This study investigates the implementation of the Student Teams Achievement Division (STAD) cooperative learning method and its influence on young English language learners’ speaking ability in a primary school context. The introduction outlines the persistent challenges faced by students in developing speaking proficiency, including low confidence, limited vocabulary, and teacher-centered instructional practices. Using a qualitative case study design featuring an ex post facto perspective, data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation analysis at SD Bali Kiddy. The results show that STAD fosters a supportive, interactive learning environment that significantly enhances students’ speaking confidence, fluency, vocabulary use, and pronunciation. Heterogeneous grouping enables peer scaffolding, allowing lower-ability learners to benefit from modeling and corrective feedback from their peers. The study also identifies students’ positive emotional responses, including reduced anxiety and increased willingness to participate in oral activities
Ni wayan eka oktaviani, L. Artini, Ni Luh et al.· International Journal of Edu...· 0 citations
English proficiency has become an essential skill in the 21st century, necessitating effective learning strategies that provide meaningful exposure to authentic language use. Conventional learning methods based primarily on textbooks may not always provide sufficient opportunities for students to experience natural communication contexts. English-language movies, as authentic audiovisual media, offer potential support for language learning by presenting real conversations, pronunciation, vocabulary, cultural expressions, and communication situations. This study aims to explore senior high school students' perceptions of the role of English-language movies in English learning, including the benefits gained, challenges encountered, and students' views regarding their use as a learning medium. This research employed a qualitative approach with a descriptive design. The participants were six 10th-grade students from a senior high school in Indonesia, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using the Miles, Huberman, and Saldaña interactive model, consisting of data reduction, data presentation, and conclusion verification. The findings reveal that English-language movies contribute to vocabulary development, listening comprehension, pronunciation improvement, speaking confidence, and increased learning motivation. However, students experienced difficulties related to fast-paced dialogue, accent variation, idioms, slang, and cultural references. To overcome these challenges, students utilized subtitles, replayed scenes, consulted dictionaries, and sought additional explanations. In conclusion, English-language movies are perceived as an effective supplementary medium for English learning, as they provide authentic language exposure and encourage more engaging and independent learning experiences
Ni Putu Wulan Dewayanti, L. Artini, I. P. Indra Kusuma· Jurnal Multidisiplin Indones...· 0 citations
The implementation of Project-Based Learning (PjBL) in primary English classrooms is important to investigate because it enhances students’ motivation and engagement despite challenges in instructional practices and assessment. This study aims to explore the implementation of Project-Based Learning (PjBL) in primary English classrooms, focusing on planning, implementation, assessment, and the perceptions of teachers and students. This research employed a qualitative approach with a case study design conducted at Bali Kiddy Primary School. The participants consisted of English teachers and fifth-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, documentation, and self-reflection journals, and analyzed using the interactive model of data analysis, including data reduction, data display, and conclusion drawing. The findings reveal that PjBL has been implemented with several strengths, particularly in enhancing student motivation, engagement, collaboration, and confidence in using English. Students actively participated in group work and showed positive attitudes toward learning through projects. However, several challenges were identified, including limited alignment in lesson planning, unclear instructional guidance, time constraints, and assessment practices that focus more on final products rather than learning processes. Project-Based Learning has strong potential to improve English learning at the primary level by creating meaningful and student-centered learning experiences. Nevertheless, improvements in planning, instructional clarity, and comprehensive assessment strategies are necessary to optimize its implementation
Ni Made, Arini Sasmita, L. Artini et al.· International Journal of Edu...· 0 citations
The cultivation of Higher-Order Thinking Skills (HOTS) has emerged as a fundamental priority in modern education, particularly in the context of English as a Foreign Language (EFL) learning. Educational discourse increasingly emphasizes the need for learners to develop analytical, evaluative, and creative capacities that extend beyond the acquisition of linguistic knowledge. Within this framework, deep learning, conceptualized as a pedagogical approach that prioritizes meaningful understanding, inquiry, and active knowledge construction, is widely regarded as an effective pathway for enhancing cognitive engagement. Despite its theoretical appeal, empirical examinations of how deep learning facilitates HOTS in real classroom environments remain relatively scarce, especially when viewed through the lens of teachers’ experiences. This study adopted a qualitative descriptive methodology to investigate the enactment of deep learning practices in an EFL classroom at SMA Negeri 7 Denpasar. Data were obtained through classroom observations, semi-structured interviews with an English teacher, and analysis of instructional documents. Thematic analysis was employed to interpret recurring instructional patterns and cognitive processes. The findings reveal that deep learning strategies, including student-centered activities, inquiry-based questioning, collaborative interaction, and contextualized tasks, were associated with the development of HOTS. These results underscore deep learning’s potential to foster cognitively rich and reflective language learning experiences
Luh Putu Adi Sastrawati, L. Artini, D. P. Ramendra· International Journal of Edu...· 0 citations