Articles
<![CDATA[WEB-BASED AUDIO MATERIALS FOR EFL LISTENING CLASS ]]>
<![CDATA[Putu Suarcaya]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 1 (2011) ]]>
Publisher : <![CDATA[TEFLIN ]]>
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<![CDATA[ Abstract: The present study aimed at finding out the response of learnÂers in an EFL Listening class to the use of web-based listening tasks and their academic achievement in the class. The subjects of the study were 22 university students. The method employed was mixed method. Data were collected using questionnaire and achievement tests. The results showed that 90.9% of the learners enjoyed and were interested in the on-line activity. The t-test analyses also showed that there was significant difference between the Means of scores of learners in the midterm test and final test on Listening 1 and Listening 2.]]>
<![CDATA[PEMANFAATAN BARANG BEKAS LAYAK PAKAI SEBAGAI ALAT PERAGA BAHASA DI TK WISATA KUMARA DAN TK KUMARA KERTI ]]>
<![CDATA[Adnyani, Ni Luh Putu Sri]]>;
<![CDATA[Paramarta, I Made Suta]]>;
<![CDATA[Suarcaya, Putu]]>
<![CDATA[ JURNAL WIDYA LAKSANA Vol 3, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jwl.v3i2.9161
<![CDATA[Kegiatan  pengabdian  pada  masyarakat  yang berjudul âPemanfaatan  Barang  Bekas Layak Pakai sebagai Alat Peraga Bahasa di TK Wisata Kumara dan TK Kumara Kertiâ merupakan sebuah kegiatan pelatihan yang diberikan kepada guru-guru TK yang bertujuan untuk Adapun tujuan darai pelaksanaan kegiatan P2M ini adalah: 1)Untuk meningkatkan kuantitas dan kualitas alat peraga bahasa kelompok Taman Kanak-Kanak Wisata Kumara dana Kumara Kerti, 2) untuk meningkatkan variasi atau keberagaman alat peraga bahasa yang dimiliki TK-TK tersebut, dan 3) untuk membantu guru dalam upaya pencapaian standar perkembangan bahasa anak melalui alat peraga bahasa yang memadai.  Kegiatan  telah dilaksanakan  pada  bulan  September 2013.  Pada  kegiatan tersebut alat peraga yang dihasilkan adalah buku berbincang dan kartu memori.]]>
<![CDATA[Pengembangan Perangkat dan Model Kontekstual Pembelajaran Sains Bilingual Berbasis ICT Pada Siswa SMPN 1 Singaraja ]]>
<![CDATA[Yasa, Putu]]>;
<![CDATA[Suarcaya, Putu]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Vol 42, No 3 Okt (2009) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jppundiksha.v42i3 Okt.1762
<![CDATA[Tujuan penelitian ini adalah mengembangkan suatu perangkat dan model kontekstual pembelajaran Sains Bilingual berbasis ICT, yang mampu memberikan peluang siswa untuk me-ngembangkan kompetensi mereka pada aspek-aspek: konseptual dan keterampilan komunikasi Sains dalam Bahasa Inggris. Data penelitian terdiri dari data tentang perangkat pembelajaran yang berhasil dikembangkan, model kontekstual pembelajaran sain bilingual, data validitas, data tentang aktivitas siswa dalam pembelajaran, hasil belajar siswa, dan respon siswa terhadap penerapan model pembelajaran. Masing-masing data dikumpulkan dengan: lembar validasi, lembar observasi, tes hasil belajar, kuesioner dan catatan-catatan yang dikumpulkan oleh peneliti. Semua data pene-litian dianalisis secara deskriptif. Hasil analisis data selanjutkan dibandingkan dengan indicator yang telah ditetapkan. Hasil penelitian menunjukkan bahwa telah dapat dikembangkan sebuah model pembelajaran kontekstual dengan perangkat pembelajaran yang berbasis ICT yang valid, dan efek-tif dalam meningkatkan hasil kualitas pembelajaran Sains bilingual.Kata kunci: perangkat pembelajaran, Pembelajaran kontekstual, dan Pembelajaran Sains bilingual.]]>
<![CDATA[English Learning Materials for Restaurant Students at Apollonia Hotel School ]]>
<![CDATA[Ariyanthi, Ketut Eni]]>;
<![CDATA[Putra, I Nyoman Adi Jaya]]>;
<![CDATA[Suarcaya, Putu]]>
<![CDATA[ Journal of Education Research and Evaluation Vol 4, No 3 (2020) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v4i3.26107
<![CDATA[This study aims to develop learning materials in the form of books for restaurant students at Apollonia Hotel School Denpasar. The method of the current study is Design and Development. In developing the learning material, this study uses the DnD model by Richey and Klien. There were several processes carried out, namely identifying learning materials needed; developing learning materials in the form of books; and evaluating the results of material development. The results of the study found that there are eight types of material that need by restaurants students namely procedure of handling cleanliness, maintain kitchen and restaurant equipment, renewing local knowledge, provide a link between kitchen area and service area, provide gueridon service, provide silver service, provide food and beverage service, and provide room service. The results of expert tests showed the score of the learning material developed is 85 which belongs to good category.]]>
<![CDATA[Pengembangan Perangkat dan Model Kontekstual Pembelajaran Sains Bilingual Berbasis ICT Pada Siswa SMPN 1 Singaraja ]]>
<![CDATA[Putu Yasa]]>;
<![CDATA[Putu Suarcaya]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Vol 42 No 3 (2009) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jppundiksha.v42i3 Okt.1762
<![CDATA[Tujuan penelitian ini adalah mengembangkan suatu perangkat dan model kontekstual pembelajaran Sains Bilingual berbasis ICT, yang mampu memberikan peluang siswa untuk me-ngembangkan kompetensi mereka pada aspek-aspek: konseptual dan keterampilan komunikasi Sains dalam Bahasa Inggris. Data penelitian terdiri dari data tentang perangkat pembelajaran yang berhasil dikembangkan, model kontekstual pembelajaran sain bilingual, data validitas, data tentang aktivitas siswa dalam pembelajaran, hasil belajar siswa, dan respon siswa terhadap penerapan model pembelajaran. Masing-masing data dikumpulkan dengan: lembar validasi, lembar observasi, tes hasil belajar, kuesioner dan catatan-catatan yang dikumpulkan oleh peneliti. Semua data pene-litian dianalisis secara deskriptif. Hasil analisis data selanjutkan dibandingkan dengan indicator yang telah ditetapkan. Hasil penelitian menunjukkan bahwa telah dapat dikembangkan sebuah model pembelajaran kontekstual dengan perangkat pembelajaran yang berbasis ICT yang valid, dan efek-tif dalam meningkatkan hasil kualitas pembelajaran Sains bilingual.Kata kunci: perangkat pembelajaran, Pembelajaran kontekstual, dan Pembelajaran Sains bilingual.]]>
<![CDATA[EFL Pre-Service Teacher Constructs and Practices of Critical Thinking ]]>
<![CDATA[Putu Suarcaya]]>
<![CDATA[ Journal of English Education and Teaching Vol. 7 No. 1 (2023) ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.7.1.1-17
<![CDATA[Most studies on critical thinking involving preservice teachers (PST) focused on their perception about critical thinking and learning activities, how to improve critical thinking skills through various learning methods, techniques, and strategies in the classroom, and classroom teacher-learner interaction to facilitate critical thinking activities. Irrespective of the existing studies conducted on critical thinking in the classroom, it is still an important issue for PSTs in especially investigating how the construct of critical thinking defined by the PSTs is translated into learning objectives as the learning objectives become the foundation in designing learning activities. This study was, therefore, conducted to explore both the preservice teachers’ construct of critical thinking and how the construct is translated into learning objectives in their lesson plans. This current study adopted a case study model emphasizing on the occurrence of cases in the field for the sake of seeking answers to those cases. The respondents of this study were six PSTs conducting their practice teaching at vocational and senior high school for three months. Data collected consist of two types, namely: data from written interview about construct of PSTs’ critical thinking and data dealing with critical thinking practices in a form of design of learning activities collected from lesson plans. Findings show that the respondents are able to define what critical thinking is based on the keywords signifying what critical thinking is. However, crosscheck on how the construct is transferred into the learning objectives set in the lesson plan does not show encouraging results.]]>
<![CDATA[GLOCAL BALANCING: INSERTING INDONESIAN CULTURAL CONTENT INTO ENGLISH TEXTBOOK FOR GRADE X ]]>
<![CDATA[I Gusti Ayu Diah Gita Saraswati]]>;
<![CDATA[Ni Komang Arie Suwastini]]>;
<![CDATA[Putu Suarcaya]]>
<![CDATA[ PRASI Vol. 18 No. 01 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/prasi.v18i01.60486
<![CDATA[While learning English as a Foreign language implies learning the culture of its native speaker, the Indonesian Ministry of Education and Culture mandated that the Indonesian culture be preserved and cultivated. Preserving and cultivating values is best done through literacy conveyed via text in the classroom. Concerning preserving and cultivating Indonesian values, the present study analyzed an English Textbook for Indonesian students in Grade X. The study was conducted as a descriptive qualitative research. Data collected from the source was analyzed using the concept of culture by Byram & Morgan. The findings show that the textbook contains a representation of local Indonesian culture in the form of social identities and social groups, beliefs and behavior, socio-political institutions, socialization and the life-cycle, national cultural heritage, and national geography that represent Indonesia as a prosperous nation with fertile lands and rich natural resources. The book also represents social interactions, national history, stereotypes, and national identity as a developing nation since Indonesia's independence from colonialization. With the abundant representations of local Indonesian culture, the English textbook supports the preservation of the local culture amidst the introduction of the foreign culture brought by the introduction of English as the target language and target culture, promoting a balance of global-local combination that can reap benefits from the best of both cultures.]]>
<![CDATA[Deconstruction of Gendered Dialogues in English Language Students Textbook for Grade 12 Senior High School ]]>
<![CDATA[Putu Yasamahadewi]]>;
<![CDATA[Ni Komang Arie Suwastini]]>;
<![CDATA[Putu Suarcaya]]>
<![CDATA[ Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.7.3.440-458
<![CDATA[Education plays a significant role in maintaining or deconstructing patriarchal gender constructions in society. Within this ambivalent arena, this study aimed to analyze the representation of gender constructions in a textbook for grade 12 Indonesian EFL students published by the Ministry of Education of the Republic of Indonesia in 2018. The textual analysis proposed by McKee is used to analyze the data. Language functions attributed to the two genders are used as the parameters to find their feminine or masculine depiction based on Lakoff (1973) and Coates (2013) combined with Millet’s Sexual Politics. The study revealed that the textbook shows gender deconstructions towards language functions used in female-only, male-only and mixed sex dialogues. The deconstruction of the stereotypes can be seen from the presence of feminine traits in male characters, such as asking for information and producing more phatic and expressive utterances than females. In contrast, female characters are depicted to be dominantly produced masculine traits, such as being knowledgeable by giving more information than men and dominating in conversations. Although, at some points, the characters are still associated with stereotyped gender traits, the efforts to deconstruct traditional images of both genders need to be appreciated even though they still seem ambivalent.]]>
<![CDATA[Challenges Faced by Participants in the In-service Teacher Certification Programme ]]>
<![CDATA[Ni Putu Meita Subudiasih]]>;
<![CDATA[Putu Suarcaya]]>;
<![CDATA[Ni Putu Era Marsakawati]]>
<![CDATA[ RETORIKA: Jurnal Ilmu Bahasa Vol. 9 No. 3 (2023) ]]>
Publisher : <![CDATA[Program Studi Magister Ilmu Linguistik Universitas Warmadewa ]]>
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DOI: 10.55637/jr.9.3.7566.448-456
<![CDATA[In order to better equip teachers for the profession, this research looks at the difficulties encountered by those who take part in Indonesia's Teacher Professional Education Program (PPG). The purpose of this research is to learn about the difficulties encountered by PPG members and the strategies they used to overcome them. A qualitative technique is utilized in this study's methodology. Ten teachers who had finished the PPG program at Ganesha University of Education in 2020 were involved in this research. In this study, internet interviews served as the data collection tool. There were five steps to the data processing process in this study: reading, transcribing, highlighting, keywords, and categorization. Problems with technology adoption and insufficient technical knowledge were identified as difficulties experienced by PPG members in this survey. not having a complete grasp of software expertise, being confused when selecting assessment tools, and having trouble creating lesson plans. Participants work on their problem-solving skills by studying on their own or using the YouTube app. The study's findings suggest that participants might utilize their experiences with the obstacles they faced to better prepare for the future of technology in online education.]]>
<![CDATA[EFL Teacher Identity Development during Teacher Professional Education Programme ]]>
<![CDATA[Suarcaya, Putu]]>;
<![CDATA[Barustyawati, Anak Agung Sri]]>;
<![CDATA[Syafryadin]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 10 No. 1 (2023): volume 10 No 1 2023 ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/25409190.557
<![CDATA[This study aims to identify the development of teacher participants of PPG. The development of the identity is considered urgent to explore especially because PPG is conducted fully online facilitated by an LMS. Instructors and participants are required to conference online and do assignments online as well as teaching practice. The current stud is conducted based on content analysis method involving six respondents. Data was interpreted from recordings during online discussion session.The research findings indicate that the new skills acquired during PPG fall within the area of use of technology, pedagogy, and collaboration.]]>
