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<![CDATA[Students’ Perception of The Use of Mind Mapping as a Visual Learning Tool ]]>
<![CDATA[Sentyawati, Kadek Anggun]]>
<![CDATA[ Journal of Educational Study Vol. 2 No. 2 (2022): JoES (December) ]]>
Publisher : <![CDATA[English Education Department STKIP Agama Hindu Singaraja ]]>
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DOI: 10.36663/joes.v2i2.337
<![CDATA[Senior high school is the grade where young learners face the most complex lesson. The complex lesson leads students to have learning tools that could help them in the learning process. Mind mapping is one of creative visual learning tool that make the lesson becomes clearer. This study is aim to find the students’ perception of the use of mind mapping as visual learning tool at SMA Negeri 1 Singaraja. The study used qualitative research method design. The data of this study were collected by open-ended questionnaire and interview. The subjects of this study were 16 students of twelve grade students of SMA N 1 Singaraja which selected randomly. The result of the study showed that the students have positive perception towards the use of mind mapping as a visual learning tool. The majority of the students agreed that mind mapping can really help them in making summary and taking notes, giving them opportunity to be more creative, and helping them in developing their ideas.]]>
<![CDATA[U-shape and Cluster Seating Arrangement in Teaching English as Foreign Language in Yayasan Dana Punia ]]>
<![CDATA[Pranena, I Made Widwan]]>
<![CDATA[ Journal of Educational Study Vol. 2 No. 2 (2022): JoES (December) ]]>
Publisher : <![CDATA[English Education Department STKIP Agama Hindu Singaraja ]]>
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DOI: 10.36663/joes.v2i2.346
<![CDATA[The current problem focused on seating arrangement. The data were collected through observation, video recording, and interview. Data were analyzed by using Interactive Data Analysis. After the observation done, there were differences on students’ responses in U-shape and Cluster seating arrangements. When U-shape seating arrangement implemented, the students become hesitated in participating in the classroom activities. Meanwhile Cluster seating arrangement promoted more students’ participations. It was suggested to decide what types of response the teacher want their students give to the lesson before implementing those seating arrangements.]]>
<![CDATA[Teaching Reading with KWL Strategy during Online Learning ]]>
<![CDATA[Widyari, Ni Kadek Riska]]>;
<![CDATA[Ratminingsih, Ni Made]]>;
<![CDATA[Saputra, I Nyoman Pasek Hadi]]>
<![CDATA[ Journal of Educational Study Vol. 2 No. 2 (2022): JoES (December) ]]>
Publisher : <![CDATA[English Education Department STKIP Agama Hindu Singaraja ]]>
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DOI: 10.36663/joes.v2i2.350
<![CDATA[This current study aimed at investigating the effect of KWL strategy towards the reading comprehension of second grade students at SMA N 1 Kintamani in online learning. This research was an experimental research with pre-test and post-test control group design. By involving XI IPS 1 as the control group which taught by using conventional method and XI IPS 2 as the experimental group which taught by using KWL strategy in teaching reading. The obtained data were descriptively and inferentially analyzed by using SPSS 23.0. In pre-test, the study found the experimental group (M= 56.28) showed higher mean score of reading comprehension rather than the control group (55.87). The result of t-test also revealed that the mean difference between experimental and control group in pre-test was not significant (α=>0.05). Furthermore, in post-test the experimental group got better reading comprehension achievement than the control group. The result of the study found that the experimental group (M=74.32) got higher mean score of reading comprehension compared to control group (M= 61.16). The result of t-test also confirmed that the mean difference between experimental and control group in post-test was significant (α=<0.05. In conclusion, KWL strategy gave a significant effect on the reading comprehension of second grade students at SMAN 1 Kintamani.]]>
<![CDATA[Teaching English Vocabulary to Young Learners with Wordwall Application: An Experimental Study ]]>
<![CDATA[Pradini, Putu Cening]]>;
<![CDATA[Adnyayanti, Ni Luh Putu Era]]>
<![CDATA[ Journal of Educational Study Vol. 2 No. 2 (2022): JoES (December) ]]>
Publisher : <![CDATA[English Education Department STKIP Agama Hindu Singaraja ]]>
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DOI: 10.36663/joes.v2i2.351
<![CDATA[The pandemic period changed the education system in Indonesia. Online learning has been implemented since 2020, and face-to-face learning will gradually begin in 2021. As online learning is implemented, various learning media have been used by teachers to help students understand the material content during online learning. However, the lack of student motivation during online learning becomes the main problem. Especially for young students who find it difficult to concentrate while studying. Teachers need learning media that are more creative and attract students' attention and motivation to learn. Vocabulary is one of the basic components of English that have to be mastered by students. Therefore, this research specifically aimed to improve the English vocabulary of young learner students at SDN 1 Mambang by using Wordwall. The material given includes three vocabulary components: nouns, verbs, and adjectives. This research study is a one-shot case study that will use one participant to be given treatment. This study aimed to see the improvement or achievement of young learner students' vocabulary by using a word wall. This research is a quantitative study. The data obtained from the pre-test and post-test will be presented quantitatively. This study shows that the mean score of the student in the pre-test was 53.33, categorized as satisfactory, and the student's scores in the post-test increased by 73.33, categorized as good. After receiving treatment, the total percentage of students' vocabulary achievement development was 37.50%. This shows that word wall can increase students' vocabulary achievement and motivation to learn English.]]>
<![CDATA[Authentic Assessment Practice in English Language Teaching based on 2013 Curriculum ]]>
<![CDATA[Lestari, Ni Putu Diana Eka]]>
<![CDATA[ Journal of Educational Study Vol. 3 No. 1 (2023): JoES (June) ]]>
Publisher : <![CDATA[English Education Department STKIP Agama Hindu Singaraja ]]>
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DOI: 10.36663/joes.v3i1.365
<![CDATA[The current study aimed at identifying the practice of authentic assessment based on Curriculum 2013. This study was a literature study focusing on identifying the terms of authentic assessment, characteristics of authentic assessment, types of authentic assessment in curriculum 2013, the practice of authentic assessment in EFL context, and the advantages and disadvantages of authentic assessment implementation. This study found that Authentic assessment is model of assessment carried out by the teachers to gather information about the students’ learning performance during the process of learning. This assessment considered to be effective as it helps the students integrate the knowledge and skills, they have learnt with their real life by working on real world tasks, projects, or performances. The strength of conducting authentic assessment allows the students to experience more meaningful learning. However, apart from its strength, this assessment also carries out some weaknesses regarding to its implementation. The weaknesses of this authentic assessment deal with the time-consuming preparation and complexities that lead to the inappropriate implementation. Even so, authentic assessment is still considered to be effective and its practice must be carried out in the classroom, particularly in ELT classroom. ]]>
<![CDATA[Students’ Effort for Independent Learning Through Voluntary Extensive Reading ]]>
<![CDATA[Nugraha, I Gede Made Artha]]>;
<![CDATA[Artini, Luh Putu]]>;
<![CDATA[Utami, Ida Ayu Made Istri]]>
<![CDATA[ Journal of Educational Study Vol. 3 No. 1 (2023): JoES (June) ]]>
Publisher : <![CDATA[English Education Department STKIP Agama Hindu Singaraja ]]>
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DOI: 10.36663/joes.v3i1.379
<![CDATA[This study was aimed at analyzing students’ effort for independent learning through voluntary extensive reading in which it was viewed from students’ reading motives and materials. This study was designed in the form of qualitative study by involving 30 junior high school students and the data were gained through observation, interview, and survey. The instruments were the researcher, observation sheet, interview guide, and questionnaire. The collected data were analyzed by using qualitative data analysis. The findings revealed that; 1) the English reading materials read by the students are the materials related to the school materials, fiction (story, novel), and news, 2) students have their motives in reading extensively, namely to gain experience and skills in English language, to learn new things, to be confident and to improve ability in using the language. This study suggested that teachers to encourage extensive reading in classroom.]]>
<![CDATA[Students’ Learning Approach in SMK Negeri 1 Singaraja in The EFL Online Learning Context ]]>
<![CDATA[Damayanti, Putu Vergi]]>;
<![CDATA[Santosa, Made Hery]]>;
<![CDATA[Myartawan, I Putu Ngurah Wage]]>
<![CDATA[ Journal of Educational Study Vol. 3 No. 1 (2023): JoES (June) ]]>
Publisher : <![CDATA[English Education Department STKIP Agama Hindu Singaraja ]]>
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DOI: 10.36663/joes.v3i1.380
<![CDATA[This study investigated the learning approach of tenth-grade students in SMK Negeri 1 Singaraja in the EFL online learning context. The study employed quantitative research. The sample involves 89 students in tenth grade in the Hotel Accommodation program. This study used the R-SPQ-2F questionnaire which was modified for the online learning context. The data analysis was implemented in the R-SPQ-2F questionnaire mean score analysis. The results showed that tenth-grade students in SMK Negeri 1 Singaraja tend to surface approach (tsap= 29.55 > tdap= 28.32). It is suggested students will study in-depth to build meaningful learning by understanding concepts and developing potential optimally in the implication of learning English as a foreign language in the online learning context.]]>
<![CDATA[The Implementation of HOTS-Based English Learning in Junior High School During Online Classes ]]>
<![CDATA[Widyastuti, Ni Wayan Suwardewi]]>
<![CDATA[ Journal of Educational Study Vol. 3 No. 1 (2023): JoES (June) ]]>
Publisher : <![CDATA[English Education Department STKIP Agama Hindu Singaraja ]]>
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DOI: 10.36663/joes.v3i1.381
<![CDATA[The purpose of this study is to learn the implementation of teaching and learning as well as the issue of the activities based on higher order thinking skills in English learning. This study was a descriptive qualitative study. The participants of this study were three English teachers in Junior High School 3 of Singaraja, Bali. The data were gathered using observation and direct interviews. The result of data analysis showed that the implementation of English learning during online classes had covered all the cognitive levels of Taxonomy Bloom, LOTS (lower order thinking skills), and HOTS (higher order thinking skills). However, the lack of training regarding HOTS-based learning caused teachers to have limited information about implementing the proper high-order thinking skills in the learning process. Thus, it has an impact on the problems that arise in implementing HOTS-based learning in online classes. This finding is intended to discover more about the implementation of junior high school English learning in HOTS-based online classes. ]]>
<![CDATA[Students’ Creative Process in Writing a Feature: A Critical Analysis ]]>
<![CDATA[Sasmita, Kadek Sathya]]>
<![CDATA[ Journal of Educational Study Vol. 3 No. 1 (2023): JoES (June) ]]>
Publisher : <![CDATA[English Education Department STKIP Agama Hindu Singaraja ]]>
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DOI: 10.36663/joes.v3i1.425
<![CDATA[In creative writing, the process of student develops the idea into a piece of features becomes an emphasis rather than the final result. The student who made a feature writing certainly needs to pass the process in order to make a good feature writing. This study aimed at analysing the creative process of that experienced by students in writing feature writing in creative writing class and their creative process that is reflected in their creative writing. It was a qualitative study especially a case study, in which the data were collected and described through phenomena that were found on the creative process of the student in creating their feature writing. The finding of the study revealed all of the students passed seven stages of the creative process. All of the seven stages were preparation, planning, incubation, beginning flowing, breakthrough, and titling. One of the respondents missed the planning stages because that respondent write the feature directly without making a draft first. The result of the study implies that creative writing is different from common writing in terms of the process. Teachers are encouraged to help students to give suggestions and feedback during students’ creative writing process.]]>
<![CDATA[Students’ Reading Interest in Eleventh Grade of SMA Lab Undiksha Singaraja ]]>
<![CDATA[Ellyani, Putu Rossa]]>
<![CDATA[ Journal of Educational Study Vol. 3 No. 1 (2023): JoES (June) ]]>
Publisher : <![CDATA[English Education Department STKIP Agama Hindu Singaraja ]]>
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DOI: 10.36663/joes.v3i1.426
<![CDATA[Reading has a very important social role in human life. Reading enriches knowledge. The more you read, the wider your thinking horizon. First, reading is a means of communication, in a cultured society. Second, the readings produced are mostly from a person's social background. Third, as long as reading, the results of the reading will be recorded. Activities in the teaching and learning process are also inseparable from reading activities, such as in repeating a subject matter given by the teacher and in finding supporting materials in associating the teacher's information. Likewise, working on questions requires reading. The problem that arises is that some students lack interest in reading in supporting reading teaching. This causes some students to lack in understanding the purpose of reading. Given how important reading is, especially for students' education, they must learn to read to increase their own knowledge. ]]>
