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THE EFFECT OF PICTURE SERIES AND STUDENTS LEARNING MOTIVATION ON WRITING COMPETENCY N.L.P.J. Rany; P.K. Nitiasih; M.H. Santosa
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.v9i2.477

The purposes of this research are of three folds: first, to closely look into whether there are significant differences in writing achievement; second, the learning motivation of students in writing; third, significant differences in writing achievement between the students with high-learning motivation taught using Picture series technique and those taught by using the conventional technique; and the significant differences in writing achievement between the students with low-learning motivation taught using Picture Series technique and those taught by using conventional technique. This research uses writing achievement test to assess the students’ score in writing. The writing achievement test was administered at the end of teaching learning process to obtain information on the effect of the treatment upon the students’ writing achievement. In this research, it was discovered that there was significant effect of picture series on writing competency as well as the effect of writing competency on high and low learning motivation students who were taught by using guided writing strategy and the conventional strategy.

THE ANALYSIS OF THE USES OF CODE SWITCHING AND CODE MIXING IN SOCIAL MEDIA AMONG FACEBOOKERS A.Y.A. Kay; P.K. Nitiasih; I.W. Suarnajaya
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 10 No. 1 (2022): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i1.849

The present study was aimed at identifying the types and function of code-mixing and switching used by Facebookers. This study was designed as a qualitative study. There were 50 Facebook accounts were observed in this study. The results showed that alternation code mixing was mostly used by Facebookers. A mix language between English and Indonesian was identified in their caption of Facebook wall. The functions of code-switching and code-mixing are 50 data, some of the data, namely 26 data, have code-switching with from 26 data code-switching there are 18 personalization and objectivization and 7 facilities of expression and 1 message qualification. And 50 data code-mixing with details of 31 data personalization objectivization and 12 data facility of expression and 5 data message qualification and 2 data repetition.

AN ANALYSIS OF DIFFERENTIATED LEARNING IN THE ENGLISH TEXTBOOK “MY NEXT WORDS GRADE 6” BASED ON EMANCIPATED CURRICULUM I.G.A.D. Pradnyandari; N.W.S. Mahayanti; P.K. Nitiasih
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 2 (2024): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.3816

The textbook is the main teaching material that teachers rely on to carry out English learning in the classroom. Based on the pioneering emancipated curriculum, the researcher aims to analyze the differentiated materials offered by the "My Next Word" textbook for grade six. In this study, the descriptive qualitative method is employed through document analysis. Specifically, the sixth grade "My Next Words" textbook is thoroughly examined to determine the extent to which it supports the VARK (Visual, Auditory, Read/Write, and Kinesthetic) learning styles in each of the six topics covered in semester 1. Additionally, two English teachers from two public elementary schools located in Denpasar were interviewed to gain a deeper understanding of their opinions regarding the textbook utilized. Because they had incorporated “My Next Words” as a learning resource into the school curriculum, both teachers were selected. The researcher employed the method proposed by Miles and Huberman (2014) which consists of four systematic activities, namely collecting data, condensing, presenting data, and drawing conclusions. The study's findings show how limited the ability of the textbook "My Next Word" to provide varied content based on VARK learning styles is. The book's material only partially supported the four learning styles of the students. In addition, the researcher found that the teacher is also not able to rely on the textbook well due to limited instructions so the material offered according to the teacher is less clear. Therefore, it can be concluded that the sixth grade "My Next Word" textbook published by the government has not been able to bridge teachers and students to create differentiated learning because it does not really support learning according to students' learning styles. This implies the need for a more thorough analysis of the "My Next Words" textbook that is already in use as well as the necessity to take into account the development of more trustworthy English teaching materials.

DIFFERENTIATED ENGLISH LEARNING MATERIAL VIEWED FROM STUDENT LEARNING STYLES K.S. Palguna; P.K. Nitiasih; L.G.R. Budiarta
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 2 (2024): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.3876

This research specifically analyzes the needs of students and teachers in the use of learning materials in the emancipated curriculum. The results of the analysis from this research will be used as a basis for developing a learning material product that focuses on student learning styles as an implementation of differentiated learning in the classroom. The subjects of this study were grade 12 students from two high school level schools in Buleleng Regency and the second subject was the English teacher at each school. Data was collected through questionnaires and interviews. Descriptive qualitative research methods were used in this research to examine the data properly. The study's findings demonstrate that students from two distinct schools use four different learning styles: visual, auditory/aural, read/write, and kinesthetic. Of the respondents, 33% of students in School A had an auditory/aural learning style, while 26% had a read/write learning style. Kinesthetic learners come third with a percentage of 22%, while visual learners rank last with the lowest percentage of 19%. Subsequently, School B's results indicated that 29% of students preferred an auditory/aural learning approach. With 25% of the total, visual learning has become the second most popular method of learning. The kinesthetic and read/write learning modalities come in second and third, respectively, with a share of 23%. Interviews conducted in the interim revealed that although the two schools had adopted varied instruction based on students' learning preferences, they had not done so by providing them with learning resources that met their requirements. It is envisaged that the analysis's findings may be appropriately turned into a product of learning materials that will help instructors and students in the classroom execute differentiated instruction.

AN ANALYSIS OF TEACHING METHOD INCORPORATING KURIKULUM MERDEKA FOR TEACHING SPEAKING N.P.W.K. Yanti; P.K. Nitiasih; N.K.A. Suwastini
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 2 (2024): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.3971

This study examines teaching methods used for teaching speaking at SMAN 4 Denpasar by incorporating Merdeka Curriculum. The purpose of this research was to investigate: 1) kinds of teaching method for speaking; 2) the challenges faced by the teachers in using teaching method. The methodology employed was descriptive qualitative by Miles & Huberman (1994). This study observed 2 English teachers. The data collected through questionnaire, observation, and interview. The findings reveal that the teaching methods that most frequently used by the two English teachers at SMA Negeri 4 Denpasar are Direct Method and Communicative Language Teaching. In contrast, the Total Physical Response and Audio-Lingual method has a lower frequency of use. The challenges faced by the teachers included lack of time, lack of teaching material, students varied abilities, large class, and difficulties to integrate teaching method that align with Merdeka Curriculum.

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