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Ni Luh Putu Era Adnyayanti
Universitas Pendidikan Ganesha
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4C-Based Learning Model: What, Why, How Ni Made Ratminingsih; I Gede Budasi; Kadek Sonia Piscayanti; Ni Luh Putu Era Adnyayanti; IGA Pt Novita Sari Paragae
Jurnal Pendidikan Indonesia Vol 10 No 2 (2021)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (233.348 KB) | DOI: 10.23887/jpi-undiksha.v10i2.31400

Abstract

This article presents theoretical and empirical reviews on the nature, rationale and the implementation of teaching model developing students’ 4C skills in the classroom. It also shares the research result conducted in Teaching English as a Foreign Language (TEFL) Course of English Education Study Program. This descriptive research was conducted in the form of Research and Development Model by Gall, Gall, and Borg which resulted in the development of 4C-based learning model integrated in task-based learning framework. The expert judgement on the quality of the model proved that the developed model gained the mean score of 4.85 (from 5 Likert Scale) which means that the model was considered very good. The 4C-based learning model is a solutive learning model to be used in the 21st century in delivering TEFL course. Thus, it is expected that the lecturers of TEFL Course implement the model regularly to enable student teachers to obtain the required skills later both in their real teaching practicum and in their future career.
BOOSTING STUDENTS’ SPEAKING SKILL IN THE PANDEMIC ERA USING PROBLEM BASED LEARNING VIDEO I Gusti Ayu Dwi Pradnyandari Pinatih; Putu Kerti Nitiasih; luh Gd Rahayu Budiarta; Ni Luh Putu Era Adnyayanti
PROJECT (Professional Journal of English Education) Vol 4, No 5 (2021): VOLUME 4 NUMBER 5, SEPTEMBER 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v4i5.p893-899

Abstract

Speaking is one of four skills which quite difficult to teach in the pandemic era. The implementation of a learning video in speaking class become one solution that can used to make teacher easier to tech speaking to students. The study aimed to determine the video used as a learning media in boosting students’ speaking skills in the pandemic era. This research used quasi experimental design which applied one pre-test and post-test group. The group got two different treatments at once. The subject was students in the fifth-grade elementary school. To collect the data, the instruments used included video, pre-test, and post-test. All of the data which obtained were calculated using the SPSS 20 version. Data statistics showed that the mean score were improved from pre-test (63.23) to the post-test (84.52). After the normality and homogeneity test, the data obtained were categorized as a normal and homogeny. In addition, according to the data analysis, it found that the null hypothesis was rejected which mean that the used of educational learning video was very effective for boosting and improving students’ speaking skills. Keywords:  Video, Speaking Skill, PBL
Enhancing Students’ Writing Skill With Problem-Based Learning Video In Pandemic Situation Ni Putu Eni Ardianti; Putu Kerti Nitiasih; Luh Gd Rahayu Budiarta; Ni Luh Putu Era Adnyayanti
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 4 No. 2 (2021): Agustus 2021
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v4i2.34815

Abstract

Pengajaran menulis masih menjadi hal yang sulit bagi guru bahasa Inggris karena menulis memerlukan proses yang kompleks khususnya dalam situasi pandemi ini, guru harus menggunakan teknik yang menarik untuk meningkatkan minat siswa. Penelitian ini difokuskan untuk menyelidiki pengaruh video pembelajaran berbasis masalah terhadap keterampilan menulis siswa di masa pandemi. Populasi dalam penelitian ini adalah siswa kelas IV SDN 1 Banjar Bali sedangkan sampel penelitian berjumlah 31 siswa kelas IV yang diambil secara purposive. Desain penelitian menggunakan jenis penelitian kuantitatif dengan menggunakan one group pretest-posttest design. Instrumen terdiri dari instrumen perawatan, tes menulis dan rubrik menulis. Pengumpulan data dikumpulkan dan dianalisis melalui statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa rata-rata pretes kelompok sedang sedangkan rata-rata postes. Uji sampel berpasangan juga menemukan bahwa Sig. nilai Sig. (2-tailed) yaitu .000 lebih rendah dari Sig. level 0,05. Sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan penggunaan video pembelajaran berbasis masalah sebagai media pembelajaran terhadap keterampilan menulis siswa.
The Implementation of Learning Medium: Google Meet Application for ELE Students in EFL Distance Learning Ketut Ari Setyawati; Ni Luh Putu Era Adnyayanti
Jurnal Sinestesia Vol. 12 No. 1 (2022)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27219283.75

Abstract

The emergence of Covid-19 changed face-to-face learning into online learning. Those conditions required a platform or learning medium in facilitating the learning process. Learning medium in online learning became the one consideration in the online learning to have a virtual meeting. One of the applications that can provide virtual meetings is Google Meet. GM provides features that support distance learning run well. Therefore, the current research aimed to explore the implementation of using Google Meet as an online medium in the EFL distance learning at the Ganesha University of Education. The research employs descriptive qualitative research which gains the data through observations and interviews for three days during the learning process. The results of the research found that Google Meet can be an effective learning medium to use in distance learning. There are many advantages obtained such as, students more understanding the material, can meet a face-to-face virtual meeting, and many features to support virtual meeting. However, that is a barrier like requiring a good internet connection.
The Contribution of E-Learning Platforms to Enhance Students’ English Skills in Learning ESP Faiz Rizaldi; Ni Luh Putu Era Adnyayanti
Linguistics Initiative Vol. 1 No. 2 (2021)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (106.924 KB) | DOI: 10.53696/27753719.1216

Abstract

In a pandemic situation, the students and teachers should adapt a new educational system required to implement online learning. The research aims to investigate the contribution of online platforms in enhancing students in learning of ESP. The study was conducted in SMK Nusa Dua Gerokgak. The study involved the students of SMK Nusa Dua Gerokgak. The observation and interview were done to collect the data. The results revealed that some online platforms use to help them in learning ESP. However, WhatsApp is the most frequent platform used since it is easier to use, and students are familiar with it.
A Needs Analysis of Reading Media to Support Reading Engagement and Quality Education among Early Childhood Students Ni Wayan Ayu Sri Ardiana Sari; Luh Gd Rahayu Budiarta; Ni Luh Putu Era Adnyayanti
Abdi Cendekia : Jurnal Pengabdian Masyarakat Vol 5 No 2 (2026): Juni
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/abdicendekia.v5i2.605

Abstract

Early childhood skills play a crucial role in developing literacy skills while instilling relevant educational values, including quality education (SDG 4). However, classroom reading instruction is still dominated using simple media focused on vocabulary recognition and unable to optimally support student engagement. This study aims to analyze the needs of teachers and students for reading media that can increase reading engagement while integrating the values of quality education. This study used a qualitative descriptive approach with a needs analysis method conducted at PAUD Pelita Kasih Singaraja. Data were collected through observations of classroom reading activities and semi-structured interviews with teachers. The results of this study indicate that student reading engagement is still low, characterized by a lack of attention, participation, and interaction during reading activities. This condition is influenced by media limitations in terms of size, variety, and visual appeal. Teachers also expressed the need for reading media that are more engaging, interactive, and appropriate to the characteristics of early childhood. Therefore, developing reading media in the form of large books that integrate the values of quality education is seen as a potential solution to increase reading engagement while instilling an understanding of the importance of early education.
Digital Storybook and Young Learners’ Reading Behavioral Engagement: A Systematic Review Kadek Dian Nitami; Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti
Journal of Educational Study Vol. 6 No. 1 (2026): (Upcoming Issues)
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1125

Abstract

Reading behavioral engagement is an important aspect of students’ reading development, as it is reflected in observable behaviour such as attention, persistence, rereading, on task reading, and active interaction with the text. However, many young learners still struggle to maintain focus and active participation during reading activities, especially when using traditional reading material that rely heavily on text\ rather than visuals. Digital storybooks have emerged as an alternative reading material due to the integration of multimedia features that may support students’ engagement. This study employed a Systematic Literature Review (SLR) using the PRISMA framework to examine empirical studies published between 2020 and 2025 that investigated factors influencing young learners’ reading behavioral engagement through digital storybooks. Fourteen relevant articles were selected based on inclusion and exclusion criteria. The findings indicate that digital storybooks can effectively enhance students’ reading behavioral engagement when the multimedia features, such as narration, illustrations, and interactivity are well designed and aligned with pedagogical goals. Behavioral engagement is further strengthened through culturally relevant content, structured reading activities and teacher guidance. In contrast, excessive integrated multimedia may distract learners and reduce engagement. These findings provide a clearer framework for understanding how multimedia features influence young learners reading behavioral engagement. Overall, the study highlights the importance of thoughtful multimedia design and instructional support in digital reading contexts.
Digital Storybooks on Young Learners’ Reading Skills: A Systematic Literature Review Ni Putu Yunda Kirana; Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti
Journal of Educational Study Vol. 6 No. 1 (2026): (Upcoming Issues)
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1131

Abstract

This study investigates the effectiveness of digital storybooks in improving young learners’ reading skills, addressing the persistent challenges of low reading comprehension, limited vocabulary, and poor engagement in early literacy classrooms. With children increasingly growing up in digitally rich environments, traditional print-based instruction often fails to capture their attention. By creating an urgent need for instructional approaches that align with their digital experiences while supporting essential literacy skills. A Systematic Literature Review guided by the PRISMA framework was conducted. Ten empirical studies published between 2018 and 2024 were selected based on clear inclusion and exclusion criteria. These studies were analyzed to identify how digital storybooks influence reading comprehension, vocabulary development, story sequencing, and engagement. The findings show that digital storybooks significantly enhance reading comprehension, vocabulary acquisition, and engagement. Multimodal features such as text highlighting, visual cues, and audio narration help learners process information more effectively and remain motivated. Teacher guidance and well-designed materials further improve outcomes. Overall, this study underscores that urgent need to integrate digital storybooks into early literacy instruction. It provides evidence-based guidance for educators and highlights directions for future research, including investigating long-term impacts and broader classroom applications.
Instructional Methods Used in Digital Storybook Learning in EFL Classroom: A Systematic Literature Review Ni Luh Putu Devi Puspitasari; Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti
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.v11i3.2310

Abstract

While digital storybooks are increasingly popular in language classrooms, there is still a lack of consensus on which specific instructional methods yield the most effective learning outcomes. This systematic literature review aims to identify instructional methods used in digital storybook-based learning and examine the learning outcomes associated with each approach. Following the PRISMA 2020 guidelines, this review systematically searched five specific academic databases (Google Scholar, ERIC, ScienceDirect, SAGE Journals, and Taylor Francis) covering studies published between 2021 and 2026. Twelve studies met the inclusion criteria for qualitative analysis. The findings reveal three main instructional approaches: task- and project-based learning, multimodal and technology-enhanced learning, and interaction- and support-based learning. These approaches are consistently associated with positive cognitive and affective outcomes. Overall, this review demonstrates that digital storybooks are most effective when integrated with appropriate, student-centered, and interactive pedagogical strategies rather than used as stand-alone reading tools.
Video Conference Application as a Media for EFL Students in Indonesia to Learn English: A Systematic Literature Review I Kadek Teddy Jaya Nugraha; Made Hery Santosa; Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti
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.v11i3.2519

Abstract

The rapid development of digital technology has increased the use of video conferencing applications in English as a Foreign Language (EFL) learning, particularly in online and blended learning environments in Indonesia. Applications such as Zoom, Google Meet, and OmeTV have been widely used to facilitate communication, interaction, and speaking practice among EFL students. Therefore, this study aimed to systematically review previous studies regarding the use of video conferencing applications as learning media for EFL students in Indonesia. Specifically, the study investigated the impact of Google Meet, OmeTV, and Zoom on students’ English learning outcomes, particularly speaking skills, pronunciation ability, and learning motivation. This study employed a Systematic Literature Review (SLR) method to identify, assess, and interpret relevant previous studies. Using the PRISMA framework, 15 studies were selected from an initial 198 studies for further analysis. The findings revealed that video conferencing applications positively contribute to improving students’ speaking skills, pronunciation ability, and learning motivation. Furthermore, video conferencing applications provide alternative learning media that can support teachers in creating more interactive and engaging English learning experiences.
Co-Authors Faiz Rizaldi Gede Aritona I Gede Budasi I Gusti Ayu Dwi Pradnyandari Pinatih I Kadek Teddy Jaya Nugraha IGA Pt Novita Sari Paragae Jeane Tuilan Kadek Dian Nitami Kadek Sonia Piscayanti Ketut Ari Setyawati Luh Gd Rahayu Budiarta Made Hery Santosa Ni Luh Putu Devi Puspitasari Ni Made Ratminingsih Ni Putu Eni Ardianti Ni Putu Yunda Kirana Ni Wayan Ayu Sri Ardiana Sari Ni Wayan Surya Mahayanti Putu Kerti Nitiasih Sun Qi