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. 13 No. 2 (2025): August" : 15 Documents clear
Perception of English for Scientific Purposes (ESP): Experential and Impact Perceived by Non-English Department Students Pehala, Ilfan Askul; Zur, Sarjaniah
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.72596

Abstract

Non-EFL students frequently encounter challenges in understanding and applying the English for Scientific Purposes (ESP) taught in the first year of university. This problem provokes questions regarding the extent to which ESP meets students' academic and professional needs, as well as its relevance to the curriculum and the demands of the working world after they graduate. This study aims to explore students' perceptions of the implementation of ESP in this context, and to critically assess its effectiveness and impact.  This qualitative research uses reflection and semi-structured interviews as its instruments. The participants in this study were 77 students who were enrolled in different study programs across four faculty. Data obtained from participants' answers and responses were analyzed using thematic analysis.The result indicate that students generally perceive a strong connection and correlation between ESP and the curriculum, scince, and professionalism. In addition, this study also revealed students' experiences during ESP, the influence they perceive, and the contribution of ESP to their academic development. This finding imply that, closer collaboration between lecturers, study programs, and students is recommended to ensure that ESP is not only theoretical, but also has a sustainable practical impact and is relevant to the needs of the working world. The ESP taught should focus on the relevance of the course to the major and study program, while also enhancing students' proficiency in producing scientific articles that are suitable for publication.
Artificial Intelligence for Academic Writing from Gen Z’s Perception: The Application, The Advantages, and The Challenges Rosalina, Elsa; Umar, Vebrianti; Pitria Ningsih, Rahma; Asrimawati, Inayati Fitriyah; Hikmah, Hikmah
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.85260

Abstract

The increase of integration of Artificial Intelligence (AI) in academic writing has raised questions about its impact on the writing practices and perceptions of Generation Z (Gen Z) students. Although some AI technologies for academic writing nowadays have shown significant benefits, there is a lack of consensus among Gen Z students on how these tools support or hinder their academic writing processes. The research problem centers on understanding the varying perceptions of Gen Z students towards AI tools in academic writing and identifying factors that influence their adoption and usage of such technologies in academic context. This qualitative research is conducted to understand the subjective experiences and perceptions of Gen Z students through in-depth exploration and analysis. It involves the collection and analysis of non-numerical data to uncover insights into students' views on AI integration in academic writing. The research subjects were Generation Z students currently enrolled in higher education institutions. These students were selected based on their exposure to and usage of AI tools in academic writing, with a particular focus and those who are willing to be interviewed. The data were collected through semi-structured interviews and open-ended questionnaire. The data collected were then analyzed using Miles and Hubberman. The research results show that not all members of Gen Z share the same perceptions regarding the use of AI to support academic writing. However, most of them agree that AI has become an inseparable part of human life. As students, they recognize the need to adapt to these changes and keep pace with the  evolving era. They also acknowledge that it is impossible to overlook the transformations happening in the education sector
Reading Aloud for Improving Children’s Soft Skills: A Library Research Suwastini, Ni Komang Arie; Senawati, Jennet; Mahayanti, Ni Wayan Surya; Kultsum, Ummi; Minxia, Zhu
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.92179

Abstract

Although doubts may arise on the relevance of literature and reading aloud in this digital era, the present study sides with experts’ opinion that teaching aloud is an essential strategy to use literature to nurture soft skills among children. By implementing George’s model of Library research (2008), the present study critically reviews experts’ opinions and previous studies on the use of literary texts throught reading aloud for developing children’s soft skills.Using Wagner’s dimensions of soft skills, the present study reviews a total of 30 books and rticles published in reputable international journals or accredited national journals, with 25 of them published in the last ten years and 15 of them purports reading aloud for developing childfrren’s soft skills. The study reveals that listening to works of literature through reading aloud activity is argued to be beneficial for improving children’s analytical thinking, communicative, critical thinking and problem-solving skills, curiousity and imagination, and initiative. While there are not yet explicit arguments on the use of literature through reading aloud for developing children’s agility / adaptability and collaborative skills, the present study implies that reading aloud should be a regular partr of children’s exposure to literature concerning the development of their soft skills.
Students' Perceptions of Podcasts as Learning Media to Improve Listening and Speaking Skills in English Learning Maharani, Nabilla; Ismail, Hijril; Hudri, Muhammad
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.92317

Abstract

In the era of globalization, mastering the English language has become very important to facilitate access in various aspects of life, including communication. Listening and speaking are fundamental skills in English. Along with the development of technology, podcasts have become a popular learning media among students. This study aims to determine students' perceptions of podcasts as a learning media to improve listening and speaking skills in English learning. This research method is descriptive qualitative with Likert scale questionnaire and interview. The research samples were 5th and 7th semester students majoring in English Education at Universitas Muhammadiyah Mataram. The results showed positive responses from students that podcasts are effective and interesting as learning media. Podcasts not only improve listening skills, but also speaking, such as finding new vocabulary, correct pronunciation, different accents, and increasing confidence in speaking. Podcasts can be a good alternative in learning English in college. In addition to the benefits of podcasts to improve listening and speaking skills, this study also shows some of the respondents' obstacles in using podcasts. For future research needs to explore how podcasts can be effectively integrated into the English curriculum, focusing on developing communication skills, addressing student challenges, and providing adequate pedagogical support.
Enhancing Students' Writing Skills: The Impact, Engagement, and Optimization of Automated and Teacher Written Corrective Feedback Lestari, Endah; Tusino, Tusino; Rokhayati, Titi
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.92886

Abstract

This study examined the effectiveness of combining Automated Writing Corrective Feedback (AWCF) and Teacher Written Corrective Feedback (TWCF) in improving students’ writing skills at SMK Bina Karya 2 Karanganyar. A mixed-methods approach was employed using an explanatory sequential design. Quantitative data from pre- and post-writing tests showed a significant improvement in mechanics, grammar, vocabulary, organization, and content of descriptive texts (t(58) = 8.888, p < .001). Qualitative findings from interviews and questionnaires indicated that students engaged with feedback in behavioral, cognitive, and affective dimensions. Low-proficiency students accepted most automated corrections, while advanced learners selectively applied feedback. AWCF was most effective for surface-level errors, while TWCF provided deeper support in content, coherence, and organization. A structured feedback process, where students revised based on automated corrections before receiving teacher guidance, ensured iterative improvement and minimized cognitive overload. The combination of AWCF and TWCF fostered self-regulated learning, reduced writing anxiety, and enhanced overall proficiency. Student perceptions varied; 78% found AWCF helpful for grammar, but only 42% believed it improved overall writing. Teachers noted that TWCF provided clearer explanations, reinforcing deeper learning. The integration of AWCF and TWCF enabled students to develop both linguistic accuracy and higher-order writing skills. These findings underscore the importance of a hybrid feedback model balancing efficiency, personalization, and engagement, ultimately enhancing students' writing proficiency in a structured and effective manner.
Junior High School EFL Teachers’ Self-Efficacy in Multimodal Instruction Efriansyah, Indo; Sukarno, Sukarno
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.93214

Abstract

Advancements in digital technology have reshaped education, positioning multimodal instruction as a crucial pedagogical approach. This study aims to examine the level of teacher self-efficacy (TSE) in multimodal instruction among junior high school EFL teachers in Belitung Regency, Indonesia, and analyze variations based on age, gender, teaching experience, and certification status. Using a descriptive quantitative approach, data were collected from 47 teachers through an adapted Teacher Sense of Efficacy Scale (TSES). Results revealed a moderate level of TSE in multimodal instruction (M = 3.96, SD = 0.72), approaching the high category. Teachers expressed the highest confidence in classroom management (M = 4.01, SD = 0.72) and the lowest in instructional strategies (M = 3.93, SD = 0.74). Mid-career teachers (aged 31 – 50) and those with 5 – 15 years of experience reported the highest self-efficacy, while younger and older teachers showed lower confidence. Gender and certification status had minimal impact, suggesting that teaching experience and professional development are more influential. This study concludes that while teachers intuitively adopt multimodal strategies as a result of their immersion in the digital world and the technology-based training they receive, targeted support is needed to enhance their self-efficacy in multimodal instruction.
How Do E-Portfolios Influence Students' Cognitive Development? A Qualitative Exploration toward the implementation of E-portfolio Br Kaban, Gres Desika; Kusuma, I Putu Indra; Indrayani, Luh; Hashim, Haida Umiera
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.93770

Abstract

The advancement of technology has supported the implementation of e-portfolios in students speaking performance, which can be described as a digital tool where students can collect and store their projects online for quick access as long as their devices have an internet connection. However little is known has qualitatively explored how e-portfolio influence students’ cognitive development in relation to their speaking performance. It is thereby leading to a lack of literature on this topic. This research, therefore, aims to examine how e-portfolios will influence cognitive development in students’ speaking performance using a qualitative method. A phenomenological qualitative study design consisting of note-taking and semi-structured interview methods was used to obtain data from 33 eleventh-grade students ranging between 17-18 years old. The interview data were analyzed using inductive thematic analysis; meanwhile, the note-taking was analyzed using content analysis to support the thematic analysis. The result showed that the students had a cognitive development on their speaking performance in terms of pronunciation, vocabulary, and fluency. Moreover, students showed the benefits of peer feedback in e-portfolio activities, which enhanced their awareness and led them to identify strengths and weaknesses as well as to recognize the area for improvement in their speaking performance.
Empowering Learner Agency Through Mobile-Driven Transmedia Adventures Kurniawan, Yulius; Fadilah, Eka; Winardi, Yohanes Kurniawan
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.93934

Abstract

Learner agency is a crucial factor enabling learners to make decisions and act upon them, thereby transforming their learning experiences. Identifying agency within the context of digital technology advancements, particularly through mobile-driven transmedia experiences, is essential. This study aims to examine the archetypes of learner agency in task-based activities conducted out of classroom activities. Previous research has predominantly focused on the utility of mobile devices within classroom settings, overlooking the potential benefits of agentive learning opportunities outside the classroom. This study employed a qualitative case study design grounded in Complex Dynamic System Theory (CDST) and tied to Retrodictive Qualitative Modelling (RQM) technique. Data were collected through task observations, Focus Group Interviews, and in-depth interviews. Thematic analysis was used to identify dynamic patterns and signatures related to learner agency and transmedia engagement across contexts. Thirty-five EFL learners participated in three sequential task activities using mobile phones both inside and outside the classroom. From this group, three participants were purposively selected for in-depth interviews to explore their significant experiences in completing the tasks. The findings reveal two primary types of learner agency: intentional and incidental. While intentional agency is limited by spatiotemporal constraints, incidental agency transcends these boundaries. The study's implications highlight the potential of transmedia to empower learner agency through mobile-driven technology, offering valuable insights that can enhance language teaching practices beyond traditional classroom settings.
Enhancing Reading Comprehension Through Wordwall Interactive Learning In English Language Teaching Pratiwi, Resdilla; Agustina Damanik, Lia; Rosada, Bintang
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.94358

Abstract

This study aimed to explore the effectiveness of Wordwall, an interactive learning platform, in enhancing reading comprehension skills in English language teaching. The research focused on how the platform’s interactive and gamified activities could improve students’ engagement, focus, and overall comprehension abilities. Through qualitative data collected from student interviews, teacher observations, and classroom activities, the study revealed that Wordwall significantly increased student participation and engagement compared to traditional teaching methods. The platform’s dynamic features, such as matching games and sequencing tasks, helped students better identify main ideas, infer meanings from context, and summarize information. Teachers reported that students remained more focused during lessons, with the interactive nature of the activities reducing distractions. Additionally, the study highlighted challenges such as limited internet access and the need for more varied activity types. The findings suggest that Wordwall can be a valuable tool in developing reading comprehension skills, offering a more engaging and interactive approach to English language teaching. Recommendations include addressing technical limitations and providing more diverse learning materials to enhance the platform’s effectiveness.
The Influence of Augmented Reality Technology and Podcasts on Students' Motivation and Vocabulary Mastery in English Learning Hersulastuti, Hersulastuti; Haryono, Purwo; Setiyadi, D. B. Putut; Anisa, Ike
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.94363

Abstract

Minim metode pembelajaran kosakata bahasa Inggris yang adaptif terhadap perkembangan teknologi. Urgensi penelitian untuk motivasi dan keterampilan siswa secara interaktif. Tujuan penelitian untuk menganalisis efektivitas penggunaan augmented reality dan podcast dalam pembelajaran kosakata bahasa Inggris. Pendekatan penelitian dengan mixed method. Sampel penelitian berjumlah 345 orang siswa dari 5 sekolah di kota Solo. Teknik pengumpulan data berupa kuesioner online, observasi, wawancara mendalam dan dokumentasi. Teknik analisis data menggunakan statistik parametrik dengan bantuan SPSS Versi 29.0. Hasil, ditemukan bahwa penggunaan augmented reality dan podcast memudahkan akses materi kosa kata dalam pembelajaran secara mandiri, meningkatkan keterampilan mendengarkan, serta menumbuhkan motivasi dan partisipasi aktif siswa dalam belajar kosa kata bahasa inggris. Temuan juga menunjukkan media ini membantu pemahaman konteks budaya dalam kosa kata bahasa Inggris. Namun, terdapat kesulitan dalam teknis dan perbedaan tingkat pemahaman siswa sehingga memerlukan pendampingan guru dan fasilitas yang memadai. Kesimpulan, teknologi kombinasi AR dan podcast dapat menjadi strategi inovatif dalam pembelajaran kosa kata bahasa Inggris. Implikasi, pendidikan perlu mengintegrasikan media ini dalam kurikulum agar pembelajaran lebih relevan dan efektif untuk pengembangan kompetensi siswa.

Page 1 of 2 | Total Record : 15

 1   2 

Filter by Year

2025 2025


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) Vol. 7 No. 2 (2019): November Vol 7, No 2 (2019): November Vol 7, No 1 (2019): May Vol 7, No 1 (2019) Vol. 7 No. 1 (2019): May Vol. 6 No. 2 (2018): November Vol 6, No 2 (2018): November Vol 6, No 2 (2018) Vol 6, No 1 (2018): May Vol 6, No 1 (2018) Vol. 6 No. 1 (2018): May Vol. 5 No. 2 (2017): November Vol 5, No 2 (2017): November Vol 5, No 2 (2017) 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) Vol. 1 No. 1 (2013): May Vol 1, No 1 (2013) Vol 1, No 1 (2013): May More Issue