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Made Wahyu Mahendra
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International Journal of Instructions and Language Studies
Published by Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
ISSN : -     EISSN : 30319137     DOI : https://doi.org/10.25078/ijils.v2i1.3691
Core Subject : Education,
Languange, Linguistic, Communication & Media Other
Instruction and learning Educational Management Curriculum development Teacher education Educational technology Language Learning and Linguistics
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 37 Documents
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INCORPORATING TECHNOLOGY IN TEACHING: AN ANALYSIS OF SENIOR HIGH SCHOOL ENGLISH TEACHERS’ PROFICIENCY BASED ON BLOOM’S DIGITAL TAXONOMY FRAMEWORK Ni Luh Ari Artini
International Journal of Instructions and Language Studies Vol. 3 No. 1 (2025): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijils.v3i1.4834

Abstract

This study investigated the proficiency level of Senior High School English teachers in integrating technology based on Bloom’s Digital Taxonomy (BDT) framework and factors influencing teachers’ proficiency. This study employed explanatory sequential research design where the data were gathered through quantitative data (questionnaire) and qualitative data (observation, interview, document analysis). The data were gathered through five Senior High Schools of North Denpasar area with 19 English teachers. The data further analysed to find the index and average score of the questionnaire. Then, the questionnaire was further analysed through the result of observation, interview and document analysis by implementing data condensation, data display and data interpretation. This study resulted that the proficiency level of teachers was in C3-Applying level. The factors found in influencing teachers’ proficiency level are: 1) External factors are consisted of curriculum demand, teachers’ workload, school infrastructure, and digital training, and 2). Internal factors are consisted of self-motivation and self-learning, years of teaching experience and educational background. The proficiency level of teachers also relates with in which aspect of TPACK the teachers are. It was found that TPK became the most frequent TPACK aspect implemented by teachers. To conclude, this study also derived into several suggestion for future researchers, namely investigate this topic in the different area of Bali with larger sample size, explore the students’ perspectives of the technology integration, as well as investigate the adequate digital training program for teachers.
ADDRESSING THE PROFICIENCY OF VOCATIONAL TEACHERS IN INCORPORATING DIGITAL TOOLS IN CLASSROOM: THE CURRENT AND CHALLENGES Ni Luh Silvia Pernanda Putri
International Journal of Instructions and Language Studies Vol. 3 No. 1 (2025): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijils.v3i1.4835

Abstract

The advancement of digital technology is transforming educational practices worldwide. One instructional model reflecting this shift is Bloom’s Digital Taxonomy (BDT), which refer to Bloom’s cognitive framework through the integration of digital tools and tasks. Despite its potential, many vocational high school English teachers encounter challenges in applying BDT effectively due to varied digital proficiency and institutional limitations. The drawbacks of its implementation become the main issue which needs to be further investigated. This study aimed to see the proficiency level of Vocational High School English teachers in integrating technology into instructions based on BDT as well as the factors influencing Vocational School English teachers’ proficiency in integrating technology into instructions based on BDT framework. In order to obtain the result, the present study conducted an explanatory sequential mixed-methods design. This design was selected as it presents a comprehensive analysis of the methods in which quantitative results were extended and explained by the qualitative results. The data were collected from 20 English teachers across seven vocational schools through questionnaires and semi-structured interviews. The findings revealed that that most teachers more proficient at the “Applying” level (C3) of BDT, reflecting ability to use digital tools in instructional practices. Influencing factors included school facilities, curriculum requirements, digital training opportunities, teaching experience, and teacher collaboration. The study recommends future research to explore the integration of BDT and the TPACK framework using longitudinal methods, particularly within non-formal education contexts.
LOCAL CULTURE BASED EXPERIMENTAL METHOD IN SCIENCE AND SOCIAL STUDIES LEARNING FOR ELEMENTARY SCHOOL STUDENTS Dimas Qondias; Karolina Bhoki; Maria Euphrasia Ule
International Journal of Instructions and Language Studies Vol. 3 No. 1 (2025): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijils.v3i1.4894

Abstract

This study aims to analyze the need for a local culture-based experimental method in the teaching of natural and social sciences for fourth-grade students at Hedhazitia Public Elementary School. The goal is to ensure that the approach used not only enriches students' understanding of the subject matter but also fosters appreciation for their own cultural heritage. The research method employed is descriptive qualitative. Data collection techniques in this study include observation, interviews, and documentation. Data were analyzed using a descriptive qualitative approach. Sources of data consisted of observations, interviews, and documentation involving the school principal and teachers. The results indicate a significant need and strong potential to develop a local culture-based experimental method in the teaching of natural and social sciences. Although its implementation has not yet been systematic, teachers have shown openness and a positive attitude toward this approach. Collaborative efforts among various stakeholders are needed to realize science and social studies education that is not only scientific but also rooted in local cultural values. In this way, primary education can produce students who are not only academically capable but also possess identity, character, and a sense of care for their culture and surrounding environment.
GROUP PRESENTATION IN NON-ENGLISH DEPARTMENT CLASSES: INVESTIGATING STUDENTS’ MOTIVATION, ANXIETY, AND EXPERIENCE Amelia, Rizky; Amelia, Rini; Muhammad Isa
International Journal of Instructions and Language Studies Vol. 3 No. 1 (2025): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijils.v3i1.4896

Abstract

English in vocational higher education is a compulsory subject in semester 1. In dealing with future career needs, presentation is provided in the Semester Learning Plan. In this study, students worked in groups to deliver presentations. This study aims to explore students' perceptions of learning English in presentation material by describing students' motivation, anxiety, and experiences. The researchers used a qualitative descriptive method. The participants of the study were all first-semester students at the Politeknik Negeri Banjarmasin who voluntarily responded to the questionnaire (79 students) and seven students who would represent those to be interviewed. The research instruments are a fifty-item question through Google Form and an interview guide for data triangulation. The results of this study showed that, in general, the students perceived group presentation positively. They have a very positive perception of motivation and a positive perception of presentation experience, although they are also anxious when preparing and delivering the presentation. The use of a project in the group presentation helped students collaborate, enhanced their motivation, and facilitated student-centered learning. Speaking anxiety of students was influenced by internal factors such as nervousness, which can interfere with supporting devices and situations in the classroom. All in all, students perceived positively the implementation of the presentation project to finish the presentation. The result of this research study is expected to be used in teaching and learning in the field of learning English as a foreign language and to encourage students to be more motivated and less anxious so that their speaking performance is better.
DISCOVERING AND MITIGATING CULTURAL SENSITIVITY IN LANGUAGE INSTRUCTION: A CASE STUDY IN STUDENTS’ RELIGION IDENTITY IN ENGLISH INSTRUCTION Zalsa Febrina Syabilla
International Journal of Instructions and Language Studies Vol. 3 No. 1 (2025): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijils.v3i1.4899

Abstract

This study investigates the intricate relationship between religious identity and English language learning at Indonesian Islamic boarding schools and contributes significantly to the knowledge of cultural sensitivity in teaching. Based on qualitative case study approaches in Pasuruan, East Java, Indonesia, the study investigates the role of religious identity in mediating language learning as well as challenges in providing culturally sensitive education. It is grounded in Intercultural Communication Theory and Identity Negotiation Theory to examine complex interactions between Islamic beliefs of learners and language acquisition. Through classroom observations and semi- structured interviews with eight participants (four teachers and four learners), the study examines the role of Islamic values in English language learning processes as well as the involvement of students in English lessons. Key research questions involved the place of religious identity in language acquisition, difficulties in culturally responsive teaching, and the structuring of pedagogical interventions that enhance language proficiency without diminishing cultural integrity. The findings emphasize the need for a more delicate approach to the teaching of languages that recognizes and respects students' religious and cultural identities. The study contributes to the overall scholarly literature in recommending a model that moves language learning as an active process of cultural negotiation and identity construction. It emphasizes the necessity of creating inclusive learning spaces that recognize students' diverse cultural experiences and enable them to grow linguistically.
IMPLEMENTING KWL STRATEGY TO IMPROVE READING COMPREHENSION OF RECOUNT TEXT IN VOCATIONAL SCHOOL LEVEL Ni Ketut Asta Denny Sadewi; I Ketut Wardana; Komang Budiari
International Journal of Instructions and Language Studies Vol. 3 No. 1 (2025): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijils.v3i1.4903

Abstract

Using the Classroom Action Research (CAR) approach, the main objective of this research was to ascertain whether the KWL strategy could improve students' reading comprehension of recount texts. 36 students from SMK Negeri 5 Denpasar's class X PH 3 were chosen at random to take part in the research. Questionnaires were used as secondary data for this study, while pre-test and post-test data were gathered as main data. The results indicated that only 4 students (11.11%) scored above the passing grade in the pre-test, while 32 students (88.89%) scored below it. Following the implementation of the KWL method in Cycle 1, the results of Post-Test 1 showed improvement, with 19 students (52.78%) achieving scores above the passing grade. Further progress was noted in Cycle 2, where 26 students (72.22%) scored above the passing grade. The mean score difference was 19.58 points between the pre-test and Post-Test 1, and 4.59 points between Post-Test 1 and Post-Test 2. These findings suggest that students’ reading comprehension of recount texts can be enhanced through the KWL method. Additionally, the results of the questionnaire indicated that most students felt the strategy was implemented effectively. They believed that the KWL strategy improved their understanding of the text’s main ideas, factual details, vocabulary, linguistic elements, text structure, and social functions. Furthermore, this strategy increased students’ reading motivation and self-esteem. Therefore, the KWL strategy proved to be a valuable approach for teaching reading comprehension, particularly about recount texts. Keywords: KWL Strategy, Reading Comprehension, Recount Text.
ENGLISH AS A LINGUA FRANCA: INCORPORATING ELF TO EFL CLASSROOM Mutiaraningrum, Ira
International Journal of Instructions and Language Studies Vol. 3 No. 1 (2025): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijils.v3i1.4908

Abstract

A plethora of studies envisaging English as a lingua franca has been provided in the literature. Studies examining the relationship between English as a lingua franca and English as a foreign language has been emerged sparking excitement among language practitioners. This conceptual paper endeavors to approach English as a lingua franca and English as a foreign language. Employing traditional literature review, this study provides an overview, structures argument, and provides context for new research using thematic discussion. This narrative literature review taps further into the application of English as a lingua franca in English as a foreign language classroom. A thought-provoking issue regarding the position of English as a lingua franca versus English as a foreign language has ignited considerable debate among scholars. Reflecting upon studies presented in this paper, it is summarized that the existence of English as a lingua franca does not replace English as a foreign language. This study also describes the activities that language instructors might consider in integrating English as a lingua franca in English as a foreign language classroom. This study offers unique contribution by offering pedagogical innovation that bridges the concept of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL).

Page 4 of 4 | Total Record : 37

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