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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
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Articles 15 Documents
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Search results for , issue "Vol. 9 No. 3 (2021): Desember" : 15 Documents clear
COMMUNICATION STRATEGY APPLIED BY FRONT OFFICE STAFF Nugraha, I Gede Surya Dharma
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.32450

Abstract

Some still think when talking to guests and do not speak English very well. In addition, the receptionist is also still convoluted in explaining something. This problem has an impact on poor service. This study aimed to analyze the type of strategic communication used by the front office staff of the Intercontinental Bali Resort. Types of strategic communication used by staff, and reasons for strategic communication used by staff. The subject of this research is the front office staff at the Intercontinental Bali Resort. This study uses a qualitative design. Data collection methods are observation, interviews, and voice recordings. The results showed five types of strategic communication implemented by the front office staff at the Intercontinental Bali Resort, namely: Paralanguage had the highest percentage of strategic communication with a percentage of around (48%). The most widely used strategy by staff is the Clarification Hole strategy with a percentage (37%). The most frequently used is an approximation in percentage (11%). Then fourth, there are (2) communication strategies used mainly by staff. There are languages with a percentage of 2% for each strategy. Paralanguage is a communication strategy used to provide more information so that guests can imagine clear things, the contact that occurs, and make the conversation more polite because it will be the first glance at this time.
THE IMPLEMENTATION OF LEARNING VOCABULARY USING FLASHCARD FOR YOUNG CHILDREN THROUGH GOOGLE CLASSROOM Yuliantari, I Gusti Ayu Winda; Padmadewi, Ni Nyoman; Budasi, I Gede
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.38289

Abstract

Vocabulary learning is one of the essential elements for young learners. This study aims to analyze the planning and implementation of flashcards in Google Classroom to teach vocabulary and analyze the advantages and disadvantages of flashcards in Google Classroom. This research is a case study with an English teacher in the fifth grade of elementary school. Data was collected using a list of observations and interview guides. The procedure for collecting data is conducting online observations in Google Classroom and conducting interviews with research subjects. The data collected was analyzed qualitatively with the analytical technique of Miles and Huberman. The results showed that there were four planning activities: checking the syllabus, determining the text or material to be taught, determining the teaching method, and preparing a lesson plan. Second, teachers do three stages in implementing flashcards in Google Classroom, namely Initial Activities, Core Activities, and Closing Activities. Third, the advantages of using flashcards in Google Classroom are motivating students to learn, avoiding boredom, building student interest, and helping students remember vocabulary according to pictures. This research implies that the use of flashcards to teach vocabulary using Google Classroom can positively impact students, especially young learners.
TRANSITIVITY ANALYSIS OF EFL STUDENTS’ NARRATIVE TEXT IN VOCATIONAL HIGH SCHOOL Agustina, Maria; Suarnajaya, Wayan
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.38314

Abstract

Language cannot be understood one at a time without considering contextual information about the current circumstances and culture. As a result, language can only be understood when individuals comprehend the circumstance and culture. This study aimed at identifying the process types that characterize the students' narrative texts. This study applied a descriptive qualitative method. The researcher collected the data from narrative texts. There were 28 students selected to be the subjects of this study. The collected data, presented in sentences and clauses, were analyzed using Halliday's transitivity system. Findings show that the process type that are dominantly used in the students' narrative texts are material, behavioral, intensive attributive, verbal, mental, and existential processes. The material process was the most common process type used because the students' subjects were connected to past figures. The findings in this study of the students' narrative texts demonstrate that the students must use the linguistic elements of a narrative text to give information. The purpose of text types in students' narrative texts is to encourage readers to imagine the words and sentence patterns used in the texts. It may help to minimize misunderstandings about the contents of the narrative text. As a result, while creating a narrative text, the students must employ the proper specific meaning, generic structure, linguistic characteristics, and language elements to stimulate readers' interest in providing necessary information while entertaining them.
USING BRIGHT–ENGLISH FOR BEGINNERS APPLICATION TO ENRICH STUDENTS’ VOCABULARY Liando, Nitha V. F.; Mangare, Alfiani R. D.; Olii, Sanerita Tresnawaty
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.39126

Abstract

The main problem for Indonesian English learners is the lack of vocabulary. During the teaching and learning process, most students often need more time to complete the tasks given by the teacher. Students have to translate the text word by word because their vocabulary is limited. It takes a long time, so achieving learning objectives is less effective. In practice, language is complex for students to understand. This study aims to analyze whether the Bright – English for Beginners application can enrich students' vocabulary or not. It is quantitative research with a pre-experimental design with one group pre-test and post-test. This research was conducted on class VII students consisting of 22 students. The methods used to collect data are observation, interviews, and tests. The instruments used to analyze the data are questionnaires and question sheets in analyzing the data obtained using descriptive statistics. The study results were that there was a statistically significant difference between the pre-test (before treatment) and post-test (after treatment). The mean pre-test score was 34.62, while the mean post-test was 88.25. Post-test achievement is higher than pre-test achievement. The findings of this study reveal that the use of the Bright – English for Beginners application significantly enriches students' vocabulary. As a result, it can be concluded that the Bright – English for Beginners application effectively improves students' vocabulary.
STUDENT ENGAGEMENT ON THE IMPLEMENTATION OF ONLINE ENGLISH LEARNING Putri, Ni Putu Werdhi; Hadi Saputra, I Nyoman Pasek; Pratiwi, Ni Putu Astiti
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.40165

Abstract

The English teacher does not involve a net meeting during online English learning. The net meeting is vital because it becomes a space for students to communicate and interact with their friends and teachers. It can trigger feelings, and they do not want to be actively involved in learning English online because they cannot experience the actual teaching experience and interact with their peers and teachers directly. This study aims to analyze student interactions and the difficulties involved in online English learning. This research uses mixed research methods by following a sequential explanatory research design. The sample in this study consisted of 140 students and was selected using the cluster random sampling technique. The process of collecting data in this study was carried out by distributing questionnaires and conducting interviews. The results of this study indicate that the involvement of students during online English learning is included in the high level seen from every aspect. However, there are some difficulties involved in learning English online, including internet connection problems, boredom, and loss of concentration, which psychologically affect motivation. Then, the slow response makes it difficult for students to contract online. In addition, the limited knowledge of English and the lack of direct interaction with the teacher, which makes students understand English subject matter independently, and the lack of direct interaction with fellow students also establish friendships with other students.
THE PROCESS OF TEACHER’S LESSON PLAN FOR LEARNING ENGLISH THROUGH GOOGLE CLASSROOM IN THE SENIOR HIGH SCHOOL Arsini, Ni Wayan Widya; Tantra, Dewa Komang; Suprianti, G.A.P
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.40453

Abstract

During the pandemic, the education system in Indonesia was prepared and implemented through online learning media. Teachers are still lacking in detail in preparing appropriate learning plans for online learning. It results in learning activities not running optimally. English teachers must develop lesson plans based on standard rules in the curriculum. It is so that learning activities can run optimally. The objectives of this study are the process and difficulties faced by English teachers in preparing English lesson plans during a pandemic situation, where learning is carried out through Google Classroom. This research is a qualitative descriptive study with the subject of research being English teachers. Data was collected through a questionnaire regarding lesson plan simplification, which included learning objectives, materials, activities, media and sources, and assessment. The data obtained were analyzed descriptively and qualitatively. The results showed that the teacher fulfilled all the steps in the five aspects of the one-page lesson plan, which fulfilled the steps provided by the instrument. Meanwhile, in compiling the RPP for learning English through Google Classroom, the teacher found a problem: the learning objectives that included an audience. Research findings indicate that improvements are needed in learning and its implementation through online learning platforms.
THE JARGONS USED BY TENGANAN VILLAGE PEOPLE IN GRINGSING WEAVING Dewi, Agung Ayu Putu Septia; Ramendra, Dewa Putu; Mahendrayana, Gede
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.42524

Abstract

Language is a system that mediates and types of vocalizations used by a community to communicate to understand each other. Language also has many varieties. This diversity is influenced by many factors, such as being influenced by a known place by age, gender, social status, and type of work. One variety of language is jargon. This study aims to analyze the jargon of meaning used by the people of Tenganan Village in weaving grinning. The design of this research is a qualitative descriptive design. The method used is observation and interviews. The observation method was carried out to observe the state of Tenganan village. The interview method was conducted to interview two weavers in Tenganan village to provide information regarding the jargon they use. The results showed that Tenganan Village people used fifty-six jargon to bring weaving. Based on fifty-six jargon, they are categorized into four types. The first type is jargon based on yarn processing, consisting of twenty jargon. The second type is jargon based on the weaving process, which finds three jargon. The third type is jargon based on naming tools and materials that find fifteen jargon. The fourth type is jargon based on the naming of eighteen motifs. Each jargon has a meaning that is used to facilitate communication between weavers in producing grinding weaving.
E-LEARNING PLATFORMS USED BY THE EFL TEACHER DURING DISTANCE LEARNING Wirasatya, Gede Didit Ogi; Artini, Luh Putu; Wahyuni, Luh Gede Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.42996

Abstract

Due to the Covid-19 outbreak, learning activities had to be changed from face-to-face activities in class to distance learning. The e-learning platform has been essential to use since the covid-19 outbreak. However, online learning has several obstacles, such as the lack of facilities owned by students. Some parents and students face a problem during distance learning because they do not have a computer or android device. This study aims to analyze the bold learning platform used by EFL teachers during the covid-19 outbreak and analyze the use during distance learning. This research uses a descriptive qualitative approach. Observations and interviews were used as methods in this study. The subject of this research is an EFL teacher. This study indicates that EFL teachers entirely use WhatsApp as an e-learning platform to carry out teaching activities during distance learning using several steps. First, the teacher sends a greeting, reviewing the previous material and information on today's material. Second, the teacher provides additional material in e-modules and learning videos. Third, the teacher gives some assignments to students. Fourth, the teacher collects the collection of assignments. This research can be used as a reflection on how the implementation of classroom language used by the EFL teacher during distance learning.
THE PURPOSE OF THE USE CLASSROOM LANGUAGE Hapsari Oka, Ida Ayu Puspitha Pradnya; Artini, Luh Putu
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.43105

Abstract

Currently, there are still many who cannot use English. The results of previous studies also stated that the cause of students not being able to speak English was because students thought learning English was complicated. English in everyday life is still rare, so students have difficulty understanding English. This study aimed to analyze the classroom language used by the English teacher and to analyze the purpose of using the classroom language during the learning process. This study uses a case study using descriptive qualitative research. The object of this research is 1 English teacher. Data were collected by observation and interviews. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The results of this study indicate that first, the English teacher uses language based on the situations encountered during class. Second, the teacher chooses the class language based on the teacher's goals from the students during the learning process. This study categorizes three purposes of classroom language use: motivating, instructing, and guiding. Each plan has a different frequency in one meeting. The analysis results are supported by the teacher's statements obtained through interviews regarding how the situation requires certain types of language objectives. The use of classroom language has different purposes according to the current situation in the learning range.
STUDENTS’ ERROR IN WRITING DESCRIPTIVE TEXT IN THE JUNIOR HIGH SCHOOL VIEWED FROM ITS INDICATORS Yani, Kartika Ketut
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.43351

Abstract

Students often make mistakes in writing descriptive texts about people, animals, objects, or procedures. When asked about the source of the error, they did not give a clear answer to the question, let alone an explanation of the source of the error. The purpose of this study was to analyze the types of errors made by students and find out why students made mistakes in writing texts. The method used in this study is a qualitative description. Fifteen seventh-grade junior high school students were the subjects in this study. Data collection was carried out by presenting tests to students to write three descriptive texts about people, animals, and procedures, and focus group interviews on finding out why students made mistakes. The data is based on seven indicators in writing, namely the title, main sentence, significant sentence development, sentence structure, grammar used, word use, and writing, and ten sources of errors that might cause students to make mistakes in writing. This study found that students made mistakes in describing people, animals, and procedures in the title, main sentence, significant sentence development, sentence structure, word choice, grammar, and mechanics. Meanwhile, the highest proportion of students' mistakes in writing is the students' indifference to their writing.

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