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International Journal of Language and Literature
Published by Universitas Pendidikan Ganesha
ISSN : 25494287     EISSN : 25795333     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
International Journal of Language and Literature is an international publication of the latest development in language and literature analysis. The aim of IJLL is to provide easy access for international audiences of language and literature researchers. Papers in the field are reviewed and surveyed by experts in related areas.
Arjuna Subject : -
Articles 349 Documents
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The Implementation of Project-Based Learning to Improving Students' Speaking Skills Through Narrative Text Ida Ayu Oka Purnami; Ngurah Artha Yoga Pratama; Gusti Ayu Gede Sukraningsih; I Nyoman Artana
International Journal of Language and Literature Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i1.98543

Abstract

The challenges faced by EFL students in oral communication, this study aimed to enhance their speaking skills through the implementation of individual narrative text presentation projects. The research involved 24 university students who were selected using simple random sampling. A mixed-methods design was employed, with a primary emphasis on quantitative data to measure the impact of the intervention and qualitative data to understand the students' experiences. Quantitative data were collected using speaking ability tests (pre-test and post-test), while qualitative data were gathered through participant observation. The findings revealed that the implementation of individual narrative text presentation projects significantly improved students' speaking skills, with a mean post-test score of 86.50, an increase of 16.40 from the previous mean pre-test score of 70.10. The implications of this study underscore the importance of actively and contextually integrating language skills into EFL learning, particularly through project-based activities that focus on oral communication practice, such as presentations. The results of this research recommend the use of narrative text presentation projects as an effective learning strategy to enhance the confidence and fluency of EFL students' speaking abilities.
The Balinese Satua Book on Elementary School Science Content Assisted by Augmented Reality (BISARA) Komang Putri Saharani; Putu Nanci Riastini; Ni Putu Kusuma Widiastuti
International Journal of Language and Literature Vol. 10 No. 2 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v10i2.100069

Abstract

This study is motivated by the low level of science literacy and the importance of preserving local culture, especially Balinese Satua (Balinese folklore), which has begun to be marginalized in modern learning. On the other hand, science learning in elementary schools is often considered abstract and less interesting for students. This research aims to develop media in the form of science lesson support books integrating Satua Bali with Augmented Reality (AR) called BISARA, knowing the validity and practicality of books as science learning media in elementary schools. The development model used in this research is ADDIE analyze (analysis), design (design), development (development), implementation (implementation) and evaluation (evaluation). The subjects in this study were conducted with a response test of 3 and 9 students in class IV. Also conducted on 3 teachers and expert tests. The data analysis method in this research uses quantitative and qualitative descriptive approaches. The data collection method used is a questionnaire, and a rating scale. The results of the development are in the form of BISARA printed books that contain the story “I Lutung teken I Kekua” and 2D Augmented Reality that contains science content. This study obtained content validity results from 3 experts of 0.942 with a very valid category. The results of the percentage of practicality by the teacher obtained a score of 100% with a very practical category. The percentage of student practicality scored 87.8% and was classified as very practical. The results showed that the Balinese Satua Book assisted by Augmented Reality (BISARA) was declared very feasible to use as a science learning media in elementary school. This research has important implications in the world of education, especially in the development of local wisdom-based learning media integrated with modern technology.
The Implementation of Technology-Based Differentiated Instruction Toward Teachers’ Interest Made Diva Maharani; Putu Adi Krisna Juniarta; Dewa Ayu Eka Agustini
International Journal of Language and Literature Vol. 10 No. 2 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v10i2.101642

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 observation sheet to observe the application of technology-based differentiated learning in English learning and quantitative data was obtained by using googleform 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.
Multisensory Approach-Oriented Teaching Materials to Improve Elementary School Students' Basic Reading Concepts I Wayan Eka Mahardika; Ni Nyoman Kurnia Wati; I Made Sedana
International Journal of Language and Literature Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i4.112075

Abstract

The low mastery of basic reading concepts among second-grade elementary school students remains a major problem in learning, one of which is the use of teaching materials that do not accommodate differences in student learning styles. Therefore, a study is needed to evaluate the effectiveness of multisensory teaching materials in improving basic reading concepts among second-grade elementary school students. This study aims to analyse the effectiveness of multisensory teaching materials in improving second-grade elementary school students' basic reading concepts. The research subjects were 35 students selected through total sampling. The study used a one–group pretest–posttest design, with data collected via basic reading concept tests administered before and after the implementation of the teaching materials. Analysis was carried out using descriptive statistics and Paired Sample t-Test after the data met the requirements of normality and homogeneity. The results showed that the use of multisensory teaching materials significantly improved second-grade students' basic reading concepts, as indicated by higher posttest scores in the experimental class than in the control class. In conclusion, multisensory-oriented teaching materials are effective in improving basic reading concepts among second-grade elementary school students, thereby addressing the problem of low initial reading abilities. This research implies that the use of learning media that combine visual, audio, and kinesthetic stimulation can be an alternative strategy to support more meaningful reading instruction in elementary schools.
Metacognitive-Based Indonesian Language Learning Using Animated Videos as a Strategy to Improve Reading Literacy Misrini; I Dewa Ketut Artha Saputra; I Made Adi Wicaksana; Nailis Sa'adah; I Nyoman Sudiana; Ida Bagus Putra Yasa
International Journal of Language and Literature Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i3.98436

Abstract

Reading literacy is a fundamental competency that students must have. However, in conventional learning practices, reading literacy still faces obstacles such as a lack of motivation and limited students' in-depth understanding of reading texts. This study aims to analyze the effectiveness of Indonesian language learning, using metacognitive learning assisted by animated videos, in improving the reading literacy of fifth-grade elementary school students. This study uses a quantitative approach and a simple experimental design (a one-shot case study). This study involved 26 fifth-grade students. The data collection method uses a test. The research instrument is a reading literacy test. The data obtained are analyzed descriptively using SPSS version 25.0. The results show that the average reading literacy score was 83.57, with 89.29% of students scoring above the Minimum Completion Criteria (KKM) of 75. Animated video media has been shown to increase students' motivation and active involvement in the learning process, as well as support the development of students' metacognitive abilities in reading. This study recommends implementing metacognitive learning through animated videos as an innovative strategy to improve reading literacy among elementary school students. The implications of this research can be a reference for curriculum development and learning practices in elementary schools, especially in the context of teaching Indonesian.
Problem-Based Learning in Indonesian Language Instruction Using Children’s Storybooks as a Means to Improve Learning Outcomes in Indonesian Lia Widiastuti; Ni Kadek Dwi Pramita; Luh Gede Fera Yulia Dewi; Ni Wayan Anik Purnama Dewi; I Nyoman Sudiana; Ida Bagus Putra Yasa
International Journal of Language and Literature Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i3.98444

Abstract

Currently, Indonesian language lessons are often less popular with students because they are considered monotonous and not contextual. In addition, many students still experience difficulties with understanding reading material, summarizing story content, and developing critical thinking skills in Indonesian language learning. Therefore, this study aims to describe the effectiveness of Problem-Based Learning (PBL)-based Indonesian language learning assisted by children's storybooks in improving the learning outcomes of sixth-grade elementary school students. This study employed a one-shot case study design with 30 sixth-grade students as participants. The research instrument was a multiple-choice objective test consisting of 25 questions that experts had validated. The test data were analyzed using SPSS version 25 to obtain a quantitative picture of student learning outcomes. The results showed that the average student learning outcome was 79.67, with the majority of students in the high and very high categories, and no students in the low category. These findings indicate that the PBL learning model, supported by children's storybooks, can significantly improve learning outcomes. Thus, PBL-based Indonesian language learning assisted by children's storybooks is recommended as an alternative learning strategy that is innovative, contextual, and effective at the elementary school level.
Teaching Indonesian Using the Think, Pair, and Share Model as a Strategy to Improve Oral Expression Skills Ni Made Sumariyanti; Pelipus Ngongo Bulu; Ni Nyoman Satriani; Angel Veranita Sari Tupen; I Nyoman Sudiana; Ida Bagus Putra Yasa
International Journal of Language and Literature Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i3.98445

Abstract

The problem faced in the Indonesian language learning process so far is students' lack of courage and skills in expressing opinions orally in class, which is caused by a learning approach that is still teacher-centered and does not provide enough space for students to think critically and speak. Therefore, this study aims to improve fifth-grade elementary school students' oral expression skills through the implementation of the Think, Pair, and Share (TPS) learning model. This study uses a quantitative approach, employing the One-Shot Case Study method with one group of fifth-grade students as research subjects. The learning process is carried out through three main stages in the TPS model: independent thinking, pair discussion, and open sharing of results with the class. The instruments used are observation sheets and speaking-skills performance tests, with indicators including fluency in speaking, clarity of opinion content, courage, appropriate use of language, and the ability to listen to friends' responses. The study showed a significant increase across all indicators of speaking skills after the implementation of the TPS model. This proves that the TPS model is not only able to improve learning outcomes but also to build students' confidence in speaking and increase positive interactions among students. Thus, this learning model can serve as a strategic alternative for Indonesian language learning to improve students' oral communication competencies.
Role Play Learning-Based Indonesian Language Instruction as a Strategy to Enhance Speaking Skills I Nyoman Surata; I Nyoman Ari Wira Saputra; Ni Wayan Ari Kusuma Dewi; I Putu Arya Wardiana; ⁠I Nyoman Sudiana; Ida Bagus Putra Yasa
International Journal of Language and Literature Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i3.98446

Abstract

Currently, students' speaking skills are still relatively low, characterized by a lack of courage to express opinions, limited vocabulary, and minimal participation in discussions. Indonesian language learning still relies on the lecture method, resulting in students being passive and less engaged. Therefore, learning innovation is needed. Therefore, this study aims to analyze the effectiveness of Role Play Learning in improving Indonesian language speaking skills. The method used is a One-Shot case study with 30 students from class VI B as research subjects. The research instruments were a linguist-validated speaking skills test and observations of the learning process. The test data were analyzed descriptively and quantitatively using SPSS software version 25, with a focus on changes in speaking skill scores before and after the implementation of the Role Play Learning method. The results of the study showed a significant increase in students' speaking skills, with an average score increasing from 65.40 in pre-learning to 81.75 in post-learning. In addition, this increase was supported by teacher observations of students' attitudes, courage, and verbal interactions during the learning process. The implementation of Role Play Learning has been proven effective in creating an active, enjoyable learning atmosphere and encouraging maximum student participation.
Discovery Learning-Based Indonesian Language Teaching Using Digital Comics as a Means of Boosting Interest in Reading Ni Rai Tikayani; Luh Putu Susilawati; Dina Fitri Rahayu; Ni Wayan Meilyana Ari Savitri; ⁠I Nyoman Sudiana; Ida Bagus Putra Yasa
International Journal of Language and Literature Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i3.98448

Abstract

Many students experience low reading motivation due to learning methods that are less interesting and less relevant to the needs of the digital age. This study aims to examine the effectiveness of Indonesian language learning based on Discovery Learning, assisted by digital comic media, in increasing reading interest among fifth-grade elementary school students. The research method is a one-shot case study involving 30 fifth-grade students. The research instruments were reading interest tests and observations of learning activities. Data were analyzed using descriptive and inferential statistics in SPSS version 25.0. The results showed a significant increase in reading interest after the implementation of Discovery Learning-based instruction using digital comics. The average reading interest score increased from 62.40 to 81.23 with a standard deviation of 7.85. These findings indicate that digital comic media can facilitate a more interactive learning process and motivate students to be active in reading activities. In addition, the Discovery Learning approach provides space for students to learn independently, critically, and creatively, so that reading interest develops sustainably. This study has implications for teachers to integrate innovative learning methods and digital media into Indonesian language learning to foster a culture of literacy in elementary schools.
Joyful Learning Model Assisted by Smart Apps Creator Improves Elementary School Students' Linguistic Intelligence Riska Amilia; Putu Aditya Antara
International Journal of Language and Literature Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i4.99423

Abstract

The low linguistic intelligence of third-grade elementary school students remains a problem characterised by limited reading, speaking, and optimal expression of ideas. This condition is influenced by a learning process that tends to be teacher-centred and has not optimised the use of interactive learning media. This study aims to examine and demonstrate the effect of the Joyful Learning model, assisted by Smart Apps Creator, on linguistic intelligence. This study employs a quantitative, quasi-experimental design with a nonequivalent pretest–posttest control group. The research subjects were 68 elementary school students, divided into 34 in the experimental group and 34 in the control group. In comparison, the instrument trial subjects involved 40 fourth-grade students outside the research sample. Data collection was conducted through tests designed to measure students' linguistic intelligence in phonology, morphology, syntax, and semantics. Data were analysed using descriptive statistical techniques to describe data trends and inferential statistics to test the effect of the treatment. The analysis indicates that applying the Joyful Learning model, assisted by Smart Apps Creator, significantly improves the linguistic intelligence of third-grade elementary school students. This research implies that the learning model is effective and suitable for widespread implementation by elementary school teachers to foster interactive, enjoyable learning that strengthens and develops students' language skills.

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