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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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An Analysis of Metaphor used in The News Items of News Segment in tempo.co News Portal ., Ib Kd Mega Brahwija; ., 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.v5i2.15165

Abstract

Penelitian ini bertujuan untuk menganalisis metafora yang digunakan dan jenis metafora yang paling banyak digunakan di tempo.co News Portal pada Maret 2017. Berita yang diambil adalah dari Sport, Ekonomi dan Bisnis, Seni dan Budaya, dan Sains dan Teknologi. Rancangan penelitian ini adalah analisis wacana dengan pendekatan kualitatif. Dalam mengidentifikasi ekspresi tertentu sebagai metafora, strategi yang digunakan didasarkan pada Metaphor Identification Procedures (MIP). Data dikumpulkan dengan menggunakan koleksi dokumen. Data yang diperoleh dianalisis secara kualitatif menggunakan dengan mengikuti MIP. Hasil penelitian menunjukkan bahwa: (1) Olahraga memiliki metafora paling banyak dengan total 101 metafora. (2) Metafor Struktural muncul sebagai jenis metafora yang paling umum dengan total 220 metafora atau 65,86% dari total metafora yang dianalisis.Kata Kunci : Jenis-jenis metafora, metafora, Metaphor Identification Procedures (MIP), segmen berita. This study aimed to analyze the metaphors used and the kind of metaphors that were most widely used in the tempo.co News Portal on March 2017. The news taken were from Sport, Economy and Business, Art and Cultures, and Science and Technology segments. The design of this study was discourse analysis with qualitative approach. In identifying a particular expression as a metaphor, the strategy that is used is based on Metaphor Identification Procedure (MIP). The data were collected by using documents collection. The data obtained were analyzed qualitatively using by following MIP. The result of the study showed that: (1) Sport had the most metaphor with total of 101 metaphors. (2) Structural Metaphor appeared as the most common kind of metaphor with the total 220 metaphors or 65.86% of the total metaphors analyzed.keyword : Kind of metaphors, Metaphor Identification Procedures (MIP), metaphors, news segments.
APOLOGY ACTS AMONG EFL STUDENTS AT SEKOLAH MENENGAH ATAS NEGERI 1 BATURITI ., PUTU NITA YULIANI; ., Prof. Dr. Dewa Komang Tantra, M.Sc.; ., 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.v5i2.15168

Abstract

Penelitian ini bertujuan untuk 1) menguji bentuk-bentuk dari tindak lokusi dan perlokusi permintaan maaf dan menginvestigasi strategi-strategi tindak lokusi dan perlokusi permintaan maaf yang digunakan oleh siswa Sekolah Menengah Atas (SMA) Negeri 1 Baturiti. Penelitian in merupakan penelitian deskriptif qualitatif yang mana data dikumpulkan berupa kalimat. Subjek dari penelitian ini adalah 30 orang siswa kelas sebelas di SMA Negeri 1 Baturiti. Data dikumpulkan pengamatan. Data yang didapatkan dianalisis menggunakan teori dari Nordquist (2018) tentang bentuk (struktur kalimat dan tipe kalimat), teori dari Cohen & Olshtain’s (1983) tentang strategi tindak lokusi (permintaan maaf langsung dan tidak langsung) dan teori dari Holmes (1995) tentang strategy merespon permintaan maaf. Hasil penelitian menunjukkan bahwa bentuk-bentuk tindak lokusi permintaan maaf siswa yang paling sering digunakan adalah kalimat sederhana dan kalimat positif, sedangkan tindak perlokusi permintaan maaf yang yang paling sering digunakan oleh siswa adalah kalimat sederhana dan kalimat positif. Dalam strategi tindak lokusi permintaan maaf, siswa paling sering menggunakan permintaan maaf secara langsung. Sedangkan, dalam strategi tindak perlokusi, siswa paling sering mengunakan menerima dan memberi jawaban ambigu. Namun tidak ada satupun siswa yang menggunakan penolakan dalam merespon permintaan maaf. Kata Kunci : bentuk, permintaan maaf, strategi, tindak lokusi dan perlokusi This study aimed to 1) examine the locutionary and perlocutionary acts forms of apology and 2) investigated the locutionary and perlocutionary acts strategies of apology used by the students of Sekolah Menengah Atas (SMA) Negeri 1 Baturiti. This study was descriptive qualitative research which data were collected in the form of sentences. The subject of this research was 30 in eleventh grade students of SMA Negeri 1 Baturiti. The data were collected by observing. The data was analyzed by using Nordquists (2018) theory about form (sentence structure and sentence type), Cohen & Olshtain’s (1983) theory about locutionary acts strategy (direct and indirect apoloy) and Holmes’ (1995) theory about responding strategy. The finding shows that students’ locutionary acts forms of apology were frequently using simple and positive sentences, meanwhile the perlocutionary acts forms of apology were also frequently using simple and positive sentences. In addition, the most frequently used strategy by the students was direct apology in locutionary acts. Meanwhile, the most frequently used strategy by students was accept and evade in perlocutionary acts. However there was no one of the students used reject in responding an apology. keyword : apology, form, locutionary and perlocutionary acts, strategy
AN ANALYSIS OF QUESTION POSED BY ENGLISH TEACHER DURING TEACHING AND LEARNING PROCESS AT SMP NEGERI 6 SINGARAJA ., PUTU AYU LINDA KRISTIANA DEWI; ., Prof. Dr. Anak Agung Istri Ngr. Marhaeni; ., 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.v5i2.18794

Abstract

Penelitian ini bertujuan untuk (1) mendeskripsikan bagaimana guru bahasa inggris memberikan pertanyaan kepada siswa, (2) medeskripsikan bagaimana respon siswa terhadap pertanyaan guru. Penelitian ini merupakan penelitian studi kasus dengan subjek penelitian seorang guru bahasa inggris dan siswa kelas tujuh di SMP Negeri 6 Singaraja. Data dari penelitian ini dikumpulkan melalui observasi dan dokumentasi, maupun wawancara. Adapun instrument yang digunakan yaitu lembar observasi dan rekaman video, checklist, dan panduan wawancara. Data yang terkumpul dianalisis secara kuantitaf dan kualitatif. Hasil penelitian menunjukan bahwa (1) guru sebagian besar mengajukan pertanyaann convergent (61.07%) yang digunakan untuk mengecek pemahaman siswa. (2) pertanyaan procedural (25.89%) yang digunakan untuk mengevaluasi persiapan siswa dan berhubungan dengan rutinitas kelas, dan pertanyaan divergent (13.04%) yang digunakan untuk memelihara wawasan dengan memaparkan hubungan baru. Kemudian, adapun enam strategi yang digunakan, yaitu no calling out, cold call, repeating, prompting, waiting, and probing. Strategi yang paling banyak digunakan oleh guru adalah no calling out dengan presentase (54.35%). Kemudian, siswa memberikan tiga jenis respon dalam bentuk verbal (81,42%), non-verbal (4,74%), dan no-response (13,84%).Kata Kunci : Pertanyaan guru, Respon siswa This study aimed to (1) describe how the English teacher gives question to the students, (2) describe how the students give response to the teacher’s question. This study was a case study with the subject of an English teacher and seventh grade students at SMP Negeri 6 Singaraja. The data were collected through observation and documentation, as well as interview. The instrument used were observation sheet and video recorder, checklist, and interview guide. The collected data were analyzed quantitatively and qualitatively. The result showed that (1) the teacher mostly posed convergent question (61.07%) which were used to check students’ understanding, (2) procedural question (25.89%) which were used to evaluate student preparation and dealt with classroom routines, and (3) divergent question (13.04% ) which were used to nurture insight by exposing new relationship. Then, six strategies were used, namely no calling out, cold call, repeating, prompting, waiting, and probing. The most used strategy by the teacher was no calling out with percentage (54.35%). Then, the students provided three kinds of response in the form of verbal (81.42%), non-verbal (4.74%), and no-response (13.84%). keyword : Students’ responses, Teacher’s question
The Reinforcement Used By English Teacher In Eighth Grade Students Of SMP N 1 Kintamani ., NI WAYAN YULI ERAYANTI; ., Prof. Dr. Anak Agung Istri Ngr. Marhaeni; ., 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.v5i2.18796

Abstract

Penelitian ini merupakan penelitian case study deskriptif yang bertujuan untuk mendeskripsikan (1) jenis penguatan yang digunakan oleh guru bahasa Inggris, (2) alasan guru menggunakan penguatan tersebut, dan (3) keefektifan penguatan guru pada siswa. Subjek penelitian adalah seorang guru bahasa Inggris dan siswa kelas delapan SMP N 1 Kintamani. Metode pengumpulan data adalah observasi dan dokumentasi serta wawancara. Data dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa guru bahasa Inggris siswa di kelas delapan SMP N 1 Kintamani lebih banyak menggunakan penguatan positif (79.39%) dan diikuti oleh penguatan negatif (20.61%) selama proses belajar mengajar. Penguatan positif yang diberikan oleh guru adalah tangible reinforcement (72.38%), social reinforcement (27.07%), dan privilege reinforcement (0.55 %). Penguatan negatif yang digunakan oleh guru menyebut nama siswa (46.81%), reminders, prompt and cues (21.28%), proximity (17.02%), gesture (10.64%) dan kontak mata (4.25%). Alasan guru menggunakan penguatan itu adalah karena penguatan itu bisa memotivasi siswa serta membuat siswa tetap memperhatikan pelajaran. Penguatan positif yang diberikan oleh guru efektif pada siswa karena dapat membuat siswa aktif di kelas. Sementara, untuk penguatan negatif, tidak semua dari mereka efektif.Kata Kunci : penguatan, sekolah menengah pertama This research was a descriptive case study study aimed at describing (1) kinds of reinforcement used by english teacher, (2) the reason of teacher using those reinforcements, and (3) the effectiveness of the teacher’s reinforcements on students. The subject of the study was an english teacher and the eighth grade students of SMP N 1 Kintamani. The method of data collection were observation and documentation as well as interview. The data were analyzed quantitatively and qualitatively. The result of the study showed that the english teacher in eighth grade students of SMP N 1 Kintamani mostly used positive reinforcement (79.39%) followed by negative reinforcement (20.61%) during the teaching and learning process. Positive reinforcement given by the teacher were tangible reinforcement (72.38%), social reinforcement (27.07%), and privilege reinforcement (0.55 %). Negative reinforcement used by the teacher were mention students’ name (46.81%), reminders, prompt and cues (21.28%), proximity (17.02%), gesture (10.64%) and eye contact (4.25%). The reason of teacher using those reinforcement was because those reinforcement could motivate the students as well as keep them on track. Positive reinforcement given by the teacher was effective on students because it could make students active in the classroom. While, for the negative reinforcement, not all of them were effective.keyword : junior high school, reinforcement
Teacher’s Perception of Self-Assessment in English Writing Competency for Junior High School Students Adiguna, I Wayan Bayu; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, Anak Agung Gede Yudha; Wahyuni, Luh Gede Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 1 (2023): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v11i1.64935

Abstract

Self-assessment provides many benefits in learning English, especially in terms of writing ability. This study aims to analyze teachers' perceptions and challenges that teachers find of the application of selfassessment in students' writing competencies at everal junior high school in Nusa Penida. This study used mixed method explanatory design as the research approach. The subjects of this study were EFL secondary teachers in three junior high school. Quantitative data in this study used a questionnaire to obtain accurate data related to teacher perceptions. Qualitative data used semistructured interviews. The interview statement was adjusted to the theory in the questionnaire. The data collection from questionnaire is analyzed by using Excel to find out the median of the questionnaire. In the interview, the data analyzed using thematic analysis. The result of this study shows that teachers have perceptions that tend to be positive towards the implementation of self-assessment in writing competency as a means for students to self-reflect, help students get feedback, develop writing ideas to be better confidently and independently. Teachers also experience obstacles in implementing self-assessment that the purpose of selfassessment is still not well understood by students.
Students’ Perception on Self-Assessment of Writing Competency at Vocational High School Barus, Lanina Mayrani br; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, Anak Agung Gede Yudha; Wahyuni, Luh Gede Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.74803

Abstract

Self-assessment has several advantages in the process of learning English language skills, especially writing skills. This research aims to analyze students' perceptions are and the difficulties they face when implementing self-assessment in improving students' writing skills at Vocational High School. This study uses a survey method with a qualitative approach. The participants of this study consisted of students studying in grades 10 and 11 at Vocational High School. The research collected data using an open-ended questionnaire to gain accurate data on student perceptions. Then, use interviews to find out the challenges faced by students. The interview statements are aligned with the theoretical framework proposed in the questionnaire. The data collected from the questionnaire was analyzed using Excel to get the median result. Thematic analysis was employed to assess the data collected during the interviews. The findings of this study indicate that students have perceptions that tend to be positive towards the application of self-assessment of writing competence as a means for students to reflect on themselves, help students improve the quality of their writing, motivate students to be more independent, and confident, also students can assess and monitor their progress. Students also experience obstacles in carrying out self-assessments, namely limited guidelines, and self-assessment criteria.
Students’ Perceptions on the Use of Self-Assessment in Writing Competence Kadek Fradita Febyone; Dewi, Ni Luh Putu Eka Sulistia; Wahyuni, Luh Gede Eka; Paramartha, Anak Agung Gede Yudha
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.75400

Abstract

The use of self-assessment is not effective, this is the result of a lack of guidance or support provided by teachers during self-assessment which is a common reason. Although students carry out their own self-assessment, teachers also play an important role. Teachers need to provide consistent and detailed instructions regarding self-assessment procedures so that students are able to internalize the concepts involved. This study aimed to analyze students perception on the use of self-assessment in their writing competence and to identify the challenges they face. This study uses a survey design with a qualitative approach. 9th grade students as the participants of this study. Questionnaire and interview were used to collect the data. Thematic analysis is a method of analyzing qualitative data to describe and interpret the data interview. The findings show that students have positive perception towards self assessment, which are specifically categorized into four main themes. Firstly, self-assessment is useful for students to improve their writing competence, self-assessment encourages students to developed their quality of writing, self-assessment helps student to achieve their expectation of writing competence, and self-assessment helps students to assess their writing competence. Additionally, the challenges found also categorized into three themes, such as students feel underestimated regarding their writing competence, students feel less objective in assessing their writing competence, and students feel they lack time in assessing their writing competence.
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 ANALYSIS OF THE QUALITY OF TEACHER-MADE MULTIPLE-CHOICE TEST USED AS SUMMATIVE ASSESSMENT FOR ENGLISH SUBJECT Septi, Ni Kadek Dwi Candra; Paramartha, A.A. Gede Yudha; Eka Wahyuni, Luh Gede
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 4 No. 2 (2020): Juli 2020
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v4i2.25841

Abstract

Assessment is an important part in teaching and learning process. An instrument that is used to assess the students’ level must be high in quality by following certain standard in constructing the instrument itself. This research is a descriptive research that aimed to investigate the quality of teacher-made multiple-choice tests that were used as summative assessment in middle test for English subject at SMP N 4 Singaraja. There are 125 items in total from 4 teacher-made multiple-choice tests. The data were collected by using document study and interview as the method with the assistance of checklist and interview guide as the instrument. The data was analyzed by comparing each item in the multiple-choice tests with a set of norms to find the congruity and further to be classified to determine the quality.  The result shows that all of the teacher-made multiple-choice tests have a very good quality where 124 (99%) out of 125 items are qualified as very good and only 1 (1%) item is qualified as good. Some improvement is needed by paying more attention specifically for the unfulfilled norms.
The Analysis Of Multiple-Choice Test Quality For Reading III Class In English Education Department, Universitas Pendidikan Ganesha Bali, Indonesia Paramartha, A.A. Gede Yudha
Journal of Education Reseach and Evaluation Vol 1 No 1 (2017): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (591.229 KB) | DOI: 10.23887/jere.v1i1.10060

Abstract

This study aimed at investigating the quality of 40-item multiple-choice taken from Reading III class in English Education Department. It was carried out in order to get clearer picture and provide feedbacks on how the Critical Reading test for the new curriculum should be developed and what factors should be taken into account when developing the test. The data were taken from 24 fourth semester students in English Education Department, Unidksha, Bali who took the reading test. The data were analyzed by conducting Classical Test Theory analysis with the assistance of jMetrik software. In general, the result shows that the test was consistent but it was easy and only 40% of total items are eligible to be used. Along the findings and discussion, some feedbacks are provided for future development for the reading test.
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