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Reflection of Pawongan Values in the Characterization of The Big Friendly Giant Ni Kadek Githa Valentina; Ni Komang Arie Suwastini; Ni Wayan Surya Mahayanti; Ni Nyoman Artini; I Gusti Ngurah Agung Wijaya Mahardika
Jurnal Penelitian dan Pengembangan Sains dan Humaniora Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppsh.v9i3.107193

Abstract

Global children’s literature is often examined from the perspectives of aesthetics and universal moral messages without being contextually linked to the local cultural values of readers. Consequently, the potential of children’s literature as a medium for character education based on local wisdom has not been fully utilized. This study aims to analyze, evaluate, and interpret the reflection of Pawongan values, as part of the Tri Hita Karana philosophy, in the characterization of the Big Friendly Giant (BFG) in Roald Dahl’s novel The BFG. The research employs a qualitative approach with a descriptive-interpretative design. The subject of the study is a single fictional character, the BFG, with units of analysis consisting of the character’s actions, dialogues, and interpersonal interactions across various narrative sequences and sub-sequences. Data were collected through documentation studies involving intensive and repeated readings of the novel text using research instruments. Data analysis was conducted using the interactive qualitative analysis model by Miles, Huberman, and Saldaña, which includes data collection, data condensation, data display, and conclusion drawing and verification. The findings indicate that the BFG consistently reflects five core Pawongan values: responsibility, communicative behavior, tolerance, respect, and perseverance, with responsibility and communication being the most dominant values. Overall, the study concludes that global children’s literature can serve as an effective medium for character education when interpreted through the lens of local wisdom. The study’s implications emphasize the importance of integrating local cultural values into literary studies and EFL instruction to strengthen contextual and meaningful character education.
Integrated Assessment Exists but Feels Fragmented: Pre-Service English Teachers’ Quality Perceptions in Indonesian EFL Teacher Education I Putu Andre Suhardiana; I Dewa Gede Rat Dwiyana Putra; I Gusti Ngurah Agung Wijaya Mahardika; Ni Putu Ratni
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(2), August 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i2.2004

Abstract

The traditional way of assessing pre-service English teachers has separated language competency from pedagogical competence, which experts refer to as an artificial duality. However, preliminary findings from an Indonesian teacher education program indicated that integrated assessment is already in place, but felt inadequate by students. The study focused on the gap between the existence and effectiveness of integrated assessment that was experienced by pre-service English teachers, particularly rubric transparency, feedback implementation, and genuineness. This study used a convergent parallel mixed-methods design with 64 pre-service English teachers of Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar. Data were acquired by a 15-item questionnaire, open-ended responses and semi-structured interviews with five selected students. Quantitative data were analyzed using descriptive statistics, and qualitative data using thematic analysis. The results showed a paradox. 81.3% of students reported experiencing integrated assessment, and 76.6% rejected the idea of fragmentation; however, 87.5% still wanted assessment to be more integrated. Three quality gaps emerged: clarity deficit of rubric (79.7% strongly acknowledged the requirement of integrated rubrics), feedback integration gap (96.9% requested integrated feedback), and authenticity problem (73.4% regarded assessments as too theoretical). Students cited five features: dual-skill rubrics, simulation-based exercises, portfolio assessment, manageable workload and reflective practice. The study finds that the problem is not the lack of integrated assessment but the quality of integration as viewed by the students.
The Effect of Using Debate Strategy On 11th Grade Students Speaking Skill in SMA (SLUA) Saraswati 1 Denpasar I Made Agus Sastra Wiguna; Igna Wijaya Mahardika; I Dewa Gede Rat Dwiyana Putra
JURNAL ILMIAH RESEARCH STUDENT Vol. 3 No. 2 (2026): September
Publisher : KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jirs.v3i2.11332

Abstract

The purpose of this study is to find out the effect Debate strategy and Discussion Strategy on the speaking skills of Eleventh grade students at SMA (SLUA) Saraswati 1 Denpasar. The researcher used a quantitative method with a Quasi-experimental design. The sample consist of 30 students for the experimental group and 30 students for comparison group. XI 3 Regular as the experimental group and XI 4 regular as the comparison group. The research instrument used is speaking test. In this study, the researcher collected the data from the pre-test and post-test. Data analysis using descriptive statistical analysis, test normality, test homogeneity and A Mann Whitney U test. Based on the calculation using SPSS application, The result showed p = >.001. Based on the result, there was no significant effect between the two group. Based on this finding, it can be concluded that Debate strategy and Discussion strategy give no significant effect for improving students speaking skill.
Co-Authors Adnyani , Ni Wayan Satri Adnyani, Ni Wayan Satri Anak Agung Ngurah Darma Wirawan Ariputra, I Putu Suyasa Binawati, Ni Wayan Sariani Dewi, Ni Luh PT. Putriyani Dewi, Ni Made Umi Kartika Dewi, Putu Ayu Septiari Diaris, Ni Made Dwi Mardawa, I Made Gayatri, Ni Luh Putu Ita I Dewa Gede Rat Dwiyana Putra I Kadek Darmo Suputra, I Kadek Darmo I Ketut Sudarsana I Made Agus Sastra Wiguna I Nyoman Pasek Hadi Saputra I Putu Andre Suhardiana I.G.A. Lokita Purnamika Utami Jaya, I Ketut Manik Asta Kadek Aria Prima Dewi PF, Kadek Kadek Dwi Sentana Putra Ketut Evi Wihariasmini Griadhi Komang Trisnadewi Krisdayanthi, Astrid Kristina, Ni Made Rai Kultsum, Ummi Luh Gede Surya Kartika, Luh Gede Surya Luh Rista Hardiantini Made Wahyu Mahendra . Mahayanti, Ni Mardawa, I Made Dwi Mastini, Gusti Nyoman Minxia, Zhu Nerawati, Ni Gusti Ayu Agung NI GUSTI AYU MADE YENI LESTARI, NI GUSTI AYU MADE YENI Ni Kadek Githa Valentina Ni Kadek, Hari Sitaresmi Ni Ketut Kantriani Ni Komang Arie Suwastini Ni Komang Arie Suwastini Ni Made Heni Lestari Ni Made Rya Maharani Ni Nyoman Artini Ni Nyoman Artini Ni Nyoman, Yunike Kurniarini Ni Putu Diah Setyadewi Ni Putu Ratni Ni Wayan Arini Ni Wayan Surya Mahayanti Ni Wayan Surya Mahayanti Nyoman Linggih Oktarini, Ni Made Mita Pande Gede Rio Caprian Pande Saputra, I Kadek Pande Saputra, I Kadek Paramitha, Ni Made Ayu Susanthi Pradnya Perbowosari, Heny Permatasariid, I Gusti Agung Istri phalaguna, ida bagus gde Premananda, Ni Luh Putu Uttari Putu Santi Oktarina Redana, I Made Sadewi, Ni Ketut Asta Denny Sentana, Gek Diah Desi Sinarsih, Ni Ketut Suciarti, Ni Ketut Sukriani, Ni Luh Sutamayasa, I Wayan Swastini, Ni Komang Arie Tirtayasa, Ida I Dewa Agung Wahyuni, Ni Nyoman Tri