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All Journal Language and Education Journal EDULITE: Journal of English Education, Literature and Culture Widya Accarya Indonesian Journal Of Educational Research and Review Metathesis: Journal of English Language, Literature, and Teaching Litera : Jurnal Bahasa dan Sastra
I Gusti Ayu Indah Triana Juliari
Universitas Dwijendra
Education Languange, Linguistic, Communication & Media Other

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Instructional Video using Wondershare Filmora 9 in the Interpretive Reading Course for English Language Education Students Ni Made Yuniari; I Gusti Ayu Indah Triana Juliari
Indonesian Journal Of Educational Research and Review Vol. 4 No. 3: October 2021
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (272.267 KB) | DOI: 10.23887/ijerr.v4i3.42328

Abstract

The Covid-19 pandemic has had a significant impact on education. The implementation of online learning results in the lack of availability of appropriate learning media to support the implementation of online learning. This study aims to develop learning videos using Wondershare Filmora 9 in the Interpretive Reading course for third semester students of English Education. The development of this learning video uses the ADDIE development model which consists of the analysis, design, development, implementation, and evaluation stages. The results of the validity of interactive multimedia development will be presented with two main points which include: subject matter experts, and learning media experts. The subjects of this research include experts, namely 2 subject experts, and 2 learning media experts. The method used in collecting data is the observation method, interview method, and questionnaire method. The data analysis technique in this research is descriptive qualitative and descriptive quantitative. The data collection instrument in this study was using a questionnaire. The results of the validation carried out by material experts I and II were 93.84%, while the results of the validation carried out by media experts I and II were 87.05%. It can be concluded that the learning video that has been developed with the help of Wondershare Filmora 9 is very suitable for use in interpretive reading courses. Based on these results and conclusions, learning videos can be used as an alternative in overcoming the problem of the lack of media availability in online learning.
DEVELOPING INSTRUCTIONAL VIDEO USING WONDERSHARE FILMORA 9 IN THE CRITICAL READING COURSE FOR STUDENTS OF ENGLISH LANGUAGE EDUCATION DWIJENDRA UNIVERSITY Ni Made Yuniari; I Gusti Ayu Indah Triana Juliari; I Putu Yudi Sudarmawan
Language and Education Journal Undiksha Vol. 5 No. 2 (2022): July
Publisher : Universitas Pendidikan Ganesha

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Abstract

This study aimed at developing instructional video using Wondershare Filmora 9 in the Critical Reading course for forth semester students of English Language Education Dwijendra University. The research design used in this study was R&D method by using ADDIE model. This model have five stages development, namely: analysis, design, development, implementation, and evaluation. This study used questionnaire as a research instrument. The questionnaires were used to determine the feasibility level of instructional video. In analyzing the data, this study followed some procedures, such as: analyzing the needs, analyzing materials, determining basic competencies and indicators. This study used two validators for checking the materials and others two validators were for learning media expert. Based on the result of the study, it showed that the percentage of the material expert I was 91%, and the validation results from the material expert 2 was 94%. Then, the average from the two materials experts were 92,31%. It means the category of qualitative is very good based on education criteria. Meanwhile, the percentage of media expert I validation was 88,24%, while the validation results from the media expert II was 84,71%. The average of the media experts were 93.84%. It could be said as a good qualities according to reviews from learning content experts. Therefore, it could be concluded that the instructional videos that were created with Wondershare Filmora's 9 becomes an excellent choice to be used for critical reading course.
The Use of Question, Answer, Relationship Strategies to Improve The Tenth-Grade Students’ Reading Comprehension At SMA Dwijendra Denpasar in The Academic Year 2022/2023 Petronela Seraviana Yahni; I Gusti Ayu Indah Triana Juliari; I Komang Dedik Susila
Widya Accarya Vol. 15 No. 1 (2024): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46650/wa.15.1.1534.42-47

Abstract

This research aims to improve the student’s reading comprehension of the narrative text using the Question Answer Relationship (QAR) strategy at SMA Dwijendra Denpasar. It was done through planning, action, observation, and reflection. This research was Classroom Action Research (CAR) consisting of two cycles. The subject of this research was 35 students of tenth grade SMA Dwijendra Denpasar in the academic year 2022/2023. The instrument in this research was a test (multiple choice). The test consists of a pretest and a post-test. The data were analyzed quantitatively to get the mean score and percentage. The result showed that there was an improvement in the student’s achievement in narrative text. Most of the students increased their scores gradually at the end of the cycle. The result of the mean score of students in the pretest was 60.14, the mean score in post-test 1 was 70.7, and the mean score in post-test 2 was 82. It can be concluded that the QAR strategy could improve the student’s reading comprehension of the tenth-grade students at SMA Dwijendra Denpasar.
Tech-Enhanced Language Learning: Bridging Linguistics and Education Kadek Adyatna Wedananta; I Gusti Ayu Indah Triana Juliari; Anak Agung Adi Wiryya Putra
Widya Accarya Vol. 16 No. 1 (2025): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46650/wa.16.1.1661.75-83

Abstract

The research titled Tech-Enhanced Language Learning: Bridging Linguistics and Education explores the transformative role of technology in language education, emphasizing its intersection with linguistic theories and pedagogical practices. This study investigates how digital tools and resources can enhance language acquisition, improve learner engagement, and foster effective teaching methodologies. Through qualitative data collected from educators and learners, the research identifies key benefits of technology integration, including increased motivation, personalized learning experiences, and the facilitation of collaborative learning environments. Additionally, the study addresses challenges such as unequal access to technology and the need for teacher training. The findings underscore the importance of a balanced approach that combines traditional teaching methods with innovative technological solutions. Ultimately, this research contributes to the ongoing discourse on the future of language education, advocating for the strategic implementation of technology to enrich linguistic learning experiences and outcomes.
Attitudes and readiness for Global Englishes in language assessment among Indonesian university English lecturers I Putu Andre Suhardiana; Made Wahyu Mahendra; I Gusti Ayu Indah Triana Juliari; Ida Bagus Gde Phalaguna; Astuti Wijayanti
Metathesis: Journal of English Language, Literature, and Teaching Vol. 10 No. 1 (2026): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v10i1.3623

Abstract

The ascendance of English as the world’s dominant lingua franca is revolutionizing English Language Teaching (ELT) at every level. This acknowledges the validity of contextually suitable English variations. Even if this theoretical change is recognized, implementing it in the classroom remains a problem. This study aimed to examine how Indonesian English lecturers view Global Englishes (GE). Specifically, it aimed to measure their familiarity with GE principles, their attitudes toward modifying typical language-based assessments, and their assessed preparedness to implement such modifications. This study used a sequential explanatory mixed-methods design. The quantitative phase consisted of a census survey of 16 full-time instructors. This employs the ‘Survey of Knowledge, Attitudes, and Readiness Regarding GLOBAL ENGLISHes Principles in Language Assessment (SKAR-GE).' This was followed by a qualitative phase that included interviews with 10 lecturers to help explain the survey results. The analysis showed a mismatch between thinking and doing. Lecturers indicated a level of acquaintance with Global Englishes (GE) but showed deficiencies in objective knowledge (41.67% correct). This person mistakes English as a Lingua Franca with ‘broken English.’ They were ‘cautiously open’ to new ideas. They respected communicative pragmatics, but when GE principles went against traditional grammatical benchmarks in evaluation, they were unsure and resistant. The study finds that Indonesian English lecturers are usually open to GE ideas, but they cannot switch to GE-informed assessment because they do not grasp it well enough, hold strong native-speaker beliefs about assessment, and lack sufficient support and models.
An Analysis of Teachers Strategy in Teaching Speaking Skills at SMP Dwijendra Monika Rambu Boba Hua; I Gusti Ayu Indah Triana Juliari; Ni Made Dwi Utari Pusparini; Komang Satria Wirasa
LITERA : Jurnal Bahasa Dan Sastra Vol. 12 No. 2 (2026): LITERA: Jurnal Bahasa dan Sastra
Publisher : LPPM Universitas Dhyana Pura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36002/litera.v12i2.5672

Abstract

This study aims to identify the types of strategies used by English teachers in teaching speaking skills and to analyze the most frequently used strategies at SMP Dwijendra Denpasar. This study employed a descriptive qualitative approach. The subjects of this study were three English teachers who taught Grade VII, VIII, and IX. The data were collected through classroom observations, interviews, and documentation. The results of the study showed that teachers employed various strategies in teaching speaking skills, including role play, discussion, pair work, group work, storytelling, question and answer, interview, debate, picture describing, and games-based strategies. The strategies most frequently used by all teachers were role play, discussion, question and answer, picture describing, and gamesbased strategies. Meanwhile, the interview strategy was used selectively, and the debate strategy was not used. Each teacher also tended to use one dominant strategy, where Teacher 1 used role play, Teacher 2 used pair work, and Teacher 3 used group work, depending on students’ levels and characteristics. Based on the findings, it can be concluded that selecting appropriate strategies plays an important role in improving students’ participation, confidence, and communicative competence in speaking skills. Therefore, teachers are expected to select and implement suitable strategies to support more effective speaking instruction.
A narrative inquiry into lecturers’ experiences with standardized testing pressures in an Indonesian English Language Education Department I Putu Andre Suhardiana; I Gusti Ayu Indah Triana Juliari; Made Wahyu Mahendra; Astuti Wijayanti
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.617-637

Abstract

Indonesia’s English Language Education Departments have two priorities: developing students’ communicative competence and ensuring that students are able to graduate with a TOEFL test score. Such conditions create a form of ‘washback’ where testing priorities are at odds with the principles of communicative language teaching, shaping the approach to teaching. Negative washback has been documented; however, few qualitative studies examine the internal tensions, lived experiences, and emotional struggles of lecturers. This study examines how Indonesian ELED lecturers negotiate the conflict between their CLT philosophy and the demands of standardized testing. A narrative inquiry was conducted with seven lecturers from an Indonesian public university ELED. Data from semi-structured interviews were analyzed using a three-dimensional framework (temporality, sociality, place) to construct and interpret participants’ experiential narratives. Lecturers face a conflict in which they differentiate themselves as either a Teacher or a Test Preparer. To protect their pedagogical values, they practice ‘quiet resistance,’ whereby test practice is incorporated into communicative tasks. While this is a form of active resistance, the emotional costs are significant, leading to feelings of guilt, fatigue, and cynicism. The conflict is pedagogical, personal, and continual, leading to the fragmentation of professional identity and the erosion of psychosocial well-being. Lecturers show resilient agency through covert negotiation; yet, the misalignment between assessment policies and the communicative goals of teaching remains unaddressed, with implications for the sustainability of educators. This study recommends a re-evaluation of assessment policies to align with pedagogical values and lecturer well-being support within institutional frameworks.
Co-Authors Anak Agung Adi Wiryya Putra Astuti Wijayanti I Komang Dedik Susila I Putu Andre Suhardiana I Putu Andre Suhardiana I Putu Yudi Sudarmawan Ida Bagus Gde Phalaguna Kadek Adyatna Wedananta Komang Satria Wirasa Made Wahyu Mahendra Monika Rambu Boba Hua Ni Made Dwi Utari Pusparini Ni Made Yuniari Ni Made Yuniari Petronela Seraviana Yahni