cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota denpasar,
Bali
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
 1   2 
Search results for , issue "Vol. 12 No. 3 (2024): December" : 15 Documents clear
English Teachers' Readiness to Adopt Educational Technology: Professional Roles and Institutional Support Fira; Ilham; Rahmaniah, Rima
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i3.90092

Abstract

The world revolution 5.0 has brought major changes in various aspects of life, including education, thus demanding the readiness of teachers, especially English teachers, in adopting educational technology. This study aims to analyze the influence of teachers' professional roles and institutional support on teachers' readiness to adopt educational technology. A quantitative approach was used in this study, with data collection through questionnaires and document studies from 33 respondents. Data were analyzed using multiple linear regression method to identify the relationship between variables. The results showed that teachers' professional roles had a more dominant influence on teachers' readiness, with a regression coefficient of 0.553 and a standardized Beta contribution of 0.765. Meanwhile, institutional support also had a positive, albeit smaller influence with a regression coefficient of 0.220 and a standardized Beta of 0.228. Overall, these two variables explained 85.6% of the variation in teacher readiness. The findings suggest that individual factors, such as teachers' professional roles, have a more significant influence than external factors, although institutional support still plays an important role. This study recommends that local governments and schools develop technology-based training programs to improve teachers' capacity to face educational challenges in the era of the information technology revolution.
The Role of Project-Based Learning in Boosting Student Communication Confidence Purnami, Ida Ayu Oka; Widiadnya, I Gusti Ngurah Bagus Yoga
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i3.91586

Abstract

Effective communication is an important skill that students must possess, but often students struggle to speak confidently. One of the approaches that has been proven to improve communication skills is Project-Based Learning (PBL). This research aims to analyze the influence of Project-Based Learning (PBL) on improving students' communication skills, particularly in terms of confidence and collaboration skills. The research method used is a Systematic Literature Review (SLR), which collects data from 15 reputable journal articles relevant to this topic. Data were analyzed using qualitative analysis techniques to evaluate the findings related to the impact of PBL on student communication. The research results show that PBL significantly enhances students' confidence in speaking, interpersonal communication skills, and teamwork collaboration. In addition, the effective implementation of PBL requires good project design, technological support, and the active role of educators in facilitating learning. This study concludes that PBL is an effective approach to enhancing students' communication skills. The implication is that educators need to design relevant communication-based projects and provide adequate support to achieve optimal results.The implication is that educators need to design relevant communication-based projects and provide adequate support to achieve optimal results.
Problem-based Learning using Scribblenauts Unlimited for Teaching English at Vocational High School Kusuma, Desak Anugrah Dwi; Padmadewi, Ni Nyoman; Saputra, I Nyoman Pasek Hadi
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i3.91906

Abstract

In Indonesian public schools, English is taught and studied solely as a foreign language. This has an impact on the lack of students' English skills so that appropriate learning strategies and media are needed. This study aims to analyze the significant effect of implementing PBL with the Maastricht seven-step model using the Scribblenauts Unlimited video game on the English learning achievement of grade XI students. This study uses a quantitative research method with a pre-experimental design, interviews, and surveys. The sample of this study was 27 grade 11 students and an English teacher of grade XI. Data collection was carried out through a pretest-posttest containing 20 multiple-choice questions and 5 essay questions as well as a questionnaire and interview. The data obtained were analyzed descriptively and inferentially. The results of the paired sample t-test showed that the average score after being taught using the Scribblenauts Unlimited video game (Me = 64.67) was higher than before being taught using this game (Me = 51.92) with a large Cohen's d effect size (1.35> 0.80). The students were happy to learn English. The English teachers’ opinions were positive and strongly supported the implementation of PBL using the Scribblenauts Unlimited video game in English classes at vocational schools.
Transforming EFL Instruction: A Systematic Review of Chatbot Integration in English Language Learning Made Natya Pradnya Iswari; Santosa, Made Hery; Indrayani, Luh
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i3.92081

Abstract

There are important areas that have not been fully investigated. The use of chatbots to improve students' language learning abilities presents various advantages and obstacles. This study explores the integration of Chatbots in English language instruction for EFL learners, focusing on their impact on learning implementation experiences, advantages, and limitations. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards, the research reviewed articles from 2019 to 2024 to ensure a comprehensive analysis. A total of 998 publications were identified through Google Scholar, with search terms such as "chatbot," "AI chatbot," and "Chatbot implementation among EFL learners in English language learning." After an extensive screening process, including duplicate removal, inclusion, and exclusion criteria, 10 empirical, open-access studies were selected for review. The findings reveal that ChatGPT significantly enhances writing, grammar, and vocabulary skills by providing immediate and personalized feedback. It also fosters engagement and motivation while supporting cultural exploration and intercultural competence. However, limitations include reduced efficacy in developing speaking and listening skills, technical challenges, and ethical concerns. The study concludes that while ChatGPT is a valuable tool, it should complement, not replace, traditional teaching methods to ensure a balanced and effective learning experience.
Female and Male Teachers' Strategies for Teaching English in Senior High School Wahyudi, Shafa; Artini, Luh Putu; Agustini, Dewa Ayu Eka
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i3.92161

Abstract

Teaching strategies play an important role in language learning, but gender is also a factor in implementing teaching strategies. This study aims to identify teaching strategies applied by male and female teachers in English learning based on the Merdeka Curriculum in high schools. This study uses a qualitative descriptive method with data collection techniques through self-administration questionnaires, observations, and interviews. The subjects of the study consisted of four teachers, namely two male teachers and two female teachers. The results showed that female teachers applied Computer-Assisted Language Learning (CALL) and Discovery Learning strategies. CALL allows the use of technology in learning, while Discovery Learning encourages students to discover concepts independently. On the other hand, male teachers use the Project-Based Learning (PjBL) strategy, which emphasizes the active involvement of students in real projects to improve their understanding and language skills. The conclusion of this study is that there are differences in the strategies used by male and female teachers in teaching English. Although the approaches applied are different, all of these strategies have the same goal, namely to improve students' English language skills effectively in accordance with the learning principles in the Merdeka Curriculum.

Page 2 of 2 | Total Record : 15

 1   2 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 13 No. 2 (2025): August Vol. 13 No. 1 (2025): May Vol. 12 No. 3 (2024): December Vol. 12 No. 2 (2024): August Vol. 12 No. 1 (2024): May Vol. 11 No. 3 (2023): December Vol. 11 No. 2 (2023): August Vol. 11 No. 1 (2023): May Vol. 10 No. 3 (2022): December Vol. 10 No. 2 (2022): August Vol. 10 No. 1 (2022): May Vol 9, No 3 (2021): Desember Vol. 9 No. 3 (2021): Desember Vol 9, No 2 (2021): August Vol. 9 No. 2 (2021): August Vol. 9 No. 1 (2021): May Vol 9, No 1 (2021): May Vol 8, No 2 (2020): November Vol. 8 No. 2 (2020): November Vol. 8 No. 1 (2020): May Vol 8, No 1 (2020): May Vol 7, No 2 (2019): November Vol 7, No 2 (2019) Vol. 7 No. 2 (2019): November Vol. 7 No. 1 (2019): May Vol 7, No 1 (2019): May Vol 7, No 1 (2019) Vol 6, No 2 (2018) Vol. 6 No. 2 (2018): November Vol 6, No 2 (2018): November Vol. 6 No. 1 (2018): May Vol 6, No 1 (2018): May Vol 6, No 1 (2018) Vol 5, No 2 (2017) Vol. 5 No. 2 (2017): November Vol 5, No 2 (2017): November Vol 4, No 2 (2017): Vol 4, No 2 (2016) Vol 4, No 2 (2016): November Vol. 4 No. 2 (2016): November Vol. 4 No. 1 (2016): May Vol 4, No 1 (2016): May Vol 4, No 1 (2016) Vol 3, No 3 (2016): Vol 2, No 2 (2016): Vol 1, No 1 (2013): May Vol 1, No 1 (2013) Vol 1, No 1 (2013) Vol. 1 No. 1 (2013): May More Issue