Article Per Year (5 Year)
p-Index From 2021 - 2026
2.743
P-Index
This Author published in this journals
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 Lexeme : Journal of Linguistics and Applied Linguistics Journal of English Language and Education JEdu: Journal of English Education Journal of Educational Study CITIZEN: Jurnal Ilmiah Mulitidisiplin Indonesia Indonesian Journal of Instruction IJLHE: International Journal of Language, Humanities, and Education
I Ketut Trika Adi Ana
English Education Department, STKIP AH Singaraja
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

Published : 20 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 20 Documents
Search

 1   2 
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.
An Analysis of Translanguaging Practices in Sunny Dahye TikTok Video Yanti, Ni Ketut Ayu Mira; Santosa, Made Hery; 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: 10.52217/5154p239

Abstract

Translanguaging is a sociolinguistic phenomenon that enables bilingual or multilingual speakers to utilize their entire linguistic repertoire to achieve communication goals. With the development of the digital era, this phenomenon has begun to shift to social media platforms such as TikTok. This study aims to identify the types of translanguaging used by Sunny Dahye in TikTok content and the frequency of their occurrence. This study employed an exploratory sequential mixed method design. Data were collected by selecting and watching videos, transcribing them, and identifying the types of translanguaging using an observation sheet. The findings of this study reveal that intra-sentential translanguaging is most frequently used in TikTok content, with the alternation involving longer elements such as phrases or clauses from English and Indonesian in a single sentence structure being the most common form of translanguaging used by the speaker. In addition, translanguaging is used as a communication strategy to express emotions, represent identity as a bilingual individual, and build engagement with the audience. The implications of this study suggest that language learners can utilize platforms such as TikTok to create bilingual content, which trains language skills and builds contextual meaning. Digital media can also be used as an alternative learning space outside of formal classrooms to encourage students to be more critical in improving their language skills and understanding, as well as to understand how language shift occurs, which can reflect cultural dynamics. Furthermore, this study enriches findings on language dynamics in digital spaces by showing that translanguaging is more than just a linguistic phenomeno.
Does Translanguaging Enhance Learning? Examining EFL Students’ Perceptions and Success in Bali Ratminingsih, Ni Made; Padmadewi, Ni Nyoman; Nitiasih, Putu Kerti; Artini, Luh Putu; Ana, I Ketut Trika Adi
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27261

Abstract

The integration of first and second languages in English as a Foreign Language (EFL) classrooms, termed translanguaging, is gaining recognition for its potential to improve comprehension and student engagement. This study investigates students’ perceptions of translanguaging in Bali, a unique multilingual setting, and examines its correlation with their English learning achievement. Bali’s sociolinguistic environment, where students frequently use Balinese, Indonesian, and English, offers an ideal context to explore this phenomenon. This study employed a correlational research design, involving 65 fourth-semester students aged 18 to 22, to assess perceptions of translanguaging through a structured questionnaire and their English achievement through standardized tests. Descriptive statistics showed that students held positive perceptions of translanguaging, finding it beneficial for understanding course content and encouraging participation. However, Pearson correlation analysis revealed a minimal, non-significant correlation between students’ positive perceptions and their English learning achievement (r = 0.039, sig. = 0.758). While translanguaging created a supportive and engaging learning environment, its direct influence on academic achievement was limited. These findings suggest that although translanguaging may foster an inclusive and interactive classroom setting, it does not significantly impact measurable language achievement. This study contributes valuable insights into the role of multilingual practices in EFL education and encourages further research on their complex effects on learning outcomes.
Teaching English in an Inclusive Setting: An Investigation of Facilitating and Hindering Factors at Primary School Tobing, Rumenti Br Lumban; Santosa, Made Hery; Ana, I Ketut Trika Adi
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.v6i1.1109

Abstract

Inclusive education seeks to ensure equal learning opportunities for all students, including those with special needs, yet teaching English in inclusive classrooms presents specific pedagogical challenges. This study investigates the supporting and inhibiting factors in English teaching at SD N 2 Bengkala, North Bali, a school that integrates students with hearing impairments into regular classrooms. Employing a qualitative case study design, data were collected through classroom observations and in-depth interviews with the English teacher. The findings indicate that effective English instruction in this inclusive setting is supported by teacher adaptability, the use of visual media and concrete learning materials, assistance from special needs support teachers, peer support from regular students, and a positive classroom climate. However, several challenges persist, including communication barriers with deaf students, differences in learning abilities, emotional fluctuations, and environmental distractions. More complex English skills, such as listening, speaking, and writing, were found to be more difficult to teach than vocabulary. Overall, the study underscores the importance of adaptive teaching strategies and collaborative support in addressing learner diversity, while also highlighting ongoing challenges that require continuous adjustment to achieve inclusive English learning.
Interactive Videos for Facilitating Reading Activity in an Inclusive Class Narayana, Komang Ksatria; Utami, I G A Lokita Purnamika; Ana, I Ketut Trika Adi
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.v6i1.1120

Abstract

Despite growing attention to inclusive education, there is still limited empirical research on the development and validation of interactive multimodal English learning videos that integrate sign language and visual supports for deaf-mute and regular students within the Merdeka Curriculum at the elementary level. This study aims to develop interactive videos as multimodal learning materials for teaching English to fourth-grade students in an inclusive classroom. Using the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), the research enhances reading interest and comprehension among deaf-mute and regular students through sign language integration, visual aids, and interactive exercises. Needs analysis revealed that inclusive students require visually engaging, adaptive materials. The videos align with the Merdeka Curriculum, featuring clear visuals, structured narration based on Pancasila values, and inclusive learning support. Instruments used include interview guides, researcher journals, development progress sheets, expert judgments, and practicality questionnaires. Expert validation showed high scores: 4.625 (content expert) and 4.75 (media expert), categorized as very good. Practicality tests scored 4.3 (students) and 4.75 (teachers), indicating high effectiveness. Results show that interactive videos improve accessibility, engagement, and reading comprehension for students with special needs. Challenges include limited technology access and the need for teacher training. The study concludes that multimodal learning significantly benefits inclusive education and recommends further research on scalability and long-term impact.
Designing and Developing Audiobooks That Suit the Needs of Tenth-Grade, Second-Semester Visually Impaired Students at SLB N 1 Tabanan Jayani, Ni Wayan Septia; Kusuma, I Putu Indra; Pratiwi, Ni Putu Astiti; Ana, I Ketut Trika Adi
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 8 No. 1 (2026): JANUARY 2026
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v8i1.56000

Abstract

This study addresses the limited availability of structured and accessible English learning materials for students with visual impairments (VIS), particularly in the Indonesian inclusive education context. The study focuses on designing and developing English audiobooks that suit the learning needs of tenth grade second semester visually impaired students at SLB Negeri 1 Tabanan. The objective of the study was to design and develop audiobooks that suit the needs of visually impaired students (VIS) in learning English. Employing a qualitative research design, the study adopted the Successive Approximation Model (SAM), involving iterative stages of project planning, design, prototyping, expert evaluation, and revision. Data were collected through classroom observation, interviews, reflective journaling, and expert judgment. The findings indicate that the developed audiobooks successfully enhanced material clarity, accessibility, and learner engagement, featuring bilingual vocabulary support, clear narration, consistent unit structure, pronunciation modeling, and simplified listening tasks. Expert validation confirmed the suitability of the content for visually impaired learners. In conclusion, the study demonstrates that well-designed audiobooks can function as core instructional media that promote independent learning and inclusive EFL instruction. Thus, teachers can integrate the audiobooks into daily instruction to supplement limited teaching resources, while students can use them for repeated practice beyond the classroom.
The Challenges Perceived in Teaching English with Audiobooks for Tenth-Grade, First-Semester Visually Impaired Students at SLB 1 Tabanan Dewi, Sintha Karmila; Kusuma, I Putu Indra; Pratiwi, Ni Putu Astiti Pratiwi; Ana, I Ketut Trika Adi
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 8 No. 1 (2026): JANUARY 2026
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v8i1.56001

Abstract

The objective of the study was to explore the challenges perceived by English teachers and tenth grades first semester visual impaired students at SLB N 1 Tabanan regarding the potential use of audiobooks for learning English before their introduction. Employing a qualitative research design, the study adopted the Successive Approximation Model (SAM). Data were collected through classroom observation, interviews, and reflective journaling. Qualitative data from field notes and interview transcripts were analyzed using content analysis by Krippendorff (2004). The findings reveal that although audio-based media are commonly used, they are generic, minimally interactive, and inadequately adapted to students’ needs, resulting in reduced engagement, limited speaking confidence, and fluctuating motivation. Both teachers and students expressed positive perceptions of audiobooks, highlighting the need for clear narration, appropriate duration, bilingual explanations, and easy accessibility. Thus, the study confirms that well-designed audiobooks hold strong potential as an inclusive learning medium to enhance listening and speaking skills for visually impaired students and to bridge the gap between inclusive education theory and classroom practice. Teachers, learning designers, and other education stakeholders can use the implications of these findings to improve the efficacy, accessibility, and inclusivity of English language instruction for students with visual impairments.
The Quality of the Audiobook for Teaching English to Eleventh-Grade, Second-Semester Visually Impaired Students at SLB N 1 Tabanan Pujayanthi, Putu; Kusuma, I Putu Indra; Pratiwi, Ni Putu Astiti; Ana, I Ketut Trika Adi
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 8 No. 1 (2026): JANUARY 2026
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v8i1.56648

Abstract

This study aimed to evaluate the quality of an English audiobook developed for eleventh-grade visually impaired students at SLB Negeri 1 Tabanan. The study addressed the need for accessible and pedagogically sound English learning media that align with the auditory learning characteristics of visually impaired students. A mixed-methods approach was employed, combining qualitative and quantitative data. Data were collected through observation, interviews, document study, and expert judgment. The audiobook was evaluated by two experts in English Language Education using a Material Quality Assessment Sheet adapted from Tomlinson’s framework for good language learning materials. Quantitative data were analyzed using descriptive statistics to determine the overall quality of the audiobook, while qualitative data supported the interpretation of the evaluation results. The findings revealed that all evaluated aspects of the audiobook met acceptable quality standards, with most criteria categorized as Good and several aspects achieving an Excellent level. The results indicate that the audiobook is pedagogically appropriate, accessible, and suitable as an English learning medium for visually impaired students. Thus, the study confirms that audiobooks developed through a theory-based and expert-informed approach can effectively support inclusive English language learning. Furthermore, the findings support the integration of audiobooks as an alternative or complementary medium in special education settings, offering practical implications for teachers, material developers, and researchers seeking to improve English learning accessibility and quality for visually impaired students.
Learning Challenges and Perceptions Toward Audiobook-Based English Learning at SLB Negeri 1 Tabanan Ariastini, Ida Ayu Ketut; Kusuma, I Putu Indra; Pratiwi, Ni Putu Astiti; 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: 10.52217/3j06cm33

Abstract

English learning for visually impaired students still faces various challenges, particularly due to the limited availability of learning media suited to their needs. This study aims to analyze the challenges and perceptions of teachers and visually impaired students toward the use of audiobooks in English learning at SLB Negeri 1 Tabanan. This research was designed as a qualitative study, with data collected through interviews. Then, Miles and Huberman’s theory is used in analysing data where data analysis consists of four parts: data collection, data reduction, data presentation, and conclusion drawing/verification. Researchers used interviews to collect data with one English teacher and four visually impaired students to obtain deeper insights into their learning challenges, experiences with existing media, and expectations of audiobook-based English learning. The study results are. First, teachers faced limitations in accessing and developing learning media, so they relied mainly on braille, WhatsApp voice notes, and the Merdeka Mengajar modules. Second, students experienced difficulties in using braille, felt bored with monotonous media, and required more varied and engaging audio-based resources. Third, both teachers and students expressed positive perceptions of audiobooks, considering them practical, flexible, and capable of enhancing learning motivation. They expected audiobooks with short duration, clear and expressive narration, bilingual content, and replayable features. The findings reinforce the importance of adopting inclusive, flexible, and learner-centered approaches in special education settings, particularly through the use of audiobooks.
Developing An Audiobook To Teaching English To Twelfth Grade First Semester Visual Impairment Students At SLB N 1 Tabanan: Pengembangan Buku Audio Untuk Mengajar Bahasa Inggris Kepada Siswa Tunanetra Kelas XII Semester Pertama di SLB N 1 Tabanan Cahyadi, Putu Sebastian; Kusuma, I Putu Indra; Pratiwi, Ni Putu Astiti; Ana, I Ketut Trika Adi
Citizen : Jurnal Ilmiah Multidisiplin Indonesia Vol. 6 No. 1 (2026): CITIZEN: Jurnal Ilmiah Multidisiplin Indonesia
Publisher : DAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53866/jimi.v6i1.1172

Abstract

This study was conducted to develop audiobooks specifically designed for Visual impairment students 12th grade students to assist in the English learning process. The research sample consisted of Visual impairment students in 12th grade at SLB N 1 Tabanan. This research used a design and development research method that focused on developing English audiobooks for Visual impairment students in 12th grade. The development model used in this research was the Successive Approximation Model/SAM by Allen and Sites (2012). Data collection was conducted through observation, interviews, document analysis, research journals, and expert assessment. The data was then analyzed qualitatively through content analysis and quantitative descriptive analysis. From this analysis, it was found that the audiobook developed met the learning needs of visually impaired students. The audiobook developed was categorized as “very good” in terms of language, design, and content, indicating that the audiobook developed could be appropriate learning material for visually impaired students.
Co-Authors Agustina, Noni Alexandra, Natasha Filya Ariastini, Ida Ayu Ketut Cahyadi, Putu Sebastian Dewi, Komang Rista Liani Dewi, Sintha Karmila I Putu Indra Kusuma I.G.A. Lokita Purnamika Utami Issy Yuliasri Jayani, Ni Wayan Septia Kadek Yogi Parta Lesmana Ketut Susiani Luh Putu Artini Made Hery Santosa Narayana, Komang Ksatria Ni Made Ratminingsih Ni Putu Astiti Pratiwi Nyoman Karina Wedhanti Pratiwi, Ni Putu Astiti Pratiwi Prof. Dr. Ni Nyoman Padmadewi,MA . Pujayanthi, Putu Putu Adi Krisna Juniarta Putu Kerti Nitiasih Septiani, Komang Sukadana, I Made Sukma Adisetiawan Taranthy, Putu Lydwin Githa Tobing, Rumenti Br Lumban Yanti, Ni Ketut Ayu Mira