This study aimed at describing the implementation of the 2013 curriculum in learning Japanese at elementary schools in Bali, considering that learning Japanese has not been taught only in high /vocational school level. The results of questionnaires and interviews revealed that only 20% of them have implemented the 2013 curriculum for Japanese language. The context of Japanese language learning at this level is the addition of character education and literacy. From the respondents (students), it was found that there was a tendency for students to like Japanese (67.4%), because they were interested in Hiragana and Katakana letters, besides of Japanese culture and food. On the contrary, respondents who were not interested stated the difficulty of memorizing Japanese letters as reasons for their dislike. This study also showed that the nonoptimal implementation of the 2013 curriculum for Japanese was due to the absence of 2013 curriculum-based learning tools.

This study aims to develop a digital teaching media using PowToon that will help raise the integration of ICT in the young learner classroom. In this study, a design and development research method (DDR) was used. The media were developed by applying phases of ADDIE. The development was based on questionnaires, interviews, and the syllabus of the elementary level. Four to six topics in each grade were developed using PowToon. Upon completion of the development phase, 31 prototypes were consulted with material and media experts. Although those media were categorized as excellent media, some improvements were still conducted in compliance with the experts' suggestions. The PowToon-based video media reached its final form following the applications in the classroom in line with observations conducted during its application and the feedback given by the teachers and students.

Emergency online learning has transformed today’s learning while opening up opportunities and challenges, one of which is learning approach. This study aims to investigate students’ learning approach in the English Education study program in emergency online learning. A mixed-method was employed using two instruments; R-SPQ-2F questionnaire and semi-structured interviews. The results of the instrument check showed that the R-SPQ-2F survey and interview guide were valid (.90) and reliable (α=.88). Calculated using Slovin formula, there were 302 respondents for this study. The survey data were analysed using R-SPQ-2F mean score analysis and interview data were with interactive model analysis. The results of the study indicate that the learning approach of students in the English education study program in the context of emergency learning tends to be deep. The interview results provide important information that the student approach is influenced by several supporting and inhibiting factors. This shows that the student learning approach is dynamic in adjusting to learning process. Policy makers, lecturers, and students need to consider aspects of this learning approach in the current emergency online situation for a more effective and meaningful learning process.

This study was a descriptive study aimed at describing the components and the implementation of reinforcement used by English teacher in 6A class at SD LAB Undiksha Singaraja. The subjects of this study were an English teacher and 39 students. The data of this study were collected by observation and interview. The result of this study showed that the English teacher in 6A class at SD LAB Undiksha Singaraja used various kinds of reinforcement such as verbal, gestural, contact, and proximity reinforcement. Positive and negative reinforcement were consisted by each of those types. For positive reinforcement, the teacher used “good, very good, well done, good enough, that’s right, nice, smiling, nodding head, thumb up, applause, touching the students, standing next to the students, and sitting close with the students”. For negative reinforcement, the teacher used “sssst, calling students’ name, giving warning, giving explanation, and putting forefinger in front of the lips”. Besides, the teacher used four ways in implementing the reinforcement: given with warmth and enthusiastic, emphasized on meaningfulness, given to both group and individual, and given with various types and purposes. Key words: elementary school, reinforcement

Abstrak Penelitian ini bertujuan untuk mengetahui orientasi motivasi dan sikap bahasa mahasiswa Jurusan Pendidikan Bahasa Inggris Universitas Pendidikan Ganesha terhadap bahasa Inggris dan pembelajaran Bahasa Inggris. Sejumlah 70 mahasiswa tahun pertama di Jurusan Pendidikan Bahasa Inggris tahun akademik 2014/2015 disurvei dengan menggunakan AMTB (Attitude, Motivation Test Battery) yaitu kuesioner yang diadaptasikan dari Gardner (1985) untuk mengetahui motivasi dan sikap bahasa, yang meliputi a) ketertarikan terhadap Bahasa Inggris, b) dukungan dari orang tua, c) intensitas motivasi, d) sikap terhadap pembelajaran bahasa Inggris, e) sikap terhadap penutur asli bahasa Inggris, f) orientasi integratif, g) keinginan untuk mempelajari bahasa Inggris, dan h) orientasi instrumental. Data dianalisis secara deskriptif dan inferensial. Berdasarkan hasil kuesioner, mahasiswa Jurusan Pendidikan Bahasa Inggris, yang bukan merupakan penutur asli bahasa Inggris, mempelajari bahasa Inggris dengan alasan instrumental dan integratif, dan memiliki sikap yang sangat tinggi terhadap bahasa Inggris dan pembelajaran bahasa Inggris. Penelitian ini juga memaparkan implikasi terhadap pembelajaran bahasa Inggris. Kata Kunci: bahasa Inggris, motivasi, sikap. Abstract This study investigated motivation orientation and attitude towards the target language of 70 English Education Department students of Ganesha University of Education. The researcher administered survey using AMTB (Attitude, Motivation Test Battery) which was adapted from Gardner (1985). The survey included eight domains, namely a) interest in English, b) parental encouragement, c) motivational intensity, d) attitude towards learning English, e) attitude towards English-speaking people, f) integrative orientation, g) desire to learn English, and h) instrumental orientation. The data were analyzed descriptively and inferentially. The result reveals that English Education Department students of Ganesha University of Education learn English for both instrumental and integrative reasons. They tend to have positive attitudes towards English and learning English. This study also presents the implication to English learning. Keywords : attitude, English, motivation

Menulis adalah salah satu keterampilan produktif dalam belajar bahasa Inggris. Ada berbagai macam pendekatan untuk meningkatkan keterampilan menulis. Salah satunya adalah dengan pendekatan Genre Based Approach. Menulis adalah salah satu keterampilan yang susah dikuasai peserta didik, oleh karena itu penelitian ini dilakukan untuk mengatasi masalah keterampilan menulis dengan mengimplementasikan pendekatan Genre based approach dalam menulis teks explanation. Metode penelitian yang digunakan adalah penelitian tindakan kelas. PTK akan berjalan dalam dua siklus. Fokus dalam penelitian ini akan dibatasi pada hasil unjuk kerja menulis peserta didik yang akan dinilai menggunakan rubrik menulis. 19 orang peserta didik kelas 11 IIS 1 di SMA Laboratorium Undiksha dipilih menjadi subjek penelitian. Pre-test dan post-test digunakan untuk mengambil data nilai hasil unjuk kerja menulis peserta didik. Sebagai tambahan, data yang diperoleh akan dianalisis dengan dukungan dari lembar observasi.. Hasil dari penelitian yang dilakukan menunjukan bahwa masalah peserta didik dalam kurangnya keterampilan menulis dapat teratasi dengan digunakannya pendekata Genre based approach. Ini ditunjukkan dengan adanya lebih dari 75% peserta didik memiliki nilai diatas KKM dan memiliki peningkatan nilai keterampilan menulis pada post-test.

The advent of technology has enabled the implementation of e-portfolio in students speaking performance to collect and store their artifacts online. With the implementation of technology, e-portfolio tends to be incorporated with flipped classrooms. Previous studies, however, failed to consider the implementation of this incorporation, especially in teaching speaking skills. it is thereby leading to a lack of literature on this topic. This research, therefore, aims to examine the effect of e-portfolio in flipped classrooms on students' speaking performance and explore their learning engagement. An explanatory sequential mixedmethod approach consisting of speaking test and interview methods was used to obtain data from 63 twelfth grade students, 29 in the experiment group and 34 in the control. The speaking test and interviews data were analyzed using the independent t-test and the qualitative content analysis technique, respectively. The result showed a significant effect of e-portfolio in flipped classrooms on students' speaking performance. Furthermore, students showed active behavioral, cognitive, and affective engagement. in conclusion, this study discussed all three possible implications for English language teaching.

AbstrakPenelitian ini bertujuan untuk (1) menemukan jenis-jenis kesalahan grammatikal yang dilakukan oleh siswa kelas sepuluh SMA Negeri 1 Baturiti dalam menulis teks recount pada tahun pelajaran 2014/2015; dan (2) menemukan sumber-sumber yang menyebabkan kesalahan grammatikal yang dilakukan oleh siswa kelas sepuluh SMA Negeri 1 Baturiti pada tahun pelajaran 2014/2015. Penelitian ini dirancang dalam bentuk penelitian deskriptif kualitatif. Metode yang digunakan untuk mengumpulkan data adalah analisa dokumen dan wawancara.Instrument penelitian yang digunakan adalah penugasan dan panduan wawancara. Data dalam penelitian ini dianalisa dengan menggunakan teori analisis data Miles dan Hubarman. Jenis-jenis kesalahan grammatikal yang digunakan dalam penelitian ini adalah berdasarkan surface strategy taxonomy yang dikemukakan oleh Dulayet al sedangkan sumber-sumber kesalahan grammatical berdasarkan penggabungan antara teori yang diajukan oleh Richards dan Brown. Model analisis kesalahan yang digunakan pada penelitian ini adalah model yang diajukan oleh Gass dan Selinker. Hasil penelitian menunjukkan bahwa subjek melakukan 167 kesalahan grammatical pada tulisan mereka, yaitu misformation(29,94%), addition (27,54%), omission (24,55%), dan misordering (17,96%). Sumber dari kesalahankesalahan tersebut adalah interlingual transfer (50,30%), intralingual transfer (49,10%), dan context of learning (0,60%). AbstractThe present study aimed at (1) finding the types of grammatical errors committed by the tenth grade students of SMA Negeri 1 Baturiti in writing recount text in academic year 2014/2015; and (2) finding the sources of the errors committed by the tenth grade students of SMA Negeri 1 Baturiti in writing recount text in academic year 2014/2015. This study was designed as descriptive-qualitative study. The methods used to collectdata were document analysis and interview. The instruments used were project and interview guide. The data in this study were analyzed by using data analysis theory proposed by Miles and Hubarman. The types of grammatical errors used in this study were based on the surface strategy taxonomy proposed by Dulayat alwhile the sources of the errors were based on the combination of theories proposed by Richards and Brown. Model of error analysis used in this study was the one proposed by Gass and Selinker. The result of the study showed that the subject committed 167 errors in their writing, namely misformation (29.94%), addition (27.54%), omission (24.55%), and misordering (17.96%). The sources of those errors were interlingual transfer (50.30%), intralingual transfer (49.10%), and context of learning (0.60%).