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All Journal Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Jurnal Pendidikan Bahasa Inggris ELT Worldwide: Journal of English Language Teaching Jurnal Pendidikan Bahasa Journal of ELT Research Jurnal Bahasa Lingua Scientia Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Language and Literature JISIP: Jurnal Ilmu Sosial dan Pendidikan Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) SAGA: Journal of English Language Teaching and Applied Linguistics Borneo Educational Journal (Borju) SALEE: Study of Applied Linguistics and English Education The Art of Teaching English as a Foreign Language (TATEFL) Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia Measurement In Educational Research Indonesian Journal Of Educational Research and Review Indonesian Research Journal on Education
Anak Agung Gede Yudha Paramartha
Universitas Pendidikan Ganesha
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Online assessment literacy level of EFL teachers in Denpasar Putra, I Kadek Krisna Dharma; Paramartha, A.A. Gede Yudha; Mahayanti, Ni Wayan Surya
Measurement In Educational Research Vol 4, No 1 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/meter.v4i1.321

Abstract

This study explored the online assessment literacy (OAL) of teachers in Denpasar, focusing on categorical variables affecting literacy levels. Utilizing a descriptive quantitative approach, the research used a cross-sectional design. The population was composed of EFL teachers within the Denpasar region, data were collected from elementary to high school teachers through scored survey questionnaires. Samples were 64 EFL teachers composed of diverse demographic backgrounds. Findings indicated a predominant "Fair" level of OAL among English teachers. These results align with prior research, emphasizing the need for professional development in validity and test design. Concerns were raised about pre-service education's effectiveness in preparing teachers for digital assessments. The study underscores the importance of Online assessment literacy and suggests targeted interventions to enhance educators' assessment literacy, highlighting the necessity to adapt to evolving technological landscapes.
An Investigation of Teaching Aids Used by English Teachers in Teaching Vocabulary for Young Learners Sanjaya, I Gede Heri; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, Anak Agung Gede Yudha
Journal of Educational Study Vol. 2 No. 1 (2022): JoES (June)
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (235.074 KB) | DOI: 10.36663/joes.v1i2.227

Abstract

This qualitative study aims at investigating the teaching aids used to teach vocabulary for young learners. The data were collected using questionnaires and interview to determine the kinds of teaching aids used to teach vocabulary, the challenges in implementing them, and how English teachers face these challenges. The data collected were analyzed qualitatively by referring to Miles & Huberman (1994). The results show that the dominant type of teaching aids used by the English teachers to teach English to the young learners is audio-visual which is a combination of visual and audio aids was seldomly used by the teachers. According to the interview, the teachers felt that students were more engaged by visuals and audiovisuals because teachers can place interesting decorations to guide the students; for example, a student's favorite cartoon character or animal. The result of the interview also showed that the teachers found challenges in implementing the teaching aids, namely (a) time consuming (b) quality of teaching aids (c) technical difficulties. To face the challenges, teachers usually consider alternatives that are equivalent to the media that should have been used, allocated time, and also skills in operating electronic to implement the teaching aids.
THE CORRELATION OF MULTIPLE INTELLIGENCES AND ACADEMIC ACHIEVEMENT OF THE 2nd SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT, GANESHA UNIVERSITY OF EDUCATION ., I Gede Wahyudi; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8744

Abstract

Tujuan dari penelitian ini adalah untuk menginvestigasi 1) hubungan antara kecerdasan majemuk dengan prestasi akademik siswa dan 2) kecerdasan majemuk yang paling dapat memprediksi prestasi akademik siswa. Desain dari penelitian ini menggunakan ex post facto dengan analisis korelasi. Sampel dalam penelitian ini berjumlah162 siswa yang dipilih secara acak dari siswa semester 2 Pendidikan Bahasa Inggris, Universitas Pendidikan Ganesha. Multiple Intelligences kuisoner yang diadopsi dari McKenzie (1999) dan Armstrong (2009) digunakan untuk memperoleh data dari kecerdasan majemuk siswa, sementara itu nilai prestasi akademik siswa diperoleh melalui KHS. Uji korelasi Spearman’s rho digunakan untuk mengetahui hubungan antara kecerdasan majemuk dengan prestasi akademik siswa. Hasilnya menunjukan bahwa kecerdasan verbal-linguistic, musical, visual-spatial, bodily-kinesthetic, intrapersonal, interpersonal, naturalistic, dan existential mempunyai hubungan yang positive dengan prestasi akademik siswa. Sementara itu, kecerdasan logical-mathematical tidak mempunyai hubungan dengan prestasi akademik siswa. Lebih lanjut lagi, secara berurutan, kecerdasan yang paling bisa memprediiksi prestasi akademik siswa. adalah (1) verbal-linguistic, (2) existential dan (3) intrapersonal.Kata Kunci : kecerdasan majemuk, prestasi akademik The purpose of this study is to investigate (1) the correlation among multiple intelligences and students’ academic achievement and (2) the most predictive intelligences of academic achievement. The design of this study was ex-post facto with a correlational analysis. Sample was 162 students randomly selected from the second semester of English Education Department, Ganesha University of Education. The Multiple Intelligences Questionnaire adopted from McKenzie (1999) and Armstrong (2009) was used to collect the data of the students’ multiple intelligences, while the data of academic achievement was collected through GPA document. Spearman’ rho correlation was used to investigate the correlation among multiple intelligences and students’ academic achievement. The results indicate that verbal-linguistic, musical, visual-spatial, bodily-kinaesthetic, intrapersonal, interpersonal, naturalistic, and existential intelligence have positive and significant correlation with students’ academic achievement. Whereas, logical-mathematical intelligence has no significant correlation to academic achievement. Moreover, the most predictive intelligences to academic achievement are subsequently, (1) verbal-linguistic, (2) existential and (3) intrapersonal intelligence keyword : academic achievement, multiple intelligences
THE EFFECT OF TALKING CHIPS TECHNIQUE TOWARD SPEAKING ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF SMP NEGERI 4 SINGARAJA IN THE ACADEMIC YEAR 2015/2016 ., Desak Ayu Made Pradnya Iswari; ., Putu Eka Dambayana S., S.Pd.; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8752

Abstract

Penelitian ini bertujuan untuk menyelidiki apakah ada perbedaan yang signifikan dalam prestasi berbicara antara siswa yang diajarkan dengan menggunakan teknik talking chips dan mereka yang menggunkan teknik konvensional. Desain penelitian yang digunakan adalah Post-test Only Control Group Design. Populasi dalam penelitian ini adalah siswa kelas delapan SMP Negeri 4 Singaraja dengan sample 64 siswa yang dipilih melalui Cluster Random Sampling. 32 siswa dari kelas VIIIB2 sebegai kelas experimen dimana teknik talking chips diterapkan dan 32 siswa dari kelas VIIIB1 sebagai kelas kontrol dimana teknik konvensional diterapkan. Data diambil melalu tes berbicara dengan menggunakan rubric penilaian dan dianalisis menggunakan t-test. Hasil dari penelitian menunjukan bahwa terdapat perbedaan dalam prestasi berbicara yang signifikan antara siswa yang diajarkan dengan menggunakan teknik talking chips dan mereka yang diajarkan dengan menggunakan teknik konvensional (tobs= 2,415, P
AN ANALYSIS OF CLASSROOM INTERACTION IN THE PROCESS OF ENGLISH TEACHING AND LEARNING IN THE TENTH GRADE EFL CLASSES IN SMK NEGERI 1 SUKASADA 2016 ., Dedy Kusdianto Klau; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8756

Abstract

Penelitian ini bertujuan untuk menggambarkan jenis-jenis interaksi kelas dan jenis-jenis tindakan yang digunakan oleh seorang guru bahasa Inggris dan siswa. Penelitian ini menggunakan model interaksi kelas teori I-R-F oleh Sinclair dan Choulthad dengan subjek penelitian guru bahasa Inggris dan siswa kelas sepuluh SMK Negeri 1 Sukasada. Teknik pengumpulan data menggunakan rekaman video, lembar observasi, dan wawancara yang akan dijelaskan secara kualitatif berdasarkan teori IRF. Hasil dari penelitian menunjukan ada sembilan jenis interaksi kelas yang digunakan oleh guru dan siswa, yaitu: Question, Direction, Response, Prompt, Ignore, Encouragement, Criticize, Inform, dan acknowledgement. Comment dan invitation tidak ditemukan dari jenis-jenis interaksi kelas. Ada sepuluh jenis tindakan dalam interaksi kelas yang digunakan oleh guru dan siswa yaitu: Elicitation, Check, Directives, Reply, Prompt, Informative, Comment, Clue, Nomination, Accept.kan oleh guru dan siswa, yaitu: Question, Direction, Response, Prompt, Ignore, Encouragement, Criticize, Inform, dan acknowledgement. Comment dan invitation tidak ditemukan dari jenis-jenis interaksi kelas. Ada sepuluh jenis tidakan dalam interaksi kelas yang digunakan oleh guru dan siswa yaitu: Elicitation, Check, Directives, Reply, Prompt, Comment, Clue, Nomination, dan Accept. Kata Kunci : Interaksi kelas, Teori IRF This study aims to describe the types of classroom interaction and types of act used by an English teacher and students at SMK Negeri 1 Sukasada. In analyzing the data I-R-F model of classroom interaction study by Sinclair and Choulthard theory was used. The subjects of this study were the English teacher and the tenth grade students of SMK Negeri 1 Sukasada. The data were collected by using video recording, observation sheet and also interview guide. The data were described qualitatively based on IRF theory. The study found nine types of classroom interaction used by the English teacher and students, namely: Question, Direction, Response, Prompt, Ignore, Encouragement, Criticize, Inform, and acknowledgment. Comment and invitation were not found in types of classroom interaction. Besides, ten types of act used by the English teacher and the students, namely: Elicitation, Check, Directives, Reply, Prompt, Informative, Comment, Clue, Nomination, and Accept. keyword : Classroom Interaction, IRF theory
THE STUDY OF LESSON PLANS AND LEARNING ACTIVITIES ON CURRICULUM 2013 BY SEVENTH GRADE ENGLISH TEACHERS AT SMP NEGERI 2 SINGARAJA ., Kadek Angga Andriani; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 4 No. 2 (2016): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v4i2.8757

Abstract

Studi deskriptif ini bertujuan untuk : (1) menganalisis kualitas RPP kurikulum 2013 yang dibuat oleh guru kelas 7 di SMP N 2 Singraja, (2) menginvetigasi penerapan RPP kurikulum 2013, (3) menginvestigasi permasahalan yang dialami oleh guru dalam menerapkan RPP kurikulum 2013. Subyek penelitian ini adalah dua guru Bahasa Inggris di SMP N 2 Singaraja. Pengumpulan data menggunakan APKCG (penilaian pembelajaran) dan dianalisis menggunakan deskriptif statistic. Hasil dari penelitian ini menunjukan bahwa: (1) Kualitas RPP kurikulum 2013 yang dibuat oleh guru dikategorikan baik (dengan rerata nilai 84). (2) Implementasi RPP dalam kegiatan pembelajaran dikategorikan baik (dengan rerata skor 78). (3) Guru mengalami kesulitan dalam : (a) merancang penilaian, (b) menyusun materi, (c) mengajak siswa melakukan aktifitas menanya dan mengkomunikasikan, (d) menyiapakan media yang cocok. Dapat disimpulkan bahwa implementasi RPP kurikulum 2013 sudah berhasil. Namun, ada yang perlu ditingkatkan dalam beberapa aspek.Kata Kunci : Implementasi kurikulum 2013, Rencana Pleaksanaan Pembelajaran This descriptive study aims at (1) analyzing the quality of lesson plans on curriculum 2013 made by seventh grade English teachers at SMP N 2 Singaraja, (2) observing the implementation of the lesson plans on curriculum 2013, (3) investigating the problems encountered by teachers in implementing lesson plans on curriculum 2013. The subject of this study was two English Teachers of SMP N 2 Singaraja. The data were collected by using APKCG (assessment for teaching) and analyzed by using descriptive statistics. The result of the research shows that: (1) the quality of the lesson plans on curriculum 2013 made by English teachers is good (with the average score of 84). (2)The implementation of lesson plans in learning activities by English teachers is categorized as good (with the average score of 78). (3) Teachers faced difficulty in: (a) designing assessment, (b) organizing material (c) inviting students to do questioning and communicating stage, and (d) preparing appropriate media. It is concluded that the implementation of lesson plans on curriculum 2013 by seventh Grade English Teachers at SMP N 2 Singaraja has been successful. Despite of that, some aspect in implementing lesson plans need to be improved.keyword : Implementation of Curriculum 2013, Lesson plan
THE ANALYSIS OF SPEECH ACTS IN CLASSROOM MANAGEMENT APPROACH (A CASE STUDY ON ENGLISH TEACHER AT SDN 1 PEMARON) ., Ni Luh Sukareni; ., Dewa Putu Ramendra, S.Pd, M.Pd; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.11081

Abstract

Studi ini bertujuan uantuk menganalisis penggunaan tindak tutur dalam pengaturan kelas oleh guru bahasa Inggris di SDN 1 Pemaron. subjek dalam studi ini yaitu guru bahasa inggris dan siswa SDN 1 Pemaron pada akademik 2016/2017. Penelitian ini dikategorikan sebagai penelitian deskripsi studi kasus yang focus pada kualitative data. Data dari studi ini dikumpulkan melalui observasi, perekaman, pencatatan, dan data transkrip. Studi ini menemukan empat tipe speech acts yaitu assertive, directive, expressive, and commissive yang muncul pada pengaturan kelas oleh guru bahasa inggris di SDN 1 Pemaron. 229 ungkapan telah dianalisis sebagai kategori tindak tutur. Dalam studi ini, tindak directive adalah penggunaan terbanyak dalam pengaturan kelas yaitu 161 ungkapan. Ungkapan-ungkapan tersebut berdampak mengurangi penyimpangan perilaku siswa ketika belajar mengajar.Kata Kunci : pengaturan kelas, tindak tutur This study aimed to analyze the speech acts used in classroom management approach that applied by the English teacher on SDN 1 Pemaron. The subject was the English teacher and students at SDN 1 Pemaron in the academic year of 2016/2017. This research was categorized as descriptive case-study research in which this research focuses on qualitative data. The data of this study were collected through observation, recording, note taking, and data transcription. This study found four types of speech acts namely assertive, directive, expressive and commisive which appeared on classroom management by the English teacher at SDN 1 Pemaron. 229 utterances were analyzed as speech acts category. In this study, directive acts were the most use in classroom management which was 161 utterances.Those utterances reduced student’s misbehaviour during teaching and learning.keyword : classroom management approaches,speech acts
AN ANALYSIS OF CLASSROOM INTERACTION USING FOREIGN LANGUAGE INTERACTION ANALYSIS SYSTEM AT LITTLE SUNSHINE LEARNING CENTER ., Putu Anastasia Mayrika; ., Prof. Dr. Ni Nyoman Padmadewi,MA; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.11444

Abstract

Penelitian ini bertujuan untuk mengetahui kategori interaksi kelas yang terjadi di Little Sunshine Learning Center berdasarkan sistem Foreign Language Interaction Analysis (FLINT), dan juga kategori ujaran guru dan siswa yang paling sering dan jarang terjadi. Subjek penelitian yaitu 3 orang guru dan 14 orang siswa. Penelitian ini menggunakan desain penelitian observasi studi kasus. Hasil penelitian menunjukkan bahwa: (1) hubungan antara perasaan terjadi sebesar 4.3%, memuji atau mendorong terjadi 6.1%, lelucon terjadi 0.4%, menggunakan pendapat siswa terjadi 1%, mengulang respon siswa harafiah terjadi 4%, presentase memberi pertanyaan terjadi 10.3%, presentase memberikan informasi 3.5%, presentase membenarkan tanpa penolakan 1.4%, presentase memberikan arahan terjadi 29.2%, presentase mengkritisi prilaku siswa 1.8%, presentase mengkritisi respon siswa 2.1%, respon siswa-spesifik 10.3%, respon siswa terbuka-tertutup atau inisiasi-siswa 15.4%, keheningan terjadi 0.6%, presentase keheningan-audiovisual (AV) 0.1%, kekacauan berorientasi-kerja yaitu 0.5%, kekacauan tidak berorientasi-kerja 0.4%, gelak tawa yaitu 2.5%, menggunakan bahasa asli yaitu 4.1%, dan presentase non-verbal yaitu 2.5%, (2) kategori ujaran guru yang paling sering terjadi yaitu memberikan arahan, seperti mengarahkan siswa untuk membuat lingkaran dan mengarahkan siswa saat bermain dan saat membuat kerajinan. Sedangkan kategori ujaran siswa yang menjadi kategori yang paling sering terjadi yaitu respon siswa terbuka-tertutup atau inisiasi-siswa; kategori ujaran guru yang paling jarang terjadi yaitu lelucon, sedangkan kategori ujaran siswa yang paling jarang ditemukan yaitu keheningan-audiovisual (AV). Keheningan-audiovisual merupakan keheningan yang terjadi saat guru menyiapkan perangkat audiovisual.Kata Kunci : interaksi, interaksi kelas, sistem Foreign Language Interaction Analysis (FLINT), pelajar anak-anak This study aims at finding the classroom interaction categories occurred in Little Sunshine Learning Center based on Foreign Language Interaction Analysis (FLINT) System and also teacher and student talk category which most and least frequently occurred in the learning center. The subjects of the study were 3 teachers and 14 students. This study employed observational case study research design. The result presented that: (1) the percentage of deals with feelings occurred 4.3%, praises or encourages was 6.1%, jokes was 0.4%, uses ideas of students was 1%, repeats student response verbatim occurred 4%, asks questions occurred 10.3%, gives information was 3.5%, corrects without rejection was 1.4%, gives directions was 29.2%, criticizes student behavior was 1.8%, criticizes student response was 2.1%, the percentage of student response-specific was 10.3%, student response open-ended or student-initiated occurred 10.3%, the percentage of silence was 0.6%, silence-audiovisual (AV) was 0.1%, confusion work-oriented was 0.5%, confusion non-work oriented was 0.4%, laughter was 2.5%, the percentage of using the native language was 4.1%, and nonverbal was 2.5%, (2) the teacher talk category that mostly occurred was giving direction like asking the students to make a circle and directing the students in doing the games and craft. Meanwhile the student talk category that became the most frequently occurred was student response, open ended or student initiated; the teacher talk category which least occurred was jokes, while the student talk category which least found was silence-audiovisual (AV) which is the pause or silence that occurred when the teacher prepared the audiovisual media.keyword : interaction, classroom interaction, Foreign Language Interaction Analysis (FLINT) System, young learners
THE EFFECT OF CONTEXTUAL PICTURE SERIES TECHNIQUE TOWARDS STUDENTS’ WRITING COMPETENCY OF ELEVENTH GRADE STUDENTS AT SMK TI BALI GLOBAL SINGARAJA IN THE ACADEMIC YEARS 2016/2017 ., Ni Luh Gede Tangkas Rahmayanti; ., Prof. Dr. Anak Agung Istri Ngr. Marha; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.11501

Abstract

Penelitian ini bertujuan untuk meneliti adanya pengaruh Contextual picture series technique terhadap kompetensi menulis siswa. Populasi penelitian ini adalah siswa kelas XI dan sampel dari penelitian ini adalag 34 siswa dari kelas XI di SMK TI BALI GLOBAL Singaraja dipilih sebagai sampel melalui teknik cluster random sampling. Desain dari penelitian ini yaitu menggunakan posttest only control group design.. Perlakuan diberikan selama 9 kali pertemuan. Instumen dari peneitian ini adalah analitikal skoring rubric. posttest diberikan kepada siswa di akhir pertemuan untuk mengumpulkan data. Hasil posttest dianalisis secara deskriptif dan inferensial menggunakan t-test. Hasil penelitian ini menunjukkan bahwa kelompok eksperimen menunjukkan kompetensi menulis yang lebih baik dari pada control grup. Jadi, dapat disimpulkan bahwa contextual picture series technique memiliki efek yang positif pada kompetensi menulis siswa. Kata Kunci : Contextual Picture Series, Kompetensi Menulis This study aimed at investigating the effect of contextual picture series technique towards students’ writing competency. The population of this study was the students of class XI and the sample was 34 students’ of eleventh grade of students at SMK TI BALI GLOBAL Singaraja were selected as the sample trough cluster random sampling technique. The research design was posttest only control group design. Treatment was given for 9 times of meeting. The instrument of this study was analytical scoring rubric. A posttest was given to the students at the end of experiment to collect the data of students writing competency. The result of posttest was analyzed descriptively and inferentially by using t-test. The result of this study showed that experimental group performed better in writing rather that control group. So, it can be concluded that contextual picture series technique has an effect on students writing competency. keyword : Contextual Picture Series, Writing Competency
AN ANALYSIS OF THE USE OF ICT TOOLS AND ITS PROBLEMS IN TEACHING AND LEARNING PROCESS AT SMA NEGERI 2 SEMARAPURA ., Ni Kadek Swandewi; ., Prof. Dr. Ni Nyoman Padmadewi, M.A.; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12439

Abstract

Penelitian ini bertujuan untuk menginvestigasi (1) jenis-jenis TIK (Tekonologi Informasi dan Komunikasi) yang digunakan dalam proses pembelajaran (2) perencanaan penggunaan TIK dalam RPP (Rencana Pelaksanaan Pembelajaran) (3) prosedur penggunan TIK dalam mengajar Bahasa Inggris (4) masalah yang dihadapi oleh guru Bahasa Inggris dalam menggunakan TIK dalam proses pembelajaran di SMA Negeri 2 Semarapura. Penelitian ini adalah penelitian deskripsi kualitatif. Subjek dari penelitian ini adalah tiga guru Bahasa Inggris yang menggunakan TIK dalam proses pembelajaran di SMA Negeri 2 Semarapura. Instrumen yang digunakan untuk pengumpulan data adalah peneliti, kuesioner, panduan interview, RPP guru, lembar hasil observasi, dan perekam suara. Metode pengumpulan data adalah survei, wawancara, analisi RPP, observasi, dan perekaman. Hasil penelitian menunjukkan bahwa guru Bahasa Inggris SMA Negeri 2 Semarapura sudah menggunakan TIK dalam proses pembelajaran. Ada beberapa jenis TIK yang digunakan seperti laptop, LCD (Liquid Crystal Display) proyektor, speaker, video, Power Point, internet, dan pembelajaran online yaitu Quipper School. Sebelum menggunakan TIK, guru merencanakan penggunaannya pada RPP terlebih dahulu. Penggunaan TIK direncanakan secara eksplisit pada media, alat, dan sumber pembelajaran, sedangkan secara implisit pada langkah-langkah pembelajaran. Dalam menggunakan TIK, guru memiliki prosedur masing-masing, tergantung dari jenis TIK yang digunakan dan materi yang diajarkan. Guru menghadapi empat masalah utama yaitu masalah infrastruktur, masalah teknis, masalh waktu, dan kurangnya pengetahuan dalam menggunakan TIK. Kata Kunci : masalah dalam penggunaan TIK, TIK, TIK dalam pembelajaran This study aimed at investigating (1) types of ICT tools implemented in teaching and learning process (2) English teacher’ planning of the use of ICT tools in lesson planning (3) procedures implemented in teaching English using the ICT tools (4) the problems faced by English teachers who used ICT tools in teaching and learning process at SMA Negeri 2 Semarapura when using ICT tools in teaching and learning process. This study was descriptive qualitative research involving three English teachers of SMA Negeri 2 Semarapura. The instruments used for data collection were researcher, questionnaire, interview guide, teachers’ lesson plan, observation sheet, and recorder. The methods of data collection were survey, interview, lesson plan analysis, observation, and recording. The result of the study showed that English teachers of SMA Negeri 2 Semarapura had already implemented ICT tools in teaching and learning process. Types of ICT tools used were laptop, LCD projector, speaker, video, Power Point, internet, and e-learning namely Quipper School. Before implementing those types of ICT tools, teachers planned ICT tools in the lesson planning. The use of ICT tools were planned explicitely in teaching media and tools as well as learning resources, while implicitely in steps of teaching and learning activity. In implementing ICT tools, the teachers had their own procedures which depended on types of ICT tools used and topic taught. Teachers encountered four main problems namely infrastructural problems, technical problems, problem of time, and lack of teachers’ competence in using ICT tools. keyword : ICT, problems in using ICT, tools in teaching and learning
Co-Authors ., Dedy Kusdianto Klau ., Dedy Kusdianto Klau ., Desak Ayu Made Pradnya Iswari ., I Gede Wahyudi ., I Gede Wahyudi ., Ib Kd Mega Brahwija ., Kadek Angga Andriani ., Ni Kadek Swandewi ., Ni Kadek Swandewi ., Ni Luh Gede Tangkas Rahmayanti ., Ni Luh Gede Tangkas Rahmayanti ., Ni Luh Sukareni ., NI WAYAN YULI ERAYANTI ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Anastasia Mayrika ., PUTU AYU LINDA KRISTIANA DEWI ., PUTU NITA YULIANI ., PUTU NITA YULIANI Absari, Ratih Mas Adiguna, I Wayan Bayu Anak Agung Istri Ngr. Marhaeni Anggita Prasistha Utami Artini, Luh Putu Putu Ayuni, Ni Luh Chandra Barus, Lanina Mayrani br Dewa Komang Tantra Dewa Putu Ramendra Dewi, Ida Ayu Gede Puspita Ratna Dewi, Kadek Andi Suari Dewi, N. L. P. E. Sulistia Eka Sulistia Dewi Gautami, Gusti Ayu Agung Tania Gede Wisnu Mahayasa Gusti Ayu Bintang Purwani Hendryani, Kadek Dessy Dwi Hua, Liang I Gede Ardana Yasa I Gede Nyoman Arya Risaldi Dwi Nugraha I Nyoman Adi Jaya Putra Indra Agus Eka Hariawan Kadek Budi Fridayani Kadek Fradita Febyone Luh Gede Eka Wahyuni Luh Gede Eka Wahyuni Made Hery Santosa Mahadewi, Pande Made Ayu Mahayasa, Gede Wisnu Ni Komang Arie Suwastini Ni Luh Chandra Ayuni Ni Luh Putu Eka Sulistia Dewi Ni Made Dwi Dharmayanti Ni Putu Liana Santy Ni Wayan Surya Mahayanti Ni Wayan Vina Krisna Yanti Nice Maylani Asril Noviyanti, Ni Komang Diah Pratiwi, N. P. Wismayani Prof. Dr. Anak Agung Istri Ngr. Marha . Prof. Dr. Ni Nyoman Padmadewi,MA . Putra, I Kadek Krisna Dharma Putri, Ni Wayan Astri Monika Putri, Putu Jesika Suwendra Putu Adi Krisna Juniarta Putu Eka Dambayana Suputra Putu Susrini Ratih Mas Absari S.Pd. Putu Eka Dambayana S. . Sanjaya, I Gede Heri Santy, Ni Putu Liana Septi, Ni Kadek Dwi Candra Setiawati, I Gusti Ayu Indah Sulistia Dewi, Dr. Ni Luh Putu Eka Wati, Ketut Merina Yohana Nova Enzelina