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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) Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Jurnal Pedagogi dan Pembelajaran The Art of Teaching English as a Foreign Language (TATEFL) Journal for Lesson and Learning Studies Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Soshum: Jurnal Sosial dan Humaniora 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 SEAQIL Journal of Language Education MEDIA EDUKASI: JURNAL ILMU PENDIDIKAN
Luh Gd Rahayu Budiarta
Universitas Pendidikan Ganesha
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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ANALYSIS OF DIFFERENTIATED ASSESSMENT BASED ON THE EMANCIPATED CURRICULUM IN 8TH-GRADE JUNIOR HIGH SCHOOL STUDENTS Made Gitananda Pramudya Candra Wardhani; Budiarta, Luh Gd Rahayu; Utami, Ida Ayu Made Istri
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 1 (2025): Volume 8, Issue 1 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/yb.v8i1.3771

Abstract

The Emancipated Curriculum represents an innovative strategy for teaching and learning in the classroom. Differentiated assessment plays a crucial role in evaluating student performance based on individual learning styles and needs. The research focused on the analysis of differentiated assessment implemented in eighth-grade junior high school at one of the junior high schools in Singaraja. Data collection methods included observation of teaching activities, teacher interviews, and student questionnaires regarding learning methods and student learning styles. The researcher also conducted a questionnaire to the students which consisted of 6 yes/no questions and 12 multiple-choice questions. Results showed varied learning styles among students, with a majority favoring kinesthetic and visual learning styles, whereas students in 8th grade preferred a visual learning style. The results of the study show that differentiated assessment has never been implemented in schools even though the results of student questionnaires show that students have different learning styles. Additionally, the differentiated assessment is essential for supporting diverse student needs in the Emancipated Curriculum. Further research and implementation of differentiated assessments are needed to enhance students' learning outcomes in junior schools.
MODEL PEMBELAJARAN BERBASIS PROYEK: PENGARUHNYA TERHADAP KEMAMPUAN BERBICARA DAN PROSES BELAJAR P. A., Ni Luh Putu Ning Septyarini; Budiarta, Luh Gd Rahayu
MEDIA EDUKASI : JURNAL ILMU PENDIDIKAN Vol. 3 No. 1 (2019): MEDIA EDUKASI : JURNAL ILMU PENDIDIKAN
Publisher : LPPM Universitas Dhyana Pura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36002/jmk.v3i1.735

Abstract

AbstrakTujuan dari penelitian ini adalah untuk mengidetifikasi pengaruh dari model pembelajaran berbasis proyek (Project-Based Learning) terhadap kemampuan berbicara mahasiswa dalam Bahasa Inggris dan apakah melalui implementasi metode pembelajaran ini terdapat pengaruh signifikan pada proses pembelajaran. Studi ini menggunakan desain Mixed Method Research dimana penelitian ini melibatkan 30 mahasiswa semester 1 di STMIK Primakara, Denpasar-Bali. Dalam proses pengumpulan data kualitatif, penulis menggunakan catatan lapangan dan pedoman wawancara. Selanjutnya, penulis menggunakan pre-test dan post-test sebagai sumber data kuantitatif. Proses analisa data kualitatif dilakukan secara deskriptif, sedangkan data kuantitatif dianalisis menggunakan paired-samples t-test. Hasil juga menujukan terciptanya efek yang signifikan terhadap kemampuan mahasiswa dalam berbicara Bahasa Inggris. Selain itu, ditemukan bahwa dengan menggunakan model pembelajaran berbasis proyek dalam proses pembelajaran dapat memberikan efek yang signifikan pada tingkat kepercayaan diri serta antusiasme mahasiswa.Kata Kunci : Project-Based Learning, Kemampuan Berbicara, Proses Belajar.AbstractThe purpose of this study was to identify the effect of project-based instruction on students' speaking abilities in English and whether there was a significant influence on the students’ learning process or not. This study used a Mixed Method Research design where this study involved 30 of second semester students at STMIK Primakara Denpasar Bali. In the process of collecting qualitative data, the author carried out open-ended questionnaires. Next, the author applied a closed-ended questionnaire as a qualitative data source. The qualitative data analysis process was carried out descriptively, while the quantitative data were analyzed using paired samples t-test. The final result also showed that there was a significant effect on student learning attitudes. In addition, it was found that by implementing project-based instruction in the learning process could present a significant effect on students’ confidence and enthusiasm.Keywords : Project-Based Learning, Speaking Skills. Learning Attitude.
The Expected Skills from Learning English: Perspective from Culinary Students at SMKN 1 Sukasada Siregar, Merry Amadea; Mahayanti, Ni Wayan Surya; Budiarta, Luh Gd Rahayu
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 2 (2025): June-September 2025
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v5i2.1463

Abstract

The culinary industry demanded strong English communication skills, especially in speaking. This study aimed to identify the English language skills needed by tenth-grade culinary students at SMKN 1 Sukasada. A qualitative descriptive method was employed, involving 28 purposively selected students. Data were collected through closed and open questionnaires and analysed descriptively. The findings reveal that speaking skills are considered the most important aspect of English, yet students have limited exposure to English in their daily lives. Key challenges include a restricted vocabulary, difficulties with pronunciation, and low self-confidence. Therefore, the study recommends increasing English exposure outside the classroom, incorporating more speaking-focused activities, and providing targeted practice in vocabulary and pronunciation. A supportive learning environment is also essential to enhance students’ English abilities. Although the sample size is small, this study offers valuable insights for developing an English curriculum that addresses the specific communicative needs of vocational culinary students.
Powtoon: Does It Promote Primary Students’ Autonomous Learning? Suprianti, G.A.P.; Budiarta, Luh Gd Rahayu; Indrayani, Luh
Journal of English Education and Teaching Vol. 8 No. 2 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.2.355-372

Abstract

Implementing appropriate teaching media results in effective teaching and promote students to be more responsible for their learning through autonomous learning. This study aimed (1) to discover a significant difference between the students who learned by using PowToon videos and those by YouTube videos; (2) to investigate the responses of the students learned autonomously by using PowToon video. This research employed Explanatory Sequential Mixed Method Design consisted of quantitative and qualitative data obtained at a private kindergarten in Singaraja. The data were gained through post-test, interview, and questionnaire. The results showed that there was a significant difference between students who used PowToon and those by YouTube since the former average score reached 91.67. According to the result of interview and questionnaire, it was found good responses from the students and could help them learn English with greater passion and autonomously. Thus, utilizing proper media lead to the students’ independent learning.
Quizizz in EFL Classroom Learning: Students’ Perception and Challenges Kartika, Ni Luh Putu Indah; Budiarta, Luh Gd Rahayu
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 1 (2025): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i1.939

Abstract

This study investigates the perceptions of students regarding the implementation of Quizizz in a public school in Bali, as well as the challenges they face. Despite the growing popularity of digital tools in education, there is limited research specifically focusing on the perceptions and challenges of EFL students in Indonesia regarding the use of Quizizz. Employing a mixed-method explanatory sequential design, the research involved 34 English as a Foreign Language (EFL) students. Data collection included a questionnaire, designed based on the U.T.A.U.T. theory using a Likert scale, and an interview guide developed from Savinna’s theory, consisting of six questions. The findings reveal that students generally hold a positive perception of Quizizz in EFL classes, noting that it enhances their motivation and participation. However, they also encounter several challenges, including unstable internet connections, inadequate device performance, and difficulties with certain Quizizz features that complicate their experience when faced with challenging questions.
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 Practice of Translanguaging and Teachers’ Perception on Its Use for Teaching Young Learners at Singaraja Montessori School I Dewa Sri Agung Oktaviyanti Puspita Dewi; Ni Wayan Surya Mahayanti; Luh Gd Rahayu Budiarta
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 2 (2025): June-September 2025
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v5i2.1568

Abstract

This study aims to investigate translanguaging practices and teachers’ perceptions of its use for teaching young learners in a bilingual environment. The study was conducted in upper-primary class at Singaraja Montessori School. Employing a qualitative case study, the data were collected through observation and interview to gather information on translanguaging phenomenon in the context of bilingual young learners, especially at Singaraja Montessori School. Thematic analysis was used to find themes from the data. The findings indicate that translanguaging practices are initiated by both teachers and students. Furthermore, teachers hold a positive view toward translanguaging, which can be seen through their emotional responses, beliefs, and actions.
The Effect of a Flipped Classroom with Youtube Integration Towards Students’ Listening Skill in SMAN 1 Seririt Utami, Luh Aprilia; Dambayana, Putu Eka; Budiarta, Luh Gd Rahayu
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.v8i2.1914

Abstract

This study investigated the impact of integrating YouTube into a flipped classroom model to improve students’ listening skills at SMAN 1 Seririt. The aim was to determine whether this strategy significantly improved students’ listening comprehension compared to conventional teaching. This study was motivated by the observed challenges that students faced in comprehending English listening materials using traditional teaching methods. The focus of this study was on the implementation of the flipped classroom approach, where students watched educational videos from YouTube before class, so that class time could be used for interactive and practical activities. Two eleventh-grade classes were selected as the experimental and control groups, using a quantitative method with a quasi-experimental approach. The experimental group received instruction through the flipped classroom method using YouTube videos, while the control group followed traditional instruction. Data were collected through pre-tests and post-tests assessing listening skills and were analyzed using descriptive and inferential statistics, including t-tests. Supported by a medium effect size (Cohen’s d = 0.61), the findings indicated that the experimental group showed statistically significant improvements in listening skills. Thus, integrating YouTube in a flipped classroom setting effectively improved students’ listening comprehension and offered a student-centered, engaging, and flexible learning experience.
The Effect of Subtitled Videos Combined with the Flipped Classroom Method on Students’ Reading Comprehension Yani, Ni Kadek Refi Marsita; Kusuma, I Putu Indra; Budiarta, Luh Gd Rahayu
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.v8i2.1915

Abstract

This study aims to explore the effect of integrating subtitled videos with the flipped classroom method on students' reading comprehension. This is because many Indonesian students still face challenges due to limited vocabulary, poor grammar mastery, and low motivation, even though reading comprehension plays a crucial role in English language acquisition. A quasi-experimental design was used in this study, involving two groups of eleventh-grade students at SMA Negeri 1 Seririt. The two groups were an experimental group treated with subtitled videos using the flipped classroom method and a control group receiving traditional printed text instruction. The findings of this study showed a statistically significant difference in post-test scores between the two groups, with the experimental group being higher than the control group. Thus, the implementation of subtitled videos allows students to access the content repeatedly and engage visually and textually. Meanwhile, the flipped classroom approach increases students' active participation and self-directed learning. These results indicate that combining subtitled videos with flipped classroom instruction effectively improves reading comprehension. Also, these results demonstrate the potential of student-centered, multimedia-enhanced strategies to enrich language learning and offer practical implications for future instructional design.
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.
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 Gede Krishnadana Dewa Komang Tantra Dewi, Kadek Kristin Karina Dhirapriyani, Kadek Dian Yurista Ningsih Dio Aditya Duniangella, Ni Komang Rutjayanthi Mayami Erinaryani, Ni Nyoman Febiyanti, Ni Wayan Fitriani, Ni Wayan G.A.P. Suprianti Handrianita Mekuo I Dewa Sri Agung Oktaviyanti Puspita Dewi I Gusti Ayu Dwi Pradnyandari Pinatih I Komang Agus Tirtayasa, I Komang Agus Tirtayasa I Nyoman Adi Jaya Putra I Nyoman Purnawan I Putu Indra Kusuma I.G.A. Lokita Purnamika Utami IDA AYU MADE ISTRI UTAMI . Kadek Tommy Praditha Kartika, Ni Luh Putu Indah Kenny Tirtayasa, I Komang Larasati, Ni Nyoman Diah Krisna Libhi, Komang Sierrafany Surya Lita, Ni Ketut Paula 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 Ni G.A Made Ari Dharma Pattni Ni Komang Ari Yunita Dewi Ni Luh Kadek, Erna Wijayani Ni Luh Made Juli Candra Ningsih Ni Luh Putu Era Adnyayanti Ni Luh Putu Era Adnyayanti Ni Luh Ratih Luciana Ni Made Desi Puspasari Ni Made Nadindya Mahadewi Ni Nyoman Diah Krisna Larasati Ni Nyoman Padmadewi NI Putu Ayu Niya Loviyani Ni Putu Deliana Mentari Ni Putu Eni Ardianti Ni Wayan Surya Mahayanti Nia Ria Putri Ningrum, Ida Ayu Fortuna Nurjannah, Ragil Ayu Marta P. A., Ni Luh Putu Ning Septyarini Paramita, Kadek Candra Paramita, Ni Ketut Catur Pirdayanti, Ni Putu Ayu Prof. Dr. Ni Nyoman Padmadewi,MA . 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 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 Wijayanti, Ni Luh Eka Ciptarini Witanaya, I Putu Mangku Yani, Ni Kadek Refi Marsita