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All Journal Wiralodra English Journal (WEJ) Yavana Bhasha: Journal of English Language Education Educational Journal Cangkal : Jurnal Ilmu Sosial dan Humaniora

I Putu Andre Suhardiana

Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Author-ID : 5828355

Education Languange, Linguistic, Communication & Media Social Sciences Other

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Articles

Enhancing Students’ Literacy Skills through the use of English Storybooks I Putu Andre Suhardiana; Ni Luh Gede Windy Lestari
Yavana Bhasha : Journal of English Language Education Vol. 3 No. 1 (2020): Volume 3, Issue 1 (2020)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Basically, education holds a huge influence on the outcome of the students in the process of learning. One obstacle in education today is concerning students’ literacy skill. Most of them possess a low interest in literacy. The strategy that can be adopted to enhance students’ literacy is through the use of storybooks. Numerous storybooks and various activities are provided in order to solve this difficulty, particularly in English education as a foreign language. The storybook can simplify the understanding of the foreign language. The stories are educational materials that provide effective learning with reality, recognition, and entertainment. The objective of this study is to enhance the literacy skills of students by using English storybooks, specifically for young learners and accommodate the widest opportunity for teachers to develop their English teaching abilities in such a way that in the future they are better prepared and alert in dealing with the identical situations.

ATTITUDES OF EFL STUDENTS REGARDING LEARNER AUTONOMY IN ENGLISH VOCABULARY ACQUISITION I Putu Andre Suhardiana
Yavana Bhasha : Journal of English Language Education Vol. 4 No. 2 (2021): Volume 4, Issue 2 (2021)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Practical English communication for EFL students is wholly based on their vocabulary.However, learner autonomy (LA) is critical for EFL students’ vocabulary acquisition. The purpose ofthis research is to find out the viewpoints of students regarding LA when it comes to acquiringEnglish vocabulary. There were 100 students from the college majoring in English LanguageEducation Department completed the closed questionnaire, and 7 students participated in semistructuredinterviews. The research established that while participants intellectually recognized therelevance of LA in learning English vocabulary, they demonstrated a lack of interest in LA in learningEnglish vocabulary on an emotional and behavioral level. These findings may help explain how toimprove English teaching and learning, particularly English vocabulary teaching, in the context ofother comparable EFL and research.

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

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.

Exploring the Effect of Blended Learning on Speaking Skill of the Eighth Grade Students at SMP Negeri 3 Dawan Pande Gede Rio Caprian; I Putu Andre Suhardiana; I Gusti Ngurah Agung Wijaya Mahardika
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/je8qb260

The purpose of this research to investigated the difference between the use of blended learning approach with discovery learning and blended learning with problem-based learning for students' speaking ability and to investigated students' perception of the use of blended learning on students' speaking skills in SMP Negeri 3 Dawan. The researcher used a quantitative method with a Quasi-Experimental design. The sample consisted of 26 students for the experimental group and 26 students for the control group: VIII A as the experimental group and VIII C as the control group. The research instrument used a speaking test and a questionnaire. In this research, the researcher collected the data from the pre-test, treatment, and Post-test. Data analysis used descriptive statistical analysis, test normality, test homogeneity, and an Independent T-test. Based on the result of this research, it can be concluded that first, there was a significant difference between the experimental group and the control group. This can be seen from the data showed t(50)= -5,442 p=<,001. Second, based on the results, there was a positive response to the use of blended learning in speaking learning. This can be seen from of the descriptive analysis in the questionnaire; the overall mean total score is 50.92. The total result was divided by 15, because there are 15 statements and the result was around 3.39. Based on these findings, it can be concluded that there was a significant difference between group blended learning and discovery learning and blended learning with problem-based learning.

TIKTOK GENERATION MEETS ENGLISH EDUCATION: RETHINKING LEARNING MODELS FOR MODERN STUDENTS Ni Made Rya Maharani; I Putu Andre Suhardiana; Igna Wijaya Mahardika
Cangkal : Jurnal Ilmu Sosial Dan Humaniora Vol. 2 No. 1 (2026): Mei - Oktober 2026
Publisher : Yayasan Pendidikan Literasi Borneo

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

The rapid advancement of digital technology has transformed the characteristics, learning preferences, and educational expectations of contemporary learners. This study aims to examine the implications of the emergence of the TikTok Generation for English language education and to explore the necessity of rethinking learning models for modern students. Employing a qualitative library research design, the study systematically reviewed scholarly literature on digital learning, social media-based education, TikTok-mediated learning, microlearning, and English language teaching. Data were collected from peer-reviewed journal articles, books, conference proceedings, and academic reports published between 2018 and 2025 and analyzed using qualitative content analysis and thematic synthesis. The findings reveal that contemporary learners demonstrate high levels of digital literacy, preference for visual and interactive content, demand for personalized learning experiences, and engagement in collaborative online learning environments. Traditional English language learning models characterized by teacher-centered instruction, textbook dependence, and limited technology integration are increasingly inadequate in addressing these characteristics. The study further identifies TikTok as a catalyst for educational innovation through its support for microlearning, authentic communication, learner-generated content, and collaborative learning practices. The study concludes that English language education should adopt more learner-centered, technology-enhanced, flexible, and interactive learning models to remain relevant in the digital era. Such transformation can contribute to the development of communicative competence, creativity, critical thinking, and digital literacy among modern learners.

Co-Authors I Dewa Gede Rat Dwiyana Putra I Gusti Ngurah Agung Wijaya Mahardika Igna Wijaya Mahardika Ni Luh Gede Windy Lestari Ni Made Rya Maharani Pande Gede Rio Caprian

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