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I Gede Yoga Permana
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yogapermana@stkipahsingaraja.ac.id
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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 105 Documents
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Teaching English in an Inclusive Setting: An Investigation of Facilitating and Hindering Factors at Primary School Tobing, Rumenti Br Lumban; Santosa, Made Hery; Ana, I Ketut Trika Adi
Journal of Educational Study Vol. 6 No. 1 (2026): (Upcoming Issues)
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1109

Abstract

Inclusive education seeks to ensure equal learning opportunities for all students, including those with special needs, yet teaching English in inclusive classrooms presents specific pedagogical challenges. This study investigates the supporting and inhibiting factors in English teaching at SD N 2 Bengkala, North Bali, a school that integrates students with hearing impairments into regular classrooms. Employing a qualitative case study design, data were collected through classroom observations and in-depth interviews with the English teacher. The findings indicate that effective English instruction in this inclusive setting is supported by teacher adaptability, the use of visual media and concrete learning materials, assistance from special needs support teachers, peer support from regular students, and a positive classroom climate. However, several challenges persist, including communication barriers with deaf students, differences in learning abilities, emotional fluctuations, and environmental distractions. More complex English skills, such as listening, speaking, and writing, were found to be more difficult to teach than vocabulary. Overall, the study underscores the importance of adaptive teaching strategies and collaborative support in addressing learner diversity, while also highlighting ongoing challenges that require continuous adjustment to achieve inclusive English learning.
Unpacking Academic Predictors of English Proficiency in Indonesian Higher Education Skolastika, I Made Perdana; Wijaya, I Putu Agus Wijaya Kusuma; Widiantara, Dewa Sang Made Widiantara
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.v5i2.1112

Abstract

This study aims to investigate whether students’ cumulative Grade Point Average can serve as a predictor of their English proficiency as measured by an institutional English test. The research addresses the broader question of how general academic achievement relates to language competence in higher education settings. Employing a quantitative correlational design, data were collected from 115 undergraduate students who had both an officially recorded Grade Point Average and an institutional English proficiency score. Pearson’s product–moment correlation and simple linear regression analyses were used to examine the relationship and predictive strength between the two variables. The findings reveal a moderate and positive correlation (r = 0.55, p < 0.001), indicating that students with higher academic performance tend to achieve better results on the English proficiency test. The regression model was significant, explaining 30.3 percent of the variance in English scores (F= 49.03, p < 0.001). The resulting equation confirms that general academic achievement is a meaningful predictor of language performance. These results highlight the potential use of Grade Point Average as one indicator of readiness for English proficiency benchmarks in higher education. The study also suggests that other factors, such as language exposure, motivation, and learning strategies, may contribute to unexplained variance and should be explored in future research.
Interactive Videos for Facilitating Reading Activity in an Inclusive Class Narayana, Komang Ksatria; Utami, I G A Lokita Purnamika; Ana, I Ketut Trika Adi
Journal of Educational Study Vol. 6 No. 1 (2026): (Upcoming Issues)
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1120

Abstract

Despite growing attention to inclusive education, there is still limited empirical research on the development and validation of interactive multimodal English learning videos that integrate sign language and visual supports for deaf-mute and regular students within the Merdeka Curriculum at the elementary level. This study aims to develop interactive videos as multimodal learning materials for teaching English to fourth-grade students in an inclusive classroom. Using the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), the research enhances reading interest and comprehension among deaf-mute and regular students through sign language integration, visual aids, and interactive exercises. Needs analysis revealed that inclusive students require visually engaging, adaptive materials. The videos align with the Merdeka Curriculum, featuring clear visuals, structured narration based on Pancasila values, and inclusive learning support. Instruments used include interview guides, researcher journals, development progress sheets, expert judgments, and practicality questionnaires. Expert validation showed high scores: 4.625 (content expert) and 4.75 (media expert), categorized as very good. Practicality tests scored 4.3 (students) and 4.75 (teachers), indicating high effectiveness. Results show that interactive videos improve accessibility, engagement, and reading comprehension for students with special needs. Challenges include limited technology access and the need for teacher training. The study concludes that multimodal learning significantly benefits inclusive education and recommends further research on scalability and long-term impact.
Developing CakeApp-Based Infographics to Support Teaching Speaking in Tourism Vocational High Schools Gunawan, I Wayan; Utami, I G A Lokita Purnamika; Agustini, Dewa Ayu Eka
Journal of Educational Study Vol. 6 No. 1 (2026): (Upcoming Issues)
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1123

Abstract

The integration of digital learning tools has become increasingly important in English as a Foreign Language (EFL) instruction, particularly in vocational high schools where students are required to develop workplace communication skills. Previous studies have reported the effectiveness of mobile applications in supporting language learning; however, limited attention has been given to providing practical pedagogical guidance that helps teachers integrate such applications into speaking instruction, especially in tourism vocational contexts. As a result, many English teachers continue to face difficulties in translating digital platforms into structured and meaningful classroom speaking activities. To address this gap, this study aimed to develop CakeApp-based infographics that function as practical teaching speaking ideas for tenth-grade English teachers in a tourism vocational high school. The study employed a Design and Development (D&D) research approach using the ADDE model, which consisted of analysis, design, development, and evaluation stages. Data were collected through syllabus analysis, classroom observation, teacher interviews, expert judgment, and user review. The findings indicated that the developed infographics achieved an excellent level of quality in terms of content relevance, instructional clarity, visual design, and practicality. Expert and user evaluations further confirmed that the infographics effectively assist teachers in integrating CakeApp into speaking instruction. Therefore, this study concludes that CakeApp-based infographics can serve as pedagogical guides that support interactive and context-based speaking activities in tourism vocational education.
Interactive Hybrid Book for Inclusive Reading Activities Pradana, Kevin Dwi; Utami, I G A Lokita Purnamika; Ana, I Ketut Trika Adi
Journal of Educational Study Vol. 6 No. 1 (2026): (Upcoming Issues)
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1134

Abstract

This study aims to develop an interactive hybrid book that integrates text, images, and sign language as a learning medium to facilitate English reading activities in inclusive classrooms. Specifically, the study seeks to identify the types of English reading materials needed by inclusive students, design an interactive hybrid book adapted to these needs, evaluate the validity of the content and media, and assess the practicality of the developed product. The study employed the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation phases. The research instruments included interview guides for needs analysis, interviews with teachers and students, a researcher’s journal, a product development progress sheet, expert judgment sheets for content and media validation, and practicality questionnaires. The results of the needs analysis revealed that inclusive students require visually engaging reading materials that incorporate multimodal elements, such as sign language, subtitles, and interactive features, to support their reading activities. The interactive hybrid book was designed in alignment with the Merdeka Curriculum and the principles of differentiated learning, ensuring accessibility and the reinforcement of Pancasila values. The expert validation results indicated that the product achieved an average score of 4.30 from content experts and 4.54 from media experts, both of which fall into the “very good” category. Furthermore, the practicality test results showed average scores of 4.39 from students and 4.75 from teachers, indicating that the interactive hybrid book is practical and effective as a learning medium for facilitating English reading activities in inclusive classrooms.

Page 11 of 11 | Total Record : 105

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