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All Journal HUMANIS Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal Pendidikan Bahasa Inggris IJoLE: International Journal of Language Education International Journal of Language and Literature WIDYA LAKSANA Journal of Education Action Research Journal of Psychology and Instructions ACITYA Journal of Teaching & Education Thinking Skills and Creativity Journal Pioneer: Journal of Language and Literature Indonesian Values and Character Education Journal Journal of Humanities, Social Science, Public Administration and Management (HUSOCPUMENT) The Art of Teaching English as a Foreign Language (TATEFL) Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia Studies in English Language and Education IJLHE: International Journal of Language, Humanities, and Education Jurnal Multidisiplin Indonesia Journal of Linguistic and Literature Studies (JOLLES)
Putu Adi Krisna Juniarta
Universitas Pendidikan Ganesha
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Veterinary Other

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Coherence and Cohesion in Narrative Text Written by EFL Students Putri, Ni Luh Wiji Adnyani; Ramendra, Dewa Putu; Juniarta, Putu Adi Krisna
Journal of Educational Study Vol. 5 No. 2 (2025): Upcoming Issues (December)
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.969

Abstract

This study aims to provide analysis and presentation related to coherence and types of cohesion in narrative texts of grade eleven at SMA Negeri 1 Seririt in the 2024/2025 academic year. This study employs a mixed-method design, specifically an explanatory sequential mixed-method design, which integrates quantitative and qualitative descriptive methods. The findings of the analysis indicate that students have good abilities in building coherence in their writing, with details of 53% of students having very good abilities, and 47% of students having good abilities. students also frequently use employ various type of cohesion, such as references, Conjunction, substitutions, and lexical cohesion. This is indicated by the number of students who use the words she, he, they, and, since, but, day and others, all of these words are forms of cohesion. Furthermore, the type of cohesion most widely used by students is references, which reaches 50.3%. conjunctions were found as much as 28.2%, substitution as much as 0.18% and lexical cohesion as much as 21.2%. From the overall analysis it was concluded that the coherence in the texts can be influenced by the generic structure of the texts, the relationship between paragraphs, and the appropriateness and consistency of the topic of each paragraph. The cohesion observed in students' writing also demonstrated their existing comprehension of the development of relationships between words, phrases and sentences.
The Implementation of Technology Based Differentiated Instruction Toward Teachers’ Interest Maharani, Made Diva; Juniarta, Putu Adi Krisna; Agustini, Dewa Ayu Eka
International Journal of Language and Literature Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

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Abstract

There is low teacher interest in implementing technology-based differentiated learning. A lack of understanding and skills in utilizing technology to support differentiated learning is a major obstacle to optimizing the teaching and learning process. This research aims to observe the implementation of technology based differentiated learning in english language learning and to find out teachers' interest in using technology based differentiated learning in english language learning. This research uses exploratory sequential mix method. Qualitative data was obtained by using an observation sheet to observe the application of technology based differentiated learning in english learning and quantitative data was obtained by using google form to find out teachers' interest when technology based differentiated learning was applied in english learning. There are three aspects used in the observation sheet, namely content, process, product. The questionnaire used consisted of 23 items that were adjusted to the research. The subjects of this study were three eleventh grade english teachers. This study found that technology based differentiated learning is implemented in english learning and revealed that teachers have a high interest in english learning that implements technology based differentiated learning. This study emphasizes the importance of teachers in implementing technology based differentiated teaching in english language learning.
Integrating Technology into Problem-Based Learning: A Practical Implementation Taranthy, Putu Lydwin Githa; Juniarta, Putu Adi Krisna; Ana, I Ketut Trika Adi
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1943

Abstract

In alignment with the Kurikulum Merdeka, Problem-Based Learning (PBL) has been widely promoted as a strategy to enhance critical thinking, collaboration, and problem-solving skills. The integration of technology into PBL further strengthens its potential by providing multimodal resources and interactive opportunities for learners. However, limited research has examined students’ readiness to participate in technology-enhanced PBL within Indonesian EFL classrooms, creating a gap in understanding the feasibility of its implementation. This study aims to investigate how technology integration is applied in PBL and to evaluate students’ readiness to engage in this approach. An exploratory sequential mixed-methods design was employed. Participants included one English teacher and ninety-seven tenth-grade students from three classes. Instruments consisted of observation sheets, field notes, and a readiness questionnaire adapted from Dalton and Gottlieb’s framework. Data collection began with classroom observations to identify teacher practices, followed by the administration of the questionnaire to measure student readiness. Qualitative data were analyzed using Miles and Huberman’s model, while quantitative data were analyzed descriptively. The findings revealed that the teacher successfully integrated videos and PowerPoint slides across PBL stages, supporting contextual understanding and engagement. Nevertheless, students demonstrated only moderate readiness across effort, willingness, and technological capacity.
Integrating Technology into Problem-Based Learning: A Practical Implementation Taranthy, Putu Lydwin Githa; Juniarta, Putu Adi Krisna; Ana, I Ketut Trika Adi
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1943

Abstract

In alignment with the Kurikulum Merdeka, Problem-Based Learning (PBL) has been widely promoted as a strategy to enhance critical thinking, collaboration, and problem-solving skills. The integration of technology into PBL further strengthens its potential by providing multimodal resources and interactive opportunities for learners. However, limited research has examined students’ readiness to participate in technology-enhanced PBL within Indonesian EFL classrooms, creating a gap in understanding the feasibility of its implementation. This study aims to investigate how technology integration is applied in PBL and to evaluate students’ readiness to engage in this approach. An exploratory sequential mixed-methods design was employed. Participants included one English teacher and ninety-seven tenth-grade students from three classes. Instruments consisted of observation sheets, field notes, and a readiness questionnaire adapted from Dalton and Gottlieb’s framework. Data collection began with classroom observations to identify teacher practices, followed by the administration of the questionnaire to measure student readiness. Qualitative data were analyzed using Miles and Huberman’s model, while quantitative data were analyzed descriptively. The findings revealed that the teacher successfully integrated videos and PowerPoint slides across PBL stages, supporting contextual understanding and engagement. Nevertheless, students demonstrated only moderate readiness across effort, willingness, and technological capacity.
Co-Authors ., Fadhila Rizki Ariyanti ., Fadhila Rizki Ariyanti ., I Putu Bagus Arka Wiguna ., Ida Ayu Novia Ari Swandewi ., Ida Ayu Novia Ari Swandewi ., Kadek Yeyen Meyasa ., Kadek Yeyen Meyasa ., Luh Putu Dewi Ariani ., Luh Putu Dewi Ariani ., Ni Made Dwi Puji Antari ., Ni Made Dwi Puji Antari ., Putu Cendhani Sari Suartana Ahmad Zamzam Anak Agung Gede Yudha Paramartha Arta, Kadek Agus Redi Aryasuari, Putu Tanniya Pradnyan Bayu Prayogi, I Gede Blangsinga, Aditya Cok Istri Rahma Pratami Surya Dewa Ayu Eka Agustini Dewa Komang Tantra Dewa Putu Ramendra Dewantara, Kadek Andre Karisma Dewi, I Gusti Ayu Triska Sri Urmila Gede Mahendrayana Gunawati, Pande Made Handayana, I Dewa Gede Krisna Dwipa Hemas, Made Diana Ayu Hendryani, Kadek Dessy Dwi I Gede Budasi I Ketut Trika Adi Ana I Made Dwi Aryantara Tanjung I Nyoman Adi Jaya Putra I Nyoman Laba Jayanta I Putu Andre Suhardiana I Putu Gede Parma I Putu Indra Kusuma I Putu Mangku Witanaya I Wayan Epri Gunadi I Wayan Suarnajaya Ida Bagus Putrayasa Kadek Sintya Dewi Kadek Sonia Piscayanti Luh Gd Rahayu Budiarta Luh Putu Artini Luh Putu Rastiti Puspita Dewi Made Willynda Putri Maharani, Made Diva Ni Ketut Ayu Wiranti Ni Luh Putu Eka Sulistia Dewi Ni Luh Putu Riska Agustiawati Ni Made Deviyanti Ni Made Ratminingsih Ni Nengah Diah Handayani Ni Nyoman Padmadewi Ni Putu Astiti Pratiwi Ni Putu Ristia Ayu Ningsih Nyoman Karina Wedhanti Prayuda, Putu Edy Prof. Dr. Ni Nyoman Padmadewi,MA . Putri, Ni Luh Wiji Adnyani Putu Ega Yudia Mastika Putu Eka Dambayana Suputra Putu Reynald Ridana Pratama Risci Ayu Rahmanita Sihotang, Rosanti Br Suhardiana, I Putu Andre Tantri, Ade Asih Susiari Taranthy, Putu Lydwin Githa Tjokorda Istri Oktadiana Dewi Yudhayana, Candra Dwi Zamzam, Ahmad