Articles
Task-Based Learning Technique: a Strategy to Enhance Studentsâ Speaking Skills at ESP Context
Marsakawati, Ni Putu Era
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (521.233 KB)
Speaking skills are very important. Through mastering these skills, a student is able to communicatehis ideas, feelings, and emotions easily. Besides, nowadays, almost all job requirements put a strongemphasis on the speaking skillsâ mastery to its candidates. However, the students seemed to havelow motivation in learning it, especially students taking English for Specific Purpose (ESP), such asEnglish for Front Office. Many factores contributed to this phenomenon. One of them was thelearning atmosphere and the learning activities. When they were not enjoyable in their learning andthey were not given opportunities to practice their language, their learning achievement wouldbecome low. When it remained all the time, they could not achieve the learning goal very well.Therefore, they needed to be helped. One strategy that could be done was by implementing atechnique which could arouse their motivation. That strategy was task-based learning technique. Itprovides the learners with an enjoyable learning environment and gives students a lot of chances topractice their speaking. Thus, it can develop to establishing studentsâ communicative competenceand provides them a bridge to reach the intended communicative goal. This paper aims atillustrating how the task-based learning is employed in an ESP classroomto enhancestudentsâspeaking skills at ESP context.
The Comparison of Ideational Meanings Conveyed by the Novice and Professional Presenter in Multimodal Presentations
Marsakawati, Ni Putu Era
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
The paper reports on the result of a study aiming to investigate the comparison of ideational meanings conveyed by the novice and professional presenter in multimodal presentations. The study used a qualitative approach, especiallya videography research design, involving two presenters: a novice presenter and a professional one. The video data of the two presentersâ performance were selected as sources of data. The collected data were analyzed by administering a multi-layer analysis.The results show that: a) in terms of language, both presenters used two most dominant types of Processes: relational and material. However, a delicate analysis indicated that the professional presenter used relational processes more than the novice one; and b) in terms of gesture, both presenters realized ideational meanings through indexical gestures the most. However, a detailed analysis revealed that the professional presenter employed more gestures than the novice one. The study exploresa pedagogical implication for teachers/lecturers, material designers, and policy makers to provide a balanced emphasis on language and gesture used by the studentseither in the teaching and learning activities or in the designed learning materials.
Pengaruh Media Facebook dan Gaya Belajar terhadap Kemampuan Menulis Mahasiswa
Marsakawati, Ni Putu Era;
Suputra, Putu Eka Dambayana
Jurnal Pendidikan dan Pengajaran Vol 45, No 3 (2012): Oktober, 2012
Publisher : Universitas Pendidikan Ganesha
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (102.835 KB)
|
DOI: 10.23887/jppundiksha.v45i3.1843
Penelitian ini bertujuan untuk mengetahui pengaruh media Facebook dan gaya belajar terhadap kemampuan menulis mahasiswa semester II Jurusan Pendidikan Bahasa Inggris. Rancangan penelitian yang digunakan adalah posttest only control group design. Instrumen yang digunakan adalah tes kemampuan menulis, rubrik penskoran analitik, dan instrumen gaya belajar. Data dianalisis menggunakan statistik inferensial ANAVA dua jalur. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan pada kemampuan menulis antara mahasiswa yang diberi pembelajaran menggunakan media Facebook dan mahasiswa yang diberi pembelajaran tanpa menggunakan media Facebook, (2) terdapat perbedaan yang signifikan pada kemampuan menulis antara mahasiswa dengan gaya belajar field dependent dan mahasiswa dengan gaya belajar field independent. (3) terdapat pengaruh interaksi antara teknik pembelajaran dengan gaya belajar terhadap kemampuan menulis mahasiswa. Kemampuan menulis mahasiswa yang diberi pembelajaran menggunakan media Facebook lebih baik dibandingkan mahasiswa yang tidak diberikan pembelajaran menggunakan media Facebook. Kemampuan menulis mahasiswa dengan gaya belajar field dependent lebih baik dibandingkan mahasiswa dengan gaya belajar field independent.. Kata-kata Kunci: media Facebook, gaya belajar, kemampuan menul
STRATEGI KOMUNIKASI: SEBUAH SOLUSI BAGI PERMASALAHAN KOMUNIKASI
Marsakawati, Ni Putu Era
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 6, No 1 (2012)
Publisher : English Department FBS UNP
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (109.35 KB)
|
DOI: 10.24036/ld.v6i1.7400
Communication strategies have been discussed by many linguists and researchers for ages. They described types of communication strategies employed by a particular person when he/she had problems in communicating with others. It seems that communication strategies are only employed for those who have lack knowledge of English. However, the fact still reveals that people who have good English also perform types of communication strategies. This article then aims at proving that communication strategies are also employed by speakers who are capable enough in English.Â
Task-Based Learning untuk Meningkatkan Kemampuan Berbicara Mahasiswa
Marsakawati, Ni Putu Era
Jurnal Pendidikan dan Pengajaran Vol 47, No 2-3 (2014): Oktober, 2014
Publisher : Universitas Pendidikan Ganesha
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (328.59 KB)
|
DOI: 10.23887/jppundiksha.v47i2-3.4859
Penelitian ini bertujuan untuk mengetahui peningkatan kompetensi berbicara mahasiswa pada mata kuliah Reception. Penelitian dilakukan di Jurusan DIII Bahasa Inggris Universitas Pendidikan Ganesha dengan subyek penelitian sebanyak 20 mahasiswa semester empat. Pengambilan data dilakukan dengan teknik tes, menulis pada teacher’s diary dan merekam video. Instrumen yang digunakan adalah tes berbicara, teacher’s digital diary dan kamera video. Hasil penelitian menunjukkan bahwa task-based learning dapat meningkatkan kompetensi berbicara mahasiswa dalam mata kuliah Reception. Hal ini dibuktikan dari skor rata-rata kompetensi mahasiswa yang meningkat dari siklus satu ke siklus dua. Skor rata-rata siklus satu adalah 68,9 dengan kategori cukup dan skor rata-rata siklus dua adalah 78,8 tergolong baik.  Kata-kata Kunci: task-based learning, kompetensi berbicara, reception
The Effect of E-Portfolio in Project-Based Learning toward Learner Autonomy and Writing Competency
Devi Ariningsih, Ni Ketut;
Artini, Luh Putu;
Marsakawati, Ni Putu Era
Journal of Education Reseach and Evaluation Vol 5, No 1 (2021): February
Publisher : LPPM Undiksha
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (315.91 KB)
|
DOI: 10.23887/jere.v5i1.29982
The National Education objectives can be achieved through learning process and a valid assessment process. Assessment has a strong involvement in the learning process. The purpose of this study is to investigate the effect of e-portfolio in project-based learning toward learner autonomy and writing competency experienced by X MIPA students of SMA Negeri 7 Denpasar. The research design was post-test only control group design. The research instruments used were questionnaire and writing test. Questionnaire was used to test learner autonomy, while writing test was used to test students’ writing competency. Data were analyzed by employing One-way Anova and Manova. The results of this study showed that there is a significant effect of E-portfolio in Project-Based Learning toward learner autonomy and writing competency of X MIPA students of SMA Negeri 7 Denpasar. The mean score of students who were taught by using e-portfolio in project-based learning strategy is higher than the mean score who were taught by using conventional strategy. E-portfolio in Project-Based Learning also revealed potentially promotes students’ creativity, problem solving skills, and communication through technology skills.Â
Pengaruh Media Facebook dan Gaya Belajar terhadap Kemampuan Menulis Mahasiswa
Ni Putu Era Marsakawati;
Putu Eka Dambayana Suputra
Jurnal Pendidikan dan Pengajaran Vol 45 No 3 (2012): Oktober, 2012
Publisher : Universitas Pendidikan Ganesha
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (102.835 KB)
|
DOI: 10.23887/jppundiksha.v45i3.1843
Penelitian ini bertujuan untuk mengetahui pengaruh media Facebook dan gaya belajar terhadap kemampuan menulis mahasiswa semester II Jurusan Pendidikan Bahasa Inggris. Rancangan penelitian yang digunakan adalah posttest only control group design. Instrumen yang digunakan adalah tes kemampuan menulis, rubrik penskoran analitik, dan instrumen gaya belajar. Data dianalisis menggunakan statistik inferensial ANAVA dua jalur. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan pada kemampuan menulis antara mahasiswa yang diberi pembelajaran menggunakan media Facebook dan mahasiswa yang diberi pembelajaran tanpa menggunakan media Facebook, (2) terdapat perbedaan yang signifikan pada kemampuan menulis antara mahasiswa dengan gaya belajar field dependent dan mahasiswa dengan gaya belajar field independent. (3) terdapat pengaruh interaksi antara teknik pembelajaran dengan gaya belajar terhadap kemampuan menulis mahasiswa. Kemampuan menulis mahasiswa yang diberi pembelajaran menggunakan media Facebook lebih baik dibandingkan mahasiswa yang tidak diberikan pembelajaran menggunakan media Facebook. Kemampuan menulis mahasiswa dengan gaya belajar field dependent lebih baik dibandingkan mahasiswa dengan gaya belajar field independent.. Kata-kata Kunci: media Facebook, gaya belajar, kemampuan menul
Task-Based Learning untuk Meningkatkan Kemampuan Berbicara Mahasiswa
Ni Putu Era Marsakawati
Jurnal Pendidikan dan Pengajaran Vol 47 No 2-3 (2014): Oktober, 2014
Publisher : Universitas Pendidikan Ganesha
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (328.59 KB)
|
DOI: 10.23887/jppundiksha.v47i2-3.4859
Penelitian ini bertujuan untuk mengetahui peningkatan kompetensi berbicara mahasiswa pada mata kuliah Reception. Penelitian dilakukan di Jurusan DIII Bahasa Inggris Universitas Pendidikan Ganesha dengan subyek penelitian sebanyak 20 mahasiswa semester empat. Pengambilan data dilakukan dengan teknik tes, menulis pada teacher’s diary dan merekam video. Instrumen yang digunakan adalah tes berbicara, teacher’s digital diary dan kamera video. Hasil penelitian menunjukkan bahwa task-based learning dapat meningkatkan kompetensi berbicara mahasiswa dalam mata kuliah Reception. Hal ini dibuktikan dari skor rata-rata kompetensi mahasiswa yang meningkat dari siklus satu ke siklus dua. Skor rata-rata siklus satu adalah 68,9 dengan kategori cukup dan skor rata-rata siklus dua adalah 78,8 tergolong baik. Kata-kata Kunci: task-based learning, kompetensi berbicara, reception
LANGUAGE CHOICE IN MULTILINGUAL CONTEXT: THE USE OF L1 IN THE HOSPITALITY ENGLISH COURSES
Ni Putu Era Marsakawati
EduLite: Journal of English Education, Literature and Culture Vol 2, No 1 (2017): February 2017
Publisher : Universitas Islam Sultan Agung
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1043.386 KB)
|
DOI: 10.30659/e.2.1.263-272
The present study presents the perception of lecturers on the use of the first language in the foreign language classroom, particularly in a tourism vocational institution in a multilingual context. The participants were 2 lecturers teaching Hospitality English: one lecturer was teaching English for Front Office and one lecturer was teaching English for Food and Beverage. The data were collected through administering questionnaire and interview. The obtained data were analyzed qualitatively. The results show that lecturers perceived the use of the first language as positive and part of learning process. They used the first language mainly as a pedagogical device for clarification, for establishing rapport, saving time, and discipline. The findings might have significant implications for EFL language teachers regarding the facilitative effects of L1 use in the foreign language classrooms. The EFL teachers need to consider the EFL classroom context as a multilingual social space in which teachers and students take advantage of dynamic, creative and pedagogically effective use of both the target language and the learners. Keywords: first language use, lecturers ‘perspective, multilingual context
RESOURCES OF ATTITUDES IN STUDENTS’ TOURISM BLOGS
Ni Putu Era Marsakawati;
Rima Andriani Sari;
Putu Dewi Merlyna Yuda Pramesti;
Komang Windi Wahana Putra
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 1: June 2021
Publisher : Universitas Islam Sumatera Utara (UISU)
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (70.525 KB)
|
DOI: 10.30743/ll.v5i1.3744
Studies concerning the use of attitude resources in students’ writing have been conducted by researchers. However, limited attention has been given to investigate how resources of attitude are used in a hybrid genre, such as blog. This paper aims at reporting how attitude resources are realized in students’ tourism blogs. 10 tourism blogs written by the seventh-semester students of English Education Department, taking English for Tourism course were purposively selected as the source of data. These data were chosen because their topics were about tourist attractions in Bali. The data were analyzed by following appraisal language analysis theory. The results show that appreciation and affect resources were used by the students in their blogs. However, the resources used by the students were basic and repetitive words. This study suggests English instructors provide explicit teaching of attitudinal words that the students can use when they are writing tourism blogs.