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All Journal QOSIM: Jurnal Pendidikan, Sosial & Humaniora Educational Journal
Ni Wayan Satri Adnyani
I Gusti Bagus Sugriwa Denpasar State Hindu University
Religion Humanities Economics, Econometrics & Finance Education Social Sciences Other

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The Effect Of Social-Emotional Learning On The Tenth-Grade Students’ Speaking Skills At SMK PGRI 3 Denpasar Ni Putu Witari Dita Siwi; Ni Wayan Satri Adnyani; Putu Santi Oktarina
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v4i3.7880

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh Social-Emotional Learning (SEL) yang diintegrasikan dengan Project-Based Learning (PjBL) terhadap kemampuan berbicara siswa di SMK PGRi 3 Denpasar. Penelitian ini menggunakan desain kuasi-eksperimen yang melibatkan 90 siswa kelas X dari kelas X KUL 5 dan X KUL 6. Siswa dibagi ke dalam dua kelompok, yaitu kelompok eksperimen dan kelompok kontrol, yang masing-masing terdiri atas 45 siswa. Kelompok eksperimen memperoleh pembelajaran PjBL yang terintegrasi dengan SEL, sedangkan kelompok kontrol memperoleh PjBL konvensional tanpa integrasi Sel. Data dikumpulkan melalui pre-test dan post-test berbicara menggunakan rubrik penilaian yang diadaptasi dari Cyril, yang mencakup aspek tata bahasa, kosakata, pemahaman, kelancaran, dan pelafalan. Analisis data menggunakan statistik deskriptif, uji normalitas, uji homogenitas, uji t Independent Samples, dan Analysis of Covariance (ANCOVA). Hasil penelitian menunjukkan bahwa kelompok eksperimen memperoleh rata-rata skor post-test yang lebih tinggi (64,56) dibandingkan dengan kelompok kontrol (59,33). Selain itu, hasil ANCOVA menunjukkan adanya pengaruh yang signifikan dari PjBL terintegrasi SEL terhadap kemampuan berbicara setelah mengontrol skor pre-test (p=0,11). Di antara aspek kemampuan berbicara yang dinilai, kosakata dan kelancaran menunjukkan peningkatan kemampuan berbicara siswa dalam pembelajaran bahasa Inggris di sekolah menengah kejuruan
Students' Difficulties in English Speaking Class of Grade Eight at SMP PGRI 5 Denpasar Ni Kadek Suci Dharma Yanti; Putu Santi Oktarina; Ni Wayan Satri Adnyani
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/zf8kh877

Abstract

This study aimed to identify the types of difficulties experienced by eighth-grade students at SMP PGRI 5 Denpasar in speaking English and to analyse the factors that influence the difficulties experienced by eighth-grade students at SMP PGRI 5 Denpasar in speaking English. This study used descriptive qualitative method with a case study design. The research subjects consisted of one English teacher and 12 students of class VIII G selected through purposive sampling technique. Data were collected using three instruments, namely (1) an observation sheet based on Penny Ur (1996) four categories of speaking difficulties, (2) a speaking performance test based on Brown (2019) theory covering the rubric with five aspects of speaking, and (3) a semi-structured interview exploring linguistic factors based on Burns & Joyce (1997) and non-linguistic factors based on Krashen (1982) Affective Filter Hypothesis. The data were analyzed using an interactive qualitative data analysis model by Miles and Huberman (2014) through data reduction, data display, conclusion and verification. The findings of this research showed that students experienced difficulties across all speaking aspects, with fluency was the lowest achievement percentage (33.1%). Based on Penny Ur (1996) classification, inhibition was the most dominant difficulty experienced by all students (100%). In terms of contributing factors, vocabulary and grammar were the most dominant linguistic factors, while anxiety was the most dominant non-linguistic factor. In conclusion, students’ English speaking difficulties were influenced by the interaction between linguistic and non-linguistic factors, especially vocabulary limitations, grammar problems, and anxiety, which reinforced inhibition and significantly affected students’ fluency in speaking English. Therefore, teachers are suggested to create a supportive classroom environment, provide scaffolding, and use interactive activities to help students build confidence in speaking English. Future research is suggested to examine other types of students' speaking difficulties and the factors influencing those difficulties, using more diverse research instruments and involving a broader sample and research context.  
The Correlation Between Translanguaging Strategy and Reading Comprehension of Tenth Grade Students at SMA Negeri 2 Tabanan I Gusti Agung Ayu Eka Pratiwi; Ni Wayan Satri Adnyani; Putu Santi Oktarina
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/sgj21318

Abstract

The purpose of this study is to examine the correlation between translanguaging strategy and reading comprehension of tenth grade students at SMA Negeri 2 Tabanan. This study employed a correlational research design. The participants consisted of 35 tenth grade students selected through purposive sampling. Data were collected using two instruments, namely a reading comprehension test consisting of 25 multiple-choice questions and a translanguaging strategy questionnaire with 15 Likert scale statements. The data were analyzed using descriptive and inferential analysis, which included normality test, linearity test, and Spearman’s Rank correlational test. The findings of this research show that there is no significant correlation between translanguaging strategy and students’ reading comprehension. This is indicated by the significance value of 0.786, which is higher than 0.05. The absence of such a correlation is due to a difference in pattern between the use of translanguaging strategies and students’ reading comprehension scores. These findings suggest that translanguaging strategy do not always align with students’ reading comprehension and are not necessarily the primary factor influencing it. Therefore, students, teachers, and schools are advised to implement various learning strategies, particularly in reading activities tailored to learning needs. Future research is suggested to examine other factors influencing students’ reading comprehension, using more diverse research instruments, and involving a broader sample and research context.
An Analysis on Listening Comprehension Difficulties Among Grade VII-E Students at SMP Negeri 4 Kediri Ni Kadek Keristina Wati; Putu Santi Oktarina; Ni Wayan Satri Adnyani
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/jcw6p843

Abstract

The purpose of this study was to find out what aspects of listening difficulties are experienced by students, the types of listening difficulties experienced by students and the factors that influence them. This study used a descriptive qualitative method of case study type. This study used VII-E class of SMP Negeri 4 Kediri as a sample with a total of 29 students. The test results showed that students experienced difficulties in the listening for specific information (implicit) with percentage 71.6% while the lowest percentage was listening for inference with percentage 48.9%. The students felt the classroom was noisy, they could not hear the audio clearly, foreign words, lost concentration, lack of vocabulary and did not understand the audio. Based on the close-ended questionnaire the result showed that dominant difficulties faced by students in contextual difficulties especially noisy classroom and speaker difficulties especially speaking speed. Furthermore, students also faced stimulus difficulties especially in grammar and listener especially vocabulary. This is due to their limited vocabulary, loss of concentration, audio is too fast, the noisy classroom and long text. Based on the results of semi-structured interviews, students experienced difficulties caused by both internal and external factors. Internal factors such as lack of concentration and limited vocabulary. Meanwhile, external factors, such as noisy classrooms, audio that is too fast and unclear, and unfamiliar accents. From these results, it can be concluded that students experience the highest difficulty in the aspect of listening for specific information, they also experience dominant contextual difficulties, especially difficulties in noisy classroom, speaker difficulties especially in speaking speed, stimulus difficulties, especially in grammar and listener difficulties especially in vocabulary. It means that they experienced difficulties caused by internal and external factors.
Effectiveness of Using Read-Ask-Put (RAP) Strategy in Reading Comprehension in the Reading for Enjoyment Course of the Second-Semester Students of the English Language Education Department at UHN I Gusti Bagus Sugriwa Ni Wayan Chyntia Wulandari; Ni Wayan Satri Adnyani; Putu Santi Oktarina
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/7c3rsr31

Abstract

This research aimed to determine whether students who learn using the Read-Ask-Put (RAP) Strategy achieve better reading comprehension scores than those who learn using the Discovery Learning strategy in the Reading for Enjoyment course of the second semester students of the English Language Education Department at UHN I Gusti Bagus Sugriwa. The design used was a quasi-experimental design, especially non-equivalent control-group design. The sample of this research was 38 students of the second-semester English Language Education Department that was chosen using convenience sampling technique. The data collection technique included pre-test, treatment, and post-test. The data were analyzed using the Quade ANCOVA in SPSS 26 version. The results showed that pre-test mean score of the experimental group was 86.48 and the post-test was 94.29. Meanwhile, the pre-test mean score of the control group was 80 and the post-test was 88.24. The hypothesis testing result showed the value of Sig. (1-tailed) = 0.320 > 0.05 which meant the null hypothesis (Ho) was accepted and the alternative hypothesis (Ha) was rejected. In conclusion, the students who learned using the Read-Ask-Put (RAP) strategy do not achieve better reading comprehension scores than the students who learned using the Discovery Learning strategy.
The Effectiveness of Using Duolingo Application for Speaking Skill in 10th Grade of SMK Pariwisata Budaya Bedulu Pande Kadek Adyta; Ni Putu Ratni; Ni Wayan Satri Adnyani
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/wqqp9e19

Abstract

This study examined the effectiveness of the Duolingo application in improving the speaking skills of tenth-grade students at SMK Pariwisata Budaya Bedulu. The study used a quasi-experimental design involving an experimental group taught using Duolingo and a control group taught using conventional media. The participants consisted of 66 students divided into two classes. Data were collected through pre-test and post-test speaking assessments covering pronunciation, fluency, vocabulary, grammar, and comprehension. The findings showed that the experimental group improved from a mean score of 52.73 to 75.30, while the control group improved from 51.36 to 72.42. However, the Mann-Whitney U test showed a significance value of 0.238, which was higher than 0.05. Therefore, statistically there was no significant difference between the two groups, although the experimental group showed better improvement descriptively. These findings are related to Cognitive Learning Theory, which emphasizes practice and active learning. The study concludes that Duolingo can support students’ speaking skills as a digital learning medium.
Co-Authors I Gusti Agung Ayu Eka Pratiwi Ni Kadek Keristina Wati Ni Kadek Suci Dharma Yanti Ni Putu Ratni Ni Putu Witari Dita Siwi Ni Wayan Chyntia Wulandari Pande Kadek Adyta Putu Santi Oktarina