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All Journal Jurnal Pendidikan Indonesia Jurnal Ilmiah Pendidikan Profesi Guru PROJECT (Professional Journal of English Education) ELEMENTARY : Jurnal Inovasi Pendidikan Dasar The Art of Teaching English as a Foreign Language (TATEFL) Jurnal Sinestesia Journal of English Language and Education Linguistics Initiative Journal of Educational Study Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Abdi Cendekia: Jurnal Pengabdian Masyarakat
Ni Luh Putu Era Adnyayanti
Universitas Pendidikan Ganesha
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Digital Storytelling on Critical Reading Skills and Students’ Responses in Vocational School Setting Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti; Gede Aritona; Jeane Tuilan; Sun Qi
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 7 No. 1 (2026): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v7i1.1143

Abstract

Critical reading remains a persistent challenge in English language learning, particularly in vocational school contexts where instruction often prioritizes functional language use over higher-order thinking. Although Digital Storytelling (DST) has gained attention as an innovative pedagogical approach, limited empirical evidence exists regarding its effectiveness in promoting students’ critical reading abilities. Using an explanatory sequential mixed-method design, this study examines the effect of DST on critical reading skills of vocational school students. Cluster random sampling was used to select two classes, an experimental class tutored using DST-based instruction and a control class taught using conventional method. The statistical outcomes indicated that the difference between the groups was significant. The DST group outperformed the control group (M = 91.00 vs. 80.90; t (70.652) = 15.838, p < .001). Thus, the DST group proved effective in improving interpretive and evaluative reading. In addition, qualitative results show that DST promoted student engagement, deeper meaning-making and critical reflection.  In student reports, multimodal elements helped with a greater understanding of the text and helped to connect real life. According to the results of this research, DST is an instructional tool that does not only captivate attention, but it is also a pedagogically meaningful way to teach reading critically especially in a vocational education context.
The Types, The Function, and The Application of English Learning Media for Mute Students Yohana Lolong Mena; I G A Lokita Purnamika Utami; Ni Luh Putu Era Adnyayanti
Journal of Educational Study Vol. 7 No. 1 (2026): Upcoming Issues
Publisher : English Education Department STKIP Agama Hindu Singaraja

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Abstract

This study aimed to analyze the types, functions, and implementation of English learning media for mute students at SLB Negeri 1 Buleleng. A qualitative case study design was employed to obtain an in-depth understanding of English teaching practices in a special education context. Data were collected through classroom observations, semi-structured interviews with the English teacher, and documentation of instructional materials. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings revealed that English instruction for mute students relied primarily on visual-based media, particularly written text, pictures, and diagrams. Written text functioned as the main medium for delivering English instruction, replacing spoken explanations, while pictures and diagrams were used to support comprehension of vocabulary and meaning. Visual learning media played a significant role in supporting students’ language acquisition by making learning content more concrete, meaningful, and easier to remember. Pictures helped students connect written English words with real objects, actions, or situations, thereby enhancing understanding and student engagement. Despite their effectiveness, several challenges were identified, including limited instructional facilities, students’ concentration difficulties during prolonged visual activities, and differences in students’ levels of visual comprehension. These challenges required teachers to adjust the teaching pace and provide repeated explanations using gestures or real objects. Overall, the study highlights the importance of visual-based instruction and appropriate learning media in supporting English learning for mute students in special school settings.
The Use of Digital Comics in the EFL Contexts: A Systematic Review of Quantitative Studies Komang Icha Sri Handayani; Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti
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.v5i3.2822

Abstract

The integration of technology in education has improved the efficacy of pedagogical activities, making it easier for both teachers and students. Digital comics with their captivating features could attract learners and improve outcomes in English as a Foreign Language (EFL). This systematic literature review with content analysis synthesized nine articles from educational journals (2020-2025) to investigate research trends and the effectiveness of digital comics on English language skills. The current study found that the quantitative approach with a quasi-experimental design using pre-test and post-test instruments dominated the trend, with undergraduate students as the most studied group. The application used varies between custom web-based tools and existing platforms like Webtoon. Targeted skills range from primary-level literacy to Higher-Order Thinking Skills (HOTS) for standardized tests such as the TOEFL. Finally, the findings suggest that digital comics are proven effective as media for enhancing English skills across various educational levels.
A NEEDS ANALYSIS OF BIG BOOK INTEGRATING GOOD HEALTH AND WELL-BEING AS READING MEDIA FOR SHARED READING ACTIVITIES IN FACILITATING PRESCHOOL STUDENTS’ READING ENGAGEMENT I Putu Andika Putra; Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i2.10184

Abstract

Early literacy development plays a crucial role in shaping children’s academic readiness and long-term learning success. However, limited availability of visually accessible and contextually meaningful reading materials may reduce preschool students’ reading engagement during shared reading activities. This study aimed to analyze the needs of teachers and preschool students regarding the use of Big Books integrating SDG 3 (Good Health and Well-Being) to support reading engagement. A qualitative descriptive design was employed at one of the Kindergarten in Singaraja, involving classroom observation and a semi-structured interview with the teacher. The findings revealed three primary needs: large-format and visually clear books, narrative-based integration of health themes, and interactive features to sustain students’ engagement. The study concludes that developing SDG 3–integrated Big Books is pedagogically necessary to enhance shared reading practices and foster preschool students’ reading engagement. ABSTRAK Perkembangan literasi awal memegang peranan yang sangat penting dalam membentuk kesiapan akademik anak serta keberhasilan belajar jangka panjang. Namun, keterbatasan ketersediaan bahan bacaan yang mudah diakses secara visual dan bermakna secara kontekstual dapat mengurangi keterlibatan membaca siswa prasekolah selama kegiatan membaca bersama (shared reading). Penelitian ini bertujuan untuk menganalisis kebutuhan guru dan siswa prasekolah terkait penggunaan Big Book yang mengintegrasikan SDG 3 (Good Health and Well-Being) untuk mendukung keterlibatan membaca. Penelitian ini menggunakan desain deskriptif kualitatif yang dilaksanakan di salah satu taman kanak-kanak di Singaraja, dengan melibatkan observasi kelas dan wawancara semi-terstruktur dengan guru. Temuan penelitian menunjukkan tiga kebutuhan utama, yaitu buku berukuran besar dengan tampilan visual yang jelas, integrasi tema kesehatan berbasis naratif, serta fitur interaktif untuk mempertahankan keterlibatan siswa. Penelitian ini menyimpulkan bahwa pengembangan Big Book yang terintegrasi dengan SDG 3 secara pedagogis diperlukan untuk meningkatkan praktik shared reading dan menumbuhkan keterlibatan membaca siswa prasekolah.
Co-Authors Faiz Rizaldi Gede Aritona I Gede Budasi I Gusti Ayu Dwi Pradnyandari Pinatih I Kadek Teddy Jaya Nugraha I Putu Andika Putra I.G.A. Lokita Purnamika Utami IGA Pt Novita Sari Paragae Jeane Tuilan Kadek Dian Nitami Kadek Sonia Piscayanti Ketut Ari Setyawati Komang Icha Sri Handayani 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 Yohana Lolong Mena