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All Journal Adi Widya: Jurnal Pendidikan Dasar Yavana Bhasha : Journal of English Language Education
SUHARDIANA, I PUTU ANDRE
Institut Hindu Dharma Negeri Denpasar
Education Languange, Linguistic, Communication & Media

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 1 
PERAN TEKNOLOGI DALAM MENDUKUNG PEMBELAJARAN BAHASA INGGRIS DI SEKOLAH DASAR SUHARDIANA, I PUTU ANDRE
Adi Widya: Jurnal Pendidikan Dasar Vol 4, No 1 (2019)
Publisher : Institut Hindu Dharma Negeri Denpasar

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Abstract

The new era presents teachers new challenges and responsibilities. The tradition of teaching English has improved dramatically with the inclusion of various types of advanced technology. Technology provides numerous choices such as making teaching interesting and more productive. Technology is one of the most influential boosters of social and language change. Since the use of English has progressed in popularity, the demand for qualified teachers to teach English is unquestionably required. It is true that there are teachers who use 'sophisticated' technology, although most of them still teach in the traditional way. None of these traditional behaviors is bad or damaging to students. In fact, until now they proved it useful too. However, there are various opportunities for students to gain self-confidence to practice and expand themselves, particularly for those who are learning English as a foreign language that learns the language for more than just having fun. If they want to be able to follow the learning process and gain more confidence, they must step into the world of multimedia technology.
OPTIMALISASI PENGUASAAN ENGLISH VOCABULARY MELALUI PEMANFAATAN MEDIA LUDO WORDS GAME (LWG) PADA SISWA SEKOLAH DASAR SUHARDIANA, I PUTU ANDRE
Adi Widya: Jurnal Pendidikan Dasar Vol 2, No 1 (2017)
Publisher : Institut Hindu Dharma Negeri Denpasar

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Abstract

Education is surely an important tool in creating qualified human resources. It could be formed when applying education as the key to the development of science and technology. In the Standards of Content published by the The National Agency for Educational Standards (BSNP), English language subject in elementary schools is directed at developing four skills, namely, listening, speaking, reading, and writing skills as a means of communicating and discourse in English at a certain literacy level. English language education in primary school, according to the Standards of Content, of The National Agency for Educational Standards (BSNP) has the intention to develop language skills used in accompanying the action. Building a vocabulary, in this case, is the main thing in learning a foreign language at an elementary school level. Vocabulary not only builds reading skills but also other skills. At a certain level, when students can develop their vocabulary mastery, they will automatically improve themselves on listening, speaking, reading, and writing skills. Utilization of Ludo Word Game media in order to optimize the mastery of English vocabulary in elementary school students is actually a Ludo game which has been modified in such a way, which has a purpose to improve the mastery of English vocabulary. In addition, students' creativity in learning can also be developed automatically by collaborating the pictures card media on this learning media.
MEMBANGUN TUNAS INTEGRITAS SEBAGAI CIKAL GENERASI ANTIKORUPSI DI TINGKAT PENDIDIKAN DASAR SUHARDIANA, I PUTU ANDRE
Adi Widya: Jurnal Pendidikan Dasar Vol 2, No 2 (2017)
Publisher : Institut Hindu Dharma Negeri Denpasar

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Abstract

A series of efforts in order to minimize corruption in Indonesia has been conducted on an ongoing basis. The formation of Indonesia’s Corruption Eradication Commission (KPK) is one of the real actions of preventing corruption in a holistic manner, both preventively and curatively. Considering the vast territory of Indonesia and the large population, the emergence consistency of corruption cases is an indicator of the powerless of Indonesia’s Corruption Eradication Commission (KPK) to stem this problem independently. This Commission needs support. Families, schools, and societies as frontlines in forming high quality individuals who are not having legal defect in the acts of corruption, are tremendous assets and weapon whose role needs to be maximized in various lines of combating corruption. Schools, for example, this place is the first capital in forming anti-corruption generation through the implementation of flagship programs related to the outage of corruption guerrilla which increasingly rampant recently. Specifically, the primary school is the most important force, because in this place, the children transitional period between the early age to teenager are getting the forging of character formation that covers all aspects, not only the improvement of cognitive side. Planting positive personality through a series of anti-corruption activities should be integrated in various subjects that are packaged in such a way that is interesting to be accepted by students. This is an activity that can no longer be delayed for its implementation. Moreover, the students are given the opportunity to develop their knowledge and logical reasoning on the various dimensions of anti-corruption, because the essential characteristics of anti-corruption education are the synergy between the use of information and knowledge with the ability to make moral judgments. If all parties are actively involved in its application, then it will be an investment program of long-term corruption prevention actions. Surely this is the dream of all citizens in order to create good governance which would impact on the welfare of the people as much as possible.
SOCRATIC QUESTIONING TO PROMOTE EFL STUDENTS’ CRITICAL THINKING IN A LANGUAGE LEARNING Suhardiana, I Putu Andre
Yavana Bhasha : Journal of English Language Education Vol 2, No 1 (2019)
Publisher : Institut Hindu Dharma Negeri Denpasar

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Abstract

This paper addressed the use of the Socratic Questioning method as an attempt to promote EFL students' critical thinking in language learning. It is ordinarily understood that the process of learning the language tends to focus more on how to answer questions rather than how to ask productive, systematic, and directed questions. Questioning as a means to fulfil curiosity is a driving factor for critical thinking activities. Questioning is able to direct the task and define the problem so that it will spur and trigger students' critical thinking. The use of Socratic Questioning and critical thinking methods embraces and encourages the analysis of Bloom's taxonomy integrally since Bloom's critical thinking is assigned as one of the highest levels of thinking in cognitive domains. Socratic Questioning, critical thinking, and Bloom's taxonomy are lines that must be passed in a language learning process in order to achieve the quality of skills which surely depends on the quality of thinking.
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