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I Gede Yoga Permana
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yogapermana@stkipahsingaraja.ac.id
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Jalan Pulau Timor Nomor 24 Banyuning, Buleleng, Bali
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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 104 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.
The Types, The Function, and The Application of English Learning Media for Mute Students Mena, Yohana Lolong; Utami, I G A Lokita Purnamika; Adnyayanti, Ni Luh Putu Era
Journal of Educational Study Vol. 6
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to analyze the types, functions, and implementation of English learning media for mute students at SLB Negeri 1 Buleleng. A qualitative case study design was employed to obtain an in-depth understanding of English teaching practices in a special education context. Data were collected through classroom observations, semi-structured interviews with the English teacher, and documentation of instructional materials. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings revealed that English instruction for mute students relied primarily on visual-based media, particularly written text, pictures, and diagrams. Written text functioned as the main medium for delivering English instruction, replacing spoken explanations, while pictures and diagrams were used to support comprehension of vocabulary and meaning. Visual learning media played a significant role in supporting students’ language acquisition by making learning content more concrete, meaningful, and easier to remember. Pictures helped students connect written English words with real objects, actions, or situations, thereby enhancing understanding and student engagement. Despite their effectiveness, several challenges were identified, including limited instructional facilities, students’ concentration difficulties during prolonged visual activities, and differences in students’ levels of visual comprehension. These challenges required teachers to adjust the teaching pace and provide repeated explanations using gestures or real objects. Overall, the study highlights the importance of visual-based instruction and appropriate learning media in supporting English learning for mute students in special school settings.

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