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<![CDATA[Need Analysis in Developing TBLT-Based Digital Storybook for 7th Grade Students ]]>
<![CDATA[Pradnyawati, Kadek Rikha]]>;
<![CDATA[Myartawan, I Putu Ngurah Wage]]>;
<![CDATA[Pratiwi, Ni Putu Astiti]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 2 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i1.61192
<![CDATA[Language teaching needs to use media and models that help student learning activities. And task-based learning is a learning model that has been widely applied in schools but does not yet have the appropriate criteria for this model in facilitating literacy activities. The role of creative and innovative learning media is also very important in increasing student motivation in literacy activities based on TBLT. This research aims to analyze the needs of students as initial stage to develop a TBLT-based digital story book to promote student literacy activities in 7th grade students. This study uses the Design & Development model by Richey & Klein as a research methodology. There are four stages in this method carried out by researchers namely, Analysis, Design, Development, and Evaluation. In collecting data, several instruments used were syllabus analysis, interview guides, observations, questionnaires, blueprints, and assessment rubrics. The results show that TBLT-based digital storybooks help teachers and students in the learning process and literacy activities as innovative media and provide motivation to be interested in literacy.]]>
<![CDATA[Translation Strategy in TikTok Terms: English and Indonesian Version ]]>
<![CDATA[Adlina, Nuri]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 2 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i2.42337
<![CDATA[People communicate through social media using various languages. One social media application that has gained a lot of users during this pandemic time is TikTok. This translation and the popularity of TikTok bring the writer to discuss about the translation of TikTok terms from English to Indonesian. The purposes of this research were to analyze the principle of translation, strategy of translation and the most dominant strategy used by the translator in translating TikTok terms from English to Indonesian. This research used qualitative methodology. The technique of analyzing data in this research used qualitative approach. This study uses the theory of Chesterman of Translation strategy. The writer collected 50 TikTok terms from the app. The terms consist of 18 words, 21 phrases and 11 clauses. The writer found out some principles in terms used in Indonesian version of TikTok app which is translated from the English version: meaning, idiom, and source language influence. From 50 data collected, the writer found 6 kinds of translation strategies and used in translating terms from English version of TikTok app to Indonesian version. The translator employed literal translation strategy in 28 collected data, calque strategy in 10 collected data, loan strategy in 1 collected data, naturalization in 1 collected data, and unit shift in 4 collected data.]]>
<![CDATA[Students’ Vocabularies Learning through Scrabble Games ]]>
<![CDATA[Nurwayuni, Rika]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 2 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i2.42879
<![CDATA[Problem in learning and teaching English still exist in school. Vocabulary is not a developmental skill or one that can ever be seen as fully mastered. The objective of the research was to analyze students’ vocabularie through scrabble games. This was a classroom action research conducted in 2 cycles, where each cycle consisted of five meetings. The instrument of collecting the data was observation sheet, interview, test and documentation. The data was obtained with quantitative analysis to calculate the percentage of completeness. Based on the analysis of the data it turned out that the students’ vocabularies had increased in each cycle. From the results of data analysis it showed an increase on students’ scores from pre-test to post-test I and post-test II. That was proven by data; students’ scores in the post-test I, the lowest score was 65 and the highest score was 80; Students' scores in post test II, the lowest score was 66 and the highest score was 85. In the pre-test, there were 8% (2 of 25 students) who scored ≥75. In post-test, there were 52% (13 out of 25 students) who scored ≥75. In post-test II, there were 84% (21 of 25 students) who scored ≥75. The conclusion of the research was 1 the learning method by using scrabble games on grade VII was more effective and more active.]]>
<![CDATA[English Teacher’s Strategy in Teaching Writing Using Discovery Learning ]]>
<![CDATA[Rohmi, Faoziatur]]>;
<![CDATA[Wahyuni, Sri]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 2 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i2.50812
<![CDATA[Writing is the one of crucial skills in learning English. students can communicate their emotions, ideas and. opinions through writing. Discovery Learning is a teaching-learning activity in which students construct their knowledge by identifying the information to help them to be critical thinking. However, students enjoy learning writing. Therefore this research aims to analyze English teacher strategy in teaching writing using discovery learning. The design applied in this research is qualitative research and the technique of this research is a case study. The subject of this research is the English teacher of MTsN. Data collection used three instruments observation, interview, and documentation. The result of this research, there are five roles of discovery learning that the teacher used, that are: (a) Stimulation, (b)Problem Statement, (c)Data Collection, (d) verification, and, (e)generalization). The advantages of discovery learning namely; (1) supporting learner’s active participation in the learning process; (2) think creativity; (3) highly students motivate, allow finding something by themselves. Using discovery learning can improve students’ ability to think freely. Specifically, discovery learning trains students’ cognitive skills to find and solve problems. Discovery learning strategy is very suitable to use to improve students' writing skills independently.]]>
<![CDATA[The Effect of Local Wisdom-based Material on Student’s Reading Ability ]]>
<![CDATA[Fatmawaty, Riryn]]>;
<![CDATA[Farih, Abdullah]]>;
<![CDATA[Ningsih, Wahyu Hidayati]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 2 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i2.51103
<![CDATA[The problem faced by human beings is the inability to live together harmoniously with others. This problem can be solved by learning and adapting local wisdom in every situation, this confirms that local wisdom is one of the crucial things to teach in schools. Local wisdom is very important because it contains moral values. The aim of this study is to analyze the material based on local wisdom has an effect on students' reading ability. The research design of this study is a quasi-experimental research with a non-equivalent control group design. This study was conducted on students of 12 grade senior high school, the sample used consisted of experimental and control classes each with 22 students, and the instruments used are test and non-test. The results of inferential statistical analysis using the paired sample t-test showed that the average value of the results of the experimental class's pretest reading ability was 67.77 while for the post-test experiment it was 85.55. In addition, the results of the questionnaire showed that there were about 89% of students gave a positive response, so it can be concluded that the application of material based on local wisdom has an effect on students' reading ability.]]>
<![CDATA[HOTS-Based Learning Supplementary Book for Teaching English at First Semester of Seventh Grade Students ]]>
<![CDATA[Widyastuti, Ni Wayan Suwardewi]]>;
<![CDATA[Nitiasih, Putu Kerti]]>;
<![CDATA[Budiarta, Luh Gd Rahayu]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 2 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i2.51558
<![CDATA[The teachers had not implemented HOTS-based learning well, moreover there were no varied introductory books let alone additional sources that support the learning process in the 21st century. This is very important to note considering that children have entered junior high school and have stepped on a higher level of learning. This study aims to developing a HOTS-based supplementary learning book for 7th graders in the first semester. This research design used the ADDE (Analysis, Design, Development, and Evaluation) model, in which the object of the research was a HOTS-based English learning book. The development of the book was based on the English learning syllabus used. Observations, interviews, document studies, and expert judgments were used to collect data in this study. A teacher in in junior high school was a participant in this study. The study found that this supplementary material book gave satisfaction to the target user. In addition, judging from the qualifications of experts, this product was referred to as a very good worksheet so that it was expected to be useful for 7th grade students and teachers.]]>
<![CDATA[WhatsApp for English Language Learning of University Students ]]>
<![CDATA[Maknunah , Salma Lu’lu’ah]]>;
<![CDATA[Rizal, Daviq]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 2 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i2.56358
<![CDATA[Teachers must be conscious of adapting educational philosophies and practices to new generations of learners. One of the social media used is WhatsApp. WhatsApp is currently often used for English learning by students. This research aims to analyze the effectiveness of WhatsApp as an English learning medium for students. The data source for finding social problems in this research uses a qualitative approach using a descriptive design. The subjects of this research were 67 State Islamic University students from several faculties, with an age range of 18 to 25 years. Data collection in this research used questionnaires and interviews. The results of these two methods will be integrated holistically to present a comprehensive and in-depth picture of the phenomenon being studied. The results of this research were that 79.1% of 67 students concluded that it was effective and 20.1% considered it less effective than WhatsApp for learning. The use of WhatsApp is effective as an English learning medium for students because WhatsApp is an application that is often used so it is very easy to use as a learning medium.]]>
<![CDATA[Strategies in Learning English Speaking Skill at English Department Students ]]>
<![CDATA[Afifah, Khayatul]]>;
<![CDATA[Punama, Yulian]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 2 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i2.59133
<![CDATA[The ability to speak is a factor that greatly influences the quality of a person's proficiency in conveying information orally. Base on observation among the students there were those who were clever, fast at speaking English and some were slow. It is influenced by their learning strategies. The objective of this research was to analyze learning strategies employed by the students of English Department Students (EDS) which pursue in the third grade. They were chosen based on the longer period in learning English in English Department Students (EDS). They were thirty seven students consist of twenty five girl students and 12 boy students at third grade of English Department Students (EDS). The type of this research used is one of descriptive quantitative research conducted was a survey research method. In this study, the sampling technique uses a side nonprobability system. The sample is only English skills competency students for grade who have studied English the longest so they have experienced the learning process in class with certain learning strategies. The result of the study reveals the English Department Students (EDS) students used all learning strategies, including memory, cognitive, compensation, metacognitive, affective and social. For the most frequently used by the students of the third grade is Cognitive and metacognitive strategy.]]>
<![CDATA[Teaching English Vocabulary Using Total Physical Response (TPR) Method ]]>
<![CDATA[Afrianti, Uli Ulfah]]>;
<![CDATA[Rustipa, Katharina]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 2 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i2.61065
<![CDATA[Vocabulary is the most important part of learning a second language. Teaching vocabulary, especially for young learners, should be fun, engaging, and easy to understand. One alternative method that can be applied in class is total physical response. The purpose of the research is to analyze Teaching English Vocabulary Using the Total Physical Response (TPR) Method at elementary school. To find out the results and describe the students' difficulties, the researcher used a qualitative descriptive analysis method. To obtain qualitative information, material was taken from observations in the form of field notes, documentation, and interviews, as well as student and teacher interviews. The method of analyzing the data would be in descriptive analysis. The steps in the data analysis process are data reduction, data display, conclusion, and verification. Apart from the TPR test results, after attending the class, the average student is 80–70. It can be concluded that fourth grade students at elementary school can understand the material better and are motivated to learn using Total Physical Response (TPR), which effectively improves students' skills and control.]]>
<![CDATA[Writing Through Scaffolding Technique Using Online Platform in Senior High School ]]>
<![CDATA[Putra, I Made Deby Adi Gunawan]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 2 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i2.66175
<![CDATA[Writing is an important skill and also an effective language skill, which is why students need to pay special attention to their writing skills. This study was aimed to analyze how to implement teachers in teaching through scaffolding technique using online learning platform in senior high school. The method used was documentation and in-depth interviews were conducted to collect data and answer a research question. In other words, all data in this study were obtained from the main source because it came directly from the main source, namely the student. The research findings show that in the application of teaching teachers using scaffolding technique using online platform in the senior high school students had difficulty converting sentences into simple tenses, students had difficulty developing main ideas to make supporting sentences and students had difficulty only making part of events and lacking in more in-depth character recognition. Suggestions for teachers should knew how to encourage more students to keep them interested in learning about writing. So that it can make it easier for students and interested in learning to write in class.]]>
