Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Yavana Bhasha: Journal of English Language Education International Journal of Instructions and Language Studies
phalaguna, ida bagus
Unknown Affiliation
Languange, Linguistic, Communication & Media Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
EMPOWERING YOUNG LEARNERS IN ENGLISH EDUCATION: POTENTIAL AND LIMITATIONS OF SUNO AI phalaguna, ida bagus
Yavana Bhasha : Journal of English Language Education Vol. 7 No. 2 (2024): Volume 7, Issue 2 (2024)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/yb.v7i2.3999

Abstract

Engaging and maintaining young learners’ attention spans with songs has been a common technique in the teaching of English. However, looking for suitable and perfect songs on the internet has always been difficult and takes much time for those teachers who want to include music in their classes. Now, this challenge is made easier by SUNO, a generative AI that creates songs quickly and effectively. Nevertheless, like any other technology, SUNO is not flawless AI. There are some downsides associated with SUNO as well. For example, the quality of the songs depends on the prompt it receives. Moreover, its operation relies on an uninterrupted connection to the internet which might not be available at certain institutions such as rural areas.
Exploring Teachers' Perceptions of AI-Generated English Lesson Plans for Students with Intellectual Disabilities phalaguna, ida bagus; Khwanjai Kaewsaeng; Thaworn Worabuttara
International Journal of Instructions and Language Studies Vol. 2 No. 2 (2024): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijils.v2i2.4251

Abstract

This research explores teachers' perceptions of AI-generated English lesson plans specifically designed for students with intellectual disabilities. The objective is to assess the effectiveness and usability of AI tools, namely ChatGPT, in enhancing lesson planning for this unique student population. A mixed-methods approach was employed, combining qualitative interviews and quantitative surveys with 14 teachers who work with students with intellectual disabilities. The findings reveal a general satisfaction among teachers regarding the innovative ideas and time-saving benefits of AI-generated lesson plans. However, challenges were identified, including the inability of the AI to create multimedia content, discrepancies in formatting with government standards, and a lack of specificity in assessments. These insights highlight the potential of AI tools to support teachers while also underscoring the need for professional development and training to address the limitations encountered. The study concludes that while AI-generated lesson plans can enhance teaching practices, further research and support are essential to optimize their integration in special education settings.
EXPLORING QUIZLET'S ROLE IN TECHNOLOGY-ENHANCED ENGLISH LANGUAGE LEARNING: A SYSTEMATIC REVIEW Phalaguna, Ida Bagus; Budiarte, Agus; Subawa, I Wayan Putra Adi
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 1 (2026): Volume 9 Issue 1 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/yb.v9i1.6047

Abstract

This systematic literature review critically evaluates the impact of Quizlet, a widely used digital flashcard tool, on English language learning outcomes, specifically focusing on vocabulary retention, learner engagement, and motivation. A comprehensive search across multiple electronic databases (Google Scholar, PubMed, SpringerLink, Elsevier) yielded 25 peer-reviewed studies published between 2010 and 2025, meeting predefined inclusion criteria. The findings indicate that Quizlet significantly enhances vocabulary retention, especially through spaced repetition and multiple retrieval practices, showing moderate to large effect sizes for both immediate and delayed vocabulary recall. Most studies reported positive outcomes in learner engagement, with participants demonstrating higher intrinsic motivation and increased study frequency compared to traditional learning methods. However, the review also identifies substantial heterogeneity in study designs, outcome measures, and learner contexts, limiting the ability to make robust causal inferences. The majority of studies employed non-randomized, quasi-experimental designs, reducing the strength of conclusions drawn from these findings. Furthermore, issues such as inconsistent reporting of participant demographics and sampling methods, as well as reliance on self-reported engagement and motivation, add to the variability of results. Despite these limitations, Quizlet’s potential in promoting autonomous learning, enhancing motivation, and improving language retention is evident. The review recommends future research to address methodological gaps, particularly through randomized controlled trials with diverse participant samples and standardized outcome measures, and suggests investigating Quizlet’s effectiveness in broader language domains beyond vocabulary acquisition.
Co-Authors Budiarte, Agus Khwanjai Kaewsaeng Subawa, I Wayan Putra Adi Thaworn Worabuttara