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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 1,873 Documents
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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.
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.

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