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All Journal Jurnal Psikologi PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Jurnal Pendidikan Teknologi dan Kejuruan Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Indonesia Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan IJEE (Indonesian Journal of English Education) TARBIYA : Journal Education in Muslim Society IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Tell : Teaching of English Language and Literature Journal Script Journal: Journal of Linguistic and English Teaching Journal of Educational Research and Evaluation International Journal of Language and Literature WIDYA LAKSANA Journal of Education Technology JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Journal on Education Voices of English Language Education Society Psychology, Evaluation, and Technology in Educational Research Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Jurnal Review Pendidikan dan Pengajaran (JRPP) JOSSAE (Journal of Sport Science and Education) Journal of Education and Teaching Learning Borneo Educational Journal (Borju) ELEMENTARY : Jurnal Inovasi Pendidikan Dasar The Art of Teaching English as a Foreign Language (TATEFL) Journal of English Language and Education JSIKTI (Jurnal Sistem Informasi dan Komputer Terapan Indonesia) Journal of Educational Study Jurnal Locus Penelitian dan Pengabdian Measurement In Educational Research Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat PEMA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat JELL (Journal of English Language Learning Innovative: Journal Of Social Science Research Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) PESHUM
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Journal : Journal of Educational Study

The Use of Drama-Based Pedagogy in Promoting Students' Pronunciation: A Classroom Action Research Wijaya, Kadek Agus Krisna; Suwastini, Ni Komang Arie; Mahayanti, Ni Wayan Surya
Journal of Educational Study Vol. 5 No. 1 (2025): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i1.962

Abstract

This study aims to improve students' pronunciation through the application of drama-based pedagogy. This study employed a classroom action research design involving 35 ninth-grade students at SMP Negeri 5 Singaraja in the 2024/2025 academic year. The study was conducted in two cycles, and data were collected through pronunciation tests, classroom observations, and interviews with students. The findings revealed a considerable improvement in students' pronunciation skills. The mean score rose from 57.87 on the pretest to 64.30 on post-test 1, and then to 77.21 on post-test 2, indicating consistent improvement in pronunciation aspects such as accuracy, word stress, and intonation.  Furthermore, students responded well to the use of drama activities in the classroom, noting that it was enjoyable and encouraging, as well as helping them gain confidence in speaking English. The findings indicate that drama-based pedagogy is an effective and engaging approach to enhance junior high school students’ pronunciation skills.
Drama-Based Pedagogy to Improving Students' Fluency: Classroom Action Research Yudiarta, Gede Raditya Stava; Suwastini, Ni Komang Arie; Mahayanti, Ni Wayan Surya
Journal of Educational Study Vol. 5 No. 1 (2025): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i1.970

Abstract

Using Drama-Based Pedagogy and CAR, this study aims to improve students' speaking fluency. The study was conducted at SMPN 5 Singaraja, with 35 students in grade IX. As a result of limited exposure to English communication and a lack of self-confidence, initial observations revealed that students struggled to speak fluently. To address this issue, the researcher employed a drama-based teaching approach that incorporates activities such as role-playing, expressive reading, and dramatization. This approach involves stages of engagement, activation, reflection, and application. The study was conducted in two cycles: planning, action, observation, and reflection. Pre-tests, post-tests, observations, and interviews were used to collect data. The results of the study indicate that students' speaking fluency continued to improve.
Digital Storybook and Young Learners’ Reading Behavioral Engagement: A Systematic Review Nitami, Kadek Dian; Mahayanti, Ni Wayan Surya; Adnyayanti, Ni Luh Putu Era
Journal of Educational Study Vol. 6 No. 1 (2026): (Upcoming Issues)
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1125

Abstract

Reading behavioral engagement is an important aspect of students’ reading development, as it is reflected in observable behaviour such as attention, persistence, rereading, on task reading, and active interaction with the text. However, many young learners still struggle to maintain focus and active participation during reading activities, especially when using traditional reading material that rely heavily on text\ rather than visuals. Digital storybooks have emerged as an alternative reading material due to the integration of multimedia features that may support students’ engagement. This study employed a Systematic Literature Review (SLR) using the PRISMA framework to examine empirical studies published between 2020 and 2025 that investigated factors influencing young learners’ reading behavioral engagement through digital storybooks. Fourteen relevant articles were selected based on inclusion and exclusion criteria. The findings indicate that digital storybooks can effectively enhance students’ reading behavioral engagement when the multimedia features, such as narration, illustrations, and interactivity are well designed and aligned with pedagogical goals. Behavioral engagement is further strengthened through culturally relevant content, structured reading activities and teacher guidance. In contrast, excessive integrated multimedia may distract learners and reduce engagement. These findings provide a clearer framework for understanding how multimedia features influence young learners reading behavioral engagement. Overall, the study highlights the importance of thoughtful multimedia design and instructional support in digital reading contexts.
Digital Storybooks on Young Learners’ Reading Skills: A Systematic Literature Review Kirana, Ni Putu Yunda; Mahayanti, Ni Wayan Surya; Adnyayanti, Ni Luh Putu Era
Journal of Educational Study Vol. 6 No. 1 (2026): (Upcoming Issues)
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1131

Abstract

This study investigates the effectiveness of digital storybooks in improving young learners’ reading skills, addressing the persistent challenges of low reading comprehension, limited vocabulary, and poor engagement in early literacy classrooms. With children increasingly growing up in digitally rich environments, traditional print-based instruction often fails to capture their attention. By creating an urgent need for instructional approaches that align with their digital experiences while supporting essential literacy skills. A Systematic Literature Review guided by the PRISMA framework was conducted. Ten empirical studies published between 2018 and 2024 were selected based on clear inclusion and exclusion criteria. These studies were analyzed to identify how digital storybooks influence reading comprehension, vocabulary development, story sequencing, and engagement. The findings show that digital storybooks significantly enhance reading comprehension, vocabulary acquisition, and engagement. Multimodal features such as text highlighting, visual cues, and audio narration help learners process information more effectively and remain motivated. Teacher guidance and well-designed materials further improve outcomes. Overall, this study underscores that urgent need to integrate digital storybooks into early literacy instruction. It provides evidence-based guidance for educators and highlights directions for future research, including investigating long-term impacts and broader classroom applications.
Bridging Cognition and Pedagogy: A Transcendental Meditation-Based Deep Learning Model in English Language Teaching Mahayanti, Ni Wayan Surya; Rismadewi, Ni Wayan Monik; Asril, Nice Maylani; Tirtayani, Luh Ayu; Laba, Made Ajiswara
Journal of Educational Study Vol. 6 No. 1 (2026): (Upcoming Issues)
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1142

Abstract

Recent advances in English Language Teaching (ELT) emphasize deep learning approaches that promote higher-order thinking skills; however, insufficient attention has been given to students’ cognitive readiness as a prerequisite for meaningful engagement. While Transcendental Meditation (TM) has been widely reported to enhance psychological wellbeing and attention, existing studies largely focus on general outcomes rather than its integration within subject-specific pedagogy and its effect on higher-order literacy processes. Addressing this gap, the present study aims to (1) design a TM-based deep learning instructional model for ELT and (2) examine students’ perceptions of its integration in learning. This study employed a design-based research approach combined with qualitative inquiry, involving Grade 10 students. Data were collected through a student perception questionnaire, reflective journals, and focus group discussions (FGDs). The intervention model was implemented through a structured five-phase learning cycle: cognitive centering (TM), activation of prior knowledge, deep engagement, collaborative knowledge construction, and reflective metacognition. Data were analyzed using descriptive statistics and thematic analysis. The findings reveal that the TM-based model effectively supports students’ concentration, emotional stability, and readiness to learn, which subsequently enhances their engagement in complex literacy tasks. Students perceive TM as an integral component of learning that facilitates clearer thinking, reduced anxiety, and deeper comprehension. The study contributes a novel pedagogical framework that integrates cognitive preparation with deep learning processes in ELT. Pedagogically, the findings suggest that embedding TM within instructional design can optimize students’ cognitive conditions, enabling more effective engagement with higher-order language tasks. This highlights the importance of incorporating cognitive-affective readiness into contemporary ELT practices for future research, including investigating long-term impacts and broader classroom applications.
Co-Authors ., Destri Anu Arisandi ., Destri Anu Arisandi ., Gede Pradipta Putra ., Gede Pradipta Putra ., I Gede Made Adi Kerta Yasa ., I Gede Made Adi Kerta Yasa ., I Komang Adi Wiguna ., I Komang Adi Wiguna ., I Putu Chandra Guna Krisna ., I Putu Era Agustrawan ., I Putu Era Agustrawan ., I Putu Surya Anggana ., Ida Ayu Agung Ratih Pramesti ., Ida Ayu Agung Ratih Pramesti ., Ida Ayu Putu Putri Gita Sari ., Kadek Andi Arta Dinata ., Kadek Andi Arta Dinata ., Kadek Ayu Ratih Indriani ., Ketut Ady Ananta ., Ketut Ady Ananta ., Ketut Andi Wiraprasta ., Ketut Andi Wiraprasta ., Ketut Ariani ., Ketut Intania Anggareni Mapet ., Ketut Intania Anggareni Mapet ., Ketut Rafika Yanthi ., Komang Juni Artini ., Luh Putu Ayu Wijayanti ., Luh Putu Ayu Wijayanti ., Luh Putu Rany Prihastuti ., Luh Putu Rany Prihastuti ., Ni Kadek Ayu Mei Diah Trisnawati ., Ni Nyoman Ayu Utari Dewi ., Ni Putu Tri Martya Ersa Fridayanthi ., Ni Putu Yeni Pramita ., Ni Putu Yeni Pramita ., Ni Wayan Devi Crisnady ., Ni Wayan Devi Crisnady ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Dian Sukmawati ., Putu Dian Sukmawati ., Wahyu Dwi Cahya Abd. Rajab Adnyani, Ni Luh Putu Sri Adnyayanti, Ni Luh Era Adnyayanti, Ni Luh Putu Era Agustini, Ketut Filia Budi Amanda, Si Luh Nyoman Julia Tria Anak Agung Gede Yudha Paramartha Anggara, I Putu Dipa Annisa Fitri ., Annisa Fitri Ariani, Pande Made Mela Aritona, Gede Artanayasa, Wayan Ashadi Bhujangga, N M Gea Vashya Br Kembaren, Della Primsa Budiarta, Luh Gede Rahayu Citrawati, Ni Kadek Damayanti, Komang Devi Dennis Alonzo Dewa Ayu Puteri Handayani Dewa Komang Tantra Dials, Jeanette Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . Dzul Rachman, Dzul G.A.P. Suprianti Gede Irwandika . Gede Mahendrayana Gede Rasben Dantes Handayani, Komang Icha Sri Hua, Liang Huizhao, Zhuo I Dewa Sri Agung Oktaviyanti Puspita Dewi I Gede Angga Sukaryawan . I Gede Surya Mertha . I Kadek Berli Arya Sujana I Kadek Sastra Oksto Wibawa I Kadek Supriawan Adinatha ., I Kadek Supriawan Adinatha I Ketut Resika Arthana I Nyoman Adi Jaya Putra I Nyoman Pasek Hadisaputra I Putu Andika Putra, I Putu Andika I Putu Indra Kusuma I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I Wayan Suarnajaya I.A.M.I. Utami I.P.I. Kusuma IDA AYU MADE ISTRI UTAMI . Ida Bagus Putu Eka Prayoga ., Ida Bagus Putu Eka Prayoga Indra Agus Eka Hariawan Irene Puspita Sari . Jaya Putra, I Gede Ardika Jayantini, I Gusti Agung Rwa Jeane Tuilan Kadek Dharma Jaya Wardana Kadek Diah Cahya Nita ., Kadek Diah Cahya Nita Kadek Dwi Saptayani ., Kadek Dwi Saptayani Kadek Eva Krishna Adnyani Kadek Sonia Piscayanti Kagiura, Fumiko Kinanti, Gusti Ayu Anggita Kirana, Ni Putu Yunda Komang Febrinayanti Dantes Komang Sri Vidyartika Putri Kresnawati, Luh Putu Dian Kultsum, Ummi Kusuma, I.P.I. Laba, Made Ajiswara Li, Jiang Luh Ayu Tirtayani Luh Diah Surya Adnyani Luh Gd Rahayu Budiarta Luh Gd Rahayu Budiarta ., Luh Gd Rahayu Budiarta Luh Made Astiti Partama . Luh Putu Artini M. Joko Purnomo ., M. Joko Purnomo M.L.S ., Dr.Sudirman, M.L.S Made Hery Santosa Made Riki Ponga Kusyanda Maharani, Putu Rima Masumoto, Yukiko Minxia, Zhu Muhammad Handi Gunawan Nathanael, William Akwila Netiasih, Putu Kerti Ni Kadek Ariasih . Ni Kadek Chandra Maharani Ni Km Punia Antari ., Ni Km Punia Antari Ni Komang Arie Suwastini Ni Komang Fina Sasmita Sari ., Ni Komang Fina Sasmita Sari Ni Luh Putu Era Adnyayanti Ni Luh Putu Maya Apsari ., Ni Luh Putu Maya Apsari Ni Made Rahayuni . Ni Made Ratminingsih Ni Putu Astiti Pratiwi Ni Putu Deliana Mentari Ni Putu Kusni Ratna Cari . NI WAYAN ADNYANI . Ni Wayan Diantini . Ni Wayan Monik Rismadewi Nice Maylani Asril Nikova, Kartika Nitami, Kadek Dian Nitiasih , Putu Kerti Nur Hidayanto Pancoro Setyo Putro Nurjannah, Ragil Ayu Marta Paramita, Ni Ketut Catur Pratama, Putu Yoga Sathya Pratomo Widodo Prof. Dr. Anak Agung Istri Ngr. Marha . Prof. Dr. Ni Nyoman Padmadewi,MA . Purwanita, Kadek Agina Purwanti, Ni Komang Ratna Puspitasari, Ni Luh Putu Devi Putra, I Kadek Krisna Dharma Putu Kerti Nitiasih Putu Riesty Masdiantini Ratminingsih , Ni Made Resika Arthana, S.T., M.Kom, I Ketut Riastini, Putu Nancy Rio Arif Pratama Senawati, Jennet Setyawati, Ni Luh Eka Siregar, Merry Amadea Situmorang, Lidya Cristina Febriani Solly Aryza Sri Rwa Jayantini, I Gusti Agung Suantari, Ni Luh Putu Mira Suantari, Ni Luh Putu Mira Sugita, Ni Putu Anggi Natalia Suprianti, GAP Suryandani, Putu Dinia Utami, I.A. Made Istri Utami, I.A. Made Istri Utami, I.A.M.I. Waas, Devi Valentino Wahyuni, Luh Putu Ari Sri Widiastuti, Ni Putu Santhi Wijaya, Kadek Agus Krisna Wijaya, Kadek Krisna Windy Louisa Rosang . Wirabrata, Dewa Gede Firstia Wiranatha, Putu Andre Yudiarta, Gede Raditya Stava