Language and Education Journal Undiksha https://ejournal.undiksha.ac.id/index.php/JJPBI <div id="journalDescription-61" class="journalDescription"><hr /> <table class="data" width="100%"> <tbody> <tr valign="top"> <td width="20%">Journal title</td> <td width="80%"><strong>Language and Education Journal</strong></td> </tr> <tr valign="top"> <td width="20%">Initials</td> <td width="80%"><strong>JJPBI</strong></td> </tr> <tr valign="top"> <td width="20%">Abbreviation</td> <td width="80%"><strong>L. and Education Journal</strong></td> </tr> <tr valign="top"> <td width="20%">Frequency</td> <td width="80%"><strong>Two issues per year </strong></td> </tr> <tr valign="top"> <td width="20%">DOI</td> <td width="80%"><strong>prefix 10.23887/leju</strong><strong><br /></strong></td> </tr> <tr valign="top"> <td width="20%">Print ISSN</td> <td width="80%"><span id="result_box" lang="en"><strong><a href="https://issn.brin.go.id/terbit/detail/1512531085" target="_blank" rel="noopener">2613-9588</a></strong></span></td> </tr> <tr valign="top"> <td width="20%">Online ISSN</td> <td width="80%"><span id="result_box" lang="en"><strong><a href="https://issn.brin.go.id/terbit/detail/1511506255" target="_blank" rel="noopener">2613-9529</a></strong></span></td> </tr> <tr valign="top"> <td width="20%">Editor-in-chief</td> <td width="80%"><strong>Putu Adi Krisna Juniarta</strong></td> </tr> <tr valign="top"> <td width="20%">Publisher</td> <td width="80%"><a href="https://ejournal.undiksha.ac.id/index.php/JET/manager/setup/undiksha.ac.id"><strong> Universitas Pendidikan Ganesha</strong></a></td> </tr> <tr valign="top"> <td width="20%">Organizer</td> <td width="80%"><strong>LPPM - Undiksha</strong></td> </tr> </tbody> </table> <hr /> <p><strong>Language and Education Journal </strong>is an open access journal which has been established for the dissemination of researches in instruction, language, curriculum development, learning environment, teacher education, assessment, educational technology, and educational development. This journal is published twice in a year, February and July.It is published by Universitas Pendidikan Ganesha Press.</p> <p><span id="result_box" lang="en"><strong>p-ISSN : <a href="https://issn.brin.go.id/terbit/detail/1512531085" target="_blank" rel="noopener">2613-9588</a> (cetak) dan e-ISSN : <a href="https://issn.brin.go.id/terbit/detail/1511506255" target="_blank" rel="noopener">2613-9529</a> (online)<br /></strong></span></p> </div> Universitas Pendidikan Ganesha en-US Language and Education Journal Undiksha 2613-9588 THE EFFECTIVENESS OF QUIZZIZ ON TENTH GRADE EFL STUDENTS’ ACHIEVEMENT IN ENGLISH LEARNING PROCESS https://ejournal.undiksha.ac.id/index.php/JJPBI/article/view/34550 <p><em>This study aimed to find out the effectiveness of </em><em>the use of</em><em> Quizizz application in the English learning process</em><em> </em><em>for tenth-grade students</em><em>. </em><em>To select the representative sample, a purposive sampling method was used. The research design was a pre-test post-test which was used to collect data. This research uses one class as the research sample, namely class X MIPA 6 which consists of 35 students from SMA Negeri 1 Negara. During the research, they were taught using Quizizz in English class.</em><em> </em><em>To collect data, a method </em><em>of giving a test </em><em>was</em><em> used. </em><em>The data obtained showed </em><em>the result of t-count is 5.757 with a significant 0.000 and the value of t on the t-table is 1.690. From the calculation above, t-count is bigger than the t-table (5.757&gt; 1.690) and the result of Sig. (2-tailed) &lt;0.05. Therefore, it can be stated that there is any significant difference between student English learning achievement before and after the implementation of Quizizz and </em><em>Quizizz affects students</em><em>’</em><em> English achievement.</em><em></em></p> Tio Nainggolan Kadek Sintya Dewi Copyright (c) 2022 Language and Education Journal Undiksha http://creativecommons.org/licenses/by-sa/4.0 2022-08-31 2022-08-31 5 2 60 69 10.23887/leju.v5i2.34550 TEACHERS’ NEEDS ANALYSIS IN DEVELOPING ENGLISH FOR TOURISM LEARNING MATERIALS https://ejournal.undiksha.ac.id/index.php/JJPBI/article/view/49658 <p>This analysis aims to determine the needs of teachers in the development of teaching materials and also the things that support the activities of developing these teaching materials. In addition, this research instrument uses observation, interviews, questionnaires and also documentation. This study uses a qualitative descriptive method. There are 5 stages in this research, namely knowing the potential and problems, literature study and information gathering, product design, design validation, tested design. The subjects in this study were teachers who were responsible for the manufacture and development of these teaching materials. While the object of research is the students who use teaching materials as a guide in the learning process other than the teacher. Based on the research that has been done, the development of teaching materials at SMA Astika Dharma is quite good. In addition to the main book, they use other teaching materials in the form of powerpoints, pictures/illustrations and the use of teaching aids. The students can also follow all the activities well, because of the teaching materials. This teaching material also supports the curriculum used in the high school, namely the 2013 curriculum. The purpose of the 2013 curriculum itself is so that students are able to be more active, creative and innovative than their teachers.</p> Darmiyani Ni Luh Putu Pande Agus Adiwijaya Wedayanthi Luh Made Dwi Copyright (c) 2022 Ni Luh Putu Darmiyani, Pande Agus Adiwijaya, Luh Made Dwi Wedayanthi http://creativecommons.org/licenses/by-sa/4.0 2022-08-31 2022-08-31 5 2 70 76 EFL JUNIOR HIGH SCHOOL TEACHERS’ PERCEPTION ON THE IMPLEMENTATION OF STUDENT-CENTERED LEARNING MODELS IN THE ENGLISH LESSON BASED ON THE 2013 CURRICULUM https://ejournal.undiksha.ac.id/index.php/JJPBI/article/view/32619 <p>This study aimed to investigate EFL Junior High School Teachers’ Perception on the Implementation of Student-Centered Learning Models in the English Leaaon based on the 2013 Curriculum. This study employed a quantitative research design with used survey. The sample of this study are all of EFL Junior High School Teachers in 11 schools in Tabanan town, total 21 teachers. The data were collected by using questionnaire in which this study is close-ended and analyzed descriptively. The questionnaire used five-point likert scale to measure the level of response from the statements, namely; 1 (Strongly disagree), 2 (Disagree), 3 (Neutral), 4 (Agree), 5 (Strongly agree). The result showed that a lot of Teachers in Tabanan give positif response.</p> Desak Gede Devi Pratami I Putu Ngurah Wage Myartawan Dewa Ayu Eka Agustini Copyright (c) 2022 Language and Education Journal Undiksha http://creativecommons.org/licenses/by-sa/4.0 2022-08-31 2022-08-31 5 2 77 84 DEVELOPING INSTRUCTIONAL VIDEO USING WONDERSHARE FILMORA 9 IN THE CRITICAL READING COURSE FOR STUDENTS OF ENGLISH LANGUAGE EDUCATION DWIJENDRA UNIVERSITY https://ejournal.undiksha.ac.id/index.php/JJPBI/article/view/50229 <p>This study aimed at developing instructional video using <em>Wondershare Filmora 9</em> in the Critical Reading course for forth semester students of English Language Education Dwijendra University. The research design used in this study was R&amp;D method by using ADDIE model. This model have five stages development, namely: analysis, design, development, implementation, and evaluation. This study used questionnaire as a research instrument. The questionnaires were used to determine the feasibility level of instructional video. In analyzing the data, this study followed some procedures, such as: analyzing the needs, analyzing materials, determining basic competencies and indicators. This study used two validators for checking the materials and others two validators were for learning media expert. Based on the result of the study, it showed that the percentage of the material expert I was 91%, and the validation results from the material expert 2 was 94%. Then, the average from the two materials experts were 92,31%. It means the category of qualitative is very good based on education criteria. Meanwhile, the percentage of media expert I validation was 88,24%, while the validation results from the media expert II was 84,71%. The average of the media experts were 93.84%. It could be said as a good qualities according to reviews from learning content experts. Therefore, it could be concluded that the instructional videos that were created with <em>Wondershare Filmora's 9</em> becomes an excellent choice to be used for critical reading course.</p> Ni Made Yuniari I Gusti Ayu Indah Triana Juliari I Putu Yudi Sudarmawan Copyright (c) 2022 Ni Made Yuniari, I Gusti Ayu Indah Triana Juliari, I Putu Yudi Sudarmawan http://creativecommons.org/licenses/by-sa/4.0 2022-08-31 2022-08-31 5 2 85 91 AN ANALYSIS OF COMMUNICATION STRATEGIES USED BY THE LECTURERS IN MEDITERRANEAN DENPASAR BALI https://ejournal.undiksha.ac.id/index.php/JJPBI/article/view/32203 <p>Strategi dalam berkomunikasi sangat penting terutama dalam mengajar bahasa asing demi tercapainya tujuan belajar dengan baik. Oleh karena itu, penelitian ini bertujuan untuk mengetahui jenis-jenis strategi komunikasi yang digunakan oleh dosen bahasa Inggris Mediterranean, jenis-jenis strategi komunikasi yang paling sering mereka gunakan dan alasan mengapa jenis-jenis strategi komunikasi tersebut diterapkan selama mereka mengajar di kelas. Penelitian ini dianalisis menggunakan teori dari Tarone &amp; Dornyei (1980) dan Scott (1997). Data dikumpulkan dari proses belajar mengajar dengan merekam proses pembelajaran di kelas. Wawancara diberikan kepada subjek untuk mengetahui alasan mengapa mereka menggunakan strategi tertentu selama mengajar. Selain itu, penyebaran kuisioner kepada subjek untuk mendukung hasil temuan. Hasil penelitian menunjukkan bahwa dosen Bahasa Inggris Kampus Mediterranean menerapkan 29 jenis strategi komunikasi dari 34 jenis strategi komunikasi secara keseluruhan. Ada 5 strategi yang tidak digunakan selama mengajar. Ada lima strategi teratas yang digunakan oleh para dosen. Strategi pertama adalah <em>appeal for help</em> (15,41%), yang kedua <em>mumbling</em> (14,18%), yang ketiga adalah <em>code switching</em> (12,46%). <em>Asking for clarification</em> (12,27%) dan <em>asking for confirmation</em> (5,23%) berada pada urutan keempat dan kelima. Hasil penelitian ini menunjukkan bahwa ketiga subjek cenderung melakukan diskusi di kelas, mengalihkan bahasa serta <em>role play</em> dimana siswa dapat bermain peran. Penggunaan strategi tertentu bergantung pada materi yang diberikan, kebutuhan dan keinginan siswa juga dapat menjadi pertimbangan mereka. Yang terpenting adalah dosen harus mencapai tujuan utama yaitu menghasilkan murid yang terampil, terutama dalam berbahasa Inggris karena mereka adalah mahasiswa pariwisata.</p>Kata Kunci: Mediterranean College, Proses Belajar Mengajar, Strategi Komunikasi. Ratih Apriliani I Wayan Suarnajaya I Nyoman Adi Jaya Putra Copyright (c) 2022 Language and Education Journal Undiksha http://creativecommons.org/licenses/by-sa/4.0 2022-08-31 2022-08-31 5 2 92 99 THE EFFECT OF QUIZIZZ ON ENGLISH ACHIEVEMENT OF TENTH GRADE EFL STUDENTS https://ejournal.undiksha.ac.id/index.php/JJPBI/article/view/34553 <em>This study aimed to investigate the effect of Quizizz application on SMA Negeri 1 Singaraja's tenth-grade students' English achievement. This study was a quasi-experimental study utilizing a post-test-only control group design. This study’s population was all tenth-grade students of SMA Negeri 1 Singaraja in the academic year 2020/2021, which consisted of 366 students. Cluster random sampling was used as a sampling technique for this study. There were two classes used as the sample of this study, namely X MIPA 4 and X MIPA 6. The two classes used as a sample consisted of 34 students, respectively. Class X MIPA 4 was used as an experimental group taught using Quizizz. In contrast, X MIPA 6 was used as a control group taught without Quizizz. The data collection method in this study used a multiple-choice test which consisted of 19 questions. The English test covered three topics: simple past and present perfect tense, recount text, and narrative text. The data obtained showed the value of the experimental group (M = 84.51, p-value = 0.012) and the control group (M = 78.16, p-value = 0.012). Based on the data obtained, it was known that the average value of the experimental group was greater than the control group. Furthermore, it was also known that the significance value obtained 0.012, which was less than 0.05. Comparing the mean value of the control and experimental groups, which is supported by the significance value, proves that Quizizz affects students’ English achievement.</em> Ni Putu Titanisya Aurena Lawnsky Copyright (c) 2022 Language and Education Journal Undiksha http://creativecommons.org/licenses/by-sa/4.0 2022-08-31 2022-08-31 5 2 100 108 STUDENTS’ PERCEPTION ON GOOGLE CLASSROOM ASSISTED LEARNING IN LIMITED FACE-TO-FACE INSTRUCTIONS DURING THE PANDEMIC https://ejournal.undiksha.ac.id/index.php/JJPBI/article/view/49574 <p><em>This study aimed to identify and analyze the students’ perception toward the use of Google Classroom in English online learning. The investigation of the students’ perception becomes necessary since it can be used as a consideration for school on whether to keep using Google Classroom to facilitate face-to-face learning or not to use it at all. This research was designed using the Mixed Method research where the Descriptive Quantitative Data were dominant, while the qualitative data were used as the data supportive. Data were collected through two instruments namely a questionnaire and an interview guide. SMP N 1 Kubutambahan was chosen as the research setting and 63 students were selected as the research subjects. The results showed that the mean score of the data was 3.64. This indicated that the students of SMP N 1 Kubutambahan had a positive perception towards Google Classroom-assisted learning. Based on the interview data, the majority of students had a positive perception towards Google Classroom-assisted learning. Despite the difficulty, the majority of students wanted to continue using Goggle Classroom to assist the learning process.</em></p> <p>&nbsp;</p> Novita Febrianti Ni Nyoman Padmadewi Copyright (c) 2022 Novita Febrianti, Ni Nyoman Padmadewi http://creativecommons.org/licenses/by-sa/4.0 2022-08-31 2022-08-31 5 2 109 117