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All Journal Parole: Journal of Linguistics and Education Jurnal Pendidikan dan Pengajaran Lingua Scientia Journal Jurnal Penelitian dan Pengembangan Pendidikan Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa RETORIKA: Jurnal Ilmu Bahasa Jurnal Pendidikan Bahasa Inggris Celt: A Journal of Culture, English Language Teaching & Literature IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture Language Literacy: Journal of Linguistics, Literature, and Language Teaching Syntax Literate: Jurnal Ilmiah Indonesia JET (Journal of English Teaching) Adi Buana English Language and Literature International Conference (ELLiC) Proceedings Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Community Service Learning International Journal of Language and Literature Journal of Education Technology Jurnal Nasional Pendidikan Teknik Informatika (JANAPATI) Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Elsya : Journal of English Language Studies The Art of Teaching English as a Foreign Language (TATEFL) Indonesian Journal of Educational Development (IJED) Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Innovative: Journal Of Social Science Research Journey: Journal of English Language and Pedagogy
Ni Putu Era Marsakawati
Universitas Pendidikan Ganesha
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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TEACHERS' PERCEPTION OF THE USE OF GOOGLE CLASSROOM TO ASSESS ENGLISH SKILLS Rita Vidyasari; Ni Putu Era Marsakawati; Luh Putu Artini
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 1: June 2022
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v6i1.4788

Abstract

This study aimed to describe teachers’ perception of the use of Google Classroom to assess students’ English skills and how the teachers assessed the students during online learning nowadays by using qualitative research method. The participants were 18 teachers who were teaching senior high school level in Pasuruan, East Java. Their ages were around 23 to 58 years old while answering the questionnaire. The data were collected by using open questionnaire and interview, then analysed by using narrative analysis. The results of this study showed that most teachers used Google classroom to assess students’ English skills because it was simpler and faster. This study suggests teachers use Google Classroom while assessing students’ English skills by providing more online assessments activities. The teachers are expected to use various platforms to facilitate the students. However, the students and teachers must adapt to the condition during the COVID-19 pandemic with the online learning system.
Investigating The Zoom Application as A Video Conferencing Platform in The Online Learning Process Based on Teacher's Perception Gede Rasben Dantes; Ira Putri Audina; Ni Putu Era Marsakawati; Ni Komang Arie Suwastini
Jurnal Nasional Pendidikan Teknik Informatika : JANAPATI Vol. 11 No. 2 (2022)
Publisher : Prodi Pendidikan Teknik Informatika Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/janapati.v11i2.48456

Abstract

The use of the Zoom platform is one solution in supporting the implementation of online learning, which still has advantages and disadvantages in its application and utilization. This study explores teachers' perceptions about using this platform and its advantages and disadvantages in teaching and learning. This research was qualitative, following the Model of Qualitative Data Analysis by Miles, Huberman, and Saldaña (2014). The data were collected through open-ended questionnaires through Google Form, involving 12 foreign language teachers. The study revealed that teachers found Zoom very useful in teaching and learning, especially during this pandemic period in delivering and explaining learning materials because Zoom provides various helpful features that support foreign language learning. Teachers perceived Zoom as an effective platform to facilitate online learning. However, teachers also admitted several challenges in using Zoom in their foreign language teachings, such as unstable connection, expensive internet credit, and time limitations.
Students’ Perception of Blended Learning at Junior High School (Combination of Synchronous and Asynchronous Learning) Ni Komang Sri Mariati; Luh Putu Artini; Ni Putu Era Marsakawati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i2.3034

Abstract

Since the pandemic era, the process of teaching and learning has changed. Teachers and educators need to choose the appropriate learning model. This study aims to find out the suitable model learning between two models there are synchronous and asynchronous learning models. The study involved two classes, A-class (32 students) and B-class (35 students) of seven grade students at SMP Negeri 2 Tejakula. Data was collected by online questionnaire and shared via WhatsApp. The data were analyzed with the descriptive qualitative method by counting the mean of the Likert scale. The result shows that the student prefers to choose the asynchronous learning model, with the percentage of asynchronous learning at 69% and the synchronous learning model at 63%. It indicates two learning models can be implemented, but the suggestion to the teacher uses the asynchronous model to gain students’ participation.
THE TEACHERS’ ROLES IN AN ONLINE ENGLISH TEACHING Ni Made Gita Anggriani; Luh Putu Artini; Ni Putu Era Marsakawati
Lingua Scientia Vol. 29 No. 2 (2022)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v29i2.37007

Abstract

AbstractThis study aims to explain a) the role of the English teacher at one of the private junior high schools during online teaching activities, b) the difficulties faced by them when using e-platforms for online learning, and c) strategies used by them when teaching online through e-learning platforms. The research design used was qualitative descriptive. The research subjects were two English teachers. Data were collected through questionnaires, observation, and interviews. Data were analyzed qualitatively. The results of the data analysis show that a) there were eight roles played by the teacher in the online learning when teaching English; b) the difficulties found by the English teachers were the limited internet access and devices that prevent students from participating in online classes, and c) the strategies used by the teachers were using various online learning platforms and varying their teaching techniques.  
Appraisal in the Jakarta Post Article Entitled “Ending Poverty, Ending Violence Against Women” Ni Putu Era Marsakawati
PAROLE: Journal of Linguistics and Education Volume 6 Number 1 April 2016
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (642.11 KB) | DOI: 10.14710/parole.v6i1.1-7

Abstract

In communication, humans may express their ideas by involving their attitudes, feelings, judgement, or emotions  that can be identified from the expressions or words used. There is a system called appraisal can be used to study interpersonal meanings of the utterances. This study aims at investigating types of appraisals in the Jakarta Post article entitled Ending Poverty, Ending Violence against Women and finding out which appraisal mostly occurred in the article. The procedures of data collection were a) identifying the appraisal items; b) classifying the appraisal items; c) calculating the occurrence of each category; d) summarizing the kinds of appraisal items; e) interpreting the appraisal items. The obtained data were analyzed quantitatively. The result shows that appreciation, affect, judgment, and amplification are used in the article; and the most dominant category used is judgment. This implies that in writing articles in newspapers, the writers tend to give judgement on the issues discussed.
Formative Assessment Practices in Online Learning for Assessing the Junior High School Students’ Reading Comprehension Putu Enik Kristiani; Ni Luh Putu Eka Sulistia Dewi; Ni Putu Era Marsakawati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i1.2665

Abstract

The development of students’ reading comprehension can be reached by implementing formative assessment during the reading instruction so that the teachers are able to monitor students’ reading comprehension progress and make a development. Due to the Covid-19 Pandemic, the teachers faced a new learning situation namely online learning. However, conducting formative assessment for assessing students’ reading comprehension has to be conducted constantly. Therefore, this study aimed to investigate the formative assessments practices by the teachers for assessing students’ reading comprehension in online learning, include the plan and its implementations. The implementations of FA were gained from teachers’ point of view. The study involved four junior high school English teachers at SMPN 7 Denpasar. The design of the study was qualitative study. The data were collected by using three methods namely document analysis, survey, and interview. The result of the study showed that there were several formative assessment methods that were planned and implemented by teachers. Those methods were categorized into self-assessment, peer-assessment, teacher-feedback, sharing an understanding of formative assessment goals, and varied assessment methods.
Formative Assessment Practices in Online Learning for Assessing the Junior High School Students’ Reading Comprehension Putu Enik Kristiani; Ni Luh Putu Eka Sulistia Dewi; Ni Putu Era Marsakawati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 10 No. 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i1.2665

Abstract

The development of students’ reading comprehension can be reached by implementing formative assessment during the reading instruction so that the teachers are able to monitor students’ reading comprehension progress and make a development. Due to the Covid-19 Pandemic, the teachers faced a new learning situation namely online learning. However, conducting formative assessment for assessing students’ reading comprehension has to be conducted constantly. Therefore, this study aimed to investigate the formative assessments practices by the teachers for assessing students’ reading comprehension in online learning, include the plan and its implementations. The implementations of FA were gained from teachers’ point of view. The study involved four junior high school English teachers at SMPN 7 Denpasar. The design of the study was qualitative study. The data were collected by using three methods namely document analysis, survey, and interview. The result of the study showed that there were several formative assessment methods that were planned and implemented by teachers. Those methods were categorized into self-assessment, peer-assessment, teacher-feedback, sharing an understanding of formative assessment goals, and varied assessment methods.
Hospitality School Students’ Perception on the Use of Wordwall to Enrich Students’ Work-Ready Vocabulary Mastery Arsini, Ni Nyoman; Santosa, Made Hery; Marsakawati, Ni Putu Era
Elsya : Journal of English Language Studies Vol. 4 No. 2 (2022): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v4i2.8732

Abstract

This study addressed the gap of research on the innovative learning medium Wordwall for working adult learners by investigating the perceptions of students of Apollonia Hotel School in Denpasar, Indonesia, regarding how well Wordwall helps in increasing their English vocabulary during online learning. The method used by the researcher was qualitative. Data were collected from 10 respondents who had been selected with qualifications of activeness while studying, and always participated during the process. Data obtained from short questionnaire distributed through Google Form, then analysed using a qualitative descriptive model according to Creswell, (2012). From the data analysis, the researcher found that the students had high enthusiasm in learning vocabulary through the Wordwall application. This application provides various types of creative and interactive vocabulary games. The disadvantage is that this application does not provide a place to explain explanations for students' answers, both right and wrong. Students have the opportunity to learn about context and changes to sentences in games. Based on this analysis, it proves that Wordwall is an effective learning media to help increase students' vocabulary as a future career opportunity. In addition, Wordwall is also effectively used during online learning to provide interesting vocabulary questions. From this study, it is suggested for hospitality lecturers to use Wordwall application because it can help students to be more motivated to learn English vocabulary.
Being Real on Instagram Reels: An Authentic Tool to Enhance English Speaking Skills Dewi, Ni Putu Purnama; Marsakawati, Ni Putu Era; Putra, I Nyoman Adi Jaya; Suwastini, Ni Komang Arie
Elsya : Journal of English Language Studies Vol. 4 No. 3 (2022): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v4i3.10075

Abstract

As technology rapidly develops new features, empirical testing of their capability to assist in educational purposes are always needed. This study takes a look at Instagram Reels, which is seldom explored as a language teaching tool, especially for vocational high school students. This study aims at describing students’ perceptions, challenges, and strategies in using Instagram reels as an authentic tool for improving speaking skills. The research used descriptive qualitative research methods. The subjects of the study were five eleventh-grade students from one of the public vocational high schools in Bali, Indonesia. They were selected by conducting a purposive sampling technique. The observation and interview were conducted to collect data. The findings show that a) the perceptions of students on the implementation of Instagram reels to improve speaking skills were favorable. Most students agreed that implementing Instagram reels as an authentic tool in speaking was adaptable, effective, and authentic. It also increased the students’ speaking abilities, which were referred to as positive attitudes. Instagram reels boosted students’ consciousness, motivation, and enhancing their vocabulary, grammar, pronunciation, accent, and cultural knowledge. b) Students faced a variety of challenges when using Instagram reels as a learning medium, such as limited internet access and a lack of digital literacy. To overcome the challenges, students used some strategies, namely using WIFI facilities at school or other public places, practicing a lot, and seeking additional information to improve digital literacy skills using Instagram reels.
A Text-Based Approach in English for Arts and Design: An ESP Course Design Marsakawati, Ni Putu Era
Celt: A Journal of Culture, English Language Teaching & Literature Vol 24, No 2: December 2024, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v24i2.12511

Abstract

English for arts and design is a vocational English developed to facilitate non-English students, studying visual design communication. The goal of the course is to enable the students to use English and communicate effectively in the context of visual design business. To achieve this learning goal, the lecturer should design a meaningful and effective course design.  Among various approaches to ESP course design, this article describes the text-based approach. Because the students are from a non-English department, this strategy will help them learn English more effectively. When the lecturer uses this approach, they provide students with sufficient scaffolding. These scaffolding are useful for assisting students to gain confidence in using English. Gradually, their learning goals can be achieved effectively.  Thus, this article aims to describe how to design an effective ESP course for Visual Design Communication students and report its implementation in the classroom. This paper will hopefully provide some practical insights in designing ESP courses and in using text-based approach  in ESP classrooms.
Co-Authors Arsini, Ni Nyoman Debora Tri Ragawanti Devi Ariningsih, Ni Ketut Dewanthi, Fuji Dewi, I Gusti Ayu Triska Sri Urmila Dewi, Ni Putu Purnama Gede Rasben Dantes I Ketut Armawan I Ketut Armawan I Nengah Muliarta I Nengah Muliarta, I Nengah I Nyoman Adi Jaya Putra I Putu Indra Kusuma I Wayan Juli I Wayan Lasmawan I Wayan Pardi I Wayan Pardi I.G.A. Lokita Purnamika Utami Ida Ayu Putu Purnami Ira Putri Audina Jayanti, Made Dwi Surya Darmi Jessica Agnes Aprinita Kadek Ayu Ira Amelia Dewi Kadek Ristanti Pramudya Komang Windi Wahana Putra Lailiyah, Leni Luh Putu Artini Luh Putu Artini Made Dharma Susena Suyasa Made Hery Santosa Made Puspanjali Artati Made Rudiastika Meyasa, Kadek Yeyen Muliadi, Nyoman Rini Ni Kadek Pian Siani Ni Ketut Santi Sucita Dewi Ni Komang Arie Suwastini Ni Komang Meliani Ni Komang Sri Mariati Ni Luh Putu Eka Sulistia Dewi Ni Made Gita Anggriani Ni Made Ratminingsih Ni Made Suci Ni Putu Meita Subudiasih Ni Putu Meita Subudiasih Nyudak, Geovenda Padma Narayani, Ni Kadek Diah Padmadewi , Ni Nyoman Padmadewi . Prabhasanti, Gusti Ayu Putu Ardia Prawira, Ni Nyoman Pradnyani Putra, I Kadek Swartana Putu Ayu Prabawati Sudana Putu Devi Mas Wulandari Putu Devi Mas Wulandari Putu Dewi Merlyna Yuda Pramesti Putu Eka Dambayana Suputra Putu Enik Kristiani Putu Paradila Sita Anugrah Putu Suarcaya Putu Susrini Putu Yoga Sathya Pratama Putu Yoga Sathya Pratama Ratminingsih , Ni Made Rima Andriani Sari Rima Andriani Sari Rima Andriani Sari Rita Vidyasari Sari, Komang Bela Pradnya Suarcaya Putu Suci, I Made Suyasa, Made Dharma Susena Widiastuti, Sang Ayu Putu Sri Anggrita