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All Journal Abdimas Indonesian Journal Journal on Studies in English Language Teaching (JOSELT) Social Science Academic Journal of Community Empowerment
Ida Ayu Praba Iswari Dewi
Universitas Mahasaraswati Denpasar
Religion Humanities Economics, Econometrics & Finance Education Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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THE IMPACT OF MORPHOLOGICAL STUDY ON FOLKLORE LUTUNG KASARUNG TEXT FOR EFL LEARNERS Anak Agung Putu Arsana; Ni Nyoman Saka Nimas Ajeng Leonita; Ida Ayu Praba Iswari Dewi; Ni Wayan Setiani
Journal on Studies in English Language Teaching (JOSELT) Vol. 3 No. 2 (2022): JOSELT (Journal on Studies in English Language Teaching)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

This study endeavored to portray and make sense of the morpheme in the folklore of Lutung Kasarung, the structural and functional classification of affixes and its impact on the analysis for EFL learners. This study was planned as a qualitative study. This study was led on the folklore of Lutung Kasarung. The data were gathered by perusing the text of Lutung Kasarung, then, underlying the words in the text which contain morpheme, base, stem, root and affixes, after that, it is revamped the information methodically. The impact of producing a morphological study on folklore text for EFL learners is, improving their vocabulary, developing their knowledge of word structure, enhance their communication and writing skill. The examination was concerned about: morpheme, analysis of base, stem and root, and affixes. In first table (1) the researcher found 54 words with free and bound morphemes. In the second (2) table there are 52 words that have suffixes, 2 words have prefixes, and 1 word has prefix and suffix. Last table (3) researchers found that are 49 words called base and 5 words have suffixes called stem and the last thing all of words that total 54 words have called root.
PENDAMPINGAN PENDEKATAN PEMBELAJARAN MENDALAM MELALUI SIMULASI ICE BREAKING BERBASIS KONTEKS UNTUK PENINGKATAN PENGAJARAN KREATIF GURU I Ketut Wardana; Anak Agung Putu Arsana; Ida Ayu Praba Iswari Dewi; Komang Wiliani; Feti Filman Laoli
Journal of Community Empowerment Vol 5, No 2 (2026): Juni
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v5i2.40318

Abstract

ABSTRAKPendekatan pembelajaran mendalam (deep learning) diyakini mampu meningkatkan kemampuan berpikir kritis siswa, namun implementasinya di kelas masih menghadapi berbagai kendala. Salah satu penyebabnya adalah belum optimalnya pemanfaatan context-based ice breaking oleh guru sebagai strategi yang dapat meningkatkan keterlibatan, motivasi, dan kesiapan kognitif siswa dalam pembelajaran. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru dalam merancang dan menerapkan teknik context-based ice breaking yang mendukung pembelajaran yang lebih interaktif dan bermakna. Mitra kegiatan adalah 30 guru SMA Negeri 11 Denpasar yang berasal dari berbagai mata pelajaran. Kegiatan didampingi oleh dua dosen dan tiga mahasiswa. Pelaksanaan diawali dengan koordinasi dan identifikasi kebutuhan bersama pihak sekolah untuk menentukan materi pendampingan yang sesuai. Selanjutnya dilakukan persiapan berupa penyusunan materi, instrumen evaluasi, dan perangkat pelatihan. Kegiatan inti dilaksanakan melalui workshop yang mengombinasikan metode ceramah dan praktik langsung. Guru diberikan pemahaman mengenai konsep context-based ice breaking serta kesempatan untuk merancang dan mempraktikkan berbagai teknik yang relevan dengan konteks pembelajaran. Setelah workshop, dilakukan pendampingan implementasi serta monitoring dan evaluasi melalui pre-test, post-test, dan refleksi peserta. Hasil kegiatan menunjukkan adanya peningkatan kompetensi guru setelah mengikuti pelatihan. Nilai rata-rata peserta meningkat dari 72,47 pada pre-test menjadi 78,63 pada post-test dengan selisih 6,17 poin. Hampir seluruh peserta mengalami peningkatan skor, dengan peningkatan tertinggi mencapai 25 poin. Temuan ini menunjukkan bahwa pelatihan context-based ice breaking efektif dalam meningkatkan pemahaman, motivasi, dan kesiapan guru untuk menciptakan suasana pembelajaran yang lebih aktif, menyenangkan, dan mendukung penerapan pembelajaran mendalam di kelas.Kata kunci: Pembelajaran Mendalam; Ice Breaking; Pembelajaran Bermakna. ABSTRACTThe deep learning approach is widely recognized for its potential to enhance students’ critical thinking skills; however, its implementation in classrooms still faces several challenges. One contributing factor is the limited use of context-based ice breaking by teachers as a strategy to increase student engagement, motivation, and cognitive readiness during the learning process. This community service program aimed to enhance teachers’ competencies in designing and implementing context-based ice-breaking techniques that support more interactive and meaningful learning experiences. The program involved 30 teachers from SMA Negeri 11 Denpasar representing various subject areas. The activities were facilitated by two lecturers and three university students. The implementation began with coordination and needs assessment meetings with the school to identify challenges and determine appropriate training materials. This was followed by the preparation of training resources, evaluation instruments, and instructional materials. The main activity consisted of a workshop combining lectures and hands-on practice. Participants were introduced to the concept of context-based ice breaking and were given opportunities to design and practice various techniques relevant to their classroom contexts. Following the workshop, implementation assistance, monitoring, and evaluation were conducted through pre-tests, post-tests, and participant reflections. The results demonstrated an improvement in teachers’ competencies after participating in the program. The average score increased from 72.47 on the pre-test to 78.63 on the post-test, representing a gain of 6.17 points. Nearly all participants showed improvement, with the highest increase reaching 25 points. These findings indicate that context-based ice-breaking training is effective in enhancing teachers’ understanding, motivation, and readiness to create more active and enjoyable learning environments that support the implementation of deep learning in the classroom. Keywords: Deep Learning;  Ice Breaking; Meaningful Learning.
Optimizing Digital Assessment for English Language Learning Sri Widiastuti Ida Ayu Made; I Gde Putu Agus Pramerta; Made Sita Paramita; Ni Putu Suryani Putri; Ida Ayu Praba Iswari Dewi; Ni Made Wik Pradani
Abdimas Indonesian Journal Vol. 6 No. 2 (2026)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.1929

Abstract

The growing incorporation of digital technology in education has revolutionized assessment procedures and presented new prospects for improving the evaluation of English language acquisition. The program sought to upgrade teachers' knowledge and practical skills in designing and executing digital assessment systems in English language classrooms. The training was based on the participatory method through interactive lectures, demonstrations, hands-on workshops, collaborative discussion and supervised practice on several digital assessment platforms. The program involved 20 teachers of English. Data were acquired via pre-test and post-test evaluations and semi-structured interviews; Quantitative analysis results indicated a considerable improvement in the competence of the participants with the mean score going up from 62.3 in the pre-test to 89.1 in the post-test suggesting significant advances in digital assessment knowledge and skills. Participants also showed enhanced skill in building digital assessment instruments, utilizing digital platforms, conducting formative assessment, and evaluating assessment data. Qualitative results also revealed that teachers have gained confidence in the integration of digital assessment into their classroom practices and saw the potential of digital assessment to enhance student engagement, to give fast feedback and to facilitate more effective evaluation of student learning. The findings underscore the necessity of ongoing professional development and long-term partnership between higher education and schools in the digital transformation of English language evaluation and enhancement of English language education.
Exploring the Role of Neo-Humanism and Local Cultural Values in Digital English Language Learning for Elementary School Students Ida Bagus Nyoman Mantra; I Made Suyasa; I Nyoman Adi Susrawan; Ni Wayan Adi Priantini; Ida Ayu Praba Iswari Dewi; I Kadek Dian Satriawan
Social Science Academic Vol. 4 No. 2 (2026)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.10444

Abstract

The rapid development of digital technology into English language teaching has provided new means for interactive learning, but has also raised concerns about safeguarding learners' cultural identity and promoting all-round development. This research aims to investigate the impact of neo-humanistic teachings and local cultural values to the digital English language learning of primary school students. This research was conducted through a qualitative case study approach in public and private primary schools in Bali. The data were collected by semi-structured interviews, classroom observation and document study. The study revealed five main themes: (1) incorporating local culture into English education through traditional ceremonies, folklore, arts, and environmental contexts; (2) incorporating neo-humanistic values such as empathy, cooperation, respect, responsibility, and environmental awareness into classroom activities; (3) effective use of digital technologies; (4) students' holistic development to enhance language confidence, creativity, collaboration, critical thinking, and cultural identity; and (5) implementation challenges related to digital infrastructure, culturally relevant teaching resources, and teacher readiness. This research shows that the integration of neo-humanistic principles and local knowledge turns digital English language teaching into a full learning experience beyond the simple mastery of the language. The results have practical implications for educators, curriculum developers and policy makers interested in designing culturally responsive and technology-enhanced English language teaching in elementary education.
Co-Authors Anak Agung Putu Arsana Feti Filman Laoli I Gde Putu Agus Pramerta I Kadek Dian Satriawan I Ketut Wardana I Made Suyasa I Nyoman Adi Susrawan Ida Ayu Made Sri Widiastuti Ida Bagus Nyoman Mantra Komang Wiliani Made Sita Paramita Ni Made Wik Pradani Ni Nyoman Saka Nimas Ajeng Leonita Ni Putu Suryani Putri Ni Wayan Adi Priantini Ni Wayan Setiani