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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 1,873 Documents
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Reading-related Activities in English Textbook and Text Exploitation in the Classroom for Junior High School Rahendra, Kadek Dwi Dharmapatni
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 1 (2022): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i1.49361

Abstract

Reading a text deepening is needed to make readers obtain the complete information of the text. However, Indonesian students are still having a low level of literacy. Therefore, suitable methods and facilities are needed to support Indonesian students reading ability improvement. This study aims to analyze reading-related activities available in the English textbook used for 7th-grade students in junior high school entitled "Pintar Bahasa Inggris untuk SMP/MTs Semester 1" and describe how the texts are exploited by the teacher in the classroom. The research used the descriptive qualitative method. The subjects of this study are the English textbook used by students and the English teacher. The data were collected through document analysis, classroom observation, and interviews. The data was analyzed through four data analysis processes which involved data collection, data reduction, data display, and conclusion. The findings of this research revealed that the textbook entitled “Pintar Bahasa Inggris untuk SMP/MTs Semester 1” published by Graha Printama Selaras, contains 8 out of 12 components of reading-related activities. The activities available in the textbook are skimming/scanning, reference, lexical item, activating, inferring, questioning, searching-selecting, and summarising activity. The most frequent text exploitation done by the teacher in the classroom is short-answer activities, brainstorming activities, true/false activities, multiple-choice tests, and completing activities.
HOTS-Based Worksheet in English Learning Activity for Eight Grade Students of Junior High School Kenny Tirtayasa, I Komang; Nitiasih, Putu Kerti; Budiarta, Luh Gd Rahayu
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 1 (2022): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i1.49824

Abstract

Teachers should be able to develop learning activities that offer meaningful learning to students and improve students' English skills. Higher Order Thinking Skills, or HOTS, are the current solution to support the development of student's abilities. This study has the purpose to develop a students' worksheet in a form of a supplementary book by promoting HOTS for eighth-grade students to implement curriculum 2013. The book is for the eighth grade in the second semester of junior high school students. This research implements D&D (Design and Development research) methods with four steps which are Analysis, Design, Development, and Evaluation. The researcher employed random sampling and participants in this study were eighth-grade Junior High School students. In collecting the data, the researcher conducted learning process observation, teacher interview, document analysis, and expert judgment. The result of the study found that the HOTS-Based Worksheet can use as a guide for leading and educating students when reading books. The use of this book makes learning more fun, interesting, and visually appealing for students. This worksheet can also help students improve their English language skills and critical thinking skills. The expert evaluation findings show that this product falls into the category of "very good" media. It is hoped that the product will be giving advantages for both students and teachers to improve the quality of English teaching and learning process.
The Implementation of Teaching English Using Differentiated Instruction in Senior High School during Covid-19 Pandemic Pande Nyoman, Satyarini; Ni Nyoman , Padmadewi; Made Hery , Santosa
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 1 (2022): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i1.49840

Abstract

A large number of teachers are adopting one-size-fits-all teaching instruction for all students. However, the diversity of student characteristics should require teaching strategies that can meet various mixed abilities in the classroom. The study focused on analyzing the implementation of differentiated instruction and investigating the challenges encountered by the teacher in implementing differentiated instruction in teaching during the pandemic of Covid-19 in Senior High School. This research uses a descriptive qualitative research design assisted by observation and an interview. The researcher, observation sheet, interview guide, and documents were used as instruments to obtain the data. The participants of the study consisted of the researcher, an English teacher, and thirty-six students from class PBB 1. The data of the study were analyzed through components of the data analysis interactive model which included three concurrent activities such as data condensation, data display, and conclusion drawing and verification. The findings showed the implementation of differentiated instruction was partial. The teacher differentiated content, process, and product by following students' interests and learning profiles. However, the differentiation based on student readiness levels was not visible. The teacher only used eLearning, Zoom Video Conference, and WhatsApp groups, similar to how teachers commonly conducted online learning. In using differentiated instruction, the teacher encountered challenges associated with students' participation in a virtual class, a large number of students, a lack of time for planning, and group activities in learning that were limited.
Analysis Students’ Ability to Answer Higher Order Thinking Skills Questions on Reading Test of Narrative Text in Multiple Choice Form One Laila Trisanti; Septiana, Tri Ilma; Sofiyatul Padillah
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 2 (2022): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i2.43882

Abstract

The multiple-choice test is familiar to Foreign English Language Learners (EFL) and is able to measure students' HOTS especially in Indonesia. Although it has a number of limitations, multiple choice is widely used because it is able to measure learning outcomes from the simple to the complex. The aim of this study was to analyze the students' ability to answer Higher Order Thinking Skills (HOTS)-oriented questions in a multiple-choice form. In collecting data, the researchers used a narrative reading test of questions that had been carefully developed by the English teacher with a focus on the top three HOTS domains (e.g., analyzing, evaluating, and creating) and interviews with two students who were taken from upper and lower group. his study employed descriptive qualitative method. Moreover, the data obtained were sorted verified, analyzed, interpreted, drawn conclusions, and presented descriptively-qualitatively. The findings of this study indicated that there was not a single student in the excellent category (0%), 11 students in the good category (37%), 3 students in the fair category (10%), 6 students in the poor category (20%), and 10 students in the very poor category (33%). In addition, based on analysis of students’ answer errors, it was known that the percentage of students’ answer errors on the HOTS-oriented questions was analyzing 25%, evaluating 39%, and creating 36%. This indicated that some ninth-grade students at MTs Satu Atap Tangerang who have not been able to answer the HOTS oriented questions correctly.
Teaching Strategies Used to Deal with Dyslexic Students’ Learning Difficulties Dewi, Ni Made Indah Purnama
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 2 (2022): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i2.45661

Abstract

Dyslexia is a hereditary, neurodevelopmental learning disorder found to appear in around 10% of the population, characterized by difficulty in reading. Therefore, it needs to be addressed properly by implementing appropriate teaching strategies that can help dyslexic students to learn in the inclusive education setting. However, there is still limited study that provides literature related to the matter. Therefore, this study was a conceptual research aimed to analysing teaching strategies used to deal with the learning difficulties encountered by dyslexic students and provide descriptions related to the dyslexic students’ characteristics along with their learning difficulties. This study is a kind of literature review through library research.The result found that there are four teaching strategies that teachers can use to deal with dyslexic students’ learning difficulties, which are task analysis, explicit phonics instruction, multisensory instruction, and field-dependent approaches. The strategies are adjusted to the characteristics and learning difficulties faced by dyslexic students that include low phonological awareness, slow working memory, rapid naming difficulty, slow processing speed, and low skills automatic development. The strategies emphasise on providing clear, direct instruction with multiple aids and assistance from the teachers. The use of several accommodations are also needed in order to help the dyslexic students to develop their reading skill and deal with their learning difficulties.
Analyzing Reading-Related Activities In English Textbook For Grade VIII And How The Texts Are Exploited In The Classroom Karisma Dewi, Luh Dina
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 2 (2022): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i2.48558

Abstract

Some students still have challenges in reading, such as pronunciation, identifying the text’s content, and accent. Then students did not participate actively since there is still limited activities of reading conducted during the learning process. This study aimed at analyzing reading-related activities that are available in English textbook used for grade 8 students in SMP Cipta Dharma Denpasar and observing how the texts are exploited by teacher in English class. The subject of this study was an English textbook used in the school and English teacher.This current research used qualitative descriptive analysis as the research methodology. The data collection was done through observation of the English textbook and the teacher’s strategy in conducting the learning in the classroom. In analyzing the data, this study is involving four processess including data collection, data reduction, data display, and conclusion (drawing/veryfying). From the analysis of the English textbook, the results showed there are several reading-related activities available in the textbook namely skimming/scanning, reference activity, lexical item activity, activating, inferring, and questioning. The most frequent exploitation of text done by the teacher are short-answer activities, searching-selecting, completing, and matching activities. Therefore, this study suggests more research regarding the texts exploitation done by English teacher in different levels of schools and classrooms.
Classroom Interaction in the EFL Speaking Class in Junior High School Kurniawan, Made Budi
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 2 (2022): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i2.49365

Abstract

The teaching and learning process is very dependent on the interactions that occur between teachers and students. The interaction occurs when the two subjects (teacher and student) speak. The purpose of this study is to analyze the types of interactions that were carried out during speaking class, teacher talk and student talk. This study uses a qualitative design with research subjects were English teachers and 35 students in grade 8 at SMP Negeri 5 Singaraja. The data were obtained using observation and using the Foreign Language Interaction (FLINT) system as data analysis. There were three current flows of analysis method namely: data reduction, data display, and conclusion/verification. The result of study reveal that there were seven types of classroom interaction. Those types of classroom interaction have the role to support the successful of the learning process. The most high percentage of teacher talk is teacher-whole class which the class almost done with the all interaction by the teacher to the students.
Reading-Related Activities in English Textbook and The Way Teacher Exploited in the Classroom Desyantaningsih, Ni Made Anggreoni; Artini, Luh Putu
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 2 (2022): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i2.49628

Abstract

Students in junior high school level still face difficulties in understanding the text provided in textbook. The main cause is the textbook content that has not met the standards and the activities implemented by the teacher in the class are not optimal. The aims of this study were to analyse reading-related activities available in the English textbook used for Grade 8th junior high school and describe how the texts are exploited in the classroom by the teacher. The subjects of this study was English textbook used in the learning process and the English teacher. This research was conducted by applying qualitative descriptive analysis. Document analysis, classroom observation, and interviews were used to collect the data. The data is analyzed through four data analysis processes which involve data collection, data reduction, data display, and conclusion. The finding shows that there are reading-related activities found in English textbooks. The activities available in the English textbook are skimming/scanning, lexical items, inferring, questioning, and summarizing. Moreover, the text exploitation done by the English teacher in the classroom are short answer activity, multiple-choice tests, true/false activity, brainstorming activity, and completing activity.
English Interference on Balinese Dialect in Sumberkima Village Pinatih, I Kadek Ngurah Yudha Darma Laksana
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 2 (2022): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i2.49949

Abstract

In the phenomenon of language, speakers who can speak two or more languages will often incorporate or mix elements from their first language into their second language. This causes language interference. This phenomenon becomes interesting to study further. This research aims to analyse the interference Phonology of Balinese Dialect on English. The type of this research is qualitative research. The method used in this study is descriptive qualitative method. Collecting data for this research was conducted by asking for a native speaker in Sumberkima village to read English text and the researcher will record it. The text was randomly chosen by the researcher so that the target won’t have time to learn how to pronounce every word on the text. The method used to analyse the data is the equivalent method, namely the articulatory phonetic equivalent method. The method used to deliver the result of the research is formal and informal. Based on the research result, the researcher found phonological interference on Indonesian with the Balinese dialect to English. The interference heard clearly on hisser and other sounds. That interference occurs in the sound o and d in the starting position, the sound of z, f, u, and r in the final position, the sound of v in the initial and end, I sound in the middle, also sound that ended with morphemes.
Students’ Perception of Self-Assessment in Assessing Writing Skill during Online Learning Astitiani, Made; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, .A. Gede Yudha
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 2 (2022): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i2.50007

Abstract

Distance learning makes the assessment process in the classroom less effective, especially for assessing writing skills. Therefore, self-assessment is implemented to form independent and competent students in the field of writing. The results of initial observations showed that students had different perceptions regarding the application of self-assessment in assessing writing skills during online learning. This study aims to analyses the perceptions of 5th semester students majoring English Language Education regarding self-assessment in assessing writing skill during online learning. To achieve this objective, the researcher used a mixed method with questionnaire and interview as research instruments. The results of the questionnaire analysis showed that the average of each dimension was 45.38 for the memory dimension; 53.35 for the evaluation dimension, and 35.74 for the impression dimension. From the results of the analysis, it can be seen that students have positive perceptions on the memory and impression dimensions, and negative perceptions on the evaluation dimensions. Based on these results, it is concluded that self-assessment provides advantages and disadvantages for students in assessing writing skills during online learning.

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