Articles
<![CDATA[DEVELOPING STUDENTS SPEAKING SKILL TROUGH GUESSING GAMES ]]>
<![CDATA[Sukerni, Ida Ayu Kade]]>;
<![CDATA[Purnami, Ida Ayu Oka]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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<![CDATA[This study aims at describing how the students can improve their speaking skill and that also part of the teachers’ job. A teacher is expected to have right teaching techniques to provide students with appropriate teaching materials and to create a positive classroom environment. The data of this study were collected through observations, planning, action, and reflection, some of the researchers were conducted in two cycles. The data were obtained by interviewing the English teachers and students. The result of this study showed that the speaking skill can improved through guessing games. These were confirmed by the data on the finding and discussion in the researchers’ article]]>
<![CDATA[DEVELOPING STUDENTS SPEAKING SKILL TROUGH GUESSING GAMES ]]>
<![CDATA[Sukerni, Ida Ayu Kade]]>;
<![CDATA[Purnami, Ida Ayu Oka]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v2i2.1026
<![CDATA[This study aims at describing how the students can improve their speaking skill and that also part of the teachers’ job. A teacher is expected to have right teaching techniques to provide students with appropriate teaching materials and to create a positive classroom environment. The data of this study were collected through observations, planning, action, and reflection, some of the researchers were conducted in two cycles. The data were obtained by interviewing the English teachers and students. The result of this study showed that the speaking skill can improved through guessing games. These were confirmed by the data on the finding and discussion in the researchers’ article]]>
<![CDATA[DEVELOPING STUDENTS SPEAKING SKILL TROUGH GUESSING GAMES ]]>
<![CDATA[Kade Sukerni Ida Ayu]]>;
<![CDATA[Oka Purnami Ida Ayu]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 2 No. 2 (2019): Volume 2, Issue 2 (2019) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v2i2.579
<![CDATA[This study aims at describing how the students can improve their speakingskill and that also part of the teachers’ job. A teacher is expected to have rightteaching techniques to provide students with appropriate teaching materials and tocreate a positive classroom environment. The data of this study were collectedthrough observations, planning, action, and reflection, some of the researchers wereconducted in two cycles. The data were obtained by interviewing the Englishteachers and students. The result of this study showed that the speaking skill canimproved through guessing games. These were confirmed by the data on thefinding and discussion in the researchers’ article]]>
<![CDATA[DOES EXPLICIT INSTRUCTION IMPROVE EFL STUDENTS’ READING COMPREHENSION? ]]>
<![CDATA[Ni Luh Putu Ning Septyarini Putri Astawa]]>;
<![CDATA[Ida Ayu Oka Purnami]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 6 No. 1 (2023): Volume 6, Issue 1 (2023) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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<![CDATA[The aim of this study was to improve students’ reading comprehension using explicit instruction. Two-cycles classroom action research was applied in conducting this study. The study involved fourty-eight (48) 8th grade students of a private junior high school in Denpasar, Bali. In the process of collecting the data, the researcher administered pre-test and post-test to find the difference on students’ reading comprehension before and after being taught using explicit instruction method. A questionnaire was also administered in order to find out students’ response along the teaching and learning process. The results of this study indicate that explicit instruction could improve students’ reading comprehension significantly. It was also supported by the data of questionnaire that discovered students’ positive response on the method being used.]]>
<![CDATA[Assessing EFL Students’ Direct and Indirect Speech Mastery ]]>
<![CDATA[Ida Ayu Oka Purnami]]>;
<![CDATA[Ni Luh Putu Ning Septyarini Putri Astawa]]>
<![CDATA[ JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 3 No. 3 (2020): JIIP (Jurnal Ilmiah Ilmu Pendidikan) ]]>
Publisher : <![CDATA[STKIP Yapis Dompu ]]>
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<![CDATA[The present study was aimed to assess Direct and Indirect Speech Mastery of the Senior High School Students of Piloting School in Gianyar. The study was intended to find out to what extent is the assessing direct and indirect speech mastery of the eleventh grade students. The study used an ex-post facto research design or non-experimental research design. In order to answer the research question, the data required for the study were collected by administering the research instruments in the form of transformation test items. The population of the study is the eleventh grade students of Piloting School consisting of 184 students all together. There were 40 students determined as the sample of the study by using systematic random sampling method. The results of the data analysis that were analyzed by using norm-reference of five standard values clearly showed(1) There were 4 subject (10%) who showed excellent assessment of direct and indirect speech, (2) 7 subjects (17,5%) who showed good assessment, (3) 15 subjects (37,5%) who showed sufficient assessment, (4)12 subjects (30%) who showed insufficient assessment, (5) 2 subject (5%) who showed poor assessment. In general, these research findings showed that assessing direct and indirect speech mastery of the eleventh grade students of Piloting School in Gianyar was sufficient. ]]>
<![CDATA[Equipping Young Entrepreneurs: How Smart Presentation Apps Foster Vocational High-School Students’ Innovation ]]>
<![CDATA[Ni Luh Putu Ning Septyarini Putri Astawa]]>;
<![CDATA[Ida Ayu Oka Purnami]]>
<![CDATA[ International Journal of Community Service Learning Vol. 8 No. 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijcsl.v8i2.78338
<![CDATA[Smart presentation apps are software or digital platforms designed to help users create engaging and effective presentations. They are often equipped with features such as a wide selection of slide designs, visual elements, templates, animation effects, and the ability to easily insert images, videos, graphics, and text. This research aims to improve young entrepreneurs' and vocational high school students' presentation skills in presenting products or businesses in the ideation stage. This activity involved 80 participants and consisted of several stages: team division, needs analysis, solution determination, preparation, implementation, and evaluation. Explicit methods were used to provide instructions during implementation. The pre-test and post-test comparison results showed a significant change in the participants' abilities before and after the activity was carried out. This study concludes that using the Canva application significantly increases creativity when creating innovative presentations. This study implies that Canva helps students' independent practice by allowing participants to explore their creativity and ideas when making presentations to showcase their products.]]>
<![CDATA[Speaking Confidently: How Project-Based Learning Can Improve Student Communication ]]>
<![CDATA[Ida Ayu Oka Purnami]]>;
<![CDATA[I Gusti Ngurah Bagus Yoga Widiadnya]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i2.86587
<![CDATA[Difficulty in speaking English fluently and confidently is one of the skills that language learners find difficult to master. Students from cultures with different communication styles or expectations may find it difficult to adapt to the conventions of conversation in English. Project-based learning has become a popular pedagogical approach in recent years. By providing students with opportunities to apply their knowledge in practice, project-based learning can improve students' motivation, creativity, and critical thinking skills. This study aims to analyze the application of project-based learning in improving students' engagement and learning outcomes in speaking skills. This study used classroom action research, collecting qualitative and quantitative data through speaking tests, as well as qualitative data through observation, pre-test, and post-test. The subjects in this study were thirty-one students from a private high school. The results showed that there was a significant positive effect of project-based learning on students' speaking ability, with an average post-test score of 84.70 and a difference between the average scores of cycle 1 and cycle 2 of 9.52, indicating that there was a significant effect of project-based learning on students' learning outcomes, meaning that there was a positive correlation between the application of project-based learning and the improvement of students' speaking performance. The results of this study strongly support the use of project-based learning as an effective teaching method to improve students' speaking skills.]]>
<![CDATA[Teacher Empowerment: Engaging E-Modules with Book Creators ]]>
<![CDATA[Elsita Lisnawati Guntar]]>;
<![CDATA[I Made Agus Oka Gunawan]]>;
<![CDATA[Ida Ayu Oka Purnami]]>
<![CDATA[ International Journal of Community Service Learning Vol. 8 No. 4 (2024): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijcsl.v8i4.84851
<![CDATA[Technological advances offer great opportunities to enrich the learning process, one of which is through the development of e-modules. However, the use of this technology is often not optimal due to limited training or lack of collaboration between teachers and book creators as content experts. By involving book creators, teachers can get guidance in producing teaching materials that are not only technology-based, but also have high quality standards. This research aims to increase teacher competence in creating interactive learning e-modules using the Book Creator application in one of the state schools. Through training and mentoring, teachers of all subjects are trained to design interesting and effective modules. In this research, researchers used field note instruments, questionnaires and unstructured interviews to find out the problems faced by participants. The number of participants was 48 people, participants came from teachers in various fields of expertise. The evaluation results show that this training is very effective in increasing participants' understanding and skills in making digital books. As many as 69.4% of participants strongly agreed that they felt more helped by using the Book Creator-based E-Module, while 72.2% felt significant benefits from this training. The resulting modules were then implemented in classroom learning and succeeded in increasing students' motivation and understanding of the subject. This shows that training in creating e-modules based on Book Creator can be an effective solution for improving the quality of learning in schools. The implications of this research provide a significant contribution to teacher professional development, especially in the context of the use of technology and enrichment of teaching materials.]]>
<![CDATA[The Role of Project-Based Learning in Boosting Student Communication Confidence ]]>
<![CDATA[Purnami, Ida Ayu Oka]]>;
<![CDATA[Widiadnya, I Gusti Ngurah Bagus Yoga]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i3.91586
<![CDATA[Effective communication is an important skill that students must possess, but often students struggle to speak confidently. One of the approaches that has been proven to improve communication skills is Project-Based Learning (PBL). This research aims to analyze the influence of Project-Based Learning (PBL) on improving students' communication skills, particularly in terms of confidence and collaboration skills. The research method used is a Systematic Literature Review (SLR), which collects data from 15 reputable journal articles relevant to this topic. Data were analyzed using qualitative analysis techniques to evaluate the findings related to the impact of PBL on student communication. The research results show that PBL significantly enhances students' confidence in speaking, interpersonal communication skills, and teamwork collaboration. In addition, the effective implementation of PBL requires good project design, technological support, and the active role of educators in facilitating learning. This study concludes that PBL is an effective approach to enhancing students' communication skills. The implication is that educators need to design relevant communication-based projects and provide adequate support to achieve optimal results.The implication is that educators need to design relevant communication-based projects and provide adequate support to achieve optimal results.]]>
<![CDATA[Fostering Student Speaking Skills Through Public Speaking Engagements ]]>
<![CDATA[Ida Ayu Oka Purnami]]>
<![CDATA[ Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 8 No. 1 (2024): Maret 2024 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jipp.v8i1.75699
<![CDATA[Students often need help expressing opinions, articulating arguments, and actively participating in discussions. Students struggle to communicate their ideas effectively due to public speaking anxiety, uncertainty about their proficiency in the language of instruction, or inadequate preparation. This causes teachers to create learning activities to improve students' speaking skills. Based on this, this research aims to analyze the development of students' speaking skills through public speaking involvement. This research design uses a mixed methods design. This research focuses on collecting quantitative and qualitative data. The participants in this research were 38 students. Data collection methods use observation, questionnaires and tests. Data collection methods use questionnaires and tests. Data collection instruments use questionnaires and tests. The data analysis technique uses inferential statistical analysis. The results of the research are that individual presentation assignments have a very significant positive impact on students' speaking abilities. It was concluded that individual presentation assignments effectively improved students' speaking skills]]>
