cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
I Gede Yoga Permana
Contact Email
yogapermana@stkipahsingaraja.ac.id
Phone
+6287762000182
Journal Mail Official
journaljoes@gmail.com
Editorial Address
Jalan Pulau Timor Nomor 24 Banyuning, Buleleng, Bali
Location
Kab. buleleng,
Bali
INDONESIA
Journal of Educational Study
Published by Sekolah tinggi keguruan dan ilmu pendidikan Agama Hindu Singaraja
ISSN : -     EISSN : 27980650     DOI : 10.36663
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
The focus and scope of JoES are 1. Research in education (Science and Social Science) 2. Research in the field of assessment 3. Research in educational psychology 4. Research in the field of curriculum 5. Research in education policies 6. Research in the field of Religious education 7. Research in the field of character education 8. Research in literacy education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
 1 
Search results for , issue "Vol. 5 No. 1 (2025): June" : 8 Documents clear
The Effect of Implementing Liveworksheets in Teaching Basic English Literacy Pradnyadari, Ni Made Meita; Padmadewi, Ni Nyoman; Dewi, Kadek Sintya
Journal of Educational Study Vol. 5 No. 1 (2025): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i1.961

Abstract

This study investigates the impact of implementing Liveworksheets in teaching basic English literacy to tenth-grade students at a Senior High School in Bali. Literacy is a fundamental skill essential for educational success and daily life navigation. Indonesian students face unengaging reading content and language difficulties. This research addresses this issue by utilizing Liveworksheets, a digital platform that transforms traditional worksheets into interactive, multimedia-rich learning tools. This quasi-experimental study used a post-test-only control group design to determine whether there was a significant difference between the experimental and control groups in basic English literacy skills. Descriptive and inferential statistical analyses reveal that the experimental group outperformed the control group, with a mean score of 89.43 versus 74.49. The significance value obtained (p < 0.05) confirms the positive impact of Liveworksheets on students' literacy skills. Additionally, the effect size calculation indicates a substantial practical impact. The findings suggest integrating digital media like Liveworksheets into teaching practices can significantly improve student motivation, engagement, and learning outcomes. This study contributes to the theoretical understanding of digital media in education and offers practical insights for educators seeking innovative teaching tools to enhance literacy education.
The Use of Drama-Based Pedagogy in Promoting Students' Pronunciation: A Classroom Action Research Wijaya, Kadek Agus Krisna; Suwastini, Ni Komang Arie; Mahayanti, Ni Wayan Surya
Journal of Educational Study Vol. 5 No. 1 (2025): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i1.962

Abstract

This study aims to improve students' pronunciation through the application of drama-based pedagogy. This study employed a classroom action research design involving 35 ninth-grade students at SMP Negeri 5 Singaraja in the 2024/2025 academic year. The study was conducted in two cycles, and data were collected through pronunciation tests, classroom observations, and interviews with students. The findings revealed a considerable improvement in students' pronunciation skills. The mean score rose from 57.87 on the pretest to 64.30 on post-test 1, and then to 77.21 on post-test 2, indicating consistent improvement in pronunciation aspects such as accuracy, word stress, and intonation.  Furthermore, students responded well to the use of drama activities in the classroom, noting that it was enjoyable and encouraging, as well as helping them gain confidence in speaking English. The findings indicate that drama-based pedagogy is an effective and engaging approach to enhance junior high school students’ pronunciation skills.
The Implementation of Liveworksheets in Teaching Basic English Literacy Arsani, Ni Ketut Ari; Padmadewi, Ni Nyoman; Dewi, Kadek Sintya
Journal of Educational Study Vol. 5 No. 1 (2025): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i1.963

Abstract

This research aimed to investigate the implementation of Liveworksheets in teaching basic English literacy among 7th-grade students. This study used a quasi-experimental research design with a post-test only for both the control group and the experimental group. The population was the seventh-grade students. Two classes were selected as samples, with each class containing 36 and 35 students. IBM Statistics SPSS 26 was used for the analysis of the collected data. The results of the data analysis show that students in the experimental group achieved higher mean scores (M = 81.25) compared to the control group (M = 69.57). In addition, the independent sample t-test results indicate a significant difference between the two groups. Moreover, the results of Cohen’s d effect size with a score of 1.303 indicate a large effect of the influence of Liveworksheets on students’ basic English literacy. The results of this experiment indicate that Liveworksheets affect students’ basic English literacy skills.
Popular English Songs in Tiktok to Teach English Vocabulary: A Mixed-Method Study Romi, Stefanni Nanda
Journal of Educational Study Vol. 5 No. 1 (2025): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i1.964

Abstract

Although TikTok has been widely utilized as an educational medium, there remains a lack of empirical research examining its specific impact on vocabulary acquisition. Therefore, this study examined the impact of using popular TikTok songs as a medium for teaching English vocabulary to students at Madrasah Tsanawiyah Negeri 2 Buleleng. With a mixed-methods approach, the research integrated a quasi-experimental design with qualitative observations to assess the effectiveness of TikTok-based vocabulary learning compared to conventional teaching methods. This study involved two groups: an experimental class, where students learned vocabulary through selected TikTok songs, and a control class, which followed a traditional textbook-based approach. Data were collected through pre-tests and post-tests to measure vocabulary acquisition, along with classroom observations to evaluate student engagement and participation. The findings revealed a significant improvement in vocabulary mastery among students in the experimental group, with their average score increasing from 63.52 in the pre-test to 83.22 in the post-test. Meanwhile, students in the control group showed only a slight improvement, from 64.00 in the pre-test to 67.76 in the post-test. The implications of the significant improvement in vocabulary mastery among students in the experimental group suggest that integrating popular TikTok songs into English vocabulary instruction can effectively enhance learning outcomes. This approach not only improves students' vocabulary acquisition more substantially than traditional methods but also indicates that engaging, culturally relevant digital media can serve as a powerful tool to boost motivation, participation, and confidence in language learning. This study highlights the potential of social media as an educational tool and encourages educators to explore creative, student-centered approaches to enhance language learning outcomes.
Analysis of Coherence and Cohesion in Paragraphs Writing of EFL Students Agustini, Made Ari Dwita; Ramendra, Dewa Putu; Adnyani, Luh Putu Sri
Journal of Educational Study Vol. 5 No. 1 (2025): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i1.966

Abstract

This study examines coherence and cohesion in paragraphs written by high school students learning English as a Foreign Language (EFL). Employing an explanatory sequential mixed-method design, data were gathered through cluster random sampling, with one class selected as the study sample. The students’ recount paragraphs were analyzed using both quantitative scoring and qualitative content analysis to capture a comprehensive understanding of their writing skills within the EFL context. The results revealed a high level of coherence, with an average score of 83, indicating that students were able to organize ideas logically and connect sentences clearly. These findings underscore the critical role of EFL educators in developing students’ mastery of coherence and cohesion, which are essential for effective writing. The study highlights the importance of teachers possessing strong evaluative skills to identify strengths and weaknesses in student writing, thereby enabling targeted instruction that can enhance writing proficiency in EFL settings.
Drama-Based Pedagogy to Improving Students' Fluency: Classroom Action Research Yudiarta, Gede Raditya Stava; Suwastini, Ni Komang Arie; Mahayanti, Ni Wayan Surya
Journal of Educational Study Vol. 5 No. 1 (2025): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i1.970

Abstract

Using Drama-Based Pedagogy and CAR, this study aims to improve students' speaking fluency. The study was conducted at SMPN 5 Singaraja, with 35 students in grade IX. As a result of limited exposure to English communication and a lack of self-confidence, initial observations revealed that students struggled to speak fluently. To address this issue, the researcher employed a drama-based teaching approach that incorporates activities such as role-playing, expressive reading, and dramatization. This approach involves stages of engagement, activation, reflection, and application. The study was conducted in two cycles: planning, action, observation, and reflection. Pre-tests, post-tests, observations, and interviews were used to collect data. The results of the study indicate that students' speaking fluency continued to improve.
ChatGPT in English Language Learning: User Experience and Enjoyment Among Students and Teachers Putra, I Komang Ardana; Santosa, Made Hery; Indrayani, Luh
Journal of Educational Study Vol. 5 No. 1 (2025): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i1.973

Abstract

This study employs an explanatory mixed method design to investigate the user experience and enjoyment of ChatGPT among 219 grade 12 students and four English teachers at one high school in Bali. Quantitative data were collected using the User Experience Questionnaire (UEQ) and analyzed with the Data Analysis Tool, while qualitative data were gathered through interviews and subjected to thematic analysis. Results reveal that students had generally positive experiences across dimensions such as attractiveness, perspicuity, efficiency, dependability, and novelty but reported neutral stimulation levels, attributed to high technology dependence and limited social interaction. In contrast, teachers reported uniformly positive experiences across all dimensions and demonstrated greater personal and social enjoyment. The findings indicate that user enjoyment significantly influences overall ChatGPT user experience in educational contexts. This study highlights the need to enhance engagement strategies to improve stimulation for student users, offering important insights for AI integration in education.
Forms and Functions of Illocutionary Acts in the Indonesian Presidential Candidate Debate 2024 Anisa, Salma Kurnia; Lailiyah, Nur; Sujarwoko, Sujarwoko
Journal of Educational Study Vol. 5 No. 1 (2025): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i1.977

Abstract

The presidential debate is a crucial moment in the democratic process, where candidates convey their vision, mission, and work programs directly to the public. This study aims to analyze the form and function of illocutionary speech acts in the Indonesian presidential candidate debate in 2024. The approach used is descriptive qualitative with the theoretical basis of pragmatics, in the category of speech act forms using the theory of Ibrahim (1993), while the category of speech act functions using the theory of Yule (2006). The data were obtained from the transcript of the presidential debate broadcast by the General Election Commission (KPU RI) through the official YouTube channel. This research focuses on three sessions, namely, the first, third, and fifth debates involving the three presidential candidates. The analysis shows that there is a variety of categories of forms and functions of illocutionary speech acts. Among these categories, commissive speech acts are most dominantly used, showing the candidates' efforts to build political commitment and shape their self-image before the public. The findings confirm the importance of the strategic function of speech acts in political communication and contribute to the study of pragmatics and political discourse in Indonesia

Page 1 of 1 | Total Record : 8

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 6 No. 1 (2026): (Upcoming Issues) Vol. 6 Vol. 5 No. 2 (2025): December Vol. 5 No. 1 (2025): June Vol. 4 No. 2 (2024): December Vol. 3 No. 2 (2023): JoES (Desember) Vol. 3 No. 1 (2023): JoES (June) Vol. 2 No. 2 (2022): JoES (December) Vol. 2 No. 1 (2022): JoES (June) Vol. 1 No. 3 (2021): JoES (October) Vol. 1 No. 2 (2021): JoES (June) More Issue