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INDONESIA
Pubmedia Jurnal Pendidikan Bahasa Inggris
Published by Indonesian Journal Publisher
ISSN : -     EISSN : 30260329     DOI : https://doi.org/10.47134/jpbi
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
Pubmedia Jurnal Pendidikan Bahasa Inggris (JPBI) is a scientific journal published by Indonesian Journal Publisher. JPBI publishes four issues annually in the months of October, January, April, and July. This journal only accepts original scientific research works (not a review) that have not been published by other media. The focus and scope of Pubmedia Jurnal Pendidikan Bahasa Inggris include research of classroom language, teaching methodology, teacher education, assessment of language, needs analysis, materials development and evaluation, discourse analysis, acquisition studies in EAP contexts, research writing and speaking at all academic levels, linguistics, applied linguistics, and language planning.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 18 Documents
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Search results for , issue "Vol. 2 No. 4 (2025): July" : 18 Documents clear
The Correlation Between Verbal Linguistic Intelligence and Writing Ability of the EFL Students at UIN Datokarama Palu Lestari, Dewi; Dzakiah, Dzakiah; Zulfikri, Zulfikri
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 2 No. 4 (2025): July
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v2i4.1932

Abstract

The research aimed to determine whether verbal-linguistic intelligence significantly influences students’ writing performance. Nineteen students from the TBIG 2 class of 2024 participated in the study. The students’ verbal-linguistic intelligence was measured using a questionnaire, while their writing scores were obtained from the course lecturer. The data were analyzed using the Pearson Product-Moment Correlation Coefficient with SPSS version 27. The analysis revealed a correlation coefficient (r) of 0.654 with a significance value (p) of 0.002. These results indicate a strong positive correlation, meaning students with higher verbal-linguistic intelligence tend to perform better in writing tasks. The findings support Gardner’s theory of Multiple Intelligences, emphasizing the contribution of verbal-linguistic intelligence to students’ language skills, particularly in expressing ideas effectively in written form. Based on the statistical evidence, the study concludes that verbal-linguistic intelligence has a significant correlation with the writing ability of EFL students at UIN Datokarama Palu.
An Analysis of Code-switching and Code-mixing in Indah G and Andovi Da Lopez’s “Indah G Show on YouTube” Luthfiatunnisa; Dzakiah; Zulfikri
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 2 No. 4 (2025): July
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v2i4.1964

Abstract

This study investigates the forms and functions of code-switching and code-mixing in a bilingual podcast episode of The Indah G Show on YouTube, featuring Indah Gunawan and Andovi Da Lopez. Using a qualitative research design, discourse analysis was applied to examine 132 instances of code-switching and 187 of code-mixing. Poplack’s (1980) and Muysken’s (2000) typologies were used to classify structural forms, while Hoffman’s (1991) framework was employed to identify their communicative functions. The analysis revealed that intra-sentential switching and insertion were the most frequently used types, indicating a high degree of bilingual fluency and integration. The most dominant function was clarifying speech for the listener, followed by discussing specific topics and expressing group identity. These findings demonstrate that language alternation in digital media is both strategic and context-sensitive, allowing bilingual speakers to engage audiences, convey meaning more effectively, and construct fluid linguistic identities. The study offers empirical insights into bilingual language use in online entertainment and contributes to a broader understanding of multilingual practices in digital communication
Exploring Students’ Strategies in Developing Speaking Skill at the Eleventh Grade of SMA Al-Azhar Mandiri Palu Arumdani, Retno; Kuliahana, Ana; Putri, Prisna
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 2 No. 4 (2025): July
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v2i4.1984

Abstract

The aim of this research was to describe the strategies used by the eleventh-grade student of SMA Al-Azhar Mandiri Palu and the challenges faced by the students in developing speaking skill. This research used a descriptive qualitative approach with five participants selected using purposive sampling technique. Data were collected through interview and document review. Data analysis used were data reduction, data display, and conclusion.The findings revealed that the students employed nearly all types of learning strategies as classified by O'Malley and Chamot. In metacognitive strategy, they utilized self-management, self-monitoring, and self-evaluation. For cognitive strategy, the students applied resourcing, repetition, transfer, keyword method, inferencing, note-taking, and summarizing. Meanwhile, for social-affective strategy, students used asking for clarification, cooperation, and self-talk. This research also revealed various challenges faced by students in developing speaking skill, which are environment challenge, nervousness, fear of judgment, pronunciation and vocabulary difficulty, and lack of confidence. The findings illustrated that learning strategies play an important role in the development of EFL students' speaking skill.
Self-Directed Language Learning with Duolingo Martarini, Lisma; Iswara, Agus
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 2 No. 4 (2025): July
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v2i4.1996

Abstract

The ability to speak foreign languages, especially English, is becoming increasingly important in this era. Mastering a foreign language not only opens up wider career opportunities but also allows individuals to interact with different cultures and societies. Along with the development of technology, methods of foreign language learning have also undergone transformation. One increasingly popular approach is self-directed language learning (SDL). Currently, there are various language learning applications available, one of which is Duolingo. Duolingo is a popular and widely used language learning application around the world. This application offers a variety of interesting features, such as gamification, interactive exercises, and instant feedback. There are several stages involved in this research: (1) preparation, (2) implementation, and (3) evaluation. Data collection was carried out thru literature studies and observation of the research object. In this study, the researcher used a qualitative approach.
Torajan Local Wisdom-Based Instruction in Teaching Cross-Cultural Understanding Elim Trika Sudarsi; Syarifuddin Dollah; Murni Mahmud
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 2 No. 4 (2025): July
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v2i4.2025

Abstract

This study investigates the integration of Torajan local wisdom into instruction to enhance students’ cross-cultural understanding. Using a descriptive qualitative approach, cultural practices such as Rambu Solo’, Rambu Tuka’, Tongkonan symbolism, and proverbs were embedded into teaching strategies. Data were analyzed to examine the effectiveness of these integrations in fostering intercultural competence. The findings indicate that incorporating Torajan local wisdom strengthens cultural identity, enhances intercultural communicative competence, and promotes empathy and respect for diversity. Effective pedagogical strategies include comparative cultural analysis, project-based learning, role-play, and reflective discussion. However, challenges remain, including the risk of cultural misinterpretation and teachers’ limited cultural literacy. The study concludes that embedding indigenous knowledge in classroom practices supports culturally responsive pedagogy and contributes to preparing globally competent learners
Integrated Torajan Indigenous Culture in English For Tourism Course Nilma Taula’bi; Syarifuddin Dollah; Amirullah
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 2 No. 4 (2025): July
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v2i4.2026

Abstract

This study explores the integration of Torajan indigenous culture into an English for Tourism (EFT) course to contextualize language learning while promoting cultural identity. Using a qualitative research and development (R&D) approach, cultural elements such as Rambu Solo’, Rambu Tuka’, Tongkonan houses, and Torajan proverbs were embedded into communicative English modules. Data were collected through needs analysis, interviews with lecturers and students, and pilot implementation. The findings indicate that integrating Torajan cultural content improves students’ tourism-related vocabulary, enhances motivation, and strengthens intercultural competence, while also reinforcing cultural pride. Challenges include limited availability of English-language materials on Toraja and the need for lecturer training in culturally responsive pedagogy. The study concludes that embedding indigenous culture in EFT fosters both global communication skills and sustainable cultural tourism
Fostering Self-Awareness and Self-Regulation in English Speaking Skills through Metacognitive Strategies: A Qualitative Perspective Syam, Ulfah; Iskandar; Halim, Abdul
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 2 No. 4 (2025): July
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v2i4.2051

Abstract

This study investigates how metacognitive strategies foster self-awareness and self-regulation in English speaking among university students. Employing a qualitative research design, data were collected through classroom observations and semi-structured interviews with English language students to explore their experiences using planning, monitoring, and evaluating strategies to develop speaking skills. Findings show that applying metacognitive strategies enables students to effectively plan speech content, monitor language use in real-time, and reflect on performance for continuous improvement. Students reported increased confidence, clearer expression of ideas, and a heightened ability to identify personal strengths and weaknesses in speaking. Additionally, the study highlights the crucial role of guided instruction and supportive feedback from lecturers in enhancing learners’ metacognitive awareness and promoting autonomous learning behaviors. These results suggest that metacognitive strategy instruction serves as a powerful pedagogical tool for improving speaking proficiency and learner autonomy, underscoring its importance in English language education at the tertiary level.
Inaccuracies Analysis of Students' Writings for Inflectional Affixes Sunandar, Ahmad
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 2 No. 4 (2025): July
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i1.2037

Abstract

The primary aim of this research is to identify and analyze the types of inflectional affix errors present in the writings of sixth-semester students majoring in Medical Laboratory Technology at Indonusa Polytechnic Surakarta. The study employs a qualitative method, examining 11 samples of students’ writings to identify, explain, classify, and evaluate the errors. Results reveal that the most frequent error is in the use of plural suffixes (-s/-es), accounting for 59.37 % of total errors, followed by errors in third person singular verbs (-s) 20,31 %, and past tense (-ed) with 6,25 %, then past participle -en/ed with 6,25  %, afterthat progressive –ing 3,12 %. The least common errors involve possessive (-'s) forms with 3,12 % and superlative (-est) with  1,56 %, while no errors were found in comparative (-er) usage or 0 %. The findings highlight the need for more focused grammar instruction, particularly in morphological awareness, to improve students' written accuracy. This study contributes to better understanding of the challenges learners face in mastering English morphology and offers insights for curriculum development and instructional strategies.

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