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<![CDATA[Politeness Strategies Use in the Family Members ]]>
<![CDATA[Dharma, Ketut Pande Bagus Wahyu Surya]]>;
<![CDATA[Adnyani, Luh Putu Sri]]>;
<![CDATA[Ramendra, Dewa Putu]]>
<![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.v11i1.61081
<![CDATA[Language is essential in social interaction. It is used by society to communicate with others. Besides, language in society is used as a means of communication to express ideas, intentions, opinions, and purposes. In addition, language also has the function of expressing someone’s feelings and emotions. Politeness becomes one of the crucial things to maintain the conversation running well in society. The communication starts from the small circle and then comes to the big circle. The small circle for example in family members is one of the communications that can begin before going to society. Therefore, the present study aimed to analyze the types of politeness strategies used by Rimbi’s family members. This research was categorized as descriptive qualitative research. A descriptive qualitative research design was used to describe the positive politeness in family member conversations. There were 5 members chosen as the subjects in this research. It consisted of a father, a mother, and 3 sisters. The research data were the script of conversation in the form of sentences, clauses, or words. The findings show that the family members rarely use negative politeness despite that bald-off record and off record become the most used strategies use in the family members.]]>
<![CDATA[Need Analysis in Developing TBLT-Based Digital Storybook for 7th Grade Students ]]>
<![CDATA[Pradnyawati, Kadek Rikha]]>;
<![CDATA[Myartawan, I Putu Ngurah Wage]]>;
<![CDATA[Pratiwi, Ni Putu Astiti]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 2 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i1.61192
<![CDATA[Language teaching needs to use media and models that help student learning activities. And task-based learning is a learning model that has been widely applied in schools but does not yet have the appropriate criteria for this model in facilitating literacy activities. The role of creative and innovative learning media is also very important in increasing student motivation in literacy activities based on TBLT. This research aims to analyze the needs of students as initial stage to develop a TBLT-based digital story book to promote student literacy activities in 7th grade students. This study uses the Design & Development model by Richey & Klein as a research methodology. There are four stages in this method carried out by researchers namely, Analysis, Design, Development, and Evaluation. In collecting data, several instruments used were syllabus analysis, interview guides, observations, questionnaires, blueprints, and assessment rubrics. The results show that TBLT-based digital storybooks help teachers and students in the learning process and literacy activities as innovative media and provide motivation to be interested in literacy.]]>
<![CDATA[Implementation of Teaching Media for EFL Learning at Post – Pandemic ]]>
<![CDATA[Sukma, I Made Gunawan Adi]]>;
<![CDATA[Nitiasih, Putu Kerti]]>;
<![CDATA[Agustini, Dewa Ayu 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.v11i1.61641
<![CDATA[One of the instruments that instructors may utilize to support the educational process at school is teaching media. Teachers can employ various instructional resources, including audio, visual, and audiovisual-based material. Some teachers continue using teaching media for various reasons, while others do not. This study aims to analyze teaching media teachers use in post-pandemic English language learning at senior high school. A case study methodology and a qualitative approach were both employed in this investigation. Three teachers chosen by the researcher served as the study's informants. Interviews and checklist observational methods were employed as data-gathering strategies. Data analysis used Miles & Huberman's theory, for data validity uses triangulation. The results of this study show that implementing teaching media can make it easier for teachers to deliver information and can also make it easier for students to receive information. This study's findings include Teacher's use of laptops, LCD projectors, active speakers, headsets, and the use of language laboratory rooms in listening activities. In addition, there are several obstacles experienced by teachers in implementing each media, such as the need for teacher adaptation to ICT developments and facility factors that are only sometimes ready to be used.]]>
<![CDATA[Do The English Lecturers Using Technology for Teaching Online Class? ]]>
<![CDATA[Umar, Vebrianti]]>;
<![CDATA[Nasrullah]]>;
<![CDATA[Rosalina, Elsa]]>;
<![CDATA[Ningsih, Rahma Pitria]]>;
<![CDATA[Nor, Hidayah]]>
<![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.v11i1.62609
<![CDATA[Technology is an essential thing to support the learning process. Its use makes the teachers and students more accessible in the learning process and creates a pleasant atmosphere in the class, particularly during this covid 19 pandemic. Practically, even though technology positively impacts learning, not all teachers have sufficient technical skills to operate the learning application of online teaching. Therefore this study aims to analyze the english lecturers using technology for teaching online class. This study is using qualitative with narrative design research. Data collection of using technology in online classes involving difficulty and its solutions are narrated based on two English lecturer’s experience. The subjectof this study is two English lecturers in for exploring their experiences of using technology for teaching online class during this crucial situation of covid 19. All the data is analyzed thematically by organizing it based on the questions of interview. The findings present the strengths and the weaknesses of technology in online learning, and the way of overcoming the problem of using technology.]]>
<![CDATA[Improving Students’ Motivation in Learning English through Gamification ]]>
<![CDATA[Amalia, Tasya]]>;
<![CDATA[Inayati , Dian]]>;
<![CDATA[Marini, Arita]]>
<![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.v11i1.63332
<![CDATA[In the event of world pandemic of COVID-19, emergency remote learning settings have become normalized in Indonesia and it has affected students’ motivation in learning. Educators around the world have found a way to enhance students’ motivation through gamification. Therefore this study aims to improve students’ motivation in learning English through gamification in online learning settings. This study was conducted at a Private Junior High School with 36 eighth graders. The method used in this study is Classroom Action Research (CAR). After conducting two cycles in the implementation phase, the result, supported by the questionnaire, interview, and observation data, shows how gamification is able to improve students’ motivation. In collecting the data, qualitative and quantitative method were used. The questionnaire as the quantitative data, consist of subdimensions of intrinsic and extrinsic motivation. As for the qualitative method, to identify the students’ problem, observation and an end-of-cycle interview were conducted. Through two cycles, the implemented action was able to improve students’ motivation in English class and enlighten the ambience of the class. Although students’ response to gamification was highly favorable, the findings also suggest a new issue. Some students have developed a speech anxiety by learning online due to fear of making mistakes and a feeling of embarrassment. The current study has been able to shed lights on the benefits of gamification in a teaching and learning process of English Language Teaching (ELT).]]>
<![CDATA[Multimodal Analysis of Mie Sedaap Advertising ]]>
<![CDATA[Meriantini, Ni Luh]]>
<![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.v11i1.63840
<![CDATA[One of the texts has a complex meaning is advertisement, both print media advertisements and electronic media advertisements. The complexity of meaning is due to conveying messages in advertisements not only using language elements but also nonverbal language elements and other visual means. Therefore to understand the complexity of meaning, it is necessary to carry out a multimodal analysis in the advertisement. This study aims to analysis of Mie Sedaap advertisements. Advertisements, both print media advertisements and electronic media advertisements, are texts that have a complex meaning. Therefore, to understand the complexity of meaning, it is necessary to do a multimodal analysis of the advertisement. The multimodal analysis discussed in this paper uses the theory of Systemic Functional Linguistics (SFL). This study used a descriptive qualitative method and observation through video advertisements for Mie Sedaap. The data were collected from observations through video advertisements for Mie Sedaap. The findings of the study were analyzed using qualitative data analysis, including data reduction, data display, and conclusion. The research results show that Mie Sedaap advertisements have a multimodal semiotic system that includes linguistic, visual, audio, gestural, and spatial elements.]]>
<![CDATA[Type Analysis of Speaking Performance Assessment Task in English for Nusantara Textbook ]]>
<![CDATA[Dewantara, Kadek Andre Karisma]]>
<![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.v11i1.64928
<![CDATA[One of the key factors in the success of learning English is the use of textbooks. The English textbook entitled "English for Nusantara SMP/MTs Class VIII" is one of the textbooks used in many schools as a guide for teachers and students in teaching and learning English. Although English for Nusantara textbooks have been widely used, there is no research has focused on the analysis of speaking assessment tasks in this textbook. Therefore this study aims to analyze the task of assessing speaking skills in Nusantara English textbooks. This study use a qualitative approach. The subject of this research is Nusantara English textbooks used in the context of learning English in Indonesia. Data collected through document analysis will include task descriptions, types of assessment, and instructions given for each task. The collected data will be analyzed descriptively to identify the types of assessment included in the speaking tasks. The results of this study show that intensive assessment tasks are the most common in this book. However, this study also found a limited variety of activities in speaking assessment task. The implications of the results of this research are important in the development of textbooks and the improvement of learning speaking skills in the context of English in Indonesia.]]>
<![CDATA[Teacher’s Perception of Self-Assessment in English Writing Competency for Junior High School Students ]]>
<![CDATA[Adiguna, I Wayan Bayu]]>;
<![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. 11 No. 1 (2023): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i1.64935
<![CDATA[Self-assessment provides many benefits in learning English, especially in terms of writing ability. This study aims to analyze teachers' perceptions and challenges that teachers find of the application of selfassessment in students' writing competencies at everal junior high school in Nusa Penida. This study used mixed method explanatory design as the research approach. The subjects of this study were EFL secondary teachers in three junior high school. Quantitative data in this study used a questionnaire to obtain accurate data related to teacher perceptions. Qualitative data used semistructured interviews. The interview statement was adjusted to the theory in the questionnaire. The data collection from questionnaire is analyzed by using Excel to find out the median of the questionnaire. In the interview, the data analyzed using thematic analysis. The result of this study shows that teachers have perceptions that tend to be positive towards the implementation of self-assessment in writing competency as a means for students to self-reflect, help students get feedback, develop writing ideas to be better confidently and independently. Teachers also experience obstacles in implementing self-assessment that the purpose of selfassessment is still not well understood by students.]]>
<![CDATA[Vocabulary Enrichment and Student’ Communicative Competence: The Case in Task-Based Language Teaching ]]>
<![CDATA[Widanta, I Made Rai Jaya]]>
<![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.v11i1.65780
<![CDATA[In order to realize and support Indonesian national educational program of MBKM, every higher educational institution is recommended and stimulated to implement learning model of task-based language teaching (TBLT). This study investigated how enriching vocabularies and giving other prompt such as driving question words effective for students’ speaking performance, such as fluency. This was a qualitatively designed study. One class semester two students majoring in civil engineering department were involved as research participants. Learning material in the form of snapshot consisting of pictures was design to bridge the students thought to the whole learning materials. Snapshot without vocabulary enrichment and driving questions was tried in the first two sessions. Discussion upon the lesson was intensively undertaken to know why students hesitated and were doubtful to speak. Observation results combined with students’ perception concluded that enrichment of vocabularies and stimulating questions were found effective to increase students’ speaking performance, learning motivation and enthusiasm. Moreover, by practicing in front of their group and by succeeding in perform such task made them more stimulated to do better. Therefor made their learning meaningful.]]>
<![CDATA[The AI Google Voice Assistant on Ten Grade Students’ Speaking Skills at Vocational High School ]]>
<![CDATA[Mahartana, I Komang Tri]]>;
<![CDATA[Santosa, Made Hery]]>;
<![CDATA[Dewi, Kadek SIntya]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i2.76462
<![CDATA[There are challenges in students' speaking skills in Indonesia. These speaking problems are influenced by anxiety, difficulty in understanding, and language problems caused by lack of speaking practice. In the digital or modern era technology is possible to use as media for learning English. This study aims to analyze the effect of using Google Voice Assistant (GVA) on students' speaking skills. This study uses a mixed method of explanatory sequential with quantitative using quasi-experimental and qualitative by conducting interviews. The data sample was 10th grade students of vocational schools with experimental groups and control groups with 22 students in each group. Data were collected from pre-test and post-test. Based on statistical data analysis using SPSS, sig. (2-tailed is 0.096) was found which is higher than 0.005 meaning there is no significant effect. Interview data using the RASE model showed that students admitted that GVA was interesting as a speaking practice partner, but could not cover all aspects that could help students improve their speaking skills because of the familiarity principle which they were not familiar with, comprehensive assistance in providing materials, and lack of evaluative ability for their speaking skills. It can be said that GVA does not have a significant effect but can be developed as a pedagogical agent.]]>
