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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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Effective Strategies Employed by School Teachers to Promote Students’ Critical Thinking Skills Widiastuti, Ida Ayu Made Sri; Krismayani, Ni Wayan; Murtini, Ni Made Wersi
Jurnal Pendidikan Progresif Vol 12, No 2 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Developing students’ critical thinking skill is highly important nowadays to provide students’ skills in encountering various challenges in their life. Objectives: This study investigates the strategies employed by teachers during the teaching and learning processes to promote students’ critical skills. Methods: This study used a qualitative research approach conducted in a senior high school consisting of 50 teachers and 5 teachers were selected as the participants of this research. The data were collected by conducting semi-structured interviews and the data were analyzed descriptively. Findings: This study found several strategies employed by the teachers in enhancing students’ critical thinking skills. Conclusions: the Findings of this study provide implications to enrich the body of knowledge relevant to the theories concerning effective strategies to develop students’ critical thinking skills. Keywords: strategy, teachers, promote, critical, skill.DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202209
Let’s Listen-Read-Discuss: Improving Reading Comprehension Ni Putu Sintya Krisnayanti; Ni Wayan Krismayani; Ni Luh Putu Dian Sawitri
International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 6 No. 1 (2024): June
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijelle.v6i1.5270

Abstract

This study used classroom action research to investigate if the L-R-D method may improve reading comprehension in the VIII class at SMPN 4 Kuta Utara. There were two sessions per cycle of this two-cycle classroom action research methodology. Pre- and post-tests, as well as a questionnaire, were employed by the researcher as data collection tools. The pre-test results from the first reflection were used as the foundation for this investigation. The results demonstrated the students' persistent struggles with reading comprehension and their inability to discriminate between references, textual meaning, specific information, and general information. After taking the pre-test (58.9), cycle one post-test (72.8), and cycle two post-test (81.4), the respondents' mean scores showed a substantial improvement. Additionally, the results of this study indicated favourable attitudes about the application of the L-R-D approach. The results of the questionnaire indicated that 46.08% agreed, 2.77% agreed, 0.28% disagreed, and 0% strongly disagreed, with 50.85% highly agreeing. The L-R-D technique may improve the reading comprehension of eighth-grade students at SMPN 4 Kuta Utara, according to the study's findings.
Enhancing Students’ Reading Comprehension: The Integration of Reciprocal Teaching and Communicative Language Teaching Krismayani, Ni Wayan
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12375

Abstract

Reading comprehension is an important skill when studying English, yet many EFL students have difficulty reaching the required proficiency levels. While both Communicative Language Teaching (CLT) and Reciprocal Teaching (RT) are successful when used separately, little research has been done on how they might be used together to improve reading comprehension, especially in EFL university settings. This study explores integrating reciprocal and communicative language teaching strategies on students' reading comprehension. This research utilized classroom action research with pre-tests and post-tests to gather quantitative data and questionnaires to assess students' responses. The findings consistently indicate that integrating Reciprocal Teaching (RT) and Communicative Language Teaching (CLT) significantly enhances students' reading comprehension. The students show positive experiences through tests and questionnaires, including improved text comprehension, increased self-confidence, and a more engaging learning environment. Based on these outcomes, it is recommended that lecturers integrate reciprocal teaching and communicative language teaching to improve reading comprehension skills. The findings show that integrating RT and CLT significantly improves English reading comprehension and usage of these strategies in EFL students. Reading is a crucial English language skill, yet students' comprehension achievement is often below expectations. Keywords: Communicative language teaching, integrating, reading, reciprocal teaching
Think-Pair-Share: Can It Improve Students' Writing Skills? Edi Prasetiyo, I Komang; Krismayani, Ni Wayan; Agung Gana Kumara, Dewa Gede
Journal on Studies in English Language Teaching (JOSELT) Vol. 6 No. 2 (2025): JOSELT (Journal on Studies in English Language Teaching)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

Proficiency in writing involves not only understanding linguistic elements but also being able to process language and information in real-time. Preliminary research showed that most VIII G students at SMPN 4 Sukawati needed help with writing, particularly paragraph organization. To accomplish the goal, the researchers carried out two cycles of classroom action research. Tests, questionnaires, and research tools were used to gather the necessary data. Comparing the pre-test and post-test findings allowed for data analysis and revealed that the subjects' mean scores had significantly improved from the pre-test to the post-test. The questionnaire findings, also given out after the last cycle, provided evidence that the use of think pair share was well received. It may be inferred from the study instruments' results that think-pair-share can help SMPN 4 Mengwi seventh-grade students' writing abilities.
Enhancing Students’ Classroom Participation: Can the Talking Chips Technique Improve the Speaking Skills of Eighth-Grade Students at SMPN 2 Ubud? Ni Putu Diah Yudiastari; Ni Wayan Krismayani; Luh Ketut Sri Widhiasih
Journal on Studies in English Language Teaching (JOSELT) Vol. 7 No. 1 (2026): JOSELT (Journal on Studies in English Language Teaching)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

This study was prompted by the low English-language proficiency of eighth-grade students at SMPN 2 Ubud, characterized by issues with pronunciation, fluency, and comprehension in speaking. One learning method to deal with this problem is the Talking Chips. The purpose of this study is to improve the speaking skills of eighth-grade students at SMPN 2 Ubud during the academic year 2025–2026 using Talking Chips. Classroom Action Research is a study methodology that consists of two cycles: planning, action, observation, and reflection (CAR). The research subjects were thirty-three students from class VIII-D. The research tools included a questionnaire to measure student responses and a speaking exam (pre- and post-test). The study found that the children’s speaking skills increased dramatically. In cycles I and II, the average student score rose from 44.24 on the pre-test to 64.66 on the post-test and 79.54 on the post-test, respectively. Additionally, the survey results showed that the students received the Talking Chips method well. The results show that using the Talking Chips can improve students’ speaking skills. English teachers are encouraged to adopt the Talking Chips strategy as an alternative teaching method to improve students’ speaking skills and engagement.
Error Analysis in EFL Writing: Linguistics and Cultural Perspectives on Descriptive Paragraph Written by First-Year University Students I Made Agus Adi Gunawan; Ni Wayan Krismayani
Journal on Studies in English Language Teaching (JOSELT) Vol. 7 No. 1 (2026): JOSELT (Journal on Studies in English Language Teaching)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

This study investigates types, frequency and distribution of error in descriptive paragraph written by first-year university students. Error Analysis has been widely employed in English as a Foreign Language (EFL) research to investigate students' writing difficulties and interlanguage development. The analysis focused on three categories of error: grammatical, lexical, and mechanical errors. Moreover, this study incorporates linguistic and cultural perspectives to compare how those dimensions influence students’ errors. Descriptive qualitative approach is done, supported by quantitative frequency analysis is done by classifying errors made by students. The findings reveal that mechanical errors occur more frequently followed by grammatical and lexical. The most recurrent mechanical errors involve misplacement or omission of commas, full stop and capitalization. These errors indicate limited awareness of English writing conventions. This study suggests that EFL writing instruction should place greater emphasis on writing mechanics alongside with grammatical and lexical development to enhance students' writing accuracy.
“LET’S DISCUSS”: PICTURE-BASED SMALL GROUP DISCUSSION AS A STRATEGY TO ENHANCE EFL STUDENTS’ SPEAKING SKILLS Ade Prawitna; I Gde Putu Agus Pramerta; Ni Wayan Krismayani
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 1 (2026): 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.v16i1.13809

Abstract

One of the most important skills in learning English is speaking, although many junior high school students still struggle with speaking, especially when it comes to fluency, pronunciation, and grammar. Students are frequently inactive and reluctant to participate in speaking activities due to low self-confidence, a limited vocabulary, and a fear of making mistakes. Through the use of Small Group Discussion with Pictures, this study sought to enhance the speaking abilities of ninth-grade students at SMP Negeri 8 Denpasar in the academic year 2025/2026. Classroom Action Research (CAR), which consists of preparation, action, observation, and reflection, was used in this study. 39 students served as the study's subjects. Speaking tests (pre-test, post-test I, and post-test II) and a questionnaire were used to gather the data. The results showed a significant improvement in students’ speaking skills. The students’ improvement was from 54.71 (pre-test) to 65.97 (post-test I) and 77.98 (post-test II). Furthermore, 87.18% of the students reached the passing grade at the end of the second cycle. The questionnaire results showed positive responses toward the implementation of the strategy, particularly in increasing confidence, motivation, and participation in speaking activities. Based on the findings, it can be concluded that Small Group Discussion with Pictures is an effective strategy to improve students’ speaking skills. It is recommended that EFL teachers implement the strategy as an alternative technique in teaching speaking skills.
The Implementation of Presentation, Practice, and Production (PPP) in enhancing Students’ Writing Ability Ni Putu Riska Dewi; Ni Wayan Krismayani; Dewa Ayu Ari Wiryadi Joni
International Journal of Applied Science and Sustainable Development (IJASSD) Vol. 5 No. 1 (2023): International Journal of Applied Science and Sustainable Development (IJASSD)
Publisher : Lembaga Penelitian dan `Pengabdian Kepada Masyarakat (LPPM)

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Abstract

One of the four essential skills that must be learned is writing ability. The majority of junior high school students struggled with their writing abilities. The purpose of the current study was to ascertain if classroom action research may increase PPP among seventh-grade students at SMP Negeri 12 Denpasar during the academic year 2022–2023. The pre-test, post-test, and questionnaire were the researcher's instruments for achieving the goal of the current study. Pre-test results from the pre-cycle indicated that the subject's writing abilities were good, mainly descriptive paragraphs. The current classroom action research was subsequently completed using PPP. The second session's post-test I result revealed that the subject had made less progress than the previous pre-test. The results of the post-test II from the previous session also demonstrated significant improvement in the subject's writing abilities, which went from a decent level to an excellent one. Additionally, this study demonstrated that learning behaviour had changed because of the technique's success in enhancing the subject's writing abilities. In conclusion, the current classroom action research demonstrated that PPP might enhance the writing abilities of seventh-grade students at SMP Negeri 12 Denpasar in the academic year 2022–2023. The subjects also gave positive responses. Keywords: Implementation, Writing, PPP
Enhancing Students’ Reading Comprehension Through Jigsaw Ni Putu Ika Putriani; Ni Wayan Krismayani Krismayani; Anak Agung Putu Arsana
International Journal of Applied Science and Sustainable Development (IJASSD) Vol. 6 No. 1 (2024): International Journal of Applied Science and Sustainable Development (IJASSD)
Publisher : Lembaga Penelitian dan `Pengabdian Kepada Masyarakat (LPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/ijassd.v6i1.9147

Abstract

One of the linguistic skills that students should focus on learning is reading comprehension. Most junior high school students struggled with their reading abilities. This study aimed to investigate if Jigsaw combined with pictures may enhance the reading comprehension of seventh-grade students at SMPN 12 Denpasar in the academic year 2022/2023 through action research conducted in the classroom. Pre-test, post-test, and questionnaire activities were, therefore, part of the researchers’ efforts to meet the goal of the current study. The pre-test results from the pre-cycle indicated that the subjects' reading comprehension skills, mainly when it came to reading descriptive texts, were categorized as good. The current action research in the classroom was then conducted using a Jigsaw combined with pictures. The result of the post-test I in the second session showed that the subjects' progress decreased compared to the previous pre-test. In addition, the result of the post-test II in the last session showed significant progress concerning the subjects' ability in reading comprehension, which improved from sound level to excellent. Additionally, this study demonstrated that the individuals' favorable reactions to the method used to increase their reading comprehension changed their learning behavior. In conclusion, the current classroom action research showed that using Jigsaw combined with pictures could enhance the reading comprehension of seventh-grade students at SMPN 12 Denpasar in the academic year 2022/2023. The subjects also gave positive responses.
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