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INDONESIA
Jurnal Ilmiah Bina Bahasa
Published by Universitas Bina Darma
ISSN : 02163993     EISSN : 26558343     DOI : https://doi.org/10.33557/binabahasa.v12i1
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
This journal contains articles and research results. The scope of the research includes: language, literature, education, learning, as well as education and study education. Research can be done in basic school, elementary school, junior high,high school, or college.
Arjuna Subject : Seni dan Humaniora - Sastra dan Teori Sastra
Articles 102 Documents
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PERSONALITY TRAITS AND WRITING–SPEAKING ACHIEVEMENT AMONG EFL TEACHER EDUCATION STUDENTS: A COMPARATIVE STUDY Muhammad Irfan Arnis; Hesti Wahyuni
Jurnal Ilmiah Bina Bahasa Vol 19 No 1 (2026): Jurnal Ilmiah Bina Bahasa
Publisher : Direktorat Riset dan Pengabdian kepada Masyarakat, Universitas Bina Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33557/1cynry77

Abstract

Individual differences, particularly personality traits, are often assumed to influence learners’ productive language skills in the English as a Foreign Language (EFL) context. However, empirical evidence comparing their effects on both writing and speaking remains limited, particularly in Indonesian EFL teacher education programs. This study aimed to compare students’ writing and speaking achievement and to examine whether personality traits significantly differentiate these productive skills among English Education students at Sriwijaya University. A quantitative non-experimental comparative design was employed, involving 71 seventh-semester students. Data were collected using the Big Five Inventory (BFI), an essay-writing test, and a speaking performance test, and were analyzed using descriptive statistics, an independent-samples t-test, and a one-way ANOVA. The findings revealed no significant difference between students’ writing and speaking achievement (p > .05). Additionally, personality traits did not significantly influence either writing or speaking performance. These results indicate that productive language skills develop in a relatively balanced manner and are more strongly shaped by instructional and learning factors than by personality differences. This study provides empirical evidence that challenges deterministic views of personality in EFL learning and highlights the importance of inclusive instructional strategies to support productive skill development among diverse learners.
EXPLORING THE USE OF THE “L-BY-D FRAMEWORK OF MULTILITERACIES PEDAGOGY” IN A UNIVERSITY CONTEXT Untari Gunta Pertiwi; Afri Wita; Nia Kurniawati
Jurnal Ilmiah Bina Bahasa Vol 19 No 1 (2026): Jurnal Ilmiah Bina Bahasa
Publisher : Direktorat Riset dan Pengabdian kepada Masyarakat, Universitas Bina Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33557/d5kwe567

Abstract

Learning-by-Design (L-by-D) is derived from Multiliteracies pedagogy and responds to the evolution of learning, particularly in the literacy field, from traditional to multiliteracies, driven by technological advancement. The pedagogy proposes an active learning approach that empowers teachers as learning designers and students through the four knowledge processes: Experiencing, Conceptualizing, Analyzing, and Applying. These knowledge processes make it possible to apply L-by-D in both language and literacy teaching. The study intends to explore the implementation of the “L-by-D Framework” in the Collaborative Presentation Course for 40 engineering students and the students’ perceptions of the implementation. The study uses a qualitative approach with a case study design, employing questionnaires, classroom observations, and learning artifacts. The results demonstrate that the L-by-D Framework can be implemented in the Collaborative Presentation Course with the teacher’s intervention. It provides a comprehensive learning process for students to learn presentation theory, including how to deliver presentations. This design assists students in being active agents of learning by helping them learn how to know. The implementation also gains positive perceptions from the students. Further research should explore flexible and mixed designs, as the study focuses solely on the sequential design.

Page 11 of 11 | Total Record : 102

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