Article Per Year (5 Year)
p-Index From 2021 - 2026
3.638
P-Index
This Author published in this journals
All Journal Jurnal Penjaminan Mutu Jurnal Ilmiah Pendidikan Profesi Guru Journal of English Language Teaching and Linguistics Jurnal Pendidikan dan Kebudayaan Missio Yavana Bhasha : Journal of English Language Education Kalangwan: Jurnal Pendidikan Agama, Bahasa dan Sastra PRATAMA WIDYA : JURNAL PENDIDIKAN ANAK USIA DINI New Language Dimensions Sevanam: Jurnal Pengabdian Masyarakat Jurnal Penjaminan Mutu Yavana Bhasha: Journal of English Language Education Kalangwan Jurnal Pendidikan Agama, Bahasa dan Sastra QOSIM: Jurnal Pendidikan, Sosial & Humaniora Pratama Widya: Jurnal Pendidikan Anak Usia Dini International Journal of Instructions and Language Studies MEDIA EDUKASI: JURNAL ILMU PENDIDIKAN Jejak digital: Jurnal Ilmiah Multidisiplin Educational Journal
Putu Santi Oktarina
Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 43 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 43 Documents
Search

 1   2   3   4   5 
THE TEACHERS’ PERSPECTIVES TOWARDS THE LITERACY PROGRAM DEVELOPED AT A BILINGUAL SCHOOL Oktarina, Putu Santi
Yavana Bhasha : Journal of English Language Education Vol 2, No 1 (2019)
Publisher : Institut Hindu Dharma Negeri Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/yb.v2i1.995

Abstract

There can be multiple sorts of bilingual education, they depend on how the two languages are taught, on the teaching goals and on the teachers. Moreover, it is on the pupils, methods, state policy and society's attitude towards bilingualism. Dyatmika school is an example of a bilingual school in Bali. Dyatmika School (Sekolah Dyatmika) is currently in its 17th year of operation and has grown to offer a rich educational programme in English and Indonesian to children from the age of 3 to 18. The Primary School of Dyatmika School covers classes 1 to 6 and has a dual language program of Indonesian and English. English literacy has been done for years, but intensive Indonesian literacy has just been done for a year and a half. It can be said that this bilingual literacy program has just started for 1.5 years. It is important to see the perspective of the teachers towards the bilingual literacy program run in Dyatmika School. This study used a descriptive qualitative design. The research subjects of the present study were the national teachers of Dyatmika school. The subjects were class teachers and one was a substitute teacher. Based on the research conducted, there are two main results, namely (1) there are four biliteracy programs done by Dyatmika School involving reading aloud, shared reading, guided reading, and home reading. (2) According to the local teacher’s perspective, the biliteracy program applied in Dyatmika is beneficial for the students as well as for the teachers. The correlation between both languages in which they are presenting a similar topic but in a different way make the students get a deeper understanding of the topic.
The Effectiveness of Using Picture Book to Motivate Students Especially Young Learners in Reading Oktarina, Putu Santi; Hari, Ni Putu Lila Sri; Ambarwati, Ni Made Winda
Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2020)
Publisher : Institut Hindu Dharma Negeri Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/yb.v1i1.1379

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.
INNOVATIVE TEACHING STRATEGIES FOR TEACHING READING: RECIPROCAL TEACHING STRATEGY AND FACE STORY STRATEGY Santi Oktarina, Putu
Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018)
Publisher : Institut Hindu Dharma Negeri Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/yb.v1i1.716

Abstract

The main task in reading is to develop students' reading skills. This means motivating them to read. Real readers do something with what they read. Actually, students think that reading is an important thing to do. Because by reading they can achieve important goals or answer the questions they want. So, they are motivated to read because while reading they empower or enrich their knowledge. As teachers, we believe when we say "reading is a power". But for students to believe that reading is the power is not easy. Then, the teacher should put them in position to experience the power of reading. This means they must perform tasks and activities that show the power of reading. In their involvement in this reading power, the teacher must prepare interesting reading teaching methods so as not to make them feel that this reading lesson is very boring. The aim of this paper is to explain two teaching reading strategies, here the writers explore reciprocal teaching strategy and the face story strategy.Keywords: Innovative Teaching Strategies, Teaching Reading, Reciprocal Teaching Strategy, Face Story Strategy
EFL Children’s Perception on Reading Oktarina, Putu Santi; Wilantari, Ni Kadek Tia Wiat
Yavana Bhasha : Journal of English Language Education Vol 4, No 1 (2021)
Publisher : Institut Hindu Dharma Negeri Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/yb.v4i1.2210

Abstract

Reading has a very significant effect towards individuals’ life. English in Indonesia as a foreign language, so there are many possibilities which the English language students get difficulties in understading reading text. EFL young learners are also still struggling to overcome their reading problems. This research was conducted to find out the EFL children’s reading problem. The data were collected through questionnare and explained descriptively. The questionnare consists of ten questions which is made based on the rubric of reading. The respondents of this research were the 20 students from the fourth grade. The results of the research that the EFL children’s reading problem are students seldom pay attention to punctuation in reading English, students always have difficulty to distinguish the pronunciation of words in English, students always need a long time to understand the reading text in English, students never look for the main idea of the reading text which they read, students have poor reading habit because they unusual read in English or seldom read in English, students seldom even never understand the grammar structures in English when reading, students never even seldom pay attention to the form or the content of the reading text which they read, students never apply any strategies in reading English, students lack of vocabulary when reading English so that they need a dictionary to comprehend the reading text in English, and students do not like or not interested reading English because they are seldom reading in English. Thus, the questionnare show the EFL children’ reading problem.
PENTINGNYA PELESTARIAN BAHASA BALI PADA PENDIDIKAN FORMAL Pratiwi, Kadek Santya; Oktarina, Putu Santi
Kalangwan Jurnal Pendidikan Agama, Bahasa dan Sastra Vol 8, No 2 (2018)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/klgw.v8i2.970

Abstract

Pelestarian Bahasa Bali pada pendidikan formal sedang gencar dicanangkan oleh pemerintah. Bahasa Bali sebsgai salah satu bahasa dan  perekam budaya bali sangat penting untuk dipelihara. Pemeliharaan bahasa bali juga diharapkan untuk mempertahankan taksu bali. Kehadiran materi pelajaran bahasa Bali sangat penting dan memiliki peran strategis dalam pelestarian budaya dan bahasa Bali, dan juga memiliki peran strategis dalam pelestarian unsur kebudayaan nasionalMetode pengumpulan data yang digunakan dalam penelitian ini adalah metode observasi, metode wawancara, dan metode dokumentasi. Analisis datanya disajikan dalam bentuk deskriptif kualitatif.Dari analisis yang penulis lakukan dapat ditarik kesimpulan bahwa dunia pendidikan memang merupakan salah satu wadah yang paling tepat untuk melaksanakan pembinaan, pengembangan, dan pelestarian bahasa, aksara, dan sastra Bali, di samping lembaga-lembaga formal dan informal lainnya. Melalui lembaga pendidikan  sekolah, para generasi muda akan memperoleh pendidikan dan pengajaran yang diberikan oleh tenaga pendidik yang berkompeten dalam bidang itu. Dengan memberikan latihan-latihan secara intensif siswa dapat meningkatkan kemampuannya dalam memahami bahasa Bali dengan baik, serta terampil membaca dan menulis aksara Bali sesuai dengan kaidah-kaidah yang berlaku.
LITERACY DEVELOPMENT DENGAN METODE FONIK BAGI ANAK USIA DINI Santi Oktarina, Putu
PRATAMA WIDYA : JURNAL PENDIDIKAN ANAK USIA DINI Vol 3, No 1 (2018)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/pw.v3i1.707

Abstract

AbstractThis article discusses the content and instructional plans of phonetic methods as well as word recognition to be used by early childhood for reading. The information provided is about the content of effective word recognition instructions. Guidelines are included based on this information as well as on some other aspects of reading instruction, they are, the development of spoken language, awareness of writing in print, reading aloud, and independent reading) which are important for any accessible and effective class program. This guide will assist educators in choosing programs that allow all children to be successful in learning to read. There are many objectives of teaching reading, including, of course, that children will read with confidence, that they will understand what they read, and that they will find a source of knowledge and pleasure from reading. To achieve this goal with all children, an effective classroom program of early reading instruction should be provided to children with various experiences related to a number of important aspects of reading.Keywords: Literacy Development, Phonic Method, Early ChildhoodAbstrakArtikel ini membahas konten dan rencana instruksional dari metode fonik serta pengenalan kata untuk digunakan oleh anak-anak usia dini dalam membaca. Informasi yang diberikan adalah tentang isi instruksi pengenalan kata yang efektif. Pedoman disertakan berdasarkan informasi ini serta pada beberapa aspek lain dari instruksi membaca, yaitu, pengembangan bahasa lisan, kesadaran mengenai tulisan dalam bentuk cetak, membaca dengan keras, serta membaca lebih luas secara independen) yang penting bagi setiap program kelas yang dapat diakses dan efektif. Panduan ini akan membantu pendidik dalam memilih program yang memungkinkan semua anak menjadi sukses dalam belajar membaca. Terdapat banyak tujuan dari pengajaran membaca, tentu saja termasuk bahwa anak-anak akan membaca dengan percaya diri, bahwa mereka akan memahami apa yang mereka baca, dan bahwa mereka akan menemukan sumber pengetahuan dan kesenangan dari kegiatan membaca. Untuk mencapai tujuan ini dengan semua anak, program kelas yang efektif dari instruksi membaca awal harus diberikan kepada anak-anak dengan berbagai pengalaman yang berhubungan dengan sejumlah aspek penting dari membaca.Kata Kunci: Literacy Development, Metode Fonik, Anak Usia Dini
Implementasi Metode Problem-Based Learning (PBL) untuk Optimalisasi Student-Centered Learning (SCL) di Perguruan Tinggi Putu Santi Oktarina
Jurnal Penjaminan Mutu Vol 3 No 01 (2017)
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (53.771 KB) | DOI: 10.25078/jpm.v3i1.94

Abstract

Students at higher education institutions are definitely adults who should be encouraged and given motivation to be the 'adult' learners. Each student has diverse characteristics that will make them ultimately bring different perspectives to the class (different types of backgrounds, learning styles, experiences, and aspirations). Therefore, educators are no longer possible to use conventional methods in cultivating the values to students to get them to be adult learners. The psychological condition of adults will encourage the teaching and learning process to be more directed to the Student-Centered Learning. This method is built on the principles of active learning constructive, some social activity, mental reflection, implementation of prior knowledge, and so forth. The learning process is a reflection cycle (about what happened), the idea of a thing (or something that needs to be tested), action (trial to do something), and outcomes (concrete experience). Problem-Based Learning method is an option that can be used to support the activities of Student-Centered Learning for the use of problems in the learning process can trigger the curiosity of students that will lead them to be able to solve their own problems by giving a definition of a certain problem and specify the collected information. In this way, students will try to associate the information they have and be able to specify the topics they will learn more.
Aktualisasi Nilai ANEKA pada Profesi Dosen IHDN Denpasar Sebagai Dasar Komitmen Mutu Pelayanan Publik Putu Santi Oktarina
Jurnal Penjaminan Mutu Vol 2 No 01 (2016)
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (551.606 KB) | DOI: 10.25078/jpm.v2i1.58

Abstract

Apparatus profession as a lecturer in the Civil State plays an important role in improving the quality of the institution's commitment. Hindu Dharma Institute Denpasar State that has a vision leader in Dharma, Widya and Cultural expects all institutions including structural staff and functional staff, the lecturers, able to actualize the value of accountability, nationalism, public ethics, commitment to quality, and anti-corruption in the implementation of their obligations. However, a very small number of lecturers who have demonstrated commitment in improving public services especially for students. Therefore, through this paper, some activities were designed in internalizing the values of ANEKA.
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.
EFL Children’s Perception on Reading Putu Santi Oktarina; Ni Kadek Tia Wiat Wilantari
Yavana Bhasha : Journal of English Language Education Vol. 4 No. 1 (2021): Volume 4, Issue 1 (2021)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (489.915 KB) | DOI: 10.25078/yb.v4i1.655

Abstract

Reading has a very significant effect towards individuals’ life. English inIndonesia as a foreign language, so there are many possibilities which the Englishlanguage students get difficulties in understading reading text. EFL young learners arealso still struggling to overcome their reading problems. This research was conducted tofind out the EFL children’s reading problem. The data were collected throughquestionnare and explained descriptively. The questionnare consists of ten questionswhich is made based on the rubric of reading. The respondents of this research were the20 students from the fourth grade. The results of the research that the EFL children’sreading problem are students seldom pay attention to punctuation in reading English,students always have difficulty to distinguish the pronunciation of words in English,students always need a long time to understand the reading text in English, studentsnever look for the main idea of the reading text which they read, students have poorreading habit because they unusual read in English or seldom read in English, studentsseldom even never understand the grammar structures in English when reading, studentsnever even seldom pay attention to the form or the content of the reading text which theyread, students never apply any strategies in reading English, students lack of vocabularywhen reading English so that they need a dictionary to comprehend the reading text inEnglish, and students do not like or not interested reading English because they areseldom reading in English. Thus, the questionnare show the EFL children’ readingproblem.
Co-Authors Adnyani, Ni Wayan Satri Ambarwati, Ni Made Winda Anak Agung Ira Anjani Arini, Ni Wayan Ariputra, I Putu Suyasa Binawati, Ni Wayan Sariani Desak Ayu Pradnya Gita Sasti Dewi Anak Agung Istri Bulan Dewi, Ni Luh PT. Putriyani Dewi, Ni Made Umi Kartika Diaris, Ni Made Hari, Ni Putu Lila Sri I Dewa Gede Rat Dwiyana Putra I Gusti Agung Ayu Eka Pratiwi I Gusti Ayu Cintya Laksmi I Gusti Ayu Leni Ulandari I Gusti Ngurah Agung Wijaya Mahardika I Kadek Agastya Arta Putra I Kadek Darmo Suputra, I Kadek Darmo I Made Agus Wira Putra I Made Handika Hendrayuda I Made Iwan Indrawan Jendra I Putu Nanda Saputra Jaya, I Ketut Manik Asta Kadek Aria Prima Dewi PF, Kadek Komang Trisna Dewi Komang Trisnadewi Komang Trisnadewi Komang Trisnadewi Komang Trisnadewi Krisdayanthi, Astrid Kristina, Ni Made Rai Luh Gede Surya Kartika, Luh Gede Surya Luh Made Intan Lestari Luh Made Intan Pratiwi Luh Putri Juliantari Made Intan Kusumayanti Mastini, Gusti Nyoman Nanda Jaya Pratama, I Gede Nerawati, Ni Gusti Ayu Agung NI GUSTI AYU MADE YENI LESTARI, NI GUSTI AYU MADE YENI Ni Kadek Keristina Wati Ni Kadek Santya Pratiwi Ni Kadek Suci Dharma Yanti Ni Kadek Tia Wiat Wilantari Ni Ketut Kantriani Ni Ketut Riska Dewi Prawita Ni Ketut Riska Dewi Prawita Ni Komang Wien Hapsari Pradnyadevi Ni Luh Dyah Aryani Ni Luh Gede Dita Indah Sari Ni Luh Putu Gayatri Ni Made Sri Gita Ayu Sukrayanti Ni Made Winda Ambarwati Ni Putu Divayanti Ni Putu Lila Sri Hari Ni Putu Witari Dita Siwi Ni Wayan Arini Ni Wayan Chyntia Wulandari Ni Wayan Satri Adnyani Ni Wayan Satri Adnyani Ni Wayan Satri Adnyani Ni Wayan Satri Adnyani Ni Wayan Yuliantari Oktarini, Ni Made Mita Pande Putu Junita Utami Paramitha, Ni Made Ayu Susanthi Pradnya Perbowosari, Heny Permatasariid, I Gusti Agung Istri Pratiwi, Kadek Santya Pratiwi, Kadek Santya Premananda, Ni Luh Putu Uttari Rosesinta Thailandni Mahaputri Sakdipong Sopajorn Sentana, Gek Diah Desi Septiari Dewi, Putu Ayu Seriadi, Si Luh Nyoman Sinarsih, Ni Ketut Suhardiana, I Putu Andre Suhardiana, Putu Andre Sukriani, Ni Luh Wahyuni, Ni Nyoman Tri Wilantari, Ni Kadek Tia Wiat