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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) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 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 WIDYA LAKSANA 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 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 EDULIA: English Education, Linguistic and Art Journal 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 Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) Jurnal Pendidikan, Bahasa dan Budaya 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 Glosains: Jurnal Sains Global Indonesia ELT Echo: The Journal of English Language Teaching in Foreign Language Context JPP (Jurnal Pendidikan dan Pembelajaran)
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English Teaching in Inclusive Classrooms for Students with Intellectual Disability Dewa Ayu Gede Rias Wicha Nofitri; I. G. A. Lokita Purnamika Utami; Luh Gd Rahayu Budiarta
Journal of Educational Study Vol. 6 No. 1 (2026): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1149

Abstract

This study investigated the implementation of English teaching in an inclusive classroom consisting of regular students and a student with intellectual disability at SMP PGRI 6 Denpasar. The study aimed to identify the teaching procedures implemented by the teacher, the challenges faced during the teaching and learning process, and the strategies used to overcome those challenges. This study employed a descriptive qualitative case study design. The participant was an English teacher who taught ninth-grade students in an inclusive classroom. Data were collected through classroom observations and interviews. The findings revealed that the English teaching procedures in the inclusive classroom generally followed three stages: pre-activity, whilst-activity, and post-activity. Although the teacher applied the same learning process to all students, additional attention was provided to the student with intellectual disability, particularly during reading, pronunciation practice, and group discussion activities. The study also found several challenges, including students’ difficulty in maintaining focus and limitations in language mastery. To address these challenges, the teacher implemented several strategies, such as group work activities, peer support, individual assistance, and assigning tasks similar to those given to regular students. The study concludes that inclusive English teaching can be implemented effectively when teachers provide equal learning opportunities while still adapting instruction to students’ individual needs.
Pendampingan Implementasi Framework Design Thinking untuk Meningkatkan Kreativitas Media dan Inovasi dalam Pembelajaran Bahasa Inggris SD Kadek Sonia Piscayanti; I G A Lokita Purnamika Utami; I Made Hendra Sukmayasa; I Gusti Agung Ayu Putu Listyana
JURNAL WIDYA LAKSANA Vol 15 No 1 (2026): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jwl.v15i1.104365

Abstract

Keterbatasan pengetahuan dan keterampilan guru dalam merancang media yang kreatif serta minimnya pemahaman terhadap pendekatan inovatif dalam pembelajaran. Pengabdian masyarakat ini bertujuan untuk meningkatkan kreativitas guru dalam mengembangkan media dan inovasi pembelajaran Bahasa Inggris di Sekolah Dasar (SD). Kegiatan pengabdian ini menggunakan desain partisipatif dengan model pendampingan berbasis kebutuhan guru. Metode pengumpulan data dengan observasi, wawancara, dokumentasi, dan tes. Metode kegiatan terdiri dari sosialisasi, workshop, diskusi kelompok, dan pendampingan praktik langsung pembuatan media. Analisis data dilakukan secara tematik menggunakan teknik triangulasi. Hasil kegiatan menunjukkan bahwa guru mampu memahami konsep Design Thinking serta menghasilkan media pembelajaran inovatif seperti kartu kosakata interaktif, permainan edukatif berbasis bahasa Inggris, dan video pembelajaran sederhana. Implementasi kegiatan ini berdampak positif dalam meningkatkan motivasi belajar siswa sekaligus keterampilan profesional guru. Dengan demikian, pendampingan ini berhasil mendukung peningkatan kualitas pembelajaran Bahasa Inggris di sekolah dasar melalui pemanfaatan pendekatan kreatif dan kolaboratif. Implikasi kegiatan ini yaitu penerapan Design Thinking menjadi pendekatan yang relevan dan efektif dalam memperkuat kapasitas guru sekaligus meningkatkan mutu pembelajaran yang berpusat pada siswa.
The Impact of ChatGPT on EFL University Students’ Writing Skills: A Systematic Literature Review Ni Nengah Dina Juliani; I G A Lokita Purnamika Utami; Ni Nyoman Artini
Jurnal Pendidikan, Bahasa dan Budaya Vol. 5 No. 2 (2026): Juni: Jurnal Pendidikan, Bahasa dan Budaya
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jpbb.v5i2.6253

Abstract

Writing is an important skill for university students who study English as a Foreign Language (EFL), but it is often difficult to master in academic contexts due to linguistic and cognitive challenges. Recently, Artificial Intelligence (AI) tools, for example like ChatGPT, have gained significant popularity in language learning and academic writing support. Through a Systematic Literature Review (SLR), this study analyses existing research related to the impacts of ChatGPT on writing skills of university students in the EFL context. Using the PRISMA guidelines, the study reviews eleven relevant articles published between 2023–2026 from various academic databases. The results examined that ChatGPT helps students improve different aspects of writing, such as organization, grammar accuracy, vocabulary use, coherence, and overall writing quality. It also increases students’ motivation, confidence, and ability to learn independently by providing quick, accessible, and personalized feedback during the writing process. However, the results also examined several challenges of using ChatGPT as a writing tool, such as academic dishonesty, inaccurate or misleading information, and students’ overreliance on AI tools, which may reduce critical thinking and writing autonomy.
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

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

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 Analysis of Language Features Used by Male and Female Fitness Influencers in Tiktok Videos Ida Ayu Fortuna Ningrum; Ni Nyoman Padmadewi; I. G. A. Lokita Purnamika Utami
Soshum: Jurnal Sosial dan Humaniora Vol. 13 No. 2 (2023): July 2023
Publisher : Unit Publikasi Ilmiah, P3M, Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/soshum.v13i2.182-192

Abstract

Nowadays, the number of fitness influencers from both genders is rapidly increasing in the fitness industry. Both genders have their language features and characteristics that can be seen in their Tiktok videos. This study aimed to investigate the features and typical characteristics of the language used by Indonesian male and female fitness influencers. This study applied a qualitative descriptive research method by analyzing the video script based on Lakoff’s Theory (1973) and Tennan’s Theory (1990). The findings indicated that male fitness influencers typically speak with greater directness and assertiveness. Also, basic and simple words are mostly used by male influencers. On the contrary, female fitness influencers mostly use extensive vocabulary in their rapport talk. It is intended that this study would serve as the foundation for further investigation related to language gender.
Translanguaging and Its Role in English for Critical Thinking Class: Observations at STAHN Mpu Kuturan Singaraja Pande Eka Putri Pradnyani; Ni Made Ratminingsih; IGA Lokita Purnamika Utami
Soshum: Jurnal Sosial dan Humaniora Vol. 15 No. 2 (2025): July 2025
Publisher : Unit Publikasi Ilmiah, P3M, Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/soshum.v15i2.165-172

Abstract

This research is aimed to explore translanguaging practices in tertiary level, specifically in English for Critical Thinking Class at STAHN Mpu Kuturan Singaraja. The goals of this study is to find out the translanguaging types, functions, and language use by the lecturer. The translanguaging practiced by the lecturer were observed through 11 meetings. Observations were conducted to find out how the lecturer practiced translanguaging in the class. With the use of field notes and observation sheets, the data were collected and then presented in the form of table and diagram. The observations were focused on discovering translanguaging frequency, types, functions and languages use. A deductive thematic analysis was employed to analyze the research objectives. This research shows that translanguaging was practiced frequently by the lecturer in terms of pre-activity, main activity, and post-activity. There are 8 (eight) types of translanguaging found along the study that specifically used for specific teaching functions. Moreover, this finding also covers that the lecturer used 3 (three) languages in translanguaging, including English, Indonesian, and Balinese. This study implies that translanguaging as a pedagogical approach plays important roles in multilingal classrooms.
Bantuan QuillBot dalam mendukung penulisan akademik bagi mahasiswa tingkat lanjut: Tinjauan sistematis literatur Luh Rista Hardiantini; Ni Made Ratminingsih; I Gusti Ayu Lokita Purnamika Utami; Made Hery Santosa
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 13 No 2 (2025): Juli
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v13i2.11074

Abstract

QuillBot is a tool that influences the writing quality among higher students. This tool offers beneficial features that assist the development of academic writing ability among students. Therefore, this study aims to explore the assistance of QuillBot in academic writing among higher students. The researcher adopted the SLR (Systematic Literature Review) methodology proposed by Lame and Guillaume (2019). This method employs eight steps, from developing research questions to resulting interpretations. Those steps are conducted to determine whether the previous articles are appropriate and eligible. Ten articles were found that required the inclusion of the criteria. The articles were found in reputable resources such as Google Scholar, ResearchGate, ScienceDirect, and Taylor & Francis. The findings revealed that QuillBot assists the students in creating minimum errors in writing by discovering grammatical errors, paraphrasing sentences for writing evaluation, avoiding plagiarism, and encouraging students’ motivation. Overall, the tool facilitates the students’ development of their academic writing ability. Additionally, the students’ positive perceptions of writing development support it. They showed language improvement, such as vocabulary development and grammatical ability. Therefore, QuillBot assists the students in powering their writing ability and minimizing their anxiety toward academic writing.
Digital Supplementary Future Tense Material Development Using Quizizz Application for First Year Students Made Suharwipa; I Gusti Ayu Lokita Purnamika Utami; Made Hery Santosa
JPP (Jurnal Pendidikan dan Pembelajaran) Vol. 29 No. 2 (2022)
Publisher : Lembaga Pengembangan Pendidikan dan Pembelajaran, Universitas Negeri Malang in Collaboration with Asosiasi Pendidik dan Pengembang Pendidikan Indonesia (APPI)

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

Abstract

This study aimed to determine how the procedures to develop digital supplementary future tense material through Quizizz for first year level promoted by Richey and Klein's (2005) Design and Development research (DnD) approach, as well as how the product's quality evolved. Design, development, and evaluation were the three primary steps of this study. A descriptive quantitative analysis was performed to analyze the data, that explained in the distribution of scores and categories of rating scales that were determined using instrument validations. Product validation scores for content evaluation are 98.1% and 96.3%, respectively, while media assessment results are 87.2% and 85.4%. Based on findings, the digital supplementary future tense material developed with Quizizz was designed to be used in the learning process at freshman level.
Development of Flipbook as Learning Media to Improve Eighth Grade Students’ Vocabulary Mastery I Kadek Pasek Aditya; Utami, I G A Lokita Purnamika; Mahayanti, Ni Wayan Surya
EDULIA: English Education, Linguistic and Art Journal Vol. 6 No. 2 (2026): EDULIA: English Education, Linguistic and Art Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/nvaqrt87

Abstract

This research aimed to develop an interactive flipbook as a learning medium to help eighth grade students master vocabulary at SMPN 3 Banjar. The study used the Design and Development (DnD) method with the Design, Development, and Evaluation (DDE) model. The research involved 30 students of class VIII 1. The design stage was based on students’ learning needs questionnaires and teacher interviews. The flipbook was developed using Canva, Heyzine, and Quizizz. The evaluation stage included quality judgment and practicality testing. The quality judgment conducted by research supervisors showed an average score of 78, which was categorized as very good based on the Ideal Mean (Mi) and Ideal Standard Deviation (SDi) analysis. In addition, the practicality test involving 30 students obtained an average score of 58.37, indicating that the learning media was categorized as very practical.   Keywords: Design, Development, Evaluation, Flipbook, Vocabulary.
Differentiated Assessment Practices in a Montessori-Based Elementary School: A Qualitative Study on Implementation, Challenges, and Benefit Agung Ayu Dyah Permata Sari; Ni Nyoman Padmadewi; I G A Lokita Purnamika Utami
Jurnal Pendidikan Indonesia Vol 15 No 2 (2026): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i4.108924

Abstract

Differentiated assessment has become an important approach to addressing students’ diverse learning needs; however, evidence regarding its implementation in Montessori primary education remains limited. This study aimed to investigate the implementation of differentiated assessment, identify the challenges faced by teachers, and examine its benefits. A qualitative case study design was employed involving two teachers responsible for fourth-, fifth-, and sixth-grade students. Data were collected through surveys, classroom observations, and semi-structured interviews using an open-ended questionnaire, an observation sheet, and an interview guide. The questionnaire was administered over one week, followed by one week of classroom observations and subsequent interviews. The collected data were analyzed using thematic analysis. The findings revealed that differentiated assessment was implemented through well-planned learning activities, formative assessment practices, varied assessment tasks and products, and a prepared learning environment. Teachers’ experience and professional competence were identified as key factors supporting effective implementation, while limited professional training remained a major challenge. The implementation of differentiated assessment also contributed positively to students’ academic performance and supported teachers’ professional development. In conclusion, differentiated assessment is an effective approach for accommodating diverse learning needs in Montessori classrooms, although its success depends on teachers’ competencies and institutional support. These findings highlight the importance of continuous professional development to strengthen teachers’ capacity in implementing differentiated assessment effectively.
Co-Authors Adnyayanti, Ni Luh Putu Era Agung Ayu Dyah Permata Sari Ali Saukah Anak Agung Ayu Mas Sukmawati Ananda Putri, Kadek Dwi Trisna Aprilia Hana Nenepat 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 Ayu Gede Rias Wicha Nofitri 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 Agung Ayu Putu Listyana I Gusti Ngurah Agung Wijaya Mahardika I Kadek Pasek Aditya I Ketut Trika Adi Ana I Ketut Trika Adi Ana I Ketut Trika Adi Ana, I Ketut Trika I Komang Yogi Pratama Wedananta I Made Hendra Sukmayasa I Nyoman Adi Susrawan I Nyoman Pasek Hadisaputra I Putu Dipta Priyatna I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I Putu Yoga Laksana I Wayan Gunawan I Wayan Wistiananta 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 Kadek Sonia Piscayanti Kadek Sonia Piscayanti Kevin Dwi Pradana Kusumadewi, Ni Wayan Eka L.P. Krissiana Permata Dewi Lailiyah, Leni Luh Diah Surya Adnyani Luh Gd Rahayu Budiarta Luh Gede Eka Wahyuni Luh Maytri Lindayani Luh Putu Artini Luh Rista Hardiantini M.Pd. S.Pd. Luh Indrayani . Made Hery Santosa Made Suharwipa Magdalena, Tabita Angelina Mahardika, I Gusti Ngurah Agung Manik, Putu Galuh Nayayika Megayanti, Kadek Manik Mona Jiwandani N.M, Ratminingsih, N.M. Ratminingsih, N.M. N.M.S, Megawati Narayana, Komang Ksatria Ni Ketut Alit Juniari Ni Komang Arie Suwastini Ni Komang Indah Pratiwi Ni Luh Eka Ciptarini Wijayanti Ni Luh Era Adnyayanti Ni Luh Putu Eka Sulistia Dewi Ni Luh Putu Era Adnyayanti 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 Nengah Dina Juliani Ni Nyoman Artini Ni Nyoman Padmadewi Ni Nyoman Padmadewi Ni Putu Astiti Pratiwi Ni Putu Diah Anggreni Ni Putu Era Marsakawati Ni Wayan Monik Rismadewi Ni Wayan Surya Mahayanti Nur Ikhsan Amal Nyoman Karina Wedhanti Padmadewi , Ni Nyoman Pande Eka Putri Pradnyani Paramahita, Ketut Bayu Catur Pratama, Putu Yoga Sathya Prawira, Ni Nyoman Pradnyani Prestridge, Sarah Prof. Dr. Ni Nyoman Padmadewi,MA . Puspadi, Ketut Ayu Dewi 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 Ryan Hardy Kurniawan 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. Winduastuti, Ni Komang Yasa, Gede Amerta Yohana Lolong Mena