Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal International Journal of Language and Literature Mimbar Ilmu Journal of Education and Teaching Learning
Ni Wayan Surya Mahayanti
Universitas Pendidikan Ganesha, Singaraja, Indonesia
Education Languange, Linguistic, Communication & Media Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Drama-Based Pedagogy in Vocabulary Learning Through Speaking Skills: A Classroom Action-Based Research Ketut Filia Budi Agustini; Ni Komang Arie Suwastini; Ni Wayan Surya Mahayanti
International Journal of Language and Literature Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i1.95352

Abstract

Low vocabulary mastery and lack of confidence in speaking English are major obstacles in the learning process. Students often have difficulty expressing ideas verbally due to limitations in their vocabulary. This study aims to analyze the effectiveness of implementing Drama-Based Pedagogy in improving students' vocabulary mastery through speaking skills by involving students' critical and creative thinking abilities (C4–C6). This study is a collaborative Classroom Action Research (CAR) with a two-cycle design consisting of planning, action, observation, and reflection stages. The research subjects were one class of ninth-grade students. Data were collected through observation, interviews, and oral tests (pre-test, cycle 1, and cycle 2). The instruments used included observation guidelines, interview guidelines, and oral test assessment sheets. The data analysis techniques used were quantitative and qualitative descriptive methods to examine changes in scores and students' and teachers' responses to the learning process. The results of the study showed an increase in the average vocabulary mastery score from 53.2 in the pre-test to 72.2 at the end of cycle 1, and reached 81.3 at the end of cycle 2. Interviews with students and teachers indicated that this approach provided an enjoyable, contextual learning experience and motivated students to actively speak. The conclusion of this study indicates that Drama-Based Pedagogy effectively improves vocabulary mastery while building students' confidence in speaking English. The implications of this study are that teachers may consider this approach as an alternative in interactive English language learning strategies focused on enhancing speaking skills.
The Double-Edged Impact of Artificial Intelligence on Students’ Critical Thinking Skills in Indonesia: A Systematic Literature Review Putu Andre Wiranatha; Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti
Journal of Education and Teaching Learning Vol 8 No 1 (2026): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i1.3210

Abstract

Nowadays Artificial Intelligence (AI) has become an inseparable part of the world of education. Therefore, it’s important to examine the impact on AI on the critical thinking skill. This study aims to examine the positive and negative impact of AI on students critical thinking in Indonesia. This critical thinking aspect including interpretation, analysis, evaluation, inference, synthesize explanation, and self-regulation. Using systematic literature review method with PRISMA model. There are 136 studies as a database and 17 has been reviewed. The results of this study found that AI both have positive and negative impact on students critical thinking skills. But negatively impacts almost all dimensions of critical thinking, especially Interpretation, analysis, evaluation, inference, self-regulation, and explanation. For future research, it is recommended that researchers explore the long-term impact of AI use on students' critical thinking skills.
Unpacking Academic Stress among Undergraduate Students during Thesis Writing: A Qualitative Study of Stressors, Stages, and Institutional Challenges Luh Dewi Pusparini; I Gede Yoga Permana; Ni Wayan Surya Mahayanti
Mimbar Ilmu Vol. 30 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i3.102474

Abstract

Academic stress has become a prevalent issue among undergraduate students, particularly during the thesis writing stage, which often represents the culmination of their academic journey. The demanding nature of research tasks, coupled with institutional expectations and limited supervisory support, can significantly affect students’ psychological well-being and academic performance. This study aims to examine the factors contributing to academic stress during the thesis writing process and explore how these challenges shape students’ overall academic experience. Using a qualitative approach, data were collected through in-depth interviews with ten undergraduate students who experienced delays in completing their theses. Thematic analysis was employed to identify recuring patterns related to stress triggers and coping mechanisms. The findings reveal that time management difficulties, the complexity of research procedures, and conflicting supervisory expectations are the major sources of academic stress. Emotional exhaustion and decreased confidence were also found to hinder students’ progress. The study concludes that academic institutions should strengthen support systems by offering structured thesis guidance, clear communication channels, and time management training. These interventions can reduce stress levels and promote a healthier, more supportive environment for academic achievement.
Co-Authors I Gede Yoga Permana Ketut Filia Budi Agustini Luh Dewi Pusparini Ni Komang Arie Suwastini Ni Luh Putu Era Adnyayanti Putu Andre Wiranatha