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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
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Students’ Responses to the Implementation of Role Play in Learning Greetings and Manners in an EFL Boarding School Yanuarista Sukranekaputri; Weningtyas Parama Iswari; Noor Rachmawaty
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.v14i1.109747

Abstract

This qualitative study examines how students responded to the use of role play in learning greetings and manners in an EFL classroom at a boarding junior high school. Data were gathered from three main sources: classroom observations that focused on students’ communicative performance, teachers’ reflective notes that recorded social and interactional responses, and students’ written reflections that captured their personal experiences of the learning process. The findings were grouped into three main themes. First, students’ communicative performance showed gradual improvement across learning sessions, particularly in vocal clarity, intonation, and their awareness of when to use formal or informal expressions. Second, role play encouraged positive social and interactional behaviors, including cooperation, peer support, and the emerging use of appropriate non-verbal cues during interaction. Third, students described role play as an engaging and meaningful activity that helped them understand how language is used in real-life situations, even though they still faced challenges such as limited vocabulary and initial anxiety. Based on these findings, it can be concluded that role play generated positive linguistic, social, and affective responses from students while providing a supportive space for developing communicative competence in learning greetings and manners. The results further indicate that role play can function as an effective pedagogical approach for promoting contextualized language use and sustained student engagement in EFL classrooms.
Formative Speaking Assessment and Its Role in Supporting EFL Students’ Learning Sunoko Setyawan; Titik Rahayu; Nara Sari
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.v14i1.110064

Abstract

This study aimed to explore formative speaking assessment practices and their role in supporting EFL students’ learning in a Speaking for Instructional Purpose course. A qualitative descriptive research design was employed and conducted with third-semester undergraduate students in an English Education program at a public university in Indonesia. Data were collected through classroom observations, document analysis, and an open-ended student questionnaire. Classroom observations were used to examine how formative speaking assessment was integrated into instructional activities, while document analysis focused on assessment criteria and feedback practices. The questionnaire was administered to capture students’ perceptions of how formative assessment supported their learning. The data were analyzed through data reduction, data display, and conclusion drawing. The findings revealed that formative speaking assessment was systematically embedded in speaking instructional activities and functioned as a learning-supportive process rather than merely an evaluative tool. Improvement-oriented feedback helped students understand speaking expectations, reflect on their performance, and actively engage in learning activities. In addition, formative assessment contributed to increased confidence and participation in speaking tasks. These findings indicate that formative speaking assessment plays a significant role in supporting EFL students’ learning processes when it is closely aligned with instructional goals
Developing Metacognitive ESP Module to Enhance Motivation for Riau Islands Tourism Village Guides Siska Amelia Maldin; Tito Pratama
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.v14i1.110856

Abstract

Tourism village guides in the Riau Islands increasingly require advanced English communication skills to meet the demands of authentic guiding contexts, alongside effective learning strategies that support professional performance. However, many guides continue to encounter challenges such as limited vocabulary range, inconsistent fluency, low communicative confidence, and inadequate self-regulatory learning skills. These conditions highlight the necessity for instructional materials that integrate linguistic development with metacognitive awareness. This study aims to design and evaluate a metacognition-based English for Specific Purposes (ESP) module to enhance learning motivation and learner autonomy among tourism village guides. Employing a quantitative research and development approach, the study involved 70 participants in the needs analysis phase, followed by module development, expert validation, and a two-week implementation with five selected guides. Data were collected through pre- and post-tests and perception questionnaires. The findings reveal limited engagement in planning, monitoring, and self-evaluation strategies prior to the intervention. Statistical analyses indicate significant improvements in metacognitive awareness and learning motivation following the module’s implementation. Expert review further confirmed the module’s validity, authenticity, and pedagogical relevance.
Beyond Automated Feedback: An AI-Assisted Pedagogical Framework for Academic Writing in EFL Contexts Tiara Noviarini; Mark Philip Castillo Paderan; Fini Widya Fransiska; Zohri Hamdani; Musiman Musiman
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.v14i1.111002

Abstract

Academic writing is a fundamental competence for students of English Education programs, yet many EFL students continue to experience persistent difficulties in organizing ideas, maintaining coherence, revising drafts, and applying academic conventions. At the same time, the increasing use of artificial intelligence (AI) tools in writing has raised pedagogical and ethical concerns due to their largely unstructured use. This study aims to develop a pedagogically grounded framework for integrating AI into academic writing instruction in an EFL teacher education context. The study employed a Research and Development approach with a design-based research orientation. Data were collected through a needs analysis questionnaire administered to students, semi-structured interviews with lecturers, and document analysis of academic writing tasks. The proposed framework was evaluated through expert validation and a limited practicality test involving lecturers and students. The results of the needs analysis indicate that students require structured guidance across all stages of the writing process, particularly in revision and formative feedback. Expert validation results demonstrate that the developed framework is pedagogically feasible, conceptually clear, and contextually relevant to EFL academic writing instruction. In addition, the practicality test shows that the framework is perceived as applicable and supportive of both student autonomy and lecturer guidance. This study does not measure learning effectiveness but provides a validated pedagogical design for responsible AI integration. It is recommended that lecturers adopt structured AI-guided writing frameworks to support formative feedback and that future research examine the effectiveness of the framework through experimental or longitudinal studies.
The Impact of Using a Translanguaging Strategy Assisted by the DingTalk Platform on Students' Academic Writing Skills Herlina Lindaria Simanjuntak
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.v14i1.111451

Abstract

One of the obstacles in learning to write in English is adjusting the linguistic knowledge of the first language to English, so an appropriate strategy is needed. The purpose of this study was to investigate the impact of a translanguaging strategy assisted by the DingTalk platform on the students' academic writing skills. This research was based in a multilingual context, utilizing students' linguistic scaffolding in a virtual environment. This mixed methods study combined quasi-experimental and qualitative investigations involving 200 university students. Participants were divided into two groups: The experimental group received DingTalk platform-assisted translanguaging strategy intervention, while the control group received traditional teaching. The instruments used were an english language competency test, an academic writing composition assessment rubric, interview questions, and the DingTalk platform. Data analysis used descriptive analysis, independent sample t-tests, and ANOVA. The research findings indicate that the DingTalk platform-assisted translanguaging strategy improved academic writing skills (content, organization, vocabulary usage, grammar, and mechanics). In addition, the intervention also created positive perceptions in cognitive and affective aspects during the process of learning english as a second language. This improvement occurred because the translanguaging strategy facilitated students' optimization of linguistic knowledge from their first language, Indonesian, and adaptation to English grammar. Furthermore, DingTalk platform features also contributed to the quality of students' academic writing, such as immersive features, feedback, autocorrect, and discussions that corrected errors, thus improving students' academic writing skills. This study implies that the integration of pedagogy and technology can improve writing skills in second language learning.
The Use of AI Writing Assistance for Academic Writing: Investigating the Introduction Section of Research Articles Written by EFL Students Aini Nabila Ikhwanudin; Bambang Yudi Cahyono; Niamika El Khoiri
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.v14i1.111661

Abstract

This study investigated the utilization of AI writing assistants by EFL students in constructing the research article introduction section, specifically focusing on the application of Swales’ Create a Research Space (CARS) model. The research aimed to evaluate the extent of AI integration, the rhetorical quality of the introductions, and students’ perceptions of AI-mediated writing. A descriptive qualitative method was employed in this study, involving the analysis of 33 student manuscripts and semi-structured interviews. Data were collected using Turnitin AI detection reports and a rhetorical analysis checklist. The results revealed that while the majority of students demonstrated a strong grasp of establishing a research territory ( Move 1), significant challenges remained in establishing and occupying a niche (Moves 2 and 3). Turnitin analysis indicated that most students utilized AI strategically for linguistic refinement and structural scaffolding, with only a small minority exhibiting high dependence. Furthermore, participants perceived AI as a vital tool for enhancing writing efficiency, coherence, and grammatical accuracy. Based on these findings, it was concluded that AI functions effectively as a pedagogical scaffold that supports systematic writing; however, integrating critical AI literacy is essential to ensure that students maintain authorial agency and avoid uncritical reliance.
How E-Portfolio Facilitates Deep Learning in the Speaking Course of Second-Semester EFL Students Ni Luh Komang Tria Prismayanti; Shabnam Heydarzade; I Wayan Heka Arcana Putra
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.v14i1.112272

Abstract

Speaking is one of the most crucial skills in English language learning as it enables learners to communicate ideas effectively. However, many EFL students still experience difficulties in developing their speaking performance due to limited engagement and surface-level learning during the learning process. Previous studies have primarily examined the use of e-portfolios as assessment tools or reflective platforms, with limited attention to their role in facilitating deep learning in speaking courses. Moreover, how e-portfolios support the integration of mindful, meaningful, and joyful learning under the concept of deep learning in improving students’ speaking performance remains underexplored. Therefore, this study investigates how e-portfolios facilitate deep learning in the speaking course of second-semester EFL students by integrating mindful, meaningful, and joyful learning. Using a qualitative phenomenological design, data were collected from ten students through document analysis, such as videos, peer feedback, reflections, and semi-structured interviews, and were thematically analyzed. The findings revealed that e-portfolios promoted mindful learning through reflection and awareness of progress, meaningful learning through connections between tasks and students’ real-life experiences, and joyful learning through motivation, confidence, and satisfaction. Although students faced challenges such as limited time and emotional discomfort in giving or receiving feedback, the overall results showed that e-portfolios effectively fostered a deeper, more reflective, and enjoyable learning experience in speaking courses.
Enhancing Self-Regulated Learning through Task-Based Language Teaching in English Speaking among Pre-Service Teachers Faidah Yusuf; Ahmad Ardillah Rahman
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.v14i1.112794

Abstract

This study addresses the limited research on the relationship between Task-Based Language Teaching (TBLT) and self-regulated learning (SRL) among pre-service teachers, despite the importance of SRL in supporting independent English learning. This mixed-methods study aims to examine how TBLT contributes to the development of SRL in English-speaking courses. Quantitative data were collected from 117 first-year students enrolled in bilingual classes at Universitas Negeri Makassar, Indonesia, and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). To complement the findings, semi-structured interviews were conducted with eight selected participants. The results indicate that responsibility and initiative are the most significant predictors of SRL, suggesting that students are more likely to regulate their learning when tasks require active engagement and personal accountability. In contrast, understanding of materials, evaluation, and reflection show positive but non-significant effects. Qualitative findings support these results, revealing that task-based activities promote time management, goal setting, and independent learning behaviors. However, reflection practices were often informal and lacked structured guidance, which may explain their limited contribution to SRL. These findings suggest that TBLT can effectively enhance SRL when tasks are designed to promote responsibility, initiative, and structured reflection. The study highlights the importance of autonomy-supportive task design and guided reflective practices in fostering self-regulated learning among pre-service teachers.

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