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Andri Putra Kesmawan
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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 7 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2025): October" : 7 Documents clear
Teacher’s Strategies in Teaching English Vocabulary at Sixth Grade Students of Raudhatul Jannah Islamic Elementary School Inaya, Rifka; Nurdin; Zulfikri
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 1 (2025): October
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i1.1953

Abstract

The aim of this research was to identify the strategies used by the teacher in teaching English vocabulary to sixth-grade students at Raudhatul Jannah Islamic Elementary School, to explore how these strategies were implemented, and to examine the challenges faced by the teacher during the teaching process. This study employed a qualitative approach to answer the formulated research questions. The instruments used in collecting the data were observation, interviews, questionnaire and document review. The findings revealed that the teacher applied four main strategies in teaching vocabulary: (1) using pictures, (2) games, (3) song, and (4) making task. The implementation of these strategies involved various interactive and student-centered activities such as visual aids, singing, sentence construction, and game-based learning. However, the study also found that the teacher faced several challenges in the teaching process, including students’ lack of motivation (1), Insufficient Time (2), and students’ limited vocabulary (3). Despite these obstacles, the teacher made continuous efforts to adapt teaching methods and support student learning.
Exploring English Teachers’ Perceptions and Experiences With AI-Assisted Module Creation (A Case Study of Perplexity AI in The Merdeka Curriculum Framework) Fibriani, Zeni
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 1 (2025): October
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i1.1980

Abstract

This qualitative case study examines English teachers’ perceptions and experiences with AI-assisted module creation using Perplexity AI within the Merdeka Curriculum framework at MTsN 2 Blitar, Indonesia. The increasing demand for innovative, curriculum-aligned teaching materials and the growing integration of artificial intelligence in education have elevated the importance of incorporating digital tools into teachers’ professional practices. The research aimed to explore how Perplexity AI supports and transforms the module creation process, how teachers perceive the impact and challenges of using AI, and to what extent the resulting modules align with the Merdeka Curriculum objectives. Data were collected through semi-structured interviews with three English teachers, classroom observations of the module development workflow, and a detailed analysis of AI-generated and teacher-adapted modules. Thematic analysis revealed that teachers perceive Perplexity AI as highly empowering, reporting substantial time savings, enhanced confidence, and increased motivation to innovate instructional practices. Notably, module preparation time was reduced from several days or weeks to just 1–2 hours. Teachers valued the intuitive design, rapid content generation, and support for diverse assessment types, while emphasizing the ongoing need for critical review and contextual adaptation. Challenges included the need for precise prompts, the requirement for manual integration with local content, and managing the risk of over-reliance on technology. The study highlights the pivotal role of teacher agency and adaptation in ensuring that AI-generated modules are relevant, comprehensive, and contextually appropriate. The findings provide practical insights for educators and policymakers supporting technology integration in English curriculum development and underscore the critical balance between technological affordance and pedagogical expertise.
The Influence of Kahoot in Improving Students’ Vocabulary Mastery for The Fifth Grade at SDN 1 Tatura Nanda Amaliah; Nur Asmawati; Hijrah Syam
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 1 (2025): October
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i1.1983

Abstract

This research aims to examine the influence of Kahoot in improving students' vocabulary mastery for the fifth-grade at SDN 1 Tatura. This research employed a quasi-experimental design with a quantitative approach. Data were collected through pre-tests, treatment sessions, and post-tests. The experimental class received treatment using Kahoot. Two classes were selected as samples through purposive sampling: one experimental class and one control class. The data analysis included descriptive statistics, normality tests, homogeneity tests, and hypothesis testing using paired sample t-tests and independent sample t-tests. The findings revealed that the use of Kahoot significantly improved students’ vocabulary mastery. This is evident from the t-test result (12.648), which was higher than the t-table value (2.064) at the 0.05 significance level. This indicates a statistically significant improvement. Based on the data analysis, it can be confirmed that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. Therefore, it can be concluded that the use of the Kahoot has a significant influence in improving students' vocabulary mastery for the fifth-grade students.
Students' Coping Mechanism in Reducing Their Speaking Anxiety Zahra, Fatimah; Ciptaningrum, Dyah
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 1 (2025): October
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i1.2101

Abstract

With the increasing demand for English as an international language, speaking skills should be further developed. However, many students still experience anxiety when speaking English. This study aimed to determine students' levels of English-speaking anxiety. This research aimed is to identify their coping mechanisms. This research used a mixed-method approach with two stages. The quantitative instrument was the FLCAS questionnaire, while the qualitative instrument was an interview guide. The participants were 35 high school students in Bantul. The FLCAS results showed that 14 students have mild anxiety, 13 have moderate anxiety, 4 are relatively relaxed, 3 experience high anxiety, and 1 has no anxiety. Two students from each anxiety level (mild, moderate, and high) were selected using purposive sampling to explore their coping mechanisms. The interviews indicated that most students used emotion-focused coping, while some also applied problem-focused strategies. The results of this research enable future research to further examine the long-term effectiveness of different coping strategies in reducing speaking anxiety.
Fostering Active Learning Through Interactive Methods In English Language Teaching Sokhiba Kholdarova
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 1 (2025): October
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i1.2110

Abstract

This article explores the integration of interactive methods as an effective pedagogical strategy to enhance language skills in English classrooms. Grounded in communicative language teaching principles, interactive approaches such as group discussions, role-play, peer collaboration, technology-based activities, and task-based learning were implemented to promote learner engagement and communicative competence. The findings reveal that students demonstrated notable improvement in fluency, vocabulary retention, and critical thinking skills when actively engaged in interactive tasks. Furthermore, interactive methods created a student-centered learning environment that encouraged participation, motivation, and confidence in using English for real-life communication. The study also highlights challenges such as time constraints, classroom management, and the need for adequate teacher training. Overall, the integration of interactive methods proved to be a valuable approach for fostering meaningful language learning and developing the four essential skills—listening, speaking, reading, and writing.
Storytelling Method in Increasing Language Proficiency: Speaking, Vocabulary, and Understanding Nuriyanti, Ika
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 1 (2025): October
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i1.2179

Abstract

The purpose of this study is to present comprehensive research on enhancing four English language proficiency as integrated abilities at SMP Islam Hasanuddin Malang grade 1, with the aid of storytelling. 1) The process of enhancing four English language proficiency levels as an integrated skill with the help of storytelling, and 2) The outcomes of this process are included in this study. Action research, the research methodology employed, uses instruction that is thought to be able to enhance the learning process, which is likely to enhance the outcomes that students attain. According to the study, storytelling is a useful method for teaching English. When the teacher interferes too much with the students' actions, the story-telling process will not go well. In order to have many opportunities to communicate in English, students must work independently to become self-sufficient and autonomous learners. The use of stories to provide information in an interesting way and increase student involvement makes storytelling a successful language learning strategy.
The Role of Artificial Intelligence in Enhancing English Language Teachers’ Professional Competence Sayfiddinova, Nozima
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 1 (2025): October
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i1.2345

Abstract

This study aims to examine the role of artificial intelligence (AI) in enhancing the professional competence of English language teachers in the context of digital education. The research employs a qualitative descriptive approach supported by literature analysis and reflective examination of AI-based teaching practices, including intelligent tutoring systems, automated assessment tools, and chatbots. Data were obtained from recent scholarly publications, empirical studies, and documented educational practices related to AI integration in language teaching. The findings reveal that AI contributes significantly to strengthening teachers’ professional competence by enhancing pedagogical content knowledge, supporting personalized instruction, improving assessment efficiency, and promoting reflective teaching practices. The study also identifies key challenges, such as the need for digital literacy, ethical considerations, and balanced human–AI collaboration. Overall, the results indicate that AI serves as a powerful supportive tool for continuous professional development and innovation in English language teaching.

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