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 
EXPLORING ENGLISH PROFICIENCY AMONG MANDALIKA TOURISM TRADERS: FORMS, LEARNING STRATEGIES, AND IMPACTS ON BUSINESS SUCCESS Abrar
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.v13i1.4838

Abstract

This research investigated the level of English proficiency among tourism traders in Mandalika, a prime tourist destination in Indonesia. It focused on identifying the forms of English proficiency, the learning strategies employed, and the impacts on their business success. This research used a qualitative descriptive approach, data were collected through semi-structured interviews and observations with 15 traders. The findings reveale that trader mostly master basic vocabulary, common phrases, and simple conversational patterns. Informal learning strategies, such as interactions with tourists and the use of translation apps, are prevalent. English proficiency contributes significantly to improving customer service, fostering better communication, and increasing revenue. However, traders face challenges such as diverse accents and limited access to formal training. This study emphasized the need for structured language programs to support local traders in the global tourism market.
INTEGRATING AI AND LOCAL CULTURE IN ESP LEARNING: ENHANCING ENGLISH BROADCASTING SKILLS FOR COMMUNICATION SCIENCE STUDENTS J. Purnamasari; R. Agustiani
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.v13i1.4861

Abstract

This study explores the integration of Artificial Intelligence (AI) and local cultural identity in English for Specific Purposes (ESP) classrooms in Biak Papua. The purpose is to examine how AI-driven learning can be adapted to include culturally relevant materials, enhancing students’ engagement and language proficiency. A mixed-methods approach was employed, combining surveys, interviews, aclassroom observations. The performance tests were conducted to evaluate language development. Data were analyzed using both qualitative thematic analysis and quantitative statistical methods. The results indicate that AI-assisted learning, when infused with local cultural elements, significantly improves students' motivation, comprehension, and language retention. The study concludes that integrating cultural identity into AI-driven ESP instruction fosters a more meaningful and effective learning experience, bridging global technological advancements with local educational needs.
IMPLEMENTING CONSTRUCTIVIST LEARNING THEORY TO ENHANCE VOCATIONAL SCHOOL STUDENTS’ WRITING SKILLS Ahmadakbar; Sylvia; H. Sundari
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 13 No. 2 (2025): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.5207

Abstract

This study investigates implementing constructivist learning theory in enhancing students’ writing skills at vocational high schools (SMK). The research explores how constructivist principles such as active learning, scaffolding, social interaction, and real-world contextualization influence students’ ability to organize ideas, develop content, and express thoughts in written English. Utilizing a qualitative approach through classroom observation and student interviews, the findings reveal increased student engagement, improved text coherence, and deeper learner autonomy. This paper contributes to a better understanding of the pedagogical implications of constructivist theory for vocational English writing instruction.
THE BEGINNER ENGLISH TEACHERS’ PERSPECTIVES OF THE TPACK LEARNING MODEL IN ELT CLASSROOMS A.Z. Fauzia; M. Alfaini
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 13 No. 2 (2025): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.5377

Abstract

TPACK emphasizes the importance of effectively integrating technology, pedagogy, and content in the learning process. Integrating TPACK in learning can help teachers create interactive and interesting learning for students. The objective of this study is to explore teachers’ perspectives on the implementation of TPACK, particularly from the viewpoint of beginner English teachers who are considered to possess higher technological literacy. This research uses a qualitative descriptive approach by interviewing two beginner teachers. The interview uses a semi-structured method which provides additional questions based on the teacher's responses. Transcription, member checking, and coding were used to analyze the data. The researchers found that beginner English teachers possess a developing yet reflective understanding of TPACK, applying it through contextually appropriate and student-centered technological practices. However, the implementation remains suboptimal due to limited technological facilities and variations in students’ digital literacy, highlighting the need for continuous institutional and professional support.
A COMPARATIVE AUTOETHNOGRAPHY OF CLASSROOM INTERACTION IN INDONESIA AND THE PHILIPPINES: A REFLECTIVE NARRATIVE FROM THE SEA-TEACHER EXPERIENCE Irmayani; I. Suyansyah
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 13 No. 2 (2025): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.5640

Abstract

In this article, the author offers a comparative autoethnographic reflection of his teaching experience during the SEA-Teacher Program in two Southeast Asian countries—Indonesia and the Philippines. The research engaged with reflective practice in order to observe how classroom interaction app ears to differ among two distinct cultivating specific cultures and educational systems. Data were collected from the teaching journals and field notes recorded, as well as through the analysis of critical incidents during the one-month teaching practicum. At the MA Matholi’ul Anwar classroom in Indonesia, an English as a Foreign Language context, classroom interaction is typically a great deal more teacher-centered; as an example, classroom interactions featured code-switching in addition to being more teacher-centered practice. In the classroom context of the Philippine school at SLSU-LS Lab School, an English as a Second Language context, non-or low-confident actors seeking to employ spoken English permitted a considerable number of active participation instances were descriptive to a student-centered or dialogic style of classroom interaction. Thematic narrative analysis method captured and studied these cultural, language policy, interactional, contextual or reflective awareness in terms of what is important for classroom interaction when teaching English language in an EFL context in Southeast Asia.
UPROOTING FOSSILIZATION IN LANGUAGE LEARNING: INSIGHTS FROM A MADRASAH IBTIDAIYAH IN BANDAR LAMPUNG D.A. Setianingrum; A. Dwiyanto; N. Lesmana
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 13 No. 2 (2025): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.5856

Abstract

This study explores the fossilization of English language errors among students at a Madrasah Ibtidaiyah in Sukarame, Bandar Lampung. Using interviews, classroom observations, and document analysis, the research identifies systemic, pedagogical, and contextual factors that sustain recurring errors. Findings show that English is often treated as supplementary, with teaching focused on syllabus completion rather than comprehension. Teachers struggle to correct fossilized errors due to limited training and resources, while students face persistent difficulties in vocabulary and basic conversation. Despite corrective feedback, errors are repeated, reflecting low urgency and limited practical application. The headmaster, however, emphasizes English as essential for preparing students for Society 5.0 and in line with national policy to make English compulsory by 2025/2026. The study recommends targeted teacher training, contextualized pedagogy, and expanded language exposure to address fossilization and strengthen communicative competence. These measures are critical to ensuring Indonesian madrasah students are globally competitive and prepared for future societal demands.
ENGLISH LANGUAGE EXPOSURE AMONG INDONESIAN K-POP FANS IN SOCIAL MEDIA ROLE-PLAY COMMUNITIES I. Sabillah; Irmayani; D. Sofeny
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 13 No. 2 (2025): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.5894

Abstract

This study examined how Indonesian K-pop fans experienced English language exposure through participation in social media role-play communities and explored the factors supporting their engagement with the language. Guided by Vygotsky’s Sociocultural Theory, the research used a qualitative phenomenological design with data collected from 20 fans through semi-structured interviews, observations, and documentation analysis. Interpretative Phenomenological Analysis (IPA) was applied to analyze the data. The findings show that English exposure naturally emerges through activities such as writing captions, creating bios, joining RP schools, and participating in story-based interactions. These informal and interest-driven practices improve participants’ confidence, motivation, and familiarity with English in ways rarely achieved in formal classrooms. Aesthetic motivations, peer influence, character immersion, and functional needs strongly support English use. The study highlights fan-based digital spaces as authentic, low-pressure environments for informal language learning and suggests exploring multiple fandom contexts in future research.
THE CORRELATION BETWEEN EXTENSIVE LISTENING AND PRONUNCIATION OF ENGLISH SHORT VOWELS /ɛ/ AND /æ/ I. Novitasari; Pariyanto
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 13 No. 2 (2025): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.5919

Abstract

This study aims to investigate the correlation between the frequency of English listening activities and the ability to pronounce English short vowels /ɛ/ and /æ/. A total of 45 non-English major university students participated in this correlational research. Quantitative data were collected through voice recordings analyzed using Praat software, while qualitative data on listening preferences and frequency were obtained through questionnaires and interviews. The data were analyzed using SPSS version 25. The findings revealed that students primarily listened to English through music and movies, with weekly durations ranging from 5–7 hours to 21–28 hours. Despite frequent exposure, many students still produced inaccurate pronunciations of /ɛ/ and /æ/ compared to native-like standards. Statistical analysis showed no significant correlation between English listening frequency and the accuracy of short vowel pronunciation.
EXPLORING CREATIVITY FOR GLOBAL SUSTAINABILITY: A SYSTEMATIC REVIEW OF EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) PRACTICES IN INDONESIA T. Mulyati -; A. Magpiroh; Y.R. Aprilianti
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 14 No. 1 (2026): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i1.6545

Abstract

This systematic review investigates creative practices of Education for Sustainable  Studies on the integration of Education for Sustainable Development (ESD) into  English language Teaching (ELT), especially in the context of Indonesia is hardly found.  This study is an attempt to highlight the growing need to align language and climate literacy in education in response to escalating environmental challenges. The study aims to identify types of creative ESD practices implemented in ELT, describe the learning outcomes produced from those practices, and review the research designs commonly used in related studies. Following the PRISMA protocol, articles were retrieved from Google Scholar using keywords such ESD, ELT in Indonesia, Systematic review, limited to the publication year between 2024–2025. From 380 initial records, 48 full-text articles were screened, and six empirical studies met the inclusion criteria. The findings reveal that creative ESD practices such as Eco-ELT e-modules, bilingual picture books, multimodal and textual designs, project-based environmental campaigns, and classroom green initiatives foster holistic learning outcomes across cognitive, affective, and behavioural domains. Learners demonstrated improved language skills and critical thinking, heightened environmental awareness and responsibility, and active proenvironmental behaviours such as waste reduction, tree planting, and 3R practices. The reviewed studies were dominated by descriptive qualitative and mixed-method designs utilizing interviews, classroom observations, questionnaires, and thematic interpretation. The review concludes that integrating ESD within ELT promotes pedagogical innovation and sustainability-oriented competencies, yet the evidence remains limited. Future research is needed to examine long-term impacts, broader learning contexts, and diverse methodological approaches aligned with national sustainability education policies.
INTEGRATING INTERCULTURAL COMMUNICATION AND SDG 4 IN EFL CLASSROOMS: A SYSTEMATIC LITERATURE REVIEW A.R. Fahmi; M.S. Jazuli; M.F. L. Bintoro; M. Bisriyah
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 14 No. 1 (2026): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i1.6609

Abstract

This study addresses the urgent need to align English as a Foreign Language (EFL) education with Sustainable Development Goal 4 (SDG 4) on quality education. Despite global advocacy, a significant gap remains between intercultural policy goals and actual classroom realities. This Systematic Literature Review (SLR) aims to synthesize pedagogical strategies, instructional materials, and teacher perspectives linking intercultural communication to SDG 4. Using the PRISMA protocol, 20 selected articles from 2020 to 2025 were thematically analyzed. The findings reveal that transformative strategies such as telecollaboration and Project-Based Learning (PBL), supported by culturally responsive materials (such as picture books) and digital tools, are effective in fostering global citizenship and student empathy. However, systemic barriers such as rigid curricula and a lack of teacher training continue to hinder optimal implementation. The study concludes that achieving SDG 4 in EFL classrooms requires a holistic transformation integrating decolonial pedagogies, social justice frameworks, and strong institutional support to empower teachers as agents of change.

Page 7 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