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<![CDATA[The The Factors that Affect the Implementation of Remote English Teaching: Senior High School Teacher’s and Student’s Perspectives ]]>
<![CDATA[Sushmita Maheswari]]>;
<![CDATA[Kadek Sintya Dewi]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 3 (2022): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v10i3.59076
<![CDATA[Vovid-19 disease causes many problems in various fields. One of them is education. Teachers must be more creative and innovative in teaching. Therefore, teachers can use remote teaching in learning English. This study aims at analyzing the factors that affect the implementation of remote teaching, as well as the description of teachers’ and students’ perceptions of those factors that affect the implementation of remote teaching. The method used is mixed methods and is used as a research design in collecting and analyzing data. The type of mixed methods used is a mixed method which is dominant using qualitative methods compared to quantitative methods. Data were collected by using an interview guide, matrix literature review, and questionnaire. The data analyses using quantitative methods. The results of the study show that there are 10 supporting factors and 9 limiting factors that affect the implementation of remote teaching and another result is the high perception of teachers and students towards these factors. All students majoring in language have positive perceptions and agree with all supporting and limiting factors of remote teaching. Students also agree that the nine limiting factors can be inhibitors during the implementation of the remote teaching process.]]>
<![CDATA[The, An The Students’ Perception of Remote Teaching: An Analysis of Insufficient Parental Support on Academic Performance ]]>
<![CDATA[I Gusti Ayu Md Denisha Vedhaswari]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 3 (2022): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v10i3.59131
<![CDATA[The COVID-19 pandemic has urged all the educational communities to transform that was once conventional learning into remote teaching, which has had a significant impact on students' academic performance. Previous observations has been conducted on factors that limited remote teaching. However, some students may perceive a lack of parental support, resulting in negative effects on their academic and emotional outcomes. This study aimed to analyze the impact of insufficient parental support on students' perception of remote teaching and academic performance. This study use a mixed-methods approach. The research respondents and source were only students in the twelve-grade majored in hospitality accommodation from one of the vocational schools.The data were collected with questionnaire and interviews, with purposive sampling technique. The results showed that among other factors of the limitation of remore teaching, the mean score of 3.18 indicated that the statement of students who did not receive sufficient parental support during remote teaching was the highest limiting factor in the remote teaching. Students perceive that when studying at home, if no parental support were present it became one of the barrier to for their academic achievement.]]>
<![CDATA[Senior High School Student’s Perception of Limiting Factors Affecting The Implementation of Remote Teaching Process ]]>
<![CDATA[Krisna Karunika, Kadek]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 10 No. 3 (2022): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v10i3.59253
<![CDATA[Since the Covid-19 Pandemic, the learning system in Indonesia has changed to remote teaching. Many students, especially in Senior High School, needed help implementation of the online learning process with this remote teaching. This study aims to analyse students’ perceptions of the factors that become obstacles in remote teaching. There have been many researchers who have examined this case but have yet to use one research method. Therefore, researchers want to present different data using mixed methods (Qualitative & Quantitative), which are more dominant in qualitative method. When the data is collected to be analyzed, the qualitative method uses a matrix literature review and an interview guide. In contrast, the quantitative method uses a questionnaire to obtain more valid data. The data that have obtained will analyze quantitatively. The results of this study show that there are five limiting factors in the implementation of the remote teaching process such as (1) inexperienced students, (2) inadequate online learning facility, (3) unreliable internet connection, (4) deficient interaction, and (5) insufficient parental support. And there are factors that limiting of the remote teaching process that three informants have mentioned.]]>
<![CDATA[Perceived Teaching Creativity and Observed Implementation of Creativity in Distance Learning Activities ]]>
<![CDATA[Adhiwiguna, I Made Agus]]>;
<![CDATA[Artini, Luh Putu]]>;
<![CDATA[Wahyuni, Luh Gede Eka]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 1 (2023): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i1.32076
<![CDATA[Creativity was significant in distance learning. As its importance, the teachers had to promote themselves of having a good creativity level in teaching. However, the teachers still lack variation in teaching. Therefore, this research aimed to analyze the teachers’ perception and teachers’ observed teaching creativity in distance learning. The focus of the research was to identify the discrepancy between teachers’ perceptions and facts as observed in teaching creativity in the classroom. This research applied an embedded mix method. The data collection was done by using questionnaires, observation, and in-depth interviews. English teachers were chosen as the research subject. The data were analyzed quantitatively. The result demonstrated that teachers perceived themselves as moderately creative in conducting distance learning. Teachers were categorized as unlikely creative in conducting distance learning. The discrepancy occurred since, on the one hand, teachers perceived themselves as moderately creative, while on the other hand, they did not meet the category of a creative teacher. It can be interpreted that teachers need to improve their creativity to avoid monotonous learning activities.]]>
<![CDATA[Parental Support towards Young Learner’s English Achievement ]]>
<![CDATA[Saputra, Komang Yogi]]>;
<![CDATA[Artini, Luh Putu]]>;
<![CDATA[Utami, Ida Ayu Made Istri]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 1 (2023): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i1.37412
<![CDATA[Teachers and parents must support students while studying at home because the problem with learning at home today is the lack of support and facilities. Lack of support and facilities can affect the learning process, greatly affecting the learning achievement of young people. The purpose of this study was to analyze the impact of intrinsic aspects of parental support such as education and parents' employment on children's English learning outcomes. This research is using mixed-method method. The subjects of this study were 5th grade elementary school students and their parents, totaling 31 people. Data search was carried out in two ways, namely surveys and interviews. The findings of this study indicate that parents with formal employment and a history of higher education provide 3 to 4 types of support to their children, while parents with informal employment and a history of low to secondary education provide 1 to 3 types of support. Based on the student's English score, the student with the highest score of 90, received 3 to 4 types of support from their parents. It can be concluded that parents' occupation and educational history of parents have an impact on providing support to children which has an impact on children's English learning outcomes.]]>
<![CDATA[English Interference on Balinese Dialect in Tejakula Village ]]>
<![CDATA[Jaiswara, I Komang Aris]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 1 (2023): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i1.51130
<![CDATA[There is phenomenon occured in Bali, where the people use Balinese as the first language and Indonesian & English became the second language. This study aimed to analyze the phonological interference of the Balinese dialect on English. This research had a type of qualitative research. The research methods and techniques consist of methods and techniques for providing data, data analysis methods, and data presentation methods and techniques. The data collection of this research was done by asking native speakers of Tejakula village to read some English words and the researcher recorded them. The text used by researcher was randomly and without prior notice, so that native speakers had no preparation to study it first. The method used to analyze data was the articulatory phonetic equivalent method. While the methods used to deliver the results of this study were formal and informal methods. Based on the results of the study, it was found that the phonological interference of the Balinese dialect to English. The interference was heard clearly in the hissing sound. As well as other interference that occurs in the sound /æ/ in the middle, /th/, /ʃ/, and the sound ending in sound /o/.]]>
<![CDATA[Indonesian EFL’s Learning Strategies and Personality Types in Achieving TOEFL Score Above 500 ]]>
<![CDATA[Parmadi, Alifia Rimas]]>;
<![CDATA[Kepirianto, Catur]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 1 (2023): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i1.57162
<![CDATA[There are many English proficiency exams available, including the TOEIC, TOEFL, and IELTS. TOEFL is one of the most well-known English proficiency tests in Indonesia, which is taken for both academic and professional requirements. The average TOEFL score for Indonesian students is still below the global norm of 500. Based on the problems and the difficulties faces by most of Indonesia learners, this study tries to analyze the learning strategies used by learners who successfully achieve TOEFL scores above 500. This study also delves into the learner's personality types in order to understand the characteristics of each type that affected their learning strategy. The 15 participants are randomly selected from Indonesian EFL students between the ages of 20 to 25. The participants must have taken the TOEFL test and received the score above 500. Both quantitative and qualitative writing are used in this study. The quantitative method used in analysing the data collection, the researchers employed descriptive statistic data analysis in Excel to find out the mean. Two different types of instruments were used to collect the data: Oxford's Strategy Inventory for Language Learning and the Myers-Briggs Type Indicator. The result of this study shows; metacognitive strategy as the dominant strategy utilised by the majority of learners and there are 8 personality types such as; ISTJ, INFJ, ISFP, INFP, ENFP, ESTJ, ESFJ, and ENFJ.]]>
<![CDATA[Students’ Perceptions on Benefits and Challenges in Using Google Classroom for Online English Learning during Pandemic Covid-19 ]]>
<![CDATA[Sudaryani, Harlina]]>;
<![CDATA[Rukmini, Dwi]]>;
<![CDATA[Ardiasih, Lidwina Sri]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 1 (2023): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i1.59176
<![CDATA[The emergence of Covid-19 make the learning process should conducting in online. LMS is play important role as media in supporting learning process, but the readiness of students related to the use of Google classroom must be studied more deeply. This study aims to analyze the students' perceptions on Google Classroom's benefits and challenges in online English education. The researcher conducted the study during the covid-19 outbreak. This research is qualitative and descriptive. The researcher used questionnaires, interviews, and observations as the instruments to collect data. The research subjects are 72 Accounting and Finance students from vocational high school, consisting of two boys and seventy girls. The researcher distributed the questionnaire to 72 participants. The researcher then interviewed twelve students. According to the results, the process of studying English online with Google Classroom is consistent with existing learning phases. The second finding is that Google Classroom provides numerous benefits for online English learning for students. This study also revealed that the students encountered several challenges when utilizing Google Classroom for online English learning: internet connection, insufficient internet quota, internet speed, and lack of gadgets for online English learning. In this study, the researcher provided solutions to the challenges of using Google Classroom for online English learning. The solutions suggested by the researcher are Providing sufficient access to devices and internet packages and enhancing signal strength and internet speed.]]>
<![CDATA[The Effectiveness of U-Dictionary as Learning Media to Improve Students’ Vocabulary Achievement at Senior High School ]]>
<![CDATA[Adinda , Febi]]>;
<![CDATA[Rahayu, Endang Mastuti]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 1 (2023): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i1.60533
<![CDATA[Vocabulary is very important in learning English. Students learning grammar without vocabulary will have a hard time understanding what they are trying to say. Meanwhile when studying English as a second language, people must have a sufficient vocabulary to express themselves and learn a wide variety of words to avoid being detected when they read, write, listen, or speak in English. This study aims to analyze the effectiveness U-Dictionary as media to students’ vocabulary achievement at senior high school at tenth grade. In this study, the design used quantitative pre-experimental. Population In this study that was students at tenth grade in senior high school, divided among all fifteen classes using the technique of random sampling. Instrument in this study used test in objective form. The result could be concluded was proved that the alternative hypothesis (Ha) accepted, meanwhile the null hypothesis rejected (H0) rejected. After using the t-test formula after the test, where the t-test value (3053) was greater than the table value t (1.994) at the 0.05 or 5% significance level in the two-tailed test with df 70. The conclusion showed the U-Dictionary can effective to student’s vocabulary achievement at senior high school.]]>
<![CDATA[Implementation English Teacher’s Creativity in Transition Period at Junior High School ]]>
<![CDATA[Tresna, Kadek Wahyu]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 1 (2023): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i1.60733
<![CDATA[Implementation of face-to-face learning during the transition period makes students confused and tends to be passive when carrying out learning in class. That was because previous learning was carried out online and tended not to run effectively so it was necessary to apply teacher creativity in the classroom to increase student understanding and activity. This study aimed to analyze how teachers implement their creativity towards face-to-face learning during the post-pandemic transitional period. Embedded mixed methods were used as a research design where qualitative data became the main data while quantitative data were used as supporting data. The English teacher in junior high school is choosen as the research subject. Data collection are using self-rated questionnaire, classroom observation, and in-depth interview. For the data analyze technique the researcher assess by assigning a point to each statement on the sheet of observations. The results of the study show that 1) Teachers tend not to meet the criteria of being creative teachers in implementing learning during the transition period where teachers fall into the unlikely creativity category in implementing creativity. Teachers who tend to be uncreative can make students more passive and difficult to understand learning in class, especially during the transition period where students who previously learned less effectively through online platforms are now switching to face-to-face learning which requires them to understand the subject matter well.]]>
