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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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The Reflection of HOTS in EFL Teachers’ Summative Assessment Pratiwi, N. P. Wismayani; Dewi, N. L. P. E. Sulistia; Paramartha, A. A. G. Yudha
Journal of Education Reseach and Evaluation Vol 3 No 3 (2019): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (542.465 KB) | DOI: 10.23887/jere.v3i3.21853

Abstract

This study is aimed at analyzing how summative assessments made by eleventh-grade English teachers reflect Higher Order Thinking Skills (HOTS). This was qualitative research that involved 3 English subject teachers in Senior High Schools in Bali, Indonesia. Meanwhile, the object of this research was summative assessment in the form of teacher-made test items for class XI Semester I in the academic year of 2018/2019. The items were analyzed by the document analysis method to determine the extent to which HOTS based on Revised Bloom's Taxonomy was reflected in the teacher-made test. Meanwhile, a one-on-one interview was conducted to obtain data on teacher knowledge about HOTS. The results of this study found that the percentage of HOTS-based teacher-made test items was 5.4% and was still limited to the cognitive level of Analyze (C4). From the results of the analysis, the cognitive levels of students measured were still in Lower Order Thinking Skills (LOTS). This was due to the fact that teachers did not fully understand the concept of Higher Order Thinking Skills. Furthermore, it was obtained from the interview that there was a discrepancy between the knowledge and performance of the teacher in the assessment. Therefore, teachers especially eleventh-grade English teachers have to learn more about HOTS and join training in developing HOTS-based items.
The Implementation of English Teachers’ Authentic Assessment in Junior High School During Online Learning Putri, Ni Wayan Astri Monika; Artini, Luh Putu Putu; Sulistia Dewi, Ni Luh Putu Eka; Paramartha, A.A. Gede Yudha; Wahyuni, Luh Gede Eka
Journal of Education Reseach and Evaluation Vol 5 No 2 (2021): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (323.305 KB) | DOI: 10.23887/jere.v5i2.30386

Abstract

Authentic assessment is assessment to define students’ reflection of their learning, achievement, motivation, and attitudes during the learning instruction. Authentic assessment will cover the educational content standard as requested in educational process standard. Implementing authentic assessment reflects real-world situation and allow students to solve problem with possible solutions. This research aimed at investigating the English teachers’ authentic assessment implementation during online learning. This research was descriptive qualitative research. The research subject was three English teacher. The research object was the English teachers’ implementation of authentic assessment. In collecting the data, this research used document study and interview. The data were analyzed through three steps; data reduction, data classification and analysis, and conclusion drawing or data verification. After analyzing the obtained data, the English teachers used five types of authentic assessment namely teacher’s observation, performance, portfolio, project, and peer-assessment. Besides, in the learning instruction, the English teachers did not implement all of the types of authentic assessment in all learning material. The English teachers did not implement all the types of authentic assessment as their lesson plans considering some problems faced by the English teachers. Limited time allotment, many students in one class, and also students’ learning materials become the teachers’ problems. Thus, the implementation of authentic assessment needs to be reviewed in order to help the English teachers in implementing the authentic assessment.
THE EFFECT OF REAP STRATEGY ON READING COMPREHENSION OF THE EIGHT GRADE STUDENTS Dewi, Ida Ayu Gede Puspita Ratna; Marhaeni, Anak Agung Istri Ngr.; Paramartha, A.A. Gede Yudha
International Journal of Language and Literature Vol. 3 No. 3 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v3i3.28408

Abstract

The purpose of this study is to investigate whether there was a significant effect of REAP strategy on reading comprehension of the eight grade students in SMP Negeri 3 Tabanan. The design of this study is quasi experiment of post – test only control group design involving 61 students as the sample. The samples were chosen by using random sampling technique. The data was collected through post – test by using multiple choice test. Independent sample test was used to test the hypothesis. The result showed that the main score of experimental group (74.9) was higher than control group (67.3). Inferential statistical analysis’s result (t = .679, df = 59, p<0.05 (0.01)) indicated that there was a significant effect of REAP strategy of students’ reading comprehension of the eight grade students in SMP Negeri 3 Tabanan academic year 201802019. According to Eta Squared formula, the effect size of this research was 0.11 which was considered as moderate effect based on Cohen’s effect size guideline.
AN ANALYSIS OF CODE SWITCHING IN INDONESIAN MOVIE “BRIDEZILLA” Hendryani, Kadek Dessy Dwi; Paramartha, A.A. Gede Yudha; Juniarta, Putu Adi Krisna
International Journal of Language and Literature Vol. 5 No. 2 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v5i2.31762

Abstract

This study aimed to analyzethe types and functions of code switching used by the actors and actress in Indonesian movie entitled “Bridezilla”. This study used descriptive qualitative method. In collecting the data, this study used document analysis method with checklist analysis form and taking a note as the instruments used. There 5 were steps done in order tocollect the data, such as watching movie, giving mark in the checklist analysis form, taking a note, giving explanation and conclusion based on the results of analysis. It was found that in “Bridezilia” movie consisted ofcode switching in 35 dialogs, there were three types of code switching, such as Tag-Switching13 dialogs, Inter-Sentential 10 dialogs and Intra-Sentential Switching in 12 dialogs. Meanwhile, there were 2 functions of code switching existed in the movie. It can be concluded that the existence of code switching in Indonesian movie indicating that the other language has big impact toward the first language. 
Teachers’ Attitudes in Conducting the Formative Assessment on Students’ Speaking Competence Gautami, Gusti Ayu Agung Tania; Sulistia Dewi, Dr. Ni Luh Putu Eka; Paramartha, Anak Agung Gede Yudha
International Journal of Language and Literature Vol. 6 No. 4 (2022): November 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v6i4.34439

Abstract

Current online learning requires teachers to be proficient in using online-based assessments by looking at their students' progress in their speaking skills. Thus, this study aimed to investigate teachers' perception of the use of formative assessments in online learning of junior high school students' speaking competence. This research was conducted at two junior high schools located in Tejakula village. Seven English teachers were involved in the study. This research was mixed-method research by combining quantitative data and qualitative data. In this study, data collection was collected with questionnaires and in-depth interviews to obtain information about teachers’ perceptions.  This research revealed that respondents have a positive attitude towards formative assessments in online learning towards students' speaking competence.
Prospective teacher online assessment literacy of English Language Education study program at Undiksha Putri, Putu Jesika Suwendra; Paramartha, A.A. Gede Yudha; Wahyuni, Luh Gede Eka
Journal of Educational Study Vol. 4 No. 2 (2024): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v4i2.943

Abstract

The role of prospective teachers continues to evolve alongside advancements in education and technology. As digital learning environments become more prevalent, educators must be equipped with essential competencies, including online assessment literacy. This study examines the level of online assessment literacy among sixth-semester prospective teachers in the English Language Education Program at Universitas Pendidikan Ganesha (Undiksha). Given the increasing reliance on digital assessment tools, understanding prospective teachers' readiness is crucial for effective teaching and learning. This research involved 73 students who had completed assessment courses, utilizing a structured questionnaire to measure their proficiency across seven key dimensions of assessment. The findings indicate that most participants demonstrate a moderate level of online assessment literacy. On average, female students scored 50.5%, while male students scored 46.4%. The highest score among female students was in the Recognizing Ethics (RE) dimension (62.7%), whereas male students scored highest in the Communicating (CO) dimension (55.6%). Conversely, the lowest scores were recorded in the Developing (DE) dimension, with 36.8% for females and 31.9% for males, indicating difficulties in designing effective assessment tools. These findings highlight the need for practical training that enhances digital assessment competencies. Integrating workshops, digital assessment simulations, and targeted pedagogical training into the curriculum can help bridge the gap between theoretical knowledge and practical application. This research provides valuable insights for teacher training programs, ensuring prospective educators are well-prepared for digital assessment challenges.
Analysis of English Teacher’s Differentiated Assessment Strategy in ELT Classroom at SMP Negeri 1 Negara I Gede Ardana Yasa; Luh Gede Eka Wahyuni; A.A. Gede Yudha Paramartha
Indonesian Research Journal on Education Vol. 5 No. 2 (2025): Irje 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v5i2.2306

Abstract

The aim of this research is to explain various differentiated assessment strategies and the challenges faced by English teachers at SMP Negeri 1 Negara during the teaching and learning process in the classroom. The research was conducted using a qualitative descriptive approach. The subjects of this research were three English teachers at SMP Negeri 1 Negara. Data for this research was collected through classroom observations and interviews with three English teachers at SMP Negeri 1 Negara, with researchers using observation sheets and unstructured interviews. Data analysis for this research was carried out by analyzing the results of classroom observations and conducting interviews with English teachers about the differentiated assessment strategies used in teaching English and the challenges that English teachers face when implementing differentiated assessment strategies in the classroom. This research found that English teachers at SMP Negeri 1 Negara used a variety of differentiated assessment strategies to teach English, including quiz, assignments, task-based assessment, discussions, and speaking-performance. However, other assessment strategies have not been implemented in differentiated context. Furthermore, this research shows that the challenges faced by English teachers include limited time in preparing various differentiated assessments, teachers' continuous struggle to teach in large classes, and the diversity of students' learning needs and abilities.
Analysis of English Teachers’ Assessment Strategies within Differentiated Learning Context at SMP NEGERI 2 SAWAN Dewi, Kadek Andi Suari; Wahyuni, Luh Gede Eka; Paramartha, Anak Agung Gede Yudha
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 9, No 3 (2025): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Juli)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v9i3.8846

Abstract

This study is intended to identify assessment strategies that are conducted by English teachers within differentiated learning contexts at SMP Negeri 2 Sawan. This study used a qualitative method with descriptive research design. The data were obtained through observation and interview with three English teachers at SMP Negeri 2 Sawan. The finding of study showed that English teachers at SMP Negeri 2 Sawan have conducted variety of assessment strategies such as Elicitation, Reviewing, Games, Question and Answer, Group discussion, Peer discussion, Exercise, Feedback, Presentation, Peer tutoring, Summarizing, Task, Test and Portfolio. Those assessment strategies were used to measure students’ learning process and provide feedback. In addition, it was found that teachers at SMP Negeri 2 Sawan conducted differentiated assessment only on assessment as learning and assessment for learning that have a function as formative assessment. Those assessment strategies with differentiation were dominant, conducted in the form of differentiation of process, where the teachers accommodated the students’ preferences to understand the material.
PROSPECTIVE TEACHERS‘ ONLINE ASSESSMENT LITERACY IN SECOND-SEMESTER STUDENTS OF THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM AT UNDIKSHA Noviyanti, Ni Komang Diah; Paramartha, A.A. Gede Yudha; Sulistia Dewi, Ni Luh Putu Eka
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025): On Going Processes
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v13i2.5616

Abstract

The rapid advancement of technology has transformed the educational landscape, making online assessment literacy an essential competency for prospective teachers. This study investigates the level of online assessment literacy among second-semester students in the English Language Education study program at Ganesha University of Education (Undiksha). Despite the absence of formal coursework on assessment at this stage, these students possess foundational knowledge from courses such as Wawasan Kependidikan (Educational Insights) and Perkembangan Peserta Didik (Student Development). A descriptive quantitative approach was employed, involving 121 students who completed a validated questionnaire comprising 28 items designed to measure their competencies across seven dimensions: Choosing (CH), Developing (DE), Administering (AD), Using-Decision (UD), Using-Grading (UG), Communication (CO), and Recognizing Ethics (RE). The findings reveal that the overall online assessment literacy of the participants falls within the “moderate” category, with notable variations across the dimensions. Female students performed better in Administering (AD) and Recognizing Ethics (RE), while male students excelled in Communication (CO) and Developing (DE). These results underscore the need for targeted strategies in subsequent semesters to address specific gaps and enhance overall competency. This study contributes to the literature by addressing research gaps on early-stage pre-service teachers’ online assessment literacy and offers actionable recommendations for curriculum development in teacher education programs.
Validating Students’ Readiness for Online Learning: Questionnaire Development and Evaluation Mahayanti, Ni Wayan Surya; Indra Agus Eka Hariawan; Suwastini, Ni Komang Arie; Paramartha, Anak Agung Gede Yudha; Asril, Nice Maylani; Hua, Liang
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i2.2026

Abstract

The purpose of this study is to validate the students’ readiness of online learning questionnaire based on previous research, conceptualized in attitudes toward learning aspects. Six dimensions of attitudes toward learning aspects comprised of learning flexibility (LF), attitude online learning (OL), online interaction (OI), study management (SM), technology (TE), classroom learning (CL), and readiness of blended learning (RBL). 243 secondary students in a rural area in Bali participated in this study. Google form was delivered after the participants agree to join the study and filled the consent form. The data were analysed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to assess the hypotheses. The findings showed that a four-correlated model including attitudes toward study management, classroom learning, learning flexibility, and readiness of blended learning factors was validated by the results of EFA and CFA. Internal reliability confirmed the consistency factors, the validity provided evidence for significance relationships between them. Unlike previous study’s findings, this study discovered that attitudes toward online learning, attitudes toward technology, and attitudes toward online interaction are not essential elements of students’ readiness for online learning. This finding highlights pedagogical aspects, which turn into the essential idea in determining how prepared students are for online learning. The result can only be generalized to other areas of Indonesia through further researches
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