Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Studies in English Language and Education JURNAL MULTIDISIPLIN ILMU AKADEMIK
I Putu Andre Suhardiana
Universitas Hindu Negeri I Gusti Bagus Sugriwa
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Designing Project-Based Learning in research proposal writing: Its effect, problems, and scaffolding utilized Ni Nyoman Padmadewi; Luh Putu Artini; Ni Made Ratminingsih; I Putu Andre Suhardiana; Ahmad Zamzam; Putu Adi Krisna Juniarta
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.27408

Abstract

Project Based Learning (PBL) is highly important to be suited to the student’s needs as a guide in writing research proposals. The objectives of the study were to (1) describe the PBL design based on the students’ needs, (2) identify the problems encountered during the project writing, (3) describe the scaffolding utilized, and (4) analyze the effect of PBL implementation on the quality of students’ research proposal. The research used mixed methods in the form of a research and development design using the ADDIE model (which consists of steps of analyzing needs, designing the product of PBL, developing, and implementing it, and conducting evaluation).  The participants were 20 respondents during the needs analysis, two lecturers, and three intact classes of 69 students during PBL implementation. Data were collected through questionnaires, interviews, a document study, and an experiment. A needs analysis was conducted using the Organizational Element Model (OEM), from which the PBL was developed. The data were analyzed using qualitative and quantitative analyses. The findings revealed that the PBL designed based on students’ needs has characteristics such as it is in the form of a framework and has systematic stages of teaching, being technology friendly, and being supported with various scaffoldings. The problems encountered concerned both grammar and content. The implementation of the PBL framework was found to have a significant effect on students’ research proposal writing in Research Method Course and develop their independence and learning autonomy.
The Effect of Listen-Read-Discuss (LRD) Strategy on Students Reading Comprehension in Ninth Grade at SMP Widya Sakti Ni Made Putri Widya Astari; I Putu Andre Suhardiana; Ni Putu Ratni
JURNAL MULTIDISIPLIN ILMU AKADEMIK Vol. 3 No. 4 (2026): Agustus
Publisher : CV. KAMPUS AKADEMIK PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jmia.v3i4.11093

Abstract

This study aimed to determine whether there was a significant effect of the Listen–Read–Discuss (LRD) strategy on students’ reading comprehension in ninth grade at SMP Widya Sakti Denpasar. This study employed a quantitative approach with a quasi-experimental design using a non-equivalent control group design. The participants of this study were ninth-grade students of SMP Widya Sakti Denpasar, consisting of one experimental class and one control class with a total of 36 students in each class. The instruments used in this research were pre-test and post-test in the form of multiple-choice reading comprehension tests on narrative texts. The data were analyzed using descriptive and inferential statistical analysis, including normality test, homogeneity test, Mann–Whitney U test, Independent Sample T-test, and ANCOVA. The findings showed that the students taught by using the Listen–Read–Discuss (LRD) strategy achieved better reading comprehension scores than those taught by using the conventional method. The findings revealed that students who were taught using the Listen-Read-Discuss (LRD) strategy achieved better reading comprehension performance than those who were taught through the conventional direct instruction method. The experimental group obtained a higher mean score (78.05) compared to the control group (72.67). In addition, the ANCOVA analysis showed a significance value of 0.000, which was lower than 0.05, indicating a significant effect between the two groups. In conclusion, the Listen–Read–Discuss (LRD) strategy was effective in improving students’ reading comprehension of narrative texts. Therefore, English teachers are suggested to apply the LRD strategy as an alternative strategy in teaching reading comprehension, and future researchers are recommended to conduct further studies with different text types and educational levels.
Co-Authors Ahmad Zamzam Luh Putu Artini Ni Made Putri Widya Astari Ni Made Ratminingsih Ni Nyoman Padmadewi Ni Putu Ratni Putu Adi Krisna Juniarta