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<![CDATA[The Use of Quizizz In Improving Students' Reading Skill ]]>
<![CDATA[Diah Ayu Manik Pradnyadewi]]>;
<![CDATA[Putu Enik Kristiani]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 1 (2021): May ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i1.93
<![CDATA[Using various learning media in teaching reading are need to avoid the monotonous learning activities which make students easily bored. With increasingly sophisticated technological developments, teachers can apply the Quizizz application as learning media to improve students’ reading skill. The Quizizz application has characteristics such as avatars, themes, memes, and music which are very entertaining in the learning process. At the time they play the game, actually they are reading a lot and learning to understand the meaning of the reading. In addition, the Quizizz Application also has timely feedback, a review section, and repeats tests and follows new quizzes. This literature study reviews some papers in studying the implications of Quizziz and its advantages. The aim of this paper is to share the use of Quizizz Application in improving students reading skill. The findings of this study are expected can be an alternative learning media used by both teacher and students in supporting teaching and learning process in reading.]]>
<![CDATA[The Effectiveness of YouTube as Learning Media in Improving Learners’ Speaking Skills ]]>
<![CDATA[Putu Enik Kristiani]]>;
<![CDATA[Diah Ayu Manik Pradnyadewi]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 1 (2021): May ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i1.97
<![CDATA[In language learning, speaking becomes the evidence of students’ competence of the language that is learnt. However, students’ speaking ability can be inhibited by several problems that are faced such as lack of confidence, lack of vocabulary and grammar, and inappropriate teaching strategy. In this era, the developments of information and technology (IT) can be the solution of those problems. The development of technology seems to have many positive effects on education. Technology provides a variety of learning media that is fun for students. One of the technological developments that can be used as learning media is YouTube. YouTube provides various types of videos related to learning. In learning English, EFL learners can find various types of videos that can help the learning process. Therefore, YouTube can help learners to improve their language skill, especially their speaking skills. The aim of this paper is to explain the effectiveness of using YouTube as learning media in improving learner’s speaking skills]]>
<![CDATA[The Implementation of Character Education in Teaching English For Young Learners ]]>
<![CDATA[Kadek Yunita Adriyanti]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 1 (2021): May ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v1i2.98
<![CDATA[Character education is one of the aspects of the Indonesian educational system, which is essential for the students before they face real-world society. The strengthening of Character education has been designed in the 2013 Curriculum as one of the Indonesian government's efforts to create good quality human resources. This effort can be implemented in every subject, including English as the students’ foreign language. Children as young learners is an excellent start to be empowered not only through the knowledge of the language itself but also through inserting character values in the process of language learning. This study aims at sharing some theoretical concepts of implementing character education for young learners in the EFL class. By then, the teachers are expected to help young learners in building their positive characters.]]>
<![CDATA[Developing English For Front Office Material for XII Grade Students at SMK N 2 Singaraja ]]>
<![CDATA[Ketut Puspa Dewi]]>;
<![CDATA[Nyoman Karina Wedhanti]]>;
<![CDATA[Ketut Sintya Dewi]]>;
<![CDATA[I Gede Budasi]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 1 (2021): May ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i1.99
<![CDATA[The aim of this study is to develop materials for English for front office use by the XI grade students in first semester at SMK N 2 Singaraja. This study is to develop as supplementary materials based on the student’s need analysis using the theory suggested by Hutchinson and Waters (1987). The subjects of this research included one the front office teacher, 40 students of the school and one of the front office staff who worked at Dash Hotel in Seminyak, Bali. Design and development method (D&D) by Richey & Klein (2017) were applied in this study. A questionnaires and a checklist were used as the instruments in collecting the obtained data of the study. Three steps which include: 1) Design (Conducting Needs Analysis), 2) Develop (Developing the Product), and 3) Evaluation (Judging the quality of the product) were past in in the materials development. The findings of this study show that there were 5 topics needed to be developed which include: (1) Handling incoming calls (2) Handling of telephone calls (3) Reservation process (4) Handling individual reservations (5) Handling group reservations to be develop. Each of which will be developed into a units which consist of input, content focus, language focus, and task. The design materials was categories as a very high validity, therefore it is suggested to be used as the supplementary materials for the school.]]>
<![CDATA[The Use of Discovery Learning in Improving Students’ Critical Thinking Ability ]]>
<![CDATA[Ida Ayu Made Trisna Dwi Jayanti]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 1 (2021): May ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v1i2.100
<![CDATA[Critical thinking ability is an essential ability that students need to compete in the 21 century. It is an ability to think carefully using reason and logic and being able to consider all the consequences of decisions taken to solve a problem. By having an ability to think critically, students are able to analyze and find solutions to any problems given by the teacher or problems they face in the real world. Students' critical thinking ability in Indonesia is still categorized as poor. Hence, teachers must find out the appropriate learning methods and models to train and improve students' critical thinking ability. This paper aims at identify the effectiveness of discovery-based learning model in improving students’ critical thinking ability. By then, teachers are expected to have an overview of how effective discovery-based learning is in improving students’ critical thinking ability. ]]>
<![CDATA[Developing English Front Office Materials for Twelve Grade Students in First Semester ]]>
<![CDATA[I Gede Febry Wira Pratama]]>;
<![CDATA[Nyoman Karina Wedanthi]]>;
<![CDATA[Kadek Sintya Dewi]]>;
<![CDATA[I Gede Budasi]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 1 (2021): May ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i1.102
<![CDATA[The purpose of this study was to develop English front office materials for first semester students of class XII at SMK N 2 Singaraja. In the data collection process, researchers used six instruments, namely, Google form for teachers and students, Questionnaire for teachers and front office staff, Checklist for students, and the last instrument is Checklist for expert judges. This research method used the Design and Development (D&D) model. The results showed that there were 5 topics that needed to be developed, namely; Handling guest arrivals and departures, Handling guest baggage, Bell desk service handling requests, Individual guest check-in handling, Individual guest check-out handling. The conclusion obtained in this study is that there are 5 topics that must be developed into products and each topic contains input, content focus, language focus, and task and the product quality is classified as very good based on the results of two expert judges.]]>
<![CDATA[Developing English for Front Office Learning Materials ]]>
<![CDATA[I Gusti Putu Satria Wibawa]]>;
<![CDATA[Nyoman Karina Wedanthi]]>;
<![CDATA[Kadek Sintya Dewi]]>;
<![CDATA[I Gede Budasi]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 1 (2021): May ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i1.103
<![CDATA[This study aims to develop English language materials of front office for second semester students of the eleventh grade at SMK N 2 Singaraja. This study adopts the Design and Development (D&D) which is guided by data collection through six instruments, namely questionnaires for teacher and front office staff, Google form for teachers and students, checklist for students, and checklist for expert judges. There are three stages that the researcher takes to complete this study, namely designing, developing, and evaluating the quality of the teaching materials (product) so that it can be categorized as a good material. The result is that there are four topics developed by the researcher, namely (1) Renewal of reservations, (2) Cancellation of reservations, (3) Handling of group reservations orally and in writing, and (4) Handling of individual reservations orally and in writing.]]>
<![CDATA[Teaching English Through Online Learning (A Literature Review) ]]>
<![CDATA[Dwi Suputra]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 1 (2021): May ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i1.104
<![CDATA[The aim of this study is to investigate the teaching strategy to be implemented on teaching English through online learning. The design of the present study is a literature review design. Related studies about strategies on teaching English through online learning were analyzed in order to be described in present study. The findings of this present study show that teaching through Learning Management System (LMS), video conference, instant messaging, and digital game could be beneficial strategies on teaching English through online learning. Each strategy has its own characteristics to be implemented in certain situation of online learning. Teachers could utilize various ICT applications which support the implementation of these strategies.]]>
<![CDATA[The Use of Recycled Objects as English Teaching Media for Young Learners (A Theoretical Review) ]]>
<![CDATA[Fiorentina Dewantari]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 1 (2021): May ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i1.106
<![CDATA[This study is a library study about the use of recycled object as teaching media. The use of teaching media is one of the supporting components in teaching. Especially for young learners, the choice of media is an important thing to support them in learning English. Several media can be selected by teachers to be given to young learners. One of them is disposable media in the form of recycled objects that use objects around us. The teacher must be able to create the media to make the learning process more fun and informative. Through recycled objects as teaching media, young learners can learn how to use objects around them without having to use expensive media for learning. Therefore, this article was aimed at sharing the use of recycled objects as English teaching media for young learners. So that, young learners are expected to be motivated in the learning process.]]>
<![CDATA[The Effectiveness of Project-Based Learning Models in Improving Students' Creativity (A Literature Review) ]]>
<![CDATA[Ni Ketut Cendy Cahyani]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 1 (2021): May ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i1.107
<![CDATA[The learning process on the 2013 curriculum uses a scientific approach that emphasizes students' activity in learning (student-centered learning). Learning that uses a scientific approach needs to be supported by the appropriate model and method. Project-based learning is one of the suggested learning models in the 2013 curriculum (K13). This learning model is designed to engage students in investigating real-world problems in their learning. Project-based learning drives teaching and learning, involves students in the learning process, motivates, and enhances the creativity of students. Hence, project-based learning is the appropriate learning model to improve students' creativity because it requires the students to be directly involved in their learning. Besides, students will also be more interested in learning because the problems used are related to their environment. Thus, the purpose of this paper is sharing the effectiveness of project-based learning model in improving students' creativity.]]>
