Applying an Arts-Integrated Approach in English Language Material Development for PGSD Students in Distance Education
DOI:
https://doi.org/10.33830/ptjj.v26i1.12664.2025Keywords:
Arts Education, Integrated Arts, English, Elementary School Teacher Education Students, Distance LearningAbstract
The development of contextualized English teaching materials is very important for PGSD students, especially in the distance learning system at the Open University. This research aims to apply an arts integrated approach to the development of English language materials to improve students' learning engagement and understanding. This approach incorporates elements of visual art, creative expression and aesthetic values into language learning content. The method used was R&D with the ADDIE model. Data were obtained from observation, questionnaires, and interviews, then analysed descriptively qualitatively. The results showed that more than 85% of students felt the material was easier to understand because of the visual elements. Students also became more active, completed tasks more quickly, and retained vocabulary for longer periods. Final products such as visual journals, picture vocabulary cards, and mini storybooks reflected improved language comprehension as well as pedagogical creativity. These findings support the arts-integrated approach as an effective learning strategy in developing English teaching materials within a distance education context.
References
Arikunto, S. (2010). Research procedure: A practical approach (6th rev. ed.). Rineka Cipta.
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
Bresler, L. (2021). Arts integration in teacher education: A global perspective. Teaching and Teacher Education, 101, 103292. https://doi.org/10.1016/j.tate.2021.103292
Burnaford, G., Brown, S., Doherty, J., & McLaughlin, H. J. (2020). Arts integration and student learning: A review of the literature. Arts Education Policy Review, 121(3), 107–116. https://doi.org/10.1080/10632913.2019.1665939
Catterall, J. S. (2009). Doing well and doing good by doing art: The effects of education in the visual and performing arts on the achievements and values of young adults. Imagination Group/I-Group Books.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
Dewi, L. K., & Purnama, S. (2022). Utilization of fine arts in online English learning. Journal of Multicultural Education, 4(2), 89–97.
Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press.
Eren, A. (2020). Designing instructional materials for distance education: A review of trends and practices. Turkish Online Journal of Distance Education, 21(4), 1–15.
Firdaus, M. (2021). Development of music-based English teaching materials. Journal of Education Science, 15(3), 101–110.
Handayani, F., & Prasetyo, T. (2022). Integrated art learning strategies in enhancing student creativity. Journal of Art and Education, 6(1), 33–42.
Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2013). Studio thinking 2: The real benefits of visual arts education. Teachers College Press.
Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it’s here to stay. Corwin Press.
Lestari, R., & Wulandari, D. (2021). Art integration in English learning for PGSD students. Journal of Art Education, 9(2), 115–124.
Liao, Y.-C. (2016). Enhancing English learning through integrated arts education: A qualitative study. Journal of Language and Art Education, 12(1), 45–60.
Marshall, J. (2010). Five ways to integrate: Using strategies from contemporary art. Art Education, 63(3), 13–19.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34–36. https://doi.org/10.1002/pfi.4930420508
Nugraha, R., & Hadi, S. (2020). Integrated art learning and its impact on English language skills. Journal of Integrated Education, 5(1), 50–59.
Putri, N. K., & Hidayat, A. (2019). Development of an integrated art learning module for PGSD students. Journal of Elementary School Teacher Education, 8(3), 198–206.
Rahman, M. A., & Supriyadi, E. (2021). Effectiveness of online English learning at the Open University. Journal of Educational Technology, 13(2), 75–82.
Rinne, L., Gregory, E., Yarmolinskaya, J., & Hardiman, M. (2011). Why arts integration improves long-term retention of content. Mind, Brain, and Education, 5(2), 89–96. https://doi.org/10.1111/j.1751-228X.2011.01114.x
Santoso, B., & Wibowo, H. (2020). Implementation of local culture-based English language learning. Journal of Education and Culture, 12(4), 120–130.
Sari, D. P., & Utami, R. (2020). Multimedia-based English learning in distance learning. Journal of English Language Education, 7(1), 45–54.
Winner, E., Goldstein, T. R., & Vincent-Lancrin, S. (2013). Art for art’s sake? The impact of arts education. OECD Publishing. https://doi.org/10.1787/9789264180789-en.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications.
Yuliana, S., & Nugroho, R. (2019). The use of art in English language learning to increase learning motivation. Journal of Language and Arts Education, 11(1), 66–75.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 SUPARTI SUPARTI, Suharno Yusak
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
