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IMPROVING NINTH STUDENTS’ SPEAKING SKILLS THROUGH THE GALLERY WALK TECHNIQUE AT SMP NEGERI 6 DENPASAR PANDE MADE AYU MAHA DEWI; ANAK AGUNG PUTU ARSANA
JETA (Journal of English Teaching and Applied Linguistic) Vol. 6 No. 1 (2025): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

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In this study, the researcher conducted classroom action research to investigate the improvement of students’ speaking skills through the implementation of Gallery Walk Technique. This study was carried out at XI-1 class of SMP Negeri 6 Denpasar. The total number of students in this class were 40, however just 27 students were participated because 13 students were officially excused (dispensation) during the data collection period. This study conducted due to the researcher found that students still faced challenges to developing their speaking skills due to limited opportunity to practice their speaking in class, fear of making mistakes, and lack of confidence. To address this issue, the researcher implemented the Gallery Walk technique. To collect the data, the researcher used a combination of speaking tests (pre-test and post-tests), observation checklists, and questionnaires. The speaking tests were used to assess students’ performance in terms of comprehension, fluency, organization, accuracy, and pronunciation. These instruments were used across two cycles of the Classroom Action Research to evaluate improvements in students’ speaking skills and students’ attitudes. The findings showed an improvement from post-test 1 to post-test 2. In the first cycle, 55.56% of students passed the KKM, and in the second cycle, it increased to 81%. This shows that the Gallery Walk technique helped improve students’ speaking skills. Moreover, the observation and questionnaire also showed that students had better self-confidence, were more willing to communicate, took more risks, and felt less anxious. This means that Gallery Walk is effective technique to help students improve their speaking skills by creating a more interactive and enjoyable learning environment where the students could interact with their classmates by rotating from one station to other stations.

PENINGKATAN KOMPETENSI SISWA DALAM BAHASA INGGRIS PERHOTELAN MELALUI ROLE PLAY DI SMKS PARIWISATA KERTAYASA, SINGAKERTA, UBUD Ida Bagus Nyoman Mantra; Anak Agung Putu Arsana; Anak Agung Istri Yudhi Pramawati; I Gusti Agung Putri Wirastuti
J-ABDI: Jurnal Pengabdian kepada Masyarakat Vol. 4 No. 4: September 2024
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jabdi.v4i4.8487

Pelatihan bahasa Inggris untuk industri hotel dan restoran dengan metode role play telah menunjukkan hasil yang sangat memuaskan, dengan seluruh siswa mampu berkomunikasi dalam bahasa Inggris secara efektif, mencapai tingkat keterampilan berkomunikasi dengan baik. Materi yang diajarkan meliputi check-in di hotel, reservasi restoran, pelayanan kamar, keluhan tamu, penyajian makanan dan minuman, pembayaran dan check-out, pertanyaan informasi lokal, pemilihan dan pemesanan menu, situasi darurat, serta acara khusus atau banquet. Metode role play terbukti efektif dalam meningkatkan kemampuan komunikasi siswa dalam konteks nyata. Saran bagi guru mencakup mempertahankan metode ini, menambah variasi skenario, memberikan umpan balik konstruktif, fokus pada keterampilan non-verbal, dan integrasi teknologi dalam pengajaran. Siswa disarankan untuk berlatih mandiri, meminta umpan balik, memperluas kosakata, memahami aspek budaya, dan tetap termotivasi. Implementasi saran-saran ini diharapkan dapat terus meningkatkan kualitas pembelajaran dan keterampilan komunikasi dalam bahasa Inggris bagi siswa, mempersiapkan mereka untuk menghadapi tantangan di industri perhotelan dan restoran

SMART SOCIETY 5.0: THE DIGITAL LITERACY READINESS OF THE ENGLISH TEACHERS Putri Maharani, Anak Agung; Wersi Murtini, Ni Made; Putu Arsana, Anak Agung
English Review: Journal of English Education Vol. 11 No. 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i2.7319

Along with the rapid development of technology integrated within English language teaching, English teachers are necessitated to be digitally literate. In the attempt to be digitally literate, they need to acquire technical and pedagogical skills representing their readiness to integrate digital technology efficiently and effectively into the teaching learning process. This study, therefore, aimed at determining the digital literacy readiness level of the English teachers, to discover the differences between male and female English teachers’ digital literacy readiness and to probe the factors that affect the English teachers’ digital literacy readiness. The respondents were 33 English teachers currently working both in public and private high schools in Denpasar, Bali. Then, to address the issue, a mixed-method design was used. A questionnaire, an interview, and a focus group discussion were all conducted. Descriptive statistical analysis was used to examine the collected quantitative data; meanwhile, the qualitative analysis, encompassing data collection, data reduction, data presentation, and conclusion, was used to assess the collected qualitative data. It was found that the digital literacy readiness level of the English teachers was adequate. Specifically, based on gender, male and female English teachers were different in their readiness. They also identified 2 major factors affecting their digital literacy readiness.

IMPROVING NINTH STUDENTS’ SPEAKING SKILLS THROUGH THE GALLERY WALK TECHNIQUE AT SMP NEGERI 6 DENPASAR PANDE MADE AYU MAHA DEWI; ANAK AGUNG PUTU ARSANA
JETA (Journal of English Teaching and Applied Linguistic) Vol. 6 No. 1 (2025): 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

In this study, the researcher conducted classroom action research to investigate the improvement of students’ speaking skills through the implementation of Gallery Walk Technique. This study was carried out at XI-1 class of SMP Negeri 6 Denpasar. The total number of students in this class were 40, however just 27 students were participated because 13 students were officially excused (dispensation) during the data collection period. This study conducted due to the researcher found that students still faced challenges to developing their speaking skills due to limited opportunity to practice their speaking in class, fear of making mistakes, and lack of confidence. To address this issue, the researcher implemented the Gallery Walk technique. To collect the data, the researcher used a combination of speaking tests (pre-test and post-tests), observation checklists, and questionnaires. The speaking tests were used to assess students’ performance in terms of comprehension, fluency, organization, accuracy, and pronunciation. These instruments were used across two cycles of the Classroom Action Research to evaluate improvements in students’ speaking skills and students’ attitudes. The findings showed an improvement from post-test 1 to post-test 2. In the first cycle, 55.56% of students passed the KKM, and in the second cycle, it increased to 81%. This shows that the Gallery Walk technique helped improve students’ speaking skills. Moreover, the observation and questionnaire also showed that students had better self-confidence, were more willing to communicate, took more risks, and felt less anxious. This means that Gallery Walk is effective technique to help students improve their speaking skills by creating a more interactive and enjoyable learning environment where the students could interact with their classmates by rotating from one station to other stations.

Character Values of ‘Cening” for EFL Learners on English Drama Show: Sekala and Niskala Putu Arsana, Anak Agung; Putri Cahayadewi, Ni Putu; Erika Kencana Dewi, Ni Putu
Journal on Studies in English Language Teaching (JOSELT) Vol. 6 No. 2 (2025): JOSELT (Journal on Studies in English Language Teaching)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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This paper explores the implementation of character education for EFL learners through the medium of an English drama performance. Centered on the character Cening, the study investigates how theatrical shows can serve as a vehicle for instilling core values such as courage, integrity, and solidarity. The research examines the vital role of character building within language instruction, specifically its impact on personal growth, communicative proficiency, and analytical reasoning. By utilizing drama-based strategies like storytelling and role-playing, the paper demonstrates how students can more deeply comprehend narrative themes and ethical lessons. Ultimately, the author argues that integrating drama into the curriculum effectively shapes the identities of EFL learners, preparing them to become successful and principled individuals.

Exploring the Role of 'English Club' Extracurricular Activities in Improving Students' Speaking Skills at SMKN 2 Kintamani Anak Agung Putu Arsana; Putu Candrawati; Anisa Tri Cahyani
Journal on Studies in English Language Teaching (JOSELT) Vol. 7 No. 1 (2026): JOSELT (Journal on Studies in English Language Teaching)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Limited curricular time and high levels of language anxiety in formal classrooms often hinder the mastery of English for Specific Purposes (ESP)-based speaking skills for vocational high school students in tourism areas. This descriptive qualitative study aims to explore the multidimensional role of English Club extracurricular activities in improving students' speaking skills at SMK Negeri 2 Kintamani. Data were collected through passive participant observation, in-depth interviews with instructors, teachers, and students, as well as documentation study. The data were validated using triangulation techniques and subsequently analyzed using the interactive model of Miles, Huberman, and Saldaña. The results indicate that the English Club, optimized during the Happy Friday program, successfully acts as a safe space that effectively reduces students' affective anxiety and triggers intrinsic motivation to communicate confidently. Theoretical discussion proves that this program successfully bridges the ESP needs of the Hospitality Accommodation Department through functional role-play methods, constructs sociolinguistic competence through the transformation of local culture into English 3S, and empowers students as subjects of sustainable tourism through local storytelling based on the potential of the Batur Geopark landscape and Tri Hita Karana cosmology.

PENDAMPINGAN PENDEKATAN PEMBELAJARAN MENDALAM MELALUI SIMULASI ICE BREAKING BERBASIS KONTEKS UNTUK PENINGKATAN PENGAJARAN KREATIF GURU I Ketut Wardana; Anak Agung Putu Arsana; Ida Ayu Praba Iswari Dewi; Komang Wiliani; Feti Filman Laoli
Journal of Community Empowerment Vol 5, No 2 (2026): Juni
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v5i2.40318

ABSTRAKPendekatan pembelajaran mendalam (deep learning) diyakini mampu meningkatkan kemampuan berpikir kritis siswa, namun implementasinya di kelas masih menghadapi berbagai kendala. Salah satu penyebabnya adalah belum optimalnya pemanfaatan context-based ice breaking oleh guru sebagai strategi yang dapat meningkatkan keterlibatan, motivasi, dan kesiapan kognitif siswa dalam pembelajaran. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru dalam merancang dan menerapkan teknik context-based ice breaking yang mendukung pembelajaran yang lebih interaktif dan bermakna. Mitra kegiatan adalah 30 guru SMA Negeri 11 Denpasar yang berasal dari berbagai mata pelajaran. Kegiatan didampingi oleh dua dosen dan tiga mahasiswa. Pelaksanaan diawali dengan koordinasi dan identifikasi kebutuhan bersama pihak sekolah untuk menentukan materi pendampingan yang sesuai. Selanjutnya dilakukan persiapan berupa penyusunan materi, instrumen evaluasi, dan perangkat pelatihan. Kegiatan inti dilaksanakan melalui workshop yang mengombinasikan metode ceramah dan praktik langsung. Guru diberikan pemahaman mengenai konsep context-based ice breaking serta kesempatan untuk merancang dan mempraktikkan berbagai teknik yang relevan dengan konteks pembelajaran. Setelah workshop, dilakukan pendampingan implementasi serta monitoring dan evaluasi melalui pre-test, post-test, dan refleksi peserta. Hasil kegiatan menunjukkan adanya peningkatan kompetensi guru setelah mengikuti pelatihan. Nilai rata-rata peserta meningkat dari 72,47 pada pre-test menjadi 78,63 pada post-test dengan selisih 6,17 poin. Hampir seluruh peserta mengalami peningkatan skor, dengan peningkatan tertinggi mencapai 25 poin. Temuan ini menunjukkan bahwa pelatihan context-based ice breaking efektif dalam meningkatkan pemahaman, motivasi, dan kesiapan guru untuk menciptakan suasana pembelajaran yang lebih aktif, menyenangkan, dan mendukung penerapan pembelajaran mendalam di kelas.Kata kunci: Pembelajaran Mendalam; Ice Breaking; Pembelajaran Bermakna. ABSTRACTThe deep learning approach is widely recognized for its potential to enhance students’ critical thinking skills; however, its implementation in classrooms still faces several challenges. One contributing factor is the limited use of context-based ice breaking by teachers as a strategy to increase student engagement, motivation, and cognitive readiness during the learning process. This community service program aimed to enhance teachers’ competencies in designing and implementing context-based ice-breaking techniques that support more interactive and meaningful learning experiences. The program involved 30 teachers from SMA Negeri 11 Denpasar representing various subject areas. The activities were facilitated by two lecturers and three university students. The implementation began with coordination and needs assessment meetings with the school to identify challenges and determine appropriate training materials. This was followed by the preparation of training resources, evaluation instruments, and instructional materials. The main activity consisted of a workshop combining lectures and hands-on practice. Participants were introduced to the concept of context-based ice breaking and were given opportunities to design and practice various techniques relevant to their classroom contexts. Following the workshop, implementation assistance, monitoring, and evaluation were conducted through pre-tests, post-tests, and participant reflections. The results demonstrated an improvement in teachers’ competencies after participating in the program. The average score increased from 72.47 on the pre-test to 78.63 on the post-test, representing a gain of 6.17 points. Nearly all participants showed improvement, with the highest increase reaching 25 points. These findings indicate that context-based ice-breaking training is effective in enhancing teachers’ understanding, motivation, and readiness to create more active and enjoyable learning environments that support the implementation of deep learning in the classroom. Keywords: Deep Learning; Ice Breaking; Meaningful Learning.

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