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p-Index From 2020 - 2025
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All Journal Pedagogy : Journal of English Language Teaching International Journal of Community Engagement Payungi
Sugiani, Ni Nyoman
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Employing Augmented Reality in Reading Classes for Indonesian EFL Junior High School Students: A Perspective Analysis Nyudak, Isidorus Bagus Geovenda; Pratama, Dewa Gede Saka; Sugiani, Ni Nyoman; Putra, Nyoman Adi Jaya
Jurnal Pedagogy Vol 12 No 2 (2024): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v12i2.9579

Abstract

In an educational context, reading skills are essential for students, particularly in the ELT context. Good reading skills are not only profitable for fostering vocabulary. They are also essential for fostering students’ understanding of complex text. Integrating technology, especially Augmented Reality (AR), becomes one of the transformative keys to gaining students’ engagement and enthusiasm for learning activities. With an explanatory sequential mixed method and a convenient sampling technique, this comprehensive study observes eighth-grade students’ perspectives on AR implementation in their reading class. Of 135 students, 51 were conveniently involved in the study in the first phase. Besides, 5 of 51 students were invited to interview sessions in the second phase. The essential findings of this study revealed that the use of AR eased students’ understanding of the text, especially texts using present continuous tense. The use of AR enhanced students’ engagement and involvement in instructional activities. The use of AR provided a practical and interactive learning climate. By this point, AR implementation in this study fulfilled students’ needs and fostered an adaptive and responsive learning environment. AR provides a dynamic and exciting learning environment that boosts students’ reading skills. The AR utilization allows students to interact directly with the reading content and strengthen their understanding of the scenario. That reveals the enormous potential of AR technology in transforming how we conduct instructional activities, particularly in enhancing reading skills and comprehension for eighth-grade students.
The Implementation of Bilingual Education at Singaraja Montessori School Sugiani, Ni Nyoman; Budasi, I Gede; Ramendra, Dewa Putu
International Journal of Community Engagement Payungi Vol. 5 No. 1 (2025): International Journal of Community Engagement Payungi
Publisher : Yayasan Payungi Smart Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58879/ijcep.v5i1.92

Abstract

Bilingual education has become increasingly prominent in Bali, driven by the rapid growth of globalization and tourism. This study explores the implementation of bilingual education at a Montessori school, focusing on its application in the classroom, the benefits perceived by teachers, and the challenges encountered. Employing a qualitative research design, data were gathered through classroom observations, semi-structured interviews, and document analysis. Three teachers were selected as participants using purposive sampling. The instruments used included observation checklists, interview guides, and note-taking protocols, with data analyzed through qualitative content analysis. The findings indicate that the school integrates both the Montessori and Merdeka curricula, applying Content and Language Integrated Learning (CLIL) and translanguaging strategies. A strong bilingual education model is adopted by the teachers. Reported benefits include enhanced language proficiency, improved career prospects, increased intercultural awareness, and the enrichment of pedagogical practices. However, several challenges were also identified, such as restrictive school policies, varying teacher backgrounds, and entrenched academic culture. This study contributes to the growing body of knowledge on bilingual education in non-Western, multicultural contexts by providing empirical evidence on curriculum integration and bilingual instructional strategies. It offers practical insights for policymakers, school leaders, and educators seeking to implement or refine bilingual programs, particularly in regions influenced by tourism and globalization. Furthermore, it highlights the need for institutional support and professional development to overcome systemic and pedagogical challenges in bilingual teaching environments.
Co-Authors Dewa Putu Ramendra I Gede Budasi Nyudak, Isidorus Bagus Geovenda Pratama, Dewa Gede Saka Putra, Nyoman Adi Jaya