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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
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Articles 1,873 Documents
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Project-Based-Learning and Flipped Classroom Method on Students’ Reading Comprehension Mumtazah, Livia Dwi; Rukminingsih, Rukminingsih; Ifnaruddin, Didik
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.77925

Abstract

Learning has been required to be innovative and digital-based with student-centered learning which ultimately with the Pancasila student profile they are able to express their ideas and thoughts in a project that will be exhibited to exchange information with other students. This study aims to analyze the effectiveness of the combination of project-based learning (PjBL) and flipped class (FC) methods on students' reading comprehension in high school. This study is a quantitative quasi-experimental study with nonequivalent to conduct an analysis consisting of an experimental class and a control class. The researcher used a data collection method by taking tests and conducting pre-test and post-test trials. Students' tryout scores were calculated using statistical formulas. This study reveals aspects of reading comprehension, determining the main idea (1), finding references (2), making conclusions (3), detailed information (4), and understanding vocabulary (5). This study involved 68 students from two classes and used a quasi-experimental design with a post-test only control design. Data were collected using a background knowledge test and a post-test. The results showed that the experimental class had a higher average score (81.03) than the control class (63.53). This study revealed that the combination of PjBL and FC methods is effective to be used as a learning media. The implication of this study is Integrating PjBL and FC in EFL reading teaching where the results obtained are able to improve active learning, positive student attitudes, and effective use of online learning resources, as well as encourage student participation and grades.
Translation Solutions of Game Localization: Exclamative Utterances in The Genshin Impact Video Game Oktaviana, Bunga Sully; Ishlahiyah, Mazroatul
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.80245

Abstract

The burgeoning video game industry, localization has become a pivotal aspect of tapping into the global market. The rapid expansion of localization often leads to translators misinterpreting the storyline context within video games. This research aimed to analyze the typology and translation strategies used by translators to localize exclamative utterances in the video game Genshin Impact from English to Indonesia. This research employed a qualitative methodology with content analysis and document observation used as the approach. The study utilized Pym’s typology theory and Mangiron and O’Hagan’s translation strategies. The researchers collected 115 exclamative utterances from the video game Genshin Impact. The researchers found that translators only used six types of translation solutions to localize exclamative utterances including copying words, copying structure, perspective change, compensation, cultural correspondence, and text tailoring. Furthermore, the researchers also found that the translators only used three translation strategies in localized the exclamative utterances from English to Indonesian in the game Genshin Impact: proper names, culture-bound phenomena, and linguistic variation. The results showed that the translators demonstrated an understanding of the target language's culture that follows syntactic structures, language styles, and common expressions familiar to players. Future research is encouraged to develop further research on localization practices across different gaming genres to deepen the understanding of video game localization.
Problem-based Learning Pedagogy in Writing Research Proposal Yamin, Moh.; Aulia, Vivi; Novita, Dian
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.80520

Abstract

Teaching students to write research proposals requires a teaching approach that directs students' awareness of a problem. Problem-based pedagogy is considered an appropriate way to apply in research proposal classes. This study aims to explore the process of problem-based learning pedagogy in teaching research proposal writing and identifying problems in writing research proposals. This study is a qualitative study with a descriptive study approach. The consideration of using a qualitative approach because the data used comes from observations and comments on the script. The sample selected was 37 students. Data analysis was carried out by making conclusions that can be replicated and valid from the text or other meaningful things according to the context of its use. In the application of content analysis, its application begins with the proposal of research questions, text content or data codes, and the context for understanding the contents of the text. The findings say that teaching activities through problem-based learning went well. From the results of the observation sheet, students were taught and guided to formulate research problems, tell the background of the research, review related literature, and design research based on the topic of the research question proposed. From the commented research proposal script, the teacher gave notes to students to be able to determine and formulate research problems appropriately based on the chosen topic, search for relevant references in writing, and support the review.
Students' Computer Literacy Skill, Motivation, and Reading Comprehension in Eleventh Grade Budiyanto, Darmawan; Tridinanti, Gaya; Ridho, M.Rasyid
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.81711

Abstract

Computer literacy, defined as the ability to effectively use computers and related technologies, is increasingly important in modern education. This study aims to analyze the relationships between computer literacy, student motivation, and reading comprehension among eleventh-grade students. A correlational research design was used, involving 300 students selected through stratified random sampling. Data collection was based on the International Computer and Information Literacy Study (ICILS) for assessing computer literacy, the Academic Motivation Scale (AMS) for measuring motivation, and the Gates-MacGinitie Reading Tests (GMRT) for evaluating reading comprehension. Statistical analyses, including Pearson correlation and multiple regression, were performed using SPSS software. Results showed significant positive correlations among computer literacy, motivation (both intrinsic and extrinsic), and reading comprehension. Computer literacy had a strong correlation with reading comprehension (r = 0.60, p < 0.01). Intrinsic motivation (r = 0.62, p < 0.01) and extrinsic motivation (r = 0.48, p < 0.01) also positively correlated with reading comprehension. Multiple regression analysis indicated that computer literacy (β = 0.42, p < 0.001) and intrinsic motivation (β = 0.38, p < 0.001) were significant predictors of reading comprehension, with extrinsic motivation contributing as well (β = 0.22, p < 0.01). The novelty of this research lies in its integrated examination of computer literacy, motivation, and reading comprehension. The findings underscore the importance of these factors in enhancing academic achievement.
EFL Pre-Service Teacher’s Perception During Kampus Mengajar: A Case Study Irwan Sulistyanto; Kurniawan, Erwin Hari; Prayoga, Krisna Adi
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.82473

Abstract

Classroom management skills of prospective English as a second language (EFL) teachers are inseparable. Professionalism requires a balance between theoretical education in the classroom and real-world experience. This article aims to analyze the perceptions of pre-service EFL teachers during the Kampus Mengajar program. Three alumni of the 7th batch of pre-service EFL teachers who teach in Junior High Schools were purposively selected as the subjects of this study. This study used a descriptive qualitative design. To collect data, semi-structured interviews were used. The data analysis of this study used the interactive model of Miles and Huberman. The results of the study showed that pre-service EFL teachers had positive perceptions during the Kampus Mengajar program. However, there were also many challenges faced by the participants during Kampus Mengajar, namely (1) Difficulty in instructional materials, (2) student motivation, (3) technology integration, and (4) busy teacher schedules. In addition, there were also several strategies used by the participants to overcome these obstacles, such as maximizing preparation before teaching, using appropriate teaching strategies and technology integration, and having good teaching aids. Despite all that, the Kampus Mengajar program is recommended to be implemented as one way to improve faculty accreditation scores, an evaluation tool for the Independent Curriculum and an authentic experience for pre-service EFL teachers in the reality of school life.
Exploring Gender Representation in Class 12 English Textbook used in Schools Luther DBP Simatupang; Rusdi Noor Rosa; Eddi Setia; Rahmadsyah Rangkuti
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.82739

Abstract

Balanced representation of gender characters in English textbooks, especially in Senior High School, has become a hot topic nowadays, because textbooks not only teach about science but also instill socio-cultural ideologies, norms, and values into students. Therefore, the purpose of this study is to analyze the ratio of how men and women are represented in various contexts in textbooks for grade 12 of Senior High School. This study uses qualitative descriptive for critical analysis of images as a method to see the appearance of men and women in English textbooks using Critical Analysis with Visual Grammar Theory. The findings indicate that 1) in the frequency of appearance of men and women, it shows that, overall, female characters are more common than male characters, female characters are more than male with a proportion of 57.3% (70) compared to 42.7% (52 images). 2) In the socio-cultural context, the frequency of appearance of men and women is somewhat different, the frequency of appearance of female characters is more than men in the context of education, family and leisure, male characters are more than women only in the context of work. 3) Gender stereotypes are still found in this textbook, although there are more female characters than men, women are still associated with their gender stereotypes. Therefore, the textbook entitled English describes female characters more than women in terms of the ratio of their appearance and also in the ratio of the four socio-cultural contexts, but female stereotypes still appear in this textbook.
Motivation-regulation Strategies for English Academic Reading among Undergraduate Students at a Private University Nadeak, Ave Lucia; Kuswandono, Paulus
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.83421

Abstract

Engagement with academic texts is essential in undergraduate education, contributing significantly to students’ intellectual development and academic achievement. This study aims to analyze the strategies used by undergraduate students at a university to regulate their motivation in reading academic texts. This study specifically examines the use of motivation regulation strategies, including intrinsic and extrinsic goals, help-seeking behavior, peer collaboration, and self-regulation. A mixed-methods research design was used, combining quantitative and qualitative data collected through closed-ended and open-ended questionnaires from students of the English Education Study Program. The results showed a dominant reliance on extrinsic motivators, such as achieving high grades, while intrinsic motivation was relatively weaker. Students tended to seek help from peers more often than lecturers, and self-regulation techniques such as skimming and selective reading were commonly used. This study encourages the development of targeted interventions to enhance intrinsic motivation and improve support mechanisms for students who face difficulties in academic reading. It is recommended that educators encourage the use of a balance of intrinsic and extrinsic motivation strategies to facilitate deeper engagement with academic materials.
A Contrastive Analysis of Compliment Strategies and Compliment Responses Strategies on Native Javanese and Non-Native Javanese Learners of English Br.Sinulingga, Desi Rahma Yuni; Setia, Eddy; Mono, Umar; Lubis, Syahron; Rangkuti, Rahmadsyah
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.83629

Abstract

English learners may be influenced by culture when giving and responding to compliments. This is because they learn language through culture. In this study, tribes have different compliment response strategies. That is why cross-cultural variations cannot be ignored in terms of pragmatics. The aim of this research is to analyze the similarities and differences of compliment strategies and compliment response strategies to see the effect of culture on NJ and NNJ when giving and responding to compliments. This research is a contrastive analysis and uses qualitative methods. The data used are the answers of the participants contained in the questionnaire. The participants are 10 speakers, 5 native Javanese (NJ) and 5 non-native Javanese speakers learning English (NNJ) from 1st, 2nd, and 3rd students of English Postgraduate Program using questionnaires and interviews as research instruments. The findings of this research show that NJ and NNJ are "partly correspondence" in terms of compliment strategies and compliment responses strategies. The results of the research on compliments and responses show that NJ and NNJ use some of the same strategies but differ in the frequency of their use. Then, the research results on compliment responses show that acceptance with amendment: comment and non-acceptance: avoidance are the most frequently used by NJ, while acceptance: appreciation token is the most frequently used by NNJ. The results shows that NJ tended to adopt Javanese culture, which is characterized by "andhop ashor" or humility, while NNJ adopted Western culture, which is more expressive and direct.
Assessing Feedback Efficacy in Classroom Assessment: The Art of Grading With a Wink and a Nod Suhardiana, I Putu Andre
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.84255

Abstract

Although higher education used a range of assessment methods, yet there remains uncertainty about how effectively feedback is provided to students. This study focused on evaluating current feedback practices in classroom assessments within the English Language Education Study Program at the university level. The study, conducted as a descriptive quantitative study, involved 87 participants selected through stratified random sampling, comprising 8 lecturers and 79 students. Data was collected using a questionnaire and analysed using SPSS software. Findings revealed that lecturers predominantly utilized class tests (62%), exercises, and homework for evaluation, with a preference for essay (87.5%) and multiple-choice formats (75%). Nevertheless, both lecturers (50%) and students (65.82%) identified challenges such as delays in returning graded tests, inefficient distribution of results, unclear explanation of errors, lack of student motivation for improvement, inadequate support for revisions, and ineffective communication of results to parents. Indeed, some lecturers provided feedback, guided students’ development, and used assessments for counseling purposes. The study concluded that although traditional assessment methods were used, there was a need for more efficient feedback practices.
“I’m Anxious when…”: Delving into Students’ Anxiety in EFL Online Instructions across School Levels Santosa, Made Hery; Mali, Yustinus Calvin Gai
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.84288

Abstract

English instruction has been claimed to be challenging for some non-native students and with the addition of online environment, unpreprared students may experience anxiety, fear, or stress. This article aimed to analyse students’ anxiety across various school levels and explore their views from the anxiety components in EFL online instruction in Indonesia. Framed within a mixed methods research design, this study employed a large-scale survey of 928 students and an interview with 10 voluntary respondents. Data were collected using means of Foreign Language Classroom Anxiety (FLCAS) questionnaire and an interview guide. Using the validity check, 30 survey items were valid with a good fit (α=.89). Data from the questionnaire responses were analysed using SPSS to find frequencies of the respondents’ anxiety scores and categorized using Oetting’s Scale and the data from the interview transcripts were analysed using Interactive Model Analysis. The result showed students in various school levels were mildly anxious during the EFL online instruction. This means that students might be potentially anxious due to dynamic online learning situations when they attend their EFL instructions. Meanwhile, the interview revealed that they were anxious when having an English test and experiencing connection problems during online learning. They overcame them by learning the materials more and communicating their connectivity situations with the teachers. Teachers and policy makers should consider providing learning supports to deal with students’ anxiety in the virtual learning context.

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