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All Journal Jurnal Santiaji Pendidikan (JSP) Jurnal Pendidikan Bahasa Jurnal Pendidikan Bahasa Inggris LLT Journal: A Journal on Language and Language Teaching SPHOTA: Jurnal Linguistik dan Sastra WIDYABHAKTI Jurnal Ilmiah Populer PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Yavana Bhasha : Journal of English Language Education Jurnal Abdi Masyarakat Indonesia Abdimas Indonesian Journal Academic Journal on English Studies (AJOES) Journal on Studies in English Language Teaching (JOSELT) Jurnal Abdi Dharma Masyarakat Studies in English Language and Education SPHOTA: Jurnal Linguistik dan Sastra Fakultas Bahasa Asing Universitas Mahasaraswati Denpasar SUBSERVE: Community Service and Empowerment Journal Educazione: Journal of Education and Learning International Journal of Multidisciplinary Reseach
Anak Agung Putri Maharani
Universitas Mahasaraswati Denpasar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Dentistry Economics, Econometrics & Finance Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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DARI TEORI KE PRAKTIK: TRANSFORMASI PEMBELAJARAN BAHASA INGGRIS MELALUI PENDEKATAN BERDIFERENSIASI Anak Agung Putri Maharani; Ida Ayu Made Sri Widiastuti; Ida Ayu Chandra Surya Pratiwi
SUBSERVE: Community Service and Empowerment Journal Vol. 4 No. 2 (2026): Juli 2026
Publisher : Prime Identity Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67766/scsej.v4i2.186

Abstract

Program Pengabdian kepada Masyarakat (PkM) ini dilatarbelakangi oleh kebutuhan peningkatan kompetensi guru Bahasa Inggris dalam mengimplementasikan pembelajaran berdiferensiasi, khususnya dalam mendukung pemenuhan kebutuhan belajar siswa secara individual. Kegiatan ini melibatkan 19 guru Bahasa Inggris pada jenjang SD, SMP, SMA, dan SMK di bawah naungan Yayasan Perguruan Rakyat Saraswati Pusat Denpasar sebagai peserta. Berdasarkan hasil pre-test dan post-test, terjadi peningkatan pemahaman peserta terhadap konsep dan praktik pembelajaran berdiferensiasi, yang juga diperkuat dengan hasil kuesioner yang menunjukkan respon positif terhadap materi dan metode pelatihan. Selain itu, pendampingan berjalan lancar dan memberikan solusi dan gagasan untuk perbaikan implementasi pembelajaran berdiferensiasi yang diterapkan oleh guru di kelas. Implikasi dari kegiatan ini adalah semakin meningkatnya kesiapan guru bahasa Inggris dalam menerapkan strategi pembelajaran yang responsif terhadap perbedaan kemampuan, minat, dan gaya belajar siswa di kelas. Secara keseluruhan, PkM ini memberikan kontribusi nyata terhadap profesionalisme guru dan menjadi langkah awal untuk mendukung terwujudnya pembelajaran yang inklusif dan berpusat pada siswa.
When Anxiety Outweighs Motivation: Motivational and Affective Predictors of EFL Achievement in Indonesian Vocational Schools Dewa Sang Made Widiantara; Anak Agung Putri Maharani; I Gde Putu Agus Pramerta
Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v4i1.2402

Abstract

Cognitive ability alone does not determine success in learning English as a foreign language, since psychological factors strongly influence how students engage and perform. Research that examines these factors together within vocational education remains scarce. This study investigates intrinsic motivation, extrinsic motivation, and learning anxiety as predictors of EFL learning achievement among vocational high school students. A quantitative ex post facto design was applied to 137 students of SMKS Praja Pandawa Bangli, selected through total sampling. Data on the three predictors were collected using validated questionnaires, while achievement data were drawn from documented English scores. The data were analyzed through descriptive statistics and multiple linear regression. The results show that intrinsic motivation has a positive and significant effect on EFL learning achievement, whereas learning anxiety has a negative and significant effect. Extrinsic motivation, by contrast, shows no significant independent effect. Together, the three predictors account for 24.9 percent of the variance in student achievement. These findings indicate that internal psychological conditions matter more than external incentives in shaping language learning outcomes. From the perspective of transformational education and learning, the study suggests that meaningful change in EFL learning grows not from external pressure but from instruction that strengthens intrinsic motivation and dismantles emotional barriers, enabling students to move from passive compliance toward authentic and self-sustaining engagement with the language.
Students' Perceptions and Challenges of Using Google Translate in EFL Writing Classes: A Mixed Methods Study in Vocational Education I Kadek Dian Satriawan; Anak Agung Putri Maharani; Ida Bagus Nyoman Mantra
Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v4i1.2455

Abstract

Google Translate has become a routine writing aid for students learning English as a foreign language, and vocational high school learners in Indonesia rely on it heavily. Research on this group remains limited, and most existing studies emphasize the technical accuracy of machine translation rather than how students themselves perceive the tool. This study examines how vocational high school students perceive the use of Google Translate in writing classes and identifies the challenges they encounter while using it. The study adopted an explanatory sequential mixed methods design grounded in the Technology Acceptance Model. Quantitative data were collected through a questionnaire completed by 175 eleventh-grade students at a tourism vocational school in Bali, and qualitative data were drawn from structured interviews with twelve of them. The findings reveal a clear gradient of acceptance. Positive endorsement was strongest for perceived ease of use and declined steadily through perceived usefulness and attitude toward using to behavioral intention, where reservations were strongest. Students valued the tool for its speed, simplicity, and vocabulary support, and they deliberately limited their reliance on it because they feared dependence and distrusted its accuracy in longer sentences. The pedagogical implication is that teachers should position Google Translate as a resource for critical review and revision rather than a substitute for learning, so that its convenience supports writing development without eroding language competence. This study contributes a perception-based account that extends acceptance research in vocational EFL contexts.
How do they interact? Exploring issues of interaction forms in an online writing classroom Anak Agung Putri Maharani; Made Hery Santosa
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38995

Abstract

As the 21st century progresses, there is a growing emphasis on equipping students with essential skills, including writing, which is considered crucial to master. Online writing has become particularly significant in fostering this skill, as advanced technology enhances classroom activities and creates new opportunities for interaction between lecturers and students. This study aimed to assess the levels of six types of interaction, identify the forms of interaction students value most, determine the forms most frequently conducted by lecturers, and explore the benefits of these interactions in an online writing course. This study utilized a sequential explanatory design involving 122 respondents. Data were collected using two research instruments: a questionnaire and interviews. The findings revealed that respondents demonstrated two preferences for a high level of interaction, both of which showed a notable increase in the six forms of interaction. Among these, four types of interaction were perceived by students as playing a critical role in their online writing activities. However, only three forms of interaction were identified as being frequently implemented by the lecturer, reflecting an emphasis on student-centred learning. Each type of interaction was acknowledged as contributing distinct benefits to the students. This study underlines the importance of adopting diverse and student-centred interactions in online writing courses to enhance student engagement and learning outcomes.
Empowering Junior High School English Teachers to Integrate Intercultural Communicative Competence in English Language Teaching Ida Bagus Nyoman Mantra; Anak Agung Putri Maharani; I Kadek Dian Satriawan; Sang Ayu Putu Ichita Dewi; Ni Luh Putu Anggi Widyantari; Ni Made Lovi Arini
Abdimas Indonesian Journal Vol. 6 No. 2 (2026)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.1917

Abstract

Intercultural Communicative Competence (ICC) has become an essential component of English language teaching as educators are expected to prepare learners to communicate effectively in culturally diverse contexts. However, many English teachers still emphasize language proficiency but struggle to incorporate intercultural perspectives into their classroom instruction. The community service was designed to strengthen the Intercultural Communicative Competence of junior high school English instructors through a participatory professional development program. The program was conducted with English teachers from five junior high schools in Gianyar Regency, Bali, Indonesia. The program ran for 8 weeks, incorporating collaborative workshops, lesson planning, classroom mentorship, reflective practice, and peer discussion. Pre-test and post-test, classroom observations, evaluation surveys, and semi-structured interviews were used to collect the data. Results showed that all aspects of ICC improved significantly. The overall mean ICC score rose from 63.5 on the pre-test to 88.0 on the post-test. Teachers also had very positive perceptions of the curriculum, reporting enhanced professional confidence, stronger lesson-planning abilities, and greater preparedness to adopt intercultural pedagogy in English classrooms. The study finds that participatory professional development is an effective and sustainable approach to developing teachers' intercultural competence and supporting culturally responsive English language instruction.
INTEGRATING INTERCULTURAL COMMUNICATIVE COMPETENCE INTO ENGLISH LANGUAGE TEACHING Ida Bagus Nyoman Mantra; Anak Agung Putri Maharani; I Kadek Dian Satriawan; Sang Ayu Putu Ichita Dewi; Ni Luh Putu Anggi Widyantari; Ni Made Lovi Arini
International Journal of Multidisciplinary Reseach Vol. 2 No. 3 (2026): June
Publisher : International Journal of Multidisciplinary Reseach

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The increasing importance of English as a worldwide lingua franca requires that learners are prepared with not only linguistic competence but also the capacity to communicate in meaningful ways across different cultural contexts. The present study explores the integration of Intercultural Communicative Competence (ICC) in English Language Teaching (ELT) by examining its theoretical basis, classroom implementation and the perceived advantages and disadvantages. The qualitative study design was used using literature analysis and semi-structured interviews with five selected purposefully English teachers. Data from both sources were analysed thematically for repeating patterns and themes. The findings suggest that ICC is seen by the literature and the teachers participating as an important aspect of successful English language teaching. Teachers used intercultural education through comparative cultural discussions, real multimedia tools, collaborative projects, role-plays and reflective classroom activities. These strategies were believed to contribute to students’ communicative competence, intercultural awareness, critical thinking, learner engagement, and appreciation for cultural diversity. The study identified several challenges for the systematic implementation of ICC, including: examination-oriented curriculum, limited time for teaching, lack of intercultural teaching resources and lack of professional development opportunities for teachers. Research shows that successful implementation includes curriculum support, ongoing teacher training, and culturally responsive teaching. Intercultural competency in English language education helps learners to be ready to interact successfully and appropriately in multicultural academic, social and professional settings, and promotes global citizenship and intercultural awareness.
Co-Authors 3Dewa Gede Agung Gana Kumara Anak Agung Putu Agung Anak Agung Putu Arsana Anak Agung Putu Arsana, Anak Agung Putu Berliani, Ni Wayan Bella Cahyadi, I Wayan Karang Cahyadi, I Wayan Karang Candrawati, Ida Ayu Dewa Gede Agung Gana Kumara Dewa Sang Made Widiantara Fatin Nabila Hani Bunga Laely I Gde Putu Agus Pramerta I Kadek Dian Satriawan I Kadek Dian Satriawan I Komang Budiarta I Putu Indra Kusuma Ida Ayu Chandra Surya Pratiwi Ida Ayu Made Sri Widiastuti Ida Bagus Nyoman Mantra Ketut Nala Hari Wardana Komang Ary Trisna Wahyuni Luh Ade Dwitayani Luh Gd Rahayu Budiarta LUH KETUT SRI WIDHIASIH Luh Putu Darmayani Pulasari Made Ayu Sarika Pratiwi Made Hery Santosa Marini, Kadek Dwi Sapta Marisda Adiasi Daud Ni Komang Cahyani Dewi Ni Luh Eka Putri Haryani Ni Luh Putu Anggi Widyantari Ni Luh Putu Diah Swandewi Ni Luh Putu Rika Wardani Ni Made Lovi Arini Ni Made Wersi Murtini Ni Pande Putu Wirayanti Ni Wayan Krismayani Putri, Ermelinda Aldianingsi Sang Ayu Putu Ichita Dewi SAWITRI, NI LUH PUTU DIAN Sawitri, Ni Luh Putu Dian Wayan Maba