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<![CDATA[A MULTILINGUAL THEMATIC PICTURE DICTIONARY FOR ASSISTING SIXTH GRADE ELEMENTARY SCHOOL STUDENTS’ LITERACY ]]>
<![CDATA[Adnyani, Ni Komang Putri]]>;
<![CDATA[Ratminingsih, N.M.]]>;
<![CDATA[Budasi, I.G.]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 1 (2021): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v8i2.27507
<![CDATA[Indonesia is known for having low literacy skills. Students' literacy skills are low because schools do not provide enough media to help students' literacy skills, especially dictionaries. This study aims to develop a multilingual thematic illustrated dictionary to assist sixth-grade elementary school students' literacy. This has an impact on student learning outcomes are low. In developing the dictionary, this study applies the Design and Development (D&D) using four instruments to collect data: observation sheets, interview guides, questionnaires, and expert assessments. The subjects of this study were teachers and students from elementary schools in urban and rural areas in Buleleng Regency, North Bali. The results show that this dictionary is relevant to the eleven criteria of a good multilingual thematic illustrated dictionary. This dictionary is also categorized as an excellent medium of 10 themes with words and sentences in three languages and authentic pictures. Thus, multilingual thematic illustrated dictionaries are a helpful medium for students and teachers to develop literacy skills. This research implies that students in learning can use the developed dictionary.]]>
<![CDATA[TEACHING CRITICAL READING THROUGH ONLINE ]]>
<![CDATA[Sunani, Sunani]]>;
<![CDATA[Nadjmudin, Muhammad]]>;
<![CDATA[Yeni, Ely]]>;
<![CDATA[Herman, Herman]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 1 (2021): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i1.30012
<![CDATA[The literacy ability of Indonesian children is lower than children in other countries. In addition, students' vocabulary mastery is low. Even though the teacher had given vocabulary instruction to the students during the reading comprehension class, they still translated the text word by word into Indonesian. This study analyzes the effect of online learning on the acquisition of critical reading among students. This study used a pre-experimental study without a control group. Tests for the validity and reliability of reading comprehension texts and vocabulary tests were conducted before the test involving 40 participants. The technique used to collect data is a test. Validity and reliability were measured using some of the same texts used as pre-test and post-test. The pre-test and post-test scores were analyzed by Wilcoxon statistical analysis to test their reading scores before and after the intervention on the same subjects. The findings from the t-test revealed that the critical reading intervention was beneficial for students. Further studies showed that the instructional intervention adopted could help them improve their reading comprehension performance. These findings are expected to provide a teaching model that responds to the typical rise of today's online learning.]]>
<![CDATA[INTEGRATING MOODLE-BASED OF COMMUNICATIVE LANGUAGE TEACHING IN HIGHER EDUCATION ]]>
<![CDATA[Prasetya, Rizky Eka]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 1 (2021): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i1.31265
<![CDATA[Inability to adapt and adjust in Moodle-based English teaching, especially communicative language teaching. This study aims to analyze the Communicative Language teaching approach used in Moodle-based English teaching in universities. The research design used is a qualitative approach with a sequential experimental research design and using semi-structured interviews. The research subjects were 12 English lecturers. The study results indicate that the process-based approach to communicative language learning adapts and adapts Moodle-based English teaching. Practices related to the knowledge and experience of lecturers in teaching English at Moodle. The study concludes that the pedagogical Moodle-based communicative language teaching approach should be improved, and the system provides tremendous possibilities. Moodle makes adjustments in its English pedagogical approach and sequentially develops teaching and learning productivity. The implication of the research is to make adjustments in the pedagogical approach of English and develop learning productivity by integrating it into computers and the Internet.]]>
<![CDATA[STUDENTS’ ORGANISATIONAL EXPERIENCE AND THEIR SPEAKING-CONFIDENCE OF ENGLISH ]]>
<![CDATA[Yusuf, Kamal]]>;
<![CDATA[Hilmun, Perisya]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 1 (2021): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i1.31618
<![CDATA[Joining student organizational activities is positively impacts both extrinsically and intrinsically, such as developing leadership or good speaking skills. Several studies have been conducted to examine the role of student organizations in increasing their confidence when speaking. However, many of these studies rely only on general self-confidence but not in the context of classroom learning. The purpose of this study was to analyze students' speaking confidence in class and the correlation between students' organizational experience and their speaking confidence. This type of research is quantitative research. The population in this study found 35 students. The instrument used in this research is a questionnaire. The technique used to analyze the data is the Pearson Product Moment Correlation to determine the relationship between the independent variable (organizational experience) and the determinant variable (self-confidence). The results of this study indicate that the significance level (0.001) and Pearson correlation = 0.569 (sig = 0.01). This shows a significant relationship between the organization and a high level of self-confidence in class. It can be said that the organizational experience of students can increase their sense of self-confidence.]]>
<![CDATA[AN ENGLISH LEARNING: RURAL STUDENTS BELIEFS ]]>
<![CDATA[Mulia, Mulia]]>;
<![CDATA[Amiruddin, Amiruddin]]>;
<![CDATA[Manan, Abdul]]>;
<![CDATA[Khairisman, Khairisman]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 1 (2021): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i1.31669
<![CDATA[This study departs from the researcher's experience as a volunteer teacher in a school where students face obstacles in learning English due to a lack of motivation and supporting facilities that impact their English performance. Therefore, the purpose of this study is to analyze beliefs in learning English. This study uses a quantitative method with a survey design using Horwitz's Beliefs About Language Learning Inventory questionnaire as a research instrument. The population in this study found 136 students. The instrument used to collect data is a questionnaire. The technique used to analyze the research data is qualitative and quantitative analysis. The findings show that students support various beliefs about learning English. The most common beliefs held by students are motivation and expectations. Students have reasonable confidence in motivation and hope (72.35%) because they have a better education, and a future career can be achieved through good English skills. It can be said that students have good motivation to learn English because they think it will be helpful for their dream job in the future.]]>
<![CDATA[A NEED ANALYSIS IN ENGLISH MATERIAL FOR XI GRADE OF BEAUTY PROGRAM ]]>
<![CDATA[Padmawati, L. W.]]>;
<![CDATA[Dewi, K. Sintya]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 1 (2021): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i1.32031
<![CDATA[Needs analysis aims to identify what English students should learn. However, there are still many teachers who have not analyzed the material needs of students. The material used by the teacher is too general for students. Students do not get English for specific purposes for particular majors. This results when students find it challenging to communicate with guests in certain areas. This study aims to analyze the English material and analyze the suitability of the English language material based on the ESP principles. This study used the descriptive qualitative method. The study subjects were students of the class XI beauty program—the use of questionnaires and document checklists as data collection instruments. The study results indicate that students need unique English materials and special English skills in the tourism sector, especially in beauty spas. Furthermore, based on the document checklist, the English teaching materials in the beauty program are not by the ESP concept because the data shows that the teaching materials are too general and not close to the student's field. Therefore, students hope that the school can design an ESP program to improve competence in beauty spa activities.]]>
<![CDATA[TEACHER’S PREPARATION OF LESSON PLAN AND CONSTRAINTS IN ENGLISH AS A FOREIGN LANGUAGE DURING THE PANDEMIC OUTBREAK IN THE JUNIOR HIGH SCHOOL ]]>
<![CDATA[Wulandari, Putu Devi Mas]]>;
<![CDATA[Tantra, Dewa Komang]]>;
<![CDATA[Santosa, Made Hery]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 1 (2021): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i1.32518
<![CDATA[Teaching English online is considered problematic. The availability of a support system and internet quota is the main obstacle. This has an impact on the low ability of students. The purpose of this study is to analyze the abilities and constraints of teachers in preparing lesson plans and student obstacles in EFL learning through Google Meet during the Covid-19 pandemic. The sample of this research is a seventh-grade EFL teacher and also 60 seventh-grade junior high school students. The design applied is a mixed method. Data collection uses three instruments: a rating scale, teacher constraints, and student constraints in EFL through Google Meet. The study results indicate that in preparing the lesson plans, teachers are less capable and have several obstacles in choosing learning methods or techniques, selecting instruments and evaluation techniques, and selecting learning media. In addition, the results of the study indicate that students do not understand the material in lesson plans 3 and 4 and do not like to use Google Meet in learning English based on lesson plans 1.3 and 4. This is related to the limitations of students about it. This research implies that EFL teachers provide online learning plans and focus on selecting techniques or methods, evaluation processes, and media.]]>
<![CDATA[ENGLISH AS A FOREIGN LANGUAGE LESSON PLANS DURING COVID-19 PANDEMIC IN THE SENIOR HIGH SCHOOL ]]>
<![CDATA[Jayantari, N. L. P. E.]]>;
<![CDATA[Agustini, D. A. E.]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 1 (2021): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i1.32572
<![CDATA[Teachers have difficulties in preparing lesson plans that are adapted to online learning. This has resulted in students having difficulty learning English as a foreign language (EFL) through Google Classroom during the Covid-19 pandemic. The purpose of this study was to analyze the abilities and difficulties of teachers in preparing lesson plans and the difficulties of students in learning English as a foreign language (EFL) through Google Classroom during the Covid-19 pandemic. The design used in this research is the Embedded Mix Method design. The technique used to collect data is a questionnaire. The instrument used to collect data is a questionnaire. The population of this study found 10 teachers and 55 students. The ability of teachers to prepare lesson plans for EFL through Google Classroom is measured and described quantitatively. Meanwhile, the difficulties of teachers and students were described and analyzed qualitatively. The study results are the teacher's ability to prepare EFL lesson plans through Google Classroom, which is 67.50. It can be said that EFL teachers are less able to choose learning procedures or steps, choose learning media and evaluate learning. Students also have difficulty learning EFL through Google Classroom.]]>
<![CDATA[ANALYSIS ABSORPTION OF ENGLISH LEARNING MATERIALS IN E-LEARNING ]]>
<![CDATA[Wahyu Brahma, A.A. Gede Raka]]>;
<![CDATA[PramithaR, Gede Dana]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 1 (2021): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i1.32588
<![CDATA[Communication science is very important in supporting the activities of the world community. Nowadays one must be able to speak English to compete. Some students stated that the absorption and understanding of English vocabulary on technology materials and sentence structure were limited. This has an impact on students' low English skills. The purpose of this study is to analyze the absorption of English learning materials in E-learning. This type of research is qualitative. Data collection techniques used in this study were interviews, Documentation Studies. The types and sources of data in this study are primary and secondary data. The technique used to analyze the data is descriptive qualitative and quantitative. The result of the research is that after learning English is done by E-learning, it is easier for students to understand English learning because E-learning can allow students to learn anywhere and students can understand English learning materials easily. This research implies that the use of E-learning in learning English will improve students' understanding of learning so that it impacts increasing student learning outcomes.]]>
<![CDATA[SYNTHESIZING GRAMMAR AND STRUCTURE PROBLEMS FACED BY INDONESIAN TOEFL PARTICIPANTS ]]>
<![CDATA[Hampp, Paula L]]>;
<![CDATA[Kumayas, Tirza A]]>;
<![CDATA[Lengkoan, Fergina]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 1 (2021): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i1.33811
<![CDATA[The TOEFL test is one of the requirements to pass the Thesis exam at several universities in Indonesia. Grammar and Structure Score is the lowest score, and it becomes a problem for the test takers. This study aimed to analyze the factors of Grammar Structure difficulties experienced by students in solving TOEFL questions. This research approach is descriptive qualitative with a sample of 20 students and taken by purposive sampling of 70 students. Interviews and questionnaires were conducted as a data collection tool. The results showed that there were several problems which were factors that influenced the TOEFL participants' written structure and expression lower than listening and reading scores. They cannot analyze the wrong words in part B. A lack of practice on grammar causes problems, and students study independently without guidance and instruction from lecturers or experts. That four main factors cause students to have difficulty solving TOEFL questions: not preparing for the exam, lack of grammar practice, lack of vocabulary mastery, and learning independence. In this case, students and teachers have responsibility for learning achievement, even if these factors come from the TOEFL takers themselves.]]>
