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

This study explores how sharing bilingual Balinese fable books in early childhood education settings can support early literacy and help develop important local character values in young children. The research was conducted in four PAUD (early childhood education) schools in the Kediri District of Tabanan, Bali, Indonesia. It involved eight teachers, eight children with their parents, and school principals. The researchers used classroom observations, in-depth interviews, and document analysis of the fable storybooks to collect data.The findings reveal that the book-sharing activity follows four clear stages: preparing the books, sharing them with children, telling the stories interactively, and engaging children in follow-up activities such as singing, playing, and colouring. Five Balinese fable storybooks were used in this program, including Siap Selem, I Lutung teken Kakua, Goat and Tiger, Honest Balinese Starling, and Angsa teken Empas. Through these stories, children were exposed to moral messages about honesty, kindness, responsibility, and creativity. Importantly, the study found that this activity helps instil eight character values in children: friendliness, peace-loving attitudes, hard work, creativity, honesty, respect for achievement, discipline, and tolerance. These values are essential for preserving Balinese cultural identity in the face of globalisation. The use of bilingual books—combining Balinese, Indonesian, and English—also helps children become familiar with multiple languages while staying connected to their local heritage. The study concludes that sharing bilingual Balinese fable books is an effective and meaningful way to promote early literacy and strengthen local character in early childhood education. The researchers recommend that more schools adopt this approach to help young children develop both language skills and strong moral foundations rooted in their own culture.

Early language learning increasingly relies on rich multimodal input to stimulate vocabulary growth and literacy development in young learners, yet systematic evidence on structured video-based vocabulary instruction in Indonesian primary EFL classrooms remains limited. Addressing this gap, this classroom action research examined how vocabulary videos enhance first-grade students’ vocabulary mastery in a private elementary school in Bali. Twenty-two learners participated, with nine low-achieving students receiving focused support. Following two cycles of the Kemmis and McTaggart model, data were gathered through observations, interviews, worksheets, and post-tests. The intervention integrated animated vocabulary videos, guided pronunciation, muted-video guessing tasks, translation scaffolding, and scaffolded writing, complemented by parental involvement through home practice activities. Results revealed consistent improvement, with mean scores increasing from 85.13 in Cycle 1 to 88.60 in Cycle 2, and all target students surpassing the minimum competency benchmark. Qualitative findings indicated heightened motivation, confidence, independent recall, and digital learning habits. The study demonstrates that multimodal video-supported routines, when implemented reflectively and paired with writing and retrieval tasks, foster both receptive and productive vocabulary skills in beginning EFL learners. This work contributes empirical evidence on early digital-media integration in Indonesian EFL settings and underscores the pedagogical value of combining classroom multimedia exposure with guided home engagement. In a wider context, the findings suggest that curriculum designers and early-grade educators should integrate structured video-based vocabulary instruction to support young learners’ foundational language, literacy, and responsible technology habits.

This study investigates the presentation of spirituality as a character education value in the Grade 4 ELT students’ book entitled “My Next Word.” Employing a qualitative content analysis design, the research analyses and examines visual artifacts presented in the student’s book based on five subdimensions of spirituality, based on the dimension of faith in God Almighty of Graduate Profile Values framework. These subdimensions include spirituality in religious practice, spirituality in personal morality, spirituality in social morality, spirituality in environmental morality, and spirituality in civic morality. The findings reveal that spirituality in personal morality is the most frequently represented value in the book, reflected in visuals that emphasize discipline, cleanliness, responsibility, and self-care. This is followed by spirituality in social morality, which is evident in depictions of cooperation, respect, and helping behaviour. However, spirituality in religious practices, environmental, and civic moralities appears minimally and is not consistently highlighted throughout the book. Overall, these results indicated that the book integrated spirituality-based character education mainly through daily-life activities rather than explicit religious symbols or direct doctrinal representations, suggesting an implicit and practiced-oriented approach.

This study aims to compare the teaching strategy preferences between novice and experienced English teachers in one of the Senior High School in Gianyar regency, in the context of the Merdeka Curriculum implementation. This research employed a qualitative descriptive design. The subjects were one novice teacher and one experienced teacher, while the objects were their teaching strategies preferences. The data were collected through observation, in-depth interviews, and teaching strategies checklist. The findings revealed that the novice teacher preferred Project-Based Learning and Cooperative Learning, which foster collaboration, creativity, and active student involvement. Meanwhile, the experienced teacher tended to use Discovery Learning and Integrated Learning, which promote student independence and the integration of cross disciplinary knowledge to deepen understanding. These findings indicate that teaching experience influences the selection of teaching strategies and highlight the importance of ongoing professional development to equip teachers with appropriate pedagogical approaches in alignment with 21st-century education demands.

Incorporating multicultural values into the process of teaching and learning in school is important for enhancing inclusivity. There has been an abundance of studies conducted on this topic; however, most of them were conducted on special related subject matters, and there are limited resources for exploring strategies of how multicultural values can be implemented in all dimensions of school life. This study aims to explore strategies for incorporating multicultural values in an inclusive school. The study was conducted in the form of a case study in a private full-inclusion primary school in North Bali, considered a favourite and successful school in implementing multicultural values by the society around the school. The teachers have received specialized trainings to support and teach autistic students in an inclusive class. The school has 12 students with mild autism spectrum disorder (ASD) integrated with neurotypical students in every grade from grades 1 to 6. The data were gathered over a period of six months through observations, in-depth interviews, and document analysis and were subsequently analysed qualitatively. This study found three main results. First, the school uses eight integrated strategies, five through activities that are part of the curriculum and three through activities that are not part of the curriculum. Second, these strategies have effects on many levels, such as more empathy, cooperation, less prejudice, more cultural pride, better critical thinking, and stronger social ties. Third, teachers' answers to the questionnaire show that they have consistently strong positive views about the program's cognitive, interpersonal, civic, and global outcomes. The study implied that the strategies positively influence students' attitudes and holistic development.

Background: With regard to the digital revolution in education, there is currently a worldwide strategic focus on the development of teachers' digital pedagogical competency. Yet, current studies tend to employ self-report measures alone to assess the impact of training programs, failing to consider behavioral data collected through classroom observation and neglecting the investigation of the distinct training effect transfer paths in relation to different behavioral aspects of instruction. Purpose: The purpose of the study was to assess the impact of an 8-week-long digital pedagogical competency training program on the classroom instructional behavior of EFL teachers in China, using the interconnection between the TPACK model and the Interconnected Model of Teacher Professional Growth. Methods: The design employed a quasi-experimental pretest-posttest nonequivalent control group strategy, complemented by an explanatory sequential mixed methods design. In total, sixty English as Foreign Language (EFL) teachers participated in the experiment; thirty of them were placed into the experimental group, and another thirty made up the control group. Results: A two-way mixed ANOVA indicated significant group-by-time interactions on the total score (partial η² = .442, p < .001) and all three dimensions. The experimental group was found to significantly improve in their TI Behavior (d = 1.48), DA Behavior (d = 1.05), and CI Behavior (d = 0.66) and the effect size gradients were directional and in line with the predicted differential improvement. A thematic analysis highlighted three behavioral change pathways in relation to the Interconnected Model's domain transmission process, where peer collaboration proved to be the pivotal factor, with strong pedagogical beliefs impeding CI Behavior. Conclusion: This study has provided behavioral evidence based on class observation and illustrated that the effects of training transfer to instructional behavior dimensions differently, leading to further implications for EFL digital training programs.

The digital transformation of agriculture has created new opportunities for smallholder farmers, yet the mechanisms through which technology-enhanced learning (TEL) translates into economic gains remain underexplored. This study investigates how technology-enhanced learning in agricultural extension education affects farmers' economic performance, with a specific focus on digital literacy as a mediating mechanism and the moderating roles of education level and extension service contact. Using survey data from 486 farmers across three provinces in China (2024), we employ hierarchical regression analysis, mediation analysis with bootstrapping, and heterogeneity analysis through group-wise regressions, with digital literacy measured as a composite index capturing information acquisition ability and technology adoption willingness. Results show that TEL participation significantly enhances farmers' annual income (β = 0.285, p < 0.01), with digital literacy mediating 30.2% of this total effect through two pathways: information acquisition (accounting for 53.5% of the mediated effect) and technology adoption (accounting for 46.5% of the mediated effect). Heterogeneity analysis reveals significant education-based gradients (Chow test F = 8.42, p < 0.001), with effects increasing from β = 0.218 (p < 0.05) for low-educated farmers to β = 0.395 (p < 0.001) for highly educated farmers, while age-based differences are also significant (Wald test χ² = 9.18, p = 0.002) and regional effects remain stable (p = 0.596). Digital literacy serves as a critical mediator in converting technology-enhanced learning into economic outcomes, with education and age significantly moderating this process, suggesting that policy interventions should prioritize digital skill development, particularly for low-educated and older farmers who face greater barriers to digital transformation.

English is a foreign language taught in Indonesia. One of the biggest problems in teaching English as a foreign language is how to bridge students’ language proficiency and their indigenous cultural identity. The present study investigates the need for designing culturally responsive instructional materials for students of a Hindu higher education institution in Central Kalimantan, Indonesia. This research uses an explanatory mixed methods design to implement the Context, Input, Process, Product (CIPP) model to assess the pedagogical and cultural needs for the development of genre-based English teaching materials. Using purposive sampling, this study included 120 students, 5 lecturers, 5 cultural practitioners, and 1 head of the study programme. The study data were collected through questionnaires, document analysis, and semi-structured interviews with lecturers, students, programme administrators, and cultural practitioners. The findings show a critical gap between curriculum policy and classroom practice, indicating the need for urgent genre-based scaffolding and technology based and contextualised content. Cultural analysis identifies that material artefacts (e.g., Batang Haring), social practices (rituals), and philosophical values (Tri Hita Karana) are crucial elements in enhancing the relevance of learning. These results provide a framework for mapping local wisdom into functional texts, ensuring English materials are both linguistically sound and culturally grounded. This study recommends developing technology-based English materials infused with local wisdom as a strategic solution for meaningful, contextualised language learning.

This study was conducted to investigate the impact of integrating Padlet into the Think-Pair-Share strategy on EFL senior high school students’ reading comprehension and critical thinking skills. A pre-experimental design employing a one-group pretest-posttest approach was used in this study. The participants consisted of 36 tenth-grade students selected from one intact class at a senior high school in Bali. Data were collected through a pretest and a posttest and analyzed using descriptive and inferential statistics with the assistance of IBM SPSS Statistics. The findings revealed that the mean posttest score (82.19) was higher than the mean pretest score (62.47). Furthermore, the paired-samples t-test indicated a statistically significant difference between the pretest and posttest scores (Sig. (2-tailed) = .000 < .05). These findings suggest that the implementation of Padlet-integrated Think-Pair-Share was associated with improvements in students’ reading comprehension and critical thinking skills. However, because the study employed a one-group pretest-posttest design without a control group, the findings should be interpreted with caution, and the observed improvements cannot be attributed solely to the treatment. Future studies employing more rigorous experimental designs with control groups are recommended to provide stronger evidence regarding the effectiveness of this instructional approach.

This research explores the application of the Balinese philosophy of Menyama Braya or brotherhood in promoting inclusive education in a primary bilingual school in North Bali. Grounded in theories of multiculturalism and inclusivity, the study emphasizes the importance of acceptance, empathy, and cooperation among students from diverse backgrounds. Employing a phenomenological approach, data were collected through observations, in-depth interviews, discussions, and document analysis. The findings indicate that the integration of Menyama Braya principles fosters a cooperative learning environment where students, including those with special needs, engage meaningfully with their peers. This practice not only enhances tolerance and empathy but also supports the creation of culturally responsive educational spaces. Recommendations include incorporating Menyama Braya values into teacher education curricula to cultivate inclusive practices that celebrate diversity and ensure equitable access to quality education for all students. By embedding these local values into modern educational methodologies, schools can develop compassionate learning environments that embrace differences while promoting social harmony.

The selection of vocabulary learning strategies (VLS) is a pivotal action in the English teaching and learning process. This study aimed to explore what teachers perceive and experience in vocabulary instruction in higher education. A narrative approach was employed in this study. Using the purposive sampling technique under the criteria of a minimum of four years of experience as permanent English teachers and limited the area of study only to one of religious higher education in Central Kalimantan, five English teachers were enrolled as participants. Unstructured, open-ended interviews were used as the instrument for collecting the primary data. After collecting the stories, the data were reported and validated using triangulation. The results revealed that teachers believed that using a variety of learning strategies to engage learners to be interested in vocabulary instruction was useful. Then, the challenges both external and internal factors faced by teachers in vocabulary instruction could be handled by employing the strategies that fit the students’ characteristics, such as learning vocabulary through songs, games, and social media platforms such as TikTok, YouTube, Instagram, and so forth. Therefore, it can be drawn to the conclusion that teachers must always be creative and innovative in action by utilizing technology advancement. Besides, the use of differentiated instruction approach could be better employed by teachers for solutions to problems, particularly in facilitating diverse student characteristics. Next, the use of various modes of learning or multimodal sources can also help students in higher education to get very meaningful vocabulary learning.

The aim of this research is to describe the knowledge from parents of the second-grade elementary school students who potentially dyslexic and to describe how parents support their second-grade elementary school children who potentially dyslexic in learning English. This research was conducted using qualitative methods in the form of a case study. Data collection was carried out using interview and observation. The findings showed that none of the parents had prior knowledge of dyslexia, although they were aware of their children’s difficulties that were attributed to dyslexia. Parents expressed frustration in teaching their children, often yelling or ignoring their children. Two of the Y-Generation parents in the study used YouTube and flashcards to teach, but one parent simply used her knowledge. These results highlight the need for educational programs to increase parents’ awareness of dyslexia and improve their teaching strategies. Strengthening collaboration between parents and educators is essential to fostering inclusive learning environments that enhance the literacy skills of children who are potentially dyslexic.

The aim of this research is to obtain a profile of the most frequently used teaching strategies most frequently used by teachers based on the perspectives of two different genders; male and female. The strategies being observed were focused on the teaching strategies recommended by the new curriculum; Merdeka Curriculum. Data collection were done within 3 different instruments; teaching strategy checklist, observation checklist, and in-depth interview guide. This research involved one male teacher and one female teacher, conducted in SMPN 4 Singaraja. The findings showed that male teacher is tend to applied Deductive Application of Rules, a strategy part of Grammar Translation Method. On the other hand, female teacher sowed preferences in Guided Discovery strategy. Both of the teacher stated that the reason underlying their preferences is because of the material taught on the day and the students’ characteristics. This research also found that both of the teacher frequently applied social affective strategy, where teacher maintain students’ learning process by emphasizing the socio-emotional aspects. The findings can inform teacher training programs to tailor strategy selection based on both curriculum demands and the diverse instructional preferences of educators.

The present paper discusses the influence of AI-guided learning analytics on personalized feedback in a large-scale blended course in English as a Foreign Language (EFL) at Nanjing Normal University in China based on the aspects of feedback design, literacy, and instructor mediation. The study combines PLS-SEM with bootstrapping, LMS log analysis, validated surveys, and semi-structured interviews (employed as a qualitative subsample of 28 students, 7 instructors; N = 400 students). Results indicate that timely and focused AI-generated feedback positively but not directly affects behavioral engagement ( = .38, p =.001) but does not affect academic performance ( =.07, p =.21). The interaction is a mediator of the improved outcome (indirect effect =.19, 95 percent interval = [.11, .28]). This relationship is mediated by feedback literacy: high-literacy students demonstrate significant gains ( =.52, p <.001), whereas low-literacy students need mediation by the instructor to gain the same (interaction =.44, p <.001). Qualitative knowledge highlights that trust and actionability are based on human validation and not algorithmic accuracy. These findings are detrimental to dichotomous LA vs. no-LA methods, as it is evident that AI is effective within the humanized ecosystem, in which analytics becomes input, teachers contextualize the inputs, and students develop the interpretation ability. The research provides a resource-limited scalable, fair model of AI integration in high-enrollment EFL programs, whose findings apply in the global higher education.

Cases of students with Autism Spectrum Disorder (henceforth referred to as ASD) who could reach university level led the researcher to dig into more information on ASD and education. Observing the unique phenomenon of the daily routines of ASD students in bilingual-inclusive education inspired this study that aimed at evaluating the inclusive education program for children with ASD in a Bilingual Elementary School in North Bali, Indonesia. The program evaluation used the CIPP model by Stufflebean and Coryn (2014). Observations and in-depth interviews were conducted intensively to analyse the context, input, process and product of the program. It was found that the program was carefully designed and implemented with a clear purpose and meaningful results. The context covers the availability of the fundamental requirements and facilities needed to support the program. The input elements provide special education plans for different individuals and qualified human resources. The process elements include instructional practices for maximising the learning process to benefit students with ASD. The product consisted of the assessment instruments, covering both formative and summative assessments. This study concludes that the Bilingual-Inclusive Education Program for students with ASD was well-implemented and can be used as an appropriate source to manage inclusive education for students with ASD in the Indonesian context and other developing countries in Asia.

Various teaching strategies have been applied in English language learning, but there is lack of research in examines how teacher gender influences the preferences of strategies. This lack of knowledge can hinder the development of teaching methods that responsive to individual teacher characteristics. This study identifies differences in teaching strategies between male and female English teachers focusses on the influence of gender on the preferences of teaching methods in the context of Merdeka Curriculum. This tudy aims to describe the teaching strategy preferences used by each gender and understand how these differences can affect the effectiveness of classroom learning. Using a qualitative approach and convenience sampling method, four English teachers (two male and two female) were selected as sample. The data were collected through teaching strategy checklists, observation checklists, interviews, and anecdotal notes, then analyzed using interactive data analysis. The results showed each teacher has different preferences in teaching strategies influenced by students' needs, material needs, and classroom context. The application of various learning strategies can improve the effectiveness of the teaching and learning process. This research is expected to provide more specific recommendations to support the development of teaching methods with students' needs, thus improving the quality of learning.

This study investigates the effectiveness of the Linguistic Landscape (LL) Technique through Project-Based Learning (PjBL) on seventh-grade students' writing skills at SMP PGRI 2 Denpasar. Industry 4.0's influence on education underscores the need for innovative strategies aligning with the 6C framework. Communication, a vital skill, is often challenging for students, prompting a focus on writing skills as a remedy. Project-Based Learning, particularly when incorporating Linguistic Landscape, emerges as a promising approach. This study employs a mixed-methods approach that utilizes a pre-experimental design involving tests, questionnaires, and interviews for data collection. As a result, the study demonstrates the positive impact of integrating Project-Based Learning (PjBL) and Linguistic Landscape (LL) on enhancing the writing skills of seventh-grade students at SMP PGRI 2 Denpasar. The findings emphasize the importance of innovative pedagogical approaches in preparing students for the demands of the evolving educational landscape

People’s ability to communicate with another person through a combination of verbal and non-verbal means is called language. This study recognizes the use of language in code-mixing in societies of social media. The objective of this study is to identify and analyze the types of code-mixing that are used by bilingual influencers. The researcher adopted a qualitative approach using an observation schedule and sheet. The result showed there is the domination of one type of code-mixing that is used in the Instagram captions of the participant. According to Suwito (1983), there are four kinds of forms of code-mixing. The four types of code-mixing are word insertion, phrase insertion, hybrid, and repetition. Phrase insertion became the most frequent type of codemixing that occurred in Instagram captions of those three influencers reaching 33.3%.