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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 92 Documents
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THE USE OF ELECTRONIC FLASHCARDS: ENHANCING VOCABULARY MASTERY THROUGH CLASSROOM ACTION RESEARCH Hasanah, Uswatun; Anita, Anita; Oktaviana , Fadila; Fitriani , Dini
Jurnal Ilmiah Bina Bahasa Vol 17 No 2 (2024): 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/hnebqh29

Abstract

Vocabulary mastery is a critical component of language learning, yet many students struggle with acquiring and retaining new words effectively. This study examines the use of electronic flashcards as a tool to enhance vocabulary mastery through classroom action research in a secondary-level English classroom, following a cyclical process of planning, implementation, observation, and reflection, with data collected through tests, observations, and student feedback to evaluate their effectiveness. The findings indicate that electronic flashcards significantly enhance students’ vocabulary retention, recall, and motivation compared to traditional methods, with multimedia elements and interactive features contributing to an engaging learning environment. This study underscores the potential of technology-based tools in addressing challenges in vocabulary learning and highlights the importance of adopting innovative strategies to foster dynamic and effective teaching practices in language education. Thirty-two IX-G students at SMPN 5 Serang City participated in this research. Classroom action research was carried out in two cycles. Pre-test and post-test, questionnaires, along with interviews were used to collect data. The findings show that students succeeded in passing classical completeness by 62.5% in the pre-test, 78.1% in the post-test cycle 1, and 93.75% in the post-test cycle 2. Using electronic flashcards makes student easier to remember vocabulary, add new words, understand definitions and synonyms. It can be concluded that the use of electronic flash cards can help students become more proficient in vocabulary.
THE PROBLEMS FACED BY MIDDLE EASTERN STUDENTS IN SPEAKING SKILLS Prisila, Jihan Ayu; Ilzamudin Makmur; Yayu Heryatun
Jurnal Ilmiah Bina Bahasa Vol 17 No 2 (2024): 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: 10.33557/8f59q748

Abstract

This research aimed to discover the problems and their causes of Middle Eastern students in speaking skills. This research was conducted in Cairo, Egypt, specifically at Al-Azhar University. This research employed a descriptive analysis method with a qualitative approach. The participants included fifteen Middle Eastern students majoring in English. Interviews and questionnaires were employed for data collection of the research. The findings reveal that the most common problem faced by Middle Eastern students in terms of speaking skills is having a limited vocabulary (80%), as it has been proven that forming sentences in English is challenging for them. Additionally, other problems are followed by pronunciation (67%) as writing and pronunciation in English often differ significantly. Next, grammar deficiency (60%) due to a lack of the students’ ability to form coherent sentences, and deficiency in fluency when speaking (87%) due to difficulty imitating pauses, rhythm, stress, and intonation. Meanwhile, the causes of problems Middle Eastern students faced are a lack of self-confidence, fear of making mistakes, anxiety, embarrassment, and lack of support from both their universities and their external environments, such as family and community.
CODE-SWITCHING IN SECOND LANGUAGE ACQUISITION: A STUDY OF INTERNATIONAL STUDENTS IN PALEMBANG Siriabbangan, Agnes Aristi; Aprilia, Fitria; Neisya, Neisya
Jurnal Ilmiah Bina Bahasa Vol 18 No 2 (2025): 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/yk994s57

Abstract

This research investigates the use of code-switching as a linguistic and sociocultural strategy among international students in Palembang. While code-switching has been extensively examined, its use as a tool for academic and social adaptation among international students in Indonesian higher education is still limited. Addressing this gap, the study aims to explore the types of code-switching employed and to examine how social and academic factors shape students’ language-switching behaviors within the framework of second language acquisition. Adopting a qualitative case study method, data were collected through semi-structured interviews, observations, and recorded conversations with international students from Mali and Egypt. It showed that the participants utilized all three forms of code-switching—tag switching, inter-sentential switching, and intra-sentential switching—with inter-sentential switching being the most frequent. Code-switching served to navigate lexical gaps, clarify meaning, strengthen social bonds, and express personal identity. Social interactions and cultural adaptation emerged as key influences, while academic settings required flexible language use to support learning and participation. The study concludes that code-switching is not a linguistic deficiency but a strategic and adaptive resource that facilitates language development, social integration, and academic engagement. These insights may create inclusive and supportive learning environments for international students in multilingual educational contexts.
THE REPRESENTATION OF CHINESE AND MULTICULTURALISM IN BUKALAPAK’S BU LINDA ADVERTISEMENT Bramantya, Akbar Aria; Suhendi, Indrawan Dwisetya
Jurnal Ilmiah Bina Bahasa Vol 18 No 2 (2025): 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: 10.33557/3p1fdm13

Abstract

Indonesia is a multi-ethnic country that is rich in cultural diversity. However, certain ethnic identities, such as Chinese, are often marginalised in their socio-political history. Bu Linda's advertisement from Bukalapak, released to celebrate Chinese New Year, attempts to counter racist sentiments and promote multiculturalism. This study employs qualitative analysis to explore how advertisement portrays the relationship among ethnicity, class, and authority within the context of Indonesian society. Hall's (1997) theory of representation is used to examine how racial and ethnic identities are portrayed in the advertisement, Bhabha's (1994) social articulation is used to analyze how the diversity of identities among the characters intertwines in the advertisement, and Pratista's (2008) cinematographic analysis is used to examine how the depiction of audio-visual communication in the advertisement shapes the understanding of the message. The findings show that Bu Linda's advertising video represents Indonesia's multicultural society through dynamic interactions and the merging of identities between Javanese (Ari), Ambonese (Mario), and Chinese (Bu Linda) as student boarders and the house owner, in a shared space depicted using a boarding house setting. Moreover, this advertisement serves as propaganda that aims to evoke public sympathy for Indonesian unity through the representation of social and cultural strength.
ETHNO-LITERACY ANALYSIS OF INDONESIAN HIGH SCHOOL TEXTBOOKS AND LOCAL CULTURE REPRESENTATION Linda Eka Pradita; Sri Wulandari; ‘Aqilah Khairunnisa, Nasywa; Imam Nur Muttakin
Jurnal Ilmiah Bina Bahasa Vol 18 No 2 (2025): 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/pe0xbt63

Abstract

Teaching books as learning resources are developed to achieve educational goals. The achievement of educational goals is related to the feasibility of the content of teaching books. Aligning teaching books with educational objectives requires analysis to assess quality. The purpose of the study is to determine the feasibility of ethno-literacy materials and its in Indonesian language textbooks. This study uses the content analysis method with the Indonesian language textbook entitled “Buku Cerdas Cergas Berbahasa dan Bersastra Indonesia SMA/SMK/MA 2022 as the data source.” The data collection technique uses document analysis from various written sources relevant to the textbook. The data analysis technique to determine the ethno-literacy content of Indonesian language textbooks uses a content analysis scheme. The research results integrating elements of local wisdom into open textbooks, so students can better understand and preserve the nation's culture. Ethno-literacy content in textbooks can help students understand and appreciate differences in ethnicity, language, and culture. When students study ethno-literacy-based texts, they not only understand the content but also analyze the values contained within. This encourages students to think critically about culture. Integrating ethno-literacy content into textbooks can increase reading motivation. Stories or texts containing local cultural elements are more engaging for students because they relate to their lives. This can increase students' interest in reading and their understanding of literacy. Ethno-literacy content in textbooks represents local culture to maintain diversity. By integrating local culture into learning materials, textbooks can serve as a medium for preserving local culture while enhancing students' understanding of cultural diversity.
INTEGRATING WEST KALIMANTAN FOLKLORE INTO CHILDREN’S LITERATURE COURSE: A CREATIVE WRITING PROJECT Sistiadinita; Ahmad, Ahmad; Zahroh, Adiba Qonita; Ramadhani, Rezky
Jurnal Ilmiah Bina Bahasa Vol 18 No 2 (2025): 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/y0dhcr09

Abstract

This study explores how West Kalimantan folklore can be integrated into a children's literature class at STBA Pontianak through a creative writing project. The aims are to encourage students to understand local culture through storytelling and identify the elements of folklore. The analysis is based on three selected stories: The Curse of Jubata (Kapuas Hulu), The Adventure in Lawang Kuari Cave (Sekadau), and The Adventure of Bujang Beji (Sintang). The study uses Alan Dundes’ theory (2007) to examine students’ writing using four folkloristic elements: Tradition, Cultural Transmission, Variation, and Group Consciousness. The findings show that the stories reflect continuity of local beliefs, moral values, and harmony among communities, predominantly Dayak and Malay, as appeared in the chosen stories. The study suggests that Dundes’s framework can serve as a practical tool for developing creative writing rubrics in a multicultural classroom. By linking folkloristic theory with pedagogy, teachers can help students appreciate their cultural heritage while strengthening critical and creative skills.  Future research should validate this rubric and explore broader applications of folklore-based learning across different cultural settings.
LISTENING AND SPEAKING IN THE EXTENSIVE ENGLISH COURSE: INSIGHTS FROM A POSTGRADUATE EFL CONTEXT Susanti, Aam Eka; Handayani, Reli; Haryanto, Eddy
Jurnal Ilmiah Bina Bahasa Vol 18 No 2 (2025): 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: 10.33557/4h8r3r74

Abstract

This study aimed to understand the perspectives of graduate participants on the learning of listening and speaking skills during the Extensive English courses within the English Education Master’s Program at the University of Jambi. A qualitative descriptive method was employed, using brief, focused open-ended interviews with nine respondents after completing the course. Their responses were thematically analyzed to identify emerging perceptions, learning experiences, and factors that influenced the learning process both constructively and otherwise. The results indicate that participants thrive in supportive, motivating environments that foster interaction and communication. They valued the use of authentic learning materials—particularly videos, podcasts, and other digital resources—which enhanced motivation, confidence, active participation, and engagement. Constructive criticism was recognized as a motivational factor that encouraged language development and self-directed learning. However, some respondents suggested a better balance between material difficulty and time allocated to speaking practice. These findings indicate that while the provision of authentic materials and a supportive pedagogical approach contributed significantly to students’ improvement, the course’s greater strength lies in how these elements fostered learner autonomy and self-confidence—key factors in sustaining long-term oral communication development.
COHESION AND COHERENCE IN READING ACTIVITIES OF THE 2024 INDONESIAN EFL TEXTBOOK Nurmaya, Krisma; Hidayat, Didin Nuruddin; Husna, Nida
Jurnal Ilmiah Bina Bahasa Vol 18 No 2 (2025): 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/r1v2az14

Abstract

Given Indonesian students’ limited exposure to English outside the classroom, textbooks play a crucial role in shaping reading development. Therefore, this study examines the cohesion and coherence of the reading texts in the Bahasa Inggris Tingkat Lanjut: Let’s Elevate Our English (Edisi Revisi 2024) textbook for the XI graders. Using Halliday and Hasan’s (1976) framework, the analysis identifies grammatical cohesive devices, reference, and conjunctions across 12 narrative, analytical exposition, and hortatory exposition texts. Coherence was analyzed through van Dijk and Kintsch’s (1983) situation model, focusing on propositional structures, local and global coherence, and genre-based superstructures. Findings reveal clear genre-dependent patterns: narrative texts rely heavily on referential cohesion to track characters and events. Meanwhile, analytical and hortatory expositions rely predominantly on explicit conjunctions to construct logical and persuasive argumentation, highlighting the pedagogical importance of genre-based cohesion for classroom instruction. Most of the texts demonstrate strong global coherence through stable macrostructures and adherence to expected genre schemata. However, the predominance of surface-level cohesive markers, particularly in expository texts, suggests limited opportunities for developing learners’ inferential and higher-order comprehension skills. Overall, the textbook provides coherent and accessible discourse models for senior high school learners. Yet, it would benefit from more varied cohesion strategies and deeper conceptual linking to support advanced academic literacy.
MULTIMODAL PROTEST SYMBOLS AND IMPLICATIONS FOR CRITICAL LITERACY IN EFL EDUCATION Aldiansyah, Fauzan
Jurnal Ilmiah Bina Bahasa Vol 18 No 2 (2025): 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/h91k2314

Abstract

This study examines how multimodal protest symbols specifically the One Piece Straw Hat Pirates’ Jolly Roger flag and the Indonesian protest colors Brave Pink and Hero Green construct ideological and emotional meanings across digital activism in Indonesia and Nepal. These symbols were selected due to their high visibility and viral circulation in recent youth-led protest movements across the region. Drawing on Multimodal Discourse Analysis (MDA) and Critical Discourse Analysis (CDA), the research analyzes thirty publicly available images, memes, and social media posts collected between August and October 2025. The findings show that the Jolly Roger flag functions as a transnational emblem of defiance and youth solidarity, while Brave Pink and Hero Green emerge as localized color narratives expressing maternal bravery and working-class sacrifice in Indonesia. In Nepal, the Jolly Roger is used more uniformly as a universal symbol of unity, reflecting differences in symbolic variation rather than analytical emphasis. The study highlights how multimodal elements color, image, and text, cooperate to shape public sentiment and civic identity. Pedagogically, these findings demonstrate how authentic multimodal protest texts can be integrated into English as a Foreign Language (EFL) classrooms to develop learners’ critical literacy, visual interpretation skills, and intercultural awareness beyond linguistic forms.
DEVELOPMENT OF CANVA-BASED MEDIA FOR JAMBI CULTURE AND LOCAL WISDOM TO BIPA STUDENTS Rahmawati, Sophia; Bambang, Siti Enik Mukhoiyaroh; Wardani, Diah Octavia Kusuma; Putri, Ratumas Aisyah; Suhesti, Herni
Jurnal Ilmiah Bina Bahasa Vol 18 No 2 (2025): 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/nzayf405

Abstract

The integration of local wisdom into digital learning media for Indonesian for Foreign Speakers (BIPA) remains limited, particularly in beginner-level instruction. Foreign learners require visual and interactive media to understand cultural values, social practices, and regional traditions in a contextual manner. This study aims to develop Canva-based digital learning media that integrates Jambi local wisdom to support cultural learning in BIPA classes. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. Seventeen BIPA students at the University of Jambi participated in the product trial. A pretest–posttest design was applied to assess learning improvement, and data were analyzed using the Wilcoxon signed-rank test due to the small sample size and non-normal data distribution. The results indicate a statistically significant improvement in students’ learning outcomes (p = 0.001) with a large effect size (r = 0.833). Although the limited number of participants limits generalization, the findings demonstrate that Canva-based digital media effectively enhance cultural understanding and learning engagement in BIPA instruction. This study contributes to BIPA pedagogy by offering a practical model for integrating local wisdom into digital language learning media.

Page 9 of 10 | Total Record : 92

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