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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 1,888 Documents
 185   186   187   188   189 
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; Feisal Aziez; Rimajon Sotlikova
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
A Quantitative Study on The Relationship Between Student Engagement and English Achievement Jabal Shofan Shofa; Mauly Hikmat; Abdillah Nugroho
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i1.102215

Abstract

Students’ engagement in class, play a pivotal role in shaping their academic performance and believed to be the main contributor to immediate and future academic achievement. Thus, this study aim to explore whether students’ engagement in English class has a significant impact on their English achievement. The researcher used quantitative research with survey-based technique. The researcher used purposive sampling by choosing 9th grade. It involved  47 students, devide into two classes. 24 students in 9A are male students and 23 students in 9B are female students, all enrolled in  Muhammadiyah Daarul Arqom Junior High School in academic year 2024/2025. The researcher use Student Engagement Instrument (SEI) from the University of Minnesota to measure students’s engagement level in classroom. And  collected students English achievement from their Report card. The result from this research is statistically analyzed using IBM SPSS Statistics 25 with Pearson correlation test, showing the r-obtained of 9A students is 0.884 and 9B students is 0.917, were higher than r-table 0.515 for 24 subjects and 0.526 for 23 subjects. Which mean, there is a strong correlation between students’ engagement level in English class and students’ English achievement. Further discussion will be explained in this study
Intercultural Citizenship in Indonesian EFL Higher Education: Exploring Students and Teachers’ Perception and Teaching Praxis Deisyi Anna Batunan; Józef Trzebuniak
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i1.102859

Abstract

Research into intercultural citizenship (IC) has emerged since the last decade, yet teachers’ and students’ perspectives towards IC construct and teachers’ teaching praxis to address IC have been surprisingly absent from this body of literature. This investigation was intended to fill this empirical lacuna. Drawing on a survey with both 100 students majoring in English education and 10 teaching staff from a state-owned university located in the eastern part of Indonesia and on a semi-structured interview with 10 students and 10 lecturers, the study focused on how teachers and students perceived IC construct and what action to take as an intercultural citizen and how teachers delivered IC-laden instruction in their daily teaching praxis. In particular, teachers' and students’ beliefs and experiences as well as teachers’ instructional strategies were explored. The data revealed that students and teachers had an impartial understanding of the IC construct. Furthermore, from the teachers’ side, this suboptimal understanding of IC dimensions, inter alia, communication, knowledge, and attitude, governed how teachers delivered incomprehensive IC-laden instruction and thus adversely influenced how students constructed their beliefs, even more so with the absence of civic action in teaching IC. As a pedagogical implication, the authors suggest how to incorporate IC into regular instruction at both theoretical and practical levels through specific designs of task, text, and test and through the empowerment of teachers’ professional development
Improving Writing Skill of Non-English Department Students Using AI (A Case Study on The Effectiveness of ChatGPT) Tri Wahyuni; Nurlailatul Aqromi
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i1.103686

Abstract

The integration of Artificial Intelligence (AI) into education has gained increasing attention, particularly in enhancing writing skills for non-English department through English for Specific Purposes (ESP). This study examines the effectiveness of ChatGPT in improving writing quality, with a specific focus on clarity, coherence, and accuracy. Employing a quasi-experimental design, the research compares an experimental group using ChatGPT with a control group following traditional writing instruction. Data were collected through writing assessments, surveys, and interviews. The findings indicate a significant improvement in the experimental group’s writing performance, especially in clarity and coherence, alongside greater confidence and autonomy fostered by personalized feedback from ChatGPT. The study contributes to the growing body of literature on AI-assisted language learning by highlighting ChatGPT’s potential as a supportive tool for writing instruction, while emphasizing the continued importance of lecturer’s guidance to complement automated suggestions. Further research is needed to explore AI applications in more specialized disciplines and to assess their long-term impact on writing development
Brain Rot and Students Motivation: A Study of Impacts, Contributing Factors, and Digital Literacy-Based Solution Design Marissa S. Tupamahu; Sherly Gaspersz; Claudia Debora Boekorsyom
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i1.103958

Abstract

This study examines the relationship between brain rot and students’ learning motivation by analyzing its impacts, contributing factors, and digital literacy-based solutions. A mixed-methods approach was employed, involving 120 senior high school students from four public and private schools in Sorong, Southwest Papua. Quantitative data were collected through a structured questionnaire measuring brain rot exposure and learning motivation using Likert-scale items. Descriptive statistics and Pearson’s Product-Moment Correlation were applied to examine the strength and direction of the relationship between variables after testing normality assumptions using the Kolmogorov-Smirnov test. Qualitative data were gathered through focus group discussions and semi-structured interviews. Thematic analysis following Braun and Clarke’s six-phase framework was used to identify recurring patterns, supported by triangulation and member checking to ensure trustworthiness. The Pearson correlation analysis revealed a very weak and non-significant relationship between brain rot and learning motivation (r = 0.051; p = 0.583), indicating that brain rot is not a strong linear predictor of students’ motivation. In contrast, the qualitative findings revealed a more nuanced picture. Excessive use of social media, particularly Instagram and TikTok, contributed to symptoms of brain rot, such as fatigue, lack of concentration, academic procrastination, and decreased intrinsic motivation. On the other hand, students also reported positive experiences, including exposure to motivational content, the use of videos and animations as alternative learning media, and the integration of academic tasks into social media, which enhanced engagement and motivation. These findings highlight the paradoxical role of brain rot: while it may hinder focus and persistence, it also holds potential as a creative and engaging learning resource when used effectively. The study concludes that the relationship between brain rot and learning motivation is contextual rather than linear, shaped by students’ self-regulation and digital literacy. Accordingly, educators are encouraged to design structured digital literacy programs that redirect social media use from passive consumption toward productive practices that foster academic achievement.
Exploring Self-Efficacy, Attitude and Teaching Motivation as Predictors of ESP Teaching Intention among Pre-Service Early Childhood Teachers Yuniarti Yuniarti; Ryani Yulian
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i1.105616

Abstract

The growing demand for professional early childhood teachers capable of integrating English instruction has increased the need for educators with strong pedagogical and psychological readiness. However, research exploring pre-service teachers’ intention to teach English for Specific Purposes (ESP) in early childhood contexts remains limited, especially in non-English-major programs where English is taught as a supporting subject. This study investigated the mediating role of teaching motivation in the relationship between self-efficacy, attitude, and the intention to teach ESP among pre-service early childhood teachers. A total of 100 pre-service teachers from the Early Childhood Education Department at Universitas Muhammadiyah Pontianak participated in this study. Data were obtained through structured questionnaires and examined using the Partial Least Squares Structural Equation Modelling (PLS-SEM) approach. The results show that both self-efficacy and attitudes significantly affect teaching motivation, which in turn strongly predicts the intention to teach ESP. Teaching motivation also mediates the relationships between self-efficacy, attitude, and teaching intention. These findings emphasize the crucial role of motivation as a psychological bridge linking teachers’ beliefs and attitudes with their teaching intentions. The study enriches the existing research on ESP teacher preparation by highlighting the importance of motivational and affective factors in early childhood teacher education, and it suggests that teacher education programs should strengthen self-efficacy, foster positive attitudes, and enhance teaching motivation to better prepare professional early childhood teachers for effective ESP instruction.
Effectiveness of Using Virtual Reality (VR) Technology in Learning English for Specific Purposes (ESP) for High School Students Muhajir Muhajir; Ihramsari Akidah
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i1.105890

Abstract

The low ability of high school students in mastering English for Specific Purposes (ESP) lessons is caused by the dominance of conventional methods that are theoretical and less contextual. The urgency lies in learning innovations that can improve students' language skills and learning motivation. The aim is to analyze the effectiveness of using VR in ESP learning, evaluating its influence on student motivation and learning outcomes. The research approach uses a quantitative quasi-experimental design. The sample is two high school classes, each consisting of 33 students. Data were collected through tests via pre-test and post-test, learning motivation questionnaires and observations. Data analysis techniques were carried out using normality tests, homogeneity, one-way ANOVA, effect size and Pearson correlation with the help of SPSS 29.0. The results showed a significant increase in the experimental group compared to the control group, with the average learning outcome increasing from 66.12 to 85.45 and learning motivation reaching an average of 84.76. The effect size values ​​of 2.47 and 2.17 for motivation indicate a very large influence. There is a strong positive correlation (r = 0.782) between motivation and learning outcomes. Conclusion: The use of VR significantly improves the effectiveness of ESP learning and student motivation. Implications: The impressive integration of technology into the English curriculum creates interactive, contextual, and relevant learning.
The Impact of Using ChatGPT: Students’ Perspectives in an Indonesian Private University Yuli Ari Sandy; Paulus Kuswandono
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i1.109585

Abstract

This This study examined the impact of using ChatGPT on five postgraduate English education students at a private university in Yogyakarta, both the benefits and challenges. A qualitative approach was used in this research with open-ended questionnaires and semi-structured interviews to gather the data. The researcher applied NVivo and triangulation to analyze the data. This method allows the researcher to understand the perspectives of Indonesian higher education students when using ChatGPT. There are three specific challenges identified: 1) difficulty in creating appropriate prompts, 2) doubts about its validity and reliability, and 3) concerns about privacy and ethical issues. The benefits of using ChatGPT in their academic assignments are: 1) increasing creativity and critical thinking skills, and 2) enhancing collaborative learning. To mitigate these issues, this study highlights the significance of digital literacy in using ChatGPT ethically and effectively. These findings suggest that Indonesian higher education institutions should provide adequate training and establish balanced ethical guidelines. Addressing these challenges can create a more supportive learning environment and improve student outcomes and future career opportunities.

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