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International Journal of Language and Literature
Published by Universitas Pendidikan Ganesha
ISSN : 25494287     EISSN : 25795333     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
International Journal of Language and Literature is an international publication of the latest development in language and literature analysis. The aim of IJLL is to provide easy access for international audiences of language and literature researchers. Papers in the field are reviewed and surveyed by experts in related areas.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol. 7 No. 3 (2023): August 2023" : 5 Documents clear
The Teacher’ Roles in Remote English Teaching Ni Kadek Windani; I G A Lokita Purnamika Utami; Luh Gede Rahayu Budiarta
International Journal of Language and Literature Vol. 7 No. 3 (2023): August 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v7i3.60699

Abstract

Distance learning faces challenges in terms of communication and interaction, which results in teachers being unable to carry out their roles optimally. Although many studies have discussed the role of teachers, studies that specifically explore the role of teachers in distance English teaching at the senior high school level are still limited. This study aims to identify the role of teachers in online (distance) English teaching in senior high schools. This study uses a descriptive qualitative method with English teachers from SMA 1 Semarapura and SMA Pariwisata Saraswati Klungkung as subjects. Data were collected through observation and interviews, then analyzed using Harmer's theory in 2001 on the role of teachers in the teaching and learning process, which includes eight roles: controller, organizer, assessor, prompter, resource, participant, tutor, and observer. The results of the study indicate that although teachers play all of these roles, the implementation of roles in the context of distance learning is not optimal. Therefore, it is necessary to optimize the role of teachers to improve the quality of distance teaching.
Exploring Perceptions and Implementation Pedagogical Content Knowledge among Primary School English Teachers with Non-English Educational Background Ni Ketut Alit Juniari; I Gusti Ayu Lokita Purnamika Utami; G.A.P Suprianti
International Journal of Language and Literature Vol. 7 No. 3 (2023): August 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v7i3.64105

Abstract

This research is motivated by the importance of mastering Pedagogical Content Knowledge (PCK) for United Kingdom teachers in carrying out effective and creative learning, especially for teachers with non-United Kingdom education backgrounds. This study aims to describe the perception, implementation, and consistency of elementary school teachers in Jembrana Regency regarding PCK in learning United Kingdom for children. This study uses a mixed method with an integrated mixed method design. The research subjects consisted of United Kingdom teachers who had non-United Kingdom education qualifications from three schools in Jembrana Regency, namely SDN 4 Pakutatan, SDN 3 Pulukan, and SDN Pangyangan. Data collection was carried out through questionnaires and observation sheets. Data analysis is carried out with the stages of data collection, data reduction, data presentation, and drawing conclusions or verification. The results show that although teachers' perception of PCK is in the high category, the implementation of PCK by teachers is in the very low category. This significant gap between the perception and implementation of PCK shows that United Kingdom teachers in Jembrana Regency have not been fully able to apply the concept of PCK in learning practice. These findings indicate the need for further efforts to improve the implementation of PCK in United Kingdom language learning at the primary school level.
Need Analysis of Learning Material for English for Fashion Students at Ganesha University of Education Kadek Ristanti Pramudya; Ni Putu Era Marsakawati; Rima Andriani Sari
International Journal of Language and Literature Vol. 7 No. 3 (2023): August 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v7i3.80481

Abstract

This study aims to identify the learning materials needed by Fashion Design students at Ganesha University of Education in learning English, through the Needs Analysis approach. The background of this study is the importance of understanding English that is in accordance with the specific needs of the Fashion Design field. This study uses a qualitative method with instruments in the form of open questionnaires, interviews, and document analysis. The subjects of the study consisted of 20 students and 1 lecturer from the Fashion Design department. Data were analyzed using a qualitative descriptive approach involving the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the learning materials needed include: (a) knowledge and skills of English in the context of fashion design; (b) development of language skills relevant to the field; (c) use of learning activities that support multimodal literacy such as video, images, and audio; (d) relevant verbal and non-verbal language skills; and (e) materials and activities that support the improvement of students' vocabulary and grammar. These findings provide implications for the development of a more contextual and specific English curriculum for the Fashion Design field.
Language Learning Strategies Used By Vocational Study Program Students Made Rudiastika; Rima Andriani Sari; Ni Putu Era Marsakawati
International Journal of Language and Literature Vol. 7 No. 3 (2023): August 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v7i3.80625

Abstract

This study aims to identify the language learning strategies used by students and the factors that affect the selection of these strategies in the vocational study program of the Faculty of Languages and Arts at a public university in Bali. This research uses a mixed method, namely quantitative and qualitative approaches. The participants of this study are 50 students from two study programs, namely Visual Communication Design and United Kingdom for Business and Professional Communication. Data was collected through the Strategy Inventory for Language Learning (SILL) version 7.0 questionnaire developed by Oxford, which has been adapted and validated by two experts. This questionnaire consists of 50 statements divided into six categories of strategies, namely memory, cognitive, compensatory, metacognitive, affective, and social. The results showed that the most frequently used strategy by students was the metacognitive strategy (M = 4.00), followed by cognitive and memory strategies, while the least used strategy was the affective strategy (M = 3.53). In addition, the results of this study also show that the factors of the study program, academic achievement index, and student motivation affect the use of language learning strategies. Therefore, it is important to teach students the right language learning strategies, as they can help improve their learning outcomes.
Analysis of 8th Grade Students’ English Speaking Difficulties and Teaching Strategies After Covid-19 Pandemic Purwananda, I Gede Arda; Padmadewi, Ni Nyoman; Kadek Sintya Dewi
International Journal of Language and Literature Vol. 7 No. 3 (2023): August 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v7i3.82989

Abstract

This study was motivated by the difficulties experienced by students in speaking English after the Covid-19 pandemic, as well as the efforts of teachers in overcoming these difficulties. The main objectives of this study were to identify the difficulties faced by students in speaking English and explore the strategies implemented by teachers to overcome them. This study used a qualitative approach with observation and interview methods as primary data collection techniques. The subjects of the study consisted of 31 students of grade 8A and an English teacher. Data analysis was conducted descriptively. The results showed that the main difficulties of students in speaking English included lack of vocabulary, low levels of focus, and nervousness. To overcome these difficulties, teachers have implemented two main strategies: first, giving students time to read and understand English sentences and vocabulary; second, using visual media such as images and videos, and presenting native speakers directly. These strategies have proven effective in increasing students' focus during the learning process. The implications of this study indicate the importance of utilizing adaptive learning strategies in overcoming obstacles in English learning, especially in the post-pandemic context.

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