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All Journal Wiralodra English Journal (WEJ) Journal of English Language Teaching and Linguistics Educational Journal
I Gusti Ngurah Agung Wijaya Mahardika
Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
Education Languange, Linguistic, Communication & Media Social Sciences Other

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PIXELS, PODCASTS, AND PEDAGOGY: DEVELOPING MULTIMODAL LISTENING AND SPEAKING MATERIALS FOR EFL PRE-SERVICE TEACHERS I Dewa Gede Rat Dwiyana Putra; I Gusti Ngurah Agung Wijaya Mahardika; I Putu Andre Suhardiana
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.625

Abstract

This study concentrated on examining the attributes, subjects, and activity choices for multimodal listening and speaking materials for EFL pre-service teachers. This research and development study used a four-step process: design, develop, review, and revise, based on the Dick and Carey System Approach Model. This study found that when designing multimodal listening and speaking materials, it is needed to think about how they fit with the goals of the study, how to encourage active learning and participation, how to make them flexible and adaptable, how to use technology, how to be culturally competent and inclusive, how to make the language clear, how to arrange and design the materials, and how to get feedback and make improvements. The procedure of developing the material includes gathering the parts, creating the content, getting expert opinions, and editing the content. The focus was on grammar problems, photo selection, formatting, and storing the material. The research shows that multimodal materials function as ecosystems that integrate theory, practice, and cultural responsiveness to facilitate the growth of pre-service teachers. Longitudinal studies should be conducted in future research to see how the materials affect how well students learn and how engaged they are in different classroom settings.
Exploring the Effect of Blended Learning on Speaking Skill of the Eighth Grade Students at SMP Negeri 3 Dawan Pande Gede Rio Caprian; I Putu Andre Suhardiana; I Gusti Ngurah Agung Wijaya Mahardika
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/je8qb260

Abstract

The purpose of this research to investigated the difference between the use of blended learning approach with discovery learning and blended learning with problem-based learning for students' speaking ability and to investigated students' perception of the use of blended learning on students' speaking skills in SMP Negeri 3 Dawan. The researcher used a quantitative method with a Quasi-Experimental design. The sample consisted of 26 students for the experimental group and 26 students for the control group: VIII A as the experimental group and VIII C as the control group. The research instrument used a speaking test and a questionnaire. In this research, the researcher collected the data from the pre-test, treatment, and Post-test. Data analysis used descriptive statistical analysis, test normality, test homogeneity, and an Independent T-test. Based on the result of this research, it can be concluded that first, there was a significant difference between the experimental group and the control group. This can be seen from the data showed t(50)= -5,442 p=<,001. Second, based on the results, there was a positive response to the use of blended learning in speaking learning. This can be seen from of the descriptive analysis in the questionnaire; the overall mean total score is 50.92. The total result was divided by 15, because there are 15 statements and the result was around 3.39. Based on these findings, it can be concluded that there was a significant difference between group blended learning and discovery learning and blended learning with problem-based learning.
Integrated Assessment Exists but Feels Fragmented: Pre-Service English Teachers’ Quality Perceptions in Indonesian EFL Teacher Education I Putu Andre Suhardiana; I Dewa Gede Rat Dwiyana Putra; I Gusti Ngurah Agung Wijaya Mahardika; Ni Putu Ratni
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(2), August 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i2.2004

Abstract

The traditional way of assessing pre-service English teachers has separated language competency from pedagogical competence, which experts refer to as an artificial duality. However, preliminary findings from an Indonesian teacher education program indicated that integrated assessment is already in place, but felt inadequate by students. The study focused on the gap between the existence and effectiveness of integrated assessment that was experienced by pre-service English teachers, particularly rubric transparency, feedback implementation, and genuineness. This study used a convergent parallel mixed-methods design with 64 pre-service English teachers of Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar. Data were acquired by a 15-item questionnaire, open-ended responses and semi-structured interviews with five selected students. Quantitative data were analyzed using descriptive statistics, and qualitative data using thematic analysis. The results showed a paradox. 81.3% of students reported experiencing integrated assessment, and 76.6% rejected the idea of fragmentation; however, 87.5% still wanted assessment to be more integrated. Three quality gaps emerged: clarity deficit of rubric (79.7% strongly acknowledged the requirement of integrated rubrics), feedback integration gap (96.9% requested integrated feedback), and authenticity problem (73.4% regarded assessments as too theoretical). Students cited five features: dual-skill rubrics, simulation-based exercises, portfolio assessment, manageable workload and reflective practice. The study finds that the problem is not the lack of integrated assessment but the quality of integration as viewed by the students.
Co-Authors I Dewa Gede Rat Dwiyana Putra I Putu Andre Suhardiana Ni Putu Ratni Pande Gede Rio Caprian