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<![CDATA[TEACHER’S ABILITY IN PREPARING LESSON PLANS FOR ENGLISH AS A FOREIGN LANGUAGE DURING THE PANDEMIC IN THE SENIOR HIGH SCHOOL ]]>
<![CDATA[Asari, Rahayu Kusuma Widya]]>;
<![CDATA[Tantra, Dewa Komang]]>;
<![CDATA[Agustini, Dewa Ayu Eka]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 2 (2021): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i2.32657
<![CDATA[There are still many students who do not follow online learning well. Students who are not focused on online learning. In addition, there are still many teachers who find it challenging to design appropriate learning for students. This will have an impact on learning activities that cannot run optimally, especially in English subjects. The negative impact of this is that the ability of students will decrease. This study aims to analyze the teacher's ability to prepare EFL lesson plans through Google Classroom, the teacher's obstacles in compiling EFL lesson plans through Google Classroom, and students' obstacles in learning English as a foreign language (EFL) through Google Classroom. The method used in this study is a mixed-method. The method used to collect data is observation, interviews, and questionnaires. The instrument used to collect data is a questionnaire. Before data collection, the three instruments were validated and tested empirically. The technique used to analyze the data is descriptive qualitative and quantitative statistics. The results showed that the ability of teachers to prepare EFL lesson plans through Google Classroom was still lacking. In addition, EFL students also encounter obstacles in learning English as a foreign language (EFL) through Google Classroom.]]>
<![CDATA[FAMILY AND SCHOOL CONDITION TOWARD STUDENT ENGLISH ACHIEVEMENT ]]>
<![CDATA[Syahrilla putri, Verdana islami Alwi]]>;
<![CDATA[Syahrul, Syahrul]]>;
<![CDATA[Melani, M.]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 2 (2021): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i2.35603
<![CDATA[The school environment is also an inhibiting factor for students. For example, the way the lesson is presented is not good. In addition, there are still many parents who ignore the education of their students. This has an impact on students' low English skills. This study aims to analyze family and school conditions on students' English achievement. This research is a correlational study. The research subjects were all students of the class with 24 students. The method used to collect data is observation, interviews, and questionnaires. The instrument used in data collection is a questionnaire. The technique used to analyze the data is descriptive qualitative statistics, and quantitative. The study results are that family conditions have a positive effect on learning achievement in learning English. This shows that when family conditions improve, student achievement will also increase. Partial test (t-test) obtained t count variable influence of family conditions = 6.607 so that Ha X1 against Y is accepted. Variable influence of school conditions t count = 3.019 so that Ha X2 to Y is accepted. The practical contribution of family conditions is 21.316%, school conditions are 39.678%. The key is that there is a simultaneous influence of family and school conditions on learning English subjects.]]>
<![CDATA[SHADOWING TECHNIQUE TO IMPROVE STUDENT’S LISTENING SKILL ]]>
<![CDATA[Junipisa, Ni Made Ernila]]>;
<![CDATA[Aristana, I.N.]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 2 (2021): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i2.32516
<![CDATA[The condition that occurs in the classroom is that students are afraid of English. Students feel that learning English is difficult to memorize. Students have learning difficulties because the teacher does not apply a suitable learning model for students. This causes students to feel bored in learning and has an impact on students' low English skills. The purpose of this study is to analyze the shadowing technique in learning English for students. This type of research is classroom action research. The research subjects were 17 students. There are four main parts of classroom action research, namely planning, action, observation, and reflection. The methods used to collect data are observation, interviews, and questionnaires. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The study results are the average value, from 73.2 in the first cycle to 76.0 in the second cycle. The percentage of students who passed the KKM also increased from 59% to 78%. Listening skills improve after the application of shadowing techniques. The key is that the application of shadowing techniques can improve students' listening. This research implies that teachers can apply shadowing techniques in the classroom. The application of shadowing techniques can create a fun learning atmosphere for students to improve students' listening skills.]]>
<![CDATA[TEACHER’S PERCEPTION OF SELF-DIRECTED LEARNING AND EFL STUDENTS’ LEARNING AUTONOMY DURING COVID-19 PANDEMIC ]]>
<![CDATA[Yanti, Made Dama]]>;
<![CDATA[Artini, Luh Putu]]>;
<![CDATA[Wahyuni, Luh Gede Eka]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 2 (2021): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i2.32014
<![CDATA[The COVID-19 pandemic has forced academic institutions in Indonesia to implement online learning. As a result, teachers must prepare online learning strategies that can build students’ independent learning. This study aims to analyze teacher perceptions of independent learning, assigned activities in online learning, and independent learning components in activities. This study uses an embedded mixed-method approach. The methods used to collect data are observation, interviews, and questionnaires. The instruments used to collect data are self-rated questionnaires, observation tables, and classification tables. The technique used in analyzing the data is descriptive qualitative and quantitative statistics. The results of this study indicate that teachers feel they have knowledge about and in implementing Independent Learning. The teacher carries out the learning process in three parts: pre-activity, initial activity, and post-activity. However, there are only three components of Self-Directed Learning that are included in the action. In its activities, self-directed learning is when the teacher provides material, individual assignments, and assistance when needed. However, independent learning is no longer a reflection on post-activity because there is no feedback. Therefore, more effective and exciting learning activities are required.]]>
<![CDATA[REFLECTIVE THINKING PRACTICE: AN ANALYSIS OF ENGLISH TEACHERS’ PERCEPTION DURING ONLINE LEARNING ]]>
<![CDATA[Sugita, N.P.A.N]]>;
<![CDATA[Myartawan, I.P.N.]]>;
<![CDATA[Wahyuni, L.G.E]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 2 (2021): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i2.33578
<![CDATA[Teachers face the challenge of creating quality learning. However, teachers have difficulty in designing online learning. This study aims to analyze the level of reflective thinking practice of English teachers during online learning. This research is a qualitative descriptive study. The subjects of this study were three English teachers. The methods used to collect data are questionnaires, observations, and interviews. Self-rated guideline questionnaires and interviews were used as research instruments. The research findings show that English teachers are categorized as advanced teachers and tend to use four reflective thinking skills in their teaching: lifelong learning skills, self-assessment skills, self-confidence skills, and self-assessment skills. They are teaching awareness. The English teachers feel that they must find the most effective strategies to improve their teaching. Teachers are aware of their strengths and weaknesses in teaching and believe that they can meet their needs as teachers in improving the quality of their teaching. Finally, the teachers try what they do to students according to their discipline to carry out the learning process according to the needs of students.]]>
<![CDATA[THE LEVELS OF QUESTIONS USED IN THE ENGLISH TEXTBOOK ENTITLED “STOP BULLYING NOWâ€FOR THE XI GRADE OF SENIOR HIGH SCHOOL ]]>
<![CDATA[Wahyuni, Ketut Budi]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 2 (2021): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i2.34393
<![CDATA[Reading comprehension in Indonesian students is very weak. It is proven by Pisa 2018, a result which states that from a comparison between science, mathematics, and reading comprehension, Indonesian students are ranked 74th in the sixth from bottom. This article aims to analyze the level of questions used in an English textbook entitled "Stop Bullying Now" for class XI SMA published by the Ministry of Education and Culture of the Republic of Indonesia in 2017. This analysis uses Barrett's taxonomy to test reading comprehension. Questions in the book with content analysis of qualitative research. Based on Barrett's taxonomy, there are five levels of reading comprehension questions: literal comprehension, reorganization, inferential, evaluation, and appreciation. The results showed that the level of literal understanding (7.45%), reorganization (0 %), inferential (39.36%), evaluation (36.17%), and appreciation (17.02%). This shows that the higher-level comprehension is dominant over lower-level comprehension, but the level is not evenly distributed in all texts. The results of this study can provide an overview of the level of reading comprehension questions used in the English textbook entitled "Stop Bullying Now," which is helpful for teachers as a guide in learning English reading comprehension.]]>
<![CDATA[TEACHER’S PREPARATION OF LESSON PLANS IN ENGLISH FOR OCCUPATIONAL PURPOSES (EOP) THROUGH GOOGLE CLASSROOM ]]>
<![CDATA[Detiani, N. K.]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 2 (2021): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i2.32565
<![CDATA[In the application of online learning, there are several problems. One of the problems that are often found is the problem of learning facilities. Students have inadequate to carry out online learning facilities so that the impact on online learning does not run optimally. This study aims to measure EOP teachers' ability to prepare EOP students' lesson plans through Google Classroom in Vocational High Schools (SMK) and identify teacher problems and problems faced by students in EOP learning through Google Classroom. The type of research ii is qualitative. The research was conducted using an embedded mix-method design. The participants of this study were an English teacher of tenth-grade students and 76 students. The methods used to collect data are observation, interviews, and questionnaires. The technique used to analyze the data is qualitative and quantitative statistical analysis. The results of this study indicate that teachers are lacking and have problems in three aspects. The three aspects are the relevance of learning methods, evaluation and learning indicators' relevance, and instruments and evaluations' relevance. In addition, EOP students found problems in 6 aspects of EOP learning through Google Classrooms. This research implies that EOP learning through Google Classroom can be applied by teachers in online learning.]]>
<![CDATA[THE USE OF E-MIND MAP IN ONLINE THINK-PAIR-SHARE-BASED READING LEARNING ON STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Hardiyanti, Ni Nengah]]>;
<![CDATA[Myartawan, I Putu Ngurah Wage]]>;
<![CDATA[Hadisaputra, I Nyoman Pasek]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 2 (2021): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i2.32196
<![CDATA[There are still many students who do not like reading. Students feel that reading is a tiring activity, so students rarely have the intention to read. Students feel bored when reading and make students fast. This is the main reason why students do not like to read. This study aims to analyse the effectiveness of using e-mind maps in online reading learning based on Think-Pair-Share on the reading comprehension of Indonesian EFL students. This research is a pre-experimental study with a one-group pretest-posttest design. The sample consists of 32 class students. The techniques used to collect data are observation and interviews. Data were collected through pretest and posttest and analysed using descriptive and inferential statistics assisted by SPSS version 24. The results showed that the average posttest score of students was 91.13, which was higher than the average student pretest score of 75.72, and there were significant differences. The important difference between the mean pretest and posttest scores (Sig. (two-sided) was .000 < .05). Therefore, it can be said that the e-mind map in online reading learning based on Think-Pair-Share has a positive and significant effect on the reading comprehension of Indonesian EFL students. The research implication is that teachers can use e-mind map integration in online Think-Pair-Share settings. The application of e-mind in online Think-Pair-Share settings can facilitate students in learning and create a pleasant learning atmosphere so as to improve students’ reading comprehension, especially in learning English skills such as speaking, listening, and writing.]]>
<![CDATA[ENGLISH LEARNING PRACTICES ]]>
<![CDATA[Budiman, Muhammad Arief]]>;
<![CDATA[Untari, Mei Fita Asri]]>;
<![CDATA[Listyarini, Ikha]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 2 (2021): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i2.39039
<![CDATA[Adequate facilities and infrastructure are not yet ready so that learning cannot run smoothly. The purpose of this study was to analyze the process of learning English. This research is qualitative, descriptive research that tends to use analysis and emphasizes process and meaning more. The approach used in this study is phenomenological. Data collection methods used in this study were interviews, questionnaires, and observation. The instrument used to analyze the data is a questionnaire. The data analysis technique used is descriptive qualitative analysis. The results of this study are that four critical factors support the smooth running of the English learning process: the principal, parents of students, students, and educators. The role of the principal, especially the support of the principal in the form of providing facilities and infrastructure, is an essential factor because, without this learning, it will not be able to run smoothly. The role of parents is also essential because their assistance to students will be able to provide a learning atmosphere. Student motivation is also an essential key to the success of learning English. This research with the results wants to show that various parties pay attention to four main factors for the smooth teaching and learning activities process.]]>
<![CDATA[SONG FOR TEACHING ENGLISH VOCABULARIES IN THE FOURTH GRADE STUDENTS ]]>
<![CDATA[Gita, Ananda Indah]]>;
<![CDATA[Wedhanti, N.K.]]>;
<![CDATA[Budiarta, L.G. Rahayu]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 2 (2021): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i2.35850
<![CDATA[There are some problems when the teacher teaches vocabulary. Many students have difficulty learning English. Several factors make some words difficult for students, such as pronunciation, spelling, length, complexity, meaning, range. This has an impact on the students' English ability, which is low. The purpose of this study is to analyze the activities of teaching English vocabulary to fourth-grade students. This type of research is qualitative using a qualitative descriptive method. The subjects of this study were teachers and 29 students of class IV. The methods used to collect data are observation, interviews, and questionnaires. The instruments used to collect data are observation sheets and questionnaires. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The results of this study are the teaching of vocabulary used by the teacher in this study, namely alphabet songs, objects, songs of the day, songs of the month The most frequently used songs are alphabet songs. The teacher applies the alphabet song at the beginning or end of the lesson. The most enjoyable teaching song is the Alphabet song. Students are critical in learning English when the teacher implements this song. Therefore, the teacher's role is critical in choosing songs that can be used to teach them according to students' needs and preferences.]]>
