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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
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PODCAST-BASED LEARNING AND ITS EFFECT ON EFL STUDENTS’ MOTIVATION IN SPEAKING ENGLISH Monige; Awal. R. A
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.v14i1.6968

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.
GRAMMATICAL CHALLENGES IN ENGLISH THESIS WRITING: A PHENOMENOLOGICAL STUDY OF FINAL-YEAR EFL STUDENTS T. Noviarini; C. Prihatini; Salamah; T. Laila
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.v14i1.7010

Abstract

Writing an undergraduate thesis in English remains a tough task for many English as a Foreign Language (EFL) students, especially those in their final year. One of the most common problems during thesis writing is grammatical accuracy, which often leads to repeated revisions and delays in graduation. This study aims to explore the experiences of final-year English Language Education (ELE) students dealing with grammatical difficulties while writing their theses. Using a qualitative phenomenological approach, this research involved final-year students from the English Language Education (ELE) Study Program at Universitas Muhammadiyah Lampung who experienced delays in completing their theses. Data were collected through in-depth interviews and document analysis of thesis drafts and revision notes. The findings show that students face recurring grammatical issues, including tense inconsistency, subject–verb agreement errors, and awkward sentence structures. These challenges cause extensive revisions, longer supervision processes, emotional stress, and extended study periods beyond the typical eight semesters. The study also highlights students’ coping strategies, such as self-study, peer assistance, and repeated revisions based on supervisors’ feedback. This research concludes that grammatical problems significantly contribute to delaying thesis completion and stresses the importance of better academic writing support for final-year ELE students.
The THE IMPACT OF CODE MIXING ON THE EFFECTIVENESS OF VERBAL COMMUNICATION OF EMPLOYEES OF POLYTECHNIC LP3I OF TASIKMALAYA CAMPUS : - Y. Kurniadi; V.R.W. Sofyan; A. Usmar
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.v14i1.7031

Abstract

Although code mixing often occurs in multilingual Indonesia, its impact on the effectiveness of verbal communication in professional educational environment, especially vocational higher education, has not been explored. Employees at LP3I Polytechnic of Tasikmalaya Campus interact daily with lecturers, students, colleagues and guests using code mixing of Indonesian, English, and Sundanese. This study aims to identify patterns and contexts of code-mixing usage, its effect on clarity, understanding, response and its impact on productivity and team collaboration, and explore the view and attitude of employees towards the use of code mixing and its impact on the effectiveness of employee’s verbal communication. The method in this research is a qualitative approach with data collection techniques through observation, interview and audio recording. The research subjects are employees who communicate in Indonesian, Sundanese and English. The result shows that patterns and context of code mixing occur in words and phrases, which can improve communication clarity, influence response in communication, collaboration and team productivity. Employees generally view code mixing positively because of its impact on improving understanding, collaboration, and social relationship in the workplace. However, excessive use of code mixing can cause misunderstanding and reduce the clarity of communication.
COMPARATIVE ANALYSIS OF STANDARD AND EVERYDAY LANGUAGE TRANSLATION IN “PORORO THE LITTLE PENGUIN” CARTOON R.D. Maulida
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.v14i1.7032

Abstract

This study investigates how standard (formal) versus everyday (colloquial) Indonesian dubbing in Pororo The Little Penguin episode "I Want to Have the Moon" affects original meaning and children's comprehension, addressing a gap in intra-text comparisons analyzed via Skopos Theory. Prior research favors colloquialism broadly but lacks detailed Skopos application to hybrid styles. Employing descriptive qualitative design, data derive from one episode which selected 6 key dialogues transcribed/compared by function, structure, formality and questionnaires from two parents of 3–7-year-olds. Linguistic analysis identifies standard's polite or verbose traits diluting intent (e.g., interrogatives [Data 1]) versus everyday's direct imperatives enhancing accessibility (e.g., Data 3,5), with domestication aligning better to child-centric skopos. Tentative findings show everyday preferred for moral uptake, though standard valued educationally. Skopos validates hybrid strategies for Indonesian children's media. This study implies to develop briefs prioritizing colloquial accessibility with formal norms.
SELF-ACTUALIZATION EXPERIENCED BY THE MAIN CHARACTER IN THE SCENARIO AKU JATI AKU ASPERGER N. Amelia; D. Anaresti; H.F. Sunbanu; A. Alfalah
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.v14i1.7033

Abstract

The issue of fulfilling the psychological needs of individuals with Asperger’s is often overlooked in film and literary representations, even though this topic is essential to understand the unique process of self-actualization. This study aims to analyze the fulfillment of needs of the character Jati based on Maslow’s Hierarchy of Needs and to identify the characteristics of a self-actualizer reflected in his behavior in the scenario Aku Jati Aku Asperger. The study employed a qualitative method with a content analysis approach, where the scenario served as the primary data source and was analyzed in depth using Maslow’s human needs theory. The findings reveal that Jati fulfills physiological needs through regular routines, such as eating, bathing, and maintaining cleanliness according to a strict schedule. Safety needs are expressed through his meticulous organization of objects and daily activities to create a sense of control. At the social level, despite difficulties in interpersonal interaction, Jati demonstrates empathy through symbolic actions, such as placing a white rose on the railway as an expression of grief. Meanwhile, in esteem needs, Jati emphasizes his competence through skills in creating zines and maintaining order in his learning environment. His self-actualization characteristics are evident in realistic awareness, creativity, independence, and a focus on truth, all of which are expressed in ways different from social norms
PREPARATION AND IMPLEMENTATION OF WRITING LESSON PLANS THROUGH GOOGLE CLASSROOM IN THE SENIOR VOCATIONAL HIGH SCHOOL B. D. Adnyana; D.K. Tantra; I.G. Budasi
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 9 No. 2 (2021): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i2.8412

Abstract

The emergency transition to online distance learning during the COVID-19 pandemic required English as a Foreign Language (EFL) teachers to rapidly reorient their instructional design into digital Learning Management Systems (LMS). The general purpose of the present study was to analyze the EFL lesson plan preparation and implementation in online writing through Google Classroom in a Senior Vocational High School. Specifically, this research investigated an EFL teacher and 35 students of Grade 10 Tourism Management (Usaha Perjalanan Wisata / UPW) at SMK Pariwisata Harapan Denpasar in the academic year 2020/2021. Designed using an embedded mixed-method approach, quantitative evaluation was complemented by qualitative instructional observations. Data were collected through two standardized instruments adapted from the Undiksha Teaching Practice Evaluation Model (2020), measuring teacher competency across 8 preparation indicators and 9 implementation indicators. Instrument validity was established via expert judgment using Gregory's Content Validity Index. Quantitative data were converted using the standardized percentage formula and evaluated against normative categorization scales. The research findings revealed that the teacher was less able to prepare (Mean = 58.2, SD = 4.5) and implement (Mean = 52.5, SD = 5.2) online writing lesson plans through Google Classroom, placing both competencies in the "Low" category. The primary instructional breakdowns stemmed from difficulties in translating the Scientific Approach (observing, questioning, experimenting, associating, and communicating) into asynchronous digital modules, aligning basic competencies with measurable indicators, and providing interactive scaffolding for industry-specific vocational writing tasks.

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