cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota denpasar,
Bali
INDONESIA
Jurnal Pendidikan Bahasa Inggris
Published by Universitas Pendidikan Ganesha
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 15 Documents
 1   2 
Search results for , issue "Vol 9, No 3 (2021): Desember" : 15 Documents clear
STUDENTS’ ERROR IN WRITING DESCRIPTIVE TEXT IN THE JUNIOR HIGH SCHOOL VIEWED FROM ITS INDICATORS Yani, Kartika Ketut
Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.43351

Abstract

Students often make mistakes in writing descriptive texts about people, animals, objects, or procedures. When asked about the source of the error, they did not give a clear answer to the question, let alone an explanation of the source of the error. The purpose of this study was to analyze the types of errors made by students and find out why students made mistakes in writing texts. The method used in this study is a qualitative description. Fifteen seventh-grade junior high school students were the subjects in this study. Data collection was carried out by presenting tests to students to write three descriptive texts about people, animals, and procedures, and focus group interviews on finding out why students made mistakes. The data is based on seven indicators in writing, namely the title, main sentence, significant sentence development, sentence structure, grammar used, word use, and writing, and ten sources of errors that might cause students to make mistakes in writing. This study found that students made mistakes in describing people, animals, and procedures in the title, main sentence, significant sentence development, sentence structure, word choice, grammar, and mechanics. Meanwhile, the highest proportion of students' mistakes in writing is the students' indifference to their writing.
TRANSITIVITY ANALYSIS OF EFL STUDENTS’ NARRATIVE TEXT IN VOCATIONAL HIGH SCHOOL Agustina, Maria; Suarnajaya, Wayan
Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.38314

Abstract

Language cannot be understood one at a time without considering contextual information about the current circumstances and culture. As a result, language can only be understood when individuals comprehend the circumstance and culture. This study aimed at identifying the process types that characterize the students' narrative texts. This study applied a descriptive qualitative method. The researcher collected the data from narrative texts. There were 28 students selected to be the subjects of this study. The collected data, presented in sentences and clauses, were analyzed using Halliday's transitivity system. Findings show that the process type that are dominantly used in the students' narrative texts are material, behavioral, intensive attributive, verbal, mental, and existential processes. The material process was the most common process type used because the students' subjects were connected to past figures. The findings in this study of the students' narrative texts demonstrate that the students must use the linguistic elements of a narrative text to give information. The purpose of text types in students' narrative texts is to encourage readers to imagine the words and sentence patterns used in the texts. It may help to minimize misunderstandings about the contents of the narrative text. As a result, while creating a narrative text, the students must employ the proper specific meaning, generic structure, linguistic characteristics, and language elements to stimulate readers' interest in providing necessary information while entertaining them.
LANGUAGE CHOICE USED BY EFL TEACHERS IN CLASSROOM LANGUAGE DURING THE ONLINE LEARNING Rizaldi, Faiz
Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.43816

Abstract

Penerapan pembelajaran online akibat Covid-19 telah menjadi fenomena yang banyak diperbincangkan di dunia pendidikan khususnya dalam proses belajar mengajar bahasa Inggris. Pembelajaran online diterapkan di sekolah masih terdapat kesulitan yang dihadapi oleh guru dan siswa baik secara teknis maupun nonteknis. Evaluasi terhadap pembelajaran online jarang dilakukan, sehingga belum ditemukan solusi yang signifikan untuk mengatasi kesulitan dalam melakukan pembelajaran online. Penelitian ini bertujuan untuk menganalisis persepsi guru EFL terhadap pembelajaran online selama pandemi Covid-19 dengan berfokus pada evaluasi aspek konteks pembelajaran. Metode kualitatif digunakan sebagai desain penelitian dengan mengadaptasi Model CIPPO. Data dikumpulkan melalui beberapa teknik, seperti; observasi, dokumentasi, administrasi angket, dan wawancara. Data yang diperoleh dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran online pada masa pandemi covid-19 sudah efektif dan berjalan dengan baik. Namun, guru harus meningkatkan keterampilan mengajar mereka, terutama selama pembelajaran online, untuk membuat siswa bersemangat untuk belajar, terutama dalam belajar bahasa Inggris. Selain itu, guru harus membuat media pembelajaran yang menarik, atau merancang materi pembelajaran yang kreatif untuk menarik perhatian siswa. Di sisi lain, peran keterlibatan orang tua juga penting dalam bidang ini. Hal ini dikarenakan siswa lebih banyak menghabiskan waktunya di rumah. Oleh karena itu, orang tua harus mendukung penuh anak-anaknya, seperti menyediakan smartphone yang sesuai untuk kelas belajar online mereka, juga kouta internet.
E-LEARNING PLATFORMS USED BY THE EFL TEACHER DURING DISTANCE LEARNING Wirasatya, Gede Didit Ogi; Artini, Luh Putu; Wahyuni, Luh Gede Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.42996

Abstract

Due to the Covid-19 outbreak, learning activities had to be changed from face-to-face activities in class to distance learning. The e-learning platform has been essential to use since the covid-19 outbreak. However, online learning has several obstacles, such as the lack of facilities owned by students. Some parents and students face a problem during distance learning because they do not have a computer or android device. This study aims to analyze the bold learning platform used by EFL teachers during the covid-19 outbreak and analyze the use during distance learning. This research uses a descriptive qualitative approach. Observations and interviews were used as methods in this study. The subject of this research is an EFL teacher. This study indicates that EFL teachers entirely use WhatsApp as an e-learning platform to carry out teaching activities during distance learning using several steps. First, the teacher sends a greeting, reviewing the previous material and information on today's material. Second, the teacher provides additional material in e-modules and learning videos. Third, the teacher gives some assignments to students. Fourth, the teacher collects the collection of assignments. This research can be used as a reflection on how the implementation of classroom language used by the EFL teacher during distance learning.
USING BRIGHT–ENGLISH FOR BEGINNERS APPLICATION TO ENRICH STUDENTS’ VOCABULARY Liando, Nitha V. F.; Mangare, Alfiani R. D.; Olii, Sanerita Tresnawaty
Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.39126

Abstract

The main problem for Indonesian English learners is the lack of vocabulary. During the teaching and learning process, most students often need more time to complete the tasks given by the teacher. Students have to translate the text word by word because their vocabulary is limited. It takes a long time, so achieving learning objectives is less effective. In practice, language is complex for students to understand. This study aims to analyze whether the Bright – English for Beginners application can enrich students' vocabulary or not. It is quantitative research with a pre-experimental design with one group pre-test and post-test. This research was conducted on class VII students consisting of 22 students. The methods used to collect data are observation, interviews, and tests. The instruments used to analyze the data are questionnaires and question sheets in analyzing the data obtained using descriptive statistics. The study results were that there was a statistically significant difference between the pre-test (before treatment) and post-test (after treatment). The mean pre-test score was 34.62, while the mean post-test was 88.25. Post-test achievement is higher than pre-test achievement. The findings of this study reveal that the use of the Bright – English for Beginners application significantly enriches students' vocabulary. As a result, it can be concluded that the Bright – English for Beginners application effectively improves students' vocabulary.
AN ANALYSIS OF GRAMMATICAL ERRORS COMMITTED BY STUDENTS IN WRITING COMPARISON AND CONTRAST PARAGRAPHS Yudhayana, Candra Dwi; Juniarta, Putu Adi Krisna
Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.44146

Abstract

Writing skills are still lacking and weak in students' classes and are often ignored by students. This study aimed at analyzing, and calculating the types and the sources of grammatical errors committed by the second-semester students from four classes in the English Language Education department academic year 2020/2021 in their comparison and contrast paragraphs. The final semester test of the Paragraph Writing course was used as the instrument of the study. Additionally, in analyzing the data, the theory by Dulay, Burt, and Krashen (1982) was used to describe the types of errors and the theory by Richards (1974) was used to analyze the errors’ sources. After that, that data was calculated. From the 114 paragraphs, 38 paragraphs that contained erroneous sentences were found. Four types of errors were classified, namely omission with 61 errors or 65%, followed by addition with 23 errors or 25%, then misformation with 6 errors or 6%, and the lowest was misordering with 4 errors or 4%. The errors were committed because of two sources; the first was an interlingual error that occurred 52 times or 54.84% and the second was an intralingual error with 42 errors or 45.16%. Conclusively, the omission and addition errors were the errors that needed to be concerned about because these two types of errors showed a very significant number of occurrences. Therefore, the students should be more aware of the grammar rules and teachers should emphasize the appropriate teaching method or technique to prevent the same errors to be happening in the future.
THE PURPOSE OF THE USE CLASSROOM LANGUAGE Hapsari Oka, Ida Ayu Puspitha Pradnya; Artini, Luh Putu
Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.43105

Abstract

Currently, there are still many who cannot use English. The results of previous studies also stated that the cause of students not being able to speak English was because students thought learning English was complicated. English in everyday life is still rare, so students have difficulty understanding English. This study aimed to analyze the classroom language used by the English teacher and to analyze the purpose of using the classroom language during the learning process. This study uses a case study using descriptive qualitative research. The object of this research is 1 English teacher. Data were collected by observation and interviews. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The results of this study indicate that first, the English teacher uses language based on the situations encountered during class. Second, the teacher chooses the class language based on the teacher's goals from the students during the learning process. This study categorizes three purposes of classroom language use: motivating, instructing, and guiding. Each plan has a different frequency in one meeting. The analysis results are supported by the teacher's statements obtained through interviews regarding how the situation requires certain types of language objectives. The use of classroom language has different purposes according to the current situation in the learning range.
STUDENT ENGAGEMENT ON THE IMPLEMENTATION OF ONLINE ENGLISH LEARNING Putri, Ni Putu Werdhi; Hadi Saputra, I Nyoman Pasek; Pratiwi, Ni Putu Astiti
Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.40165

Abstract

The English teacher does not involve a net meeting during online English learning. The net meeting is vital because it becomes a space for students to communicate and interact with their friends and teachers. It can trigger feelings, and they do not want to be actively involved in learning English online because they cannot experience the actual teaching experience and interact with their peers and teachers directly. This study aims to analyze student interactions and the difficulties involved in online English learning. This research uses mixed research methods by following a sequential explanatory research design. The sample in this study consisted of 140 students and was selected using the cluster random sampling technique. The process of collecting data in this study was carried out by distributing questionnaires and conducting interviews. The results of this study indicate that the involvement of students during online English learning is included in the high level seen from every aspect. However, there are some difficulties involved in learning English online, including internet connection problems, boredom, and loss of concentration, which psychologically affect motivation. Then, the slow response makes it difficult for students to contract online. In addition, the limited knowledge of English and the lack of direct interaction with the teacher, which makes students understand English subject matter independently, and the lack of direct interaction with fellow students also establish friendships with other students.
EFL TEACHER’S PERCEPTIONS TOWARDS ONLINE LEARNING DURING COVID-19 PANDEMIC Wijaya, Ni Komang Christania; Nitiasih, Putu Kerti; Budiarta, Luh Gede Rahayu
Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.44185

Abstract

Penerapan pembelajaran online akibat Covid-19 telah menjadi fenomena yang banyak diperbincangkan di dunia pendidikan khususnya dalam proses belajar mengajar bahasa Inggris. Pembelajaran online diterapkan di sekolah masih terdapat kesulitan yang dihadapi oleh guru dan siswa baik secara teknis maupun nonteknis. Evaluasi terhadap pembelajaran online jarang dilakukan, sehingga belum ditemukan solusi yang signifikan untuk mengatasi kesulitan dalam melakukan pembelajaran online. Penelitian ini bertujuan untuk menganalisis persepsi guru EFL terhadap pembelajaran online selama pandemi Covid-19 dengan berfokus pada evaluasi aspek konteks pembelajaran. Metode kualitatif digunakan sebagai desain penelitian dengan mengadaptasi Model CIPPO. Data dikumpulkan melalui beberapa teknik, seperti; observasi, dokumentasi, administrasi angket, dan wawancara. Data yang diperoleh dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran online pada masa pandemi covid-19 sudah efektif dan berjalan dengan baik. Namun, guru harus meningkatkan keterampilan mengajar mereka, terutama selama pembelajaran online, untuk membuat siswa bersemangat untuk belajar, terutama dalam belajar bahasa Inggris. Selain itu, guru harus membuat media pembelajaran yang menarik, atau merancang materi pembelajaran yang kreatif untuk menarik perhatian siswa. Di sisi lain, peran keterlibatan orang tua juga penting dalam bidang ini. Hal ini dikarenakan siswa lebih banyak menghabiskan waktunya di rumah. Oleh karena itu, orang tua harus mendukung penuh anak-anaknya, seperti menyediakan smartphone yang sesuai untuk kelas belajar online mereka, juga kouta internet.
THE JARGONS USED BY TENGANAN VILLAGE PEOPLE IN GRINGSING WEAVING Dewi, Agung Ayu Putu Septia; Ramendra, Dewa Putu; Mahendrayana, Gede
Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.42524

Abstract

Language is a system that mediates and types of vocalizations used by a community to communicate to understand each other. Language also has many varieties. This diversity is influenced by many factors, such as being influenced by a known place by age, gender, social status, and type of work. One variety of language is jargon. This study aims to analyze the jargon of meaning used by the people of Tenganan Village in weaving grinning. The design of this research is a qualitative descriptive design. The method used is observation and interviews. The observation method was carried out to observe the state of Tenganan village. The interview method was conducted to interview two weavers in Tenganan village to provide information regarding the jargon they use. The results showed that Tenganan Village people used fifty-six jargon to bring weaving. Based on fifty-six jargon, they are categorized into four types. The first type is jargon based on yarn processing, consisting of twenty jargon. The second type is jargon based on the weaving process, which finds three jargon. The third type is jargon based on naming tools and materials that find fifteen jargon. The fourth type is jargon based on the naming of eighteen motifs. Each jargon has a meaning that is used to facilitate communication between weavers in producing grinding weaving.

Page 1 of 2 | Total Record : 15

 1   2 

Filter by Year

2021 2021


Reset
Filter By Issues
All Issue Vol. 13 No. 2 (2025): August Vol. 13 No. 1 (2025): May Vol. 12 No. 3 (2024): December Vol. 12 No. 2 (2024): August Vol. 12 No. 1 (2024): May Vol. 11 No. 3 (2023): December Vol. 11 No. 2 (2023): August Vol. 11 No. 1 (2023): May Vol. 10 No. 3 (2022): December Vol. 10 No. 2 (2022): August Vol. 10 No. 1 (2022): May Vol 9, No 3 (2021): Desember Vol. 9 No. 3 (2021): Desember Vol 9, No 2 (2021): August Vol. 9 No. 2 (2021): August Vol. 9 No. 1 (2021): May Vol 9, No 1 (2021): May Vol. 8 No. 2 (2020): November Vol 8, No 2 (2020): November Vol. 8 No. 1 (2020): May Vol 8, No 1 (2020): May Vol 7, No 2 (2019) Vol. 7 No. 2 (2019): November Vol 7, No 2 (2019): November Vol. 7 No. 1 (2019): May Vol 7, No 1 (2019): May Vol 7, No 1 (2019) Vol 6, No 2 (2018): November Vol 6, No 2 (2018) Vol. 6 No. 2 (2018): November Vol 6, No 1 (2018) Vol. 6 No. 1 (2018): May Vol 6, No 1 (2018): May Vol 5, No 2 (2017): November Vol 5, No 2 (2017) Vol. 5 No. 2 (2017): November Vol 4, No 2 (2017): Vol 4, No 2 (2016): November Vol. 4 No. 2 (2016): November Vol 4, No 2 (2016) Vol 4, No 1 (2016): May Vol 4, No 1 (2016) Vol. 4 No. 1 (2016): May Vol 3, No 3 (2016): Vol 2, No 2 (2016): Vol 1, No 1 (2013) Vol. 1 No. 1 (2013): May Vol 1, No 1 (2013): May Vol 1, No 1 (2013) More Issue