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All Journal Language Circle : Journal of Language and Literature Jurnal Santiaji Pendidikan (JSP) LLT Journal: A Journal on Language and Language Teaching Journal of Educational Research and Evaluation Voices of English Language Education Society Journal of English Teaching and Applied Linguistics (JETAL) Journal of English Language and Education JEdu: Journal of English Education Indonesian Journal of Instruction IJLHE: International Journal of Language, Humanities, and Education
I Ketut Trika Adi Ana
English Education Department, STKIP AH Singaraja
Arts Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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THE USE OF E-LEARNING BASED READING MATERIALS TO IMPROVE THE READING COMPREHENSION OF THE TENTH YEAR MULTIMEDIA STUDENTS OF SMK N 3 SINGARAJA IN THE ACADEMIC YEAR 2012/2013 Ana, I Ketut Trika Adi
Jurnal Santiaji Pendidikan (JSP) Vol 3 No 2 (2013): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2.321 KB) | DOI: 10.36733/jsp.v3i2.488

Abstract

Membaca adalah salah satu kemampuan yang harus dikuasai oleh pembelajar bahasa asing. Berdasarkan observasi awal yang telah dilaksanakan, siswa kelas X jurusan multimedia SMK N 3 Singaraja memiliki permasalahan dalam memahami bacaan. Hal tersebut dibuktikan dengan ditemuikannya permasalahan yang dialami oleh siswa dalam memahami isi bacaan karena materi membaca yang diberikan oleh guru bahasa Inggris diluar pengetahuan siswa. Oleh karena pentingnya pengetahuan awal dalam aktivitas membaca, materi membaca yang mengacu pada e-learning yang secara khusus telah dikembangkan sesuai dengan kebutuhan dari siswa kelas X jurusan multimedia kemudian digunakan untuk mengajar para siswa. Artikel ini akan menjelaskan hasil dari penelitian tindakan kelas ini, meliputi: (1) peningkatan pemahaman siswa dalam membaca selama penerapan pengembangan materi membaca yang mengacu pada e-learning dan (2) masalah-masalah yang muncul pada pengaplikasiannya.
HYBRID MODULE EFFECT ON STUDENTS' LEARNING MOTIVATION AND ACHIEVEMENT IN ENGLISH FOR FRONT OFFICE COURSE Wedhanti, Nyoman Karina; Yuliasri, Issy; Ana, I Ketut Trika Adi
Language Circle: Journal of Language and Literature Vol 18, No 1 (2023): October 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v18i1.47564

Abstract

This study aimed at identifying the effect of the hybrid module on students' learning motivation and achievement in the English for Front Office Course. The hybrid module, in this study, is a printed module that provides online videos and quizzes that can be accessed using smartphones by scanning the QR codes on the printed module. This study was conducted at Vidya Wisata Senior High School. The researchers selected 37 students who took the English for Front Office course as the study samples. The data were collected using questionnaires and tests. The researchers used the questionnaires to collect data on students' learning motivation and the tests to measure students' achievement in the English for Front Office Course. Those questionnaires and tests were given to the students before and after they were taught using the hybrid module. The data from the questionnaire and tests were analyzed quantitatively using paired t-tests. The study results show that the hybrid module significantly affects the student's motivation and achievement in English for Front Office Course. This study also found that the hybrid module has a large effect on students' learning motivation and achievement. Detailed findings with a discussion based on the related theories and empirical reviews are provided in this article.
Inclusive Education: Survey on Teachers' Perception of Its Implementation Padmadewi, Ni Nyoman; Sukadana, I Made Sukma Adisetiawan; Artini, Luh Putu; Ana, I Ketut Trika Adi; Lesmana, Kadek Yogi Parta; Susiani, Ketut
Indonesian Journal of Instruction Vol. 5 No. 3 (2024): September 2024
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v5i3.81932

Abstract

Inclusive education is still something new in Indonesia's education system. Teachers have an essential role in the learning process, and teachers' perceptions of inclusive classes influence the quality of inclusive class implementation. For this reason, this research aims to analyse teachers' perceptions of implementing inclusive classes. This research was carried out using a survey method involving 285 teachers in Indonesia as respondents. The data in this study was collected using a questionnaire consisting of several closed and several open questions. The collected data was then analyzed quantitatively and qualitatively. Based on the quantitative data, this research found that teachers in Indonesia have positive perceptions of implementing inclusive classes. However, from the qualitative data, it was found that they still feel they need more knowledge to implement quality inclusive classes. Additionally, training regarding implementing inclusive classes is still very limited, so it has yet to make teachers feel confident in implementing inclusive classes. Thus, this study concludes that teachers in Indonesia positively perceive implementing inclusive classes but cannot implement them optimally. So, support from the government, especially the Ministry of Education, Culture, Research and Technology, to facilitate education and training in implementing inclusive classes for teachers is necessary to realize inclusive classes and quality inclusive education.
Teaching English to Second-Grade Dyslexia-Prone Students: Perspectives of Y-Generation Parents on Foreign Language Learning in Elementary School Alexandra, Natasha Filya; Artini, Luh Putu; Ana, I Ketut Trika Adi
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1769

Abstract

The aim of this research is to describe the knowledge from parents of the second-grade elementary school students who potentially dyslexic and to describe how parents support their second-grade elementary school children who potentially dyslexic in learning English. This research was conducted using qualitative methods in the form of a case study. Data collection was carried out using interview and observation. The findings showed that none of the parents had prior knowledge of dyslexia, although they were aware of their children’s difficulties that were attributed to dyslexia. Parents expressed frustration in teaching their children, often yelling or ignoring their children. Two of the Y-Generation parents in the study used YouTube and flashcards to teach, but one parent simply used her knowledge. These results highlight the need for educational programs to increase parents’ awareness of dyslexia and improve their teaching strategies. Strengthening collaboration between parents and educators is essential to fostering inclusive learning environments that enhance the literacy skills of children who are potentially dyslexic.
Knowledge & Treatment of Students Who are Potentially Dyslexic: Teachers Perspectives Septiani, Komang; Artini, Luh Putu; Ana, I Ketut Trika Adi
JEdu: Journal of English Education Vol 5, No 1 (2025): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v5i1.13989

Abstract

This study aims to: (1) explore classroom teachers knowledge of dyslexia in teaching English as a Foreign Language (EFL) to second-grade elementary school students who are potentially dyslexic; and (2) examine the classroom treatments or support provided for those students. A qualitative case study approach was employed, with data collected through semi-structured interviews and classroom observations at three public elementary schools in Singaraja, Bali. This method facilitated a comprehensive exploration of teachers knowledge of dyslexia and the treatments they provide to support students who are potentially dyslexic. The participants were classroom teachers responsible for teaching English to second-grade students. The study focused on teachers knowledge and the treatments offered to students showing signs of potential dyslexia. Among the three teachers interviewed, varying levels of understanding regarding dyslexia were evident. Only one teacher was able to relate certain student difficulties specifically in reading, writing, and spelling to dyslexia. In contrast, the other two teachers observed similar challenges but did not associate them with dyslexia. Furthermore, none of the participants demonstrated awareness of the broader range of dyslexia-related characteristics, such as difficulties in phonological processing, memory, or visual perception. As a result, the treatments provided were general in nature such as extended time, verbal encouragement, and individualized support but lacked specialized approaches, including multisensory techniques or assistive technologies. These findings suggest the need for targeted teacher training and inclusive practices to support potentially dyslexic students more effectively.
Perspectives of Educated and Less-Educated Parents on EFL Teaching for Potentially Dyslexic Second-Grade Elementary Students Dewi, Komang Rista Liani; Artini, Luh Putu; Ana, I Ketut Trika Adi
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.835

Abstract

This study investigates how parents with different educational backgrounds support second-grade elementary students who are potentially struggling with dyslexia in learning English as a Foreign Language (EFL). The research explores their awareness of dyslexia and the strategies they employ to assist their children's language learning. Employing a qualitative case study design, data were gathered through classroom observations and semi-structured interviews with four parents at a school in central Singaraja. The findings indicate that educated parents tend to demonstrate greater involvement, including the use of digital tools, the establishment of structured study routines, and consistent communication with teachers. In contrast, less-educated parents commonly depend on repetition-based methods and hold the belief that their children’s challenges will pass over time.These contrasts highlight the importance of parental education in shaping support strategies and the need for stronger school-parent partnerships. The study also advocates for accessible resources and training to equip parents better to support their children’s literacy development, especially in EFL contexts.
Utilizing Generative AI to Enhance EFL Learners’ Learning Motivation: A Case Study Indrayani, Luh; Utami, IGA Lokita Purnamika; Ana, I Ketut Trika Adi
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 1 (2025): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i1.1835

Abstract

Artificial intelligence (AI) has become a topic that increasingly received close review in recent years, and its impact is becoming more obvious in a variety of disciplines, including education. This study examines the integration of generative AI in Business English Class to enhance EFL learners’ motivation. A sequential explanatory mixed-methods research design was employed, involving both quantitative and qualitative data collection methods. The quantitative data were analyzed by using descriptive statistics and paired t-test. Meanwhile, the qualitative data were analyzed by using thematic analysis. Twenty-three Indonesian students who were enrolled in Business English course were involved in gathering data that were collected through questionnaires and interviews. During the eight-week experimental periods, the students engaged with the generative AI frequently. The findings of descriptive statistical tests revealed that there was a change in student motivation before and after being taught with AI. This difference indicates an increase in student interest after being taught with AI. Furthermore, the paired t-test findings suggested that the increase was classified as significant. From the interviews, it was found that EFL learners experienced a significant increase in their learning motivation derived from the autonomous and controlled motivation, particularly the contingent self-esteem. The generative AI can also be a valuable tool for enhancing EFL learners’ learning motivation by providing personalized feedback, fostering a sense of autonomy, creating a more interactive and engaging learning environment and resolving psychological barriers. Further research should explore how this technology can be scaled to broader educational settings and examine its long-term impact on learner’s motivation and language acquisition. Hence, it helps educators develop best practices for integrating AI tools effectively into the curriculum.
Integrating Technology into Problem-Based Learning: A Practical Implementation Taranthy, Putu Lydwin Githa; Juniarta, Putu Adi Krisna; Ana, I Ketut Trika Adi
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1943

Abstract

In alignment with the Kurikulum Merdeka, Problem-Based Learning (PBL) has been widely promoted as a strategy to enhance critical thinking, collaboration, and problem-solving skills. The integration of technology into PBL further strengthens its potential by providing multimodal resources and interactive opportunities for learners. However, limited research has examined students’ readiness to participate in technology-enhanced PBL within Indonesian EFL classrooms, creating a gap in understanding the feasibility of its implementation. This study aims to investigate how technology integration is applied in PBL and to evaluate students’ readiness to engage in this approach. An exploratory sequential mixed-methods design was employed. Participants included one English teacher and ninety-seven tenth-grade students from three classes. Instruments consisted of observation sheets, field notes, and a readiness questionnaire adapted from Dalton and Gottlieb’s framework. Data collection began with classroom observations to identify teacher practices, followed by the administration of the questionnaire to measure student readiness. Qualitative data were analyzed using Miles and Huberman’s model, while quantitative data were analyzed descriptively. The findings revealed that the teacher successfully integrated videos and PowerPoint slides across PBL stages, supporting contextual understanding and engagement. Nevertheless, students demonstrated only moderate readiness across effort, willingness, and technological capacity.
Balancing Fluency and Accuracy: A Comparative Analysis of Error Tolerance in English for Food and Beverage Service from Recruiters’ and Instructors’ Perspectives Yuliasri, Issy; Wedhanti, Nyoman Karina; Ana, I Ketut Trika Adi
Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i3.96364

Abstract

English communication in multilingual and multicultural environments, such as cruise ship hospitality, often presents challenges due to differences in english proficiency, first language influences, and cultural factors among the speakers involved. This study aims to compare the perspectives of two cruise ship hospitality industry stakeholders: english instructors at a job training institution and cruise ship staff recruiters, to investigate the types of speech errors tolerated in a professional environment. This study was qualitative. The subjects were three english instructors and three recruiters. Data was collected through interviews and documentation. The collected data were analyzed using thematic analysis. The study found significant differences in perspective between the two groups. On the one hand, recruiters focused on real world performance, they were more tolerant of errors as long as the message remained clear, confident, and communicative. On the other hand, english instructors emphasized grammatical accuracy, appropriate vocabulary, and correct structure, considering errors as indicators of insufficient english language competence. Thus, recruiters and English instructors have different views on errors in english communication in a professional environment.
THE POWER OF STORY-BASED LEARNING IN ENGLISH LITERACY DEVELOPMENT: THE INTERPLAY OF TEACHER-STUDENT READINESS AND PARENT INVOLVEMENT Ratminingsih, Ni Made; Santosa, Made Hery; Ana, I Ketut Trika Adi; Agustina, Noni
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i2.9542

Abstract

While literacy serves as the foundation of language proficiency and a key predictor of academic success, its development depends on teacher and student readiness, parent involvement, and effective use of media such as stories. Previous studies show that story-based learning enhances comprehension and supports early reading, especially when sustained collaboration between teachers and parents is present. Due to the growing emphasis on early literacy and the integration of stories in language education, this study investigates the underexplored factors of teacher readiness, student readiness, and parent involvement in ensuring effective literacy development for young learners. The researchers employed a descriptive-quantitative research design using a survey. This study involved seven teachers, 202 students, and 124 parents as participants. Three questionnaires were used as the primary instruments to collect data. The data were analyzed descriptively using statistical descriptive analysis. The findings revealed that teacher readiness was very high, whereas students’ readiness and parents’ involvement were high for enhancing learner’s literacy development through story-based learning. Thus, it is concluded that the teachers have satisfying readiness, while the learners and parents hold high readiness and involvement that support literacy success. These results imply that all parties should work collaboratively to build young learners’ literacy skills, which are vital for academic accomplishment.
Co-Authors Agustina, Noni Alexandra, Natasha Filya Dewi, Komang Rista Liani I Gede Budasi I.G.A. Lokita Purnamika Utami Issy Yuliasri Kadek Yogi Parta Lesmana Ketut Susiani Luh Putu Artini M.Pd. S.Pd. Luh Indrayani . Made Hery Santosa Made Sri Indriani Ni Made Ratminingsih Nyoman Karina Wedhanti Prof. Dr. Ni Nyoman Padmadewi,MA . Putu Adi Krisna Juniarta Putu Kerti Nitiasih Septiani, Komang Sukadana, I Made Sukma Adisetiawan Taranthy, Putu Lydwin Githa Yanti, Ni Ketut Ayu Mira