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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 117 Documents
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Teaching English in an Inclusive Setting: An Investigation of Facilitating and Hindering Factors at Primary School Rumenti Br Lumban Tobing; Made Hery Santosa; I Ketut Trika Adi Ana
Journal of Educational Study Vol. 6 No. 1 (2026): June
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 I Made Perdana Skolastika; I Putu Agus Wijaya Kusuma Wijaya; Dewa Sang Made Widiantara 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 Yohana Lolong Mena; I G A Lokita Purnamika Utami; Ni Luh Putu Era Adnyayanti
Journal of Educational Study Vol. 7 No. 1 (2026): Upcoming Issues
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.
Developing CakeApp-Based Infographics to Support Teaching Speaking in Tourism Vocational High Schools I Wayan Gunawan; I G A Lokita Purnamika Utami; Dewa Ayu Eka Agustini
Journal of Educational Study Vol. 6 No. 1 (2026): June
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 Kevin Dwi Pradana; I G A Lokita Purnamika Utami; I Ketut Trika Adi Ana
Journal of Educational Study Vol. 6 No. 1 (2026): June
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.
Digital Storybook and Young Learners’ Reading Behavioral Engagement: A Systematic Review Kadek Dian Nitami; Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti
Journal of Educational Study Vol. 6 No. 1 (2026): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1125

Abstract

Reading behavioral engagement is an important aspect of students’ reading development, as it is reflected in observable behaviour such as attention, persistence, rereading, on task reading, and active interaction with the text. However, many young learners still struggle to maintain focus and active participation during reading activities, especially when using traditional reading material that rely heavily on text\ rather than visuals. Digital storybooks have emerged as an alternative reading material due to the integration of multimedia features that may support students’ engagement. This study employed a Systematic Literature Review (SLR) using the PRISMA framework to examine empirical studies published between 2020 and 2025 that investigated factors influencing young learners’ reading behavioral engagement through digital storybooks. Fourteen relevant articles were selected based on inclusion and exclusion criteria. The findings indicate that digital storybooks can effectively enhance students’ reading behavioral engagement when the multimedia features, such as narration, illustrations, and interactivity are well designed and aligned with pedagogical goals. Behavioral engagement is further strengthened through culturally relevant content, structured reading activities and teacher guidance. In contrast, excessive integrated multimedia may distract learners and reduce engagement. These findings provide a clearer framework for understanding how multimedia features influence young learners reading behavioral engagement. Overall, the study highlights the importance of thoughtful multimedia design and instructional support in digital reading contexts.
Digital Storybooks on Young Learners’ Reading Skills: A Systematic Literature Review Ni Putu Yunda Kirana; Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti
Journal of Educational Study Vol. 6 No. 1 (2026): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1131

Abstract

This study investigates the effectiveness of digital storybooks in improving young learners’ reading skills, addressing the persistent challenges of low reading comprehension, limited vocabulary, and poor engagement in early literacy classrooms. With children increasingly growing up in digitally rich environments, traditional print-based instruction often fails to capture their attention. By creating an urgent need for instructional approaches that align with their digital experiences while supporting essential literacy skills. A Systematic Literature Review guided by the PRISMA framework was conducted. Ten empirical studies published between 2018 and 2024 were selected based on clear inclusion and exclusion criteria. These studies were analyzed to identify how digital storybooks influence reading comprehension, vocabulary development, story sequencing, and engagement. The findings show that digital storybooks significantly enhance reading comprehension, vocabulary acquisition, and engagement. Multimodal features such as text highlighting, visual cues, and audio narration help learners process information more effectively and remain motivated. Teacher guidance and well-designed materials further improve outcomes. Overall, this study underscores that urgent need to integrate digital storybooks into early literacy instruction. It provides evidence-based guidance for educators and highlights directions for future research, including investigating long-term impacts and broader classroom applications.
Analysis of Code-Mixing by The Bali Arknights Players Community on WhatsApp Kadek Risma Septiani; Dewa Putu Ramendra; I Wayan Swandana
Journal of Educational Study Vol. 6 No. 1 (2026): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1135

Abstract

This study investigates the phenomenon of code-mixing within the WhatsApp interactions of the Bali Arknights Players Community. The primary objective is to identify the types of code-mixing based on Hoffmann’s (1991) classification. Employing a descriptive quantitative design, this research analyzed 168 instances of code-mixing extracted from group chat transcripts. The findings reveal three types of code-mixing: intra-sentential, intra-lexical, and involving a change of pronunciation. Intra-sentential code-mixing was the most dominant type, accounting for 74.40% of the data, followed by intra-lexical code-mixing at 21.43%, while code-mixing involving a change of pronunciation represented only 4.17%. The dominance of intra-sentential code-mixing indicates that community members more frequently insert English words or phrases into Indonesian sentence structures rather than hybridizing words or modifying phonological forms. This pattern reflects the influence of gaming terminology, which is predominantly expressed in English and widely adopted by bilingual speakers in online gaming communities. The study concludes that in specialized digital environments such as gaming communities, code-mixing functions as an effective communicative strategy to facilitate technical discussions, strengthen group identity, and maintain interactional efficiency among members.
Bridging Cognition and Pedagogy: A Transcendental Meditation-Based Deep Learning Model in English Language Teaching Ni Wayan Surya Mahayanti; Ni Wayan Monik Rismadewi; Nice Maylani Asril; Luh Ayu Tirtayani
Journal of Educational Study Vol. 6 No. 1 (2026): June
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1142

Abstract

Recent advances in English Language Teaching (ELT) emphasize deep learning approaches that promote higher-order thinking skills; however, insufficient attention has been given to students’ cognitive readiness as a prerequisite for meaningful engagement. While Transcendental Meditation (TM) has been widely reported to enhance psychological wellbeing and attention, existing studies largely focus on general outcomes rather than its integration within subject-specific pedagogy and its effect on higher-order literacy processes. Addressing this gap, the present study aims to (1) design a TM-based deep learning instructional model for ELT and (2) examine students’ perceptions of its integration in learning. This study employed a design-based research approach combined with qualitative inquiry, involving Grade 10 students. Data were collected through a student perception questionnaire, reflective journals, and focus group discussions (FGDs). The intervention model was implemented through a structured five-phase learning cycle: cognitive centering (TM), activation of prior knowledge, deep engagement, collaborative knowledge construction, and reflective metacognition. Data were analyzed using descriptive statistics and thematic analysis. The findings reveal that the TM-based model effectively supports students’ concentration, emotional stability, and readiness to learn, which subsequently enhances their engagement in complex literacy tasks. Students perceive TM as an integral component of learning that facilitates clearer thinking, reduced anxiety, and deeper comprehension. The study contributes a novel pedagogical framework that integrates cognitive preparation with deep learning processes in ELT. Pedagogically, the findings suggest that embedding TM within instructional design can optimize students’ cognitive conditions, enabling more effective engagement with higher-order language tasks. This highlights the importance of incorporating cognitive-affective readiness into contemporary ELT practices for future research, including investigating long-term impacts and broader classroom applications.

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