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All Journal Jurnal Pendidikan Bahasa Jurnal EDUTECH Undiksha UTAMAX : Journal of Ultimate Research and Trends in Education Lexeme : Journal of Linguistics and Applied Linguistics The Art of Teaching English as a Foreign Language (TATEFL) Metta : Jurnal Ilmu Multidisiplin Journal for Lesson and Learning Studies Litera Kultura Indonesian Journal Of Educational Research and Review Daiwi Widya : Jurnal Pendidikan FKIP Unipas International Journal of Multidisciplinary Sciences Jurnal Bimbingan dan Konseling Indonesia Journal of Innovative and Creativity
Ni Wayan Monik Rismadewi
STKIP Agama Hindu Singaraja
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PROFESSIONAL DEVELOPMENT OF ENGLISH TEACHERS IN RSBI SCHOOLS IN SINGARAJA Monik Rismadewi, Ni Wayan
Jurnal Pendidikan Bahasa Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACT   Key Words : professional development, pedagogical competency, personal competency, social competency, professional competency.   This research aims at describing the efforts that had already been done by English teachers in SD Negeri 3 Banjar Jawa and SMP Negeri 1 Singaraja on their professional development in terms of pedagogical, personal, social and professional competency, and the problems encountered in pursuing those competencies. The research was conducted by using descriptive qualitative design. The instruments used in this study were questionnaires, interview guide, obseravtional notes, and portfolio. The primary data were analyzed descriptively. Accordingly, the results of the study showed that: 1) Self-directed Development, Case-based Professional Development, and Cooperative-Collegeal Development were the types/models of the professional development that had been done by English teachers on their professional development, 2) Each of the professional developments was derived from some kinds of activities/efforts which had already been done by English teachers; 3) Time limitation, the lack of  literatures, the lack and inequal opportunity to participate in scientific forum, the use of technology for self-development were several problems encountered by English teachers in pursuing their pedagogical, social and professional competency. Finally, from the result of the analysis it can be concluded that: 1) The efforts that had already been done by English teachers on their professional development in terms of pedagogical competency are: using various teaching media, using various teaching techniques and models, reading books, articles and journals about english and education, participating in scientific forums, using learning and teaching facilities, conducting assessment/evaluataion, conducting discussion with peers, conducting lesson study, 2) The efforts that  had already been done by English teachers on their professional development in terms of personal competency are: Accepting and giving constructive critics and suggestions from peers, being discipline, and following religious activities in school, 3) The efforts that  had already been done by English teachers on their professional development in terms of social competency are: participating in scientific forums, participating in professional community and organization, conducting discussion with peers. 4) The efforts that  had already been done by English teachers on their professional development in terms of  professional competency are: reading books, articles and journals about english, conducting research, using information and technology for self-development, 5) The problems encountered by English teachers in pursuing those four main competencys are: Problem in the context of Pedagogical competency: 1) Time limitation and lack understanding of how to conduct research especially in classroom action-based research, 2) The lack of  literatures, and 3) Time limitation in conducting team teaching. Problem in the context of Social competency: The lack and inequal opportunity to participate in scientific forum. Problem in the context of Professional development: 1) The lack of literatures, and 2) The use of technology for self-development.
PROFESSIONAL DEVELOPMENT OF ENGLISH TEACHERS IN RSBI SCHOOLS IN SINGARAJA Monik Rismadewi, Ni Wayan
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 1 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (63.575 KB)

Abstract

ABSTRACT   Key Words : professional development, pedagogical competency, personal competency, social competency, professional competency.   This research aims at describing the efforts that had already been done by English teachers in SD Negeri 3 Banjar Jawa and SMP Negeri 1 Singaraja on their professional development in terms of pedagogical, personal, social and professional competency, and the problems encountered in pursuing those competencies. The research was conducted by using descriptive qualitative design. The instruments used in this study were questionnaires, interview guide, obseravtional notes, and portfolio. The primary data were analyzed descriptively. Accordingly, the results of the study showed that: 1) Self-directed Development, Case-based Professional Development, and Cooperative-Collegeal Development were the types/models of the professional development that had been done by English teachers on their professional development, 2) Each of the professional developments was derived from some kinds of activities/efforts which had already been done by English teachers; 3) Time limitation, the lack of  literatures, the lack and inequal opportunity to participate in scientific forum, the use of technology for self-development were several problems encountered by English teachers in pursuing their pedagogical, social and professional competency. Finally, from the result of the analysis it can be concluded that: 1) The efforts that had already been done by English teachers on their professional development in terms of pedagogical competency are: using various teaching media, using various teaching techniques and models, reading books, articles and journals about english and education, participating in scientific forums, using learning and teaching facilities, conducting assessment/evaluataion, conducting discussion with peers, conducting lesson study, 2) The efforts that  had already been done by English teachers on their professional development in terms of personal competency are: Accepting and giving constructive critics and suggestions from peers, being discipline, and following religious activities in school, 3) The efforts that  had already been done by English teachers on their professional development in terms of social competency are: participating in scientific forums, participating in professional community and organization, conducting discussion with peers. 4) The efforts that  had already been done by English teachers on their professional development in terms of  professional competency are: reading books, articles and journals about english, conducting research, using information and technology for self-development, 5) The problems encountered by English teachers in pursuing those four main competencys are: Problem in the context of Pedagogical competency: 1) Time limitation and lack understanding of how to conduct research especially in classroom action-based research, 2) The lack of  literatures, and 3) Time limitation in conducting team teaching. Problem in the context of Social competency: The lack and inequal opportunity to participate in scientific forum. Problem in the context of Professional development: 1) The lack of literatures, and 2) The use of technology for self-development.
PENINGKATAN PROFESIONALISME MELALUI PELATIHAN PENULISAN KARYA ILMIAH BAGI GURU-GURU DI KECAMATAN PETANG Rismadewi, Ni Wayan Monik; Susanti, Luh Meiyana Ariss
Jurnal Edutech Undiksha Vol 7, No 1 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v7i1.23248

Abstract

Kegiatan pengabdian masyarakat (P2M) ini bertujuan untuk meningkatkan profesionalisme guru-guru SMP di kecamatan Petang, Badung, melalui penulisan karya ilmiah (PTK). Tujuan pengabdian pada masyarakat ini dapat dicapai dengan melaksanakan pelatihan yang dilakukan dengan metode ceramah, diskusi dan tanya jawab, praktikum, dan presentasi kelompok. Untuk mengethaui keberhasilan pengabdian pada masyarakat ini maka dilakukan evaluasi melalui observasi selama kegiatan, wawancara dan menyebar kuesioner pada peserta pelatihan. Secara umum kegiatan pengabdian pada masyarakat ini berlangsung dengan baik dan lancar, meskipun ada beberapa kendala yang dihadapi. Berdasarkan hasil kegiatan ini, dapat dismpulkan bahwa pelatihan penulisan karya ilmiah (PTK) ini mampu membantu peningkatan profesionalisme guru. Hal ini dapat dilihat dari luaran kegiatan berupa kerangka dasar proposal karya ilmiah/penelitian yang sudah sesuai dengan standard dan konsep yang baik dan benar. Para peserta kegiatan ini juga menunjukkan respon yang positif selama kegiatan berlangsung.
Role Of Video as A Teaching Media to Improve Students’ Listening Skills Ni Komang Tri Lokanita; Ni Wayan Monik Rismadewi; Luh Mila Trisna Dewi
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 1 No. 2 (2020): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (155.898 KB) | DOI: 10.36663/tatefl.v1i2.65

Abstract

The objective of this research is to find out the role of video as a teaching media to improve students’ listening skill and to describe how the use of video as a teaching media influences students’ motivation during the listening class. The research design of this study is library research or content analysis. The subjects of this research were 5 researches document. The total number of participants in this research was from 166 students. The results of the five researches that have been gathered by the writer showed that video as a teaching media plays important role for students’ listening skills. The roles of video as a teaching media to improve students’ listening skills are: 1) Video made the students became active in the teaching and learning process, 2) Video made the students became enthusiastic to join the listening class, 3) Video made the learning process became more fun, 4) Video could grab students’ attention, and 5) Video could motivate the students to join the listening class. The result of 5 researches showed that students improved their listening skills after being taught by using video.
Penerapan Model Creative Problem Solving Pada Guru Sebagai Upaya Meningkatkan Prestasi Belajar Siswa Pada Mata Pelajaran Bahasa Inggris Ni Wayan Monik Rismadewi
Indonesian Journal Of Educational Research and Review Vol. 2 No. 3: October 2019
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (499.479 KB) | DOI: 10.23887/ijerr.v2i3.23217

Abstract

Penerapan cara belajar aktif melalui model pembelajaran Creative Problem Solving diupayakan untuk dapat meningkatkan prestasi belajar Bahasa Inggris Siswa Kelas VIIF Semester I Tahun Pelajaran 2018/2019 SMP Negeri 2 Singaraja yang dijadikan sebagai lokasi penelitian. Tujuannya agar guru mata pelajaran bahasa inggris mampu meningkatkan prestasi belajar Bahasa Inggris anak didiknya sesuai dengan Kriteria Ketuntasan Minimal (KKM) Belajar yang diharapkan yakni 70. Untuk mengetahui tingkat keberhasilan pelaksanaan tindakan dilakukan tes prestasi belajar yang kemudian dianalisis secara deskriptif. Kesimpulan dari penelitian ini adalah Penerapan model pembelajaran Creative Problem Solving bisa meningkatkan prestasi belajar Bahasa Inggris siswa ini dibuktikan dari hasil yang diperoleh pada data awal sampai siklus II yaitu, data awal menunjukkan prestasi ketuntasan belajar mencapai 67,94 siklus I meningkat menjadi 72,31, siklus II meningkat menjadi 80,12. Hal itu membuktikan bahwa model pembelajaran Creative Problem Solving yang diterapkan guru mata pelajaran bahasa inggris di SMP Negeri 2 Singaraja dalam proses pembelajaran telah mampu meningkatkan prestasi belajar siswa dengan baik, serta model pembelajaran ini dapa
ANALYSIS OF GRAMMATICAL ERROR IN DESCRIPTIVE WRITING AMONG STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF STKIP AGAMA HINDU SINGARAJA IN THE ACADEMIC YEAR OF 2020/2021 Ni Wayan Monik Rismadewi
Daiwi Widya Vol 8, No 5 (2021)
Publisher : Universitas Panji Sakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (215.223 KB) | DOI: 10.37637/dw.v8i5.911

Abstract

The present study aimed at: (1) investigating the types of grammatical errors committed by the second semester students of English Education Department of STKIP Agama Hindu Singaraja in writing descriptive text and (2) explaining the causes of grammatical errors committed by the second semester students of English Education Department of STKIP Agama Hindu Singaraja in writing descriptive text. The data were collected by using documentation, questionnaire and interview. The study was descriptive study. The instruments were writing instruction, self assessment, questionnaire, interview guide and tape recorder. The study revealed that there were four kinds of errors found in their writing text, such as: verb errors, preposition errors, article errors and pronoun errors. Total of errors that the students committed was 538 errors. The most frequent errors were in the use of verb as many as 285 errors or 52.97%. There were 189 errors in the use of article or 35.13%. In the use of pronoun was found as many as 39 errors or 7.24%. Meanwhile, there were 25 errors in the use of preposition or 4.64%. There were four causes of errors committed by the students namely: the interference of the learners’ mother tongue, context of learning, overgeneralization, ignorance of rule restrictions. The result from interview showed that the students’ grammatical errors were mostly caused by intralingual factor which is grammar and structure.
Investigasi Kemauan Berbicara Bahasa Inggris Pada Mahasiswa; Studi Kualitatif Ketut Herya Darma Utami; Ni Wayan Monik Rismadewi
Jurnal Bimbingan dan Konseling Indonesia Vol 7 No 3 (2022): Jurnal Bimbingan dan Konseling Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jurnal_bk.v7i3.1398

Abstract

This study aimed to investigate the factors that influence the willingness of students to communicate English in the English MPK Course at Undiksha. This study used a qualitative approach, where the research subjects were 64 students in the second semester at Undiksha. Data was collected using a questionnaire instrument, semi-structured interviews, and classroom observations. The data analysis technique consisted of three activity lines; data reduction, data presentation, and conclusion drawing/verification. From the research data, it was found that several factors that most influenced students' willingness to speak in learning English MPK were obtained from two variables; Psychological and Situational Variables. Based on psychological variables, the most dominant factors were motivation and personality. Meanwhile, based on Situational variable, the dominating factor were the topic of learning and the role of the lecturer. Abstrak: Penelitian ini bertujuan untuk menginvestigasi faktor yang mempengaruhi kemauan mahasiswa dalam berbicara menggunakan Bahasa Inggris pada Mata Kuliah MPK Bahasa Inggris di Undiksha. Penelitian ini menggunakan pendekatan kualitatif, dimana subjek penelitian adalah mahasiswa semester 2 rombel 16 dan 17 di Undiksha sejumlah 64 orang. Pengumpulan data dilakukan dengan menggunakan instrument kuesioner, wawancara semi-terstruktur, dan observasi di kelas. Tehnik analisis data terdiri dari tiga alur kegiatan; reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Dari data hasil penelitian, ditemukan beberapa faktor yang paling mempengaruhi kemauan berbicara mahasiswa dalam pembelajaran MPK Bahasa Inggris yang didapatkan dari dua variable; Psychological dan Situational Variable. Dari Pshycological variable, faktor yang paling dominan adalah motivasi dan kepribadian. Sedangkan berdasarkan Situational variable, faktor yang mendominasi adalah topik pembelajaran dan peran dosen.
Identifikasi Kesulitan Membaca Pemahaman Mahasiswa Ni Wayan Monik Rismadewi
Jurnal Bimbingan dan Konseling Indonesia Vol 8 No 1 (2023): Jurnal Bimbingan dan Konseling Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jurnal_bk.v8i1.1719

Abstract

This study intends to identify and particularly explain the reading comprehension difficulties faced by students in MPK English classrooms. This study employs a qualitative descriptive design in order to achieve its objectives. This study’s subjects, a total of 63 students, were chosen by using probability sampling from multiple classes of MPK English classes using simple random sampling. Interviews and survey (questionnaire) methods are used to obtain the data. Unstructured interviews were conducted with 10 students who were chosen from a total of 63 participants. Questionnaires were distributed online in the form of a Google form and completed by all subjects. The collected data were analyzed using the Interactive Analysis model which consisted of several stages, namely data collection, data reduction, data display, and conclusions. Based on the data analysis, it was found that of the five components of reading difficulties in reading comprehension of English texts, students found difficulties in terms of: a) finding the main idea, b) understanding vocabulary, and c) making inferences. Whereas in the other two components, namely finding references and finding specific information, there were no significant challenges. Abstrak: Penelitian ini bermaksud untuk mengidentifikasi dan secara khusus menjelaskan kesulitan membaca pemahaman yang dihadapi oleh siswa di kelas Bahasa Inggris MPK. Penelitian ini menggunakan desain deskriptif kualitatif untuk mencapai tujuannya. Subyek penelitian ini, sebanyak 63 siswa, dipilih dengan menggunakan probability sampling dari beberapa kelas bahasa Inggris MPK menggunakan simple random sampling. Metode wawancara dan survei (kuesioner) digunakan untuk memperoleh data. Wawancara tidak terstruktur dilakukan terhadap 10 mahasiswa yang terpilih dari total 63 partisipan. Kuesioner disebar secara online dalam bentuk Google form dan diisi oleh semua subjek. Data yang terkumpul dianalisis dengan menggunakan model Analisis Interaktif yang terdiri dari beberapa tahapan yaitu pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan analisis data, ditemukan bahwa dari lima komponen kesulitan membaca pemahaman membaca teks bahasa Inggris, siswa mengalami kesulitan dalam hal: a) menemukan gagasan utama, b) memahami kosa kata, dan c) membuat kesimpulan. Sedangkan pada dua komponen lainnya yaitu pencarian referensi dan pencarian informasi spesifik tidak terdapat kendala yang berarti.
Gamification in EFL Classroom: Results of Implementation and Teachers’ Point of View Permana, I Gede Yoga; Rismadewi, Ni Wayan Monik; Putra, Nyoman Canestra Adi
Utamax : Journal of Ultimate Research and Trends in Education Vol. 6 No. 1 (2024): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v6i1.19297

Abstract

The present study aimed to investigate the implementation of gamification on students' English proficiency and to assess teachers' reactions to its integration into the EFL classroom. This research employed a mixed-methods approach, utilizing a pretest-posttest experimental design complemented by semi-structured interviews. The study involved forty-three elementary students and two English teachers in one private school in Singaraja, Bali. In collecting the data, this study used multiple choice test, performance-based test and interview guide. The study was also incorporating rubric for assessing students speaking and writing skills. The results of the study found that the posttest score of overall English (M= 73.70, Std=7.812) was higher than the pretest score (M= 70.53, Std=8.174). The results of paired t test also confirmed that there was significant difference of mean score between pretest and posttest (Sig<.05). During the interview, the teachers mentioned that the students were engaged, active and motivated during learning process. The study concluded that gamification significantly influenced students' English skills, eliciting a positive response from teachers towards its implementation in the classroom. These findings contribute significantly to the broader discourse on innovative teaching methodologies and their favorable effects on student engagement and learning outcomes.
Challenges In Learning English Online During the Covid-19 Pandemic in Non-English Department Students Utami, Ketut Herya Darma; Kresnawati, Luh Putu Dian; Rismadewi, Ni Wayan Monik
Journal for Lesson and Learning Studies Vol. 5 No. 1 (2022): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v5i1.40303

Abstract

Several challenges are faced in implementing online learning, such as being less familiar with online learning. This study aimed to analyze the challenges faced by students majoring in Non-English Education in online English learning during the Covid 19 pandemic. The research design used was descriptive and qualitative. Data were obtained from 412 students majoring in Non-English Education. Data collection techniques used are questionnaires and interviews. The questionnaire was made in a google form and filled out by respondents online, while the structured interview technique was carried out using the Zoom application. Data analysis activities include data reduction, presentation, and conclusion drawing/verification. The results showed that the biggest challenge came from students' psychological problems, such as; limited opportunities to interact with lecturers and colleagues directly, lack of feedback or clarification from lecturers or colleagues, more independent learning to solve problems, and lack of student-centered learning activities. Another big challenge is technical problems such as an unsupported internet network, limited internet access, or an unstable internet connection.
Co-Authors Ariyani, Luh Tu Artini, Ni Nyoman Cantika, Kadek Meisani Dinda Dewa Ayu Eka Agustini Gara, I Wayan I Gede Budasi I.G.A. Lokita Purnamika Utami Ketut Herya Darma Utami Kresnawati, Luh Putu Dian Lindawati, Ni Wayan Luh Mila Trisna Dewi Natih, Made Sarasvati Wirapuspa Ni Komang Arie Suwastini Ni Komang Tri Lokanita Nur Azizah Permana, I Gede Yoga Permata, Yuni Pradana, Wayan Radita Yuda Putra, Nyoman Canestra Adi Rewa, Gde Arys Bayu Seniasih, Ni Kadek Mira Sukrawati, Ni Ketut Susanti, Luh Meiyana Ariss Utami, Ketut Herya Darma Widiantana, I Kadek