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INDONESIA
Jurnal Pendidikan Bahasa Inggris
Published by Universitas Pendidikan Ganesha
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 15 Documents
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Search results for , issue "Vol. 12 No. 1 (2024): May" : 15 Documents clear
The The Impacts of Preservice English Teachers’ Self-efficacy of Using AI Towards Their Intentions of Teaching Writing Skills Using AI Putu Maha Surya Suardewa; I Putu Indra Kusuma; Kadek Sintya Dewi
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.80827

Abstract

The use of artificial intelligence (AI) in the classroom is growing, particularly when it comes to writing instruction. However, because of their low self-efficacy, a lot of pre-service English teachers are reluctant to apply AI. This study aims to analyze how pre-service English teachers' intentions to teach writing with AI are influenced by their level of self-efficacy in the field. In this quantitative study, 303 aspiring English instructors at an public institution were surveyed. Researchers created two questionnaires to gauge behavioral intentions and self-efficacy. Simple Linear Regression was used to evaluate the results. Based on the research findings, self-efficacy significantly influences the intention to employ AI to teach writing skills. Teachers are more likely to use AI if they feel confident in using it. This study concludes that increasing self-efficacy in AI among pre-service teachers has a positive impact on their intention to integrate AI into teaching practice. These findings underscore the need for teacher training programs and educational institutions to focus on building confidence in using AI, which can improve teaching practices.
Internet Self–Efficacy and Task Strategies of EFL Students Teachers within Online Learning Setting Supriyono, Yusup; Utami Widiati; , Nunung Suryati; Francisca Maria Ivone
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.80839

Abstract

Online English learning needs individual’ capability to use technology devices and internet wisely and strategy properly. Technology assisted learning is not only about knowing how to operate technology technically, but also to use technology for learning purposes. Due to the problem, this study was aimed to evaluate the internet self-efficacy and task strategies of English as a Foreign Language (EFL) student teachers in an online learning environment. Six participants, representing the third year student teachers from the English education department at a public university in Indonesia, took part in the interview sessions and shared reflective journals. These participants were actively involved in online learning and had been exposed to pedagogical, technological, and English language knowledge for one semester. The data were analysed using thematic analysis, following a qualitative descriptive approach in order to investigate student teachers’ perception on the English online class they had experienced deeply and comprehensively. The findings reveal that internet self-efficacy drives EFL student teachers to use the internet for learning purposes, including sharing and collaboration, building relationship and communication skill, and learning enhancement and enactive learning. Additionally, their task strategies are identified in terms of technology assisted problem solving, digital portfolio and learning resources management, self-control, and meaningful collaboration. Thus, internet self-efficacy and task strategies are the keys to creating effective learning environment. These findings have pedagogical implications, suggesting that learners and teachers should view technology devices as tools to be used strategically to achieve learning objectives, especially in an online English learning context.
Fifth Grade Students’ Learning Styles Based On Differentiated Learning in Elementary Schools Nurjannah, Ragil Ayu Marta; Ni Wayan Surya Mahayanti; Luh Gd Rahayu Budiarta
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.80931

Abstract

The emancipated curriculum emphasizes different learning opportunities tailored to integrate learning styles to meet students' comfort and learning needs. This study aims to analyze the learning styles of 5th-grade in elementary school students in Buleleng so that teachers can implement learning by paying attention to learning styles. This study used a qualitative description approach, with the research subjects being 49 students of 5th-grade from two elementary schools. Data collection used a paper-based questionnaire with learning styles dimension that had been tested for validity. After the data was collected, the data reduction process was carried out by abstracting and categorizing based on learning styles, and the last conclusion-drawing process was carried out. The result of this study is the most dominant visual learning style with 253 responses, kinaesthetic learning style with 251 responses, auditory learning style with 222 responses, and read-write with 214 responses. This proposed research to explore the learning styles of grade 5 students in primary schools, particularly in Buleleng is timely and necessary. It addresses a significant gap in existing research and has the potential to make a substantial contribution to practice, and educational equity in the region.
English for Children: Teaching Material Model for Students of Primary School Teacher Education Dayu Retno Puspita; Asih Rosnaningsih
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.80938

Abstract

To improve the quality of English learning in English courses for children, students need learning resources that can improve language skills in accordance with the characteristics and needs of students as prospective English teacher in Primary School. The research aims to develop a model of teaching materials for the English for Children course in accordance with the needs of students in the Primary School Teacher Education Study Program. The research was designed using an R&D development model. This research used test subjects by carrying out validity tests on teaching materials experts, material experts, the responses of ten students in small group trials and twenty-five students in large group trials. Data was collected using a questionnaire instrument and analyzed descriptively, quantitatively and qualitatively. The research shows that the teaching material products from chapters 1 to chapter 8 are sequentially: 1) English theoretical concepts related to teaching children; 2) the concept of developing an English learning plan for children; 3) the concept of children's characteristics in learning English; 4) the concept of teaching four English skills (listening, speaking, reading, writing); 5) the concept of teaching through songs; 6) the concept of teaching through stories; 7) the concept of teaching through games;  and 8) the concept of technology-assisted teaching. The results of the validator of teaching material experts, material experts and the results of student responses in small and large group trials are categorized as very valid so that English for Children teaching materials are suitable for use.
E-Storybooks as Supplementary Material for Fourth Grade Elementary School Students Luh Dewi Asih; GAP Suprianti; Luh Gede Eka Wahyuni
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.81108

Abstract

The source of English learning materials used at school was only textbook without any supplementary materials. Supplementary materials in English teaching and learning process are considered as one of the ways to engage students in learning. This study aims to develop e-storybooks for fourth-grade pupils as supplementary materials based on the Merdeka curriculum. This Design and Development study used the ADDE model as proposed by Richey and Klein (2014). Qualitative and quantitative approach were used to analyze both non numerical and numerical data sequentially. English teacher and grade four students were involved as the subject of this study. Experts and user who validated the e-storybooks gave an overall score of 5 that showed the developed e-storybooks was the “Excellent Product” and valid to be used. Therefore, the developed e-storybooks can be used by grade four students to learn English in fun and interactive way. As these e-storybooks have various components that match to the students’ needs and the current curriculum, teacher was suggested to utilize it as the supplementary materials in English teaching and learning process.

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