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All Journal Jurnal Pendidikan dan Pengajaran Lingua Scientia Journal Jurnal IKA Jurnal Pendidikan Bahasa Inggris Undiksha 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
Luh Gd Rahayu Budiarta
Universitas Pendidikan Ganesha
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The effect of online gamification quiz application on vocabulary mastery for young English learners Nyoman Adi Purnawan; Ni Nyoman Padmadewi; Luh Gd Rahayu Budiarta
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 9 No. 1 (2022)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v9i12022p033

Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh Kahoot pada penguasaan kosakata untuk pelajar bahasa Inggris usia muda. Penelitian ini menggunakan metode kuantitatif dengan desain Pre-experimental One Group Pre-test and Post-test. Instrumen yang digunakan pada penelitian ini adalah tes kosakata yang terdiri dari 20 item dalam pengumpulan data. Data dianalisis menggunakan statistik deskriptif dan inferensial. Partisipan penelitian ini adalah siswa kelas IV SD Dana Punia Singaraja. Temuan penelitian ini membuktikan bahwa terdapat pengaruh signifikan yang terdapat pada pada penguasaan kosakata untuk pelajar muda bahasa Inggris dengan efektivitas kategori sedang. Lebih Lanjut, penerapan Kahoot sebagai gamifikasi dalam pembelajaran kosa kata sudah tepat dalam meningkatkan penguasaan kosakata pelajar muda. Abstract: This research aimed to investigate the effect of Kahoot on vocabulary mastery for young English learners. This research utilized the quantitative method with Pre-experimental One Group Pre-Test and Post-Test Design. The instrument used to collect the data was vocabulary test that consisted of 20 items. The data were analyzed using descriptive and inferential statistics. The participants of this study were fourth-grade students of SD Dana Punia Singaraja. The findings proven there was a significant effect on vocabulary mastery for young English learners with a moderate effect of effectiveness. Furthermore, the implementation of Kahoot as gamification in English learning was precise in improving young learners' vocabulary mastery.
Developing authentic assessment rubric for assessing english skill of grade 4: A case study in Buleleng Ni Luh Sri Wahyu Purnami; Putu Kerti Nitiasih; Luh Gd. Rahayu Budiarta
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 9 No. 1 (2022)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v9i12022p099

Abstract

Abstrak: Tujuan penelitian ini untuk mengembangkan rubrik penilaian otentik kelas 4 berdasarkan sintaksis pembelajaran discovery, berbasis proyek, masalah dan berbasis tugas. Metode desain dan pengembangan digunakan dengan model ADDE. Subjek penelitian ini adalah guru bahasa Inggris dan siswa kelas 4 di dua sekolah di Buleleng. Wawancara, observasi, dan studi dokumen merupakan metode pengumpulan data. Hasil dari tahap analisis digunakan untuk merancang dan mengembangkan rubrik penilaian otentik. Ini dikembangkan berdasarkan silabus kelas 4. Rubrik didukung dengan sumber belajar mengajar, tabel perbandingan dan analisis. Ada empat jenis rubrik yang dikembangkan, yaitu rubrik untuk menilai proses dan hasil belajar siswa, rubrik penilaian diri terhadap proses dan produk atau kinerja belajar siswa. Berdasarkan hasil penilaian ahli rubrik yang dikembangkan layak digunakan untuk siswa kelas empat. Abstract: The purpose of this study is to develop an authentic assessment rubric for grade 4 based on the syntax of discovery learning, project based-learning, problem-based learning, and task-based learning. The design and development method was used with the ADDE model. The subjects of this study were English teachers and students of grade 4 in two schools in Buleleng. Interview, observation, and document study were the methods of data collection. Next, the result of the analysis phase was used to design and develop the authentic assessment rubric. It developed based on the grade 4 syllabus. The rubric supported with teaching and learning resources, a comparison and analysis table. There are four types of rubrics developed, rubric for assessing the process and students' learning performance or product, self-assessment on the process and on students' learning product or performance. Based on the result of evaluation phase the rubric was appropriate for students in fourth grade.
NEED ANALYSIS OF AFFORDABLE AND CLEAN ENERGY BASED BIG BOOK FOR SHARED READING ACTIVITIES TO SUPPORT PRESCHOOL STUDENTS' BEHAVIORAL READING ENGAGEMENT Gusti Bagus Putu Rahayuda Septiawan; Luh Gd Rahayu Budiarta; Ni Wayan Monik Rismadewi
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.13784

Abstract

ABSTRACT The limited availability of instructional media that effectively supports shared reading activities, together with the lack of integration of Sustainable Development Goal (SDG) 7 values into English literacy instruction, has resulted in suboptimal behavioral engagement among young learners. This study aimed to analyze the actual needs underlying the development of an SDG 7-based Big Book to enhance preschool students' behavioral engagement in English literacy learning. A qualitative descriptive approach was employed during the need analysis phase of the Design and Development Research (DDR) framework at Danen'D Kiddy School. Data were collected through structured classroom observations and semi-structured interviews with classroom teachers and were analyzed using thematic analysis to identify instructional needs. The findings revealed three major issues: (1) the limited availability of Big Book media to support whole-class shared reading activities, (2) uneven and insufficient behavioral engagement among students during reading sessions, and (3) the absence of English reading materials integrating sustainability themes, particularly SDG 7 on affordable and clean energy. These findings indicate a clear discrepancy between pedagogical needs and the instructional media currently available in the classroom. This study provides an empirical foundation for developing an SDG 7-based Big Book prototype that integrates the enhancement of behavioral engagement with the promotion of sustainability literacy in early childhood education. ABSTRAK Keterbatasan media pembelajaran yang mendukung kegiatan shared reading serta belum terintegrasinya nilai-nilai Sustainable Development Goal (SDG) 7 dalam pembelajaran literasi bahasa Inggris menyebabkan keterlibatan perilaku (behavioral engagement) anak usia dini belum berkembang secara optimal. Penelitian ini bertujuan menganalisis kebutuhan riil sebagai dasar pengembangan media Big Book berbasis SDG 7 untuk meningkatkan behavioral engagement siswa pada pembelajaran literasi bahasa Inggris. Penelitian menggunakan pendekatan deskriptif kualitatif yang dilaksanakan pada tahap need analysis dalam kerangka Design and Development Research (DDR) di Danen'D Kiddy School. Data diperoleh melalui observasi kelas menggunakan lembar observasi terstruktur dan wawancara semiterstruktur dengan guru, kemudian dianalisis secara tematik untuk mengidentifikasi kebutuhan pembelajaran. Hasil penelitian menunjukkan tiga temuan utama, yaitu: (1) terbatasnya ketersediaan media Big Book yang mendukung pelaksanaan shared reading secara klasikal, (2) behavioral engagement siswa selama kegiatan membaca masih belum optimal dan belum merata, serta (3) materi bacaan bahasa Inggris yang digunakan belum mengintegrasikan tema keberlanjutan, khususnya SDG 7 tentang energi bersih dan terjangkau. Temuan tersebut menunjukkan adanya kesenjangan antara kebutuhan pedagogis di kelas dengan media yang tersedia. Penelitian ini memberikan kontribusi empiris sebagai landasan pengembangan prototipe Big Book berbasis SDG 7 yang mengintegrasikan peningkatan behavioral engagement dengan penguatan literasi keberlanjutan pada anak usia dini.
The Effect of Wordwall Digital Games on Students’ Vocabulary Achievement at Grade V of SD Negeri 4 Padangkerta Ni Ketut Paula Lita; Luh Gd Rahayu Budiarta; Putu Eka Dambayana
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): 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/g3ctdm21

Abstract

The purpose of this study was to see whether the use of the Wordwall digital games as a learning medium had a significant effect on the vocabulary achievement of V-grade students at SD Negeri 4 Padangkerta. This study employed a quantitative approach using a quasi-experimental with a post-test only design. The participants of this study were fifth-grade students from the experimental and control groups with a total sample of 68 students. Data was collected through a post-test and analyzed using the SPSS 26.0 program. Based on the descriptive statistical analysis, the results showed that the experimental group achieved a higher mean score (M = 88.82) than the control group (M = 52.56). Furthermore, the results of the Mann–Whitney U test showed a significant difference between the experimental group and the control group (Sig. (2-tailed) = 0.000, p < 0.05), with a large effect size (r = 0.87), indicating that the treatment had a meaningful effect on students' vocabulary achievement. Therefore, the alternative hypothesis (Hₐ) was accepted, and the null hypothesis (H₀) was rejected. These findings imply that the use of Wordwall digital games as a technology-based learning can be an effective learning medium to support vocabulary development and enhance student engagement in English learning at the elementary school level.
HOTS-Based Learning Supplementary Book for Teaching English at First Semester of Seventh Grade Students Ni Wayan Suwardewi Widyastuti; Putu Kerti Nitiasih; Luh Gd Rahayu Budiarta
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 11 No. 2 (2023): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v11i2.51558

Abstract

The teachers had not implemented HOTS-based learning well, moreover there were no varied introductory books let alone additional sources that support the learning process in the 21st century. This is very important to note considering that children have entered junior high school and have stepped on a higher level of learning. This study aims to developing a HOTS-based supplementary learning book for 7th graders in the first semester. This research design used the ADDE (Analysis, Design, Development, and Evaluation) model, in which the object of the research was a HOTS-based English learning book. The development of the book was based on the English learning syllabus used. Observations, interviews, document studies, and expert judgments were used to collect data in this study. A teacher in in junior high school was a participant in this study. The study found that this supplementary material book gave satisfaction to the target user. In addition, judging from the qualifications of experts, this product was referred to as a very good worksheet so that it was expected to be useful for 7th grade students and teachers.
Fifth Grade Students’ Learning Styles Based On Differentiated Learning in Elementary Schools Ragil Ayu Marta Nurjannah; Ni Wayan Surya Mahayanti; Luh Gd Rahayu Budiarta
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.80931

Abstract

The emancipated curriculum emphasizes different learning opportunities tailored to integrate learning styles to meet students' comfort and learning needs. This study aims to analyze the learning styles of 5th-grade in elementary school students in Buleleng so that teachers can implement learning by paying attention to learning styles. This study used a qualitative description approach, with the research subjects being 49 students of 5th-grade from two elementary schools. Data collection used a paper-based questionnaire with learning styles dimension that had been tested for validity. After the data was collected, the data reduction process was carried out by abstracting and categorizing based on learning styles, and the last conclusion-drawing process was carried out. The result of this study is the most dominant visual learning style with 253 responses, kinaesthetic learning style with 251 responses, auditory learning style with 222 responses, and read-write with 214 responses. This proposed research to explore the learning styles of grade 5 students in primary schools, particularly in Buleleng is timely and necessary. It addresses a significant gap in existing research and has the potential to make a substantial contribution to practice, and educational equity in the region.
Does ChatGPT Have a Significant Effect to Improve EFL Preservice Teachers’ Teaching Plans? A Mixed-Method Study Luh Gd Rahayu Budiarta; I Putu Indra Kusuma
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 12 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i3.85769

Abstract

The advent of ChatGPT has surprised many English educators, as theoretically, it has many potentials to support English language teaching. However, the empirical results of how ChatGPT influence English as a foreign language (henceforth, EFL) preservice teachers’ teaching plans remain unclear. This study therefore purposed to investigate the effect of ChatGPT towards EFL preservice teachers’ teaching plans. This study employed a mixed-method approach and recruited 17 EFL preservice teachers to join the research. The data was collected using a scoring rubric and an interview protocol. Using Mann-Whitney U Test and inductive thematic analysis, this study found that the lesson plans created by EFL preservice teachers in the experimental group failed to outperform those in the control group. Moreover, the pre lesson plans had no significant difference with the post ones. The qualitative data explains the statistical results. Then, two implications were drawn to effectively use ChatGPT to support teaching and learning.
The Effect of a Flipped Classroom with Youtube Integration Towards Students’ Listening Skill in SMAN 1 Seririt Luh Aprilia Utami; Putu Eka Dambayana; Luh Gd Rahayu Budiarta
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 Ni Kadek Refi Marsita Yani; I Putu Indra Kusuma; Luh Gd Rahayu Budiarta
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.
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 Putu Indra Kusuma 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 Aprilia Utami 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 Kadek Refi Marsita Yani 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 Ni Wayan Surya Mahayanti Ni Wayan Suwardewi Widyastuti Nia Ria Putri Ningrum, Ida Ayu Fortuna 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 Eka Dambayana Putu Kerti Nitiasih Putu Kerti Nitiasih Ragil Ayu Marta Nurjannah 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 Witanaya, I Putu Mangku Yani, Ni Kadek Refi Marsita