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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 5 Documents
 1 
Search results for , issue "Vol. 3 No. 3 (2026): April" : 5 Documents clear
Measuring Students Speaking Anxiety in English Academic Speaking Class and Strategies to Overcome Rachmanta, Diovano Ardin
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i3.2500

Abstract

This study aims to measure students’ speaking anxiety levels in an English academic speaking class, identify the causes of their anxiety, and examine the strategies they use to overcome it. This study employed a mixed-methods approach by combining quantitative and qualitative data. The quantitative data were collected through a Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire to measure students’ anxiety levels, while qualitative data were obtained from semi-structured interviews to explore the causes and coping strategies. The participants were university students enrolled in an academic speaking class. The findings show that 36.8% of students experience high speaking anxiety, while 63.2% fall into moderate to low levels, including 21.1% categorized as low anxiety. The study identifies three main factors causing anxiety: communication apprehension, test anxiety, and fear of negative evaluation. Students experience symptoms such as nervousness, trembling, heart pounding, lack of confidence, and fear of making mistakes or being negatively judged. To overcome anxiety, students commonly apply strategies such as preparation, relaxation (e.g., deep breathing), and positive thinking. The findings suggest that educators should implement targeted interventions by creating supportive classroom environments and integrating anxiety-reduction strategies into teaching practices. These efforts are important to enhance students’ confidence, participation, and performance in academic speaking contexts.
Social Media Use and Early Adolescent Development: A Literature Review on Social and Academic Outcomes in Junior High School Febriany, Erna
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i3.2534

Abstract

The use of social media among early adolescents, particularly junior high school students, has increased significantly over the past decade. Early adolescents (ages 12–15) are in a critical phase of psychosocial development, including identity formation, social interaction, and academic adaptation. This study aims to analyze the impact of social media use on the social and academic outcomes of junior high school students based on the latest empirical evidence. The method used is a systematic literature review (SLR) of relevant research articles published between 2019 and 2025. The research process was conducted through several stages in accordance with the PRISMA guidelines, namely the identification, screening, eligibility, and inclusion stages. The findings indicate that social media has a dual impact. On one hand, social media supports the maintenance of existing friendships, provides social support, aids in identity exploration, and facilitates the sharing of academic information. On the other hand, problematic social media use is associated with an increased risk of cyberbullying, social anxiety, depression, reduced self-esteem, sleep disturbances, and academic procrastination. Protective factors such as parental support and active supervision have been shown to mitigate these negative effects. This study recommends the need for psychoeducational interventions for students and parents, as well as the integration of digital literacy into the school curriculum.
Criteria and Diagnostic Assessment of Intercultural Communicative Competence Development Through English Folklore Maxsudaliyeva, Ranokhon
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i3.2535

Abstract

This study explores the development and diagnostic assessment of intercultural communicative competence through English folklore in foreign language teacher education. The research involved 366 third-year students enrolled in the course Methods of Teaching Foreign Languages at Namangan State Pedagogical Institute, Chirchik State Pedagogical University, and Fergana State University. An experimental instructional model integrating English folklore narratives and interactive intercultural learning strategies was implemented. Authorial diagnostic criteria were developed to assess intercultural competence, including cognitive-cultural awareness, interpretive competence, communicative adaptability, cultural empathy, and reflective intercultural sensitivity. The findings indicate that folklore-based instruction enhances students’ intercultural awareness, tolerance, and communicative flexibility, confirming its effectiveness as a methodological tool in teacher training.
The Influence of Cultural Discourse on Tense Choice in English and Uzbek News Texts Rejabova, Nigora
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i3.2537

Abstract

This study investigates the influence of cultural factors on tense selection in English and Uzbek news discourse through a comparative-typological analysis. The research framework draws on E. T. Hall’s theory of monochronic and polychronic cultures, G. Hofstede’s cultural dimensions model, F. Trompenaars’ time orientation models, the Sapir–Whorf hypothesis, and N. Fairclough’s Critical Discourse Analysis (CDA). The empirical analysis is based on a corpus of 1,000 news texts collected between 2023 and 2024 (500 English texts from BBC and CNN; 500 Uzbek texts from Xalq So‘zi, Kun.uz, and Daryo.uz). The results indicate a clear cross-linguistic difference in tense usage: Present Simple accounts for an average of 72% of English news headlines, whereas Past Simple represents approximately 80% of Uzbek headlines. Statistical analysis using the chi-square test (χ² = 487.32, p < 0.001) demonstrates that cultural factors exert a statistically significant influence on tense choice in media discourse. The contrasting temporal framing of identical events across the two media systems such as BBC: “President Mirziyoyev meets UK PM” versus Xalq So‘zi: “Prezident Mirziyoyev Buyuk Britaniya Bosh vaziri bilan uchrashdi” empirically illustrates how cultural conceptions of time shape linguistic representation in news reporting. The findings contribute to theoretical discussions on the interaction between language and culture and offer practical implications for linguistics, translation studies, journalism education, and intercultural communication.
Counter-Intuitive Correlation: Does Emotional Intelligence Always Mitigate Language Anxiety? Ardila, Istiqamah; Rahmaniyah, Rahmaniyah; Aulia, Syairatul
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i3.2554

Abstract

Foreign language anxiety often hinders students performance, yet the role of emotional intelligence in mitigating this stress remains complex. This study aims to examine the levels of emotional intelligence (EI) and foreign language anxiety (FLA) among middle school students and determine the correlation and impact between these two variables. A quantitative correlational design was employed involving 58 students from two Indonesian middle schools. Data were collected using adapted emotional intelligence and language anxiety scales, then analysed using correlation and simple regression techniques. The findings show that most students possess average emotional intelligence (53.4) and experience mild anxiety (53.5). Statistical analysis reveals a surprising positive correlation (r = 0.259), indicating that higher emotional intelligence is associated with increased anxiety levels. The regression equation, Y= 70.241 + 0.639X, confirms that EI significantly contributes to the variance in students anxiety. In conclusion, this study suggests that emotional awareness in young learners does not automatically reduce anxiety and may instead heighten their sensitivity to language learning challenges. These insights encourage educators to develop more nuanced emotional support strategies in the classroom.

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