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p-Index From 2021 - 2026
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All Journal International Journal of Language and Literature
I Nyoman Sudiana
Universitas Pendidikan Ganesha, Singaraja, Indonesia
Languange, Linguistic, Communication & Media

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Metacognitive-Based Indonesian Language Learning Using Animated Videos as a Strategy to Improve Reading Literacy Misrini; I Dewa Ketut Artha Saputra; I Made Adi Wicaksana; Nailis Sa'adah; I Nyoman Sudiana; Ida Bagus Putra Yasa
International Journal of Language and Literature Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i3.98436

Abstract

Reading literacy is a fundamental competency that students must have. However, in conventional learning practices, reading literacy still faces obstacles such as a lack of motivation and limited students' in-depth understanding of reading texts. This study aims to analyze the effectiveness of Indonesian language learning, using metacognitive learning assisted by animated videos, in improving the reading literacy of fifth-grade elementary school students. This study uses a quantitative approach and a simple experimental design (a one-shot case study). This study involved 26 fifth-grade students. The data collection method uses a test. The research instrument is a reading literacy test. The data obtained are analyzed descriptively using SPSS version 25.0. The results show that the average reading literacy score was 83.57, with 89.29% of students scoring above the Minimum Completion Criteria (KKM) of 75. Animated video media has been shown to increase students' motivation and active involvement in the learning process, as well as support the development of students' metacognitive abilities in reading. This study recommends implementing metacognitive learning through animated videos as an innovative strategy to improve reading literacy among elementary school students. The implications of this research can be a reference for curriculum development and learning practices in elementary schools, especially in the context of teaching Indonesian.
Problem-Based Learning in Indonesian Language Instruction Using Children’s Storybooks as a Means to Improve Learning Outcomes in Indonesian Lia Widiastuti; Ni Kadek Dwi Pramita; Luh Gede Fera Yulia Dewi; Ni Wayan Anik Purnama Dewi; I Nyoman Sudiana; Ida Bagus Putra Yasa
International Journal of Language and Literature Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i3.98444

Abstract

Currently, Indonesian language lessons are often less popular with students because they are considered monotonous and not contextual. In addition, many students still experience difficulties with understanding reading material, summarizing story content, and developing critical thinking skills in Indonesian language learning. Therefore, this study aims to describe the effectiveness of Problem-Based Learning (PBL)-based Indonesian language learning assisted by children's storybooks in improving the learning outcomes of sixth-grade elementary school students. This study employed a one-shot case study design with 30 sixth-grade students as participants. The research instrument was a multiple-choice objective test consisting of 25 questions that experts had validated. The test data were analyzed using SPSS version 25 to obtain a quantitative picture of student learning outcomes. The results showed that the average student learning outcome was 79.67, with the majority of students in the high and very high categories, and no students in the low category. These findings indicate that the PBL learning model, supported by children's storybooks, can significantly improve learning outcomes. Thus, PBL-based Indonesian language learning assisted by children's storybooks is recommended as an alternative learning strategy that is innovative, contextual, and effective at the elementary school level.
Teaching Indonesian Using the Think, Pair, and Share Model as a Strategy to Improve Oral Expression Skills Ni Made Sumariyanti; Pelipus Ngongo Bulu; Ni Nyoman Satriani; Angel Veranita Sari Tupen; I Nyoman Sudiana; Ida Bagus Putra Yasa
International Journal of Language and Literature Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i3.98445

Abstract

The problem faced in the Indonesian language learning process so far is students' lack of courage and skills in expressing opinions orally in class, which is caused by a learning approach that is still teacher-centered and does not provide enough space for students to think critically and speak. Therefore, this study aims to improve fifth-grade elementary school students' oral expression skills through the implementation of the Think, Pair, and Share (TPS) learning model. This study uses a quantitative approach, employing the One-Shot Case Study method with one group of fifth-grade students as research subjects. The learning process is carried out through three main stages in the TPS model: independent thinking, pair discussion, and open sharing of results with the class. The instruments used are observation sheets and speaking-skills performance tests, with indicators including fluency in speaking, clarity of opinion content, courage, appropriate use of language, and the ability to listen to friends' responses. The study showed a significant increase across all indicators of speaking skills after the implementation of the TPS model. This proves that the TPS model is not only able to improve learning outcomes but also to build students' confidence in speaking and increase positive interactions among students. Thus, this learning model can serve as a strategic alternative for Indonesian language learning to improve students' oral communication competencies.
Building Pedagogical Synergy in Indonesian Language and Literature Learning in the Principles, Strategies, and Techniques of 21st Century Learning I Gusti Lanang Agung Pratama Wiguna; I Nyoman Sudiana; Ermalinda Yosefa Awe; M. Zainal Mustamiin; M. Taufik
International Journal of Language and Literature Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i4.104862

Abstract

In practice, many learning activities still use a fragmented, teacher-centered approach, thereby limiting students' opportunities to develop critical thinking, collaboration, and multimodal literacy. This study aims to analyze the conceptual framework of pedagogical synergy by integrating learning principles, approaches, strategies, and teaching techniques relevant to 21st-century Indonesian Language and Literature learning. This study used a qualitative design with an integrated literature review method combined with a systematic review and thematic synthesis. The research subjects consisted of 60 scientific articles. Data collection was carried out through documentation and literature searches. The instrument contained indicators of learning principles, learning strategies, teaching techniques, technology integration, and implications for the curriculum. Data analysis was conducted using qualitative content analysis techniques, including coding, thematic categorization, and integrative synthesis of research findings. The results of the study indicate that the effectiveness of Indonesian Language and Literature learning can be improved through a pedagogical synergy integrating the Genre-Based Approach, Communicative Language Teaching, Project-Based Learning, and Technology-Enhanced Language Learning. The conclusions of this study indicate that pedagogical synergy provides a comprehensive conceptual framework for bridging the gap between pedagogical theory and classroom learning practices. The implications of this study emphasize the importance of developing integrative and innovative learning designs by teachers and curriculum developers to strengthen 21st-century competencies.
Nonfiction Text Teaching Materials in Indonesian Language Learning I Gusti Lanang Agung Pratama Wiguna; I Nyoman Sudiana; Ermalinda Yosefa Awe; M. Zainal Mustamiin; M. Taufik
International Journal of Language and Literature Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i2.109168

Abstract

The development of nonfiction text teaching materials is an important aspect of improving the quality of Indonesian language learning in elementary schools, particularly in strengthening students’ literacy and critical thinking skills. However, the teaching materials currently used in elementary schools remain limited and are not yet fully contextual or research-based. This study aims to systematically review research findings related to the development of nonfiction text teaching materials and to analyze their implications for Classroom Action Research (CAR). This study employed a Systematic Literature Review (SLR) method, with the research subjects consisting of scientific articles published in national and international journals indexed in Google Scholar, ERIC, DOAJ, and SINTA. Data were collected through a documentation study using inclusion and exclusion criteria to select relevant articles, while data analysis was conducted using qualitative content analysis and thematic synthesis techniques. The results indicate that nonfiction text teaching materials developed in a contextual, student-centered manner and aligned with the curriculum are able to improve reading comprehension, writing skills, and student engagement in the learning process. The integration of SLR findings into Classroom Action Research provides a reflective framework for teachers to improve instructional practices through cycles of planning, action, observation, and reflection. Thus, the development of evidence-based teaching materials becomes an effective strategy for enhancing Indonesian language learning in elementary schools.
Co-Authors Angel Veranita Sari Tupen Ermalinda Yosefa Awe I Dewa Ketut Artha Saputra I Gusti Lanang Agung Pratama Wiguna I Made Adi Wicaksana Ida Bagus Putra Yasa Lia Widiastuti Luh Gede Fera Yulia Dewi M. Taufik M. Zainal Mustamiin Misrini Nailis Sa'adah Ni Kadek Dwi Pramita Ni Made Sumariyanti Ni Nyoman Satriani Ni Wayan Anik Purnama Dewi Pelipus Ngongo Bulu