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I Gede Yoga Permana
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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 11 Documents
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Search results for , issue "Vol. 5 No. 2 (2025): December" : 11 Documents clear
The Effect of Digital Flashcards on Students’ Reading Comprehension: A Quantitative Study Suada, Putu Devita Kiranaputri; Padmadewi, Ni Nyoman; Dewi, Kadek Sintya
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.965

Abstract

This study aims to investigate using digital flashcards as a learning tool for tenth-grade SMA Negeri 1 Singaraja students' instruction in reading comprehension. Given the challenges students have in their reading comprehension, integrating digital learning tools can be a successful approach for raising engagement and comprehension among them. Two groups—an experimental group guided using digital flashcards and a control group guided using conventional media—were part of a quasi-experimental research design. A post-test was done to assess how digital flashcards might affect students' reading comprehension. The gathered data, which included homogeneity tests, normality tests, and an independent t-test to determine statistical significance, was analysed using SPSS. The results showed that the experimental group did noticeably better than the control group, implying that digital flashcards improve the reading comprehension of students. According to the findings, digital flashcards can be quite a useful and interesting tool for raising students' reading competency. The study adds to the growing corpus of studies on digital learning media and provides useful guidelines for teachers on including technology in English language instruction.
Coherence and Cohesion in Narrative Text Written by EFL Students Putri, Ni Luh Wiji Adnyani; Ramendra, Dewa Putu; Juniarta, Putu Adi Krisna
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.969

Abstract

This study aims to provide analysis and presentation related to coherence and types of cohesion in narrative texts of grade eleven at SMA Negeri 1 Seririt in the 2024/2025 academic year. This study employs a mixed-method design, specifically an explanatory sequential mixed-method design, which integrates quantitative and qualitative descriptive methods. The findings of the analysis indicate that students have good abilities in building coherence in their writing, with details of 53% of students having very good abilities, and 47% of students having good abilities. students also frequently use employ various type of cohesion, such as references, Conjunction, substitutions, and lexical cohesion. This is indicated by the number of students who use the words she, he, they, and, since, but, day and others, all of these words are forms of cohesion. Furthermore, the type of cohesion most widely used by students is references, which reaches 50.3%. conjunctions were found as much as 28.2%, substitution as much as 0.18% and lexical cohesion as much as 21.2%. From the overall analysis it was concluded that the coherence in the texts can be influenced by the generic structure of the texts, the relationship between paragraphs, and the appropriateness and consistency of the topic of each paragraph. The cohesion observed in students' writing also demonstrated their existing comprehension of the development of relationships between words, phrases and sentences.
Enhancing Vocabulary Mastery in Elementary Students through Liveworksheets Aditya, Restu Wahyu Tresna
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.976

Abstract

This study examines the effect of implementing Liveworksheets on the English vocabulary mastery of fourth-grade students at SD Negeri 1 Astina. Utilizing a quasi-experimental design with a post-test-only control group, the research involved a sample of 54 students, evenly distributed into an experimental group and a control group, each comprising 27 participants. Data were collected through a vocabulary post-test, and the results were analyzed using inferential statistical methods via IBM SPSS Statistics 26. The findings reveal that the experimental group achieved a significantly higher mean post-test score (M = 87.03) compared to the control group (M = 71.66). The independent samples t-test indicated a statistically significant difference between the groups (p = 0.000). Additionally, the effect size computed using Cohen’s d (1.926) reflects a large impact of the intervention. These results suggest that Liveworksheets, as an interactive digital learning tool, substantially enhances students’ mastery of English vocabulary. In conclusion, the implementation of Liveworksheets proves to be an effective pedagogical strategy to improve vocabulary acquisition among elementary students. The significant improvement observed in the experimental group underscores the potential of interactive digital tools to foster more engaging and effective learning environments. Educators are encouraged to integrate such technology-based interventions to augment traditional teaching methods and optimize student outcomes in language learning.
Exploring Differences in Teaching Methods and Classroom Management Between Novice and Experienced Teachers Sampurna, Marta Afrida; Artini, Luh Putu; Dewi, Ni Luh Putu Eka Sulistia
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.988

Abstract

The objective was to examine and contrast the teaching practices of novice and experienced teachers, focusing on affective strategies, classroom structure, feedback, content enrichment, and cooperative learning. A qualitative observational method was employed to analyze classroom behaviors, assessment techniques, and student interactions. Data were gathered from multiple sessions conducted by teachers at different career stages, allowing for in-depth comparison. Findings revealed that novice teachers prioritize creating supportive, emotionally engaging, and interactive environments, while experienced teachers tend to adopt more structured, discipline-focused, and academically rigorous methods. Feedback strategies also differed, with novices using collaborative assessments and experienced teachers favoring teacher-led correction. Differences were influenced by factors such as teaching experience, pedagogical confidence, professional development, and institutional expectations. In conclusion, the study underscores the evolving nature of teaching practices, highlighting the need for targeted professional development and mentorship programs to support novice teachers in transitioning toward experienced, effective instructional methods.
The Implementation of English Teaching in an Inclusive Classroom Context for Students with Intellectual Disabilities da Silva, Endrycho Putra
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.989

Abstract

This study explored the implementation of English learning for students with intellectual disabilities in an inclusive classroom at SD Triamerta Singaraja, focusing on the inclusive classroom 2B with 24 students, including five with intellectual disabilities. The urgent need for this study arose from challenges faced in the inclusive education setting, such as these students’ difficulty in absorbing lessons, rapid loss of interest, and behavioral issues like tantrums and mood swings, which complicated effective teaching and learning. The study centered on the role of the inclusive teacher, who supported these students during English lessons alongside the regular teacher. Employing a qualitative case study design, data were gathered through observation checklists and interviews over four weeks on Tuesdays during English classes. Findings revealed distinct teaching procedures for students with intellectual disabilities: they were taught in small groups led by the inclusive teacher to facilitate personalized guidance, which contrasted with the regular teacher’s approach for other students. Inclusive teachers applied strategies tailored to students’ specific needs, including simplifying learning stages, using the grammar translation method with tools like Google Translate, reading aloud, incorporating simple pictures on worksheets, and employing repetition and reinforcement techniques to enhance memory retention and engagement. These methods underscored the importance of flexible and empathetic teaching approaches in inclusive education. The findings implied that addressing the unique needs of students with intellectual disabilities through adaptive instructional strategies was vital for improving their English learning outcomes and fostering a more supportive inclusive classroom environment.
Enhancing Recount Text Writing Skills of EFL Students through Project-Based Learning Putri, Pande Ketut Raina Murdia
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.995

Abstract

This study investigates the impact of Project-Based Learning (PBL) on enhancing students’ writing skills, focusing particularly on the revision process. Conducted over two cycles, the research employed pre-test and post-test assessments, classroom observations, and self-evaluation checklists to gather data. The findings reveal a significant improvement in students’ writing abilities, with the average writing score increasing from 25.43 in the first cycle to 31.89 in the second cycle, reaching the "good" proficiency category. The revision stage under the PBL framework predominantly involved surface-level corrections such as spelling, punctuation, and grammar, which nevertheless contributed substantially to improved writing quality. The use of structured self-evaluation checklists fostered student autonomy, responsibility, and active engagement in the writing process, with an average self-evaluation effectiveness score of 4.61 in the second cycle. Observations also highlighted positive affective outcomes including increased confidence, risk-taking, and collaborative peer feedback, which are essential for sustained learning. The study confirmed that all criteria for success—writing standards, effectiveness of self-evaluation, and portfolio completeness—were met by the end of the second cycle. These results underscore the value of PBL as a strategic instructional approach that encourages continuous improvement through revising and self-assessment. Recommendations include promoting deeper global revisions and exploring the long-term impact of PBL on writing proficiency and learner autonomy
English Teachers’ Assessment Practices in Differentiated Instruction Wati, Ketut Merina; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, Anak Agung Gede Yudha
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.1065

Abstract

This study aims to describe how English teachers at SMA Negeri 3 Singaraja implement assessment in differentiated instruction. Using descriptive qualitative methods through observations and interviews, this study found that teachers utilize diagnostic, formative, and summative assessments to identify students' prior knowledge, monitor learning progress, and measure final achievement. Diagnostic assessments help teachers map students' readiness, interests and learning styles, while formative assessments allow teachers to provide feedback and adjust learning according to students' needs. Summative assessments are used at the end of learning to evaluate overall mastery of the material. This practice shows that assessment is not only a tool for assessing learning outcomes, but also supports student-centred learning and is aligned with Merdeka Curriculum. The findings emphasize the importance of integrating different types of assessments to create flexible learning, accommodate students' diverse abilities, and motivate students to improve their learning outcomes.
Investigating Experience of University Students in Using ChatGPT in English Learning Context Devi, Ni Nyoman Risna Sari; Santosa, Made Hery; Kusuma, I Putu Indra
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.1069

Abstract

The integration of Artificial Intelligence (AI) in education, particularly generative tools like ChatGPT, has significantly reshaped how language learning is approached in higher education. However, while much has been said about the potential benefits of AI, there remains a lack of empirical research on students’ actual experiences. This study investigates the user experience (UX) of 110 English Language Education (ELE) students at Universitas in Bali using ChatGPT to support their English learning. The User Experience Questionnaire (UEQ) was employed to measure six key dimensions: Attractiveness, Perspicuity, Efficiency, Dependability, Stimulation, and Novelty. The results indicate that students perceived ChatGPT positively across all dimensions, especially in terms of ease of use, emotional engagement, and learning efficiency. Validity and reliability tests confirmed the robustness of the instrument. The findings highlight ChatGPT’s potential not only as a functional educational tool but also as a motivational and user-friendly platform. However, the study also underscores the need for digital literacy and ethical guidance to ensure responsible use. This research contributes to a more nuanced understanding of AI in language education and provides insights for educators and policymakers aiming to integrate AI meaningfully into curriculum design.
Students’ Acceptance and Enjoyment of ChatGPT in English Language Learning Kartini, Made Marinety; Santosa, Made Hery; Indrayani, Luh
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.1100

Abstract

The rapid growth of AI-based tools in education, particularly the increasing use of ChatGPT, has created an urgent need to understand how students perceive and engage with this technology to ensure its effective integration into English language learning. This research explores university students’ acceptance and enjoyment of using ChatGPT in English language learning among English Education students at Ganesha University of Education. The study employed a sequential explanatory mixed-methods approach. Quantitative data were collected through a survey consisting of 281 students, while qualitative data were collected from semi-structured interviews with 9 students selected through purposive sampling to capture more in-depth perspectives from active ChatGPT users. In the quantitative phase, students’ acceptance levels were examined using the modified Technology Acceptance Model (TAM) which included Perceived Usefulness, Perceived Ease of Use, Behavioral Intention, and Perceived Enjoyment. The results showed that students’ acceptance was categorized as high level, with an average score of 75.1, indicating that students generally accept ChatGPT as part of their English language learning. Qualitative results further revealed the psychological factors, particularly enjoyment, that significantly influenced students’ acceptance of ChatGPT. The students’ enjoyment was shaped by individual factors, learning environments, and the influence of lecturers. Overall, the findings highlight that students’ acceptance and enjoyment of ChatGPT are intertwined. Students’ willingness to integrate ChatGPT is also reinforced by positive and enjoyable learning experiences. These results suggest educators and institutions should design AI-assisted learning environments that are engaging, interactive and emotionally supportive. Creating such environments can enhance students’ technology adoption.
Inclusive Pedagogy in Practice: Teaching English to Deaf and Mute Students in Elementary School Sriadi, Kadek; Utami, I G A Lokita Purnamika; Budiarta, Luh Gd Rahayu
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.1106

Abstract

This study explores the instructional procedures, challenges, and coping strategies involved in teaching English to deaf and mute students in an inclusive classroom. Although inclusive education continues to expand, English instruction for learners with hearing impairments remains difficult because of communication barriers and limited access to auditory input. This research uses a descriptive qualitative case study with participants consisting of two deaf and mute sixth-grade students, an English teacher, and a sign language teacher. Data were collected through classroom observations and semi-structured interviews and were analyzed using an interactive qualitative model. The findings show that English instruction followed three stages, namely pre activity, whilst activity, and post activity. Sign language, visual aids, and clear multimodal explanations played an important role in supporting comprehension. Teachers experienced challenges related to communication, differentiation, and classroom management, while students struggled with pronunciation, social interaction, and tasks that relied on sound. The study concludes that effective English instruction for deaf and mute learners requires adaptive, visually oriented, and collaborative teaching practices. These findings contribute to a clearer understanding of how inclusive classrooms can support equitable and meaningful language learning for students with hearing impairments

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