Jurnal Pendidikan Bahasa Inggris Indonesia
Jurnal Pendidikan Bahasa Inggris Indonesia is a scientific journal that publish and disseminate research papers, in-depth studies, innovative ideas or work in the field of English Education. This journal is open for teachers, lecturers, post graduate students, and academician who wish to publish their work and is a resourceful reference for academic work and research in the area of English Language and Teaching and Applied Linguistics.
Articles
76 Documents
<![CDATA[A CONTENT ANALYSIS OF ”MY NEXT WORDS” ENGLISH TEXTBOOK FOR ELEMENTARY STUDENTS ]]>
<![CDATA[D.A.A. Bulqiyah]]>;
<![CDATA[E.K. Ambarwati]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 11 No. 1 (2023): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i1.1776
<![CDATA[Textbook are considered important as instructional media for students and teachers. For students’ needs, textbook also viewed as a resource for achieving aims or learning goals or objective. Using descriptive qualitative method and applied literature study as the data analysis technique, this study aimed to find out whether the textbook My Next Words Students Book Grade Four for elementary schools fulfilled all of the BSNP criteria textbook and appropriate to use in EFL classroom. Checklist criteria adapted from BSNP (2016) framework for textbook evaluation. This study finds that My Next Words textbook is fulfils all of the aspects and component of BSNP criteria textbook. Furthermore, My Next Words textbook is appropriate and suitable to use for students and teachers in EFL classroom.]]>
<![CDATA[ENGLISH FOR HOTEL & TOURISM SUBJECT : THE STUDENTS’ LEARNING NEEDS AT ENGLISH DEPARTMENT IN UIN SJECH M.DJAMIL DJAMBEK BUKITTINGGI ]]>
<![CDATA[M. Rahman]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 11 No. 1 (2023): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i1.1990
<![CDATA[The purpose of this research was to identify the English Department students' requirements for learning English related to the hotel & tourism industry. The research was conducted using a qualitative descriptive approach, and the subjects were two classes taken as sample for the study, 36 second-semester students from the academic year 2021/2022. Data were collected through a questionnaire and then analyzed descriptively, with interpretation provided by the researcher. The findings revealed that students perceived it to be essential to learn English for Hotel & Tourism to aid their future education and career prospects. The students wanted to learn English for Hotel & Tourism to understand the language used in the tourism industry and to acquire general knowledge of the English language. As students had difficulty with speaking and writing, the priority of the course was on developing their speaking and writing abilities through various activities, such as discussions. The students emphasized the importance of homework in the learning process. The study's outcomes are expected to be used as a reference to design and develop appropriate learning materials to meet the students' academic and professional requirements, particularly for English for Hotel & Tourism learning.]]>
<![CDATA[IDENTIFYING THE LEARNING STYLES OF VOCATIONAL HIGH SCHOOL STUDENTS IN READING ANALYTICAL EXPOSITION TEXTS ]]>
<![CDATA[A. Mugito]]>;
<![CDATA[R. Sukmaningrum]]>;
<![CDATA[I. Kustantinah]]>;
<![CDATA[Sumarjo]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 11 No. 2 (2023): September, Jurnal Pendidikan Bahasa Inggris Indonesia ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i2.2417
<![CDATA[Learning style is a very important learning modality. The information related to the characteristics of student learning styles is very important for teachers to improve the quality of their learning. This study is non-experimental that utilized descriptive research method with a quantitative approach using a case study design. This research was conducted in grade 10 PPLG of SMK N 2 Semarang and in the second semester. The learning styles are divided into three types such as visual, auditory, and kinesthetic. The learning styles can be impacted by the result of the reading comprehension test, especially for the material of analytical exposition text. This research found that 42% of the students could be categorized as auditory; 31% were visual learners, and 27% of them were kinesthetic learners. The result of the reading comprehension test demonstrates that students who have a visual learning style then auditory is the second and the last is from the students who have kinesthe highest achievement was shown by those students belong to visual learners, and then respectively followed by auditory, and kinesthetic learners. thetic learning style. There is a tendency that students’ learning styles are related to student achievement in reading comprehension, especially in reading analytical exposition texts.]]>
<![CDATA[THE EFFECT OF USING A SINGLE PICTURE ON DESCRIPTIVE TEXT WRITING ACHIEVEMENT ]]>
<![CDATA[W. Triyana]]>;
<![CDATA[I. Sujarwati]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 11 No. 2 (2023): September, Jurnal Pendidikan Bahasa Inggris Indonesia ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i2.2574
<![CDATA[According to the phenomena that occur, students usually have difficulty in writing descriptive text because they do not have any ideas and a vocabulary bank. So, they need a medium that can help them in writing. Those problems can be solved by using an appropriate medium. This research investigates The Effect of Using a Single Picture on Descriptive Text Writing Achievement among the Eight Grade Students at SMPIT Cahaya Robbani. This research used quantitative research because the research contains numerical data in its analysis. It was pre-experimental research where one class experiment received a pre-test and a post-test from the researcher. Pre-test and post-test results were used to collect the data. The average pre-test score was 62,29. The post-test score was 85,14. The 2-tailed significance level is 0,00 lower than the 0,05 significance level. Ha is accepted, while Ho is rejected. It can be concluded that writing descriptive text with a single picture is effective.]]>
<![CDATA[THE INFLUENCE OF SELF-EFFICACY ON STUDENTS’ ACADEMIC ACHIEVEMENT ]]>
<![CDATA[I.A. Maharani]]>;
<![CDATA[I.G.A.V. Purnama]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 11 No. 2 (2023): September, Jurnal Pendidikan Bahasa Inggris Indonesia ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i2.2645
<![CDATA[This study aimed at exploring the students’ level of self-efficacy and how self-efficacy influence the students’ academic achievement. This study employed a mixed-methods research design that combines both quantitative and qualitative approaches. Two data collection techniques were used in this research: quantitative data obtained from the questionnaire and the qualitative data gained from the semi-structured interview. This study involved 40 students in the first semester in English Class of ITB STIKOM Bali. The data were analyzes using triangulation, which involves comparing and contrasting quantitative and qualitative findings to validate or enhance the overall understanding of the research topic. Furthermore, based on the questionnaire result, it was found that there were 42.5% of students have high self-efficacy, 55% of students have moderate self-efficacy, and 2.5% student has low self-efficacy. Moreover, based on the interview’s analysis, most of the students argued that self-efficacy has influenced their academic achievement. Self-efficacy can influence academic achievement through its impact on motivation, resilience, effort, anxiety reduction, choice of learning strategies, and self-regulation. Understanding these dynamics allows educators to adopt pedagogical approaches that support and enhance students' self-efficacy, ultimately contributing to improved academic performance and overall learning outcomes.]]>
<![CDATA[STUDENTS' ADDICTION ON ONLINE GAME AND THEIR ENGLISH PROFICIENCY ]]>
<![CDATA[Y. Paribonso]]>;
<![CDATA[B. Lumoindong]]>;
<![CDATA[E. Lasut]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 11 No. 2 (2023): September, Jurnal Pendidikan Bahasa Inggris Indonesia ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i2.2694
<![CDATA[This study was to find out the correlation between students’ addiction to online game and their English proficiency. This study used quantitative designs which were descriptive and correlation. The instrument of this study was adapted from (Yong, 2006) and the midterm grade result from SMA Advent UNKLAB Airmadidi. The respondents were 120 grade XI Science and Social students at SMA Advent UNKLAB Airmadidi enrolled in the first semester of the school year 2022/2023. There were several findings of the study. First, the level of students’ addiction to online game is in low level (Mean Score =2.47). Second, the level on students’ English proficiency is in highly level (69.43). Third, it is found that there is a significant different between male and female (2.06) which categorized as neutral where male have a higher level of addiction to online game than female. Fourth, it is found that there is different between male students and female students on their English proficiency where mean of female students is higher than male students. Females have a higher level of English proficiency than male. Finally, it is found that there is a significant correlation between students’ addiction to online game and their English proficiency (p = 0.14 ≤ 0.05). The correlation is negative and weak. Therefore, the higher students' addiction is, the lower their English proficiency.]]>
<![CDATA[IMPROVING STUDENTS’ ABILITY IN USING PAST CONTINOUS TENSE BY USING LIFE EXPERIENCE NARRATIVES ]]>
<![CDATA[B. Lumoindong]]>;
<![CDATA[A.H.F. Sanger]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 11 No. 2 (2023): September, Jurnal Pendidikan Bahasa Inggris Indonesia ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v11i2.2728
<![CDATA[The main objective of this study was to improve students’ ability, in using past continuous tense formula by writing down their life experiences, and also to figure out if the project could be successful in managing the issues faced by the students when dealing with the past continuous tense sentence construction. The theories that were implemented in this research covered the theory about the past continuous tense and theory about the life experience narratives. The method that was implemented in this research was the CAR or Classroom Action Research, while the TaVery Low Based Learning was the approach applied in the teaching process. The results of this research showed that after writing down their personal life experiences for several times the students can significantly improve their level of writing ability in the past continuous tense forms, which can be clearly seen in the increasingly growing higher of their scores of writing tests that should use the past continuous tense.]]>
<![CDATA[TBLT VS. CBLT: WHICH IS MORE EFFECTIVE IN ENHANCING EFL WRITING SKILLS? ]]>
<![CDATA[I.K. Wardana]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 1 (2024): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i1.2753
<![CDATA[The comparison study on the influence of teaching strategies, both Task-Based Language Teaching (TBLT) and Content-Based Language Teaching (CBLT), in writing descriptive paragraphs and EFL students' motivation remains limited. Therefore, this research was conducted to investigate the differences in paragraph writing skills through TBLT and CBLT and their influence on student motivation. Based on these objectives, this research used a quantitative approach with a single-sample experimental design. The research population consisted of 8th-grade students at SMPN 1 Kuta Selatan (N=400). Ten percent of this population was selected as the sample using a purposive sampling technique. The research instruments included tests and questionnaires. Data were analyzed using descriptive statistics and paired sample t-tests. The findings reveal that both teaching strategies influenced participants' writing skills and motivation. However, CBLT was more effective in stimulating students to write descriptive paragraph content with more grammatically accurate features compared to TBLT, which mainly encouraged the exploration of ideas and positive participant behavior to complete the task. Additionally, although both strategies influenced participant motivation, participants were more motivated to complete tasks with TBLT than with CBLT. Thus, assignments encouraged students to develop writing ideas rather than just focusing on grammar and text structure]]>
<![CDATA[DIGITAL STORY TELLING USAGE TO BOOST CREATIVE THINKING: STUDENTS’ AND TEACHERS’ PERCEPTIONS ]]>
<![CDATA[R.A. Fitri]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 1 (2024): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i1.2861
<![CDATA[DST had emerged as an effective strategy for developing students' creative thinking abilities. By merging technology and storytelling into educational activities, it gave an alternate technique for engaging students in learning. Using DST, educators might engage students' imaginations and encourage their creativity. This study explored students’ and tachers’ perceptions about the package of DST to boost student’ creative thinking and the accommodation of students’ creative thinking through DST. The data collected through survey within two weeks. The findings indicate that DST is helpful in expressing students’ creative idea. Besides, DST can develop and enhance creativity among students. In packaging DST, teachers believe that some elements affecting it, such as well-organized and good narrative, multimedia or digital technology usage. Besides, teachers believe that students’ participation and interactivity can enhance creative thinking.]]>
<![CDATA[EFL TEACHERS’ PERCEPTION ON THE USE OF L1 IN THE TEACHING AND LEARNING PROCESS: english ]]>
<![CDATA[L.P.P. Sari]]>;
<![CDATA[E.E. Nainggolan]]>;
<![CDATA[D. Murni]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 1 (2024): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i1.3167
<![CDATA[This study focuses on the perceptions of 5 English teachers in the use of the L1 in the teaching and learning process. The purpose of this study is to find out English teachers' perceptions in using L1 during the teaching and learning process at SMP Negeri 1 Karimun. This study used descriptive qualitative research to analyze teachers' perceptions. Data were obtained using observation and interview. Observations were used to find out the activities during the teaching and learning process, then interviews were used to find out more information to describe the perceptions of the teachers. The results of this study show that the use of the first language provides advantages and disadvantages in the teaching and learning process. In this study, the teacher prefers to use English as the language of instruction in the teaching and learning process rather than using the first language (L1) in the classroom. The use of first language (L1) in the teaching and learning process makes students have low speaking skills. According to the teacher, the use of L1 can hinder the learning objectives of the English subject, however it can make students quickly understand the content of the lesson.]]>
