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All Journal PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Bahasa Inggris English Teaching Journal : A Journal of English Literature, Language, and Education Perspektif Ilmu Pendidikan Journal of Educational Research and Evaluation International Journal of Language and Literature WIDYA LAKSANA Journal of Psychology and Instructions DHARMASMRTI: Jurnal Pascasarjana UNHI Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Education and Human Development Journal Indonesian Journal of Religion and Society Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran JOLLT Journal of Languages and Language Teaching The Art of Teaching English as a Foreign Language (TATEFL) Journal of Educational Study JELL (Journal of English Language Learning Yavana Bhasha: Journal of English Language Education
IDA AYU MADE ISTRI UTAMI .
Universitas Pendidikan Ganesha
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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The Study of Potentials and Problems in Reading Faced By the Eighth Grade Students of Junior High School Istri Utami, Ida Ayu Made
Journal of Education Reseach and Evaluation Vol 1 No 1 (2017): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (383.776 KB) | DOI: 10.23887/jere.v1i1.9523

Abstract

Knowing students’ problems, especially in reading, is very important to design an appropriate and meaningful learning. From the problem identification, teacher can find the potency of designing and developing material to meet students’ need. Therefore, this study was aimed to identify the potentials and problems toward reading lesson faced by the eighth grade students of Junior High School. This study was based on the result of classroom observation, document study, and also checklists. The identification of potency and problems through classroom observation was done to obtain data on how existing reading material was used in teaching reading on the classroom. There was also document study to evaluate existing reading material and syllabus used for teaching reading. Then, the data from the teacher and students had been gathered by administering checklists. From the result of the study, it can be identified that the problems faced by the eighth grade students of Junior High School in reading dealt with topic selection, pictures or illustration, and reading activities, while the potency was to develop new reading material by using those problems as consideration.
The Effective Commands Used By The Teacher During English Teaching in Managing Students with Disruptive Behavior Dewi, Anak Agung Nareswari Tungga; Utami, Ida Ayu Made Istri; Wahyuni, Luh Gede Eka
International Journal of Language and Literature Vol. 6 No. 1 (2022): February 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v6i1.27645

Abstract

Commands are a crucial tool for classroom management used by the teacher to direct the students to start and end the activities. This qualitative descriptive research was aimed at identify types of students’ disruptive behavior that found at SD Lab Undiksha Singaraja especially in fifth grade, identify types of effective commands are given by an English teacher and analyze how the effective commands are given to students with disruptive behavior. This study was a case study research. The data were collected through observation, questionnaire, and interview.  The result of this study showed that students ‘disruptive behavior at SD Lab Undiksha Singaraja classified as The Immature category such as talking with their friend, paying no attention to the teacher and lesson, walking around the class, and making a noise. To overcome students’ disruptive behavior, the teacher was used several types of commands. There were five types of  Effective command such as Interrogation command, Don’t command, Indirect command, Regular command and Other command. Those commands were effective commands because there was compliance and response from the students.
The Effective Commands Used by the Teacher in English Teaching at SMP Lab Undiksha Indrayani, I Gusti Ayu Diah; Utami, Ida Ayu Made Istri; Pratiwi, Ni Putu Astiti
International Journal of Language and Literature Vol. 6 No. 2 (2022): May 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v6i2.27646

Abstract

This study aimed at identify the types of disruptive behavior, identify the types of commands given by an English teacher, and analyze how the effective commands are given to students with disruptive behavior at SMP Lab UndikshaSingaraja. This study was a case study research. The method used in this study was descriptive qualitative method. The data were collected through filling observation sheet, distributing questionnaire, and conducting interview then analyzed by the researcher so that the researcher was able to draw and integrate ideas to create the conclusion. The result of this study revealed that students’ disruptive behavior that appeared during the teaching and learning process could be categorized as The Immature, The Well to Do, The Mountain Climber and The Game Player, furthermore. In overcoming those disruptive behaviors the teacher used several types of commands such as Others Commands, Don’t Commands, Regular Commands, Question Commands, Indirect Commands, Interrogations Commands, Stop Command, and Negative Commands. From those commands, thirteen times commands that appeared were categorized effective.
PEDAGOGICAL CONTENT KNOWLEDGE OF TEACHING ENGLISH TO YOUNG LEARNERS: THE DEGREE OF CONSISTENCY BETWEEN ENGLISH TEACHERS’ PERCEPTIONS AND IMPLEMENTATION Dewi, Putu Murtiana; Utami, I Gusti Ayu Lokita Purnamika; Utami, Ida Ayu Made Istri
International Journal of Language and Literature Vol. 4 No. 1 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v4i1.30222

Abstract

The study aimed at analyzing English teacher perceptions and its implementation of Pedagogical Content Knowledge (PCK) of teaching English for young learners and the comparison between teachers perceptions’ and its implementation by English Primary School in Denpasar. This research used mixed method design with a qualitative dominant. The subjects of this research were three teachers from three different schools in Denpasar who taught English for young learners. Convenience sampling techniques was used in selecting subjects and schools. This research used 4 instruments to get the data, namely: the researcher (2) questionnaire of teachers’ perceptions of pedagogical content knowledge, observation sheet to record teachers’ PCK implementation and (4) interview guide. The result showed the average score of teachers’ perceptions was 3.85 which categorized as high with the interval 3.3335 ≤ M ≤ 4.0005. The average score teachers’ implementation was 8.85 which categorized as low with the interval 7.84 ≤ M ≤ 13.06. In addition, the study found discrepancy between teachers’ perceptions and its implementation. Since the perceptions was in a high category and the implementation was in a low category, this comparison falls in a no consistency category. Such discrepancy caused by the lack of teaching preparation, the uninteresting teaching strategy which included few to no media and the monotonous teaching sources. Teacher professional awareness to do Continuing Professional Development (CPD) for English teachers at primary education needs to be reinforced as an effort of quality assurance.
Perceived Teaching Creativity and Strategy of Implementation in Distance Learning Activities Widiningsih, Made Adrina; Artini, Luh Putu; Utami, Ida Ayu Made Istri
International Journal of Language and Literature Vol. 7 No. 2 (2023): May 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v7i2.31771

Abstract

Distance learning has been implemented in many schools due to covid-19. But it is still unknown whether teachers integrate creativity in learning still needs to be investigated. Therefore the aims of this study are to analyze how the teachers perceived their own creativity in teaching in the classroom. Then how they implanted in distance learning and analyze there is the discrepancy occurred between how the teachers’ perception toward their creativity and the facts of how the teachers implemented their creativity in the real teaching. Mix method was employed as the design of this study which meant there were primary and supportive data. The qualitative data was dominant than quantitative data. The setting of this study was in senior high school and two English teachers selected as the subject of this study. Self-rated questionnaire and classroom observation sheet were used as the instruments. The result of study showed that the teachers perceived themselves as creative, however, the teachers’ creativity was classified in slightly creative based on the observation. Those data demonstrated that there was the discrepancy between the teachers’ perception toward their creativity in the class. The implication of this research is the creativity in distance learning requires more than teachers' willingness, it also requires students' financial support.
The Representation of Feminist Ideologies in Roald Dahl’s Matilda Suwastini, Ni Komang Arie; Utami, Ida Ayu Made Istri; Pramestika, Ni Luhde Meidy; Wahyuni, Luh Gede Eka; Rusnalasari, Zulidyana Dwi
International Journal of Language and Literature Vol. 5 No. 4 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v5i4.36579

Abstract

Matilda is one of Roald Dahl's greatest works. In this novel, the titular character, Matilda, is described as a five-year-old girl Matilda with extraordinary ability, despite her unfavorable family. She was fortunate to meet a dedicated teacher, Miss Honey, who recognized her talents. The present study aimed at analyzing Roald Dahl’s novel entitled Matilda from feminist perspectives. This study focused on analyzing feminism represented in the novel’s intrinsic elements. The study employed close reading enriched with Rosemary Tong's elaboration on feminist perspectives. The analysis revealed that feminist ideologies are represented through the novel’s theme, setting, and characterizations of the major characters. The novel's theme represents feminist ideologies by presenting women against, abused, or embraced feminist ideologies. The socio-cultural setting of the novel further emphasized the oppression of women who wanted to be independent.  The depiction of feminism was strongly presented in the characterizations of Matilda and Miss Honey, who cooperated in fighting against their families' patriarchal treatment. These results imply that the novel is educative for children and young women to raise awareness about gender equality.
PELATIHAN DAN PENDAMPINGAN MEMBACA CERITA BAHASA INGGRIS BAGI GURU SD DI KECAMATAN SERIRIT Suprianti, GAP; Utami, Ida Ayu Made Istri; Mahayanti, Ni Wayan Surya; Suwastini, Ni Komang Arie
JURNAL WIDYA LAKSANA Vol 7 No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jwl.v7i2.15453

Abstract

Terbatasnya media pembelajaran khusus untuk pelajaran bahasa Inggris serta kurangnya kemampuan guru dalam memaksimalkan penggunaan media menyisakan masalah di sekolah-sekolah dasar di Kecamatan Seririt. Selama ini proses pembelajaran di sekolah dasar di Seririt hanya menggunakan flash cards yang terbatas dan penggunaan media lain dalam proses pembelajaran belum dimaksimalkan oleh guru. Berdasarkan uraian tersebut, dipandang perlu untuk mengadakan pelatihan dan pendampingan terkait penggunaan media, seperti misalnya penggunaan buku cerita dalam pengajaran. Pengajaran bahasa Inggris dengan media buku cerita, baik bagi kemampuan bahasa Inggris maupun pendidikan karakter siswa bersangkutan. Metode yang digunakan dalam pelaksanaan kegiatan yakni, metode pelatihan, diskusi dan pendampingan. Dalam pelaksanaan kegiatan, dilakukan pula observasi guna mengamati ketekunan, keseriusan, kejujuran, serta tanggung jawab peserta pelatihan. Penilaian dilakukan dengan melihat aspek-aspek sikap peserta yang mencirikan perilaku dan kemampuan peserta. Pada akhir pelatihan, diperoleh hasil bahwa kemampuan membacakan cerita bahasa inggris guru-guru pada saat pelatihan oleh kelompok peserta masuk dalam kriteria Baik. Untuk itu, pendampingan lebih lanjut guna meningkatkan kemampuan guru masih diperlukan.
ANALYSIS OF DIFFERENTIATED ASSESSMENT BASED ON THE EMANCIPATED CURRICULUM IN 8TH-GRADE JUNIOR HIGH SCHOOL STUDENTS Made Gitananda Pramudya Candra Wardhani; Budiarta, Luh Gd Rahayu; Utami, Ida Ayu Made Istri
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 1 (2025): Volume 8, Issue 1 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/yb.v8i1.3771

Abstract

The Emancipated Curriculum represents an innovative strategy for teaching and learning in the classroom. Differentiated assessment plays a crucial role in evaluating student performance based on individual learning styles and needs. The research focused on the analysis of differentiated assessment implemented in eighth-grade junior high school at one of the junior high schools in Singaraja. Data collection methods included observation of teaching activities, teacher interviews, and student questionnaires regarding learning methods and student learning styles. The researcher also conducted a questionnaire to the students which consisted of 6 yes/no questions and 12 multiple-choice questions. Results showed varied learning styles among students, with a majority favoring kinesthetic and visual learning styles, whereas students in 8th grade preferred a visual learning style. The results of the study show that differentiated assessment has never been implemented in schools even though the results of student questionnaires show that students have different learning styles. Additionally, the differentiated assessment is essential for supporting diverse student needs in the Emancipated Curriculum. Further research and implementation of differentiated assessments are needed to enhance students' learning outcomes in junior schools.
Constructivist Strategies Used by Miss Honey in Roald Dahl's Matilda Mahendrayani, Kadek Leny; Suwastini, Ni Komang Arie; Utami, Ida Ayu Made Istri; Asril, Nice Maylani; Minxia, Zhu
Journal of Psychology and Instruction Vol. 9 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v9i2.95744

Abstract

The novel as a work of literature may contain beneficial insights, including pedagogical philosophies. The present study aimed to discover constructivist teacher strategies used by Miss Honey, the teacher character in Roald Dahl's Matilda. Through qualitative method enriched with the constructivist perspective, the study revealed that Miss Honey employed eight constructivist strategies as an elementary school teacher in her class. The first strategy was encouraging students' autonomy and initiative by letting them try reading a long sentence on the blackboard before giving examples of how to read them. The second strategy was the use of primary and physical materials as the source of manipulative and interactive materials, such as exercise books, poetry books, and posters. The third strategy involved inviting the students' responses during the learning activities and making them active. The fourth strategy was allowing the students to construct their conceptual knowledge before concluding it. The fifth strategy was encouraging teacher-students and peer dialogues. Miss Honey also trained students' cognition by using open-ended questions. Besides, Miss Honey also sought elaboration of students' initial responses to cultivate their reasoning. The last constructivist strategy implemented by Miss Hone was allowing the students to think after posing questions to construct their opinions. These findings imply that the novel can be a good reading material for elementary school teachers to illustrate how to implement constructivist strategies in a beginner class.
An Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha Mahendra, Made Surya; Dewi, Ni Luh Putu Eka Sulistia; Utami , Ida Ayu Made Istri
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 1 No. 2 (2020): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (245.207 KB) | DOI: 10.36663/tatefl.v1i2.83

Abstract

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.
Co-Authors ., I G A N Alitia k ., I G A N Alitia k ., Ida Ayu Agung Ratih Pramesti ., Ida Ayu Agung Ratih Pramesti ., Ni Komang Ary Aprilyani ., Ni Komang Ary Aprilyani ., Ni Made Eni Parwati Dewa Komang Tantra Dewa Putu Ramendra Dewi, Anak Agung Nareswari Tungga Dewi, Putu Murtiana G.A.P. Suprianti I Gede Budasi I Ketut Supir I.G.A. Lokita Purnamika I.G.A. Lokita Purnamika Utami Indrayani, I Gusti Ayu Diah Januarta, Putu Agus Juliana, I Putu Kadek Rossinta Dewi Komang Ayu Dita Anggraeni Lestari, Ni Putu Candra Widiya Luh Gd Rahayu Budiarta Luh Gede Eka Wahyuni Luh Putu Artini Made Ayu Wiranti Made Gitananda Pramudya Candra Wardhani Mahendra, Made Surya Mahendrayani, Kadek Leny Minxia, Zhu Myartawan, Putu Ngurah Wage Ni Komang Ari Yunita Dewi Ni Komang Arie Suwastini Ni Komang Arie Suwastini Ni Luh Putu Eka Sulistia Dewi Ni Made Ayu Sulatri Okta Pratiwi Ni Putu Astiti Pratiwi Ni Wayan Surya Mahayanti Nice Maylani Asril Nugraha, I Gede Made Artha Okta Pratiwi, Ni Made Ayu Sulatri Paramita, Kadek Candra Paramita, Ni Wayan Nita Pramestika, Ni Luhde Meidy Putu Kerti Nitiasih Rahayu, Ni Kadek Nita Rusnalasari, Zulidyana Dwi Saputra, Komang Yogi Sukmastiani, Kadek Swasty Suprianti, GAP Widiningsih, Made Adrina Widyasari, Ni Putu Yuanda Khristata Da Silva