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ELT lecturers’ communicative language teaching approach in directing students’ emotions in distance learning I Ketut Wardana; Putu Ayu Paramita Dharmayanti; Anak Agung Putu Arsana
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

The study investigated whether, and how, Communicative Language Teaching Approaches (CLTA) significantly influenced students’ academic emotions and achievement in self-directed distance learning. The participants were 76 university students in Denpasar. The data were collected through exam results and two questionnaires. Questionnaire A measured students’ learning intentions, self-encouragement, and motivation, while questionnaire B was the DASS 21. Pearson Correlation was used to analyze the effect of CLTA on student learning intention and performance, and their perception of depression, anxiety, and stress. Descriptive analysis was also performed to examine the students’ levels of negative emotions toward their academic experience. The quantitative results showed a significantly positive correlation between lecturers’ content-based instruction (CBI) and learning intention, rob (0.536) rcv (0.226); lecturers’ communicative language teaching (CLT) correlated positively with learning encouragement, rob (0.655) rcv (0.226); and lecturers’ task-based language teaching (TBLT) correlated positively with motivation, rob (0.671) rcv (0.226). This means that the CLTA strategy strongly and positively encouraged students to study and decreased the students' experiences of negative emotions. The study revealed that the more intensively the CLTA is applied, the fewer students feel depressed, and the better the students’ achievement is. The study suggests that CLTA activates affective, cognitive, and conative norms even in online learning environments.

EFEKTIVITAS REDW STRATEGY DAN KEMAMPUAN KOSAKATA TERHADAP KEMAMPUAN MEMBACA DALAM READING CLASS ACTIVITY Putu Ayu Paramita Dharmayanti; Dewa Ayu Ari Wiryadi Joni
SPHOTA: Jurnal Linguistik dan Sastra Vol. 7 No. 2 (2015): SPHOTA: Jurnal Linguistik dan Sastra
Publisher : Fakultas Bahasa Asing (FBA) Universitas Mahasaraswati Denpasar

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Abstract This study focused on investigating the main effect of REDW on students’ reading competency and the differential affect of REDW between the students with good vocabulary mastery and with poor vocabulary mastery on students’ reading competency in EESP of Unmas Denpasar. The findings show that the students taught using REDW achieved better reading competency than those who were taught using conventional teaching. Furthermore, there is an interactional effect between teaching strategies and vocabulary mastery on students’ reading competency. The students with good vocabulary mastery improved their reading competency when being taught using REDW than using conventional teaching. And also there is difference in reading competency between the students who have poor vocabulary mastery taught with REDW and with conventional study. It can be concluded that this study provides an empirical evidence of the importance of the teaching strategy considering vocabulary mastery in English reading instructions. Keywords: MCSR, vocabulary mastery, reading competency

The USE OF BALINESE FABLE STORYTELLING TO IMPROVE STUDENTS’ SPEAKING SKILL OF EIGHT GRADE STUDENTS OF SMPN 3 SUKAWATI IN ACADEMIC YEAR 2019/2020 Putu Ayu Paramita Dharmayanti; Kadek Putri Gyani; I Nengah -Astawa; I Ketut Wardana
SPHOTA: Jurnal Linguistik dan Sastra Vol. 14 No. 1 (2022): SPHOTA: Jurnal Linguistik dan Sastra
Publisher : Fakultas Bahasa Asing (FBA) Universitas Mahasaraswati Denpasar

Speaking is an important skill because it is assumed that it is how speakers deliver thoughts and feeling. The results of the pre-test showed that most of the students in VIII H of SMPN 3 Sukawati in academic year 2019/2020 faced problem in speaking. In addition, they had difficulty in grammar, pronunciation, fluency, vocabulary and comprehension. Moreover, the objective of this study was to know whether or not speaking skill of the eighth grade students of SMPN 3 Sukawati in academic year 2019/2020 can be improved through Balinese fable storytelling. Thus, to achieve the objective of the study, the researcher conducted a class room action research. The research was done in two cycles and each cycle consisted of two sessions. The research instruments were given in order to collect the data needed. The data were analyzed by comparing the results of the pre-test and post-test which showed there were significant improvements of the subjects’ mean score from the pre-test to post-test. As supporting data, the questionnaire was also administered at the end of the last cycle and the results showed the students’ positive responses on the implementations of Balinese fable storytelling to improve speaking skill. Based on the results of pre-test, post-test and questionnaire, it could be concluded that speaking skill of the eighth grade students of SMPN 3 Sukawati in academic year 2019/2020 can be improved through Balinese fable storytelling.

THE USE OF TALKING CHIPS TO IMPROVE THE SPEAKING SKILL OF THE EIGHTH-GRADE STUDENTS OF SMP NEGERI 2 MENGWI IN THE ACADEMIC YEAR 2021/2022 Ni Putu Wulan Dewayanti; Putu Ayu Paramita Dharmayanti; Ida Bagus Nyoman Mantra
Academic Journal on English Studies (AJOES) Vol. 3 No. 1 (2023): Volume 3 Number 1 April 2023
Publisher : Academic Journal on English Studies (AJOES)

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In the academic year 2021–2022, this study seeks to enhance the speaking abilities VIII class students of SMP Negeri 2 Mengwi, particularly in presenting daily activities utilizing the talking chips method. In order to get preliminary data about students' speaking abilities, this study began by interviewing English teachers. Prior to the pre-test, the first step was taken to assess the level of the students' speaking abilities, which was found to be low. To help children develop their speaking abilities, the talking chips method was adopted. This study had two cycles, each of which had a pre-test. The average score on the first cycle pre-test was 47.66, which suggested that the students' speaking abilities were not very advanced. However, the score increased to 66.67 in the second cycle pre-test after the talking chips approach was used in the first cycle. Even so, some kids continue to have trouble with their speaking abilities. To confirm that pupils' speaking abilities were improving, a second cycle was conducted. The average score on the second cycle post-test was 78.09, which was a considerable improvement in the students' speaking abilities. The researchers also employed a questionnaire as a research tool to collect extra data. The findings of the survey revealed that students' reactions were favorable following instruction in the talking-chips method. According to the findings of this study, class VIII students at SMP Negeri 2 Mengwi can effectively improve their speaking abilities by using the talking chips technique in the academic year 2021–2022.

ELT lecturers’ communicative language teaching approach in directing students’ emotions in distance learning I Ketut Wardana; Putu Ayu Paramita Dharmayanti; Anak Agung Putu Arsana
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.24830

The study investigated whether, and how, Communicative Language Teaching Approaches (CLTA) significantly influenced students’ academic emotions and achievement in self-directed distance learning. The participants were 76 university students in Denpasar. The data were collected through exam results and two questionnaires. Questionnaire A measured students’ learning intentions, self-encouragement, and motivation, while questionnaire B was the DASS 21. Pearson Correlation was used to analyze the effect of CLTA on student learning intention and performance, and their perception of depression, anxiety, and stress. Descriptive analysis was also performed to examine the students’ levels of negative emotions toward their academic experience. The quantitative results showed a significantly positive correlation between lecturers’ content-based instruction (CBI) and learning intention, rob (0.536) rcv (0.226); lecturers’ communicative language teaching (CLT) correlated positively with learning encouragement, rob (0.655) rcv (0.226); and lecturers’ task-based language teaching (TBLT) correlated positively with motivation, rob (0.671) rcv (0.226). This means that the CLTA strategy strongly and positively encouraged students to study and decreased the students' experiences of negative emotions. The study revealed that the more intensively the CLTA is applied, the fewer students feel depressed, and the better the students’ achievement is. The study suggests that CLTA activates affective, cognitive, and conative norms even in online learning environments.

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