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All Journal Jurnal IKA Jurnal Pendidikan Bahasa Inggris Indonesia
L.P. Artini
Universitas Pendidikan Ganesha
Education

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Prospective Teachers’ Ability to Self Reflect Their Teaching Simulation in Micro Teaching Class in ELE Undiksha P.R.Y. Antari; L.P. Artini; N.L.P.E.S. Dewi
Jurnal IKA Vol. 19 No. 2 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ika.v19i2.31824

Abstract

This study aimed to: 1) describe how the students learn to reflect their teaching simulation in microteaching class.2) describe what the students think about the benefit of learning to reflect teaching simulations in microteaching class. This study was conducted in ELE Undiksha Singaraja,especially sixth grade students because by doing self-reflection, students who will be an English teacher can improve their teaching. It is very important the sixth semester of ELE students in Undiksha Singaraja to be aware of strengths and weaknesses of own teaching for knowing the parts of teaching that need to be maintained and improved. This study was descriptive qualitative. This study used self-reflective journal as  an instrument which was descriptively analyzed. The result showed 1) The students reflect their teaching based on exploring their weaknesses after doing teaching simulation in the classroom such as lack in classroom management and technical problem during teaching 2) Students got the benefit of learning based on the input from the audience, after watching the recorded simulation and based on their self-observation start from how they prepare until the end of the simulation.Keywords: Self-Reflection, Reflective Teaching, Self-Reflective Journal
Self-directed Learning in EFL During COVID-19 Pandemic: An Analysis of Teacher's Perception and Students' Learning Autonomy in SMA N 1 Blahbatuh P.M.O. Dewi; L.P. Artini; N.N. Padmadewi
Jurnal IKA Vol. 19 No. 1 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ika.v19i1.32094

Abstract

Terdapat 3 tujuan dari penelitian ini. Penelitian ini bertujuan untuk mendeskripsikan persepsi guru tentang pembelajaran mandiri, aktivitas yang diberikan guru selama pembelajaran online, dan mengetahui komponen dan indikator mandiri yang diidentifikasi dalam aktivitas tersebut. Penelitian ini dikategorikan ke dalam metode campuran dengan menggunakan data kualitatif dan kuantitatif. Satu-satunya subjek dari data ini adalah seorang guru bahasa Inggris yang mengajar siswa kelas X di SMA N 1 Blahbatuh. Pengumpulan data dilakukan dengan menggunakan kuisioner, observasi, dan tabel klasifikasi. Ada tiga hasil utama dari penelitian ini. Pertama, guru memiliki persepsi positif tentang pembelajaran mandiri yang terlihat dari hasil angket. Kedua, kegiatan yang diberikan guru belum maksimal, karena beberapa tahapan pembelajaran belum memuat kegiatan. Terakhir, hanya ada empat komponen pembelajaran mandiri yang diidentifikasi dalam kegiatan yang diberikan oleh guru selama pembelajaran online. Ada kecenderungan guru salah menafsirkan pembelajaran mandiri.Kata kunci: Pembelajaran Mandiri; Persepsi; Pembelajaran Online.
SUPPORTING AND HINDERING FACTORS OF ONLINE TEACHING IMPLEMENTATION IN UNIVERSITAS MAHASARASWATI DENPASAR N.L.P. Suryanti; L.P. Artini; M.H. Santosa
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 9 No. 1 (2021): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i1.212

Abstract

Online Learning was a learning approach that provides teaching and learning processes through the internet. The flexibility and accessibility made the learners could learn without limitation of time or place. In implementing an effective online learning process, supporting factors and hindering factors were important to be considered. This study aimed to describe supporting and hindering factors of online Learning. The approach used in this study was a mixed-method approach that employed explanatory sequential design. A questionnaire was used to collect the data. The participants were 35 instructors of Mahasaraswati University Bali. The result showed the supporting factors of the success of online Learning came from technological factor, quality of the system and content and human factors. The constraint were derived from lack of quality and poor accessibility in remote areas. Both supporting and hindering factors should be considered to get success of online Learning.
AN ANALYSIS OF 4C SKILLS IN TEACHING ENGLISH USING MOODLE AT IPB INTERNATIONAL I.M.D. Nalantha; N.N. Padmadewi; L.P. Artini
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 9 No. 2 (2021): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i2.499

Abstract

This research was qualitative research that aimed to find out how educators inserted the value of 4C skills in teaching English using Moodle. This research was conducted at The Tourism and Business Institute where this institute was not only a vocational institution but also had a specific policy to involve these four skills in the teaching and learning process. In this study, the researchers found two English lecturers who were implementing 4C skills in teaching English. These two participants were interviewed and observed to obtain data before being discussed in this study. From the findings, it is known that lecturers enter the 4C values in various ways. First, the lecturer includes the value of critical thinking which is dominated by using problem-based learning methods where the lecturer gives several cases that must be solved by students. In creative thinking skills, lecturers use project-based learning which requires students to provide creative ideas in the project completion process. In collaboration skills, lecturers insert this value by using group or pair assignments where students have to work together on assignments. Finally, the lecturer inserts the value of communication in almost every meeting, starting from discussions in forums created in Moodle to making dominant role-play-based assignments. Problems faced by lecturers when learning English using Moodle include there must be compulsion for students to interact, the lack of student awareness, the need for extra lecturers' efforts to adapt to this online learning media, internet connection problems and the Moodle mobile application system that is not in sync with Moodle on the website. Lecturers hope that Moodle can have a virtual meeting feature that can create virtual class meetings so that lecturers can communicate with students in real time.
Co-Authors I.M.D. Nalantha M.H. Santosa N.L.P. Suryanti N.L.P.E.S. Dewi P.M.O. Dewi P.R.Y. Antari Padmadewi .