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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. 13 No. 1 (2025): May" : 15 Documents clear
Exploring the Interplay between Listening Performance in Oral Computer Mediated Communication (CMC) and the Listening Metacognitive Awareness Factors Januaristi, Khairiyah Eka; Jamilah, Jamilah
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 1 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i1.84020

Abstract

This study aimed to investigate the correlation between listening performance in Oral Computer Mediated Communication (CMC) of undergraduate English Education study program students and listening metacognitive awareness factors. Various listening genres to measure their listening performance were tested to reduce the impact of random variability in individual test performances (listening to discussions, listening to interviews, and listening to presentations). After conducting listening tests to evaluate listening performance, Metacognitive Awareness Listening Questionnaire (MALQ) was administered.  From the tests’ scores and questionnaire responses, Pearson correlation and regression analysis were performed by SPSS to calculate the correlation and to predict specific listening metacognitive awareness factors (problem solving, planning-evaluation, mental translation, directed attention, and person knowledge) in listening performance. The overall scores of participants' listening metacognitive awareness exhibited an insignificant correlation with their listening performance across all listening comprehension tests (p = .18). Directed attention was a distinct factor of listening metacognitive awareness that correlated positively significantly to the listening performance (p < .05, r > .05). Regression analysis showed that directed attention explained 29%-50% of the variance in listening performance with significant effects. These findings implied that listening performance in online classroom significantly positively correlated with and could be predicted by directed attention
On Becoming 21st Century Reading Educators: “Are Teacher Educators and the Curriculum Critical Enough in Critical Reading Instruction?” Mahayanti, Ni Wayan Surya; Suwastini, Ni Komang Arie; Riastini, Putu Nancy; Rachman, Dzul; Rajab, Abd
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 1 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i1.85454

Abstract

Reading critically empowers students' learning for justice, equality and coherence in their lives and in society as a whole. Unfortunately, student teachers and faculty members continue to struggle with enhancing their critical reading and skills. Therefore, it is essential to conduct a formative assessment of critical reading instructors and the curriculum. This study identifies the lecturers' perceptions of the concept of a critical reading course and assesses whether the learning outcomes of critical reading meet the critical reading dimension and the heutagogy principle. Employing qualitative methods, a comprehensive understanding of the lecturers' understanding of critical reading and its implementation in the classroom was acquired. In this study, the sample consisted of four instructors of critical reading courses who were reqruited using purposive sampling technique. Data analysis was based on an inductive, constant comparative method through an initial reading of the interview transcripts and documents, apparent themes were identified and coded, and categories of language use were determined. It was discovered that they struggled to define the concepts of critical reading and had no specific strategies for teaching this course. Critical reading's primary objective is not empowerment. These results were supported by the analysis of the course's syllabus, which revealed that none of the social levels of critical reading proficiency were developed in this class. In addition, critical reading is viewed solely as a cognitive skill and has not yet reached the critical dimension. Thus, it is of the utmost importance to replace and revise learning outcomes.
Self-Regulating Capacity and Learning Attributions Among Indonesian EFL High School Students Masitho, Prianka Ratu; Anam, Syafi'ul
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 1 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i1.85499

Abstract

Self-regulated learning (SRL) is needed for students to use various learning strategies. As one of instruments in cognitive and behavioural SRL, language learning strategies (LLS) and attributions are deemed to possess commands that enhance second/foreign language (L2) learning processes. However, several issues were highlighted in regards to the LLS taxonomy and its instrumentation, Strategy Inventory for Language Learning (SILL). Due to definitional fuzziness of the LLS taxonomy and inadequacy of psychometric instruments of SILL, this study was carried specifically using the Self-regulating Capacity (SRC) construct. In addition, empirical evidence on links between students’ attributions and SRC to their L2 achievement is still lacking. This study was attempted to examine the association between SRC and learning attributions to English achievement. This research was conducted quantitatively with a cross-sectional design. The SRC Scale and Language Achievement Attribution Scale (LAAS) were administered to 319 Indonesian EFL high school students. Data analyses of participants’ responses on both questionnaires were concluded in the following three major findings. First, descriptive analysis showed that out of SRC categories, Indonesian EFL students employed environmental control with the highest capacity during English learning. Second, in perceiving learning success or failure, Indonesian EFL attributed their English achievement due to internal causes (i.e., ability, effort and mood) rather than to external causes (i.e., task difficulty, teacher, and luck factors). Third, regression analysis revealed that SRC and learning attributions explained 74% variance of English achievement. Further, implications for future research and education practice were provided.
Need Analysis of English Language for Business and Professional Communication in the Industrial and Workforce Context Puspandari, Lusia Eni; Utari, Dian Asa; Miftachudin, Miftachudin; Fathoni, Muhammad Rofifu
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 1 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i1.85607

Abstract

The ability to communicate globally, both in Indonesian and English, is extremely important in the this digital technology era. Everybody who wants to succeed in the global economy must speak English to communicate globally. In order to increase the quality of human resources, the education institutions must prepare education system or curriculum that are able to produce ready-to-use human resources. This study is aimed to analyse the need of English Competence in Professional Business Communication Industries. The data were obtained from Questionnaire and Interview with PPNS users’ companies. The result showed that the ability of using English for Professional Business Communication is one of requirements to be accomplished in order to establish modern companies that are ready to compete in the worldwide scale. It was recommended that the English for Professional Business Communication could be developed in form of study program that are prepared to accommodate the international business communication.
The Menu: Cultural Translation Analysis in a Culinary Movie Nisak, Khoirotun; Ishlaiyah, Mazroatul
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 1 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i1.86824

Abstract

Translation that considers cultural context and terminology is essential for accurately conveying cultural understanding. An appropriate translation also helps to preserve the authenticity of meaning and cultural nuances within a text. As streaming services becoming more global and accessibility for different languages becoming increasingly important, this research examines how culinary cultural terms in the film The Menu are translated. The study focuses on accuracy, the techniques used in subtitle translation, and how domestication and foreignization strategies influence audience understanding and interpretation of cultural content. This study employs a descriptive qualitative method with data collection techniques in the form of document or text analysis, specifically focusing on the translation of culinary terms found in the film The Menu. In analyzing the data, the researchers apply Newmark’s (1995) theory of cultural terms to categorize cultural terms within the culinary context present in both the source and target language subtitles of the film. Additionally, Molina and Albir’s (2002) translation techniques are utilized to identify the translation techniques employed by the subtitle translator, while Venuti’s (1994) translation ideology is used to determine the ideology maintained by the translator based on the applied translation techniques. The study analyzed 50 culinary cultural terms found in the film. The study analyzed 50 culinary cultural terms found in the film. The findings indicate that foreignization is the dominant ideology, with literal translation as the most commonly used technique, followed by borrowing and established equivalents. While this approach preserves the authenticity of cultural terms and exposes Indonesian viewers to the original culinary concepts, it may also create challenges in comprehension, particularly when culturally specific terms lack direct equivalents in the target language. This research added to the understanding of subtitling practices and highlighted the need for translators to maintain a balance between cultural integrity and audience accessibility. A limitation of this study is the researcher's potential bias in interpreting the meanings.
Pronunciation Problems of English Segmental Sounds Encountered by EFL Learners of English Education Study Program Yulianti, Lola Dwi; Marhum, Mochtar; Kamaruddin, Abdul
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 1 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i1.86838

Abstract

The challenge of mastering English pronunciation poses significant problems for Indonesian students, who are accustomed to their native language. The English Education Study Program aims to cultivate proficient English speakers; however, many learners struggle with pronunciation despite this goal. This research aims to investigate the pronunciation problems encountered by EFL learners and to find out the underlying factors affecting the problems. Utilizing a descriptive qualitative approach, the research involved 20 participants of third-semester English Education Study Program. Data were gathered through pronunciation tests, questionnaires, and interviews. The findings reveal that the primary pronunciation problems lie in segmental features, particularly with fricative consonant sounds /v/, /ð/, /ʒ/, /θ/, and /z/, as well as vowel sounds /æ/, /ɔ:/, /ɜ:/, /u:/, and /ɑː/. These problems predominantly arise from the absence of similar sounds in Indonesian, leading to systematic substitutions with more familiar phonemes. Additionally, inconsistencies in English phonetics and the divergence between written and spoken forms exacerbate these problems. The research identifies four main factors affecting pronunciation problems: (1) the influence of native language, (2) age, (3) amount of exposure to English, and (4) phonetic coding ability. The implication of this research suggest that instructors incorporate phonetics training into their curriculum to aid students in improving their pronunciation skills.
Research and Development: Designing BIPA Learning Materials of Riau Island Context for Foreign Students Marsevani, Maya; Febria, Desty
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 1 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i1.88049

Abstract

Indonesian 'Bahasa' is gaining popularity both within and outside of the country, being able to speak `Bahasa' is now highly advantageous. It is proved that an increasing number of foreign speakers are participating in the 'Program Bahasa Indonesia untuk Penutur Asing' (BIPA) or 'Bahasa' learning program. However, the current BIPA teaching materials contain several flaws and are therefore ineffective in aiding language acquisition. The aims of this study were to improve the efficiency of teaching Indonesian 'Bahasa' learning method at a university in Banal by using audio-visual aids, specifically for foreign students. The study discovered that it is essential to include interactive and culturally relevant resources in BIPA training, using research and development (RnD) methodologies using validity grid and interviews as the instrument. The validity score analyze based on the mean of each statement. After that, the interview was transcribed by researchers. The results of the study shed new light on the process used to create the University of Batam BIPA teaching materials book. An audio-visual Bahasa Indonesia textbook for BIPA was created with the intention of addressing unsolved difficulties by matching the content to the interests and requirements of the students. The outcomes also shown how creating an interactive BIPA textbook with audiovisual components and adding interactive sections may raise student interest and participation. BIPA learning may be brought closer to the objectives and skill levels of the learners by putting into practice efficient strategies to solve shortcomings that have been found and redesigning the instructional materials to increase interaction, diversity, and cultural relevance.
Integrating Islamic Values in EFL Instruction: Developing Speaking for Formal Interactions Textbook in an Islamic University Context Basori, Basori; Anggrisia, Nur Fitria; Mubarok, Harir; Mahfudza, Fitria Zulaika; Degaf, Agwin
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 1 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i1.88860

Abstract

The lack of culturally relevant instructional materials for EFL learners, particularly in integrating linguistic competence with Islamic values, remains a critical challenge. This study addresses this issue by developing and validating the Speaking for Formal Interactions textbook, designed to enhance linguistic proficiency and ethical communication skills. Conducted within the English Language Education Department at AKM Islamic University (pseudonym), the research involved second-semester undergraduate students. Using the ADDIE model as a framework, data collection employed a mixed-methods approach, including semi-structured interviews, questionnaires, and pre-tests and post-tests, with thematic analysis for qualitative data and statistical analysis for quantitative data. The findings revealed significant improvements in students’ speaking skills and confidence, with qualitative feedback emphasizing the textbook’s alignment with Islamic values such as adab (courtesy) and tabligh (clear communication). Expert reviewers commended the content’s scaffolding and cultural integration while recommending the inclusion of advanced digital tools for enhanced interactivity. This study extends the ADDIE framework to culturally responsive education, offering a replicable model for integrating linguistic, cultural, and ethical dimensions, with future iterations suggesting broader applications and digital enhancements to increase accessibility and engagement.
Music Preferences and Language Anxiety among Introverted and Extroverted EFL Students Suta, I Putu Wirya; Setiyadi, Ag. Bambang; Mahpul, Mahpul
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 1 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i1.89784

Abstract

Language anxiety has been recognized as a significant impediment to effective language acquisition, and music may affect this anxiety. This research investigates the correlation between musical tastes and language anxiety in introverted and extroverted EFL students. Data were acquired from 46 students using surveys utilizing a quantitative design. The Eysenck Personality Inventory (EPI) classified participants as introverts or extroverts, while an adapted Foreign Language Classroom Anxiety Scale (FLCAS) assessed language anxiety. The Study of Music Preferences (STOMP) questionnaire was employed to ascertain their favored music genres. SPSS was employed to analyze the data and investigate the correlation between musical preferences and language anxiety among introverted and extroverted students. The results demonstrate that both introverts and extroverts favor "Upbeat & Conventional" music, with no statistically significant relationship between personality traits and music preferences (p = 0.496). Moreover, whereas introverts displayed greater language anxiety than extroverts, this disparity was not statistically significant (p = 0.312). Additionally, the findings regarding musical preferences and anxiety levels suggest that while students may prefer certain genres, these choices do not significantly affect the anxiety encountered during language learning activities (p = 0.388). The research highlights the intricate interplay among personality, music, and anxiety, indicating that elements outside personality features may affect musical preferences and anxiety levels. The findings underscore the necessity of establishing supportive educational settings customized to individual requirements to improve language acquisition and alleviate anxiety. Additional investigation is advised to examine the intricate relationships among these variables.
Bridging Tradition and Innovation: English Language Teaching Methodologies at IAI Al-Aziziyah Firman, Firman; Samad, Iskandar Abdul; Muthalib, Kismullah Abdul
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 1 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i1.90887

Abstract

This study explores English Language Teaching (ELT) methodologies at IAI Al-Aziziyah Islamic Institution, addressing the methods used, adherence to pedagogical criteria, and challenges in implementation. Employing a qualitative case study design with in-depth interviews involving four lecturers, the research revealed significant reliance on traditional approaches, particularly the Grammar-Translation Method (GTM), for teaching grammar and vocabulary. While contemporary methodologies like Communicative Language Teaching (CLT) and Content-Based Instruction (CBI) were adopted to some extent, their inconsistent application highlighted limitations, including inadequate use of real-life contexts and collaborative tasks. Minimal application of Task-Based Learning (TBL) and Total Physical Response (TPR) further reflected a gap between theoretical ideals and practice. Challenges such as large class sizes, limited teaching resources, and the complexity of integrating Islamic values into ELT were prominent. The findings emphasize the need for professional development, enhanced institutional support, and culturally adaptive teaching methods to improve ELT outcomes in the Aceh context. This study underscores the importance of aligning ELT methodologies with local cultural and religious values while fostering communicative competence and active learning. Future research should investigate innovative strategies for integrating Islamic perspectives into ELT practices.

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