cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Luh Putu Artini
Contact Email
putu.artini@undiksha.ac.id
Phone
+6281999446444
Journal Mail Official
jurnalpendidikanbahasainggrisindonesia@undiksha.ac.id
Editorial Address
Jl. Udayana, Kampus Tengah, Singaraja-Bali, Kode Pos 81116.
Location
Kota denpasar,
Bali
INDONESIA
Jurnal Pendidikan Bahasa Inggris Indonesia
Published by Universitas Pendidikan Ganesha
ISSN : 26152800     EISSN : 26154404     DOI : https://doi.org/10.23887/jpbi
Core Subject :
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.
Arjuna Subject : -
Articles 76 Documents
 4   5   6   7   8 
THE DEVELOPMENT ENGLISH LEARNING MATERIAL FOR 7TH GRADE STUDENTS OF JUNIOR HIGH SCHOOL BASED ON EMANCIPATED CURICULLUM N.K.E. Rahayu; L.G.R. Budiarta; I.A.M.I. Utami
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 2 (2024): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.3826

Abstract

This study was intended to support teachers in delivering learning material based on the Emancipation Curriculum so that it can be utilized as well as possible for junior high school students in Buleleng Regency. Researchers develop learning materials by creating learning materials based on learning styles which include visual learners, aural learners, read/write learners and kinesthetic learners who use the syntax of three learning methods, namely Problem Based Learning (PBL), Project Based Learning (PjBL), and Discovery Learning (DL). This research uses qualitative and quantitative methods. The subjects of this research were class VII students and the teachers. Data collection was carried out through observation, interviews and questionnaires. Qualitative and quantitative approaches were used to analyze the data. The results of the research show that emancipated curriculum-based learning materials need to be developed further because the English teacher at one of the junior high schools in Buleleng Regency still applies monotonous activities to all students in the class. In other words, schools do not provide supplementary books to students, so that there are no variations in learning activities which result in reduced student motivation and creativity as well as analysis documents used by teachers using ATP (Alur Tujuan Pembelajaran) and Teaching Modules. After distributing questionnaires to students, the results showed that students used Kinesthetics more in the learning process.
NEEDS FOR ENGLISH LEARNING MATERIALS THAT ACCOMODATE STUDENTS’ LEARNING STYLES L. Lupiana; L.G.R. Budiarta; I.A.M.I. Utami
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 2 (2024): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.3834

Abstract

This research aims to analyze the needs to develop learning materials that accommodate students’ learning styles in the implementation of the Emancipation curriculum. The learning styles include: Visual, Aural, Read/Write, and Kinesthetic. The subjects of this research were the 7th grade students and teachers at one of the junior high schools in Buleleng Regency. Data collection was carried out through extensive analysis of observations and document analysis, questionnaires and interview guides. Qualitative approaches were used to analyze the data in this research. The research results show that the learning process is still monotonous and lacks variety, therefore both teachers and students considered it was important to develop English Language Learning Materials that incorporate students’ learning styles. There are two topics used in the developed materials, namely "Introduction Yourself and Others" and "Describing People". In learning activities, students have various learning styles, but the learning style that most students Kinesthetic.
ASSESSING CONTENT BASED INSTRUCTION’S IMPACT ON ENGLISH READING SKILL Nurhaliyani; Z. Fikni; H. Wathoni; M. Husnu
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 2 (2024): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.3841

Abstract

This study examines the effectiveness of Content-Based Instruction (CBI) on the enhancement of English reading skills among language learners, aligning with established curriculum guidelines. Utilizing a quantitative methods approach while, quantitative insights were obtained via observation, questionnaire, and test. The participants included 30 students as a sample at MTs Mukhtarul Amin NWDI Rensing Bat in class VII B. Findings reveal that CBI significantly improves reading comprehension and engagement compared to traditional instruction methods. The integration of subject content with language learning not only adheres to curriculum standards but also fosters a more meaningful and context-rich learning environment. Implications for curriculum designers and educators suggest a strategic adoption of CBI to optimize English reading skills development.
THE DEVELOPMENT OF ENGLISH LEARNING MATERIAL FOR 9TH GRADE STUDENTS OF JUNIOR HIGH SCHOOL BASED ON EMANCIPATED CURICULLUM P.W.A. Dewi; L.G.R. Budiarta; G.A.P. Suprianti
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 2 (2024): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.3849

Abstract

This study was intended to support teachers in delivering learning material based on the Emancipated Curriculum so that it can be utilized as well as possible for junior high school students in Buleleng Regency. Researchers develop learning materials by creating learning materials based on learning styles which include visual learners, aural learners, read/write learners, and kinesthetic learners who use the syntax of three learning methods, namely Problem-Based Learning (PBL), Project Based Learning (PjBL), and Discovery Learning (DL). This research uses qualitative and quantitative methods. The subjects of this research were class IX students and the teachers. Data collection was carried out through observation, interviews, and questionnaires. Qualitative and quantitative approaches were used to analyze the data. The research results show that emancipation curriculum-based learning materials need to be developed further because the English teacher at one of the junior high schools in Buleleng Regency still applies monotonous activities to all students. In other words, schools do not provide supplementary books to students, so there are no variations in learning activities which results in reduced student motivation and creativity as well as analysis documents used by teachers using ATP (Alur Tujuan Pembelajaran) and Teaching Modules. After distributing questionnaires to students, the results showed that students used Kinesthetics more in the learning process.
DIFFERENTIATED ENGLISH LEARNING MATERIAL VIEWED FROM STUDENT LEARNING STYLES K.S. Palguna; P.K. Nitiasih; L.G.R. Budiarta
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 2 (2024): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.3876

Abstract

This research specifically analyzes the needs of students and teachers in the use of learning materials in the emancipated curriculum. The results of the analysis from this research will be used as a basis for developing a learning material product that focuses on student learning styles as an implementation of differentiated learning in the classroom. The subjects of this study were grade 12 students from two high school level schools in Buleleng Regency and the second subject was the English teacher at each school. Data was collected through questionnaires and interviews. Descriptive qualitative research methods were used in this research to examine the data properly. The study's findings demonstrate that students from two distinct schools use four different learning styles: visual, auditory/aural, read/write, and kinesthetic. Of the respondents, 33% of students in School A had an auditory/aural learning style, while 26% had a read/write learning style. Kinesthetic learners come third with a percentage of 22%, while visual learners rank last with the lowest percentage of 19%. Subsequently, School B's results indicated that 29% of students preferred an auditory/aural learning approach. With 25% of the total, visual learning has become the second most popular method of learning. The kinesthetic and read/write learning modalities come in second and third, respectively, with a share of 23%. Interviews conducted in the interim revealed that although the two schools had adopted varied instruction based on students' learning preferences, they had not done so by providing them with learning resources that met their requirements. It is envisaged that the analysis's findings may be appropriately turned into a product of learning materials that will help instructors and students in the classroom execute differentiated instruction.
THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION AND ITS IMPACT ON STUDENT ENGAGEMENT IN ENGLISH CLASS N.K.A. Widayanti; I.G. Budasi; D.P. Ramendra
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 2 (2024): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.3905

Abstract

In today's schooling and achievement landscape, meeting students' varied requirements has become a top priority, making customized educational opportunities essential. Differentiated instruction, a widely acknowledged teaching model, successfully meets these diverse student needs. The purpose of this study was to investigate the implementation of individualized instruction and its effects on the involvement of pupils in English learning at SMPN Hindu 3 Blahbatuh. All English educators and eighth-grade students participated. The subjects were chosen using an approach known as purposeful sampling to ensure that they were actively involved in English classes and were familiar with the individualized instruction model. Data were collected using qualitative and quantitative methods, with observation sheets and interview guides serving as research resources. The qualitative data analysis followed Miles and Huberman's procedures, which included data collection, reduction, display, and conclusion drawing. In addition, quantitative data were collected through surveys that assessed students' emotional, cognitive, and behavioral engagement levels. According to the findings, 75% of students felt more motivated and engaged in English learning after differentiated instruction was implemented. Overall, the findings show that the above strategy successfully dealt with students' growth levels, learning styles, and interests, resulting in significant increases in emotional, cognitive, and behavioral engagement in the English classroom.
AN ANALYSIS OF TEACHING METHOD INCORPORATING KURIKULUM MERDEKA FOR TEACHING SPEAKING N.P.W.K. Yanti; P.K. Nitiasih; N.K.A. Suwastini
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 2 (2024): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.3971

Abstract

This study examines teaching methods used for teaching speaking at SMAN 4 Denpasar by incorporating Merdeka Curriculum. The purpose of this research was to investigate: 1) kinds of teaching method for speaking; 2) the challenges faced by the teachers in using teaching method. The methodology employed was descriptive qualitative by Miles & Huberman (1994). This study observed 2 English teachers. The data collected through questionnaire, observation, and interview. The findings reveal that the teaching methods that most frequently used by the two English teachers at SMA Negeri 4 Denpasar are Direct Method and Communicative Language Teaching. In contrast, the Total Physical Response and Audio-Lingual method has a lower frequency of use. The challenges faced by the teachers included lack of time, lack of teaching material, students varied abilities, large class, and difficulties to integrate teaching method that align with Merdeka Curriculum.
THE IMPACT OF MULTIMODAL LEARNING ON VOCABULARY ACQUISITION AMONG EIGHTH-GRADE STUDENTS A. Mukrim; A.F. Imran
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 13 No. 1 (2025): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i1.4029

Abstract

The multimodality method represents an effective approach for students seeking to enhance their vocabulary. The eighth-grade students from Al-Ikhlash Addary DDI Takkalasi Barru exhibited deficiencies in vocabulary, prompting this research to investigate the impact of employing visual and auditory multimodality techniques to enhance their vocabulary proficiency. A quasi-experimental research method was employed to collect the data, which was subsequently analyzed using the statistical software package SPSS. The pre-test results indicate that 6 participants (20%) demonstrated proficiency, while 7 participants (23%) exhibited a satisfactory level of understanding. Following the implementation of the treatment, the results of the post-test indicate that 8 participants (27%) demonstrated an excellent level of proficiency, 10 (33%) exhibited a very good level of proficiency, and 12 (40%) demonstrated a good level of proficiency. The results demonstrate that the mean pre-test score is 63.13, while the mean post-test score is 89.43. The findings of this research demonstrate that the utilisation of multimodal methods within the classroom environment facilitates enhance vocabulary development among students.
THE EFFECTIVENESS OF MIND MAPPING TECHNIQUE FOR TEACHING WRITING N. Adiyani
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 13 No. 1 (2025): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i1.4720

Abstract

The aims of this study are describe the implementation and analyze the effectiveness of mind mapping technique in teaching writing recount text. This study utilized a quasi-experimental research design. The population of this study was the tenth grade students of one Senior High School in Purwokerto, West Java which consists of 67 students. Two classes which comprise Class XA as the experimental group which received mind mapping technique and Class XC as the control group which was not provided with specific treatment. The data were collected through classroom observation and test. The data reveal that the experimental group’s mean score increases from 61 to 71 after the treatment. Additionally, the t-test analysis shows that the result was 2.957, which exceeds the t-table value of 2.037 at a significance level of 0.05. This shows that the use of mind mapping technique significantly affect students’ ability in writing a recount text. Based on classroom observation data, all points are checked which confirm the effectiveness of mind mapping in supporting students’ writing.
DEMOTIVATION FACTORS IN ENGLISH LEARNING AND THEIR DIFFERENCES ACROSS GRADE LEVELS Istanti Hermagustiana; Syifa Awaliah Hamdiyani; Ida Wardani
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 13 No. 1 (2025): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i1.4794

Abstract

This study explored the factors demotivating students in learning English and tests whether or not there are differences between grade levels in secondary schools with the results to inform strategies for improving English language teaching. This was a quantitative with comparative study including 90 students of SMP Negeri 16 Samarinda as a sample through cluster sampling. Data were collected from responses to a closed-ended questionnaire developed by Sakai and Kikuchi (2009) which was categorized by Hosseini and Jafari (2014) into six demotivation factors. It was discovered VIII grade was demotivated by characteristics of classes and class environment factors. Futhermore, there was a significant difference in demotivation factors in teachers and class environment factors in VII and VIII grades. This study underlined the need to resolve particular demotivating factors in English language learning to enhance students' educational experience.

Page 6 of 8 | Total Record : 76

 4   5   6   7   8 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 14 No. 1 (2026): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 13 No. 2 (2025): September, Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 13 No. 1 (2025): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 2 (2024): September, Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 1 (2024): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 11 No. 2 (2023): September, Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 11 No. 1 (2023): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 10 No. 2 (2022): September, Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 10 No. 1 (2022): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 9 No. 2 (2021): September, Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 9 No. 1 (2021): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia More Issue