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All Journal Language and Education Journal Jurnal Pendidikan Bahasa EDUHUMANIORA: Jurnal Pendidikan Dasar Linguistics and Elt Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JURNAL EDUCATION AND DEVELOPMENT Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Jurnal Bali Membangun Bali Pustaka: Jurnal Bahasa dan Pendidikan Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa Innovative: Journal Of Social Science Research TOFEDU: The Future of Education Journal Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Khirani: Jurnal Pendidikan Anak Usia Dini Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan Pragmatica Ardhi: Jurnal Pengabdian dalam Negri Edukasi Elita : Jurnal Inovasi Pendidikan Aksi Nyata : Jurnal Pengabdian Sosial dan Kemanusiaan Jurnal Kemitraan Masyarakat Karya Nyata: Jurnal Pengabdian Kepada Masyarakat Pemberdayaan Masyarakat: Jurnal Aksi Sosial Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
LUH MADE DWI WEDAYANTHI
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THE CONTRIBUTION OF LEARNING ANXIETY, TEACHER-STUDENT RELATIONSHIPS, AND SELF-CONCEPT TOWARD THE SPEAKING SKILLS OF THE TENTH GRADE STUDENTS IN SMA N 1 BANGLI WEDAYANTHI, LUH MADE DWI
Jurnal Pendidikan Bahasa Vol 1, No 2 (2012)
Publisher : Jurnal Pendidikan Bahasa

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

Abstract

ABSTRACT Wedayanthi, Luh Made Dwi (2012). The Contributions of Learning Anxiety, Teacher-Student Relationships, and Self-Concepts toward the Speaking Skills of the Tenth Grade Students in SMA N 1 Bangli. Thesis, Language Education Study Program, Postgraduate Program, Ganesha University of Education.   This thesis has been examined and corrected by: Supervisor I: Dra. Luh Putu Artini, M.A. Ph.D Supervisor II: Dr. Ni Made Ratminingsih, M.A.   Keywords: contribution, learning anxiety, teacher-student relationship, student’s self-concept, speaking skills.   This study was a correlational research that aimed to know the contribution of learning anxiety, teacher-student relationships, and students’ self-concept toward the tenth grade students’ speaking skills. It was conducted in SMA N 1 Bangli. In this study there were 127 students used as the samples from 231 populations. All of them were the tenth grade students. Before the real data collection was done, the tryout of instrument was conducted. After the tabulation of the real data, the pre-requisite tests were done; normality, linearity, multicollinearity, autocorrelation, and heterocedasticity.  Simple regression and multiple regressions were conducted after the pre-requisite tests were done.  The simple regression was done to determine the predictor contribution to the criterion variable. After the data were calculated by using SPSS, there were four results from the research questions in this study. The first, there is a relationship between learning anxiety and speaking skills and it contributed 34.66% to speaking skills. It means, the higher learning anxiety owned by the students, the higher speaking skills done by the students.  The second, there is a relationship between teacher-student relationships and speaking skills, the contribution is 10.59%. From the contribution, it could be concluded that the better level of teacher-student relationships led the student to have higher level of participation. The third, there is a relationship between students’ self-concept and speaking skills, it contributed 5.26%. From all of the contribution from each predictor (X1,2,3) to speaking skills (Y), students’ self-concept got the lowest level then the other, it means that students’ self-concept need to be increased by the students. Based on the determination above, it could be concluded that (1) there was contribution of students’ learning anxiety toward speaking skills, (2) there was contribution of teacher-student relationships toward speaking skills, (3) there was contribution of students’ self-concept toward speaking skills, and (4) there was a contribution between students’ learning anxiety, teacher-student relationships, and students’ self-concept toward speaking skills of the tenth grade senior high school in SMA N 1 Bangli in the academic year 2011/2012. ABSTRAK Wedayanthi, Luh Made Dwi (2012). Kontribusi Kecemasan dalam Belajar Bahasa, Hubungan Guru dan Siswa, dan Konsep Diri Siswa terhadap Skill Berbicara Siswa Kelas Sepuluh di SMA N 1 Bangli. Tesis Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Pendidikan Ganesha.   Thesis ini telah dibaca dan diperbaiki oleh: Pembimbing I: Dra. Luh Putu Artini, M.A. Ph.D Pembimbing II: Dr. Ni Made Ratminingsih, M.A.   Kata Kunci: kontribusi, kecemasan dalam belajar, hubungan sguru dan siswa, konsep diri siswa, skill berbicara Studi ini bertujuan untuk mengetahui kontribusi kecemasan belajar, hubungan guru dan siswa, dan konsep diri terhadap skill berbicara siswa kelas sepuluh. Studi ini dilaksanakan di SMA N 1 Bangli. Dalam studi terdapat 127 siswa sampel dari 231 populasi. Sebelum data dikumpulkan, uji pra-syarat dilaksanakan seperti normalitas, linearitas, multikollinear, autokorelasi, dan heterokedasticitas. Regresi sederhana dan regresi berganda dilaksanakan setelah uji prasyarat selesai. Regresi sederhana dilaksanakan untuk mencari hubungan prediktor dan kriteria variabel. Setelah data dihitung menggunakan SPSS, diperoleh hasil penelitian sebagai berikut; pertama, terdapat hubungan antara kecemasan dalam belajar dan skill berbicara, yang berkontribusi sebanyak 34.66. Hal ini berarti, semakin tinggi kecemasan dalam belajar yang dimiliki siswa, semakin tinggi skill berbicara. Kedua, ada hubungan antara guru dan siswa dengan skill berbicara siswa, yang berkontribusi 10.59%. Dari kontribusi tersebut, dapat disimpulkan bahwa semakin baik tingkat hubungan guru dan siswa semakin baik pula skill berbahasa Inggris siswa. Ketiga, ada hubungan antara konsep diri siswa dengan skill berbicara, yang berkontribusi 5.26%. Berdasarkan semua kontribusi dari setiap predictor (X1,2,3) terhadap skill berbicara. Konsep diri siswa mempunyai hubungan yang paling rendah daripada yang lainnya. Hal ini berarti bahwa konsep diri siswa perlu ditingkatkan oleh guru dalam diri siswa itu sendiri. Berdasarkan semua temuan di atas dapat disimpulkan bahwa; (1) terdapat kontribusi antara kecemasan dalam belajar bahasa terhadap skill berbicara, (2) terdapat kontribusi antara hubungan guru dan siswa terhadap skill berbicara siswa, (3) terdapat kontribusi antara konsep diri siswa terhadpa skill berbicara, dan (4) terdapat kontribusi antara kecemasan belajar siswa, hubungan guru dan siswa, dan konsep diri siswa terhadap skill berbicara pada kelas sepuluh di SMA N 1 Bangli pada tahun ajaran 2011/2012.
THE CONTRIBUTION OF LEARNING ANXIETY, TEACHER-STUDENT RELATIONSHIPS, AND SELF-CONCEPT TOWARD THE SPEAKING SKILLS OF THE TENTH GRADE STUDENTS IN SMA N 1 BANGLI WEDAYANTHI, LUH MADE DWI
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 2 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (147.225 KB)

Abstract

ABSTRACT Wedayanthi, Luh Made Dwi (2012). The Contributions of Learning Anxiety, Teacher-Student Relationships, and Self-Concepts toward the Speaking Skills of the Tenth Grade Students in SMA N 1 Bangli. Thesis, Language Education Study Program, Postgraduate Program, Ganesha University of Education.   This thesis has been examined and corrected by: Supervisor I: Dra. Luh Putu Artini, M.A. Ph.D Supervisor II: Dr. Ni Made Ratminingsih, M.A.   Keywords: contribution, learning anxiety, teacher-student relationship, student?s self-concept, speaking skills.   This study was a correlational research that aimed to know the contribution of learning anxiety, teacher-student relationships, and students? self-concept toward the tenth grade students? speaking skills. It was conducted in SMA N 1 Bangli. In this study there were 127 students used as the samples from 231 populations. All of them were the tenth grade students. Before the real data collection was done, the tryout of instrument was conducted. After the tabulation of the real data, the pre-requisite tests were done; normality, linearity, multicollinearity, autocorrelation, and heterocedasticity.  Simple regression and multiple regressions were conducted after the pre-requisite tests were done.  The simple regression was done to determine the predictor contribution to the criterion variable. After the data were calculated by using SPSS, there were four results from the research questions in this study. The first, there is a relationship between learning anxiety and speaking skills and it contributed 34.66% to speaking skills. It means, the higher learning anxiety owned by the students, the higher speaking skills done by the students.  The second, there is a relationship between teacher-student relationships and speaking skills, the contribution is 10.59%. From the contribution, it could be concluded that the better level of teacher-student relationships led the student to have higher level of participation. The third, there is a relationship between students? self-concept and speaking skills, it contributed 5.26%. From all of the contribution from each predictor (X1,2,3) to speaking skills (Y), students? self-concept got the lowest level then the other, it means that students? self-concept need to be increased by the students. Based on the determination above, it could be concluded that (1) there was contribution of students? learning anxiety toward speaking skills, (2) there was contribution of teacher-student relationships toward speaking skills, (3) there was contribution of students? self-concept toward speaking skills, and (4) there was a contribution between students? learning anxiety, teacher-student relationships, and students? self-concept toward speaking skills of the tenth grade senior high school in SMA N 1 Bangli in the academic year 2011/2012. ABSTRAK Wedayanthi, Luh Made Dwi (2012). Kontribusi Kecemasan dalam Belajar Bahasa, Hubungan Guru dan Siswa, dan Konsep Diri Siswa terhadap Skill Berbicara Siswa Kelas Sepuluh di SMA N 1 Bangli. Tesis Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Pendidikan Ganesha.   Thesis ini telah dibaca dan diperbaiki oleh: Pembimbing I: Dra. Luh Putu Artini, M.A. Ph.D Pembimbing II: Dr. Ni Made Ratminingsih, M.A.   Kata Kunci: kontribusi, kecemasan dalam belajar, hubungan sguru dan siswa, konsep diri siswa, skill berbicara Studi ini bertujuan untuk mengetahui kontribusi kecemasan belajar, hubungan guru dan siswa, dan konsep diri terhadap skill berbicara siswa kelas sepuluh. Studi ini dilaksanakan di SMA N 1 Bangli. Dalam studi terdapat 127 siswa sampel dari 231 populasi. Sebelum data dikumpulkan, uji pra-syarat dilaksanakan seperti normalitas, linearitas, multikollinear, autokorelasi, dan heterokedasticitas. Regresi sederhana dan regresi berganda dilaksanakan setelah uji prasyarat selesai. Regresi sederhana dilaksanakan untuk mencari hubungan prediktor dan kriteria variabel. Setelah data dihitung menggunakan SPSS, diperoleh hasil penelitian sebagai berikut; pertama, terdapat hubungan antara kecemasan dalam belajar dan skill berbicara, yang berkontribusi sebanyak 34.66. Hal ini berarti, semakin tinggi kecemasan dalam belajar yang dimiliki siswa, semakin tinggi skill berbicara. Kedua, ada hubungan antara guru dan siswa dengan skill berbicara siswa, yang berkontribusi 10.59%. Dari kontribusi tersebut, dapat disimpulkan bahwa semakin baik tingkat hubungan guru dan siswa semakin baik pula skill berbahasa Inggris siswa. Ketiga, ada hubungan antara konsep diri siswa dengan skill berbicara, yang berkontribusi 5.26%. Berdasarkan semua kontribusi dari setiap predictor (X1,2,3) terhadap skill berbicara. Konsep diri siswa mempunyai hubungan yang paling rendah daripada yang lainnya. Hal ini berarti bahwa konsep diri siswa perlu ditingkatkan oleh guru dalam diri siswa itu sendiri. Berdasarkan semua temuan di atas dapat disimpulkan bahwa; (1) terdapat kontribusi antara kecemasan dalam belajar bahasa terhadap skill berbicara, (2) terdapat kontribusi antara hubungan guru dan siswa terhadap skill berbicara siswa, (3) terdapat kontribusi antara konsep diri siswa terhadpa skill berbicara, dan (4) terdapat kontribusi antara kecemasan belajar siswa, hubungan guru dan siswa, dan konsep diri siswa terhadap skill berbicara pada kelas sepuluh di SMA N 1 Bangli pada tahun ajaran 2011/2012.
THE ANALYSIS OF ENGLISH LEARNING EVALUATION ON A NEW NORMAL ORDER Ariana, I Wayan Agus; Wedayanthi, Luh Made Dwi
Language and Education Journal Undiksha Vol 5, No 1 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/leju.v5i1.44414

Abstract

This study aims to obtain comprehensive information regarding the evaluation of learning English in the new life order or the new normal era in class X, SMA Hindu (UWP) Astika Dharma at Pempatan Village, Rendang District, Karangasem Regency in Bali related to evaluation planning, evaluation implementation, and evaluation of learning in new life order. The subjects used in this study were teachers and students from school institutions along with evaluation data for English learning. Data were collected by observation, interviews, tests, and documentation, then analyzed descriptively qualitatively using a case study approach. In this study, the results showed that the evaluation plan for learning English in the new life order in the RPP was in accordance with the SK and also adapted to the KD in the syllabus.  Hierarchically the teacher makes learning objectives based on competency standards and emergency curriculum adjustments, determines the time in planning evaluations, and adapts to the characteristics of students based on evaluation principles. The evaluation of English learning in the new life order has been carried out in accordance with the National Competency Standards. The conclusion is that the evaluation of learning English in the new life order in class X SMA Hindu (UWP) Astika Dharma at Pempatan village has been carried out by the teacher in accordance with the Minister of Education and Culture Regulation No 23 of 2020 Regarding Education Evaluation Standard
PENGEMBANGAN BUKU PANDUAN HOMESCHOOLING BERBANTUAN METODE MONTESSORI UNTUK PENGENALAN BAHASA INGGRIS DASAR PADA ANAK Luh Made Dwi Wedayanthi; Ni Made Ayu Purnami
Jurnal Education and Development Vol 10 No 1 (2022): Vol.10. No.1 2022
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (356.552 KB) | DOI: 10.37081/ed.v10i1.3161

Abstract

Pandemi covid-19 yang berimbas juga kepada dunia pendidikan yang harus melaksanakan Pembelajaran Jarak Jauh menyebabkan juga permasalahan baru mengenai pendampingan belajar siswa khususnya siswa usia TK dalam melaksanakan pembelajaran secara daring dengan pendampingan orang tua di rumah. Berangkat dari permasalahan awal ini, penulis mengadakan penelitian pengembangan buku panduan homeschooling berbantuan metode Montessori untuk pengenalan bahasa Inggris dasar untuk siswa TK B di Kiddos Preschool Gianyar. Kiddos Preschool dipilih sebagai lokasi karena siswa TK B di sekolah tersebut menggunakan bahasa pengantar bahasa Inggris dalam pembelajarannya baik online maupun saat kelas offline. Jumlah subjek yang dipergunakan untuk uji produk kelompok kecil adalah sejumlah 15 orang tua beserta anaknya sebagai siswa TK B. Dari hasil penelitian pengembangan tersebut didapatkan hasil bahwa buku panduan ini sangat baik dipergunakan untuk mengenalkan bahasa Inggris dasar pada anak usia TK B. Ditambah lagi ketika uji kelompok kecil didapatkan hasil keefektifan yang sangat efektif buku ini dipergunakan sebagai panduan homeschooling oleh orang tua kepada anaknya dalam pengenalan bahasa Inggris dasar.
Analisis Sikap Siswa Kelas XI MP (Manajemen Perkantoran) Terhadap Pembelajaran Bahasa Inggris Sebagai Bahasa Asing Di SMKN 1 Bangli I Wayan setiawan; Luh Made Dwi Wedayanthi; Kadek Dwi Pebriyanti
PUSTAKA: Jurnal Bahasa dan Pendidikan Vol. 4 No. 1 (2024): Januari : Jurnal Bahasa dan Pendidikan
Publisher : BADAN PENERBIT STIEPARI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/pustaka.v4i1.1033

Abstract

This research aims to analyze students' attitudes toward learning English at the intermediate level in SMK Negeri 1 Bangli, Indonesia. Employing a qualitative research method, data were gathered through interviews, observations, questionnaires, and documentation from students of class XI MP 1. Data analysis was conducted by applying the content analysis method. The research findings indicate that the majority of students exhibit negative attitudes in cognitive, affective, and conative aspects, characterized by a lack of confidence and interest in learning English. DespiteLuh teachers taking steps to enhance student engagement, such as using varied teaching methods and instructional media, challenges persist regarding student motivation and self-confidence. The implications of this research provide a foundation for developing more effective learning strategies to improve students' attitudes toward learning English at SMK Negeri 1 Bangli.
Analisis gaya mengajar guru Bahasa Inggris di kelas XI SMK N 1 Bangli Ni Luh Eka Andriani; Luh Made Dwi Wedayanthi; Kadek Dwi Pebriyanti
PUSTAKA: Jurnal Bahasa dan Pendidikan Vol. 4 No. 1 (2024): Januari : Jurnal Bahasa dan Pendidikan
Publisher : BADAN PENERBIT STIEPARI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/pustaka.v4i1.1041

Abstract

This research is motivated by the need to understand the variations in teaching styles among English teachers at the high school level, particularly at SMK N 1 Bangli, with a focus on classical, technological, personalized, and interactional dimensions. The objective of the study is to identify and analyze the teaching styles applied by 11th-grade English teachers and evaluate their impact on the learning process. Through direct observation and curriculum document analysis, the findings reveal a diversity of teaching styles, including the use of a combination of classical, technological, and personalized styles. Technological facility constraints remain a challenge, but teachers still play a key role in guiding learning. Personalized teaching styles show efforts to address individual student needs, while interactional teaching styles enhance active student participation. The implications of this research include the need for more attention to the development of learning technology facilities and strengthening the implementation of personalized teaching styles to improve the quality of high school learning. These findings provide valuable insights for educational policy development and teacher professional development, with a focus on enhancing the quality and relevance of learning in the secondary education environment.
Analisis kesulitan implementasi kurikulum merdeka di kelas XI BD di SMK N 1 Bangli I Komang Agus Hendrawan; Luh Made Dwi Wedayanthi; Kadek Dwi Pebriyanti
PUSTAKA: Jurnal Bahasa dan Pendidikan Vol. 4 No. 1 (2024): Januari : Jurnal Bahasa dan Pendidikan
Publisher : BADAN PENERBIT STIEPARI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/pustaka.v4i1.1045

Abstract

This research examines the challenges faced in implementing the Merdeka Curriculum within the context of Class XI BD at SMK N 1 Bangli. Using a qualitative descriptive approach, the study engages teachers and students as subjects, employing observation, interviews, and document analysis for data collection. The findings underscore the presence of diverse student characteristics, facility limitations, and a primary emphasis on the development of soft skills as major obstacles. Despite teachers' creative efforts in adopting innovative teaching methodologies, the passive response from students necessitates modifications to lesson plans. Recommendations include facility enhancements, teacher training initiatives, personalized strategies for cultivating soft skills, and vital support from educational institutions and parents.
Phonological Analysis of the Students’ Speaking Performance in Delivering Short Stories Purnami, Ni Made Ayu; Wedayanthi, Luh Made Dwi
Linguistics and ELT Journal Vol 11, No 2 (2023): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v11i2.20074

Abstract

Quintessentially, some significant proportions have arisen due to mistakenness carried out by the institute students in performing their speech demonstration, particularly in telling short stories. In essence, this current study is intended to anatomize the phonological errors in delivering short stories based on real-life experience. In addition, qualitative research method was used in this study especially in analyzing the utterances in the field of speaking aspect. It used data collection technique in the form of transcriptions. It is concluded that the findings of the study showed that the emersion of diverse variety which includes fluency, accuracy of the nature of phonology field is dominantly based on the background of education, environmental background, students’ motivation, learning atmosphere, students’ current efforts in learning language, and other internal and external factors which contributed. Encouragement from family and environment as one of external factor takes important role in order to improve the phonological mastery on students. According to the data gathered by the researcher, that phonological mistakenness executed by the students due to lack of learning English intensively and comprehending the nature of phonology.
THE IMPLEMENTATION OF CIPP AS EVALUATION MODEL ON TEACHING ASSISTANCE IN SD BALI BILINGUAL SCHOOL AS THE PRACTICE OF KURIKULUM MERDEKA Wedayanthi, Luh Made Dwi; Pradnyana, Putu Beny; Adiwijaya, Pande Agus
EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru Vol 16, No 1: January 2024
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/eh.v16i1.59591

Abstract

This research is evaluation model research by using CIPP as the evaluation model on Teaching Assistance in SD Bali Bilingual School in Bangli Regency, Bali. The CIPP model is Context, Input, Process, and Product, this model is one of the models used frequently in educational evaluation. The implementation is used the evaluative model created by Stufflebeam. The evaluation specifications on teaching assistance at SD Bali Bilingual School in Bangli Regency which displays an average score on the context aspects in the teaching assistance program is 83% including the category good, while the input evaluation is 82% in the good category. The same is true for the process aspect, which has an 81% in the good category, and the product aspect is 80% enough category. This is consistent with research from the aspects of Context, Input, Process, and Product obtained with the good criteria. This can indicate that the Teaching Assistance program was well conducted in SD Bali Bilingual School, in Bangli Regency.
The Analysis of the Usage of Emojis on Instagram Account @Englishwithlucy Ni Putu Sri Galuh Lestari; Pande Agus Adiwijaya; Luh Made Dwi Wedayanthi
PRAGMATICA : Journal of Linguistics and Literature Vol. 2 No. 1 (2024): PRAGMATICA: Journal of Linguistics and Literature
Publisher : CV. Tirta Pustaka Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60153/pragmatica.v2i1.55

Abstract

This study investigates the role of emojis in language learning on social media, with a particular focus on the Instagram account @englishwithlucy. The research aims to provide insights for educators and learners by analyzing the description, interpretation, and explanation of emoji usage. Employing a qualitative approach, the study uses Norman Fairclough's Critical Discourse Analysis (CDA) model and collects data through documentation and netnography methods. The analysis reveals significant findings regarding the communication strategies employed by @englishwithlucy and their impact on language learners. The primary objectives were to examine the types, frequency, and integration of emojis in the account's discourse. Key findings include: 1) Emojis serve as crucial communication tools that enhance engagement and facilitate effective communication by conveying emotions and creating relatability, consistent with previous research. 2) Emojis reinforce messages and contextualize vocabulary, aiding in comprehension and retention, which aligns with existing studies. 3) The account deliberately avoids negative emojis to maintain a positive and encouraging tone, fostering a supportive learning environment, as supported by current literature. 4) Social and cultural contexts significantly influence emoji usage, with the account selecting emojis that have common interpretations across cultures to ensure clarity and inclusivity. Overall, the strategic use of emojis on @englishwithlucy not only enhances engagement and communication but also contributes to a vibrant and interactive learning environment. These findings contribute to the growing body of knowledge on the educational significance of emojis and underscore their importance as integral components of language and communication on social media platforms.
Co-Authors ., NI MADE AYU PURNAMI Adiwijaya, Pande Agus Ariana, I Wayan Agus Citawati, Ni Kadek Dewa, Dewa Ayu Ratih Diah Maharani, Ni Putu I Jro Riana I Kadek Pande Ivnata Kusuma I Komang Agus Hendrawan I Made Sutajaya I Nengah Sueca I Putu Rama Putra Yasa I Wayan setiawan I Wayan Suja Kadek Dwi Pebriyanti Ni Kadek Rina Pratiwi Ni Komang Aprilia Dewi Ni Luh Eka Andriani Ni Made Ernila Junipisa Ni Nyoman Pande Pemi Rusma Urip Ni Nyoman Sandat Ni Putu Oktha Wahyunia Merta Ni Putu Sri Galuh Lestari Ni Wayan Artiniasih Ni Wayan Martini Jovita Yanti Ni Wayan Riska Handayani Numertayasa, I Wayan Pande Agus Adiwijaya Pradnyana, Putu Beny Putra, I Putu Andika Subagya Putu Lady Nova Kristina Suardana, I Putu Oka Sumiati, Ni Kadek Ayusri Wayan Ariawan Warestana Yasa, I Gede Santika