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All Journal Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal Pendidikan Bahasa Inggris Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Linguistic, English Education and Art (LEEA) Journal Jurnal Bahasa Lingua Scientia Esteem Journal of English Study Programme Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Language and Literature JISAE (Journal of Indonesian Student Assesment and Evaluation) JET (Journal of English Teaching) Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran Jurnal Ilmiah Spectral The Art of Teaching English as a Foreign Language (TATEFL) Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia Linguistic, English Education and Art (LEEA) Journal Takuana: Jurnal Pendidikan, Sains, dan Humaniora International Journal of Community Engagement Payungi Jurnal Multidisiplin Sahombu Al-Zayn: Jurnal Ilmu Sosial & Hukum Journey: Journal of English Language and Pedagogy GLENS: Global English Insights Journal
Ni Luh Putu Eka Sulistia Dewi
Universitas Pendidikan Ganesha
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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CHALLENGES ENCOUNTERED BY AN ACTIVE BILINGUAL CHILD IN PRODUCTIVE SKILLS Putu Devi Mas Wulandari; Ni Putu Era Marsakawati; Ni Luh Putu Eka Sulistia Dewi; Made Hery Santosa
Journey: Journal of English Language and Pedagogy Vol. 5 No. 2 (2022): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v5i2.563

Abstract

The aim of this study was to describe the abilities and difficulties of bilingual children in speaking and writing in English and Bahasa Indonesia. A case study was used to design this research. The subject of this research was an 11-year-old, who communicated in both Bahasa Indonesia and English. Through observation, interview, videotaping of the child speaking English and Bahasa Indonesia, and document analysis, data were gathered. The result showed that the subject was an active bilingual child because he actively spoke Bahasa Indonesia as his mother tongue and English as his second language. In English speaking, he had constraints in pronouncing /wɑː.zənt/, /bɑːt/. In speaking Bahasa Indonesia, he missed spelling some words, such as Hari, Dermaga, Bermain. In, writing English, he had difficult in writing words. He dominantly had challenge in writing the Indonesian Language, especially in developing content, vocabulary used, and in grammar used.
ANALYSIS OF THE LANGUAGE USED BY INTER-CASTE MARRIAGE (NYEROD) OF BALINESE WOMEN IN COMMUNICATING WITH THEIR FAMILY Dewa Ayu Made Juli Astari; Ni Nyoman Padmadewi; Ni Luh Putu Eka Sulistia Dewi
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.588

Abstract

This study aims to analyze the language used by Balinese women who have inter-caste marriages (Nyerod) in their communication with their families. A phenomenological technique was applied in this study. Serokadan Susut Bangli is the location of the research. The data was gathered in two ways: through observation and interviews. During observation and interviews, the researcher took notes. The objects of study were (1) the language used by men's families to communicate with Balinese women; and (2) the language used by Balinese women to communicate with their families before and after marriage. Three Balinese women were the subjects. The data was examined following the procedure described by Miles and Huberman, which included reducing the data, interpreting the data, and drawing a conclusion. The result showed differences in the language used, where the men's families use low-level Balinese or Basa Bali Biasa to communicate with Balinese women of inter-caste marriages (Nyerod). The language used by Balinese women to communicate with their families before marriage was Basa Bali Madia, and after marriage, they used the polite Balinese language or Basa Bali Alus.
The IMPLEMENTATION OF ASSESSMENT IN TEACHING ENGLISH IN MERDEKA CURRICULUM Dewa Ayu Made Juli Astari; Ni Nyoman Padmadewi; Ni Luh Putu Eka Sulistia Dewi
Journey: Journal of English Language and Pedagogy Vol. 6 No. 2 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i2.682

Abstract

This study aimed to examine the implementation of assessment in teaching English within the Merdeka curriculum at SMK N 3 Sukawati. This study investigated the implementation of formative assessment in teaching English in the Merdeka curriculum. This research employed a case study. The subjects of this study were two tenth-grade English teachers selected using a purposive sampling technique and also tenth-grade students. The data were collected and analysed using qualitative methods. Observation, document analysis, and interviews were employed to gather the data. This study used the theory from Miles and Huberman (1994). The study revealed that teachers had quite optimally implemented formative. Teachers used performance through presentations and role-play for formative assessment. In addition, lacks were also found when the teachers carried out the assessment, namely, the teacher did not use the assessment rubric and did not provide feedback on student assessment results
INVESTIGATION OF THE EFFECT OF TBLT-BASED DIGITAL STORYBOOK ON STUDENTS’ ENGLISH LEARNING IN SMP N 2 SINGARAJA I Dewa Made Prema Nareswara; Ni Luh Putu Eka Sulistia Dewi; Anak Agung Gede Yudha Paramartha
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.6031

Abstract

The aim of this research was to investigate the considerable effects of utilizing a TBLT-based digital storybook on students’ English proficiency and four essential language skills. This study utilized a quasi-experimental design with a post-test control group. The population comprised 264 seventh-grade students from SMP N 2 Singaraja, with a sample of 63 students chosen through cluster random sampling from two classes deemed to be comparable. Data collection was conducted using three validated instruments: a lesson plan, a post-test, and an assessment rubric, all of which were confirmed for reliability by two experts. The study took place over five sessions, four of which were allocated to the treatment phase and one to post-testing. Following the post-test, data were analyzed using SPSS version 27. Both descriptive and inferential statistical analyses indicated significant differences in English proficiency and language skills between the Experimental and Control groups (Sig 0. 14), with the exception of reading, which exhibited a moderate effect.
The Implementation Of Assessment In An Inclusive English Classroom Siti Aisaturrohmi Mukassyafah; Ni Luh Putu Eka Sulistia Dewi; A.A. Gede Yudha Paramartha
Al-Zayn: Jurnal Ilmu Sosial, Hukum & Politik Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/alz.v4i3.6292

Abstract

This study aims to explore the implementation of assessment in inclusive classrooms for English language learning at SDN 1 Munduk. This study uses a descriptive qualitative research method with data collection techniques through observation, interviews, and documentation. The research subjects consisted of one fourth-grade English teacher and one student with learning difficulties studying in a regular inclusive classroom. The results showed that the teacher had implemented diagnostic, formative, and summative assessments with several forms of adjustments according to the students' needs. In diagnostic assessments, the teacher tended to use the same assessment for all students to determine their initial abilities and learning needs. In formative assessment, the teacher differentiated assessments by simplifying tasks, providing clearer instructions, allowing extra time, and offering assistance during the assessment process. Additionally, the teacher planned adjustments for summative assessments while maintaining the same competency standards. These adjustments included reducing the number of questions, offering oral response options, simplifying the language of the questions, and providing support throughout the assessment. This study also identified several challenges in implementing assessments in inclusive classrooms, such as differences in student abilities within a single class, time constraints, a lack of training related to inclusive assessment, and the absence of a specific reporting system for students with learning difficulties. The study concluded that implementing assessments in inclusive classrooms requires flexibility, adjustments, and appropriate support so that all students can demonstrate their learning abilities optimally.
Teachers’ Challenges and Strategies in Assessing English Learning in Inclusive Montessori Classrooms: A Case Study I Gusti Agung Gede Djagat Laksana; Ni Luh Putu Eka Sulistia Dewi; A.A. Gede Yudha Paramartha
Al-Zayn: Jurnal Ilmu Sosial, Hukum & Politik Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/alz.v4i3.6896

Abstract

Penelitian ini bertujuan untuk mengkaji tantangan dan strategi yang dihadapi guru saat melakukan penilaian pembelajaran bahasa Inggris di kelas inklusif berbasis Montessori. Penelitian ini menggunakan pendekatan kualitatif interpretatif dengan desain studi kasus yang dilaksanakan di Sekolah Dasar Montessori di Bali. Peserta penelitian terdiri dari dua guru yang memiliki pengalaman langsung mengajar di kelas inklusif. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis menggunakan analisis tematik. Hasil penelitian mengungkap tiga tema utama. Pertama, guru menghadapi tantangan profesional dan operasional, termasuk keterbatasan pelatihan formal dalam pendidikan inklusif, kesulitan dalam mengelola kebutuhan siswa yang beragam, serta kendala manajemen waktu. Kedua, penerapan sistem penilaian naratif menekankan evaluasi berbasis pengamatan tanpa menggunakan nilai numerik, dengan fokus pada proses belajar setiap siswa. Ketiga, guru menerapkan strategi adaptif, seperti pengajaran bilingual, menyesuaikan tingkat pembelajaran, dan memberikan stimulasi melalui pengulangan serta kegiatan praktis untuk mendukung perkembangan bahasa siswa. Penelitian ini menekankan pentingnya praktik penilaian yang fleksibel dan berpusat pada siswa di kelas inklusif. Temuan ini juga memberikan implikasi praktik bagi guru dalam merancang pendekatan penilaian yang lebih adaptif dan inklusif untuk mengakomodasi kebutuhan siswa yang beragam.
Attitudes of English Language Education Students at Ganesha University of Education toward British and American Accents I Made Denny Andy Putra; Ni Luh Putu Eka Sulistia Dewi; I Ketut Trika Adi Ana
Jurnal Multidisiplin Sahombu Vol. 6 No. 03 (2026): Jurnal Multidisiplin Sahombu, 2026
Publisher : Sean Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to determine students' attitudes towards British and American accents and the factors that influence students' attitudes towards British and American accent. This study was conducted using explanatory sequential mixed method. Data collection was carried out by administering questionnaires and semi-structured interviews. Data analysis is divided into two, namely data analysis methods using descriptive statistics and data analysis techniques using typology analysis. This study found most students preffered American accent. The questionnaire results revealed that Undiksha English Language Education students preferred the American accent over the British accent because it was easier to understand and facilitated smoother communication. Several respondents preferred the British accent because it was unique, had shorter pronunciations, and sounded more elegant and formal. Interviews revealed nine factors influencing students' attitudes toward the British and American accents.
Exploring Teachers’ Perception and Assessment Practices in Differentiated English Instruction Putu Diah Marcelina Putri; Ni Luh Putu Eka Sulistia Dewi; A .A. Gede Yudha Paramartha
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 2 (2025): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i2.1064

Abstract

This study investigated English teachers’ perceptions of assessment in differentiated instruction (DI) and the challenges encountered in its implementation at SMP Negeri 1 Singaraja. Employing a qualitative case study approach, data were collected through questionnaires and semi-structured interviews with four English teachers. The findings reveal that teachers perceive assessment within DI as a vital tool for identifying students’ readiness, supporting instructional differentiation, enhancing motivation, and aligning learning activities with clear objectives. Teachers also emphasize the importance of using varied assessment methods to accommodate diverse learning styles and profiles. However, several challenges emerged, including large class sizes, time constraints, creativity demanded, student disengagement, and difficulties in maintaining fairness. These findings highlighted the gap between theoretical ideals and practical realities, underscoring the need for targeted professional development and systemic support. The study contributes to the growing body of research on differentiated instruction in the Indonesia educational context and offers insights into how assessment can be better integrated to support inclusive and equitable learning.
English Teachers’ Assessment Practices in Inclusive Elementary School Classrooms I Gede Angga Pebriawan; Ni Luh Putu Eka Sulistia Dewi; A.A Gede Yudha Paramartha
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 2 (2026): Takuana (July-September)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i2.633

Abstract

English language learning in inclusive elementary school classrooms involves students with diverse abilities and learning needs, requiring assessment practices that accommodate their characteristics. However, teachers still face various challenges in implementing assessments that address the needs of all students, while studies specifically examining assessment practices in inclusive elementary school English classrooms remain limited. This study aimed to analyze the implementation of assessment and the challenges faced by teachers in inclusive English language learning. This study employed a qualitative approach with a single case study design. The participants consisted of one English teacher and 28 second-grade elementary school students. Data were collected through document analysis, classroom observation, and interviews, and were analyzed using data reduction, data display, and conclusion drawing. The findings revealed that assessment was implemented through diagnostic, formative, and summative assessments, with adaptations provided for students with special needs. Teachers faced challenges related to the diversity of students’ abilities, limited instructional time, and the absence of structured differentiated assessment guidelines. This study concludes that assessment in inclusive classrooms is implemented adaptively to accommodate diverse learning needs. These findings imply the need to develop systematic differentiated assessment guidelines and to enhance support and professional training for teachers.
Exploring Differences in Teaching Methods and Classroom Management Between Novice and Experienced Teachers Marta Afrida Sampurna; Luh Putu Artini; Ni Luh Putu Eka Sulistia Dewi
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.988

Abstract

The objective was to examine and contrast the teaching practices of novice and experienced teachers, focusing on affective strategies, classroom structure, feedback, content enrichment, and cooperative learning. A qualitative observational method was employed to analyze classroom behaviors, assessment techniques, and student interactions. Data were gathered from multiple sessions conducted by teachers at different career stages, allowing for in-depth comparison. Findings revealed that novice teachers prioritize creating supportive, emotionally engaging, and interactive environments, while experienced teachers tend to adopt more structured, discipline-focused, and academically rigorous methods. Feedback strategies also differed, with novices using collaborative assessments and experienced teachers favoring teacher-led correction. Differences were influenced by factors such as teaching experience, pedagogical confidence, professional development, and institutional expectations. In conclusion, the study underscores the evolving nature of teaching practices, highlighting the need for targeted professional development and mentorship programs to support novice teachers in transitioning toward experienced, effective instructional methods.
Co-Authors -, Ni Putu Lia Agustini ., Kadek Anggun Pradnya Sari ., Kadek Anggun Pradnya Sari ., Luh Gede Eka Wahyuni, S.Pd., M.Pd. ., Putu Wiraningsih A .A. Gede Yudha Paramartha A.A. Gede Yudha Paramartha A.A. Gede Yudha Paramartha Adiguna, I Wayan Bayu Anak Agung Gede Yudha Paramartha Anak Agung Gede Yudha Paramartha Arnaya, Ida Bagus Putu Adhitya Artini, Luh Putu Putu Astitiani, Made Audina, Ira Putri Ayuni, Ni Luh Chandra Barus, Lanina Mayrani br Batan, I Gede - Dewa Ayu Eka Agustini Dewa Ayu Made Juli Astari Dewa Ayu Made Juli Astari Dewa Ayu Made Juli Astari Dewa Putu Ramendra Dewi, Gusti Putu Rustika Dewi, Ni Luh Putu Meka Ella Wulandari Era Marsakawati, Ni Putu Fadhlan Saini G.A.P. Suprianti Hasri, Putu Perwita I Dewa Made Prema Nareswara I Gede - Batan I Gede Angga Pebriawan I Gusti Agung Gede Djagat Laksana I Ketut Trika Adi Ana I Made Denny Andy Putra I Nyoman Pradnyana Bayu Trisna I.G.A. Lokita Purnamika Utami IDA AYU MADE ISTRI UTAMI . Ida Ayu Putu Anugrah Widiantari Iga Lokita Purnamika Juniarti, Ni Wayan Kadek Fradita Febyone Kadek Nina Harnin Ketut Merina Wati Ketut Novita Sari Kristyaningdih, Ni Komang Laksmi, I Gusti Ayu Rai Laksmi, Ni Made Sintya Lestari, Ni Made Pebriyanti Luh Gede Eka Wahyuni Luh Putu Artini Made Andini Putri Adelia Made Hery Santosa Mahendra, Kadek Agus Toni Mahendra, Made Surya Marhaeni, A. A. Istri Ngurah Marta Afrida Sampurna Nazira, Arni Ni Komang Arie Suwastini Ni Luh Chandra Ayuni Ni Luh Putu Sri Adnyani Ni Made Kristin Natalia Ni Made Ratminingsih Ni Made Wita Anggarawati Ni Nyoman Padmadewi Ni Nyoman Padmadewi Ni Putu Astiti Pratiwi Ni Putu Era Marsakawati Ni Putu Liana Santy Ni Wayan Juniari Noviyanti, Ni Komang Diah Nur Ikhsan Amal Paramartha, .A. Gede Yudha Paramartha, A. A. Gede Yudha Pradnyadewi, Diah Ayu Manik Pradnyana, I Ketut Putra Prawisanthi, Tasya Astri Prof. Dr. Ni Nyoman Padmadewi,MA . Putri Balqis, Putri Putri Nida Dewi, Ni Komang Putri, Ni Wayan Astri Monika Putu Adi Krisna Juniarta Putu Devi Mas Wulandari Putu Devi Mas Wulandari Putu Diah Marcelina Putri Putu Enik Kristiani Putu Kerti Nitiasih Putu Veni Aryanti Sanjaya, I Gede Heri Santy, Ni Putu Liana Sari, Komang Bela Pradnya Sihotang, Rosanti Br Siti Aisaturrohmi Mukassyafah Trisna, I Nyoman Pradnyana Bayu Utami, Luh Putu Restu Adi Verlinsti Vania Tamala Wijaya, I Nyoman Arga Yudha Paramartha, A.A Gede