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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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Errors in Descriptive Essay Text for Fifth-Grade Elementary School Students Abdurahim, Antasary; Santoso, Anang; Harsiati, Titik
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 2 (2023): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v11i2.68956

Abstract

Writing activities make students active in learning and stimulate the ability to put words together. However, teachers need help guiding students in learning to write. This research analyzes errors in the descriptive text of fifth-grade elementary school students. This type of research is qualitative descriptive research. The research design used is a qualitative descriptive design. The population in this study was 20 fifth-grade students at an elementary school. This research data collection method uses document recording. The research instrument used in this research is documentation notes. The data analysis technique used is descriptive qualitative. The research results showed 14 errors in word formation (morphology), including one error in the prefix, five errors in using the di- form, and one in reduplication. Sentence (syntax) errors totaled 15, including sentences without a subject totaling five errors, doubling the subject amounting to one error, illogical sentences totaling three errors, ambiguous sentences or ambiguous sentences totaling two errors, deletion of conjunctions totaling one error, sentence order incorrectly logically amounted to one error, and sentences influenced by foreign language structures amounted to one error. There were 25 spelling errors, including four errors in the use of capital letters in the title of the essay, nine errors in the use of capital letters at the beginning of sentences, eight errors in the use of capital letters in the middle of sentences, and four errors in the use of abbreviations and acronyms.
Students' Perceptions of the Teaching Materials Used in the English for Tours and Travel Course Armawan, I Ketut
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 2 (2023): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v11i2.69799

Abstract

Teaching materials have a big role in facilitating student learning goals, both short-term and long-term, in producing graduates who comply with the standards described above. This research aims to analyze the perceptions of English Language Education Study Program students regarding the teaching materials used in the English for Tours and Travel course and the basic problems faced by course teachers in developing English for Tours and Travel teaching materials. This research includes descriptive research based on local wisdom. The subjects of this research were 42 people, consisting of 2 lecturers teaching the English for Tours and Travel course and 40 seventh-semester students in the English Language Education Study Program. Data collection methods in this research include questionnaires, interviews, and documentation. The data obtained was then analyzed using quantitative descriptive statistical analysis techniques by calculating the mean (M) and Standard Deviation (SD). From the results of document analysis, questionnaires, and interviews, it can be concluded that it is urgent to develop English for Tours and Travel teaching materials based on local wisdom.
Learning Disability (Dysgraphia): A Case Study on a Second Grade Student at Elementary School Yuniari, Ni Made
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 2 (2023): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v11i2.72837

Abstract

Student who had difficulty in writing, especially if asked to write cursive letters. There were several writing difficulties faced by students such as the student's lack of focus in copying the writing on the board, this made student was slow in completing work. This study aims to analyze the learning writing disorder experienced by the student and ways to overcome the student's writing disorder. The qualitative research study that explores a second-grade student's writing issue. This research attempts to define the student's learning (writing) disorder, the type of learning disorder the student has, and solutions to overcome the student's writing issue. To collect data from second-grade students at elementary school the study used a case study design and descriptive approach. This study employed a qualitative research design using descriptive methodology and a case study approach. This study utilized direct observation, interviews, and documentation. Data analysis techniques in this research consisted of three stages: data collection, data reduction, and drawing conclusions. The study's findings indicate that the student problems with arranging written work on paper, spelling, and uneven spacing. The research closes by advising that the student get special education programs to address his or her writing problem.
Students’ Perception on Self-Assessment of Writing Competency at Vocational High School Barus, Lanina Mayrani br; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, Anak Agung Gede Yudha; Wahyuni, Luh Gede Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.74803

Abstract

Self-assessment has several advantages in the process of learning English language skills, especially writing skills. This research aims to analyze students' perceptions are and the difficulties they face when implementing self-assessment in improving students' writing skills at Vocational High School. This study uses a survey method with a qualitative approach. The participants of this study consisted of students studying in grades 10 and 11 at Vocational High School. The research collected data using an open-ended questionnaire to gain accurate data on student perceptions. Then, use interviews to find out the challenges faced by students. The interview statements are aligned with the theoretical framework proposed in the questionnaire. The data collected from the questionnaire was analyzed using Excel to get the median result. Thematic analysis was employed to assess the data collected during the interviews. The findings of this study indicate that students have perceptions that tend to be positive towards the application of self-assessment of writing competence as a means for students to reflect on themselves, help students improve the quality of their writing, motivate students to be more independent, and confident, also students can assess and monitor their progress. Students also experience obstacles in carrying out self-assessments, namely limited guidelines, and self-assessment criteria.
Students’ Perception and Challenges on the Use of Self-Assessment in English Writing Competence at Junior High School -, Ni Putu Lia Agustini; Ni Luh Putu Eka Sulistia Dewi; Anak Agung Gede Yudha Paramartha; Luh Gede Eka Wahyuni
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.75375

Abstract

Teachers experience concerns regarding the lack of consistency in implementation and the absence of clear guidelines in lesson planning, including problems in developing teaching materials for teachers. Therefore, teachers think that implementing self-assessment has various challenges. One of them is the challenge that comes from students. This study aims to analyze students' perceptions of using self-assessment to improve writing competence at Junior High School. The study involved students from grades 7 and 8 to identify their views towards the use of self-assessment and the challenges they face. The research method used a survey with a qualitative approach. Data were collected through surveys and interviews and analyzed using the thematic analysis method. The results showed that students tend to have a positive perception of the application of self-assessment, students become more confident in designing writing, and motivated students to improve the quality of their writing with self-awareness so that it will meet students' expectations in writing so that it makes it easier for students to determine sustainable learning strategies and can improve students' writing skills.  However, there are some challenges identified such as students still feeling confused in assessing their writing, lack of understanding of the assessment criteria, and students' fear of criticism and negative self-evaluation.
Students' Perceptions of Self-Assessment in Writing Competency Ketut Novita Sari; Dewi, Ni Luh Putu Eka Sulistia; Wahyuni, Luh Gede Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.75377

Abstract

Students have unique perspectives based on their previous self-assessment experiences. To provide strong evidence that self-assessment can be used successfully and can improve students' writing proficiency, we need to understand how students feel when implementing self-assessment. This study aims to analyze high school students' perceptions regarding the utilization of self-assessment for evaluating writing competency. This study employing a mixed-method approach, the research utilizes a sequential explanatory design involving both quantitative and qualitative methodologies. This study incorporates a questionnaire completed by ninety students and subsequent interviews with five students experienced in self-assessment. Drawing from Van Der Kleij's theory, the questionnaire and interview guide were developed, focusing on two dimensions: the usage and quality of self-assessment. Following completion, 118 students and three experts assessed the questionnaire's validity. The findings indicate that while 50% of students perceive self-assessment as beneficial, both questionnaire analysis and interview data suggest an overall positive perspective among students. Self-reflection through self-assessment enables students to identify strengths and weaknesses, fostering confidence and independence in their revision process. Moreover, it aids educators in monitoring student development and assessing teaching effectiveness. Despite its benefits, students encounter difficulties in applying self-assessment, including uncertainty regarding its purpose and implementation accuracy, leading to a lack of confidence in its application. Addressing these challenges is crucial for optimizing the effectiveness of self-assessment practices in enhancing students' writing competency.
Students’ Perceptions on the Use of Self-Assessment in Writing Competence Kadek Fradita Febyone; Dewi, Ni Luh Putu Eka Sulistia; Wahyuni, Luh Gede Eka; Paramartha, Anak Agung Gede Yudha
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.75400

Abstract

The use of self-assessment is not effective, this is the result of a lack of guidance or support provided by teachers during self-assessment which is a common reason. Although students carry out their own self-assessment, teachers also play an important role. Teachers need to provide consistent and detailed instructions regarding self-assessment procedures so that students are able to internalize the concepts involved. This study aimed to analyze students perception on the use of self-assessment in their writing competence and to identify the challenges they face. This study uses a survey design with a qualitative approach. 9th grade students as the participants of this study. Questionnaire and interview were used to collect the data. Thematic analysis is a method of analyzing qualitative data to describe and interpret the data interview. The findings show that students have positive perception towards self assessment, which are specifically categorized into four main themes. Firstly, self-assessment is useful for students to improve their writing competence, self-assessment encourages students to developed their quality of writing, self-assessment helps student to achieve their expectation of writing competence, and self-assessment helps students to assess their writing competence. Additionally, the challenges found also categorized into three themes, such as students feel underestimated regarding their writing competence, students feel less objective in assessing their writing competence, and students feel they lack time in assessing their writing competence.
Students’ Perceptions on Self-Assessment in Writing Competency at Senior High School Putu Veni Aryanti; Ni Luh Putu Eka Sulistia Dewi; Wahyuni, Luh Gede Eka; Anak Agung Gede Yudha Paramartha
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.75560

Abstract

The current situation, which has entered the digital era, has a close relationship with understanding character for a person. Self-assessment is an assessment process in which a person is asked to assess himself with regard to the status, process, and level of achievement of the competencies he has learned. This research aims to analyze and understand students’ perceptions regarding the use of self- assessment in their writing competence and the challenges that make it difficult for mov them to do. In this research, the method used was a survey with a qualitative approach while the subjects of this research were students in grades 10 and 11 from Senior high school. Data collection took the form of a questionnaire via a Google Form link and interviews conducted online. Data analysis conducted thematic analysis analyzing qualitative data to describe and interpret. The results of this research state that students tend to have positive perceptions regarding the use of self-assessment contained in writing competency. So that students can be more confident, achieve their desires and motivate themselves to use self-assessment as an evaluation in learning to improve the quality of writing skills. However, there are also challenges when using self-assessment in learning that make students feel difficult, such as assessing their own and not understanding the criteria for self-assessment.
Differences in EFL Student’s Simile and Metaphor Comprehension: Influence of Gender and Age Wardana, I Ketut
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.78213

Abstract

English simile and metaphor comprehension by EFL students in Indonesia as an imaginative function plays a crucial role in holistic language learning. Therefore, this study aimed to analyze the level of English simile and metaphor comprehension among university students and analyze whether the figure of speech differs according to gender, age, length of study, and different academic backgrounds. The participants were 124 university students in aged 19 to 22 years. Data were collected using 16 English simile and metaphor success test items. The answers were evaluated by two experts. Descriptive statistics and a sequence of Mann-Whitney U tests were applied. This study revealed that students' conception of English similes and metaphors is low on a broad scale. Participants answered 29.11% of the simile questions correctly, while 60.89% of the participants answered the questions incorrectly. Meanwhile, out of eight questions on English metaphors, 38.31% of the students could answer the questions correctly, but 61.69% of the students could not answer the questions. In addition, it was found that the simile and metaphor comprehension of the participants did not differ according to gender but differed based on age, length of study, and academic background. This study advocates that EFL learners should develop their competence in figurative from a cognitive linguistics perspective.
EFL Teachers' Perspectives on the Integration of ChatGPT in Writing Assessment Meyasa, Kadek Yeyen; Luh Putu Artini; Ni Putu Era Marsakawati
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.78618

Abstract

The existence of ChatGPT as a great technology development is considered as a teaching media used for providing immediate feedback in assessing students’ writing performance indirectly enhancing their writing skills as well. This study aimed to analyze EFL teachers’ perspective on the integration of ChatGPT in writing assessment. Qualitative approach was used as the research design of the current study. There were two English teachers who taught 11th grade students. They were selected by using purposive sampling. The data were obtained through observation, and semi-structured interview. Observation sheet and interview guide were used as the research instruments. The collected data were analyzed by conducting verbatim transcription and coding. The findings revealed that there were positive and negative perspectives given by the teachers. It was shown that the teachers were positively response due to the excitement of using ChatGPT in easing the feedback provision meanwhile the negative response revealed that the teachers expressed reservations about its validity. The ethical privacy issue, data protection, and prejudice were mentioned as the challenge due to its implementation. It was added that assessment effectiveness, immediate feedback, and assistance outside the classroom were acknowledged as the benefits of implementing ChatGPT. The study implicates to the educational assessment-based technology. Teachers are required to have proper training to face the integration of technology in their assessment since it can have an impact as well as challenges for them.

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