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All Journal Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Indonesia Journal of Educational Research and Evaluation International Journal of Language and Literature
N.M. Ratminingsih, N.M.
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Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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THE EFFECT OF ROLE PLAY TECHNIQUE AND PERSONALITY TYPES ON THE SPEAKING COMPETENCY OF THE ELEVENTH GRADE STUDENTS OF S WIRA HARAPAN TEGALJAYA Retny, A.; Jayaputra, I.N. A; Ratminingsih, N.M.
International Journal of Language and Literature Vol 1, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (669.281 KB) | DOI: 10.23887/ijll.v1i2.12538

Abstract

This research aimed at investigating the effect of role play technique and personality types on the speaking competency. Particulary, this research aimed at investigating whether or not between students who are taught by using role play and those who are taught by conventional technique there is (a) a significant difference in speaking competency; (b) a significant difference of speaking competency between extrovert students and introvert students; (c) an interactional effect of the implementation of teaching techniques and students’ personality types in speaking competency ; (d) a significant difference in speaking competency between extrovert students and (e) a significant difference in speaking competency between introvert students. This study was conducted at the eleventh grade students of SMK Wira Harapan Tegaljaya. To answer the research problems, 2x2 factorial designs was implemented. The collected data were analyzed descriptively and inferentially by using IBM SPSS Statistics. From the result of the study, it can be concluded that: (1) There is a significant difference of speaking competency between students who are taught by using role play technique and who are taught by using conventional technique, (2) there is a significant difference of speaking competency between extrovert students and introvert students, (3) there is no interaction effect between students personality and role play technique on students speaking competency. (4) there is a significant difference of speaking competency between extrovert students who are taught by using role play technique and those who are taught by using conventional technique and (5) there is a significant difference in speaking competency between introvert students who are taught by using role play technique and those who are taught by using conventional technique. These findings are expected to have important contribution to EFL speaking classroom in Indonesia especially for eleventh grade students in SMK Wira Harapan Tegaljaya.
PRIMARY TEACHERS’ AND STUDENTS’ PERCEPTION ON THE USE OF ICT-BASED INTERACTIVE GAME IN ENGLISH LANGUAGE TEACHING Asnadi, I.W.S.W.; Ratminingsih, N.M.; Myartawan, I.P.N.W.
JPI (Jurnal Pendidikan Indonesia) Vol 7, No 1 (2018)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (554.445 KB) | DOI: 10.23887/jpi-undiksha.v7i1.10963

Abstract

This study aimed at investigating (1) the teachers’ perception on the use of ICT-based Interactive Game in teaching English, and (2) the perception of the sixth graders on the use of ICT-based Interactive Game toward their learning motivation and English achievement. Methodically, this study was quantitative research in which survey was employed. In order to collect the data, different questionnaires were administered primarily as the instrument both for teachers and students. The samples of this study were 6 English teachers and 152 students of the sixth grade in 6 primary schools in Sukasada District, Buleleng Regency. Prior to data analysis, the results of this study were computed by finding out the percentage of each item and its average in order to withdraw the conclusion descriptively. The results were (1) there was a positive perception of the teachers with regard to the use of ICT-based Interactive Game in teaching English to the sixth grade of primary schools in the cluster IV and V in Sukasada District and (2) there was positive perception of the students on the use of ICT-based Interactive Game toward their learning motivation and English achievement. 
Refusal Strategies Used By Multi-Nationality Students Dewi, I Ar; Tantra, D.K.; Artini, L.P.; Ratminingsih, N.M.
JPI (Jurnal Pendidikan Indonesia) Vol 8, No 1 (2019)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (187.201 KB) | DOI: 10.23887/jpi-undiksha.v8i1.14764

Abstract

This descriptive qualitative study was aimed at exploring refusal strategies used by the students of primary level of Gandhi Memorial Intercontinental School (GMIS) Bali in requesting, offering, inviting, and suggesting. The students being involved as the subject of this study were multi nationality (Indonesian, Indian, Russian, and Japanese) male and female students of the third, fourth and fifth grade which were determined using purposive sampling technique. Data collection was conducted through observation, recording, and note taking employing video recorder, camera, and field note as the instruments of the data collection. Data analysis in this study was done through four concurrent activities covering data collection, data reduction, data display, and conclusion. The result shows that, in context of request across nationalities, view from the frequency (percentage of refusals) it shows direct refusal is highly used by Russian while it is lowest used by Indonesian students. On the contrary indirect strategy is more often used by Indonesian students. while in context of refusing an offer. it reflects that Indonesian is mostly to refuse it in direct way but this is contrast with Russian who perform direct refusal in less frequent. This condition is in context of refusing in indirect way. the data reveals that Russian are more often to refuse the offering in indirect way while Indonesian is the lowest. In context of refusing invitation, nationality which is the highest used of direct refusal is Indian while nationality which was prefer to perform indirect refusal is Russian. In addition, in context of Suggestion, direct refusal is highly performed by Russian whereas indirect refusal is more often used by Japanese students.  
Students' and Teachers' Perception on Reward in Online English Teaching Context Saraswati, N.M.S.D.; Ratminingsih, N.M.; Utami, IG.A.L.P.
Journal of Education Research and Evaluation Vol 4, No 3 (2020)
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.091 KB) | DOI: 10.23887/jere.v4i3.27923

Abstract

Rewarding is one of the factors that influence student learning outcomes so it is important to describe the reward given by the teacher, the teacher's perception of the reward and the student's perception of the reward given by the teacher. This qualitative study aimed to investigate the types of rewards used in teaching English online; frequency of rewarding by teachers in online learning; in what context the reward is given and for what purpose; how teachers perceive rewards in online learning; and how students perceive rewards in online classrooms. The subjects of this study were 116 people consisting of 112 first grade students and 4 first grade teachers. To collect data, there were 3 methods used, namely: observation, recording and taking note. Meanwhile, the main instrument was the researcher himself who was assisted by additional instruments, questionnaires and observation sheets. The collected data were analyzed qualitatively with the Miles and Hubberman model. The results of this study are 1) the teacher gives verbal and object rewards, 2) verbal rewards are more often given, 3) there are three contexts of giving rewards, namely: perfect, almost perfect and needs improvement with different goals, 4) teacher perceptions show giving rewards have a positive influence in academic and non-academic students and 5) students' perceptions of rewards are that they are very happy and motivated after receiving a reward. These results have implications for designing rewards to be diverse and creative to motivate students.
A MULTILINGUAL THEMATIC PICTURE DICTIONARY FOR ASSISTING SIXTH GRADE ELEMENTARY SCHOOL STUDENTS’ LITERACY Adnyani, Ni Komang Putri; Ratminingsih, N.M.; Budasi, I.G.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 1 (2021): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v8i2.27507

Abstract

Indonesia is known for having low literacy skills. Students' literacy skills are low because schools do not provide enough media to help students' literacy skills, especially dictionaries. This study aims to develop a multilingual thematic illustrated dictionary to assist sixth-grade elementary school students' literacy. This has an impact on student learning outcomes are low. In developing the dictionary, this study applies the Design and Development (D&D) using four instruments to collect data: observation sheets, interview guides, questionnaires, and expert assessments. The subjects of this study were teachers and students from elementary schools in urban and rural areas in Buleleng Regency, North Bali. The results show that this dictionary is relevant to the eleven criteria of a good multilingual thematic illustrated dictionary. This dictionary is also categorized as an excellent medium of 10 themes with words and sentences in three languages and authentic pictures. Thus, multilingual thematic illustrated dictionaries are a helpful medium for students and teachers to develop literacy skills. This research implies that students in learning can use the developed dictionary.
A MULTILINGUAL THEMATIC PICTURE DICTIONARY FOR ASSISTING SIXTH GRADE ELEMENTARY SCHOOL STUDENTS’ LITERACY Adnyani, Ni Komang Putri; Ratminingsih, N.M.; Budasi, I.G.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 1 (2021): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v8i2.27507

Abstract

Indonesia is known for having low literacy skills. Students' literacy skills are low because schools do not provide enough media to help students' literacy skills, especially dictionaries. This study aims to develop a multilingual thematic illustrated dictionary to assist sixth-grade elementary school students' literacy. This has an impact on student learning outcomes are low. In developing the dictionary, this study applies the Design and Development (D&D) using four instruments to collect data: observation sheets, interview guides, questionnaires, and expert assessments. The subjects of this study were teachers and students from elementary schools in urban and rural areas in Buleleng Regency, North Bali. The results show that this dictionary is relevant to the eleven criteria of a good multilingual thematic illustrated dictionary. This dictionary is also categorized as an excellent medium of 10 themes with words and sentences in three languages and authentic pictures. Thus, multilingual thematic illustrated dictionaries are a helpful medium for students and teachers to develop literacy skills. This research implies that students in learning can use the developed dictionary.
PRIMARY TEACHERS’ AND STUDENTS’ PERCEPTION ON THE USE OF ICT-BASED INTERACTIVE GAME IN ENGLISH LANGUAGE TEACHING Asnadi, I.W.S.W.; Ratminingsih, N.M.; Myartawan, I.P.N.W.
Jurnal Pendidikan Indonesia Vol 7 No 1 (2018)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (287.465 KB) | DOI: 10.23887/jpi-undiksha.v7i1.10963

Abstract

This study aimed at investigating (1) the teachers’ perception on the use of ICT-based Interactive Game in teaching English, and (2) the perception of the sixth graders on the use of ICT-based Interactive Game toward their learning motivation and English achievement. Methodically, this study was quantitative research in which survey was employed. In order to collect the data, different questionnaires were administered primarily as the instrument both for teachers and students. The samples of this study were 6 English teachers and 152 students of the sixth grade in 6 primary schools in Sukasada District, Buleleng Regency. Prior to data analysis, the results of this study were computed by finding out the percentage of each item and its average in order to withdraw the conclusion descriptively. The results were (1) there was a positive perception of the teachers with regard to the use of ICT-based Interactive Game in teaching English to the sixth grade of primary schools in the cluster IV and V in Sukasada District and (2) there was positive perception of the students on the use of ICT-based Interactive Game toward their learning motivation and English achievement.
Students' and Teachers' Perception on Reward in Online English Teaching Context Saraswati, N.M.S.D.; Ratminingsih, N.M.; Utami, IG.A.L.P.
Journal of Education Reseach and Evaluation Vol 4 No 3 (2020): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.091 KB) | DOI: 10.23887/jere.v4i3.27923

Abstract

Rewarding is one of the factors that influence student learning outcomes so it is important to describe the reward given by the teacher, the teacher's perception of the reward and the student's perception of the reward given by the teacher. This qualitative study aimed to investigate the types of rewards used in teaching English online; frequency of rewarding by teachers in online learning; in what context the reward is given and for what purpose; how teachers perceive rewards in online learning; and how students perceive rewards in online classrooms. The subjects of this study were 116 people consisting of 112 first grade students and 4 first grade teachers. To collect data, there were 3 methods used, namely: observation, recording and taking note. Meanwhile, the main instrument was the researcher himself who was assisted by additional instruments, questionnaires and observation sheets. The collected data were analyzed qualitatively with the Miles and Hubberman model. The results of this study are 1) the teacher gives verbal and object rewards, 2) verbal rewards are more often given, 3) there are three contexts of giving rewards, namely: perfect, almost perfect and needs improvement with different goals, 4) teacher perceptions show giving rewards have a positive influence in academic and non-academic students and 5) students' perceptions of rewards are that they are very happy and motivated after receiving a reward. These results have implications for designing rewards to be diverse and creative to motivate students.
THE EFFECT OF ROLE PLAY TECHNIQUE AND PERSONALITY TYPES ON THE SPEAKING COMPETENCY OF THE ELEVENTH GRADE STUDENTS OF S WIRA HARAPAN TEGALJAYA Retny, A.; Jayaputra, I.N. A; Ratminingsih, N.M.
International Journal of Language and Literature Vol. 1 No. 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v1i2.12538

Abstract

This research aimed at investigating the effect of role play technique and personality types on the speaking competency. Particulary, this research aimed at investigating whether or not between students who are taught by using role play and those who are taught by conventional technique there is (a) a significant difference in speaking competency; (b) a significant difference of speaking competency between extrovert students and introvert students; (c) an interactional effect of the implementation of teaching techniques and students’ personality types in speaking competency ; (d) a significant difference in speaking competency between extrovert students and (e) a significant difference in speaking competency between introvert students. This study was conducted at the eleventh grade students of SMK Wira Harapan Tegaljaya. To answer the research problems, 2x2 factorial designs was implemented. The collected data were analyzed descriptively and inferentially by using IBM SPSS Statistics. From the result of the study, it can be concluded that: (1) There is a significant difference of speaking competency between students who are taught by using role play technique and who are taught by using conventional technique, (2) there is a significant difference of speaking competency between extrovert students and introvert students, (3) there is no interaction effect between students personality and role play technique on students speaking competency. (4) there is a significant difference of speaking competency between extrovert students who are taught by using role play technique and those who are taught by using conventional technique and (5) there is a significant difference in speaking competency between introvert students who are taught by using role play technique and those who are taught by using conventional technique. These findings are expected to have important contribution to EFL speaking classroom in Indonesia especially for eleventh grade students in SMK Wira Harapan Tegaljaya.
Co-Authors Adnyani, Ni Komang Putri Asnadi, I.W.S.W. Asnadi, I.W.S.W. Dewi, I Ar I.G. Budasi, I.G. I.G.A. Lokita Purnamika Utami Jayaputra, I.N. A Jayaputra, I.N. A L.P. Artini Myartawan, I.P.N.W. Myartawan, I.P.N.W. Retny, A. Retny, A. Saraswati, N.M.S.D. Tantra, D.K. Utami, IG.A.L.P.