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I.G.A. Lokita Purnamika Utami

Universitas Pendidikan Ganesha

Author-ID : 408694

Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Students’ Perception of Infographics: A Visualization Tool on Strengthening Critical Thinking Skills Dewi, I Gusti Ayu Triska Sri Urmila; Padmadewi, Ni Nyoman; Marsakawati, Ni Putu Era; Artini, Luh Putu; Ratminingsih, Ni Made; Utami, IGA Lokita Purnamika
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 7 No. 1 (2023): April
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v7i1.55866

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.

The Implementation of Literacy Activities in Primary School Prawira, Ni Nyoman Pradnyani; Artini, Luh Putu; Marsakawati, Ni Putu Era; Padmadewi , Ni Nyoman; Ratminingsih , Ni Made; Utami, I G A Lokita Purnamika
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 7 No. 1 (2023): Maret 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v7i1.56108

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.

The Students’ Reading Competency on High Order Items in the Junior High School Kusumadewi, Ni Wayan Eka; Tantra, Dewa Komang; Utami, I Gusti Ayu Lokita Purnamika
Journal of Education Reseach and Evaluation Vol 4 No 4 (2020): November
Publisher : LPPM Undiksha

This study aims to describe and compare the students’ reading competencies on high order items across classes, text genres, and reading indicators in SMPN 1 Ubud. The design implemented was descriptive and comparative research. The population of this research was the seventh grade students of SMPN 1 Ubud and the samples were four intact classes which determined through Cluster Random Sampling. The data were gathered by using Reading Competency Test. The collected data were then analysed descriptively and then inferentially by implementing a parametric statistics, namely: 1) central tendency measures, 2) measures of dispersion, and 3) simultaneous comparison. The result shows the students’ reading competency categorized as poor reading competency and there was not significance different in students’ reading competencies on high order thinking items across classes, text genres, and reading indicators. Poor reading competencies implies both of the students and EFL teachers to train intensively and extensively in reading process in order to have ability in determining the reading indicators of both descriptive and recount texts.

Peer Assessment-based Digital Literacy, EFL Students’ Reading Competency, and Engagement Lailiyah, Leni; Ratminingsih, Ni Made; Utami, IGA Lokita Purnamika; Artini, Luh Putu; Padmadewi, Ni Nyoman; Marsakawati, Ni Putu Era
Journal of Education Reseach and Evaluation Vol 6 No 4 (2022): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v6i4.53012

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.

PEDAGOGICAL CONTENT KNOWLEDGE OF TEACHING ENGLISH TO YOUNG LEARNERS: THE DEGREE OF CONSISTENCY BETWEEN ENGLISH TEACHERS’ PERCEPTIONS AND IMPLEMENTATION Dewi, Putu Murtiana; Utami, I Gusti Ayu Lokita Purnamika; Utami, Ida Ayu Made Istri
International Journal of Language and Literature Vol. 4 No. 1 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v4i1.30222

The study aimed at analyzing English teacher perceptions and its implementation of Pedagogical Content Knowledge (PCK) of teaching English for young learners and the comparison between teachers perceptions’ and its implementation by English Primary School in Denpasar. This research used mixed method design with a qualitative dominant. The subjects of this research were three teachers from three different schools in Denpasar who taught English for young learners. Convenience sampling techniques was used in selecting subjects and schools. This research used 4 instruments to get the data, namely: the researcher (2) questionnaire of teachers’ perceptions of pedagogical content knowledge, observation sheet to record teachers’ PCK implementation and (4) interview guide. The result showed the average score of teachers’ perceptions was 3.85 which categorized as high with the interval 3.3335 ≤ M ≤ 4.0005. The average score teachers’ implementation was 8.85 which categorized as low with the interval 7.84 ≤ M ≤ 13.06. In addition, the study found discrepancy between teachers’ perceptions and its implementation. Since the perceptions was in a high category and the implementation was in a low category, this comparison falls in a no consistency category. Such discrepancy caused by the lack of teaching preparation, the uninteresting teaching strategy which included few to no media and the monotonous teaching sources. Teacher professional awareness to do Continuing Professional Development (CPD) for English teachers at primary education needs to be reinforced as an effort of quality assurance.

Exploring Perceptions and Implementation Pedagogical Content Knowledge among Primary School English Teachers with Non-English Educational Background Ni Ketut Alit Juniari; I Gusti Ayu Lokita Purnamika Utami; G.A.P Suprianti
International Journal of Language and Literature Vol. 7 No. 3 (2023): August 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v7i3.64105

This research is motivated by the importance of mastering Pedagogical Content Knowledge (PCK) for United Kingdom teachers in carrying out effective and creative learning, especially for teachers with non-United Kingdom education backgrounds. This study aims to describe the perception, implementation, and consistency of elementary school teachers in Jembrana Regency regarding PCK in learning United Kingdom for children. This study uses a mixed method with an integrated mixed method design. The research subjects consisted of United Kingdom teachers who had non-United Kingdom education qualifications from three schools in Jembrana Regency, namely SDN 4 Pakutatan, SDN 3 Pulukan, and SDN Pangyangan. Data collection was carried out through questionnaires and observation sheets. Data analysis is carried out with the stages of data collection, data reduction, data presentation, and drawing conclusions or verification. The results show that although teachers' perception of PCK is in the high category, the implementation of PCK by teachers is in the very low category. This significant gap between the perception and implementation of PCK shows that United Kingdom teachers in Jembrana Regency have not been fully able to apply the concept of PCK in learning practice. These findings indicate the need for further efforts to improve the implementation of PCK in United Kingdom language learning at the primary school level.

Developing Infographics of Cakeapp-Based Teaching Speaking Ideas for 11th Grade Tourism Vocational School English Teacher at SMK Negeri 2 Tabanan Sitangsu, Ni Luh Manik Santi Devi; Utami, IGA Lokita Purnamika; Agustini, Dewa Ayu Eka
PROJECT (Professional Journal of English Education) Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025
Publisher : IKIP Siliwangi

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

The integration of digital tools in teaching speaking skills has become essential in modern education, particularly in vocational schools in Indonesia. However, many English teachers in vocational schools, especially those in tourism, face challenges in utilizing advanced digital tools like CakeApp due to limited resources and inadequate training. This research aims to develop and evaluate CakeApp-based teaching infographics tailored for 11th-grade English teachers in the tourism sector at SMK Negeri 2 Tabanan. By employing the Design and Development (D&D) model, specifically the DDE framework, the research focuses on designing infographics that support speaking activities using CakeApp’s interactive features. The development process consists of needs analysis, content creation, and expert evaluations. The study shows that the developed infographics align with curriculum objectives and improve the teachers’ ability to deliver engaging speaking lessons. The quality evaluation results indicate that the infographics are of excellent quality, with high expert judgment scores and positive user feedback. This research contributes to the integration of digital tools in vocational education, enhancing speaking skills in a contextual and interactive manner.

TEACHERS' AND STUDENTS' PERCEPTIONS AND THE VARIABLES THAT IMPACT THE PERCEPTIONS OF USING THE ENGLISH CONVERSATION PRACTICE APPLICATION IN SPEAKING CLASS Putra, Komang Bayu Widhyasmara; Ramendra, Dewa Putu; Utami, I G A Lokita Purnamika
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 7 No. 2 (2023): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v7i2.2472

The advancement of technology has positive impacts on education. This study aims to identify teachers' and students' perceptions and the variables that impact EFL teachers' and learners' perceptions of using the English Conversation Practice application in speaking class. This study involved thirty-three pupils and three English teachers from SMK Negeri 1 Gianyar, who were chosen using the purposive sampling technique. The data were collected through interviews and observation and analyzed using the interactive data analysis model. The study results show that the students and teachers positively perceive implementing the 'English Conversation Practice' application in speaking class. Besides, the variables that impact EFL teachers' and learners' perceptions of the use of the English Conversation Practice application in speaking class were that the application gave them a new experience in learning to speak, it is simple to use, it does not require a large internet quota, and it allows for the flexibility of learning at any time and in any location. Thus, considering the study's results, it is recommended that EFL teachers use the Conversation Practice application in their speaking class.

THE EFFECTIVENESS OF USING ROLE PLAY METHOD TO IMPROVE THE SPEAKING SKILLS OF CHILDREN AGED 7-10 AS EFL STUDENTS AT EBISIE ENGLISH COURSE Anak Agung Ayu Mas Sukmawati; I Gusti Ayu Lokita Purnamika Utami; Made Hery Santosa; Ni Made Ratminigsih
Jurnal Santiaji Pendidikan (JSP) Vol. 15 No. 1 (2025): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v15i1.11096

This study investigates the efficacy of the role-playing method in improving speaking skills in children who are studying English as a foreign language (EFL) at Ebisie English Course and range in age from 7 to 10. This study aims to find out how well role play helps young EFL students in developing speaking skills, how role-play activities impact students' motivation to use English, and whether there are any challenges that might prevent role play from being used successfully in the classroom. The study uses a qualitative methodology, evaluating the effect of role play on motivation and speaking skills through observations and both teachers and students’ opinions. According to research, role play greatly improves students' speaking abilities by creating a lively and attractive learning environment that also increases intrinsic motivation. In addition to improving language learning, role play also encourages social interaction and minimizes levels of stress in learners, according to the discussion of the data. This study offers a conceptual and empirical contribution by highlighting the importance of active learning methods in learning a language and providing examples of successful teaching methods for young EFL students.

Enhancing English Speaking Competence Using The Cake App: Infographics as the Innovative Guidances for Teaching Speaking in Tourism Contexts Damayanti, Made Regina Miranda; Utami, I.G.A. Lokita Purnamika; Agustini, Dewa Ayu Eka
PROJECT (Professional Journal of English Education) Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, MAY 2025
Publisher : IKIP Siliwangi

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

The teacher's role as a learning process facilitator requires using appropriate tools to assist students in learning faster and to engage them better. In light of recent developments in educational technology, incorporating digital learning tools appears to be an intriguing approach. Nevertheless, not all teachers are familiar with and might be inexperienced with such digital learning tools that still require guidance in utilizing them to design their English-speaking lessons. One of those tools that can assist learners in improving their English competencies, specifically speaking as the notably challenging aspects of language proficiency is the Cake App. This study intended to develop infographics of the Cake App-based teaching speaking ideas for teaching 12th-grade tourism vocational high school students, in which one English teacher was involved as the research subject. This Design and Development study employed the DDE model (Richey & Klein, 2014), using a quantitative technique to analyze the data. The judgments indicated that the infographics were categorized as ‘excellent products,’ with content evaluations obtaining a percentage of 89% and 91%, including media and design evaluations achieving 90% and 95%. Furthermore, the participating teacher noted that the Cake App offered a novel approach to utilizing a real-world tool for speaking instruction.

Co-Authors Adnyayanti, Ni Luh Era Adnyayanti, Ni Luh Putu Era Ali Saukah Anak Agung Ayu Mas Sukmawati Ananda Putri, Kadek Dwi Trisna Arief Baskoro Arisuta, Pande Gede Darma Artini Ni Nyoman Artini, Ni Nyoman Aryanata, I Made Wahyu Aryanata Astrini, Febri Baskoro, Arief Cahya Putri, Ida Ayu Cantika Candrika, Ni Putu Sthira Damayanti, Made Regina Miranda Damayanti, Putu Julia Nirmala Dewa Ayu Eka Agustini Dewa Komang Tantra Dewa Putu Ramendra Dewi, Helda Krisyana Dewi, I Gusti Ayu Triska Sri Urmila Dewi, K. Sintya Dewi, L.P. Krissiana Permata Dewi, Ni Kadek Liana Dewi, Ni Putu Anjar Astriani Dewi, Putu Murtiana Diantari, Ni Luh Feby Dwiyanti, Kadek Natalia Eka Anastasia Wijaya Fiorentina Dewantari Fitriani, Desy Fuad Abdul Hamied G.A.P. Suprianti Gede Mahendrayana Hartini, Ni Made Sri Ayu I Gusti Ngurah Agung Wijaya Mahardika I Ketut Trika Adi Ana I Ketut Trika Adi Ana I Ketut Trika Adi Ana, I Ketut Trika I Komang Yogi Pratama Wedananta I Nyoman Adi Susrawan I Nyoman Pasek Hadisaputra I Putu Dipta Priyatna I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I Putu Yoga Laksana I Wayan Gunawan I Wayan Wistiananta Ida Ayu Fortuna Ningrum Ida Ayu Gede Juliana Dewi IDA AYU MADE ISTRI UTAMI . Ida Ayu Made Sri Widiastuti Ida Bagus Nyoman Mantra Iswanda Meiliestya Pradini Januarta, Putu Agus Juliana, I Putu K. Sintya Dewi Kadek Adiarta Parmawan Kadek Dwi Trisna Ananda Putri Kadek Manik Megayanti Kadek Maya Cyntia Dewi Kadek Nesya Febi Pramesti Kadek Sintya Dewi Kadek Sonia Piscayanti Kevin Dwi Pradana Kusumadewi, Ni Wayan Eka L.P. Krissiana Permata Dewi Lailiyah, Leni Luh Diah Surya Adnyani Luh Gd Rahayu Budiarta Luh Gede Eka Wahyuni Luh Maytri Lindayani Luh Putu Artini M.Pd. S.Pd. Luh Indrayani . Made Hery Santosa Magdalena, Tabita Angelina Mahardika, I Gusti Ngurah Agung Manik, Putu Galuh Nayayika Megayanti, Kadek Manik Mena, Yohana Lolong Mona Jiwandani N.M, Ratminingsih, N.M. Ratminingsih, N.M. N.M.S, Megawati Narayana, Komang Ksatria Nenepat, Aprilia Hana Ni Ketut Alit Juniari Ni Komang Arie Suwastini Ni Komang Indah Pratiwi Ni Luh Eka Ciptarini Wijayanti Ni Luh Sukanadi Ni Made Desi Puspasari Ni Made Kristianti Ni Made Ratminigsih Ni Made Ratminingsih Ni Made Sri Ayu Hartini Ni Made Sukreni Virgianti Ni Made Wersi Murtini Ni Nyoman Padmadewi Ni Nyoman Padmadewi Ni Putu Astiti Pratiwi Ni Putu Diah Anggreni Ni Putu Era Marsakawati Ni Wayan Monik Rismadewi Nyoman Karina Wedhanti Padmadewi , Ni Nyoman Paramahita, Ketut Bayu Catur Pratama, Putu Yoga Sathya Prawira, Ni Nyoman Pradnyani Prestridge, Sarah Prof. Dr. Ni Nyoman Padmadewi,MA . Puspadi, Ketut Ayu Dewi Puspitawati, Eka Ulyana Putra, I Kadek Swartana Putra, Komang Bayu Widhyasmara Putu Eka Dambayana Suputra Putu Eva Julia Maharani Putu Nanci Riastini, Putu Nanci Putu Ryan Hardy Kurniawan Putu Sora Dipa Putu Suarcaya Putu Yoga Sathya Pratama Putu Yoga Sathya Pratama Rahayu, Ni Kadek Nita Raninta Candra Dewi Ratminingsih , Ni Made Rismayanti, Luh Ayu Sanjaya, Komang Angga Surya Santosa, M.H. Saraswati, N.M.S.D. Sari, Yulnada Sasmitha, Ketut Aya Sihombing, Elena Febiola Sitangsu, Ni Luh Manik Santi Devi Sriadi, Kadek Suardana, Ni Luh Adelia Suarnadi Sugondo, Axel Valentino Suharwipa, Made Suprianti, G. A. P Suprianti, GAP Trisnawati, Komang Ayu Virgianti, Ni Made Sukreni Widyanti, N.W. Winduastuti, Ni Komang Yasa, Gede Amerta

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