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All Journal Jurnal Pendidikan Karakter Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Language and Education Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal IKA Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Indonesia Jurnal Kreatif Tadulako Online ELT Worldwide: Journal of English Language Teaching Jurnal Santiaji Pendidikan (JSP) PREMISE: Journal of English Education and Applied Linguistics Celt: A Journal of Culture, English Language Teaching & Literature English Teaching Journal : A Journal of English Literature, Language, and Education Journal on English as a Foreign Language (JEFL) ELT Echo LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education Jurnal Dimensi Pendidikan dan Pembelajaran Linguistic, English Education and Art (LEEA) Journal IRJE (Indonesian Research Journal in Education) JELL (Journal of English Language Learning) JURNAL PENDIDIKAN TAMBUSAI Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Language and Literature Journal of Education Action Research Journal of Education Technology Jurnal Ilmiah Pendidikan Profesi Guru Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Education and Human Development Journal PROJECT (Professional Journal of English Education) Journal of English Language Teaching Innovations and Materials (Jeltim) PANYONARA: Journal of English Education Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran JPP (Jurnal Pendidikan dan Pembelajaran) Journal of English Teaching and Applied Linguistics (JETAL) JL3T (Journal of Linguistics, Literature and Language Teaching) Interference: Journal of Language, Literature, and Linguistics JOLLT Journal of Languages and Language Teaching The Art of Teaching English as a Foreign Language (TATEFL) Journal of English Language and Education Journal for Lesson and Learning Studies Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia Linguistic, English Education and Art (LEEA) Journal Jurnal bahasa, sastra, seni, dan pengajarannya Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Soshum: Jurnal Sosial dan Humaniora Academic Journal Perspective : Education, Language, and Literature Yavana Bhasha: Journal of English Language Education Innovative: Journal Of Social Science Research EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Journey: Journal of English Language and Pedagogy Jurnal Ilmiah Pendidikan Citra Bakti Jurnal bahasa, sastra, seni, dan pengajarannya
I.G.A. Lokita Purnamika Utami
Universitas Pendidikan Ganesha
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Inclusive Pedagogy in Practice: Teaching English to Deaf and Mute Students in Elementary School Sriadi, Kadek; Utami, I G A Lokita Purnamika; Budiarta, Luh Gd Rahayu
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.1106

Abstract

This study explores the instructional procedures, challenges, and coping strategies involved in teaching English to deaf and mute students in an inclusive classroom. Although inclusive education continues to expand, English instruction for learners with hearing impairments remains difficult because of communication barriers and limited access to auditory input. This research uses a descriptive qualitative case study with participants consisting of two deaf and mute sixth-grade students, an English teacher, and a sign language teacher. Data were collected through classroom observations and semi-structured interviews and were analyzed using an interactive qualitative model. The findings show that English instruction followed three stages, namely pre activity, whilst activity, and post activity. Sign language, visual aids, and clear multimodal explanations played an important role in supporting comprehension. Teachers experienced challenges related to communication, differentiation, and classroom management, while students struggled with pronunciation, social interaction, and tasks that relied on sound. The study concludes that effective English instruction for deaf and mute learners requires adaptive, visually oriented, and collaborative teaching practices. These findings contribute to a clearer understanding of how inclusive classrooms can support equitable and meaningful language learning for students with hearing impairments
Effective English Teaching Strategies for Deaf Students: A Study at SMP SLB Negeri 1 Buleleng Nenepat, Aprilia Hana; Utami, I G A Lokita Purnamika; Adnyayanti, Ni Luh Era
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.v6i1.1108

Abstract

This study explores the strategies used by teachers, how these strategies are applied in the classroom, and the challenges that appear during the learning process. Using a qualitative descriptive approach, data were collected through interviews and classroom observations. The findings show that visual based methods such as the use of Sign Language SIBI, kinesthetic strategies, and various forms of visual media play an important role in improving students’ understanding of English. Sign Language provides clear visual cues that help increase students’ confidence and motivation, while visual and kinesthetic activities make lessons more engaging and easier to follow. However, the application of these methods is still limited by the lack of teaching materials, differences in language structure, and teachers’ varying mastery of instructional techniques. This study highlights the importance of teacher preparation, the development of inclusive learning resources, and the use of technology to support the English learning needs of deaf students. Overall, the findings underline the need to create an inclusive learning environment that offers equal opportunities for students with special needs.
Interactive Videos for Facilitating Reading Activity in an Inclusive Class Narayana, Komang Ksatria; Utami, I G A Lokita Purnamika; Ana, I Ketut Trika Adi
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.v6i1.1120

Abstract

Despite growing attention to inclusive education, there is still limited empirical research on the development and validation of interactive multimodal English learning videos that integrate sign language and visual supports for deaf-mute and regular students within the Merdeka Curriculum at the elementary level. This study aims to develop interactive videos as multimodal learning materials for teaching English to fourth-grade students in an inclusive classroom. Using the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), the research enhances reading interest and comprehension among deaf-mute and regular students through sign language integration, visual aids, and interactive exercises. Needs analysis revealed that inclusive students require visually engaging, adaptive materials. The videos align with the Merdeka Curriculum, featuring clear visuals, structured narration based on Pancasila values, and inclusive learning support. Instruments used include interview guides, researcher journals, development progress sheets, expert judgments, and practicality questionnaires. Expert validation showed high scores: 4.625 (content expert) and 4.75 (media expert), categorized as very good. Practicality tests scored 4.3 (students) and 4.75 (teachers), indicating high effectiveness. Results show that interactive videos improve accessibility, engagement, and reading comprehension for students with special needs. Challenges include limited technology access and the need for teacher training. The study concludes that multimodal learning significantly benefits inclusive education and recommends further research on scalability and long-term impact.
Learning English through poetry for EFL students Utami, I G A Lokita Purnamika
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 40, No. 1
Publisher : citeus

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

Abstract

Poetry can help students become more sensitive to language. However, in an EFL situation, students may object to learning poetry. Thus, English teachers should know how to use poetry in their teaching. Teachers should also ensure that EFL learners do not feel worried about understanding poetry, as not all poems are difficult. Moreover, what matters most is learning English through poems rather than learning about the poems themselves. In short, it is suggested that EFL teachers encourage learners to explore poems and write their own. Poetry provides abundant language exposure that improves students’ language sensitivity and creativity in using English.
PRACTICALITY OF A HYBRID BOOK AS READING MEDIA IN AN INCLUSIVE CLASS Putu Eva Julia Maharani; Utami, I G A Lokita Purnamika
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 1 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i1.13359

Abstract

The purpose of this study is to evaluate the practicality of a hybrid book created to support the educational resources of an inclusive English class at SDN 2 Bengkala. The study employed a Research and Development (R&D) design using the ADDIE model. The study considers research questions related to the practicality of the implemented media. Teachers and students were given practical questionnaires to complete to get the data. The results showed that learning media incorporating multimodal components, such as interactive content, sign language videos, and visual aids, are necessary for inclusive students, particularly those who are deaf and mute. 93% of teachers and 90% of students scored the practicality test as extremely practical, indicating very good practicality. As a result, it is possible to use the hybrid book as an approachable and helpful teaching tool in an inclusive English course. By providing a sustainable media innovation that can be further developed and applied to various disciplines and educational levels, this research advances inclusive education.
Utilizing Generative AI to Enhance EFL Learners’ Learning Motivation: A Case Study Indrayani, Luh; Utami, IGA Lokita Purnamika; Ana, I Ketut Trika Adi
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 1 (2025): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i1.1835

Abstract

Artificial intelligence (AI) has become a topic that increasingly received close review in recent years, and its impact is becoming more obvious in a variety of disciplines, including education. This study examines the integration of generative AI in Business English Class to enhance EFL learners’ motivation. A sequential explanatory mixed-methods research design was employed, involving both quantitative and qualitative data collection methods. The quantitative data were analyzed by using descriptive statistics and paired t-test. Meanwhile, the qualitative data were analyzed by using thematic analysis. Twenty-three Indonesian students who were enrolled in Business English course were involved in gathering data that were collected through questionnaires and interviews. During the eight-week experimental periods, the students engaged with the generative AI frequently. The findings of descriptive statistical tests revealed that there was a change in student motivation before and after being taught with AI. This difference indicates an increase in student interest after being taught with AI. Furthermore, the paired t-test findings suggested that the increase was classified as significant. From the interviews, it was found that EFL learners experienced a significant increase in their learning motivation derived from the autonomous and controlled motivation, particularly the contingent self-esteem. The generative AI can also be a valuable tool for enhancing EFL learners’ learning motivation by providing personalized feedback, fostering a sense of autonomy, creating a more interactive and engaging learning environment and resolving psychological barriers. Further research should explore how this technology can be scaled to broader educational settings and examine its long-term impact on learner’s motivation and language acquisition. Hence, it helps educators develop best practices for integrating AI tools effectively into the curriculum.
A Systematic Literature Review of ChatGPT for Vocabulary Mastery Diantari, Ni Luh Feby; Utami, I G A Lokita Purnamika; Artini, Ni Nyoman
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.v5i3.2698

Abstract

Vocabulary mastery is a fundamental component in learning English as a Foreign Language (EFL) and English as a Second Language (ESL), but students often face obstacles in understanding and remembering new vocabulary. In this study, the researcher systematically examined the use of ChatGPT in vocabulary learning and explored its influence on vocabulary development. This study uses a Systematic Literature Review (SLR) design with PRISMA guidelines. Data were collected from academic journal articles published between 2018 and 2025 through the Google Scholar database, resulting in 16 relevant studies that were analyzed based on strict inclusion criteria. The analytical result indicates that teaching using ChatGPT significantly impacts students' vocabulary acquisition in the context of EFL and ESL. ChatGPT can be effective in improving vocabulary retention through interactive explanations, contextual examples, and direct feedback. In addition, the study findings highlight an increase in student engagement, motivation, and learning independence, as well as a decrease in anxiety in language use. Despite challenges related to response accuracy and digital literacy, this study concludes that ChatGPT is a potential instructional tool when integrated with appropriate pedagogical guidance.
Developing CakeApp-Based Infographics to Support Teaching Speaking in Tourism Vocational High Schools Gunawan, I Wayan; Utami, I G A Lokita Purnamika; Agustini, Dewa Ayu Eka
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.v6i1.1123

Abstract

The integration of digital learning tools has become increasingly important in English as a Foreign Language (EFL) instruction, particularly in vocational high schools where students are required to develop workplace communication skills. Previous studies have reported the effectiveness of mobile applications in supporting language learning; however, limited attention has been given to providing practical pedagogical guidance that helps teachers integrate such applications into speaking instruction, especially in tourism vocational contexts. As a result, many English teachers continue to face difficulties in translating digital platforms into structured and meaningful classroom speaking activities. To address this gap, this study aimed to develop CakeApp-based infographics that function as practical teaching speaking ideas for tenth-grade English teachers in a tourism vocational high school. The study employed a Design and Development (D&D) research approach using the ADDE model, which consisted of analysis, design, development, and evaluation stages. Data were collected through syllabus analysis, classroom observation, teacher interviews, expert judgment, and user review. The findings indicated that the developed infographics achieved an excellent level of quality in terms of content relevance, instructional clarity, visual design, and practicality. Expert and user evaluations further confirmed that the infographics effectively assist teachers in integrating CakeApp into speaking instruction. Therefore, this study concludes that CakeApp-based infographics can serve as pedagogical guides that support interactive and context-based speaking activities in tourism vocational education.
Interactive Hybrid Book for Inclusive Reading Activities Pradana, Kevin Dwi; Utami, I G A Lokita Purnamika; Ana, I Ketut Trika Adi
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.v6i1.1134

Abstract

This study aims to develop an interactive hybrid book that integrates text, images, and sign language as a learning medium to facilitate English reading activities in inclusive classrooms. Specifically, the study seeks to identify the types of English reading materials needed by inclusive students, design an interactive hybrid book adapted to these needs, evaluate the validity of the content and media, and assess the practicality of the developed product. The study employed the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation phases. The research instruments included interview guides for needs analysis, interviews with teachers and students, a researcher’s journal, a product development progress sheet, expert judgment sheets for content and media validation, and practicality questionnaires. The results of the needs analysis revealed that inclusive students require visually engaging reading materials that incorporate multimodal elements, such as sign language, subtitles, and interactive features, to support their reading activities. The interactive hybrid book was designed in alignment with the Merdeka Curriculum and the principles of differentiated learning, ensuring accessibility and the reinforcement of Pancasila values. The expert validation results indicated that the product achieved an average score of 4.30 from content experts and 4.54 from media experts, both of which fall into the “very good” category. Furthermore, the practicality test results showed average scores of 4.39 from students and 4.75 from teachers, indicating that the interactive hybrid book is practical and effective as a learning medium for facilitating English reading activities in inclusive classrooms.
Co-Authors Adnyayanti, Ni Luh Era Adnyayanti, Ni Luh Putu Era Ali Saukah Anak Agung Ayu Mas Sukmawati Ananda Putri, Kadek Dwi Trisna Arief Baskoro Arisuta, Pande Gede Darma Artini Ni Nyoman Artini, Ni Nyoman Aryanata, I Made Wahyu Aryanata Astrini, Febri Baskoro, Arief Cahya Putri, Ida Ayu Cantika Candrika, Ni Putu Sthira Damayanti, Made Regina Miranda Damayanti, Putu Julia Nirmala Dewa Ayu Eka Agustini Dewa Komang Tantra Dewa Putu Ramendra Dewi, Helda Krisyana Dewi, I Gusti Ayu Triska Sri Urmila Dewi, K. Sintya Dewi, L.P. Krissiana Permata Dewi, Ni Kadek Liana Dewi, Ni Putu Anjar Astriani Dewi, Putu Murtiana Diantari, Ni Luh Feby Dwiyanti, Kadek Natalia Eka Anastasia Wijaya Fiorentina Dewantari Fitriani, Desy Fuad Abdul Hamied G.A.P. Suprianti Gede Mahendrayana Hartini, Ni Made Sri Ayu I Gusti Ngurah Agung Wijaya Mahardika I Ketut Trika Adi Ana I Ketut Trika Adi Ana, I Ketut Trika I Komang Yogi Pratama Wedananta I Nyoman Adi Susrawan I Nyoman Pasek Hadisaputra I Putu Dipta Priyatna I Putu Ngurah Wage Myartawan I Wayan Gunawan, I Wayan Ida Ayu Fortuna Ningrum Ida Ayu Gede Juliana Dewi IDA AYU MADE ISTRI UTAMI . Ida Ayu Made Sri Widiastuti Ida Bagus Nyoman Mantra Iswanda Meiliestya Pradini Januarta, Putu Agus Juliana, I Putu K. Sintya Dewi Kadek Adiarta Parmawan Kadek Dwi Trisna Ananda Putri Kadek Manik Megayanti Kadek Maya Cyntia Dewi Kadek Nesya Febi Pramesti Kadek Sintya Dewi Kusumadewi, Ni Wayan Eka L.P. Krissiana Permata Dewi Lailiyah, Leni Laksana, I Putu Yoga Luh Diah Surya Adnyani Luh Gd Rahayu Budiarta Luh Gede Eka Wahyuni Luh Maytri Lindayani Luh Putu Artini M.Pd. S.Pd. Luh Indrayani . Made Hery Santosa Magdalena, Tabita Angelina Mahardika, I Gusti Ngurah Agung Manik, Putu Galuh Nayayika Megayanti, Kadek Manik Mena, Yohana Lolong Mona Jiwandani N.M, Ratminingsih, N.M. Ratminingsih, N.M. N.M.S, Megawati Narayana, Komang Ksatria Nenepat, Aprilia Hana Ni Ketut Alit Juniari Ni Komang Arie Suwastini Ni Luh Sukanadi Ni Made Desi Puspasari Ni Made Kristianti Ni Made Ratminigsih Ni Made Ratminingsih Ni Made Sri Ayu Hartini Ni Made Sukreni Virgianti Ni Made Wersi Murtini Ni Nyoman Padmadewi Ni Nyoman Padmadewi Ni Putu Astiti Pratiwi Ni Putu Diah Anggreni Ni Putu Era Marsakawati Nyoman Karina Wedhanti Padmadewi , Ni Nyoman Paramahita, Ketut Bayu Catur Pradana, Kevin Dwi Pratama, Putu Yoga Sathya Prawira, Ni Nyoman Pradnyani Prestridge, Sarah Prof. Dr. Ni Nyoman Padmadewi,MA . Puspitawati, Eka Ulyana Putra, I Kadek Swartana Putra, Komang Bayu Widhyasmara Putu Eka Dambayana Suputra Putu Eva Julia Maharani Putu Nanci Riastini, Putu Nanci Putu Sora Dipa Putu Suarcaya Putu Yoga Sathya Pratama Putu Yoga Sathya Pratama Rahayu, Ni Kadek Nita Raninta Candra Dewi Ratminingsih , Ni Made Rismayanti, Luh Ayu Sanjaya, Komang Angga Surya Santosa, M.H. Saraswati, N.M.S.D. Sari, Yulnada Sasmitha, Ketut Aya Sihombing, Elena Febiola Sitangsu, Ni Luh Manik Santi Devi Sriadi, Kadek Suardana, Ni Luh Adelia Suarnadi Sugondo, Axel Valentino Suharwipa, Made Suprianti, G. A. P Suprianti, GAP Trisnawati, Komang Ayu Virgianti, Ni Made Sukreni Widyanti, N.W. Wijayanti, Ni Luh Eka Ciptarini Winduastuti, Ni Komang Yasa, Gede Amerta