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STUDENTS’ PERCEPTION ON GOOGLE CLASSROOM ASSISTED LEARNING IN LIMITED FACE-TO-FACE INSTRUCTIONS DURING THE PANDEMIC Novita Febrianti; Ni Nyoman Padmadewi
Language and Education Journal Undiksha Vol. 5 No. 2 (2022): July
Publisher : Universitas Pendidikan Ganesha

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This study aimed to identify and analyze the students’ perception toward the use of Google Classroom in English online learning. The investigation of the students’ perception becomes necessary since it can be used as a consideration for school on whether to keep using Google Classroom to facilitate face-to-face learning or not to use it at all. This research was designed using the Mixed Method research where the Descriptive Quantitative Data were dominant, while the qualitative data were used as the data supportive. Data were collected through two instruments namely a questionnaire and an interview guide. SMP N 1 Kubutambahan was chosen as the research setting and 63 students were selected as the research subjects. The results showed that the mean score of the data was 3.64. This indicated that the students of SMP N 1 Kubutambahan had a positive perception towards Google Classroom-assisted learning. Based on the interview data, the majority of students had a positive perception towards Google Classroom-assisted learning. Despite the difficulty, the majority of students wanted to continue using Goggle Classroom to assist the learning process.

The Critical Discourse Analysis of Maudy Ayunda’s Speech at Press Conference on the Introduction of the Government Spokesperson for Indonesia's G20 Presidency Dewa Ayu Made Juli Astari; Ni Nyoman Padmadewi; Ni Luh Putu Eka Sulistia Dewi
Linguistic, English Education and Art (LEEA) Journal Vol 6 No 1 (2022): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v6i1.5035

This study aims to describe the transcript of Maudy Ayunda’s speech as a critical discourse analysis taken from a video from Youtube Chanel Liputan 6. Maudy Ayunda is a spokesperson for G20 Presidency in Indonesia. The method used by the researcher was qualitative descriptive with textual content analysis based on Van Dijk’s design. This analysis is divided into four parts: macro-structure, superstructure, superstructure, and microstructure. This study also examines the linguistic aspect. In the macro-structure, the textual content is analyzed thematically. The theme of Maudy Ayunda’s speech was about persuading Indonesian people to participate in making success the G20 Presidency in Indonesia. Then, for the superstructure, the text of Maudy Ayunda’s speech is divided into three main elements, namely: opening, content, and closing. In superstructure analyze the general meaning by providing supporting reasons organized in the opening, content, and closing of the discourse. In micro-structure analyzes semantically, which refers to the social meaning of the text and the persuasive language used in the text. Besides that, Maudy Ayunda used formal language when delivered her speech. Keywords: Critical Discourse Analysis, Speech, Van Djik

The Critical Discourse Analysis of Maudy Ayunda’s Speech at Press Conference on the Introduction of the Government Spokesperson for Indonesia's G20 Presidency Dewa Ayu Made Juli Astari; Ni Nyoman Padmadewi; Ni Luh Putu Eka Sulistia Dewi
Linguistic, English Education and Art (LEEA) Journal Vol 6 No 1 (2022): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v6i1.5035

This study aims to describe the transcript of Maudy Ayunda’s speech as a critical discourse analysis taken from a video from Youtube Chanel Liputan 6. Maudy Ayunda is a spokesperson for G20 Presidency in Indonesia. The method used by the researcher was qualitative descriptive with textual content analysis based on Van Dijk’s design. This analysis is divided into four parts: macro-structure, superstructure, superstructure, and microstructure. This study also examines the linguistic aspect. In the macro-structure, the textual content is analyzed thematically. The theme of Maudy Ayunda’s speech was about persuading Indonesian people to participate in making success the G20 Presidency in Indonesia. Then, for the superstructure, the text of Maudy Ayunda’s speech is divided into three main elements, namely: opening, content, and closing. In superstructure analyze the general meaning by providing supporting reasons organized in the opening, content, and closing of the discourse. In micro-structure analyzes semantically, which refers to the social meaning of the text and the persuasive language used in the text. Besides that, Maudy Ayunda used formal language when delivered her speech. Keywords: Critical Discourse Analysis, Speech, Van Djik

First Language Acquisition Analysis Of A One Year Five Month Child “Mateo” Ni Putu Ayu Niya Loviyani; Ni Nyoman Padmadewi; Luh Gd Rahayu Budiarta; Ahmad Zamzam
Jurnal Ilmiah POTENSIA Vol 7 No 2 (2022): JULI
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jip.7.2.202-206

First language acquisition has an essential role in children's development. This paper aimed to know the use of language acquisition by a Youtube video. Descriptive qualitative methods have been used to carry out this research. It used five procedures of collecting the data are taking the data from a Youtube video, transcribing the video, classifying, identifying, observing, and analyzing the data. Findings revealed from a child named Mateo that the speech contained phonological, morphological, and syntactical acquisition that showing the development of children in early acquisition. There were 37 words produced with all initial /b/. /d/, /h/, /m/, /n/. /p/. /m/ and /p/ from initial sounds. Then, in syntax acquisition, the researcher found 2 commands. Thus, Mateo’s language acquisition has revealed morphological, phonological, and syntactical acquisition.

Analisis Kebutuhan dalam Penerapan Pembelajaran Berbasis Proyek Berbasis Teknologi untuk Mengajar Bahasa Inggris di Tingkat Universitas: Analisis Kebutuhan dalam Penerapan Pembelajaran Berbasis Proyek Berbasis Teknologi untuk Mengajar Bahasa Inggris di Tingkat Universitas Kadek Agus Mahardika Yasa; Ni Nyoman Padmadewi; Kadek Sintya Dewi
Language and Education Journal Undiksha Vol. 6 No. 1 (2023): February
Publisher : Universitas Pendidikan Ganesha

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This research is needs research regarding the use of project-based learning. The purpose of this study is to compare the current situation and the expected situation regarding the use of Technology-Based Project-Based Learning at Monarch Singaraja. This study used an explanatory mix-method design where the mixed methods design was carried out by first analyzing the data quantitatively and then explaining it with qualitative methods. The quantitative method used is the questionnaire method which was given to ten English teaching lecturers at Monarch Singaraja. Qualitative analysis methods using interviews and document analysis. The document analysis method used is to analyze the syllabus, lesson plans, and learning sessions provided by the campus. The needs analysis method used is a combination research method between the CIPP model and the OEM model so that gaps can be found. In this study, it was found that the conceptual framework for using project-based learning had not been found. Another finding was that lecturers were pedagogically ready to carry out project-based learning, but were not ready in the form of paper or learning guides. The existence of a conceptual framework is very important to provide a foundation for lecturers in carrying out learning in the future so that learning can be carried out properly on this campus. Likewise, the readiness of lecturers and students in learning is needed so that this technology-based project-based learning can run optimally

Designing Project-Based Learning in research proposal writing: Its effect, problems, and scaffolding utilized Ni Nyoman Padmadewi; Luh Putu Artini; Ni Made Ratminingsih; I Putu Andre Suhardiana; Ahmad Zamzam; Putu Adi Krisna Juniarta
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.27408

Project Based Learning (PBL) is highly important to be suited to the student’s needs as a guide in writing research proposals. The objectives of the study were to (1) describe the PBL design based on the students’ needs, (2) identify the problems encountered during the project writing, (3) describe the scaffolding utilized, and (4) analyze the effect of PBL implementation on the quality of students’ research proposal. The research used mixed methods in the form of a research and development design using the ADDIE model (which consists of steps of analyzing needs, designing the product of PBL, developing, and implementing it, and conducting evaluation). The participants were 20 respondents during the needs analysis, two lecturers, and three intact classes of 69 students during PBL implementation. Data were collected through questionnaires, interviews, a document study, and an experiment. A needs analysis was conducted using the Organizational Element Model (OEM), from which the PBL was developed. The data were analyzed using qualitative and quantitative analyses. The findings revealed that the PBL designed based on students’ needs has characteristics such as it is in the form of a framework and has systematic stages of teaching, being technology friendly, and being supported with various scaffoldings. The problems encountered concerned both grammar and content. The implementation of the PBL framework was found to have a significant effect on students’ research proposal writing in Research Method Course and develop their independence and learning autonomy.

Technology-based Project-based Learning to Teach English in University Level: Need Analysis Desak Made Anggun Srie Durita Devy; Ni Nyoman Padmadewi; Ketut Sintya Dewi
Linguistic, English Education and Art (LEEA) Journal Vol 6 No 2 (2023): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v6i2.5550

The goal of this study is to create a conceptual framework for implementing project-based learning in private institutions to teach language skills. This study made use of the LPKS Aura Sukma Insani-Tourism and the Home Assistance Program in the English study program. An explanatory mixed methods design method was used in this study, with quantitative research and qualitative analysis conducted to support the analysis. The needs analysis model is a hybrid of CIPP and OEM evaluation concepts. According to the findings of this study, this institution in this context requires a conceptual framework for the use of technology-based Project-based learning in teaching language skills, so that trainers are pedagogically prepared. The input results indicate that this institution requires trainers and students to be prepared to implement technology-based Project-based learning in the classroom. The process results indicate that technology-based project-based learning must be implemented with adequate technological support for students. The product results demonstrate that this technology-based project-based learning must be capable of producing results in the form of products that will later be used as evaluation material in the implementation of additional technology-based project-based learning. In addition to the findings of the analysis, it was discovered that the planning of teaching materials must be in accordance with student needs as well as 21st century skills. Keywords: language skill, project-based learning, technology, 21st century learning

AN ANALYSIS OF WORD FORMATION USED IN I AM MALALA NOVEL BY MALALA YOUSAFZAI Kadek Dian Asvini; Ni Nyoman Padmadewi
Lingua Scientia Vol. 30 No. 1 (2023)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v30i1.51814

This study aims to analyze the types and the most dominant type of word formation process used in a novel entitled I Am Malala by Malala Yousafzai. A qualitative descriptive is used as a research design. The data consist of words that experience word-formation process. This study analyzed words using Yule's (2006) theory. Coinage, Suppletion, Compounding, Blending, Clipping, Back-Formation, Conversion, Acronym, Derivation, and other processes were included. There are seven of nine word-formation types found from the data analyzed. The results of this study show that 633 words experience the word-formation process. Five words of coinages (0. 79%), 34 words of suppletion (5. 37%), 130 words of compounding (20. 55%), 5 words of clippings (0. 79%), 14 words of back-formations (2. 21%), 53 words of acronyms (8. 37%) and 392 words of derivations (61. 92%). The most prevalent type of word formation found is derivation. It comprises 61.92% of the general term. Derivation has 392 words out of 633 words. Keywords: word-formation process, novel, Malala

ETHNOGRAPHY OF COMMUNICATION: MESSAGES ANALYSIS ENCOUNTERED IN CENK BLONK USING DELL HYMES SPEAKING THEORY Komang Windi Wahana Putra; Ni Nyoman Padmadewi
Lingua Scientia Vol. 30 No. 1 (2023)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v30i1.58408

This study aims to investigate the messages conveyed in CenkBlonk Shadow Puppet. Descriptive qualitative method was used in this study. The writer selected one of the YouTube videos of CenkBlonk official channel based on two criteria; a) it provided adequate data, b) it had several fields of discussion. The data was collected by firstly watching the video several times then transcribing, translating, and analyzing the data. Dell Hymes’ SPEAKING (setting and scene, participants, ends, act of sequence, key, instrumentalities, norms of interaction and interpretation, and genre) mnemonic in Ethnography of Communication (EC) theory was used to analyze the data. The finding shows that messages are mostly conveyed explicitly by puppet characters in three different fields such as religion, finance, and education. Those messages contained suggestion, advice and moral values in order to be followed by all people. The show also amused the viewer within the messages conveyed in the form of hilarious jokes. Keywords: Messages, shadow puppet, speaking theory, communication, viewer

Technology-based Project-based Learning to Teach English in University Level: Need Analysis Desak Made Anggun Srie Durita Devy; Ni Nyoman Padmadewi; Ketut Sintya Dewi
Linguistic, English Education and Art (LEEA) Journal Vol 6 No 2 (2023): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v6i2.5550

The goal of this study is to create a conceptual framework for implementing project-based learning in private institutions to teach language skills. This study made use of the LPKS Aura Sukma Insani-Tourism and the Home Assistance Program in the English study program. An explanatory mixed methods design method was used in this study, with quantitative research and qualitative analysis conducted to support the analysis. The needs analysis model is a hybrid of CIPP and OEM evaluation concepts. According to the findings of this study, this institution in this context requires a conceptual framework for the use of technology-based Project-based learning in teaching language skills, so that trainers are pedagogically prepared. The input results indicate that this institution requires trainers and students to be prepared to implement technology-based Project-based learning in the classroom. The process results indicate that technology-based project-based learning must be implemented with adequate technological support for students. The product results demonstrate that this technology-based project-based learning must be capable of producing results in the form of products that will later be used as evaluation material in the implementation of additional technology-based project-based learning. In addition to the findings of the analysis, it was discovered that the planning of teaching materials must be in accordance with student needs as well as 21st century skills. Keywords: language skill, project-based learning, technology, 21st century learning

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