteks informal adalah 79.6% sedangkan penggunaan pada konteks formal adalah 20.93 %. Penggunaan phrasal verb dalam konteks formal lebih rendah daripada konteks informal hal ini dikarenakan kebayakan percakapan dilakukan dalam situasi informal. Kata Kunci : film, kata kerja frase, kosa kata. This study aimed at identifying the types and meanings of the phrasal verbs used in the movie entitled “Crazy, Stupid, Love”. This study is descriptive study. The data of this study were collected by watching and transcribing the conversations in movie “Crazy, Stupid, Love”, and then identifying the phrasal verbs existing in the movie according to their contexts. The data analysis consisted of three forms, namely: data collection, data analysis, and calculating the data. The result of this study shows that there are 129 phrasal verbs found in the movie. Those phrasal verbs are 65 intransitive and 64 transitive (41 separable and 20 inseparable).The percentages of the phrasal verbs used in informal contexts are79.6% phrasal verbs and in formal contexts are 20.93 %. It means that, phrasal verbs are often used by native speakers in their conversations as can be seen in the movie entitled “Crazy, Stupid, Love” and it is important as a learner to learn about the phrasal verbs in order to comprehend the meaning of language which is used by the native speakers. Moreover, the percentage of phrasal verbs used in formal context is lower than informal context. It is because most of the scenes of conversations are done in informal situation. keyword : vocabulary, phrasal verb, movie
The Analysis of Figurative Language and Character Values in Sabrina Benaim's Poetry ., Virginia Helzainka; ., Kadek Sonia Piscayanti, S.Pd., M.Pd.; ., 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.v5i2.16791

Abstract

Penelitian ini dimaksudkan untuk mengetahui bahasa kiasan dan nilai karakter yang digunakan dalam puisi Sabrina Benaim "Explaining My Depression to My Mother". Penelitian ini dirancang sebagai penelitian kualitatif deskriptif. Penelitian ini berkaitan dengan variabel tertentu, indikasi atau fenomena tertentu yang terjadi di tempat tertentu. Ditemukan bahwa bahasa kiasan yang ditemukan dalam puisi adalah metafora, simili, personifikasi, hiperbola, litotes, metonimi, paradoks, ironi, denotasi, dan konotasi. Dari puisi ini, beberapa nilai karakter dapat dipelajari. Itu adalah agama, jujur, kreatif, mandiri, ingin tahu, altruistik, ramah, peduli terhadap lingkungan dan kesadaran sosial. Mengajar bahasa Inggris melalui puisi tidak hanya eksposur ke literatur bahasa target tetapi juga mengajarkan nilai moral. Penelitian lebih lanjut disarankan untuk melakukan studi eksperimental terhadap penggunaan puisi dalam pembelajaran bahasa dan nilai karakter.Kata Kunci : Puisi, Bahasa Kiasan, Nilai Karakter The current study intended to find out the figurative language and the character value in used in Sabrina Benaim’s poetry “Explaining My Depression to My Mother”. This study was designed as a descriptive qualitative research. This research concerned with a certain variable, indication or specific phenomenon happened in a particular place. It was found that the figurative language that found in the poetry are metaphor, simile, personification, hyperbole, understatement, metonymy, paradox, irony, denotation and connotation. From this poetry, several character values can be learnt. Those are religious, honest, creative, independent, curious, altruistic, friendly, care for the environment and social awareness. Teaching English through poetry is not only an exposure to target language literature but also teaching moral value. A further study is suggested to conduct an experimental study toward the use of poetry in language learning and character value.keyword : Poetry, Figurative Language, Character Value
THE EFFECT OF MIND MAPPING STRATEGY ON THE STUDENTS' SPEAKING COMPETENCE OF SMPN 1 SUKASADA ., Ade Putra Sujana Mahardikha; ., Prof. Dr. Ni Nyoman Padmadewi, 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.v5i2.16979

Abstract

Penelitian ini bertujuan untuk menyelidiki apakah penerapan strategi pemetaan pikiran dengan jenis web laba-laba memberikan pengaruh yang berbeda secara signifikan terhadap kompetensi berbicara siswa kelas 8. Penelitian ini menggunakan desain eksperimental dalam bentuk post-test only control group design. Populasi penelitian ini adalah siswa kelas 8 SMPN 1 Sukasada pada tahun akademik 2017/2018. Sampel dipilih menggunakan teknik cluster random sampling, dengan 2 kelas sebagai sampel penelitian. Data dikumpulkan dengan menggunakan tes dan hasilnya dianalisis secara deskriptif serta inferensial. Hasil statistik deskriptif menunjukkan bahwa skor rata-rata kelompok eksperimen adalah 77,32 sedangkan skor rata-rata kelompok kontrol adalah 73,10. Hasil uji-t menunjukkan bahwa nilai t yang diamati lebih tinggi dari nilai kritis yaitu 2,089> 2,0040 (α = 0,05). yang menunjukkan bahwa ada perbedaan rata-rata yang signifikan antara kelompok eksperimen dan kelompok kontrol. Dengan demikian, dapat disimpulkan bahwa siswa yang belajar dengan strategi pemetaan pikiran mencapai kompetensi berbicara yang lebih baik dibandingkan dengan mereka yang belajar di lingkungan belajar tradisional. Studi lebih lanjut disarankan untuk menganalisis penggunaan strategi pemetaan pikiran pada berbagai keterampilan belajar seperti menulis, membaca atau mendengarkan. Kata Kunci : Pemetaan pikiran, Berbicara, Strategy pembelajaran This study aimed at investigating whether or not the implementations of mind mapping strategy with spider web types gave any significantly different effect on the 8th grade students’ speaking competency. The research used experimental design in the form of post-test only control group design. The population of the study was grade 8 of SMPN 1 Sukasada at the academic years of 2017/2018. Samples were chosen using cluster random sampling technique, with 2 classes as samples of the study. The data were collected using tests and the results were analyzed descriptively as well as inferentially. The result of descriptive statistics showed that the mean score of the experimental group was 77.32 while the mean score of control group was 73.10. The result of t-test showed that the value of t observed is higher than t critical value which is 2.089 > 2.0040 (α = 0.05). Which indicated that there was a significant mean difference between experimental group and control group. Thus, it can be concluded that the students who learnt with mind mapping strategy achieved better speaking competency compared to those who learnt in traditional learning environment. Further study is suggested to analyze the use of mind mapping strategy on different learning skills such as writing, reading or listening. keyword : Mind Mapping, Speaking, Learning strategy
An Analysis of Lexical Borrowing Used By The Eighth Semester Students of English Language Education in Social Media ., Ni Kadek Yuni Artini; ., Prof. Dr. Ni Nyoman Padmadewi, 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.v5i2.16995

Abstract

Penelitian ini bertujuan untuk mengidentifikasi jenis peminjaman leksikal dan untuk menyelidiki makna dari setiap penggunaan pinjaman leksikal di media sosial terutama di grup Line oleh mahasiswa semester delapan Jurusan Pendidikan Bahasa Inggris. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek dari penelitian ini adalah mahasiswa semester delapan Jurusan Pendidikan Bahasa Inggris. Instrumen yang digunakan dalam penelitian ini adalah smartphone. Data dikumpulkan dengan mengambil tangkapan layar dari percakapan online yang mengandung leksikal borrowing. Data kemudian diururtkan, diklasifikasi, dianalisis, didiskusikan dan disimpulkan berdasarkan klasifikasi teori yang diusulkan oleh Capuz. Hasil dari penelitian ini menunjukkan bahwa ada tiga jenis peminjaman leksikal dari 50 jenis kata dari peminjaman leksikal yang dihasilkan oleh mahasiswa semester delapan. 30 jenis kata termasuk importation, 18 jenis kata termasuk loanblend dan 2 jenis kata termasuk loan translation. Peminjaman leksikal tetap memiliki makna secara harfiah dan beberapa memiliki makna secara tersirat. Kata Kunci : Sosial Media, Jenis Peminjaman Leksikal, Makna Peminjaman leksikal This study aimed at identifying the types of lexical borrowing and to investigate the meaning of each lexical borrowing in social media especially in Line group chatting by the eighth semester students of English Language Education. This study was descriptive qualitative research. The subjects of this study were the eighth semester students of English Language Education. The instrument used in this study was mobile phone. The data were collected by taking the screenshot of any conversation containing lexical borrowing. The data were listed, classified, analyzed, discussed and summarized based on the theory classification proposed by Capuz. The result of this study showed that there were three types of lexical borrowing from fifty (50) words of lexical borrowing produced by the eighth semester students. Thirty (30) words belong to importation, eighteen (18) words belong to loanblend, and two (2) words belong to loan translation. The lexical borrowing still have their literal meaning and some have their implied meaning. keyword : Social Media, Lexical Borrowing Types, Lexical Borrowing MeaninG
CHARACTER EDUCATION IMPLEMENTATION BY THE ENGLISH TEACHER AT JUNIOR HIGH SCHOOL ., Sang Ayu Putu Permata Devi; ., Kadek Sonia Piscayanti, S.Pd., M.Pd.; ., 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.v5i2.18427

Abstract

Penelitian ini berusaha menggambarkan penyisipan nilai-nilai utama Penguatan Pendidikan Karakter dalam pelajaran bahasa Inggris di SMP Laboratorium Undiksha Singaraja. Penelitian ini merupakan studi kasus. Subjek penelitian ini adalah seorang guru bahasa Inggris dan siswa kelas tujuh. Peneliti mengidentifikasi cara guru dalam menyisipkan nilai-nilai ke dalam Rencana Pelaksanaan Pembelajaran (RPP), pengimplementasiannya dan tanggapan siswa terhadap penerapan nilai-nilai yang disisipkan dalam proses pembelajaran Bahasa Inggris. Nilai-nilai yang diamati seperti religius, nasionalis, mandiri, gotong-royong, dan integritas. Instrumen yang digunakan adalah peneliti, panduan wawancara, catatan, dokumen, ceklis Rencana Pelaksanaan Pembelajaran (RPP), ceklis observasi, kamera, dan kuesioner. Temuan menunjukkan bahwa guru menyisipkan nilai-nilai secara implisit melalui setiap kegiatan yang dirancang dalam Rencana Pelaksanaan Pembelajaran (RPP). Hasil observasi menunjukkan bahwa guru telah menerapkan semua nilai utama. Skor tanggapan siswa mencapai 83,35% yang berarti bahwa mereka selalu menerapkan semua nilai utama pendidikan karakter di kelas.Kata Kunci : pendidikan karaktek, pelajaran bahasa Inggris This study attempted to describe the insertion of the main values of Character Education Revitalization in English lesson at SMP Laboratorium Undiksha Singaraja. This study was a case study design. The subjects were an English teacher and seventh-grade students. The researcher identified the teacher's ways in inserting the values into the lesson plan, the implementation and the students’ responses toward the implementation of the values inserted in the learning process. The values were religious, nationalist, self-directedness, mutual cooperation, and integrity. The instruments used were interview guide, note, documents, lesson plan analysis checklist, observation checklist, camera, and questionnaire. The findings indicated that the teacher inserted the values implicitly through each activity designed in the lesson plan. The observations result showed that the teacher has already implemented all of the main values. The students' responses scores gained 83,35% which means that they always implemented all of the values in class activity.keyword : character education, English lesson
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 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 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 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 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