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All Journal Jurnal Santiaji Pendidikan (JSP) PREMISE: Journal of English Education and Applied Linguistics LLT Journal: A Journal on Language and Language Teaching SPHOTA: Jurnal Linguistik dan Sastra WIDYABHAKTI Jurnal Ilmiah Populer Voices of English Language Education Society Yavana Bhasha : Journal of English Language Education PROJECT (Professional Journal of English Education) International Journal of English Education and Linguistics (IJoEEL) International Journal of English Linguistics, Literature, and Education (IJELLE) International Journal of Applied Science and Sustainable Development (IJASSD) Jurnal Pengabdian Mandiri Academic Journal on English Studies (AJOES) Journal on Studies in English Language Teaching (JOSELT) Educational Tracker : Teaching English as a Foreign Language Journal Jurnal Abdi Dharma Masyarakat SPHOTA: Jurnal Linguistik dan Sastra Fakultas Bahasa Asing Universitas Mahasaraswati Denpasar Jurnal Pendidikan Progresif
Ni Wayan Krismayani
Universitas Mahasaraswati Denpasar
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Implementation of Preview, Question, Read, State, and Test for Teaching Reading in Junior High School Anggita Pramestia Dewi, Ni Nyoman; Krismayani, Ni Wayan Krismayani; Agung Gana Kumara, Dewa Gede
Journal on Studies in English Language Teaching (JOSELT) Vol. 5 No. 2 (2024): JOSELT (Journal on Studies in English Language Teaching)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

Reading is a skill that people should be familiar with regularly because it is the foundation of language. Readers can learn a lot by reading. Reading encourages the growth of critical thinking skills as well. It also helps people to learn words and pronunciation. The primary goal of this study is to implement Preview, Question, Read, State, and Test (PQRST) in teaching reading. The subject in this study is the eighth-grade students of SMPN 3 Abiansemal in the academic year 2023/2024. The class consisted of 31 students lacking reading comprehension, especially in finding the main idea, general and specific information, textual meaning, and references. The researchers used three tests to collect data: pre-test, post-test, and questionnaires. The researchers used the mean score formula when all subjects' pre-test and post-test data were calculated. The result of the questionnaire in this study used to find out and analyze the students' percentages of the subject responses to the techniques is applied.
Boosting Writing Skill in Junior High School Students Through Simultaneous Roundtable and Picture-Based Techniques Aryanti, Ni Made Febyana Sri; Krismayani, Ni Wayan; Kumara, Dewa Gede Agung Gana
PROJECT (Professional Journal of English Education) Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025
Publisher : IKIP Siliwangi

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Abstract

Writing in English requires a good mastery of structure and composition. Therefore, students must master the essential elements of writing. This classroom action research aimed to improve seventh-grade students' writing skills at SMPN 3 Ubud using the Simultaneous Roundtable technique combined with pictures. A post-test is given at the end of each cycle to collect the necessary data. Initial observations on seventh-grade students showed that their writing skills needed improvement by combining Simultaneous Roundtables with pictures. The post-tests I and II results significantly increased subject and category writing abilities. The pre-test results were 39.44, post-test I  were 60.65, and post-test II were 71.34. The researcher gave a questionnaire at the end of the session, and the results showed an improvement in students' writing skills. The percentage of the strongly agreed questionnaire shows that 53 % of subjects strongly agree. 43 % of subjects agreed, 4 % of subjects were unsure, 0% of subjects disagreed, and 0 % strongly disagreed. In conclusion, this classroom action research proves that the writing skills of seventh graders can be improved through simultaneous roundtables with pictures.
COMBINING INTERACTIVE VOCABULARY AND GAME: IS IT A WAY TO BOOST CHINESE LEARNERS' BIPA SKILLS? Ni Wayan Krismayani; Putu Nur Ayomi; I Komang Budiarta
Jurnal Santiaji Pendidikan (JSP) Vol. 15 No. 1 (2025): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v15i1.10666

Abstract

This research aims at finding out the implementation of the students’ vocabulary combined with game activity in BIPA class. Research respondents for this study were 10 international students from China who enrolled in Bahasa Indonesia bagi Penutur Asing (BIPA) at Universitas Mahasaraswati Denpasar. This research used a phenomenological method with a qualitative design. The findings indicated that the use of interactive vocabulary combined with game are effective to be applied in BIPA Class. However, BIPA students also encountered several challenges in pronouncing word in Indonesian. Therefore, to boost their language skill, the researcher proposed interactive vocabulary combined with games.
INDONESIAN ENGLISH AS A FOREIGN LANGUAGE LEARNERS’ INTERPERSONAL COMMUNICATION: PROFILES AND CHALLENGES Menggo, Sebastianus; Jama, Karolus Budiman; Adnyani, Ni Luh Putu Sri; Krismayani, Ni Wayan
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.8670

Abstract

This research addresses interpersonal communication abilities and the related challenges faced in English as a Foreign Language (EFL) classrooms within Indonesian university settings. Knowledge of interpersonal communication influences how EFL learners perform in educational environments that require direct interaction. This study aims to explore students’ interpersonal communication abilities in speaking classes and the challenges they encounter. A cross-sectional survey was conducted between June and July 2023, involving 315 college students from six English Study Programs at six universities across three Indonesian provinces. Data were collected using questionnaires and interviews, followed by quantitative analysis. The findings indicate that the respondents’ interpersonal communication profiles were classified as Moderate (Average = 3.26). The most prevalent challenge (Average = 4.6) in developing interpersonal communication skills during speaking courses was difficulty in understanding the pronunciation of their speech partners. These findings are significant for undergraduate students, as they highlight the importance of developing communication skills through communicative competence. EFL learners are encouraged to communicate effectively by focusing on both the micro and macro components of linguistics. These elements are essential to cultivating a more compassionate, dynamic, engaging, functional, and experiential language learning environment, as they complement each other.
Improving Writing Skill of the Seventh-Grade Students through Roundtable Wedayanti, Ni Putu Juwita; Putri Wirastuti, I Gusti Agung; Krismayani, Ni Wayan
Journal on Studies in English Language Teaching (JOSELT) Vol. 6 No. 1 (2025): JOSELT (Journal on Studies in English Language Teaching)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

Speaking is one of the important language skills among reading, listening, and writing skills. By mastering speaking skills, a person can communicate well to convey the information they have to others. However, there are several problems experienced by students in learning English, including student comprehension, grammatical errors, and fluency. The purpose of this study is mainly to determine whether the writing skills of seventh grade students of SMPN 7 Denpasar in the 2024/2025 academic year can be improved through the roundtable technique. This study uses a classroom action research design carried out in two cycles. The required data were collected by providing research instruments: monologue performance tests and structured questionnaires. After the research cycle process, it was found that the roundtable technique was an appropriate teaching technique to improve the subject's writing skills, especially in composing and performing short descriptive monologues. This can be seen from the results of the pre-test, post-test 1 and post-test 2, which showed a significant increase in the subject's writing skills. In addition, this is supported by a structured questionnaire that showed a positive response to the application of the roundtable technique. It can be concluded that the writing skills of class VII students of SMPN 7 Denpasar in the 2024/2025 academic year can be improved by applying the roundtable technique.
How Motivation Influences Speaking Ability: A Study of Seventh-Grade Students at SMP Negeri 1 Ubud Krisna, I Gusti Agung Hari; Krismayani, Ni Wayan; Kumara, Dewa Gede Agung Gana
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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Abstract

The four primary English language skills are speaking, writing, listening, and reading. Speaking is the ability to express ideas, feelings, and thoughts verbally in various communication circumstances by using words. This study examines the relationship between speaking ability and motivation among seventh-grade students at SMP Negeri 1 Ubud. One hundred ten students from three classes were chosen by cluster sampling for the study, which used an ex post facto correlational research design. Speaking test to assess students' speaking abilities and questionnaires to gauge motivation were used to gather data. With a Pearson correlation coefficient of 0.377, the findings showed a strong and positive relationship between students' motivation and speaking abilities. This suggests a relationship that is meaningful but weak. According to the study, motivation is crucial in developing speaking skills. The results give teachers new perspectives on motivating students to acquire languages, especially in speaking. It also acts as a guide for future studies examining the connection between psychological variables and language learning.
EXPLORING EFL STUDENTS' PERCEPTIONS AND CHALLENGES IN INTEGRATING RECIPROCAL TEACHING AND COMMUNICATIVE LANGUAGE TEACHING Krismayani, Ni Wayan Krismayani; Budiarta, I Komang; Sawitri, Ni Luh Putu Dian; Hartika, Ni Putu Leyen; Mahottami, Ni Komang Aryanti
Jurnal Santiaji Pendidikan (JSP) Vol. 15 No. 2 (2025): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v15i2.12383

Abstract

In today's global world, reading and speaking English well is a key skill for helping students do well in class. Learning methods can affect how well students learn in places where English is a foreign language (EFL). This study aims to determine how EFL students feel about and deal with the difficulties of combining two popular language teaching methods, Reciprocal Teaching (RT) and Communicative Language Teaching (CLT), in higher education institutions. A mixed-methods approach was used to gather data from English Language Education Study Program students. This included observations, questionnaires, and interviews. The results show that most students think combining RT and CLT is a good way to help them understand what they read, speak fluently, and learn with others. RT strategies help make predictions, ask questions, clarify, and summarize texts. CLT, on the other hand, promotes real-life communication activities like group discussions and role-playing. Students also expressed a preference for interactive, contextual, and collaborative learning. But this study also found several challenges, such as insufficient time to learn, anxiety when speaking and a tendency for some students to prefer independent learning. Cultural factors, learning styles, and support affect students' involvement and reactions to both approaches. These findings contribute to developing more effective, student-centred, and relevant English language learning.
SPEAKING SKILL IN 21ST-CENTURY: STUDENTS’ PERCEPTIONS AND CHALLENGES IN ENGLISH LANGUAGE TEACHING Leonita, Ni Nyoman Saka Nimas Ajeng; Apriyanti, Ni Putu Ria; Krismayani, Ni Wayan; Joni, Dewa Ayu Ari Wiryadi; Budiarta, I Komang
Premise: Journal of English Education and Applied Linguistics Vol 12, No 2 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v12i2.7262

Abstract

It is crucial to learn a new language, especially English, an international language. Nowadays, having the ability to speak English is an essential ability for students to have. Good speaking skills will help them communicate with each other, speak their minds, pronounce words correctly, and construct sentences in grammatically correct terms. This research aims to analyze the students' perception and challenges of speaking skills in the 21st -century. Twenty-six students were taken randomly from three classes enrolled in the Speaking for Informal Interaction of the English Language Education Study Program, Universitas Mahasaraswati Denpasar. The researchers used open-ended questionnaires and semi-structured interviews and analyzed using the qualitative research approach. Recordings and documents supplemented the instruments. The collected data were transcribed, classified, interpreted, and concluded as the findings of this study. The finding reveals students' perception of the need for English textbooks to support their communicative competencies and some challenges affecting their ability to master speaking skills. Lacking in terms of vocabulary, grammar, pronunciation, self-confidence, lack of knowledge, fear of making mistakes, low motivation, fear of criticism, shyness, and nervousness are some challenges the students face. Based on the students' perceptions and challenges, the lecturers are suggested to develop a textbook that can accommodate the student's needs and challenges. Students need a coursebook to build confidence to speak in public.
PELATIHAN DAN PENDAMPINGAN IMPLEMENTASI PEMBELAJARAN BERBASIS TPACK BAGI GURU DI SMK PGRI 4 DENPASAR Krismayani, Ni Wayan Krismayani; Wersi Murtini, Ni Made; Handayani, Nengah Dwi; Pithaloka Devi, Ida Ayu Dwi Utari; Octaviani, Ni Luh Candra; Dwi Cahayani, Kadek Aprilia
Jurnal Abdi Dharma Masyarakat (JADMA) Vol. 6 No. 2 (2025): Oktober 2025
Publisher : LPPM Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jadma.v6i2.12178

Abstract

Dengan perkembangan teknologi di dunia pendidikan, guru harus memiliki keterampilan yang tidak hanya terbatas pada pedagogi dan konten, tetapi juga menguasai teknologi. Metode TPACK menjadi dasar penting untuk menggabungkan ketiga komponen tersebut secara merata dalam proses pembelajaran. Guru di SMK PGRI 4 Denpasar menyadari pentingnya menerapkan pembelajaran berbasis TPACK untuk meningkatkan hasil belajar di era digital. Berdasarkan observasi yang dilakukan oleh Tim Pelaksana Pengabdian kepada Masyarakat (PkM) dari Program Studi Pendidikan Bahasa Inggris FKIP Unmas Denpasar bahwa guru membutuhkan pemahaman dan keterampilan praktis dalam menerapkan model pembelajaran berbasis TPACK. Selama kegiatan, para peserta menunjukkan peningkatan pemahaman mereka tentang ide-ide TPACK dan peningkatan kemampuan mereka dalam merancang pembelajaran yang mengintegrasikan teknologi. Hasil pre-test dan post-test menunjukkan peningkatan yang signifikan dalam pemahaman, kemampuan dan sikap peserta terhadap pembelajaran berbasis TPACK. Pemahaman awal guru tentang konsep dan penerapan TPACK masih rendah, sebesar 36,5% guru menyatakan Sangat Setuju. Setelah pelatihan, pemahaman mereka tentang semua aspek meningkat tajam sebesar 80% tanpa adanya respons netral atau negatif. Selain itu, para guru sangat antusias, berpartisipasi secara penuh dalam diskusi, dan sangat terlibat dalam setiap sesi pelatihan. Selain itu, mereka berharap bahwa di masa mendatang akan ada pendampingan lanjutan untuk penerapan TPACK dalam berbagai bidang.
Post-Pandemic Shifts in English Language Teaching: Challenges and Perceptions in Online Learning Environments Budiarta, I Komang; Krismayani, Ni Wayan
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.25678

Abstract

Online learning has significantly transformed lecturers' methodologies and students' learning experiences in English Language Teaching (ELT). This qualitative case study explores the perceptions and challenges of online ELT in the post-pandemic context, aiming to inform the design of effective future online learning environments. Data were gathered through document analysis, unstructured questionnaires, and semi-structured interviews with six lecturers and ninety students from the English Language Education Study Program at Universitas Mahasaraswati Denpasar. Findings indicate that online ELT has enhanced flexibility and accessibility, boosting learners' self-confidence and fostering self-directed and reflective learning through structured educational presentations. However, challenges persist, including the need for lecturers to maintain student engagement and provide effective feedback online, ensuring that even disengaged students participate actively. Additionally, the objectivity of online assessments and the technological divide are critical concerns. The study underscores the necessity of meticulously addressing these challenges and perceptions to cultivate more dynamic and inclusive online ELT classrooms in the future.
Co-Authors 3Dewa Gede Agung Gana Kumara Ade Prawitna Adnyani, Ni Luh Putu Sri Anak Agung Ketut Rahadinatha Anak Agung Putri Maharani Anak Agung Putu Arsana Anak Agung Putu Arsana Anak Agung Vida Andari Anggita Pramestia Dewi, Ni Nyoman Apriyanti, Ni Putu Ria Ari Wiryadi Joni, Dewa Ayu Aryanti, Ni Made Febyana Sri Cahyadi, I Wayan Karang Cahyadi, I Wayan Karang Dede Putra Prawira Adhinatha Dewa Ayu Ari Wiryadi Joni Dewa Ayu Ari Wiryadi Joni Dewa Gede Agung Gana Kumara Dewa Made Mahardika Dwijanatha Dewi, Eva Shinta Dinda Paramitha Wibawa Dwi Cahayani, Kadek Aprilia Edi Prasetiyo, I Komang Eva Shinta Dewi Hartika, Ni Putu Leyen I Gde Putu Agus Pramerta I Gede Ludira Putra I Gusti Agung Putri Wirastuti I Gusti Agung Vienarahayu I Kadek Marajana I Ketut Wardana I Ketut Warta I Komang Budiarta I Made Agus Adi Gunawan I Made Mangkara Adi Putra I Made Suastra I NYOMAN SUPARWA Ida Ayu Made Sri Widiastuti Jama, Karolus Budiman Krisna, I Gusti Agung Hari Kristoforus Fransiskus Janggur Leonita, Ni Nyoman Saka Nimas Ajeng LUH KETUT SRI WIDHIASIH Made Puspadewi Mahottami, Ni Komang Aryanti Menggo, Sebastianus Menggo, Sebastianus Nengah Dwi Handayani Ni Kadek Indah Damayanti Ni Kadek Rovida Ni Komang Aninda Cahyaning Rahayu Suwarsiki Ni Komang Kadri NI LUH PUTU DIAN SAWITRI Ni Made Wersi Murtini Ni Nengah Dwi Antari Ni Putu Diah Yudiastari Ni Putu Ika Putriani Ni Putu Riska Dewi Ni Putu Sintya Krisnayanti Ni Putu Yuliastuti Octaviani, Ni Luh Candra Pithaloka Devi, Ida Ayu Dwi Utari Putri Wirastuti, I Gusti Agung Putu Ayu Paramita Dharmayanti Putu Nur Ayomi Sari, Rai Dewi Riana Sawitri, Ni Luh Putu Dian SAWITRI, NI LUH PUTU DIAN System, Administrator Wedayanti, Ni Putu Juwita Wensislaus Sunardi Woga Widhiasih, Luh Kt Sri Yudiartawan, I Nyoman