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All Journal English Language Teaching Journal Yavana Bhasha: Journal of English Language Education
Ida Bagus Gde Phalaguna
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Humanities Languange, Linguistic, Communication & Media

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THE USE OF EDUCANDY APPLICATION TO ENHANCE VOCABULARY MASTERY OF VII C STUDENTS AT SMP WIDYA SAKTI DENPASAR Kadek Dwipayanti; I Putu Andre Suhardiana; Ida Bagus Gde Phalaguna
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 2 (2025): Volume 8, Issue 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

This study aims to know the best implementation of Educandy Application combined with problem – based learning method to enhance vocabulary mastery of VII C students at SMP Widya Sakti Denpasar. The subject of this research was 35 students of VII C class. This research used Classroom Action Research as research design in which consist of 2 cycles with 2 meetings in each cycles. The instrument of this study is vocabulary test that conducted in preliminary study, cycle I and cycle II. The success criteria of this research is, if all of VII C students passed the minimum completion criteria score which was 75. The finding showed that there is an improvement in students' vocabulary mastery based on the test results. In cycle I, the average score of students was 75 and in cycle II it increased to 87. In addition, the number of students who passed the minimum completion criteria score also increased, from previously in cycle I there were only 18 students while in cycle II, 35 students or all students of class VII C succeeded. The best implementation of Educandy application combined with the problem-based learning method in improving students' vocabulary mastery is by using its features such as crossword and word search game to introduce problem to the students. On this step of problem – based learning, the teacher supposed to introduce the problem to be discussed, then to keep the activity simple, the researcher offered crossword and word search game to be used on this activity.
Sustainability Education in English Language Classes: Pre-Service Teachers’ Readiness Ida Bagus Gde Phalaguna
English Language Teaching Journal Vol. 6 No. 1 (2026)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v6i1.2130

Abstract

This study investigates how prepared pre-service English teachers are to incorporate sustainability education into language instruction in accordance with the Sustainable Development Goals (SDGs) of the UN. The study, which was carried out at the State Hindu University of I Gusti Bagus Sugriwa Denpasar, used a convergent mixed-approach design, combining surveys, interviews, and lesson plan analysis to evaluate participants' sustainability-related knowledge, attitudes, and teaching methods. While most responders have a rudimentary awareness of sustainability, mostly in terms of the environment, few are able to incorporate these ideas into their lesson plans in a meaningful way, according to the findings. Despite this discrepancy, interview data revealed that participants were very motivated to learn and apply sustainability concepts, suggesting a solid basis for more training. The restricted availability of sustainability information was corroborated by lesson plan analysis, indicating a gap between awareness and pedagogical implementation. According to the report, English teacher education programs urgently need to explicitly incorporate Education for Sustainable Development (ESD). Language schools can develop linguistic and global citizenship skills by giving aspiring teachers the means and assurance to incorporate sustainability into language instruction. The results add to the expanding body of research on eco-pedagogy in ELT and provide useful suggestions for curriculum improvement in programs that prepare future teachers.  
Co-Authors I Putu Andre Suhardiana Kadek Dwipayanti