Articles
<![CDATA[A Text-Based Approach in English for Arts and Design: An ESP Course Design ]]>
<![CDATA[Marsakawati, Ni Putu Era]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 24, No 2: December 2024, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v24i2.12511
<![CDATA[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.]]>
<![CDATA[Transfer Teknologi Tepat Guna Pada Industri Pengolahan Kopi Arabika ]]>
<![CDATA[Lasmawan, I Wayan]]>;
<![CDATA[Suci, I Made]]>;
<![CDATA[I Wayan Pardi]]>;
<![CDATA[Muliarta, I Nengah]]>;
<![CDATA[Marsakawati, Ni Putu Era]]>
<![CDATA[ International Journal of Community Service Learning Vol. 8 No. 4 (2024): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijcsl.v8i4.85206
<![CDATA[Desa Belantih merupakan salah satu desa yang memiliki potensi besar pada bidang perkebunan kopi. Belantih Coffee Farm dan Kelompok Tani Dharma Kriya merupakan dua industri pengolahan Kopi Arabika Kintamani yang ada di Desa Belantih. Akan tetapi dalam menjalankan usahanya kedua mitra menghadapi berbagai permasalahan yaitu kedua mitra tidak memiliki mesin pulper, dan huller. Metode pemasaran yang digunakan oleh mitra hanya mengandalkan teman di whatapp grup atau teman dekat, serta dengan metode pemasaran dari mulut ke mulut. Metode yang digunakan dalam kegiatan pengabdian ini adalah Particiatory Action and Learning System (PALS). Terdapat beberapa kegiatan yang dilaksanakan untuk mengoptimalkan potensi dan menyelesaikan permasalahan yang dihadapi oleh kedua mitra, yakni transfer teknologi tepat guna berupa mesin pulper kepada UMKM Belantih Coffee Farm dan mesin huller kepada Kelompok Tani Dharma Kriya, pelatihan fotografi dan videografi produk, pelatihan pembuatan konten pemasaran (copywriting), pelatihan social media marketing, dan pelatihan marketpalce usaha kepada kedua mitra. Kedua mitra mampu menggunakan social media untuk mempromosikan produk kopi arabika Kintamani. Kedua mitra mampu menggunakan marketpalce berupa shopee untuk mempromosikan produk kopi arabika Kintamani.]]>
<![CDATA[Infographics in Higher Education: Instructional Media for Students' Writing Proficiency ]]>
<![CDATA[Putra, I Kadek Swartana]]>;
<![CDATA[Ratminingsih, Ni Made]]>;
<![CDATA[Utami, IGA Lokita Purnamika]]>;
<![CDATA[Artini, Luh Putu]]>;
<![CDATA[Padmadewi, Ni Nyoman]]>;
<![CDATA[Marsakawati, Ni Putu Era]]>
<![CDATA[ Journal of Education Technology Vol. 6 No. 3 (2022): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v6i3.48869
<![CDATA[The majority of ESL/EFL students is that writing is challenging and frustrating. Limited vocabulary and low idea gathering appears to be most difficult issues in writing process. This research was quasi-experimental, with a control group that was only used for the post-test. This research aims to analyses the effectiveness of infographics as instructional media on students' writing proficiency. Two classes totalling 64 students made up the sample, which was drawn using random cluster sampling. A writing test served as the research instrument. An independent t-test was used to assess the data. The findings indicated that the experimental group's students were more proficient writers. The experimental group did better than the control group in terms of means (85.97 > 83.48) and the t-test results (3.126 > 3.125). In comparison to the conventional instruction, it was shown that using infographics as instructional media had a substantial impact on students writing proficiency. The effect size computation yielded a result of 0.78, which was examined in the Cohen's d table. In conclusion, infographics had a significant effect on students' writing proficiency as an instructional media.]]>
<![CDATA[THE POLITENESS STRATEGIES APPLIED BY STUDENTS IN THE CONTEXT OF CLASSROOM IN VOCATIONAL SCHOOL ]]>
<![CDATA[Muliadi, Nyoman Rini]]>;
<![CDATA[Ratminingsih, Ni Made]]>;
<![CDATA[Marsakawati, Ni Putu Era]]>
<![CDATA[ Lingua Scientia Vol. 30 No. 1 (2023) ]]>
Publisher : <![CDATA[Undiksha Press ]]>
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DOI: 10.23887/ls.v30i1.52052
<![CDATA[This study has the purpose to explore the politeness strategies of students in a vocational school, how the teachers and students apply the politeness strategies, and the implication of politeness strategies applied to the student’s good character improvement. Descriptive qualitative research was applied in this study which explored the phenomena of politeness in the teaching-learning process. There were 16 classes which consisted of 464 students of XI grade in one of the vocational schools in Buleleng Bali as the participants of this research. 140 students from the hospitality department and 10 teachers were taken as samples for this study. The sources of the primary input were the teachers’ and students’ interactions in the classrooms which were observed and recorded. Ten transcriptions were collected from the observations of ten teachers observed when they taught in the Tourism Department. These transcriptions then were analyzed and reviewed according to Brown and Levinson’s politeness theory in 1987. This research showed that the vocational students applied some types of expressions such as greetings, thanking, addressing, apologizing, and filling. Some expressions or terms were derived from the daily language, which was applied to soften the students’ and teachers’ interactions. All the expressions were grouped into politeness which is positive and negative. The results of this research could be applied as a recommendation for the teachers and students to make the interaction in the classroom effective. Keywords: interaction, language, politeness strategies, teaching-learning process]]>
<![CDATA[EFL Teachers' Perspectives on the Integration of ChatGPT in Writing Assessment ]]>
<![CDATA[Meyasa, Kadek Yeyen]]>;
<![CDATA[Luh Putu Artini]]>;
<![CDATA[Ni Putu Era Marsakawati]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i1.78618
<![CDATA[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.]]>
<![CDATA[Students’ Perception of Infographics: A Visualization Tool on Strengthening Critical Thinking Skills ]]>
<![CDATA[Dewi, I Gusti Ayu Triska Sri Urmila]]>;
<![CDATA[Padmadewi, Ni Nyoman]]>;
<![CDATA[Marsakawati, Ni Putu Era]]>;
<![CDATA[Artini, Luh Putu]]>;
<![CDATA[Ratminingsih, Ni Made]]>;
<![CDATA[Utami, IGA Lokita Purnamika]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Vol. 7 No. 1 (2023): April ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jppp.v7i1.55866
<![CDATA[As previous studies showed the effectiveness of infographic, it is important to find out students’ perception the use of infographic especially on its relation to critical thinking as on of the 21st century skills students require. Therefore, this study purposed to analyze students’ perception towards the use of infographics as a visualization tool to strengthen critical thinking. The study employed a descriptive quantitative research method by using questionnaire and semi-structured interview to collect the data, which included ten statements for the questionnaire and five questions for the interview. The participants in this study were 34 students of elevent grade students. The findings showed that the majority of students had a favorable opinion of using Infographics as a visualization tool in the learning process. Most students said learning with infographics provided them with a new learning environment. Moreover, they felt interested when they studied with infographics as it gave clear information they needed. Futhermore, the students stated that by using infographics, they can enhance their critical thinking skills compared to when they were not using infographics as a visualization tool during the learning process.]]>
<![CDATA[ENGLISH LEARNING SRATEGIES USED BY JAPANESE LANGUAGE EDUCATION STUDY PROGRAM STUDENTS ]]>
<![CDATA[Widiastuti, Sang Ayu Putu Sri Anggrita]]>;
<![CDATA[Sari, Rima Andriani]]>;
<![CDATA[Marsakawati, Ni Putu Era]]>
<![CDATA[ Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jj.v13i1.5051
<![CDATA[ This study was aimed to investigate the Language Learning Strategies (LLS) used by university students in learning English and the factors that affect the choice of the strategies by students from the Japanese Language Education at a public university in Bali. This research utilized mixed method in its process. There were 55 active students from the Japanese Language Education study program participated in this research. Data were collected through the SILL version 7.0 questionnaire developed by Oxford and has gone through an adaptation process in accordance with the times, and was validated by 2 experts. The questionnaire consists of 47 statements that have six LLS categories namely memory, cognitive, compensation. metacognitive, affective, and social. To find out the tendency of using LLS and also the factors that influence the use and selection of LLS, data analysis was carried out through Microsoft Excel. The results showed that of the six strategies in the English learning process of university students, all strategies are used by the students with high frequency, except compensation strategy with medium frequency. Factors that influence the selection of LLS is GPA.]]>
<![CDATA[The Implementation of Literacy Activities in Primary School ]]>
<![CDATA[Prawira, Ni Nyoman Pradnyani]]>;
<![CDATA[Artini, Luh Putu]]>;
<![CDATA[Marsakawati, Ni Putu Era]]>;
<![CDATA[Padmadewi , Ni Nyoman]]>;
<![CDATA[Ratminingsih , Ni Made]]>;
<![CDATA[Utami, I G A Lokita Purnamika]]>
<![CDATA[ Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 7 No. 1 (2023): Maret 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jipp.v7i1.56108
<![CDATA[School Literacy Movement is a program which has been voiced by the Indonesian Minister of Education and Culture since 2015. This program aimed to promote and support reading culture in school due to consistent unsatisfactory result of Program of International Student Assessment indicate the need for special effort to improve the young generation’s literacy skills. This study aimed at analyzing such efforts in the school level. The study employed a qualitative research design which explored the types of literacy activities implemented in the school to support literacy movement program. Classroom observation and interview were conducted to collect the data from Bali Kiddy School. There were 2 teachers who gave their consent to be involved in this study. The data were analyzed descriptively. These phases include categorizing the data, presenting the findings, and evaluating and validating the data. The finding reveals that the schools have some strategies to engage students to read non-subject books, write reading response journal, do spelling and writing activities. To encourage children's literacy development, building a literacy environment where they are highly exposed to the language is essential.]]>
<![CDATA[The Effect of E-Portfolio in Project-Based Learning toward Learner Autonomy and Writing Competency ]]>
<![CDATA[Devi Ariningsih, Ni Ketut]]>;
<![CDATA[Artini, Luh Putu]]>;
<![CDATA[Marsakawati, Ni Putu Era]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 5 No 1 (2021): February ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i1.29982
<![CDATA[The National Education objectives can be achieved through learning process and a valid assessment process. Assessment has a strong involvement in the learning process. The purpose of this study is to investigate the effect of e-portfolio in project-based learning toward learner autonomy and writing competency experienced by X MIPA students of SMA Negeri 7 Denpasar. The research design was post-test only control group design. The research instruments used were questionnaire and writing test. Questionnaire was used to test learner autonomy, while writing test was used to test students’ writing competency. Data were analyzed by employing One-way Anova and Manova. The results of this study showed that there is a significant effect of E-portfolio in Project-Based Learning toward learner autonomy and writing competency of X MIPA students of SMA Negeri 7 Denpasar. The mean score of students who were taught by using e-portfolio in project-based learning strategy is higher than the mean score who were taught by using conventional strategy. E-portfolio in Project-Based Learning also revealed potentially promotes students’ creativity, problem solving skills, and communication through technology skills. ]]>
<![CDATA[Peer Assessment-based Digital Literacy, EFL Students’ Reading Competency, and Engagement ]]>
<![CDATA[Lailiyah, Leni]]>;
<![CDATA[Ratminingsih, Ni Made]]>;
<![CDATA[Utami, IGA Lokita Purnamika]]>;
<![CDATA[Artini, Luh Putu]]>;
<![CDATA[Padmadewi, Ni Nyoman]]>;
<![CDATA[Marsakawati, Ni Putu Era]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 4 (2022): November ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i4.53012
<![CDATA[In the 21st century, students must master digital literacy. During the COVID-19 pandemic, many students could still not use online learning support facilities. It has an impact on decreasing reading competence and student engagement. This study aims to determine the effect of peer assessment-based digital literacy on reading competency and engagement of EFL students during the post-COVID-19 pandemic. This research utilized a quasi-experimental design. A total of 10 groups of students participated in this study. Two groups of students were selected using cluster random sampling; 30 participants were assigned to the experiment, and 30 were assigned to the control group. The data instruments used two post-tests and a questionnaire. The dataset was statistically analyzed using One-way ANOVA and MANOVA, with assistance from SPSS version 26.0. The findings of this study implied that there was a significant effect of peer assessment-based digital literacy on the reading competency of EFL students; and there was a significant effect of peer assessment-based digital literacy on the EFL students' engagement. There is a simultaneous effect of peer assessment-based digital literacy on EFL students' reading competency and engagement. This study found that peer assessment-based digital literacy is one of the best ways to improve EFL students' reading competency and engagement. It is suggested that more research be done on this topic, not just on how well students read, but also on how motivated students are to learn, how students and parents see each other, how involved parents are, and what factors help and hinder students.]]>
