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Nyoman Canestra Adi Putra
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The Implementation of Character Building through Living Values Education in the English Language Course Program at Mahima Institute Indonesia, Bali. Nyoman Canestra Adi Putra
Jurnal Penelitian Mahasiswa Indonesia Vol. 3 No. 1 (2023): Februari
Publisher : STKIP AGAMA HINDU SINGARAJA

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Abstract

Education is an essential aspect to get success in this competitive world. Sadly, the education world was shocked by numerous negative incidents happening in public schools around the globe, such as physical violence, gun violence, drug abuse and psychological bullying. One of the solutions to this problem is to give character education by implementing Living Values Education (LVE) in schools. In Mahima Institute Indonesia, an English Language Course in Bali, LVE is applied to embed living values in students’ character. There are twelve values taught to students, namely peace, love, respect, responsibility, tolerance, honesty, humility, happiness, cooperation, simplicity, freedom and unity. These values are embedded in many activities in classroom through songs, games, projects and other activities. This study utilized qualitative research approach. Meanwhile, the research method is a case study. The data collection techniques were in the form of interviews, observation, and documentation. The data analysis techniques were carried out through data reduction, data presentation, and verification. The results of the study show that LVE provide opportunities to students to explore more about values and why it is important. LVE also creates a positive learning environment in classroom and teach the students how to be respectful, care for each other while having fun in classroom. Therefore, the students learn not only academically, but also characters.
Exploring Strategies of Teaching Speaking Skills for Hotel Staffs (A Literature Review) Nyoman Canestra Adi Putra
Jurnal Penelitian Mahasiswa Indonesia Vol. 3 No. 2 (2023): Agustus
Publisher : STKIP AGAMA HINDU SINGARAJA

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The Central Statistics Agency of Indonesia recorded that the number of foreign tourist visits to Indonesia in 2022 reached 5.47 million visits. It means that tourism sector in Indonesia must be ready to accommodate tourists visiting the country by providing excellent service. Communication promotes positive engagement between the hospitality industry staffs and the guests. However, many hotel staffs cannot use English effectively due to many factors, such as lack of vocabulary, improper grammar, fears of mistakes and anxiety. Therefore, speaking skill enhancement is needed through effective teaching strategies. This study aimed at exploring and identifying effective teaching strategies to improve the staffs’ speaking skill. The study used literature review method, which summarizes and evaluates a body of writings about a specific topic (Knopf, 2006). Based on the literature review, there are five main effective strategies in teaching speaking skill for hotel staffs; they are role play, discussion, picture describing, storytelling and interview. It is suggested that teachers can use these strategies to maximize hotel staffs’ speaking skill.
STUDENTS’ ANXIETY IN SPEAKING ENGLISH IN THE CLASSROOM I Dewa Ayu Anom Budayanti; I Gede Yoga Permana; Nyoman Canestra Adi Putra
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 10 No. 2 (2023): December 2023
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v10i2.28039

Abstract

The purpose of this study is to determine the level of students' anxiety as well as the elements that contribute to their anxiety when speaking in English. This survey study employed the FLCAS (Foreign Language Classroom Anxiety Scale) questionnaire by Horwitz et al. (1986) and interviews. Sixty students were chosen as the sample of the study. The results showed 20% of participants feel very anxious, 42% feel anxious level, 23% feel mild anxious, 8% feel relaxed, 5% feel very relaxed. In the interview, the types of language anxiety indicators were also identified. The results show that fear of negative evaluation and feeling insecure were the major causes of students’ anxiety. This study implied that anxiety could become a driving factor that leads students to be passive and make no effort to speak English in the classroom.  Teachers are encouraged to address students’ anxiety in order to help students overcome their anxiety.
Co-Authors I Dewa Ayu Anom Budayanti I Gede Yoga Permana .