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Luh Putu Artini

STKIP Singaraja

Author-ID : 309313

Religion Arts 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

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.

Inclusive Education Practices with Balinese Local Values of “Menyama Braya” in a Primary Bilingual School in North Bali Ni Nyoman Padmadewi; I Made Sukma Adisetiawan Sukadana; Luh Putu Artini; Ketut Trika Adi Ana
Jurnal Kajian Bali (Journal of Bali Studies) Vol. 15 No. 1 (2025): New Dimensions of Bali Tourism
Publisher : Universitas Udayana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/JKB.2025.v15.i01.p10

This research explores the application of the Balinese philosophy of Menyama Braya or brotherhood in promoting inclusive education in a primary bilingual school in North Bali. Grounded in theories of multiculturalism and inclusivity, the study emphasizes the importance of acceptance, empathy, and cooperation among students from diverse backgrounds. Employing a phenomenological approach, data were collected through observations, in-depth interviews, discussions, and document analysis. The findings indicate that the integration of Menyama Braya principles fosters a cooperative learning environment where students, including those with special needs, engage meaningfully with their peers. This practice not only enhances tolerance and empathy but also supports the creation of culturally responsive educational spaces. Recommendations include incorporating Menyama Braya values into teacher education curricula to cultivate inclusive practices that celebrate diversity and ensure equitable access to quality education for all students. By embedding these local values into modern educational methodologies, schools can develop compassionate learning environments that embrace differences while promoting social harmony.

Inclusive Education Practices with Balinese Local Values of “Menyama Braya” in a Primary Bilingual School in North Bali Ni Nyoman Padmadewi; I Made Sukma Adisetiawan Sukadana; Luh Putu Artini; Ketut Trika Adi Ana
Jurnal Kajian Bali (Journal of Bali Studies) Vol. 15 No. 1 (2025): New Dimensions of Bali Tourism
Publisher : Universitas Udayana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/JKB.2025.v15.i01.p10

This research explores the application of the Balinese philosophy of Menyama Braya or brotherhood in promoting inclusive education in a primary bilingual school in North Bali. Grounded in theories of multiculturalism and inclusivity, the study emphasizes the importance of acceptance, empathy, and cooperation among students from diverse backgrounds. Employing a phenomenological approach, data were collected through observations, in-depth interviews, discussions, and document analysis. The findings indicate that the integration of Menyama Braya principles fosters a cooperative learning environment where students, including those with special needs, engage meaningfully with their peers. This practice not only enhances tolerance and empathy but also supports the creation of culturally responsive educational spaces. Recommendations include incorporating Menyama Braya values into teacher education curricula to cultivate inclusive practices that celebrate diversity and ensure equitable access to quality education for all students. By embedding these local values into modern educational methodologies, schools can develop compassionate learning environments that embrace differences while promoting social harmony.

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