Articles
<![CDATA[The Comparison of Ideational Meanings Conveyed by the Novice and Professional Presenter in Multimodal Presentations ]]>
<![CDATA[Ni Putu Era Marsakawati]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: 'Education 4.0: Trends and Future Perspectives in English Educa ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[The paper reports on the result of a study aiming to investigate the comparison of ideational meanings conveyed by the novice and professional presenter in multimodal presentations. The study used a qualitative approach, especiallya videography research design, involving two presenters: a novice presenter and a professional one. The video data of the two presenters’ performance were selected as sources of data. The collected data were analyzed by administering a multi-layer analysis.The results show that: a) in terms of language, both presenters used two most dominant types of Processes: relational and material. However, a delicate analysis indicated that the professional presenter used relational processes more than the novice one; and b) in terms of gesture, both presenters realized ideational meanings through indexical gestures the most. However, a detailed analysis revealed that the professional presenter employed more gestures than the novice one. The study exploresa pedagogical implication for teachers/lecturers, material designers, and policy makers to provide a balanced emphasis on language and gesture used by the studentseither in the teaching and learning activities or in the designed learning materials.]]>
<![CDATA[TEACHERS' PERCEPTION OF THE USE OF GOOGLE CLASSROOM TO ASSESS ENGLISH SKILLS ]]>
<![CDATA[Rita Vidyasari]]>;
<![CDATA[Ni Putu Era Marsakawati]]>;
<![CDATA[Luh Putu Artini]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 1: June 2022 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v6i1.4788
<![CDATA[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.]]>
<![CDATA[Investigating The Zoom Application as A Video Conferencing Platform in The Online Learning Process Based on Teacher's Perception ]]>
<![CDATA[Gede Rasben Dantes]]>;
<![CDATA[Ira Putri Audina]]>;
<![CDATA[Ni Putu Era Marsakawati]]>;
<![CDATA[Ni Komang Arie Suwastini]]>
<![CDATA[ Jurnal Nasional Pendidikan Teknik Informatika : JANAPATI Vol. 11 No. 2 (2022) ]]>
Publisher : <![CDATA[Prodi Pendidikan Teknik Informatika Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/janapati.v11i2.48456
<![CDATA[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.]]>
<![CDATA[Students’ Perception of Blended Learning at Junior High School (Combination of Synchronous and Asynchronous Learning) ]]>
<![CDATA[Ni Komang Sri Mariati]]>;
<![CDATA[Luh Putu Artini]]>;
<![CDATA[Ni Putu Era Marsakawati]]>
<![CDATA[ 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 : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v10i2.3034
<![CDATA[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.]]>
<![CDATA[THE TEACHERS’ ROLES IN AN ONLINE ENGLISH TEACHING ]]>
<![CDATA[Ni Made Gita Anggriani]]>;
<![CDATA[Luh Putu Artini]]>;
<![CDATA[Ni Putu Era Marsakawati]]>
<![CDATA[ Lingua Scientia Vol. 29 No. 2 (2022) ]]>
Publisher : <![CDATA[Undiksha Press ]]>
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DOI: 10.23887/ls.v29i2.37007
<![CDATA[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. ]]>
<![CDATA[Former Students’ Perceptions Toward RSBI Program: A Reflection of Indonesia’s Abolished Bilingual Program ]]>
<![CDATA[Putu Yoga Sathya Pratama]]>;
<![CDATA[Luh Putu Artini]]>;
<![CDATA[Ni Putu Era Marsakawati]]>
<![CDATA[ Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 8, No 1: JANUARI 2023 ]]>
Publisher : <![CDATA[Graduate School of Universitas Negeri Malang ]]>
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DOI: 10.17977/jptpp.v8i1.21322
<![CDATA[This article is an attempt to describe RSBI program’s reflection from the former students’ perceptions. The article employed case study research design to explore students’ perceptions with particular emphasis on the use of bilingualism in the classroom. The data were gathered from interview toward 17 former students of RSBI program. The obtained data were analyzed qualitatively and inductively. Results presented RSBI program were perceived diversely from the reason, experience, and expectation viewpoints. Implications portrayed evaluation material in planning future programs that intensify the implementation of international-standards in general, or the use of two languages in the classroom in particular.]]>
<![CDATA[Appraisal in the Jakarta Post Article Entitled “Ending Poverty, Ending Violence Against Women” ]]>
<![CDATA[Ni Putu Era Marsakawati]]>
<![CDATA[ PAROLE: Journal of Linguistics and Education Volume 6 Number 1 April 2016 ]]>
Publisher : <![CDATA[Master Program in Linguistics, Diponegoro University ]]>
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DOI: 10.14710/parole.v6i1.1-7
<![CDATA[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.]]>
<![CDATA[Formative Assessment Practices in Online Learning for Assessing the Junior High School Students’ Reading Comprehension ]]>
<![CDATA[Putu Enik Kristiani]]>;
<![CDATA[Ni Luh Putu Eka Sulistia Dewi]]>;
<![CDATA[Ni Putu Era Marsakawati]]>
<![CDATA[ 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 : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v10i1.2665
<![CDATA[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.]]>
<![CDATA[Formative Assessment Practices in Online Learning for Assessing the Junior High School Students’ Reading Comprehension ]]>
<![CDATA[Putu Enik Kristiani]]>;
<![CDATA[Ni Luh Putu Eka Sulistia Dewi]]>;
<![CDATA[Ni Putu Era Marsakawati]]>
<![CDATA[ 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 : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v10i1.2665
<![CDATA[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.]]>
<![CDATA[Challenges Faced by Participants in the In-service Teacher Certification Programme ]]>
<![CDATA[Ni Putu Meita Subudiasih]]>;
<![CDATA[Putu Suarcaya]]>;
<![CDATA[Ni Putu Era Marsakawati]]>
<![CDATA[ RETORIKA: Jurnal Ilmu Bahasa Vol. 9 No. 3 (2023) ]]>
Publisher : <![CDATA[Program Studi Magister Ilmu Linguistik Universitas Warmadewa ]]>
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DOI: 10.55637/jr.9.3.7566.448-456
<![CDATA[In order to better equip teachers for the profession, this research looks at the difficulties encountered by those who take part in Indonesia's Teacher Professional Education Program (PPG). The purpose of this research is to learn about the difficulties encountered by PPG members and the strategies they used to overcome them. A qualitative technique is utilized in this study's methodology. Ten teachers who had finished the PPG program at Ganesha University of Education in 2020 were involved in this research. In this study, internet interviews served as the data collection tool. There were five steps to the data processing process in this study: reading, transcribing, highlighting, keywords, and categorization. Problems with technology adoption and insufficient technical knowledge were identified as difficulties experienced by PPG members in this survey. not having a complete grasp of software expertise, being confused when selecting assessment tools, and having trouble creating lesson plans. Participants work on their problem-solving skills by studying on their own or using the YouTube app. The study's findings suggest that participants might utilize their experiences with the obstacles they faced to better prepare for the future of technology in online education.]]>
