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All Journal Jurnal Pendidikan Bahasa Inggris Jurnal Penjaminan Mutu Wiralodra English Journal (WEJ) Journal of Psychology and Instructions Journal of English Language Teaching and Linguistics Jurnal Pendidikan dan Kebudayaan Missio Yavana Bhasha : Journal of English Language Education PRATAMA WIDYA : JURNAL PENDIDIKAN ANAK USIA DINI JOLLT Journal of Languages and Language Teaching Sevanam: Jurnal Pengabdian Masyarakat Japam Jurnal Penjaminan Mutu Yavana Bhasha: Journal of English Language Education Jurnal Ilmiah Research Student REGISTER JOURNAL International Journal of Instructions and Language Studies Open Access DRIVERset
I Dewa Gede Rat Dwiyana Putra
Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Other

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Spiritual Vibrations and Vedic Philosophy as Foundations of Balinese Culture and Global Appeal: The Sakala-Niskala as Parā Vidyā-Aparā Vidyā Paradigm Donder, Ketut; Sudarsana, I Ketut; Rat Dwiyana Putra, I Dewa Gede; Devi Maheswari, Prasanthy
Jurnal Kajian Bali (Journal of Bali Studies) Vol. 15 No. 3 (2025): Identity in Contemporary Bali
Publisher : Universitas Udayana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/JKB.2025.v15.i03.p10

Abstract

This article aims to explain how the Balinese sakala-niskala (visible-invisible) as Parā Vidyā-Aparā Vidyā paradigm produces the spiritual vibrations that form the foundation of Bali's sustained international appeal. Utilizing a qualitative methodology, this research synthesizes classical Advaita Vedanta and modern Vibration Theory. The data includes ethnographic observations and systematic interviews with key religious and cultural informants. Symbolic Interactionism is employed to interpret how these subtle energies are perceived and communicated by global visitors. Findings reveal that the concept of sakala-niskala is operationalized through Balinese rituals, which generate a dynamic vibrational field that influences both the environment and individual consciousness. The novelty lies in demonstrating that Bali’s sustained global appeal is directly attributable to the systematic maintenance of this vibrational ecology. This study contributes a new analytical model to spiritual geography and provides actionable insights for policymakers on establishing sustainable tourism governance that prioritizes the preservation of these unique vibrations.
PIXELS, PODCASTS, AND PEDAGOGY: DEVELOPING MULTIMODAL LISTENING AND SPEAKING MATERIALS FOR EFL PRE-SERVICE TEACHERS I Dewa Gede Rat Dwiyana Putra; I Gusti Ngurah Agung Wijaya Mahardika; I Putu Andre Suhardiana
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.625

Abstract

This study concentrated on examining the attributes, subjects, and activity choices for multimodal listening and speaking materials for EFL pre-service teachers. This research and development study used a four-step process: design, develop, review, and revise, based on the Dick and Carey System Approach Model. This study found that when designing multimodal listening and speaking materials, it is needed to think about how they fit with the goals of the study, how to encourage active learning and participation, how to make them flexible and adaptable, how to use technology, how to be culturally competent and inclusive, how to make the language clear, how to arrange and design the materials, and how to get feedback and make improvements. The procedure of developing the material includes gathering the parts, creating the content, getting expert opinions, and editing the content. The focus was on grammar problems, photo selection, formatting, and storing the material. The research shows that multimodal materials function as ecosystems that integrate theory, practice, and cultural responsiveness to facilitate the growth of pre-service teachers. Longitudinal studies should be conducted in future research to see how the materials affect how well students learn and how engaged they are in different classroom settings.
The Effects of Pair Collaboration and Self-Efficacy on EFL College Students’ Writing Quality I Dewa Gede Rat Dwiyana Putra; Ali Saukah; Yazid Basthomi; Utari Praba Astuti; Anggi Auliyani Suharja
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.15483

Abstract

Pair collaboration might contribute to students’ writing quality, but that effect might differ across students with different levels of writing self-efficacy. This study aimed to explain how different kinds of writing self-efficacy-based pair formations affect the students’ writing quality in the aspect of content, organization, and language use. The participants in this study were college students majoring in English language teaching (N= 135). This experimental study consisted of three phases, where in each phase, different combinations of comparison were investigated through counter-balanced experimental design. The main inferential statistical analysis employed in this study were including Two-way repeated measure ANOVA, Friedman’s ANOVA and Wilcoxon Signed Rank Test to provide evidences on the simple effect of the comparisons. The findings showed that: first, students who write collaboratively in a homogeneous pair produce a significantly better writing quality than those who write individually regardless of their writing self-efficacy level. Second, high levels of self-efficacy students writing individually produce better writing quality than heterogeneous (high-low) pairs. Third, homogeneous pairs of high self-efficacy students outperformed heterogeneous pairs in terms of their writing quality.  These findings implied that heterogeneous pairs are recommended for learning purposes. However, homogenous pairs are recommended for assessment to minimize evaluation errors. Consequently, these results advocate for a differentiated pedagogical approach where instructors strategically shift from heterogeneous "growth-oriented" scaffolding during writing instructions to homogeneous "performance-oriented" grouping for summative tasks, ensuring that individual accountability is preserved without stifling the social benefits of peer collaboration.
Integrated Assessment Exists but Feels Fragmented: Pre-Service English Teachers’ Quality Perceptions in Indonesian EFL Teacher Education I Putu Andre Suhardiana; I Dewa Gede Rat Dwiyana Putra; I Gusti Ngurah Agung Wijaya Mahardika; Ni Putu Ratni
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(2), August 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i2.2004

Abstract

The traditional way of assessing pre-service English teachers has separated language competency from pedagogical competence, which experts refer to as an artificial duality. However, preliminary findings from an Indonesian teacher education program indicated that integrated assessment is already in place, but felt inadequate by students. The study focused on the gap between the existence and effectiveness of integrated assessment that was experienced by pre-service English teachers, particularly rubric transparency, feedback implementation, and genuineness. This study used a convergent parallel mixed-methods design with 64 pre-service English teachers of Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar. Data were acquired by a 15-item questionnaire, open-ended responses and semi-structured interviews with five selected students. Quantitative data were analyzed using descriptive statistics, and qualitative data using thematic analysis. The results showed a paradox. 81.3% of students reported experiencing integrated assessment, and 76.6% rejected the idea of fragmentation; however, 87.5% still wanted assessment to be more integrated. Three quality gaps emerged: clarity deficit of rubric (79.7% strongly acknowledged the requirement of integrated rubrics), feedback integration gap (96.9% requested integrated feedback), and authenticity problem (73.4% regarded assessments as too theoretical). Students cited five features: dual-skill rubrics, simulation-based exercises, portfolio assessment, manageable workload and reflective practice. The study finds that the problem is not the lack of integrated assessment but the quality of integration as viewed by the students.
The Effect of Using Debate Strategy On 11th Grade Students Speaking Skill in SMA (SLUA) Saraswati 1 Denpasar I Made Agus Sastra Wiguna; Igna Wijaya Mahardika; I Dewa Gede Rat Dwiyana Putra
JURNAL ILMIAH RESEARCH STUDENT Vol. 3 No. 2 (2026): September
Publisher : KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jirs.v3i2.11332

Abstract

The purpose of this study is to find out the effect Debate strategy and Discussion Strategy on the speaking skills of Eleventh grade students at SMA (SLUA) Saraswati 1 Denpasar. The researcher used a quantitative method with a Quasi-experimental design. The sample consist of 30 students for the experimental group and 30 students for comparison group. XI 3 Regular as the experimental group and XI 4 regular as the comparison group. The research instrument used is speaking test. In this study, the researcher collected the data from the pre-test and post-test. Data analysis using descriptive statistical analysis, test normality, test homogeneity and A Mann Whitney U test. Based on the calculation using SPSS application, The result showed p = >.001. Based on the result, there was no significant effect between the two group. Based on this finding, it can be concluded that Debate strategy and Discussion strategy give no significant effect for improving students speaking skill.
PENGARUH STRATEGI ICE BREAKING TERHADAP MOTIVASI DAN HASIL BELAJAR AGAMA HINDU SISWA KELAS VIII DI SMP NEGERI 1 BANGLI Keramas Pradnyana, Dewa Gede; Dian Saputra, I Made; Rat Dwiyana Putra, I Dewa Gede
JAPAM (Jurnal Pendidikan Agama) Vol 1 No 6 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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

Abstract

Learning activities require a conducive and enjoyable classroom atmosphere to ensure students can optimally grasp the material. However, many classes, especially in content-heavy subjects like Hindu Religious Education, tend to be monotonous, leading to student boredom and loss of concentration. One solution is the use of ice-breaking—brief activities to alleviate boredom and enhance learning motivation. Observations at SMP Negeri 1 Bangli indicate that implementing ice-breaking can address issues of low student interest and concentration. This study aims to describe the forms, analyze, and explain the effects of ice-breaking strategies on the motivation and learning outcomes of eighth-grade students in Hindu Religious Education at SMP Negeri 1 Bangli. This research employs a quasi-experimental design (Quasi-Experimental Research), specifically the Posttest-Only Control Group Design, to test the hypothesis that the use of ice-breaking combined with the expository method influences students' motivation and learning outcomes in Hindu Religious Education. The study involved both control and experimental groups. The population consisted of all eighth-grade students, totaling 349 individuals, with samples taken from Class VIII C (31 students) and Class VIII D (33 students). Data collection techniques included documentation, learning motivation questionnaires, and Hindu Religious Education knowledge tests.The findings reveal four ice-breaking strategies that can be implemented in expository learning: (1) quick quizzes on the four goals of life, (2) word chain games, (3) card-matching activities (matching values with actions), and (4) Quizizz-assisted quizzes.Descriptive analysis shows that the average (mean) score of the learning motivation questionnaire in the experimental class was 76.00, compared to 68.97 in the control class, indicating higher motivation in the experimental group. Inferential analysis via an independent sample t-test yielded a Sig. (2-tailed) value of 0.00 for the motivation questionnaire. Since 0.00<0.05, H0 was rejected, and Ha was accepted, confirming a significant difference in learning motivation between students taught with the expository method combined with ice-breaking and those taught with only the expository method.Similarly, the average (mean) knowledge test score in the experimental class was 82.97, compared to 68.50 in the control class, demonstrating better learning outcomes in the experimental group. The independent sample t-test for knowledge tests also showed a Sig. (2-tailed) value of 0.00. With 0.00<0.05, H0 was rejected, and Ha was accepted, confirming a significant difference in learning outcomes between the two groups.Therefore, Hindu Religious Education teachers are recommended to incorporate ice-breaking strategies into their classroom teaching practices.
AN ANALYSIS OF TEACHER STRATEGIES IN TEACHING READING COMPREHENSION OF CLASS VII STUDENTS IN SMPN 12 DENPASAR Ni Gede Diah Sutrisnawati; Putra, I Dewa Gede Rat Dwiyana; Suhardiana, I Putu Andre
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 2 (2026): Volume 9, Issue 2 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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

Abstract

The aims of this study is to find out what strategies are used in teaching reading comprehension and analyze the strenghts and weakness of the strategy at SMPN 12 Denpasar, focusing on Class VII Students. This research used observation, interview, and content analysis to obtain data. The data was analyzed by using data reduction techniques, data display, and conclusion drawing/verification. The researcher found that the teachers employ knowledge activation, prediction, vocabulary, and games. Although there is a lack of time and unequal involvement, these tactics boost student motivation and preparedness. While reading, understanding key concepts and particular details is aided by skimming, scanning, and peer discussion. The drawbacks include inconsistent supervision and certain passive students. Q&A and games improve understanding and reflection. The drawbacks include little time for introspection and a narrow range of activities. Although more involvement and time management were required, the teacher's approach of combining cognitive, metacognitive, and social/affective tactics was generally successful.
Co-Authors Ali Saukah Anggi Auliyani Suharja Desak Ayu Pradnya Gita Sasti Devi Maheswari, Prasanthy Dewi Anak Agung Istri Bulan Dharmawan, I Komang Surya Donder, Ketut I Gusti Ngurah Agung Wijaya Mahardika I Ketut Sudarsana I Ketut Sudarsana I Komang Surya Dharmawan I Made Agus Sastra Wiguna I Made Dian Saputra I Made Iwan Indrawan Jendra I Putu Andre Suhardiana I Putu Andre Suhardiana I Wayan Suarnajaya Igna Wijaya Mahardika Iswandany Kaslan Kaslan, Iswandany Keramas Pradnyana, Dewa Gede Komang Trisnadewi Komang Trisnadewi Ni Gede Diah Sutrisnawati Ni Luh Gede Dita Indah Sari Ni Luh Putu Pradnyadewi Ni Putu Lila Sri Hari Ni Putu Ratni Oktarina, Putu Santi Padmadewi . Putu Santi Oktarina Putu Santi Oktarina Sayit Abdul Karim Seriadi, Si Luh Nyoman Suhardiana, I Putu Andre Suhardiana, Putu Andre Utari Praba Astuti Yazid Basthomi