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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 104 Documents
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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
An Analysis of Factors Influencing Students’ Speaking Skill in Triatma Mulya University Kurniawati, Kadek Lina
Journal of Educational Study Vol. 4 No. 2 (2024): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

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

Abstract

As a productive skill, speaking plays an important role as a means of effective communication. In English learning process, speaking is considered of the most difficult aspects due to many students are hard to express themselves in English. The population in this study is all of the students in the English Language Education at Triatma Mulya University. This study aims at knowing the factors affecting students’ English speaking skill. This review paper focusses on the research in term of speaking, especially some factors affecting students’ speaking skill. Based on the review of literature and the result of interview showed that the students’ psychological and students’ linguistic problems become the factors affecting students’ English speaking skill. The students’ psychological problem includes lack of confidence (posture, gesture, and eye contact) and fear/anxiey. However, the students’ linguistics problem includes vocabulary, grammar, and pronunciation. This study can be used by the teachers and future researchers who focused on factors affecting students’ English speaking skill.
Integrating Theory and Practice: Strategies for Teaching Reading in English Language Classrooms Kurniawati, Kadek Lina; Indrawati, Ni Putu Ayu Candra Nora
Journal of Educational Study Vol. 3 No. 2 (2023): JoES (Desember)
Publisher : English Education Department STKIP Agama Hindu Singaraja

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Abstract

This study investigates effective reading strategies in English as a Foreign Language (EFL) classrooms by bridging theoretical frameworks with practical instructional approaches. Drawing on a qualitative content analysis of seven peer-reviewed journal articles published between 2009 and 2025, the study identifies key strategies aligned with schema theory, metacognitive strategy instruction, and the Content and Language Integrated Learning (CLIL) approach. These strategies are categorized into three stages of reading instruction: pre-reading, during-reading, and post-reading. The findings highlight the importance of activating background knowledge, combining intensive and extensive reading practices, promoting reading strategy awareness, and integrating reading and writing in subject-based instruction. The study also addresses the instructional adaptations required in low-resource settings, emphasizing the need for teacher training and contextualized support. By connecting theoretical insights with real classroom practices, the research offers a comprehensive model for enhancing reading comprehension and fostering learner autonomy in EFL contexts.
Investigating Teaching English for Deaf Students at SLB Negeri 1 Karangasem: Procedures and Challenges Duniangella, Ni Komang Rutjayanthi Mayami; Santosa, Made Hery; Budiarta, Luh Gd Rahayu
Journal of Educational Study Vol. 4 No. 2 (2024): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

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

Abstract

This study examines the procedures and challenges of teaching English to deaf students at SLB Negeri 1 Karangasem during the 2024/2025 academic year. Using a qualitative approach, it incorporates classroom observations and in-depth interviews with English teachers to analyze teaching methods, communication strategies, and lesson structuring. The findings reveal that teachers follow a structured nine-step procedure, including lesson preparation, clear visibility, structured speech, repetition, communication aids, visual reinforcement, written support, expressive communication, and comprehension checks. These strategies align with previous research emphasizing multimodal approaches in deaf education. Despite these structured methods, teachers face challenges such as limited student vocabulary, pronunciation difficulties, and low motivation due to the complexity of English. They combine sign language, visual media, interactive digital tools, and personalized learning techniques to address these issues and enhance engagement. The study underscores the importance of structured and adaptive teaching strategies in supporting deaf students' language learning. Additionally, it highlights the need for ongoing professional training for teachers in special education, equipping them with effective methodologies to improve instruction. These findings contribute to the broader field of special education, particularly in advancing English language teaching for students with hearing impairments.
Interactive Learning Multimedia Based Discovery Learning Mathematics Subject for Grade 4 Elementary School Widnyana, I Made Dwi; Jampel, I Nyoman; Suartama, I Kadek
Journal of Educational Study Vol. 4 No. 2 (2024): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

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

Abstract

This study was motivated by the low academic performance of fourth-grade elementary students in mathematics. The objectives were to: (1) design and develop interactive multimedia based on discovery learning, (2) evaluate the validity of the developed multimedia, and (3) assess its effectiveness in improving student learning outcomes. This research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation phases. Data were collected through questionnaires and tests. Validity was assessed using a 4-point Likert scale and qualitative descriptive analysis of expert feedback on content, design, and media, as well as student responses through individual trials (3 students) and small group trials (9 students divided into 3 groups). Effectiveness was tested using a pretest-posttest design involving 20 fourth-grade students, analyzed with a t-test. Results indicated the multimedia was valid according to experts (85.93%–95%) and received positive responses from students (87.38%–87.73%). The t-test showed significant improvement in learning outcomes. The findings imply that discovery learning-based interactive multimedia is effective in enhancing students' mathematical understanding.
Implementing Liveworksheets in Teaching Reading Comprehension of Sixth-Grade Students in SD Negeri 1 Kerobokan Mahesuari, Kadek Diah Tantri; Padmadewi, Ni Nyoman; Dewi, Kadek Sintya
Journal of Educational Study Vol. 4 No. 2 (2024): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

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Abstract

This study aimed to investigate the effectiveness of Liveworksheets as teaching media on students’ reading comprehension. This study was in the form of pre-experimental research and used one group pre-test post-test as the design. The population and sample were involved one group contain 35 students. Data collection was conducted using reading comprehension test which was formed as multiple-choice questions. The data was analysed with descriptive and inferential statistics analysis. The result of this study shows the implementation of Liveworksheets had a significant effect on students’ reading comprehension. It can be seen on the paired sample t-test which got p < 0.05. Moreover, the effect size got 1.388 which categorized into large size. It can be concluded that the implementation of Liveworksheets had a significant effect on students’ reading comprehension.

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