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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. 11 No. 3 (2023): December" : 15 Documents clear
An An Identification of Phrasal Verb in the Movie Entitled “Harry Potter and the Prisoner of Azkaban” Zahra, Fitria
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 3 (2023): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v11i3.49877

Abstract

Language has a great effect as an important part of human life that is always used in the daily life by human being. It is important to teach and educate the students as ESL/EFL students about phrasal verbs in order to make them understand and capable in using phrasal verbs especially when they have interaction in English. This study aims to analyze the phrasal verbs, types and the meaning of phrasal verbs that are found in the movie entitled “Harry Potter and the Prisoner of Azkaban”. The instruments of this study are the researcher as the main instrument and a checklist that is used to collect the data. This study used documentation as the method of the data collection. The result of this study showed that there are 102 of phrasal verbs that were found in the movie. There were two types of phrasal verbs that were found in this study, such as transitive phrasal verb (separable phrasal verb and inseparable phrasal verb) and intransitive phrasal verb. Both of the types of the phrasal verbs were found in the movie of this study. Those are consisted of 74 of intransitive phrasal verb and 28 of transitive phrasal verb (14 of separable phrasal verb and 14 of inseparable phrasal verb).
An Reading Exercises in English Language Textbook for the Eleventh Grade of Senior High School Ade Nurul Fadillah; Sri Suci Suryawati
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 3 (2023): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v11i3.59833

Abstract

This research discussed about reading exercises in Bahasa Inggris textbook for the eleventh grade of senior high school published by the indonesian ministry of education. The objective of this research is to analyze the kinds of cognitive domain Bloom’s Taxonomy in reading exercises of Bahasa Inggris Textbook for the Eleventh Grade of Senior High School. This research was descriptive qualitative content analysis because the data were was gathered from documents which is the reading exercises that contained in Bahasa Inggris Textbook. In this research the data collection technique was documentation. There were some steps in collecting the data such as read the textbook, list and collect the considered data, and lastly provide the table to put all the considered data from the textbook. In data analysis, this research used procedures consist of data reduction, data display and conclusions drawing. The results of this research showed that the proportion of each level in Bahasa Inggris Textbook was unbalance. The highest percentage belonged to the analyzing level was 30.30% the remembering level was 19.69 %, the understandig level 18.18 %, the applying level 16.66%, and the lowest percentage belong to evaluating level were 15.15%. The distribution of lower order thinking which consisted of remembering, understanding and applying consist of 36 tests (54.54%). The distribution of higher order thinking skill which consisted of analyzing and evaluating consist 30 tests (45.45%).
Applying Quizziz Application to Improve the Reading Comprehension in Narrative Text of 10th Grade Students Nur Hismarliza S.R., Zachwa; Fathor Rasyid
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 3 (2023): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v11i3.60135

Abstract

Reading skills is skill that can explore the vast world of knowledge and information. One method to develop students' reading comprehension that can be taken is to use media-based learning online application. The purpose of this study was to analyze the effectiveness of the Quizizz application in teaching English language to students. The writer employed a quasi-experimental design, and the sample was taken from two classes, X IPA2 and X IPA 4. The researcher reported the students' pre-test and post-test scores for the experimental and control classes in this section. The researcher used the ANCOVA component of the SPSS 25 software to analyze the data. The findings show that the significant value of the class is 0.646 which is higher than 0.05. Therefore, the null hypothesis is accepted, and the alternative hypothesis is rejected based on the result above. It means that students who are taught by Quizziz Application doesn’t have better achievement than students who are taught using Textbook. The reseason of not effective is because their signal is in the bad condition, some of them can not use Quizziz properly, and they said that using Quizziz make the study more complex and complicated, maybe there are some reasons why Teaching reading comprehension using Quizziz doesn’t effective.
The Perception of Primary School English Teacher with Non-English Educational Background towards Pedagogical Content Knowledge: - Dewa Ayu Ratna Lily Pastika; I. G. A. Lokita Purnamika Utami; G. A. P. Suprianti
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 3 (2023): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v11i3.65437

Abstract

Basic skills and knowledge that must be owned by a teacher is pedagogical content knowledge. Pedagogical content knowledge is all aspects related to teaching and learning activities in class, for example lesson planning, learning design, understanding of the curriculum, assessment, and mastery of knowledge of the subject matter being taught. This study aims to analyze non-educational English teachers perceive of pedagogical content knowledge, and determine the consistency between perception and implementation. This research involved three non-educational English teachers who teach in elementary schools. The method used is embedded mix-method where qualitative data is primary data and qualitative data is secondary data. There are three instruments used in the study, including questionnaires, observation sheets, and interview guides. Based on the results of the questionnaire obtained teachers' perceptions of pedagogical content knowledge is high. Then the results of the observations show very low data. To ensure the data obtained, interviews were conducted with teachers and the results showed that there was no consistency between perception and implementation. The inconsistency between perception and implementation is caused by the teacher's limitations in developing learning designs, the various characteristics and needs of students, and the general use of English by teachers and students because English is a content subject. Therefore, the implication of this research is that teachers can use technology to access learning resources, examples of lesson plans and designs, as well as take advantage of the environment around students.
The The Effect of ESA and PPP Method on Students’ Speaking Skill Hulwana, Halad
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 3 (2023): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v11i3.65547

Abstract

The problem was found class that students got some difficulties in speaking skill. ESA (Engage, Study, and Activate) and PPP (Participation, Practice, and Production) techniques are teaching methods to teach English as a Foreign Language. It is believed that these methods are suitable to teach speaking because by using this method the student will have better participation in the classroom, encourage their curiosity in English learning. The aims of research was to analtyze speaking performance between the students who learned using ESA,and PPP. A quasi experimental research was administered as the design of the research. The sample was taken by using purposive sampling technique. The data was collected by using a speaking test. The data was analysed using the SPSS Independent T-test. Based on the result of independent sample t-test, it was found that ESA class had the significance value (Sig.) was 0.589 which was higher than the value 0.05. Thus, H0 was accepted, which meant that speaking skills of students who were taught by using ESA were the same as speaking skills of students who were taught by using conventional method. While PPP class had significance value (Sig.) was 0.029 which was smaller than the value 0.05 which indicated that speaking skills of students who were taught by using PPP were not the same as speaking skills of students who were taught by using conventional. Therefore, using PPP technique has positive effect for the students in speaking skill rather than ESA and Conventional.

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