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International Journal of Language and Literature
Published by Universitas Pendidikan Ganesha
ISSN : 25494287     EISSN : 25795333     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
International Journal of Language and Literature is an international publication of the latest development in language and literature analysis. The aim of IJLL is to provide easy access for international audiences of language and literature researchers. Papers in the field are reviewed and surveyed by experts in related areas.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol. 4 No. 2 (2020)" : 5 Documents clear
THE CHARACTERISATIONS OF PISCINE MOLITOR PATEL IN YAN MARTELL’S THE LIFE OF PI Ni Komang Arie Suwastini; Ni Wayan Desy Prema Asri; Luh Gede Eka Wahyuni; Kadek Ayu Dewi Prastika
International Journal of Language and Literature Vol. 4 No. 2 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v4i2.30289

Abstract

Literature like novels can contain many moral teachings, including how a human being develops into a better person because of certain events experienced during the plot development. The present study focuses on the character development of Piscine Molitor Patel in Yan Martell's The Life of Pi as he had to survive the Pacific Ocean for 227 days on a lifeboat with a hungry tiger. By employing close reading, it is revealed that Piscine Molitor Patel was revealed as a curious, smart, competitive, empathetic, obedient, loving, and humble character. These characterizations were revealed directly through the author's description and indirectly through thought, speech, and action. From these character revelations, it can be concluded that the development of Pi’s curious, smart, competitive, empathetic, obedient, loving, and humble character had help Pi survive the Pacific Ocean and continued living as a better person. By employing Freud’s psychoanalysis, Pi’s characterizations were then classified as reflections of his id, ego, and superego. The present study concludes that Pi’s characterizations reflect the development of the balance between his id, ego, and superego, which allowed him to survive the shipwreck and grow into a better person.
READING INTEREST, READING SELF-EFFICACY, AND READING COMPETENCY IN THE JUNIOR HIGH SCHOOL Putu Mira; Dewa Komang Tantra; I Nyoman Pasek Hadi Saputra
International Journal of Language and Literature Vol. 4 No. 2 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v4i2.30290

Abstract

The research aimed at describing and correlating the students’ reading interest, reading self-efficacy, and their reading competency in Sekolah Menengah Pertama Negeri (SMPN) 3 Singaraja. This research used a quantitative research design. The sample consisted of 102 students in three classes of the eighth-grade students that were chosen by using cluster quota sampling. Three instruments to collect the data such as a reading interest scale, a reading self-efficacy scale, and an objective reading competency test. The data were analyzed descriptively and inferentially. The result revealed that the students’ reading interest, reading self-efficacy, and reading competency on high-order-items are classified into moderate levels. The pair-wise correlation between the students’ reading interest and reading self-efficacy, the students reading interest and reading competency, the students’ reading self-efficacy and reading competency on high-order-items are correlated positively and significantly, as well as the multiple relationships between the three variables.
GAMIFICATION BASED ON LOCAL STORIES’ EFFECT ON STUDENTS’ LEARNING MOTIVATION Komang Bela Pradnya Sari; Putu Kerti Nitiasih; Luh Gd Rahayu Budiarta
International Journal of Language and Literature Vol. 4 No. 2 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v4i2.30291

Abstract

In the 21st century, the use of innovative and digital-based teaching media are required. This research aimed at examining the effect of gamification based on local stories as teaching media on fifth grade elementary school students’ motivation. Quasi experimental with one group pre-test post-test design was implemented. The study was conducted at SD N 1 Penarukan where 25 of fifth grade students in academic year 2019/2020 were involved as the sample of study. Three instruments were administered to collect the data; pre-test post-test, treatment instrument and interview. The result showed that post-test mean score has significantly improved compared to pre-test score (42.29 > 23.35). Hypothesis testing result (paired sample t-test) showed the tobs value was higher than tcv (20.811>1.677) with α = 0.05, which indicated that gamification positively affected students’ motivation. The interview result revealed that the students are highly motivated to learn by using gamification.
A CASE STUDY OF THE SEATING ARRANGEMENT OF THE EIGHTH GRADE STUDENTS Kadek Wedi Astuti; I Wayan Suarnajaya; Putu Eka Dambayana Suputra
International Journal of Language and Literature Vol. 4 No. 2 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v4i2.30293

Abstract

This research aimed at observing the set-up of the seating arrangement during the instructions and identifying the students' reasons for having seating preferences. This study was conducted in SMP Negeri 1 Banjar, and the subjects were 32 students in 8F class. Two methods were applied in this study, namely observation and interview. Therefore, observation checklist and interview guide were used as the instruments. The results revealed that the set-up of the seating arrangement supported them in terms of comfort, flexibility in doing activities, doing tasks, spaciousness, and collaboration with the students. Meanwhile, it did not support them in terms of concentration, participation in class discussion, and collaboration with the teacher. Regarding their reasons for having particular seats, there were 14 reasons mentioned during the interview. Best friends and leaning on the wall were the factors that had the most and the least effect on the students in choosing their seats.
TEACHERS’ READINESS IN INSERTING THE 21ST CENTURY SKILLS FOR TEACHING ENGLISH AT PRIMARY SCHOOLS Putu Rahmayanti; Ni Nyoman Padmadewi; Luh Putu Artini
International Journal of Language and Literature Vol. 4 No. 2 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v4i2.30294

Abstract

The development of 21st century affects all sectors including the education field. The importance for preparing students with knowledge and skills affects the learning process in this era. Life skills and balanced assessment are the demands in 21st century era. These demands need to be prepared by the teachers since primary education. Therefore, it is important to analyze primary English teachers’ readiness in inserting 21st century skills in terms of lesson planning, teaching and learning process and assessing students’ learning as the important aspect on learning process. This study used embedded mixed method using qualitative description and supported with descriptive quantitative analysis. The subjects of the research were 11 primary English teachers in Denpasar. A questionnaire was used to measure the readiness of the teachers in inserting the skills in the aspects of learning process. The data obtained were calculated and classified into its level of teachers’ readiness. It was found that the teachers perceived themselves as ready in inserting the 21st century skills. This is indicated by 1) their positive responses toward the knowledge about the 21st century skills, 2) they were confident in perceiving their implementation toward 21st century skills, and 3) they were ready in inserting 21st century skills in terms of lesson planning, teaching and learning process and assessing their students’ learning activities. It is expected that the teachers sustain their readiness in inserting the 21st century skills in teaching English for their students at schools.

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