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<![CDATA[Motivation as Contributing Factor That Impacts Teaching Excellence in Learning ]]>
<![CDATA[Putu Sora Dipa]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 2 (2021): November ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i2.108
<![CDATA[Motivation is known as a dynamic and complex thing that provides an important role in learning related to success and failure. There are many factors that greatly influence the quality of teaching motivation. The quality of teaching will be important in the learning process in various ways in education. Education is an important part of the learning process. Commitment and sincerity are things that should be considered in shaping learning patterns to achieve improvement and change. One of the factors that can influence the learning process is motivation. Teaching motivation is usually influenced by a lot of knowledge and experience from someone so that the topic or information provided can be conveyed properly. This article will explain the various factors that can improve the quality of teaching motivation that influences education and learning. Keywords: Education, Learning, Teaching Motivation]]>
<![CDATA[Teacher Challenges and Solutions in Teaching EFL Students ]]>
<![CDATA[Ida Bagus Yoga Buana Surya Putra]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 2 (2021): November ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i2.109
<![CDATA[The present study was aimed at identifying the EFL teacher challenges in teaching English, EFL learners’ problems in the classroom from teacher’s perspective, and the EFL teacher’s solutions for the problems exist in the classroom activity at SMK Negeri 1 Gianyar. A qualitative method was used to identify an EFL teacher challenges and solutions in teaching English. An interview was done through Google Form and WhatsApp chat with the participant. The results revealed that there are two main challenges faced by the teacher and four main challenges faced by the students based on the teacher’s perspective. Additionally, the study also revealed the teacher’s solutions for the challenges appeared during the English teaching process. Further, it is suggested for the teacher to use jigsaw strategy in teaching that will make the students take an important part in teamwork instead of without doing nothing in a group activity.]]>
<![CDATA[Analysis of Implementation and Perception of Online Formative Assessment on Students’ Speaking Skill at Sukasada ]]>
<![CDATA[Gusti Ayu Agung Tania Gautami]]>;
<![CDATA[Made Hery Santosa]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 2 (2021): November ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i2.115
<![CDATA[This study investigated the perspective and the implementation of formative assessments by the teacher to the students in the SMPN 1 Sukasada. There were 1 English teacher and 11 students investigated as the informants. The data gained through closed-ended questionnaires and the teacher was interviewed by using Whatsapp chat. The result of this study shows that the teacher cannot assess the students’ speaking skill during this pandemic. In the point of view of students, they thought that speaking is important but, they do not have any gadgets to support their improvement in speaking skill. Based on this result the teacher has important role in developing the students’ language skills in order to achieve the objectives of the learning. The students also should be able to manage themselves during online learning. It is very challenging for both of participants in achieving the successes of the learning objectives]]>
<![CDATA[The Effect of Visualized Reading Content on Students’ Reading Motivation ]]>
<![CDATA[Ni Putu Era Darmayanti]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 2 (2021): November ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i2.120
<![CDATA[The study was intended to explore the effect of visualized reading content on students’ reading motivation. This study was an experimental study. The present study was an experimental study with pretest-posttest design. This study was conducted in one junior high school in Singaraja and 32 students were involved. The result of analysis found that students reading motivation was better after the implementation of visualized reading content. Thus, it can be said that there is a significant mean difference between students in reading motivation before and after the implementation of visualized reading contents. Teachers are encouraged to implement visualized reading content in order to enhance students’ reading motivation.]]>
<![CDATA[The Effect of Kahoot As an Ice Breaker on EFL Students’ Motivation ]]>
<![CDATA[Ni Luh Rahayu Artati]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 2 (2021): November ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i2.121
<![CDATA[Teachers are encouraged to increase students’ motivation by implementing innovative techniques and strategies. Ice breaker is one of teaching technique that can improve students’ learning motivation in which it provides a fun learning activity. The current study investigated the effect Kahoot as an ice breaker on EFL students’ motivation. This study was an experiment with posttest only control group design. The data were collected from a motivation questionnaire and analyzed using descriptive and inferential statistics. The results showed that students in experiment group shows higher level of motivation compared to students in control group. The result of t test showed that the mean difference between groups are significant. Thus, it can be concluded that Kahoot as an ice breaker effected EFL students’ motivation in learning.]]>
<![CDATA[Teachers’ Perception of HOTS-Based Learning in EFL Classroom ]]>
<![CDATA[Putu Ayu Laras Pradnyani Nirmala Giri]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 2 (2021): November ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i2.122
<![CDATA[This study examines the perception of English teachers towards HOTS-based Learning in EFL classroom. This study was a survey study with interview as the data collection technique. The participants of the study were five English teachers in senior high school in Singaraja, Buleleng, Bali. The result of data analysis found that teachers’ awareness of implementing HOTS-based instruction starting from lesson plan, teaching strategies that promote higher thinking and assessment. However, teachers also faced difficulties in developing HOTS-based Instructions such as limited knowledge and lack of training. It is suggested that English teachers broaden their knowledge on developing HOTS-based instruction and conduct a discussion with peers and experts. The role of principle is also essential in giving instructions and training towards HOTS-based learning instructions.]]>
<![CDATA[Graphic Novel Development as A Reading Media for Increasing Literacy Skill Of 8th Grade Junior High School Students ]]>
<![CDATA[I Komang Tyan Ferdiawan]]>;
<![CDATA[Ni Made Ratminingsih]]>;
<![CDATA[Luh Diah Surya Adnyani]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 2 (2021): November ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i2.123
<![CDATA[This research believes that junior high school students in eighth grade need suitable and interesting reading material to develop their literacy skills which one way to achieve it is to design graphic novels of learning material on it. This research was designed in the form of design and development (D&D) model proposed by Richey and Klein (2007). The development model used in this research was Richey and Klein's (2007) ADDE model. The result was a graphic novel as an attractive literacy media that was developed for assisting eighth grade junior high school students’ literacy skills. Based on the content validity judgment, the graphic novel was highly relevant to the twelve criteria of a good graphic novel with minor revision. The quality judgment was utilized to determine whether or not the graphic novel was already qualified to serve as a good literacy source by using expert judgment. There were two expert judges and twelve users who took role in judging the quality of the graphic novel. Based on the quality judgment, the graphic novel was categorized as excellent media. Thus, the graphic novel was categorized as excellent media for assisting eighth grade students’ literacy skills]]>
<![CDATA[Implementation of Reflective Thinking Skill During COVID-19: EFL Teachers’ Perspectives ]]>
<![CDATA[Ni Kadek Nia Ivana Ayu]]>;
<![CDATA[I Putu Ngurah Wage Myartawan]]>;
<![CDATA[Ni Putu Astiti Pratiwi]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 2 (2021): November ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i2.125
<![CDATA[The aim of this study is to analyze the ability of the English teachers’ reflective thinking skills during online learning at SMAS Laboratorium Undiksha. The design used for this study was a qualitative descriptive study using a questionnaire namely TRTQ (Teacher’s Reflective Thinking Questionnaire) as the instrument that was distributed to three English teachers at SMAS Laboratorium Undiksha as participants in this study. The results of this study showed that all the English teachers in SMAS Laboratorium Undiksha have perceived themselves as advanced teachers in the implementation of reflective thinking practice by doing reflective thinking ability such as (reflective thinking skill, self-assess ability, self-belief, and teaching awareness).]]>
<![CDATA[The Assessment Process in Teaching and Learning English in the Midst of Covid-19 Pandemic ]]>
<![CDATA[Ni Nyoman Diah Werdiyanti]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 2 (2021): November ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i2.132
<![CDATA[The spread of Corona Virus Disease (COVID-19) made changes in education sector. The teaching and learning process change from blended learning into fully online learning. All the instructions are conducted fully online even the assessment, the important role in teaching and learning process, both the formative and summative assessment. The design of this study was Basic Interpretative Study. This study aimed to investigate the methods used by teachers in conducting the assessment as well as the challenges in doing assessment in fully online learning situation. High School English teachers were chosen to be the subject of this study. The results showed that teachers used E-portfolios, Self-assessment, and teachers’ feedback as the formative assessment and daily test, mid-terms test, final test in the forms of multiple choice, short answer, and essays, and final project as the summative assessment. However, teachers also found some difficulties in doing assessment in today’s online learning. Thus, the authorized government and other stakeholders are expected to hold seminar(s) or training(s) for teachers and provide appropriate services. Moreover, teachers are expected to enrich their assessment and digital literacy by joining seminar(s), webinar(s), or training(s).]]>
<![CDATA[EFL Junior High School Students’ Learning Style ]]>
<![CDATA[Made Ananda Ramaniya]]>
<![CDATA[ The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 2 (2021): November ]]>
Publisher : <![CDATA[STKIP AGAMA HINDU SINGARAJA ]]>
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DOI: 10.36663/tatefl.v2i2.134
<![CDATA[The current study investigated EFL students’ learning style. The study was a survey study followed by 30 junior high school students in Singaraja Bali. In identifying students’ learning style, the updated Index of Learning Styles (ILS) developed by Felder and Silverman (1988) was used. The result of data analysis found that the majority of students prefer visual (76.7%), active (66.7%), sensing (60%), and global (53.3%). The result of this study implied that teachers should adjust their way of teaching to accommodate students’ learning style. They can apply various learning media such as video, animated pictures to motivate the students in learning.]]>
