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<![CDATA[Students’ Perception on Self-Assessment of Writing Competency at Vocational High School ]]>
<![CDATA[Barus, Lanina Mayrani br]]>;
<![CDATA[Dewi, Ni Luh Putu Eka Sulistia]]>;
<![CDATA[Paramartha, Anak Agung Gede Yudha]]>;
<![CDATA[Wahyuni, Luh Gede Eka]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i1.74803
<![CDATA[Self-assessment has several advantages in the process of learning English language skills, especially writing skills. This research aims to analyze students' perceptions are and the difficulties they face when implementing self-assessment in improving students' writing skills at Vocational High School. This study uses a survey method with a qualitative approach. The participants of this study consisted of students studying in grades 10 and 11 at Vocational High School. The research collected data using an open-ended questionnaire to gain accurate data on student perceptions. Then, use interviews to find out the challenges faced by students. The interview statements are aligned with the theoretical framework proposed in the questionnaire. The data collected from the questionnaire was analyzed using Excel to get the median result. Thematic analysis was employed to assess the data collected during the interviews. The findings of this study indicate that students have perceptions that tend to be positive towards the application of self-assessment of writing competence as a means for students to reflect on themselves, help students improve the quality of their writing, motivate students to be more independent, and confident, also students can assess and monitor their progress. Students also experience obstacles in carrying out self-assessments, namely limited guidelines, and self-assessment criteria.]]>
<![CDATA[Students’ Perception and Challenges on the Use of Self-Assessment in English Writing Competence at Junior High School ]]>
<![CDATA[-, Ni Putu Lia Agustini]]>;
<![CDATA[Ni Luh Putu Eka Sulistia Dewi]]>;
<![CDATA[Anak Agung Gede Yudha Paramartha]]>;
<![CDATA[Luh Gede Eka Wahyuni]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i1.75375
<![CDATA[Teachers experience concerns regarding the lack of consistency in implementation and the absence of clear guidelines in lesson planning, including problems in developing teaching materials for teachers. Therefore, teachers think that implementing self-assessment has various challenges. One of them is the challenge that comes from students. This study aims to analyze students' perceptions of using self-assessment to improve writing competence at Junior High School. The study involved students from grades 7 and 8 to identify their views towards the use of self-assessment and the challenges they face. The research method used a survey with a qualitative approach. Data were collected through surveys and interviews and analyzed using the thematic analysis method. The results showed that students tend to have a positive perception of the application of self-assessment, students become more confident in designing writing, and motivated students to improve the quality of their writing with self-awareness so that it will meet students' expectations in writing so that it makes it easier for students to determine sustainable learning strategies and can improve students' writing skills. However, there are some challenges identified such as students still feeling confused in assessing their writing, lack of understanding of the assessment criteria, and students' fear of criticism and negative self-evaluation.]]>
<![CDATA[Students' Perceptions of Self-Assessment in Writing Competency ]]>
<![CDATA[Ketut Novita Sari]]>;
<![CDATA[Dewi, Ni Luh Putu Eka Sulistia]]>;
<![CDATA[Wahyuni, Luh Gede Eka]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i1.75377
<![CDATA[Students have unique perspectives based on their previous self-assessment experiences. To provide strong evidence that self-assessment can be used successfully and can improve students' writing proficiency, we need to understand how students feel when implementing self-assessment. This study aims to analyze high school students' perceptions regarding the utilization of self-assessment for evaluating writing competency. This study employing a mixed-method approach, the research utilizes a sequential explanatory design involving both quantitative and qualitative methodologies. This study incorporates a questionnaire completed by ninety students and subsequent interviews with five students experienced in self-assessment. Drawing from Van Der Kleij's theory, the questionnaire and interview guide were developed, focusing on two dimensions: the usage and quality of self-assessment. Following completion, 118 students and three experts assessed the questionnaire's validity. The findings indicate that while 50% of students perceive self-assessment as beneficial, both questionnaire analysis and interview data suggest an overall positive perspective among students. Self-reflection through self-assessment enables students to identify strengths and weaknesses, fostering confidence and independence in their revision process. Moreover, it aids educators in monitoring student development and assessing teaching effectiveness. Despite its benefits, students encounter difficulties in applying self-assessment, including uncertainty regarding its purpose and implementation accuracy, leading to a lack of confidence in its application. Addressing these challenges is crucial for optimizing the effectiveness of self-assessment practices in enhancing students' writing competency.]]>
<![CDATA[Students’ Perceptions on the Use of Self-Assessment in Writing Competence ]]>
<![CDATA[Kadek Fradita Febyone]]>;
<![CDATA[Dewi, Ni Luh Putu Eka Sulistia]]>;
<![CDATA[Wahyuni, Luh Gede Eka]]>;
<![CDATA[Paramartha, Anak Agung Gede Yudha]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i1.75400
<![CDATA[The use of self-assessment is not effective, this is the result of a lack of guidance or support provided by teachers during self-assessment which is a common reason. Although students carry out their own self-assessment, teachers also play an important role. Teachers need to provide consistent and detailed instructions regarding self-assessment procedures so that students are able to internalize the concepts involved. This study aimed to analyze students perception on the use of self-assessment in their writing competence and to identify the challenges they face. This study uses a survey design with a qualitative approach. 9th grade students as the participants of this study. Questionnaire and interview were used to collect the data. Thematic analysis is a method of analyzing qualitative data to describe and interpret the data interview. The findings show that students have positive perception towards self assessment, which are specifically categorized into four main themes. Firstly, self-assessment is useful for students to improve their writing competence, self-assessment encourages students to developed their quality of writing, self-assessment helps student to achieve their expectation of writing competence, and self-assessment helps students to assess their writing competence. Additionally, the challenges found also categorized into three themes, such as students feel underestimated regarding their writing competence, students feel less objective in assessing their writing competence, and students feel they lack time in assessing their writing competence.]]>
<![CDATA[Students’ Perceptions on Self-Assessment in Writing Competency at Senior High School ]]>
<![CDATA[Putu Veni Aryanti]]>;
<![CDATA[Ni Luh Putu Eka Sulistia Dewi]]>;
<![CDATA[Wahyuni, Luh Gede Eka]]>;
<![CDATA[Anak Agung Gede Yudha Paramartha]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i1.75560
<![CDATA[The current situation, which has entered the digital era, has a close relationship with understanding character for a person. Self-assessment is an assessment process in which a person is asked to assess himself with regard to the status, process, and level of achievement of the competencies he has learned. This research aims to analyze and understand students’ perceptions regarding the use of self- assessment in their writing competence and the challenges that make it difficult for mov them to do. In this research, the method used was a survey with a qualitative approach while the subjects of this research were students in grades 10 and 11 from Senior high school. Data collection took the form of a questionnaire via a Google Form link and interviews conducted online. Data analysis conducted thematic analysis analyzing qualitative data to describe and interpret. The results of this research state that students tend to have positive perceptions regarding the use of self-assessment contained in writing competency. So that students can be more confident, achieve their desires and motivate themselves to use self-assessment as an evaluation in learning to improve the quality of writing skills. However, there are also challenges when using self-assessment in learning that make students feel difficult, such as assessing their own and not understanding the criteria for self-assessment.]]>
<![CDATA[Differences in EFL Student’s Simile and Metaphor Comprehension: Influence of Gender and Age ]]>
<![CDATA[Wardana, I Ketut]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i1.78213
<![CDATA[English simile and metaphor comprehension by EFL students in Indonesia as an imaginative function plays a crucial role in holistic language learning. Therefore, this study aimed to analyze the level of English simile and metaphor comprehension among university students and analyze whether the figure of speech differs according to gender, age, length of study, and different academic backgrounds. The participants were 124 university students in aged 19 to 22 years. Data were collected using 16 English simile and metaphor success test items. The answers were evaluated by two experts. Descriptive statistics and a sequence of Mann-Whitney U tests were applied. This study revealed that students' conception of English similes and metaphors is low on a broad scale. Participants answered 29.11% of the simile questions correctly, while 60.89% of the participants answered the questions incorrectly. Meanwhile, out of eight questions on English metaphors, 38.31% of the students could answer the questions correctly, but 61.69% of the students could not answer the questions. In addition, it was found that the simile and metaphor comprehension of the participants did not differ according to gender but differed based on age, length of study, and academic background. This study advocates that EFL learners should develop their competence in figurative from a cognitive linguistics perspective.]]>
<![CDATA[EFL Teachers' Perspectives on the Integration of ChatGPT in Writing Assessment ]]>
<![CDATA[Meyasa, Kadek Yeyen]]>;
<![CDATA[Luh Putu Artini]]>;
<![CDATA[Ni Putu Era Marsakawati]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i1.78618
<![CDATA[The existence of ChatGPT as a great technology development is considered as a teaching media used for providing immediate feedback in assessing students’ writing performance indirectly enhancing their writing skills as well. This study aimed to analyze EFL teachers’ perspective on the integration of ChatGPT in writing assessment. Qualitative approach was used as the research design of the current study. There were two English teachers who taught 11th grade students. They were selected by using purposive sampling. The data were obtained through observation, and semi-structured interview. Observation sheet and interview guide were used as the research instruments. The collected data were analyzed by conducting verbatim transcription and coding. The findings revealed that there were positive and negative perspectives given by the teachers. It was shown that the teachers were positively response due to the excitement of using ChatGPT in easing the feedback provision meanwhile the negative response revealed that the teachers expressed reservations about its validity. The ethical privacy issue, data protection, and prejudice were mentioned as the challenge due to its implementation. It was added that assessment effectiveness, immediate feedback, and assistance outside the classroom were acknowledged as the benefits of implementing ChatGPT. The study implicates to the educational assessment-based technology. Teachers are required to have proper training to face the integration of technology in their assessment since it can have an impact as well as challenges for them.]]>
<![CDATA[Vocabulary Discovery Strategy: A Case Study on Autism Spectrum Disorder Students ]]>
<![CDATA[Adnyani, Luh Diah Surya]]>;
<![CDATA[Laksono, Kisyani]]>;
<![CDATA[Anam, Syafi'ul]]>;
<![CDATA[Padmadewi, Ni Nyoman]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i1.79045
<![CDATA[Language learners utilize vocabulary learning strategies (VLS) to learn new words. Although VLS was widely used, there was a lack of research about how it was utilized by students with autism spectrum disorder (ASD). This case study sought to analyze the VLS, especially the discovering strategy, employed by four primary school students with ASD. Schmitt's taxonomy framework was used in this study. A case study methodology was employed in this study. An observation lasting nine months, four weeks in a month, and four hours in a day was conducted due to the inability of those students to fill out the questionnaire, which was often a requirement in previous studies. Furthermore, the interviews with teachers enhanced and elucidated the findings. The data were encoded utilizing a blend of bottom-up (inductive) and top-down (deductive) methodologies and analyzed through thematic analysis. The results indicate that students with ASD utilize the strategy groups according to Schmitt's taxonomy. They learn and understand new English vocabulary through determination and social strategies. This study emphasizes that students with ASD also utilize additional strategies not specified in Schmitt's taxonomy and cannot learn new English vocabulary independently. The teacher's intervention is necessary. This paper presents the practical implications of the findings for teachers who work with students with ASD. Additionally, the necessity for further research in this area is discussed.]]>
<![CDATA[Decoding Appropriate English for Flight Attendant Learning Materials for Gen Z Students: Insights and Preferences ]]>
<![CDATA[Putu Ayu Kinanti Praditha]]>;
<![CDATA[Putu Kerti Nitiasih]]>;
<![CDATA[I Gede Budasi]]>;
<![CDATA[I Ketut Trika Adi Ana]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i1.79277
<![CDATA[Currently students are still studying to become flight attendants, they cannot provide valid data. Therefore, further investigation is urgently needed to systematically identify and assess English learning materials tailored for aspiring Gen Z flight attendants. This research analyzes appropriate English learning resources designed for Gen Z students who aspire to pursue a career as a flight attendant. Using a needs analysis approach, this research follows the target situation analysis model. This research was conducted at a private aviation school in Bali. Data collection methods are interviews and questionnaires, with sample selection guided by purposive sampling. Using an interactive data analysis model, qualitative analysis is applied to analyze the collected data. The research results show that, according to curriculum requirements, learning materials must facilitate effective communication skills that are useful and important for the role of flight attendants in the world of work. The senior flight attendant emphasized the importance of the material in increasing students' self-confidence and fostering a friendly attitude in using English, as well as understanding how to communicate with passengers in a good and purposeful manner. Students also prefer varied content such as multimedia, such as video examples and online quizzes. This study emphasizes adapting English learning materials for Gen Z flight attendant candidates to facilitate good, friendly, confident English communication. And by increasing cross-cultural understanding and providing interesting digital resources that can be accessed via smartphone according to developments in this century.]]>
<![CDATA[The Integration and Development of EFL Classroom Materials Based on Local Culture: A Systematic Literature Review ]]>
<![CDATA[Ni Nyoman Tantri]]>;
<![CDATA[Made Hery Santosa]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i1.80050
<![CDATA[This literature review focuses on the studies of the urgency of integrating and developing local culture-based material in English Foreign Language (EFL) classroom. The purpose of this study is to analyze information on the urgency of integrating and developing the local culture-based material in EFL classroom and find out the strategy of learning English along with local culture-based content. This study was a thorough review of the literature, assimilating both qualitative and quantitative steps. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Guidelines was used in this literature review. It reviews various aspects, such as the need analysis of local culture integration in EFL, various studies on developing local culture materials in some English language skills, and studying the impacts of developing local culture-based materials in Indonesian EFL classroom. A thorough comprehensive analysis was done by analyzing ten articles found both from national and international reputable journal. The result of the study showed that there is an evaluation on the need of the integration and development of EFL classroom based on local material, followed by developing the materials, and investigation toward the effectiveness of the material developed as further evaluation.]]>
