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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. 2 (2025): August" : 15 Documents clear
Cultural Insights from To Kill a Mockingbird: Understanding Racial Prejudice and Social Justice in Educational Literature Course Marliana, Rina; Ramli, Rahmi
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.v13i2.94628

Abstract

This research explores the impact of To Kill a Mockingbird by Harper Lee on undergraduate students’ cultural understanding, focusing on themes of racial prejudice, empathy, moral development, and social justice. Using Focus Group Discussions (FGD) as the primary data collection method, the study gathered insights from 30 students enrolled in an educational literature course, English Education Study Program STAIN Majene. The findings revealed that the novel significantly enhanced students’ awareness of racial inequalities, prompting them to draw connections between the novel’s historical context and modern-day issues such as systemic racism and social justice movements like Black Lives Matter. The study also highlighted the novel's role in fostering empathy and emotional engagement, particularly through the character development of Scout Finch and her moral growth. Furthermore, the novel encouraged students to reflect on their own cultural biases, leading to increased self-awareness and a commitment to addressing social inequalities. The research emphasizes the ongoing relevance of To Kill a Mockingbird in contemporary education, demonstrating its ability to promote critical thinking, moral courage, and cultural empathy. The study suggests that literature plays a vital role in addressing societal issues and fostering a more inclusive, socially conscious generation
Implementing English Augmented Reality Flashcards For Primary School Students: A Need Analysis Prastiti, Khoirunnisa Candra; Rachmawati, Arandha May; Pratiwi, Nova Indriana; Yulia, Yuyun; Wahid, Muhammad Nurdin
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.v13i2.95579

Abstract

Vocabulary is one of the foundations of the English language learning; mastering it is detrimental to language mastery. However, it was found that motivation, or lack thereof, is problematic. Needs analysis aims to identify what students and teachers need in learning English. The limited use of interactive learning media results in students being less motivated. Teachers who have limitations in using ICT are an obstacle to following current educational trends. AR flashcards have emerged to be offered as a learning medium.  The aim of this research is to analyze the needs of students and teachers in the English learning process, especially vocabulary learning. This research used a mixed method with the research subjects being fifth grade students and English teachers at SD N Pucung. Use of questionnaires in the form of close - ended questions and interviews as instruments in collecting the data. The research results showed that students and teachers needed more interactive learning media. Therefore, it is necessary for implementing AR Flashcards to increase student motivation in learning English vocabulary so that it becomes interesting and interactive.
Revealing 5 Core Character Education Values in Characterization of Circe in The Novel Circe by Madeline Miller Cristiana, Olga; I Ketut Sudewa; Luh Putu Laksminy
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.v13i2.95916

Abstract

This study aimed to analyze the character education values in the Characterization of Circe in the Circe novel by Madeline Miller based on the 5 Core Values of the Ministry of Education and Culture (2017), namely religious, nationalist, independent, cooperative, and integrity. This study used a qualitative descriptive method with a textual analysis technique. Data were obtained through close reading and plot segmentation techniques to reveal the representation of the 5 core values contained in Circe's characterization. The results of the study showed that Circe represented the five values strongly: religious values were seen from Circe's recognition of divine power and her involvement in spiritual practices; independence values were reflected in Circe's independence in facing various challenges in her exile; cooperative values were seen in her cooperation with other characters in facing dangerous threats; and integrity values were seen in her honesty, life principles, and consistency of her actions. These findings indicate that the novel Circe can be used as reading material that can teach various good characters including the 5 core character education values through the characterization of the main character, Circe.
The Relationship between Teacher-Student Interaction and Students’ Motivation in Junior High School EFL Classrooms Songidah, Songidah; Aziez, Feisal; Sotlikova, Rimajon
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.v13i2.98838

Abstract

This study examined the relationship between teacher–student interaction and students’ motivation in Junior High School English as a Foreign Language (EFL) classrooms. Motivation plays a vital role in the language learning process, influencing students’ engagement, persistence, and overall academic performance. Teacher–student interaction, which includes emotional support, classroom organization, and instructional support, has been identified as a significant factor in shaping students’ learning experiences. This research employed a quantitative correlational design, collecting data from 150 students and five teachers across four junior high schools in Ciamis, West Java. The instruments used were adapted from Pianta’s Classroom Assessment Scoring System (CLASS) and Gardner’s Attitude/Motivation Test Battery (AMTB), measuring various dimensions of teacher–student interaction and both integrative and instrumental types of student motivation. Data analysis was conducted using Pearson’s product-moment correlation, which revealed a positive and moderate correlation (r = 0.576) with a significance level of p < 0.05. The findings demonstrate that supportive and structured teacher–student interactions significantly enhance students’ motivation in EFL contexts. The study emphasizes the need for educators to foster emotionally supportive, well-organized, and cognitively stimulating classroom environments to promote student engagement and success. This research contributes to the existing literature by highlighting the importance of interaction quality in motivating students and suggests implications for teacher training and classroom management strategies in EFL settings.
Writing the World, Writing the Web: Comparative Strategies of Self-Regulated Learning in Hybrid EFL Contexts Hidayat, Hendi; Yuliasri, Issy; Rukmini, Dwi; Widhiyanto, Widhiyanto
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.v13i2.99787

Abstract

This qualitative comparative case study investigates how English as a Foreign Language (EFL) students enact self regulated learning (SRL) strategies while composing academic reports in two contrasting settings: field based learning (FBL) and web based learning (WBL). 24 of  third semester undergraduates at an Indonesian cyber university were evenly assigned to conduct either community interviews (FBL) or online research (WBL) on local cultural traditions. Data from classroom observations, semi structured interviews to 3 students, and student texts were thematically analysed around five SRL components: goal setting and planning, information gathering and evaluation, self monitoring and adaptability, strategy use and feedback seeking, and motivation and self efficacy. Findings reveal context specific SRL profiles. FBL students displayed intention driven goals, situated accuracy, consistent thematic focus, dialogic revision with informants, and confidence rooted in relational engagement. WBL students exhibited adaptive structuring, digital breadth, emergent reframing, peer oriented polishing, and self efficacy linked to information management. Both groups regulated their writing, yet they relied on different affordances, namely social authenticity and textual flexibility. The study underscores SRL as an ecologically embedded process and recommends hybrid task designs that blend experiential inquiry with guided digital exploration. Such integration can cultivate writers who balance ethical representation with genre savvy adaptability, thereby supporting deeper learning in technology mediated EFL contexts

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