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All Journal Jurnal Pendidikan dan Kebudayaan Missio Yavana Bhasha: Journal of English Language Education Educational Journal
Putu Santi Oktarina
Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Effectiveness of Using Picture Book to Motivate Students Especially Young Learners in Reading Putu Santi Oktarina; Ni Putu Lila Sri Hari; Ni Made Winda Ambarwati
Yavana Bhasha : Journal of English Language Education Vol. 3 No. 1 (2020): Volume 3, Issue 1 (2020)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (384.764 KB) | DOI: 10.25078/yb.v3i1.554

Abstract

This journal aims to investigate the effectiveness of PICTUREBOOK in resolve the problem of low interest in reading, especially for young learners. Reading is something that is learned. Reading means gaining an understanding of the written symbols represented by the sounds of oral language. This is an important skill to learn as it opens the doors to further studying, better job opportunities and to a whole other world that happens in print. There are many strategies that can be used to teach reading for young learners one of them is by using a picture book. A picture book is a book contained illustrations on each page accompanied by texts which tell about the same story told by the illustrations. In this journal, the authors use a qualitative research method, by reviewing some journals from other researchers. The result of this research proves that picture books can improve and motivate young learners to enhance and also motivate young learners to prefer reading. Picture books can visualization literacy skills and train children to comprehend the story from multiple perspectives.
ENHANCING STUDENTS’ LISTENING SKILL: LEVERAGING EXTENSIVE LISTENING ACTIVITY IN AN EFL CLASSROOM Desak Ayu Pradnya Gita Sasti; I Dewa Gede Rat Dwiyana Putra; Putu Santi Oktarina
Yavana Bhasha : Journal of English Language Education Vol. 6 No. 2 (2023): Volume 6, Issue 2 (2023)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

This research aims to explore the best implementation of Extensive Listening in improving students’ listening skill at grade eleven of SMK PGRI 3 Badung. The subject of this research is XI MM 2 class that consisted of 31 students. This Classroom Action Research (CAR) cyclic procedure consist of four stages, namely: planning, action, observation, and reflection. Observation and interview was done focusing on how the students respond to the implementation of the extensive listening method, while the test was administered in the end of class to check whether the applied method is effective. The result showed that the best implementation of Extensive Listening was found in the second cycle where drilling vocabulary was applied during pre-listening, practice and adaptation of speech rate were applied in whilst-listening, and exercises were emphasized in post-listening. This syntax was proven to successfully help the students to achieve the learning goal where 96,77% passed the minimum mastery criteria or KKM (75) with the class mean score of 89,67. Besides, students stated that they liked the teaching method and were more motivated in learning listening. Students confirmed that vocabulary and pronunciation drilling was considered effective and influential for their ability in doing the listening test. So, It could be concluded that: 1) drilling vocabulary should be implemented prior to the Extensive Listening main activities to ensure that the students have sufficient vocabulary, 2) teacher should justify the speech rate of the listening material during the Extensive Listening main activities to suit the students’ ability.
Enhancing Students’ Writing Quality in a Blended Learning Environment Ni Putu Lila Sri Hari; I Dewa Gede Rat Dwiyana Putra; Putu Santi Oktarina
Jurnal Pendidikan dan Kebudayaan Missio Vol. 15 No. 2 (2023): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v15i2.1792

Abstract

This study aims to explore the best implementation of Blended Learning Model to enhance students’ writing quality. This is a Classroom Action Research where Blended Learning Model was applied using two different media. The mean score result show that students’ writing quality improve from 67.83 to 75.74 at the first cycle, where videos was applied in Blended Learning Model. At the second cycle where was video was switched to PowerPoint, the students’ writing quality reach the mean score of 83.10. These findings suggested that the application of PowerPoint in Blended Learning could address the students’ problem in term of word choice, generic structure, and grammar better than videos. Students also showed positive attitude, response, as well as active participation in learning. It shows that the application of PowerPoint in Blended Learning Model could maintain students’ attention that could give better result in learning writing. Therefore, the media selection in Blended Learning environment should consider its ability in maintaining students’ attention.
An Analysis of Students’ Speaking Anxiety: A Case Study of 8th Grade Students at SMP Negeri 1 Bangli Luh Made Intan Lestari; Putu Santi Oktarina; Ni Ketut Riska Dewi Prawita
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/pwrhdq55

Abstract

Speaking anxiety is a common psychological barrier that hinders students from performing well in oral communication, particularly in foreign language learning contexts. This study aimed to analyze the levels of speaking anxiety experienced by eighth-grade students at SMP Negeri 1 Bangli and to identify the contributing factors as well as the dominant factor of their speaking anxiety. A mixed-method approach with a case study design was employed, involving 70 students from classes VIII B and VIII C as the subjects. Data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using the interactive model by Miles et al. (2014). The findings revealed that the majority of students experienced speaking anxiety at mild to high levels, with 28 students (40%) in the Anxious category, 26 students (37.1%) in the Mildly Anxious category, and 15 students (21.4%) in the Very Anxious category. Only one student (1.4%) was classified as Relaxed, and none were Very Relaxed. The dominant factors contributing to speaking anxiety were Communication Apprehension (70%) and Fear of Negative Evaluation (69.7%). Internal factors identified included limited vocabulary, fear of making mistakes, and lack of confidence, while external factors included being asked to speak without preparation, fear of being laughed at by friends, and pressure from teachers. This study confirms that speaking anxiety is a prevalent phenomenon among Indonesian junior high school students and aligns with the theory of foreign language anxiety proposed by Horwitz et al. (1986).
Co-Authors Desak Ayu Pradnya Gita Sasti I Dewa Gede Rat Dwiyana Putra Luh Made Intan Lestari Ni Ketut Riska Dewi Prawita Ni Made Winda Ambarwati Ni Putu Lila Sri Hari