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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
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Search results for , issue "Vol. 10 No. 3 (2022): December" : 15 Documents clear
Teaching Strategies Employed by the English Teacher during the Onsite Transitional Period Putu Risma Dewi; Luh Putu Artini; Luh Gede Eka Wahyuni
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 3 (2022): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i3.58558

Abstract

The government again start new regulations in the education field, which open the school and start onsite learning. This is considered an onsite transitional period since this is the first time that onsite learning is conducted again after being temporarily suspended due to the Covid-19 pandemic.  Teachers need to adapt and adjust the teaching strategies during the onsite transitional period. The aim of this study is to analyses English teachers’ teaching strategies during the onsite transition period. This study applied the descriptive qualitative method. The data collection methods are classroom observation and interviews. The findings of the study were interpreted through data reduction, data display, and conclusion. The results of the study found that English teacher has implemented several strategies starting from pre-activity, main-activity, and post-activity. The strategies are reviewing, discussion, question & answer, elicitation, brainstorming, ice breaker, reading activity, cooperative learning, lecturing, exercise, drawing the conclusion, self-reflection, and quiz. Moreover, the teaching strategies also align with the I2M3 standard process. The present study is conducted due to the urgency of empirical data, some previous studies have researched teaching strategy, nevertheless, the study about teaching strategy during the onsite transitional period remains unclear.
The Implementation of E-Picture Strip Story in English Writing I. G. N. Arik Kusuma Putra; G. A. P. Supianti
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 3 (2022): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i3.58643

Abstract

In today’s digital era teachers get a challenge to increase students' creativity and motivation by using technology as a medium. The use of e-picture strip story as a technology-based media become one of the strategies to students in English writing. Picture strip story can help students’ develop critical thinking creativity in writing to create magnificent various text. This study aims to analyze the procedures used by the researcher in implementing e-picture strip story in writing class and analyze the challenges faced by students. This study uses qualitative research as a research method. The subjects of this study were class VIII at junior high school. Data were collected using an observation checklist and an interview guide. Both data collection methods allow triangulation of data to ensure data validity. The result of the data that has been collected is the procedure carried out by the researcher is to carry out three stages, namely; pre-activity, whilst-activity, and post-activity. Then, the other findings found there are three challenges that researchers and students face, namely; time management, material resources, and classroom atmosphere.
The The Factors that Affect the Implementation of Remote English Teaching: Senior High School Teacher’s and Student’s Perspectives Sushmita Maheswari; Kadek Sintya Dewi
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 3 (2022): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i3.59076

Abstract

Vovid-19 disease causes many problems in various fields. One of them is education. Teachers must be more creative and innovative in teaching. Therefore, teachers can use remote teaching in learning English. This study aims at analyzing the factors that affect the implementation of remote teaching, as well as the description of teachers’ and students’ perceptions of those factors that affect the implementation of remote teaching. The method used is mixed methods and is used as a research design in collecting and analyzing data. The type of mixed methods used is a mixed method which is dominant using qualitative methods compared to quantitative methods. Data were collected by using an interview guide, matrix literature review, and questionnaire. The data analyses using quantitative methods. The results of the study show that there are 10 supporting factors and 9 limiting factors that affect the implementation of remote teaching and another result is the high perception of teachers and students towards these factors. All students majoring in language have positive perceptions and agree with all supporting and limiting factors of remote teaching. Students also agree that the nine limiting factors can be inhibitors during the implementation of the remote teaching process.
The, An The Students’ Perception of Remote Teaching: An Analysis of Insufficient Parental Support on Academic Performance I Gusti Ayu Md Denisha Vedhaswari
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 3 (2022): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i3.59131

Abstract

The COVID-19 pandemic has urged all the educational communities to transform that was once conventional learning into remote teaching, which has had a significant impact on students' academic performance. Previous observations has been conducted on factors that limited remote teaching. However, some students may perceive a lack of parental support, resulting in negative effects on their academic and emotional outcomes. This study aimed to analyze the impact of insufficient parental support on students' perception of remote teaching and academic performance. This study use a mixed-methods approach. The research respondents and source were only students in the twelve-grade majored in hospitality accommodation from one of the vocational schools.The data were collected with questionnaire and interviews, with purposive sampling technique. The results showed that among other factors of the limitation of remore teaching, the mean score of 3.18 indicated that the statement of students who did not receive sufficient parental support during remote teaching was the highest limiting factor in the remote teaching. Students perceive that when studying at home, if no parental support were present it became one of the barrier to for their academic achievement.
Senior High School Student’s Perception of Limiting Factors Affecting The Implementation of Remote Teaching Process Krisna Karunika, Kadek
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 3 (2022): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i3.59253

Abstract

Since the Covid-19 Pandemic, the learning system in Indonesia has changed to remote teaching. Many students, especially in Senior High School, needed help implementation of the online learning process with this remote teaching. This study aims to analyse students’ perceptions of the factors that become obstacles in remote teaching. There have been many researchers who have examined this case but have yet to use one research method. Therefore, researchers want to present different data using mixed methods (Qualitative & Quantitative), which are more dominant in qualitative method. When the data is collected to be analyzed, the qualitative method uses a matrix literature review and an interview guide. In contrast, the quantitative method uses a questionnaire to obtain more valid data. The data that have obtained will analyze quantitatively. The results of this study show that there are five limiting factors in the implementation of the remote teaching process such as (1) inexperienced students, (2) inadequate online learning facility, (3) unreliable internet connection, (4) deficient interaction, and (5) insufficient parental support. And there are factors that limiting of the remote teaching process that three informants have mentioned.

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