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All Journal Jurnal Pendidikan dan Pengajaran Lingua Scientia Journal Jurnal IKA Jurnal Pendidikan Bahasa Inggris ELT Worldwide: Journal of English Language Teaching Language Circle : Journal of Language and Literature Jurnal Inovasi Teknologi Pendidikan LLT Journal: A Journal on Language and Language Teaching Jurnal Ilmiah POTENSIA International Journal of Language and Literature International Journal of Elementary Education Jurnal Ilmiah Pendidikan Profesi Guru Journal of English Education, Linguistic and Literature Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Jurnal Review Pendidikan dan Pengajaran (JRPP) ACITYA Journal of Teaching & Education Journal of English Education and Teaching (JEET) PROJECT (Professional Journal of English Education) BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Jurnal Pedagogi dan Pembelajaran ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Lingua Susastra The Art of Teaching English as a Foreign Language (TATEFL) Journal for Lesson and Learning Studies STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia TEACHER : Jurnal Inovasi Karya Ilmiah Guru Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Soshum: Jurnal Sosial dan Humaniora Abdi Cendekia: Jurnal Pengabdian Masyarakat JELL (Journal of English Language Learning Dharma Jnana Yavana Bhasha: Journal of English Language Education Innovative: Journal Of Social Science Research IJLHE: International Journal of Language, Humanities, and Education Al-Zayn: Jurnal Ilmu Sosial & Hukum SEAQIL Journal of Language Education MEDIA EDUKASI: JURNAL ILMU PENDIDIKAN Studies in English Language and Education Jurnal Inovasi dan Teknologi Pembelajaran
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Journal : journal of educational study

Investigating Teaching English for Deaf Students at SLB Negeri 1 Karangasem: Procedures and Challenges Duniangella, Ni Komang Rutjayanthi Mayami; Santosa, Made Hery; Budiarta, Luh Gd Rahayu
Journal of Educational Study Vol. 4 No. 2 (2024): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

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

Abstract

This study examines the procedures and challenges of teaching English to deaf students at SLB Negeri 1 Karangasem during the 2024/2025 academic year. Using a qualitative approach, it incorporates classroom observations and in-depth interviews with English teachers to analyze teaching methods, communication strategies, and lesson structuring. The findings reveal that teachers follow a structured nine-step procedure, including lesson preparation, clear visibility, structured speech, repetition, communication aids, visual reinforcement, written support, expressive communication, and comprehension checks. These strategies align with previous research emphasizing multimodal approaches in deaf education. Despite these structured methods, teachers face challenges such as limited student vocabulary, pronunciation difficulties, and low motivation due to the complexity of English. They combine sign language, visual media, interactive digital tools, and personalized learning techniques to address these issues and enhance engagement. The study underscores the importance of structured and adaptive teaching strategies in supporting deaf students' language learning. Additionally, it highlights the need for ongoing professional training for teachers in special education, equipping them with effective methodologies to improve instruction. These findings contribute to the broader field of special education, particularly in advancing English language teaching for students with hearing impairments.
The Power of Screens: Innovations in Teaching English to Young Learners through Educational Videos Budiarta, Luh Gd Rahayu
Journal of Educational Study Vol. 4 No. 2 (2024): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v4i2.1089

Abstract

Educational videos have transformed language learning by enchanting young learners and changing traditional teaching methods. This study aimed to develop innovative educational videos aligned with the English syllabus for young learners while assessing their impact on language acquisition. Using the ADDIE (Analysis, Development, Design, Implementation, and Evaluation) model, instructional designers created and continually improved English language teaching videos to provide engaging and effective language learning experiences. Data collection instruments included interview guides, document analysis, blueprints, rubrics, and questionnaires. The study produced prototype videos using a discovery-based learning approach, covering topic self-introduction, daily routines, and telling the time. Feedback was gathered from participants using rubrics and questionnaires to evaluate the videos. Analysis revealed that the videos were exceptional teaching and learning resources for fifth-grade elementary school students (30 students). They fostered active engagement, authentic language use, and comprehension development, aligning with the objectives of English language education. This study highlights the transformative potential of educational videos in English language teaching for young learners. By employing the ADDIE model and integrating innovative approaches, educators can create captivating and effective instructional videos that meet the needs of young language learners. The findings underscore the value of incorporating such videos in English language classrooms, enhancing language proficiency and facilitating meaningful language acquisition.
Inclusive Pedagogy in Practice: Teaching English to Deaf and Mute Students in Elementary School Sriadi, Kadek; Utami, I G A Lokita Purnamika; Budiarta, Luh Gd Rahayu
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.v5i2.1106

Abstract

This study explores the instructional procedures, challenges, and coping strategies involved in teaching English to deaf and mute students in an inclusive classroom. Although inclusive education continues to expand, English instruction for learners with hearing impairments remains difficult because of communication barriers and limited access to auditory input. This research uses a descriptive qualitative case study with participants consisting of two deaf and mute sixth-grade students, an English teacher, and a sign language teacher. Data were collected through classroom observations and semi-structured interviews and were analyzed using an interactive qualitative model. The findings show that English instruction followed three stages, namely pre activity, whilst activity, and post activity. Sign language, visual aids, and clear multimodal explanations played an important role in supporting comprehension. Teachers experienced challenges related to communication, differentiation, and classroom management, while students struggled with pronunciation, social interaction, and tasks that relied on sound. The study concludes that effective English instruction for deaf and mute learners requires adaptive, visually oriented, and collaborative teaching practices. These findings contribute to a clearer understanding of how inclusive classrooms can support equitable and meaningful language learning for students with hearing impairments
English Teaching in Inclusive Classrooms for Students with Intellectual Disability Dewa Ayu Gede Rias Wicha Nofitri; I. G. A. Lokita Purnamika Utami; Luh Gd Rahayu Budiarta
Journal of Educational Study Vol. 6 No. 1 (2026): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1149

Abstract

This study investigated the implementation of English teaching in an inclusive classroom consisting of regular students and a student with intellectual disability at SMP PGRI 6 Denpasar. The study aimed to identify the teaching procedures implemented by the teacher, the challenges faced during the teaching and learning process, and the strategies used to overcome those challenges. This study employed a descriptive qualitative case study design. The participant was an English teacher who taught ninth-grade students in an inclusive classroom. Data were collected through classroom observations and interviews. The findings revealed that the English teaching procedures in the inclusive classroom generally followed three stages: pre-activity, whilst-activity, and post-activity. Although the teacher applied the same learning process to all students, additional attention was provided to the student with intellectual disability, particularly during reading, pronunciation practice, and group discussion activities. The study also found several challenges, including students’ difficulty in maintaining focus and limitations in language mastery. To address these challenges, the teacher implemented several strategies, such as group work activities, peer support, individual assistance, and assigning tasks similar to those given to regular students. The study concludes that inclusive English teaching can be implemented effectively when teachers provide equal learning opportunities while still adapting instruction to students’ individual needs.
Co-Authors ., Dewa Ayu Novi Kusumawardani ., Luh Putu Swasti Ayuningtyas Adnyayanti, Ni Luh Putu Era Ahmad Zamzam Ambarini, Putu Citra Anak Agung Putri Maharani Ardianti, Ni Putu Eni Ariani, Pande Made Mela Cristiana, Olga Dambayana, Putu Eka Dasa, Agung Krsna Lila Dewa Ayu Gede Rias Wicha Nofitri Dewa Gede Krishnadana Dewa Komang Tantra Dewi, Kadek Kristin Karina Dhirapriyani, Kadek Dian Yurista Ningsih Dio Aditya Duniangella, Ni Komang Rutjayanthi Mayami Ehsan Namaziandost Erinaryani, Ni Nyoman Febiyanti, Ni Wayan Fitriani, Ni Wayan G.A.P. Suprianti Gede Gunawan Gusti Bagus Putu Rahayuda Septiawan Handrianita Mekuo I Dewa Sri Agung Oktaviyanti Puspita Dewi I Gusti Ayu Dwi Pradnyandari Pinatih I Komang Agus Tirtayasa, I Komang Agus Tirtayasa I Komang Dodi Riantawan I Nyoman Adi Jaya Putra I Nyoman Purnawan I Putu Indra Kusuma I.G.A. Lokita Purnamika Utami IDA AYU MADE ISTRI UTAMI . Kadek Citra Gotra Jaya Kadek Tommy Praditha Kartika, Ni Luh Putu Indah Kenny Tirtayasa, I Komang Komang Dendi Krisna Murti Larasati, Ni Nyoman Diah Krisna Libhi, Komang Sierrafany Surya Luciana, Ni Luh Ratih Luh Diah Surya Adnyani Luh Putu Artini M.Pd. S.Pd. Luh Indrayani . Made Gitananda Pramudya Candra Wardhani Made Hery Santosa Mahadewi, Ni Made Nadindya Mahendra, I Gusti Agung Bayu Ming-Chou Liu Ni G.A Made Ari Dharma Pattni Ni Ketut Paula Lita Ni Komang Ari Yunita Dewi Ni Luh Eka Ciptarini Wijayanti Ni Luh Kadek, Erna Wijayani Ni Luh Made Juli Candra Ningsih Ni Luh Putu Era Adnyayanti Ni Luh Putu Era Adnyayanti Ni Luh Putu Era Adnyayanti Ni Luh Ratih Luciana Ni Luh Sri Wahyu Purnami Ni Made Desi Puspasari Ni Made Nadindya Mahadewi Ni Nyoman Diah Krisna Larasati NI Putu Ayu Niya Loviyani Ni Putu Deliana Mentari Ni Putu Dwi Yanti Ni Putu Eni Ardianti Ni Putu Utami Riyanthi Ni Wayan Ayu Sri Ardiana Sari Ni Wayan Monik Rismadewi Ni Wayan Surya Mahayanti Nia Ria Putri Ningrum, Ida Ayu Fortuna Nurjannah, Ragil Ayu Marta Nyoman Adi Purnawan P. A., Ni Luh Putu Ning Septyarini Padmadewi . Paramita, Kadek Candra Paramita, Ni Ketut Catur Pirdayanti, Ni Putu Ayu Purnami, Ni Luh Sri Wahyu Purnamika Utami , IGA L. Putri, Ni Kadek Rai Sintia Putu Adi Krisna Juniarta Putu Eka Dambayana Putu Kerti Nitiasih Putu Kerti Nitiasih Sandrotua Bali Saputra, M. Eggy Saputra, Pande Kadek Dika Sari, Komang Bela Pradnya Sintayani, Ni Luh Siregar, Merry Amadea Sriadi, Kadek Sudeni, Luh Metri Sulistya Sukmastiani, Kadek Swasty Utami, Luh Aprilia Waisya, I Gede Komang Waisya Giri Wisnawa Widyastuti, Ni Wayan Suwardewi Witanaya, I Putu Mangku Yani, Ni Kadek Refi Marsita