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All Journal Jurnal Pendidikan Bahasa Inggris Journal of Education Technology Indonesian Journal of Educational Science (IJES) JETA (Journal of English Teaching and Applied Linguistic) Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat TOFEDU: The Future of Education Journal
Luh Putu Artini
STKIP Singaraja
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALYSING TEACHERS’ STRATEGIES FOR EFL CLASSES IN TEACHING LEARNING PROCESS IN THE MERDEKA CURRICULUM KADEK ERNA YATININGSIH; LUH PUTU ARTINI; A.A GEDE YUDHA PARAMARTHA
JETA (Journal of English Teaching and Applied Linguistic) Vol. 5 No. 1 (2024): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/jeta.v5i1.1519

Abstract

English as a foreign language should be taught in Indonesia, both formal and informal, as it is essential for competing in this globalisation era. The study proposed to (1) analyse the strategies applied by teachers in the Merdeka curriculum during the learning and teaching of EFL learners and (2) analyse students’ perception towards teachers’ strategies. It focused on analysing an English teacher and three students who role as the research subject. The study was specifically conducted at SMK Restumuning through a qualitative approach. The data were obtained qualitatively with a questionnaire, observation and documentation. The obtaining data were analysed and described qualitatively. The findings revealed that teachers applied two teaching strategies; autocratic teaching strategies and democratic teaching strategies. Students also perceive positively on teachers’ strategies during English learning in the Merdeka curriculum. Conclusively, autocratic and democratic strategies are appropriate for teaching English in vocational high schools.
Discovery Learning Model Optimizing Digital Thematic Multilingual Dictionary to Improve Literacy Skills Ni Made Ratminingsih; I Gede Budasi; Made Hery Santosa; Ni Nyoman Padmadewi; Luh Putu Artini; I Putu Yoga Purandina
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.v7i4.67155

Abstract

A preliminary study found that the students faced literacy skill problems. The results of pre-tests proved that the mean score achieved by grade 4 was 42.49 (very low), grade 5 was 63.06 (low), and grade 6 was 49.58 (very low). Regarding these findings, this study further aimed to analyze whether implementing a discovery learning model that optimized a digital thematic multilingual dictionary could improve the elementary students’ literacy skills. This study involved four main steps, plan, act, observe, and reflect. The samples were 84 students determined purposively for deciding three classes among those nine classes representing 4th, 5th, and 6th grades. There were two kinds of tests, pre-test and post-test. The pre-tests were used to measure the literacy level before treatments, while the post-tests were employed to count for the literacy level after treatment. After four sessions of treatments and two post-tests, it was discovered that students' literacy skills could have been notably improved. The mean scores obtained on the second cycle, respectively, were 86.77 (high), 93.66 (very high), and 95.55 (very high). These results imply that the discovery learning model utilizing a digital thematic multilingual dictionary can enhance elementary school students’ literacy skills. Thus, it is strongly recommended that students regularly use dictionaries for their self-directed learning.
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

Abstract

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.
Teaching Strategies Employed by the English Teacher during the Onsite Transitional Period Putu Risma Dewi; Luh Putu Artini; Luh Gede Eka Wahyuni
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 3 (2022): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i3.58558

Abstract

The government again start new regulations in the education field, which open the school and start onsite learning. This is considered an onsite transitional period since this is the first time that onsite learning is conducted again after being temporarily suspended due to the Covid-19 pandemic.  Teachers need to adapt and adjust the teaching strategies during the onsite transitional period. The aim of this study is to analyses English teachers’ teaching strategies during the onsite transition period. This study applied the descriptive qualitative method. The data collection methods are classroom observation and interviews. The findings of the study were interpreted through data reduction, data display, and conclusion. The results of the study found that English teacher has implemented several strategies starting from pre-activity, main-activity, and post-activity. The strategies are reviewing, discussion, question & answer, elicitation, brainstorming, ice breaker, reading activity, cooperative learning, lecturing, exercise, drawing the conclusion, self-reflection, and quiz. Moreover, the teaching strategies also align with the I2M3 standard process. The present study is conducted due to the urgency of empirical data, some previous studies have researched teaching strategy, nevertheless, the study about teaching strategy during the onsite transitional period remains unclear.
EFL Teachers' Perspectives on the Integration of ChatGPT in Writing Assessment Meyasa, Kadek Yeyen; Luh Putu Artini; Ni Putu Era Marsakawati
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.78618

Abstract

The existence of ChatGPT as a great technology development is considered as a teaching media used for providing immediate feedback in assessing students’ writing performance indirectly enhancing their writing skills as well. This study aimed to analyze EFL teachers’ perspective on the integration of ChatGPT in writing assessment. Qualitative approach was used as the research design of the current study. There were two English teachers who taught 11th grade students. They were selected by using purposive sampling. The data were obtained through observation, and semi-structured interview. Observation sheet and interview guide were used as the research instruments. The collected data were analyzed by conducting verbatim transcription and coding. The findings revealed that there were positive and negative perspectives given by the teachers. It was shown that the teachers were positively response due to the excitement of using ChatGPT in easing the feedback provision meanwhile the negative response revealed that the teachers expressed reservations about its validity. The ethical privacy issue, data protection, and prejudice were mentioned as the challenge due to its implementation. It was added that assessment effectiveness, immediate feedback, and assistance outside the classroom were acknowledged as the benefits of implementing ChatGPT. The study implicates to the educational assessment-based technology. Teachers are required to have proper training to face the integration of technology in their assessment since it can have an impact as well as challenges for them.
Teaching English: A Study of Strategy Preferences among Male and Female Ni Nyoman Ana Yulia Putri; Luh Putu Artini; Dewa Ayu Eka Agustini
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 1 (2025): Februari-Mei 2025
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v5i1.896

Abstract

Various teaching strategies have been applied in English language learning, but there is lack of research in examines how teacher gender influences the preferences of strategies. This lack of knowledge can hinder the development of teaching methods that responsive to individual teacher characteristics. This study identifies differences in teaching strategies between male and female English teachers focusses on the influence of gender on the preferences of teaching methods in the context of Merdeka Curriculum. This tudy aims to describe the teaching strategy preferences used by each gender and understand how these differences can affect the effectiveness of classroom learning. Using a qualitative approach and convenience sampling method, four English teachers (two male and two female) were selected as sample. The data were collected through teaching strategy checklists, observation checklists, interviews, and anecdotal notes, then analyzed using interactive data analysis. The results showed each teacher has different preferences in teaching strategies influenced by students' needs, material needs, and classroom context. The application of various learning strategies can improve the effectiveness of the teaching and learning process. This research is expected to provide more specific recommendations to support the development of teaching methods with students' needs, thus improving the quality of learning.
Exploring Teaching Strategies Preferences Implemented by English Teachers in Senior High School Maharani, Dewa Ayu Asti; Luh Putu Artini; Dewa Ayu Eka Agustini
The Future of Education Journal Vol 4 No 6 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i6.657

Abstract

This study aims to explore the teaching strategy preferences implemented by male and female English teachers at senior highs bb School, focusing on how gender affects the choice of teaching strategies. Using a qualitative descriptive method, data was collected through observations, teaching strategy checklists, anecdotal notes, and in-depth interviews with English teachers at the school. The findings show that male teachers mostly use student-centered strategies such as direct explanation and exercises with training on learning strategies, including social-affective learning strategies, projects, problems, discovery, active learning, integrated learning, and flipped learning. Meanwhile, female teachers tend to adopt more contemporary and student-centered strategies such as project-based learning and the use of varied media, assignments, and female teachers use more cognitive and metacognitive strategies, but the application of other strategies such as project-based learning, active learning, flipped learning, and competency-based learning and differentiated learning is still very limited. This difference suggests that gender plays an important role in shaping teaching strategy preferences, with male teachers more willing to try different methods, especially technology-based and collaborative ones, while female teachers tend to choose contemporary and more interactive strategies. The study concludes that recognizing and understanding these gender-based differences can inform curriculum development and professional growth for teachers, ultimately supporting more effective English language teaching and learning in similar educational contexts.
Teaching Strategies Employed by Novice and Experienced English Teachers in SMP Negeri 1 Seririt Kintan Ayu Pramesti; Luh Putu Artini; Luh Putu Eka Sulistia Dewi
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 2 (2025): June-September 2025
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v5i2.1444

Abstract

This study aims to describe the teaching strategy preferences used by novice and experienced English teachers at SMP Negeri 1 Seririt. The focus of this study refers to the strategies recommended in the Merdeka Curriculum, which emphasizes student-centered learning and the development of 21st-century skills. The method used is qualitative research with data collection techniques through three main instruments, namely the teaching strategy checklist, observation checklist, and in-depth interview guides. Participants in this study consisted of one novice teacher and one experienced teacher. The results of the analysis show that novice teachers more often use direct, structured learning strategies, such as learning strategy training, discovery learning, and cooperative learning. This is adjusted to their limited teaching experience and the need to build classroom control. Meanwhile, experienced teachers show a preference for more flexible and project-based strategies such as project-based learning and problem-based learning. Both also appear to consistently apply affective and social strategies to build positive relationships with students. Factors that influence strategy preferences include teaching experience, availability of facilities, and student readiness and characteristics. This study provides insight into the differences in pedagogical approaches between novice and experienced teachers in the context of implementing the Merdeka Curriculum.
ENGLISH TEACHERS’ STRATEGY PREFERENCES IN ENGLISH CLASSES IN SMAN 1 TEJAKULA Dewi, Luh Lingga; Luh Putu Artini; Dewa Ayu Eka Agustini
The Future of Education Journal Vol 4 No 7 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i7.847

Abstract

This study aims to obtain the preference of teaching strategies most frequently used by male and female English teachers at SMAN 1 Tejakula. The teaching strategies recommended by Merdeka Curriculum were the focus of this study. Through a qualitative method, data collection was conducted using 3 different instruments: teaching strategy checklist, observation checklist, and interviews. There were 4 subjects involved in this study: 2 male teachers and 2 female teachers. The findings showed that male teachers showed a preference for the Problem-Based Learning teaching strategy based on the grade level they taught. On the other hand, female teachers showed a tendency towards a combination of Project-Based Learning and Discovery Learning teaching strategies due to the ability or character of the students themselves and the grade level being taught. A unique thing was also found in this study, where male teachers and female teachers both like Cooperative Learning and Social Affective teaching strategies, where teachers utilize collaboration between students and emphasize the socio-emotional aspects of students during the learning process. However, it cannot be denied that challenges such as the lack of physical and non-physical school resources can affect the implementation of certain strategies. The findings are expected to be a reference for the development of teacher training programs and for improving the quality of English teaching in schools.
How do Female Teachers with Double Responsibilities Develop Grit in Self-Directed Professional Development in the CALL Context? Kartikawati, Amelia; I Putu Indra Kusuma; Luh Putu Artini
Indonesian Journal of Educational Science (IJES) Vol 8 No 1 (2025): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v8i1.5398

Abstract

This study aimed to explore how female English as a foreign language (EFL) teachers with double responsibilities as a wife/mother and teacher describe their grit in self-directed Professional Development (PD) in Computer-Assisted Language Learning (CALL) context and the challenges they face. This study employed a narrative inquiry approach to understand participants’ stories. The study recruited three female EFL teachers in Indonesia as the research participants. In Indonesia, a female teacher typically had double responsibilities by being a wife/mother in their family and a teacher in school. The first stage allowed the researcher to collect all data of biographical survey, teachers’ concept map, and narrative interview. Following the steps for qualitative content analysis, all the data were then being processed. In the second stage, the researcher provided these ideas value by combining or recreating them in a narrative way through stories. It was based on the idea that humans gave the world as well as their knowledge, action, and value through narrative constructions. The results showed: 1) Indonesian female EFL teachers’ grit in CALL context was typically described by their passion for teaching, support system (family, colleagues, students), and responsibility of being a teacher, and (2) during their journey of self-directed PD in the CALL context, female EFL teachers faced challenges in constructing grit such as time management, burnout, and stereotypes as novice teachers. The results were expected to provide a new perspective for schools and government in comprehending female EFL teachers’ needs and challenges.
Co-Authors A.A Gede Yudha Paramartha Adnyani, Ni Luh Putu Sri Dewa Ayu Eka Agustini Dewi, Luh Lingga I Gede Budasi I Putu Indra Kusuma I Putu Yoga Purandina KADEK ERNA YATININGSIH Kartikawati, Amelia Kintan Ayu Pramesti Luh Gede Eka Wahyuni Luh Putu Eka Sulistia Dewi Made Hery Santosa Maharani, Dewa Ayu Asti Meyasa, Kadek Yeyen Ni Made Ratminingsih Ni Nyoman Ana Yulia Putri Ni Nyoman Padmadewi Ni Putu Era Marsakawati Putu Ayu Prabawati Sudana Putu Risma Dewi