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 1,873 Documents
 184   185   186   187   188 
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.
Enhancing Reading Skills through Visualizing Strategies: A Fresh Approach for English Education Students at Kuningan University Thamrin, Nani Ronsani; Darmawan, Erlan; Irawan, Dede
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.v13i1.91002

Abstract

Reading comprehension remains a challenge for many English as a Foreign Language (EFL) students, particularly in engaging with and understanding texts effectively. Traditional teaching methods often fail to encourage active participation and critical thinking, resulting in low motivation and limited comprehension skills. To address this gap, this study investigates the implementation of visualizing strategies to enhance reading comprehension skills among English Education students at Universitas Kuningan. Visualizing strategies encourage students to create mental images of the text, fostering deeper engagement and understanding of the material. The research employed a qualitative approach within a collaborative action research (CAR) framework, involving 14 students as participants. Data collection methods included classroom observations, student reflections, and pre-and post-test assessments of reading comprehension. The findings indicate that integrating visualizing strategies into reading instruction significantly improved students' comprehension of folktale texts. Students demonstrated enhanced abilities to identify main ideas, draw cultural connections, and confidently articulate their understanding through discussions and retelling activities. The pre-test average score of 59.4 increased to 85.7 in the post-test, with all students exceeding the Minimum Mastery Criterion (MMC) of 75. Participants also reported increased motivation and enjoyment, attributing their progress to the strategy's interactive and engaging nature. This study recommends a broader application of visualizing strategies in English language education to support comprehension and engagement across diverse text genres. Further research is suggested to explore its adaptability and impact in different educational contexts..
Research Status of Artificial Intellegence in Education: A Systematic Literature Review (SLR) Kayyis, Rahmatika
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.v13i1.91318

Abstract

The study on Artificial Intelligence (AI) in education highlights key findings that enhance understanding of the topic. It emphasizes the rapid growth of AI applications since 2015, focusing on intelligent tutoring systems, personalized learning environments, and administrative support. These applications show AI's potential to improve learning experiences and educational processes. Another significant finding is the rising importance of AI literacy and ethical considerations in education, with a shift in research towards addressing challenges related to preparing students for an AI-driven world. Keywords like "AI literacy," "effect," and "problem" reflect these concerns. The study also notes that while developed countries lead in AI research, emerging regions offer unique, localized insights. The interdisciplinary nature of AI research spans fields like neuroscience, social sciences, and computer engineering, aiming to align AI systems with human values. Using a systematic literature review and data visualization, the study offers valuable insights to optimize AI's potential in education.
The Students' Perceptions of AI-Generated and Teacher Feedback in English Writing Skills: A Comparative Study Perdana, Indra; Bungai, Joni; Ilham, Ilham
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.v13i1.92668

Abstract

Both AI and teacher feedback have benefits in improving students' writing skills. However, there are still differences in perception about the effectiveness of each type of feedback in helping students develop their writing abilities. This study aims to compare students' perceptions of the effectiveness of feedback provided by AI and teachers in enhancing writing skills. A descriptive-quantitative research method was used to conduct a survey among 62 eleventh-grade students in Palangka Raya. A Likert scale assessment was used in the questionnaire to evaluate ten indicators, including unity, coherence, content development, grammar, vocabulary, mechanics, personalization ability, response speed, feedback reception, and alignment with learning objectives. The data were analyzed using descriptive statistics and the Wilcoxon signed-rank test, revealing various findings. The results indicate that AI is superior in terms of unity, content development, grammar, mechanics, and response speed, while AI and teachers are considered equally effective in coherence, personalization ability, and alignment with learning objectives. Both sources also show nearly equal effectiveness in vocabulary and feedback reception. In conclusion, AI plays a crucial role in providing fast and structured feedback, yet the teacher's role remains essential in more personal and contextual aspects, highlighting the importance of balancing technology and human interaction in education.
Investigation of Factors Influencing EFL Students’ Satisfaction in Online Learning: A Literature Review Santosa, Made Hery; Yasa, I Gede Bayu Kartika
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.v13i1.92953

Abstract

The rapid transition to online learning, accelerated by the global pandemic, has significantly influenced students' satisfaction with their educational experiences, particularly among English as a Foreign Language (EFL) learners. This literature review aims to synthesize key themes related to EFL students' satisfaction in online learning environments. Employing a systematic literature review methodology, nine empirical studies were investigated based on rigorous inclusion criteria, ensuring a comprehensive analysis of the topic. Thematic analysis was utilized to identify and interpret emerging themes from the selected studies. The findings indicate that EFL students' satisfaction is shaped by six critical factors, namely facilities, flexibility, interaction, instructor quality, learning outcomes, and the overall learning environment. Each of these factors plays a pivotal role in enhancing or detracting from the online learning experience. The discussion highlights the interconnectedness of these elements, suggesting that a holistic approach is necessary for improving student satisfaction in the online learning context. Educational institutions and instructors must prioritize these factors to optimize online learning experiences. The results highlights the importance of adapting teaching methodologies to meet the evolving needs of EFL students in a digital landscape. Future research should explore the long-term implications of these findings, particularly in developing innovative strategies that foster engagement and satisfaction in online learning contexts. By addressing these areas, stakeholders can significantly enhance the quality of online education, ensuring it remains effective and responsive to student needs in the post-pandemic era.
The Impact of Learning Management Systems (LMS) on University Students' Language Skills Sarwadi, Sarwadi; Huda, Sayaiful; Mujtahidin , Mujtahidin; Rahman, Bohri
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.v13i1.93390

Abstract

The use of Learning Management System (LMS) has become an important part in supporting learning in higher education. The main problem underlying this research is the limited understanding of the impact of LMS on the development of students' language skills, especially at the higher education level. This study aims to explore the impact of LMS on the development of students' language skills. Qualitative research methods with a case study approach are used to deeply understand the experiences of students and lecturers in using LMS. By triangulating data collected from observations, interviews, and document analysis, this study attempts to present a comprehensive picture of the implementation of LMS in language education. The data obtained in this study were analyzed thematically. The results of the study indicate that LMS features such as discussion forums, collaborative assignments, and automatic feedback contribute significantly to improving students' writing, speaking, and reading skills. In conclusion, LMS plays an important role in supporting the development of language skills, but the optimization of the use of these features needs to be considered. This study is expected to provide insight for teachers and LMS developers in creating more effective learning strategies.
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

Page 186 of 188 | Total Record : 1873

 184   185   186   187   188 

Filter by Year

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