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The Use of Quizizz Combine with Flipped Classroom to Improve Vocabulary Mastery SMPN 3 Banjar Dipayana, I Putu Arya; Dewi, Kadek Sintya; Mahendrayana, Gede
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 3 (2025): Oktober 2025 - Januari 2026
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.v5i3.2427

Abstract

This study aimed to improve students’ vocabulary mastery through the implementation of a flipped classroom model assisted by Quizizz. The research employed a Classroom Action Research design conducted in two cycles involving 25 students, with data collected through a pre-test, post-test I, post-test II, and classroom observations. The results showed a gradual improvement in students’ vocabulary mastery, indicated by an increase in the mean score from 71.00 in the pre-test to 73.28 in post-test I and significantly to 85.76 in post-test II. In addition to score improvement, students demonstrated better understanding of word meanings, verb forms, and the use of vocabulary in sentences related to daily activities using the Present Continuous Tense, as well as increased participation and confidence during learning activities. These findings indicate that flipped classroom learning with the aid of Quizizz is an effective instructional strategy for improving students’ vocabulary mastery in English language classrooms.
The Effect of Kahoot as a Learning Media on Students’ Vocabulary Mastery at SD Negeri 7 Kubutambahan Iswanti, Ni Putu Ratih Ramadhani; Padmadewi, Ni Nyoman; Dewi, Kadek Sintya
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 3 (2025): Oktober 2025 - Januari 2026
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.v5i3.2481

Abstract

This research was conducted with the aim of determining the influence of the use of Kahoot as a game- based learningmedium on vocabulary mastery in elementary school students. This study uses a quantitative approach with a pre-experimental one-group pretest-posttest design. The subject of this study used a sample of 34 students in class V at SDNegeri 7 Kubutambahan Bali. Vocabulary mastery data was collected through vocabulary tests given before and after the application of kahoot media in English learning. The data of this study was analyzed using descriptive statistics. Inferential analysis in the form of a paired sample t-test. The results of the study showed a significant increase in vocabulary mastery in students after using kahoot as a learning medium in class, with a significance value of p < 0.05. The findings of this study show that kahoot is an effective learning medium and can attract students' attention to improve students'vocabulary mastery in elementary school. Therefore, the use of game-based digital learning media such as kahoot is recommended to support the learning of English vocabulary, especially in elementary schools in semi-rural areas.
The Use of Drilling Technique Integrated with Technology to Improve Students’ Vocabulary Mastery at SD Negeri 1 Sibangkaja Anggreni, Ni Komang Ayu; Dewi, Kadek Sintya; Mahendrayana, Gede
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: 10.52217/5t87sf05

Abstract

Many Indonesian primary students still experience difficulties in acquiring English vocabulary due to limited practice, low motivation, and the minimal use of technology in classroom instruction. This study focuses on improving fifth-grade students’ vocabulary mastery at SD Negeri 1 Sibangkaja through the implementation of drilling techniques integrated with vocabulary videos. The objectives of the study were to enhance students’ vocabulary mastery and to explore students’ responses toward the use of technology-enhanced drilling techniques. The study employed Classroom Action Research consisting of a preliminary study and two action cycles, each involving planning, action, observation, and reflection. Data were collected through vocabulary tests, classroom observations, and interviews. The results showed a significant improvement in students’ vocabulary mastery across the research cycles, with all students achieving the minimum completion criteria in the second cycle. In addition, students expressed positive responses, increased motivation, and greater engagement in vocabulary learning. The study concludes that integrating drilling techniques with vocabulary videos is an effective and engaging approach to improving elementary students’ vocabulary mastery. Furthermore, this approach offers practical implications for English teachers in designing more engaging, student-centered, and technology-aligned vocabulary instruction, while also contributing empirical evidence to the growing body of research on technology-assisted language learning for young learners.
The Use of AI as a Personalized Correction Tool to Improve Students’ Writing Skill Aripuspita, Luh Mega; Dewi, Kadek Sintya; Pratiwi, Ni Putu Astiti
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2192

Abstract

As education continues to adapt in the digital era, technology plays a central role in supporting learning processes. In EFL instruction, writing remains a challenging skill as many learners are still facing difficulties in producing accurate, coherent, and well-structured texts despite the availability of various technological tools. Responding to this situation, this study aims to utilize AI, specifically ChatGPT as a personalized correction tool to improve the writing skills of ninth-grade students at SMP Negeri 1 Kubutambahan. A Classroom Action Research design was conducted in two cycles involving 31 students. Data were gathered through pre-test, post-test I, and post-test II including writing assessments, questionnaires, and semi-structured interviews. The results showed significant improvement in students’ writing with the mean score increasing from 68 in the pre-test to 79.7 in Cycle I and 82.8 in Cycle II. Students exhibited progress in grammar, vocabulary development, and text organization, alongside positive perceptions toward ChatGPT usage with increasing scores from 4.05 to 4.28. Overall, the study concludes that incorporating ChatGPT as AI-assisted feedback into writing instruction can effectively improve students’ writing skill while supporting autonomy and self-directed learning.
Cerdas Antibiotik: Edukasi Penggunaan Antibiotik yang Tepat sebagai Solusi Atasi Resistensi Agustina Nila Yuliawati; Ni Made Gita Widani; Gizella Aurel; Desak Made Dian Priskila; Kadek Sintya Dewi
PaKMas: Jurnal Pengabdian Kepada Masyarakat Vol 6 No 1 (2026): Mei 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/pakmas.v6i1.5377

Abstract

Antibiotic resistance is a serious public health issue, primarily caused by the improper use of antibiotics, such as purchasing without a doctor's prescription, stopping treatment prematurely, and a lack of understanding about antibiotic function. This condition also occurs in Buahan Village, Tabanan Regency, Bali, prompting the need for educational intervention. The educational activity was carried out using the Communication, Information, and Education (CIE) approach, involving material delivery, interactive discussions, and evaluation through pre-test and post-test to measure changes in public knowledge and behavior. Data were analyzed using validity, reliability, normality tests, and the Wilcoxon test. The results showed a significant increase in knowledge and a positive change in behavior after the educational session, with Wilcoxon test results showing a significance value of <0.05. The questionnaire used was proven to be valid and reliable. These findings indicate that structured and interactive education is an effective solution to combat antibiotic misuse and prevent resistance at the community level. Therefore, such educational efforts are essential to be implemented consistently to support the control of antibiotic resistance.
Do Gender and Academic Anxiety Associate with AI Utilization in English Grammar Courses? I Komang Adiartha Negara; Ni Made Ratminingsih; Kadek Sintya Dewi
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2126

Abstract

The growing use of artificial intelligence (AI) in English grammar learning has brought new attention to the role of internal factors in students' use of technology. Although previous studies have focused on demographic and affective variables, the relevance of these factors in a routine academic context still needs to be reviewed. This study examines the relationship between gender and academic anxiety with students’ use of AI-based applications in English Grammar courses. An ex post facto quantitative design was employed involving 123 fourth-semester students majoring in English Education at a public university in North Bali. Data were collected through a survey with questionnaires on academic anxiety and AI utilization, and were analyzed using multiple linear regression. The findings show a relatively similar pattern of AI use among students, indicating that AI functions as an institutionalized learning practice. These results highlight the importance of context and learning design in AI-assisted language learning.
ENGLISH TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE: THE DEGREE OF CONSISTENCY BETWEEN PERCEPTION AND IMPLEMENTATION Ni Putu Diah Anggreni; Iga Lokita Purnamika Utami; Kadek Sintya Dewi
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 5 No. 2 (2020): December
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v5i2.6743

Abstract

This research aims to investigate teachers’ perceptions and their implementation of Pedagogical Content Knowledge (PCK) as well as compare teachers’ perceptions and implementation of PCK in teaching English for young learners. There are 3 primary school English teachers from 3 different public primary schools in Badung regency who were selected by using convenience sampling techniques. A mix-method design embedded with dominant qualitative is used in this study. In collecting the data, questionnaires, observation sheets, and interview guides were used.  The data were analyzed through descriptive qualitative. The results showed that the teachers had a strong positive perception of PCK meanwhile the teachers had a very weak level in implementing pedagogical content knowledge in the class. After both of the data were compared, it found that there was a lack of consistency between the teachers' perceptions and implementation of PCK in teaching English for young learners. According to the result, it clarified that there were some problems that encountered by the teachers during teaching young learners such as problem in using English in teaching, dealing with students' different characteristics and backgrounds, having problem in using media and having a different view about strategies used.
Revealing the potential of ChatGPT for English language teaching: EFL preservice teachers teaching practicum experience I Putu Indra Kusuma; Marianus Roni; Kadek Sintya Dewi; Gede Mahendrayana
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.34748

Abstract

The potential of ChatGPT as a novel Artificial Intelligence (henceforth, AI)-powered language model for language instruction, particularly for preservice teachers (henceforth, PSTs), remains unclear since earlier studies mainly provided theoretical concepts that have not yet been empirically verified. Therefore, the purpose of this study was to unleash the potential of ChatGPT for English language teaching and professional development. This qualitative study employed a phenomenological approach. The participants in this study were eight preservice English as a foreign language (henceforth, EFL) teachers at an Indonesian public university who were completing teaching practicums. Combining online and offline meetings, this study used in-depth, semi-structured interviews. Inductive thematic analysis was employed to analyze the data, and the results show that the PSTs used ChatGPT for four main purposes (innovative teaching content creation and presentation, collaborative instructional strategies, development of effective assessments, and language proficiency improvement) to improve their teaching techniques during the teaching practicums. The results also suggest that ChatGPT could provide comprehensive and relevant information. Still, at some points, it also has some drawbacks regarding the quality and accuracy of the information. Although ChatGPT has several disadvantages, the participants had a positive view of ChatGPTs value to novice teachers professional growth. This study offers three implications for improving English language teaching and preservice teacher professional development.
Analysing Teachers’ Strategies in Teaching Mixed-Abilities Classes at Singaraja Montessori School Putu Aprilia Sinta Putri Utami; Ni Nyoman Padmadewi; Kadek Sintya Dewi
Al-Zayn: Jurnal Ilmu Sosial, Hukum & Politik Vol 4 No 4 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/alz.v4i4.7279

Abstract

Penelitian ini dilatarbelakangi oleh meningkatnya keberagaman karakteristik peserta didik dalam kelas dengan kemampuan yang beragam (kelas kemampuan campuran) di Singaraja Montessori School, khususnya pada kelas Octopus. Penelitian ini bertujuan untuk menganalisis strategi yang digunakan guru dalam mengajar siswa yang memiliki perbedaan kemampuan, latar belakang, dan gaya belajar. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur, dan dokumentasi yang melibatkan dua orang guru. Hasil penelitian menunjukkan bahwa guru menerapkan dua strategi utama, yaitu pembelajaran berdiferensiasi (differentiated instruction) dan tutor sebaya (peer tutoring) untuk mengakomodasi keberagaman siswa. Pembelajaran berdiferensiasi diterapkan melalui diferensiasi proses, produk, dan lingkungan belajar, meskipun implementasinya masih lebih fokus pada penyesuaian tingkat kesulitan tugas dibandingkan variasi metode menyampaikan pembelajaran. Sementara itu, tutor sebaya mendorong kolaborasi antarsiswa, meningkatkan pemahaman akademik, serta mengembangkan keterampilan sosial seperti komunikasi, kerja sama, dan tanggung jawab. Meskipun masih terdapat keterbatasan dalam desain lingkungan belajar dan praktik diferensiasi yang lebih komprehensif, kedua strategi tersebut mampu menciptakan lingkungan belajar yang lebih inklusif, menarik, dan berpusat pada siswa. Temuan ini menegaskan pentingnya penerapan strategi pembelajaran yang adaptif untuk mendukung keberhasilan belajar siswa di kelas dengan kemampuan yang beragam pada konteks pendidikan Montessori .
Co-Authors ., Ade Putra Sujana Mahardikha ., Ade Putra Sujana Mahardikha ., Aldea Pramesti Angelina ., I Nengah Pastikayana ., Made Chintya Maha Yekti ., Mashita Amellia Kartika Sari ., Ngurah Putra Bayu Krisna ., Ngurah Putra Bayu Krisna ., Ni Kadek Yuni Artini ., Ni Kadek Yuni Artini ., Nyoman Ayu Purnama Dewi ., Sang Ayu Putu Permata Devi ., Sang Ayu Putu Permata Devi ., Virginia Helzainka ., Virginia Helzainka Adnyana, I Nyoman Gede Wisnu Adnyani, Ni Luh Putu Sri Agustina Nila Yuliawati Alfillail, Nur Anggreni, Ni Komang Ayu Aripuspita, Luh Mega Arsani, Ni Ketut Ari Arta, Kadek Agus Redi Bimantara, Ketut Lingga Cahyani, Ni Putu Eka Mei Chelsea Yohana Panjaitan Cintya Maha Yekti Desak Made Dian Priskila Dewi Sariani, Ni Kadek Ayu Diantari, Ayu Melani Dinatha. W, Made Deni Dipayana, I Putu Arya Dwimayoga, I Made Fitriani Lestari Gede Mahendrayana Gizella Aurel Gusanto, Athanasia Gusti Ayu Putu Linda Riani I Gede Budasi I Komang Adiartha Negara I Komang Janu Prianda Putra I Nyoman Adi Jaya Putra I Putu Indra Kusuma I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I Wayan Suarnajaya I.G.A. Lokita Purnamika Utami Iswanti, Ni Putu Ratih Ramadhani Kadek Agus Mahardika Yasa Kadek Febriana Merdianti Kadek Manik Megayanti Kadek Sonia Piscayanti Ketut Agustini Komang Wiliani Laba, Luh Nityaswari Luh Putu Artini Made Emi Anggreyani Made Hery Santosa Mahartana, I Komang Tri Mahesuari, Kadek Diah Tantri Marianus Roni Mariati, Ni Komang Sri Maryam, Syfa Wahida Megayanti, Kadek Manik Menggo, Sebastianus Merdani, Ni Luh Nafiis, Nahla Annisa Ainun Ni Komang Sri Mariati Ni Luh Putu Niken Apsari Ni Made Asri Suwandesi Ni Made Gita Widani Ni Made Rai Wisudariani Ni Made Ratminingsih Ni Made Sukreni Virgianti Ni Nyoman Padma Dewi Ni Nyoman Padmadewi Ni Putu Ari Prasmita Sari Ni Putu Astiti Pratiwi Ni Putu Diah Anggreni Ningsih, Kadek Wiwin Dwipajaya Nyoman Karina Wedhanti Nyoman Sugihartini Pradnyadari, Ni Made Meita Pramesti, Ni Putu Adinda Putri Pratama, I Gede Febry Wira Pratiwi, Ketut Rona Prof. Dr. Ni Nyoman Padmadewi,MA . Purnamawati, Luh Desi Purwakaluh Sri Tantra Kharisma Dewi Purwananda, I Gede Arda Putu Adi Krisna Juniarta Putu Aprilia Sinta Putri Utami Putu Kevin Aditya Putu Maha Surya Suardewa Putu Ratih, I Dewa Ayu Putu Suarcaya Raspadewi, Ni Luh Putu Diah Saindra Santyadiputra, Gede Sari, Ni Putu Ari Prasmita Shanmuganathan, Thilagavathi Sihombing, Filemon Sindu, I Gede Partha Suada, Putu Devita Kiranaputri Suardana, Ni Luh Adelia Suarnadi Sushmita Maheswari Tio Nainggolan Triananda, Anak Agung Ayu Novi Virgianti, Ni Made Sukreni Wanda Dian Paramesti Fortuna Dewi Wedanthi, Nyoman Karina Wibawa, I Gusti Putu Satria Widnyani, Ni Kadek Wiraningsih, Putu Xuan, Zhao Yekti, Cintya Maha Yogiantari, Ni Putu Egik Yudistian, Randi Yulius Patrick Darmawan