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All Journal PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Jurnal Pendidikan Bahasa Inggris International Journal of Language and Literature
P.K. Nitiasih
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Education Languange, Linguistic, Communication & Media

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STUDENTS AND LECTURERS’ PERSPECTIVES ON THE IMPORTANCE OF MOTIVATIONAL STRATEGY IN ENGLISH LANGUAGE TEACHING AND LEARNING PROCESS Redi Pudyanti, A.A.A.; Nitiasih, P.K.; Suarnajaya, I W.
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstrak Artikel ini mengenai pandangan mahasiswa dan dosen terhadap pentingnya strategi motivasi pada proses pembelajaran Bahasa Inggris, yang bertujuan untuk: (1) mengetahui pandangan mahasiswa tentang pentingnya  strategi motivasi tertentu dalam proses belajar-mengajar bahasa Inggris; (2) pandangan dosen tentang pentingnya  strategi motivasi tertentu dalam proses belajar-mengajar bahasa Inggris; (3) membandingkan pandangan mahasiswa dan dosen tentang pentingnya  strategi motivasi tertentu dalam proses belajar-mengajar bahasa Inggris; (4) mengamati penerapan strategi motivasi yang diterapkan dosen dalam proses belajar-mengajar bahasa Inggris.tentang pentingnya  strategi motivasi tertentu dalam proses belajar-mengajar bahasa Inggris. Penelitian ini didasari oleh teori strategi memotivasi Dornyei (2001). Metode yang digunakan dalam penelitian ini adalah explanatory mixed method design. Berdasarkan analisis data kuantitatif, yang kemudian dikelompokkan berdarkan rumus Nurkacana’s (1992), hasil penelitian ini menunjukkan bahwa: dimensi menciptakan kondisi motivasi dasar dipandang penting oleh mahasiswa (cI=4.22) dan dosen (cI=4.43); dimensi membangkitkan motivasi awal dipandang penting oleh  mahasiswa (cII=3.82) dan sangat penting oleh dosen (cII  = 4.70); dimensi memelihara dan menjaga motivasi dipandang penting oleh mahasiswa (cIII=3.99) dan sangat penting oleh dosen (cIII=4.54), dimensi dan strategi evaluasi yang positif dipandang penting baik oleh mahasiswa (cIV=3.61) maupun dosen (cIV=4.40). Namun terdapat beberapa perbedaan pendapat mengenai penerapan strategi motivasi tertentu dalam masing-masing dimensi. Didalam penerapannya, dosen menerapkan sebagian besar strategi memotivasi pada keempat dimensi yang disarankan Dornyei, dan terdapat beberapa strategi yang belum diterapkan oleh para dosen.   Kata Kunci: strategi motivasi, pembelajaran bahasa Inggris, pembelajar dewasa, pandangan mahasiswa, pandangan dosen. Abstract This article is concerned with the study on students and lecturers’ perspectives on the importance of motivational strategy in English language teaching and learning process, which aims at investigating: (1) Students’ perspectives on the importance of motivational strategies helping them in the foreign language teaching and learning process; (2) lecturers’ perspectives on the importance of motivational strategies that should be applied in foreign language teaching and learning process; (3) The comparison between students and lecturers’ perspectives on the importance of motivational strategies in foreign language teaching and learning process; (4) Lecturers’ implementation of motivational strategies in the foreign language teaching and learning process. The motivational strategies used were based on Dornyei’s theory (Dornyei, 2001), that consists of four important dimensions: creating basic motivational conditions, generating initial motivation, maintaining and protecting motivation, and creating positive evaluation. The data of this study were collected by means of some methods of data collections, such as: questionnaires, observation, and interview. There were two kinds of questionnaires used in this study: questionnaires for students and questionnaires for lecturers, which were adapted and have been translated from Dornyei’s (2001) theory on motivational strategies. Based on the quantitative data analysis, which was further categorized using Nurkacana’s formula (1992), the result of this study revealed that: the dimension of creating basic motivational conditions is considered important  for both students (cI=4.22) and lecturers (cI=4.43); the dimension of generating initial motivation is considered important for students (cII=3.82) and very important for lecturers (cII=4.70); the dimension of  maintaining and protecting motivation is considered important for students (cIII=3.99) and very important for lecturers (cIII=4.54), and creating positive evaluation is considered important for both students (cIV=3.61) and lecturers (cIV=4.40). Moreover, there are some strategies proposed by Dornyei (2001) that were not applied by the lecturers.   Keywords: motivational strategy, English language learning, adult learner, students’ perspectives, lecturers’ perspectives.
A COMPARATIVE STUDY OF THE EFFECT OF DIFFERENT TECHNIQUES OF COOPERATIVE LEARNING AND SELF-CONFIDENCE UPON STUDENTS’ SPEAKING COMPETENCY Joni, D. A. A. W.; Nitiasih, P.K.; Artini, L.P.
International Journal of Language and Literature Vol 1, No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (732.487 KB) | DOI: 10.23887/ijll.v1i2.12539

Abstract

This study focused on: 1) investigating the significant difference in speaking competency between the students taught by using Jigsaw II and those taught by using STAD; 2) investigating the interactional effect between teaching techniques and self-confidence upon students’ speaking competency; 3) investigating the significant difference in speaking competency between the students with high self-confidence taught by Jigsaw II and those taught by STAD; and 4) investigating the significant difference in speaking competency between the students with low self-confidence taught by Jigsaw II and those taught by STAD. The findings show that, firstly, the students treated by Jigsaw II achieve better speaking competency than those treated by STAD; secondly, there is an interactional effect between teaching techniques and self-confidence on the students’ speaking competency; thirdly, the students with high-self-confidence gain higher speaking competency when being treated by Jigsaw II than by STAD; and fourthly, the students with low self-confidence attain the same speaking competency achievement when being treated by Jigsaw II and STAD.
A CASE STUDY ON THE STUDENTS AND TEACHERS’ PERCEPTIONS ON THE USE OF ENGLISH AS A MEDIUM OF INSTRUCTION AND TEACHERS PROFESSIONAL COMPETENCIES AT SMP NEGERI 1 DENPASAR Sudiatmika, I K.; Nitiasih, P.K.; Suarnajaya, I. W.
International Journal of Language and Literature Vol 1, No 3 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (590.478 KB) | DOI: 10.23887/ijll.v1i3.12549

Abstract

This study aims at investigating the students and hard science teachers’ perceptions on the use of English as the language of instruction, the frequency of English used as the medium of instruction by hard science teachers, and the hard science teachers’ professional competences at SMP Negeri 1 Denpasar in science classes at RSBI (Rintisan Sekolah Bertaraf Internasional). The subjects of this study were the students and hard science teachers of SMP Negeri 1 Denpasar. The data on the frequency of English used by the teachers were gathered by recording the instructional process. The students and teachers’ perceptions and the teachers’ professional competencies were gathered using questionnaire and interview. The obtained data were then analyzed descriptively. The findings of the study showed that the students and hard science teachers of SMP Negeri 1 Denpasar have positive perceptions toward English. The frequency of the use of English as the medium of instruction varies. It showed that the mathematics teacher had a high frequency of English use. While the frequency of biology and a physics teacher in using English was considerably very low. The data also revealed that the hard science teachers had implemented professional competencies covering pedagogy, personal, social, and professional competencies.
SELF-REGULATED LEARNING IMPLEMENTED BY THE STUDENTS OF ELEMENTARY SCHOOL IN BULELENG SUB-DISTRICT Permatasai, N.P.I.; Mahayanti, N.W.S.; Nitiasih, P.K.
International Journal of Language and Literature Vol 1, No 4 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (620.094 KB) | DOI: 10.23887/ijll.v1i4.12585

Abstract

This study highlights the implementation of each aspect of self-regulated learning in cyclical phase which was proposed by Zimmerman and Moylan (2009). With an aim to identify whether elementary school students in Buleleng Subdistrict implement self-regulated learning or not, this study used descriptive qualitatively research design to describe comprehensively the implementation of self-regulated learning in elementary school students. SDN 3 Banjar Jawa, SDN 4 Banyuasri, SD Laboratorium Undiksha, and SDN 4 Kampung Baru became the setting of this study because those schools have implemented curriculum 2013 which means that those schools have implicitly implemented self-regulated learning. There were 544 students from grade 1 until 6 which were chosen randomly as the subject of this study. The instruments used in this study were observation checklist, questionnaire which was consisted of 20 statements which had been distributed to subject of the study, and also interview guide which was used to interview several students from the subject of the study. The result of the study shows that most of elementary school students in Buleleng sub-district had implemented self-regulated learning.
STUDENTS AND LECTURERS’ PERSPECTIVES ON THE IMPORTANCE OF MOTIVATIONAL STRATEGY IN ENGLISH LANGUAGE TEACHING AND LEARNING PROCESS Redi Pudyanti, A.A.A.; Nitiasih, P.K.; Suarnajaya, I W.
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (124.975 KB) | DOI: 10.23887/jpbi.v1i0.607

Abstract

Abstrak Artikel ini mengenai pandangan mahasiswa dan dosen terhadap pentingnya strategi motivasi pada proses pembelajaran Bahasa Inggris, yang bertujuan untuk: (1) mengetahui pandangan mahasiswa tentang pentingnya  strategi motivasi tertentu dalam proses belajar-mengajar bahasa Inggris; (2) pandangan dosen tentang pentingnya  strategi motivasi tertentu dalam proses belajar-mengajar bahasa Inggris; (3) membandingkan pandangan mahasiswa dan dosen tentang pentingnya  strategi motivasi tertentu dalam proses belajar-mengajar bahasa Inggris; (4) mengamati penerapan strategi motivasi yang diterapkan dosen dalam proses belajar-mengajar bahasa Inggris.tentang pentingnya  strategi motivasi tertentu dalam proses belajar-mengajar bahasa Inggris. Penelitian ini didasari oleh teori strategi memotivasi Dornyei (2001). Metode yang digunakan dalam penelitian ini adalah explanatory mixed method design. Berdasarkan analisis data kuantitatif, yang kemudian dikelompokkan berdarkan rumus Nurkacana?s (1992), hasil penelitian ini menunjukkan bahwa: dimensi menciptakan kondisi motivasi dasar dipandang penting oleh mahasiswa (cI=4.22) dan dosen (cI=4.43); dimensi membangkitkan motivasi awal dipandang penting oleh  mahasiswa (cII=3.82) dan sangat penting oleh dosen (cII  = 4.70); dimensi memelihara dan menjaga motivasi dipandang penting oleh mahasiswa (cIII=3.99) dan sangat penting oleh dosen (cIII=4.54), dimensi dan strategi evaluasi yang positif dipandang penting baik oleh mahasiswa (cIV=3.61) maupun dosen (cIV=4.40). Namun terdapat beberapa perbedaan pendapat mengenai penerapan strategi motivasi tertentu dalam masing-masing dimensi. Didalam penerapannya, dosen menerapkan sebagian besar strategi memotivasi pada keempat dimensi yang disarankan Dornyei, dan terdapat beberapa strategi yang belum diterapkan oleh para dosen.   Kata Kunci: strategi motivasi, pembelajaran bahasa Inggris, pembelajar dewasa, pandangan mahasiswa, pandangan dosen. Abstract This article is concerned with the study on students and lecturers? perspectives on the importance of motivational strategy in English language teaching and learning process, which aims at investigating: (1) Students? perspectives on the importance of motivational strategies helping them in the foreign language teaching and learning process; (2) lecturers? perspectives on the importance of motivational strategies that should be applied in foreign language teaching and learning process; (3) The comparison between students and lecturers? perspectives on the importance of motivational strategies in foreign language teaching and learning process; (4) Lecturers? implementation of motivational strategies in the foreign language teaching and learning process. The motivational strategies used were based on Dornyei?s theory (Dornyei, 2001), that consists of four important dimensions: creating basic motivational conditions, generating initial motivation, maintaining and protecting motivation, and creating positive evaluation. The data of this study were collected by means of some methods of data collections, such as: questionnaires, observation, and interview. There were two kinds of questionnaires used in this study: questionnaires for students and questionnaires for lecturers, which were adapted and have been translated from Dornyei?s (2001) theory on motivational strategies. Based on the quantitative data analysis, which was further categorized using Nurkacana?s formula (1992), the result of this study revealed that: the dimension of creating basic motivational conditions is considered important  for both students (cI=4.22) and lecturers (cI=4.43); the dimension of generating initial motivation is considered important for students (cII=3.82) and very important for lecturers (cII=4.70); the dimension of  maintaining and protecting motivation is considered important for students (cIII=3.99) and very important for lecturers (cIII=4.54), and creating positive evaluation is considered important for both students (cIV=3.61) and lecturers (cIV=4.40). Moreover, there are some strategies proposed by Dornyei (2001) that were not applied by the lecturers.   Keywords: motivational strategy, English language learning, adult learner, students? perspectives, lecturers? perspectives.
AN ANALYSIS OF TEACHERS’ NON-VERBAL COMMUNICATION IN EFL CLASSROOM AT SMP NEGERI 3 BANJAR Indrawan, I.P.; Nitiasih, P.K.; Piscayanti, K.S.
Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol 12, No 01 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (469.719 KB) | DOI: 10.23887/prasi.v12i01.13912

Abstract

This study was aimed at (1) analyzing kinds of non-verbal communications used by English teachers during the teaching and learning process, (2) revealing what kinds of teachers’ non-verbal communications affect students’ motivation during the learning process in the classroom, (3) discussing the contribution of non-verbal communications in English education. This study was a descriptive qualitative study conducted at SMPN 3 Banjar. The data were collected by video recording, questionnaire administration, and interviewing. There were 2 English teachers involved as the subject of this research, and 40 students of eighth grade in different classes were involved.  The results of the study indicate teachers’ non-verbal communication in SMPN 3 Banjar meets the seventh kinds of non-verbal communication proposed by Burgoon, Buller, and Woodall, (1994) as cited in Birjandi and Nushi (2014). It was also found that there are some kinds of non-verbal communication that affect students’ motivation, namely facial expression, body movement, gestures, proxemics (proximity), haptics (touch), eye contact, and paralanguage. Gestures and paralanguage are considered as non-verbal communication that gives contribution to English education.
Co-Authors A.A.A. Redi Pudyanti I W. Suarnajaya Indrawan, I.P. Joni, D. A. A. W. L.P. Artini Mahayanti, N.W.S. Permatasai, N.P.I. PISCAYANTI, K.S. Suarnajaya, I. W. Sudiatmika, I K.