Article Per Year (5 Year)
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All Journal Jurnal Pendidikan Bahasa Inggris Journal of Education Technology Indonesian Journal of Educational Science (IJES) JETA (Journal of English Teaching and Applied Linguistic) Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Soshum: Jurnal Sosial dan Humaniora Yavana Bhasha: Journal of English Language Education TOFEDU: The Future of Education Journal Open Access DRIVERset
Luh Putu Artini
STKIP Singaraja
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALYSING TEACHERS’ STRATEGIES FOR EFL CLASSES IN TEACHING LEARNING PROCESS IN THE MERDEKA CURRICULUM KADEK ERNA YATININGSIH; LUH PUTU ARTINI; A.A GEDE YUDHA PARAMARTHA
JETA (Journal of English Teaching and Applied Linguistic) Vol. 5 No. 1 (2024): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/jeta.v5i1.1519

Abstract

English as a foreign language should be taught in Indonesia, both formal and informal, as it is essential for competing in this globalisation era. The study proposed to (1) analyse the strategies applied by teachers in the Merdeka curriculum during the learning and teaching of EFL learners and (2) analyse students’ perception towards teachers’ strategies. It focused on analysing an English teacher and three students who role as the research subject. The study was specifically conducted at SMK Restumuning through a qualitative approach. The data were obtained qualitatively with a questionnaire, observation and documentation. The obtaining data were analysed and described qualitatively. The findings revealed that teachers applied two teaching strategies; autocratic teaching strategies and democratic teaching strategies. Students also perceive positively on teachers’ strategies during English learning in the Merdeka curriculum. Conclusively, autocratic and democratic strategies are appropriate for teaching English in vocational high schools.
Inclusive Education Practices with Balinese Local Values of “Menyama Braya” in a Primary Bilingual School in North Bali Ni Nyoman Padmadewi; I Made Sukma Adisetiawan Sukadana; Luh Putu Artini; Ketut Trika Adi Ana
Jurnal Kajian Bali (Journal of Bali Studies) Vol. 15 No. 1 (2025): New Dimensions of Bali Tourism
Publisher : Universitas Udayana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/JKB.2025.v15.i01.p10

Abstract

This research explores the application of the Balinese philosophy of Menyama Braya or brotherhood in promoting inclusive education in a primary bilingual school in North Bali. Grounded in theories of multiculturalism and inclusivity, the study emphasizes the importance of acceptance, empathy, and cooperation among students from diverse backgrounds. Employing a phenomenological approach, data were collected through observations, in-depth interviews, discussions, and document analysis. The findings indicate that the integration of Menyama Braya principles fosters a cooperative learning environment where students, including those with special needs, engage meaningfully with their peers. This practice not only enhances tolerance and empathy but also supports the creation of culturally responsive educational spaces. Recommendations include incorporating Menyama Braya values into teacher education curricula to cultivate inclusive practices that celebrate diversity and ensure equitable access to quality education for all students. By embedding these local values into modern educational methodologies, schools can develop compassionate learning environments that embrace differences while promoting social harmony.
Exploring Strategies of Incorporating Multicultural Values in the Teaching and Learning Process at an Inclusive Primary School in North Bali Ni Nyoman Padmadewi; Luh Putu Artini; Nengah Suparta; Putu Kerti Nitiasih; I Gede Wahyu Suwela Antara; Ni Made Yuniari
Soshum: Jurnal Sosial dan Humaniora Vol. 16 No. 1 (2026): March 2026
Publisher : Unit Publikasi Ilmiah, P3M, Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/soshum.v16i1.73-83

Abstract

Incorporating multicultural values into the process of teaching and learning in school is important for enhancing inclusivity. There has been an abundance of studies conducted on this topic; however, most of them were conducted on special related subject matters, and there are limited resources for exploring strategies of how multicultural values can be implemented in all dimensions of school life. This study aims to explore strategies for incorporating multicultural values in an inclusive school. The study was conducted in the form of a case study in a private full-inclusion primary school in North Bali, considered a favourite and successful school in implementing multicultural values by the society around the school. The teachers have received specialized trainings to support and teach autistic students in an inclusive class. The school has 12 students with mild autism spectrum disorder (ASD) integrated with neurotypical students in every grade from grades 1 to 6.  The data were gathered over a period of six months through observations, in-depth interviews, and document analysis and were subsequently analysed qualitatively. This study found three main results. First, the school uses eight integrated strategies, five through activities that are part of the curriculum and three through activities that are not part of the curriculum. Second, these strategies have effects on many levels, such as more empathy, cooperation, less prejudice, more cultural pride, better critical thinking, and stronger social ties. Third, teachers' answers to the questionnaire show that they have consistently strong positive views about the program's cognitive, interpersonal, civic, and global outcomes. The study implied that the strategies positively influence students' attitudes and holistic development.
PROMOTING COLLABORATION AS CHARACTER EDUCATION VALUE THROUGH DIGITAL STORYTELLING IN ENGLISH TEACHING FOR YOUNG LEARNERS Putra, Gede Susila Darma; Luh Putu Artini; Luh Indrayani
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 1 (2026): Volume 9 Issue 1 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/yb.v9i1.6224

Abstract

Collaboration is an essential character education value that supports meaningful learning in English as a Foreign Language classrooms for young learners, yet it is often insufficiently integrated into instructional practices. This study examines how digital storytelling is used to promote collaboration as a character education value in English teaching for young learners. A systematic literature review was conducted by analyzing eighteen relevant studies published between 2020 and 2025. The study followed a structured review process to identify, screen, and synthesize eligible articles, which were then analyzed thematically. The findings reveal that digital storytelling is commonly implemented as a collaborative and project-based learning activity that integrates language learning with social interaction through multimodal resources. Collaboration is fostered through small-group work, role distribution, joint planning, peer feedback, and shared problem-solving throughout the storytelling process. Digital storytelling activities are generally designed using structured instructional stages, with teachers acting as facilitators and learners functioning as active participants and co-creators. The study concludes that digital storytelling effectively supports the development of collaboration as a character education value while also enhancing young learners’ engagement and English language learning. These findings highlight the potential of digital storytelling as an instructional approach that integrates language development and character education in English as a Foreign Language classrooms for young learners.
Co-Authors A.A Gede Yudha Paramartha Adnyani, Ni Luh Putu Sri Amelia Kartikawati Dewa Ayu Eka Agustini Dewi, Luh Lingga I Gede Budasi I Gede Wahyu Suwela Antara I Made Sukma Adisetiawan Sukadana I Putu Indra Kusuma I Putu Yoga Purandina KADEK ERNA YATININGSIH Ketut Trika Adi Ana Kintan Ayu Pramesti Luh Gede Eka Wahyuni Luh Putu Eka Sulistia Dewi M.Pd. S.Pd. Luh Indrayani . Made Hery Santosa Maharani, Dewa Ayu Asti Meyasa, Kadek Yeyen Nengah Suparta Ni Made Ratminingsih Ni Made Yuniari Ni Nyoman Ana Yulia Putri Ni Putu Era Marsakawati Padmadewi . Putra, Gede Susila Darma Putu Ayu Prabawati Sudana Putu Kerti Nitiasih Putu Risma Dewi