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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 1,903 Documents
 187   188   189   190   191 
Perceptions of Readiness for EMI Implementation: A Case Study of the Civil Engineering Department at Pontianak State Polytechnic Irene Anggraini; Nurul Fitriani; Indah Anjar Reski; Rika Riyanti
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i2.106846

Abstract

English Medium Instruction or EMI has proven to be able to improve higher educational institution competitiveness in the global era. This study is aimed at investigating management’s, lecturers’ and students’ perceptions on their readiness to overcome challenges in implementing EMI. This qualitative study examines the perception of management, lecturers, and students at the Civil Engineering Department on their readiness to face challenges in implementing EMI. The data was collected through semi-structured interviews with 3 population groups. The number of participants were 15 in total. The data was analyzed through coding, based on the themes retrieved from the interview result. The result of this study reveals that most of the participants are not ready to implement EMI as many lecturers realize that their English proficiency is not sufficient for teaching in English. Furthermore, the management is not sure about the direction on how to implement EMI and the resource material is very minimal, with no policy from top management. Meanwhile, most students are not ready to be in the EMI classroom, as they were not confident with their English proficiency. Additionally, this research comes with some recommendations as well, such as lecturers and students suggesting using partial EMI implementation in the classroom. Lecturers also recommend that lecturers who are ready to implement EMI in their classroom, must start initial EMI classes.
Rhetorical Appeals of Indonesian EFL Students’ Presentations: An Aristotelian Triadic Analysis Nurul Inayah Mahmud; Feronica Talimpong; Erasari Pratiwi Pantow; Deisyi Anna Batunan
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i2.109949

Abstract

Persuasive competence plays a critical role in learning English as a Foreign Language (EFL), yet scholarship on how Indonesian university students employ rhetorical strategies to engage effectively in oral presentations remains sparse. Despite the extensive emphasis on written persuasive discourse among prior studies, little is known about how ethos, pathos, and logos are utilized in spoken academic discourses mediated by digital platforms. The researchers sought to address that gap by investigating Indonesian EFL students’ video-recorded presentations. The investigation operationalized a qualitative descriptive design in examining two YouTube videos, particularly probing into how the presenters employed Aristotelian persuasive pillars during their video-recorded presentation. Prior to the analysis, the presentation was transcribed verbatim, and the resultant transcripts were interpreted through the lens of Aristotle’s triadic framework. The researchers underscored three persuasive modes consistently operative, with logos identified as the most dominant move. The presenters were extensively concerned with using accurate definitions, classifications, structured sequencing, and rule-based explanations. Ethos is constructed implicitly through accuracy, organization, and professional delivery. In contrast, pathos appears subtly through the use of polite tone, relatable examples, and attention to the audience. The findings further suggest that Indonesian EFL learners possess foundational rhetorical awareness but still struggle in applying the persuasive strategies evenly. Another challenge was concerned with the limited intentional use of emotional and credibility-based appeals. The study endorses the use of explicit rhetorical instruction in EFL speaking curricula as a measure to enhance students’ persuasive competence and a more balanced use of Aristotelian modes in academic communication.
EFL Students’ Self-Regulated Learning Behaviors in Using AI for Independent Learning: A Comparative Study Eka Fajar Rahmani; Mellisa Jupitasari; Yoana Afrimonima
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i2.110601

Abstract

This study examined Self-Regulated Learning (SRL) behavior among EFL students in Pontianak, Indonesia, based on the frequency of use of Artificial Intelligence (AI) tools in independent learning outside the classroom. Using a comparative survey design, 235 participants were divided into three groups: low (n=44), medium (n=124), and high (n=67) frequency users. Data were collected using a closed-ended Likert-type questionnaire with a 4-point scale ranging from never to always to indicate SRL behavior. Data were then analyzed using One-Way ANOVA and Tukey's HSD post hoc test. The analysis revealed a significant difference in total SRL between groups (F(2,232)=16.11; p<0.001)), with high frequency users achieving the highest score (M=3.81, followed by high users (M=3.48), and low users (M=3.35). Per-phase analysis revealed a consistent inverted U-shaped pattern across phases. In the planning (forward thinking) phase a significant difference was found (F(2,232)=13.73; p<0.001) with moderate users (M=3.49) outperforming low (M=3.11) and high users (M=3.05). Moderate users consistently showed high scores. Post-hoc analysis confirmed that the main difference lies between moderate users and low and high users across all SRL phases. These findings indicate a curvilinear relationship between frequency of AI use and SRL, with AI playing its most optimal role at moderate levels. This study concludes that moderate intensity of AI use is associated with the best self-regulation behaviors, with implications for the need for balanced integration of AI in self-directed learning outside the classroom context.
Exploring How Baamboozle Fosters EFL Learners’ Willingness to Communicate in One-on-One Settings Muthiah Afifah; Anita Triastuti; Ella Wulandari
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i2.111727

Abstract

This study investigates how the use of a digital game-based tool, Baamboozle, fosters learners’ Willingness to Communicate (WTC) in one-on-one English as a Foreign Language (EFL) tutoring contexts. The study aims to (1) describe the implementation of Baamboozle in individualized EFL instruction and (2) analyze how its consistent use promotes learners’ communicative engagement. A qualitative approach with a retrospective narrative design was employed, drawing on documentation-based reflection. The participants consisted of four EFL learners who received one-on-one, face-to-face tutoring over a one-year period. The data were collected from teaching artifacts, including lesson plans, instructional photographs, screenshots of Baamboozle activities, teacher reflective notes, and student performance records. The data were analyzed through iterative thematic analysis guided by WTC indicators, such as speech initiation, voluntary responses, turn-taking, utterance length, and communicative confidence. The findings revealed four key pedagogical processes that contributed to the development of learners’ WTC: (1) the creation of a low-anxiety communicative environment, (2) the provision of immediate feedback that enhances confidence, (3) the promotion of spontaneous turn-taking through structured interaction, and (4) the development of communicative habits through consistent practice. These results indicate that Baamboozle, when integrated systematically, serves as an effective pedagogical tool rather than merely a game, as it reduces psychological barriers and encourages active participation. The study implies that simple game-based tools can be strategically used to support communicative engagement in individualized learning contexts. In conclusion, the consistent and intentional use of Baamboozle can meaningfully enhance learners’ willingness to communicate in one-on-one EFL instruction.
Play, Sense, Speak: The Role of Audio-Visual-Haptic Input in Teenagers’ English Speaking through Mobile Legends Sartika Dewi Harahap; Rica Umrina Lubis; Orli Binta Tumanggor; Rahmad Husein
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i2.112021

Abstract

The increasing engagement of teenagers in mobile gaming offers new opportunities for informal language learning; however, the role of multisensory input in supporting English-speaking development remains underexplored. This study aims to examine and explore how audio-visual-haptic input in Mobile Legends shapes teenagers’ English-speaking practices. This research employed a qualitative approach with a phenomenological design to capture participants’ lived experiences. The participants were teenagers aged 12–18 years from Mandailing Natal Regency, selected purposively to represent varied gaming experiences. Data were collected through semi-structured interviews, gameplay observations, and documentation of in-game verbal interactions, and analyzed thematically. The findings show that multisensory input supports English-speaking development. Auditory input facilitates real-time interaction, visual elements enhance comprehension and vocabulary recognition, and haptic feedback strengthens engagement. These inputs promote fluency through rapid exchanges, increase confidence in collaborative settings, improve vocabulary recall through repeated contextual use, and enhance willingness to communicate as speaking affects team success. This study implies that multisensory digital environments can support authentic language use beyond classrooms. In conclusion, mobile gaming provides a meaningful context for developing teenagers’ English-speaking skills.
A Pragmatic Analysis of Politeness Strategies in WhatsApp Groups Tobias Gunas; Hieronimus Canggung Darong; Thi Loan Lam
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i2.112086

Abstract

This study aimed to analyze the politeness strategies used in WhatsApp Group communication among university students. The research employed a qualitative descriptive design with a pragmatic approach based on Brown and Levinson’s politeness theory. The participants of the study consisted of 25 students who actively interacted in an academic WhatsApp Group. The data were collected through documentation of naturally occurring conversations in the WhatsApp Group, including requests, reminders, greetings, apologies, suggestions, and discussions. The researcher functioned as the primary research instrument, while supporting instruments included observation notes, documentation sheets, and coding categories. The data were analyzed qualitatively through data reduction, classification, interpretation, and conclusion drawing based on the four categories of politeness strategies proposed by Brown and Levinson: bald-on-record, positive politeness, negative politeness, and off-record strategies. The findings revealed that all four types of politeness strategies were employed by the participants in WhatsApp Group communication. Positive politeness strategy was the most dominant strategy, accounting for 40% of the data, followed by negative politeness strategy (27%), bald-on-record strategy (20%), and off-record strategy (13%). The findings indicate that participants tended to emphasize solidarity, cooperation, friendliness, and harmonious interaction in digital communication. In addition, the study found that contextual factors and digital communication features such as emojis and informal expressions contributed to the realization of politeness strategies. Overall, this study confirms that politeness remains an important aspect of interpersonal communication in technologically mediated interaction and demonstrates the relevance of pragmatic analysis in understanding digital communication practices.
Exploring Elementary School Students' Vocabulary Acquisition Needs: Spinning Wheel Game As Supplementary Media Grishelda Safa Kamila; Devinta Puspita Ratri
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i2.113424

Abstract

This study investigates the use of the Spinning Wheel Game as a supplementary media to support English vocabulary acquisition among elementary school students. Vocabulary learning is essential for language development, particularly at early education levels. Using a descriptive qualitative approach with a phenomenological design, this research involved second-grade students and an English teacher. Research data were collected through semi-structured interview technique and classroom observation activity to explore students' engagement, motivation, and preferences while learning with the game. Data were analyzed using the interactive qualitative analysis model of Miles and Huberman, involving data condensation, data display, and conclusion drawing, while methodological triangulation was employed to enhance the trustworthiness of the findings. The findings showed that the Spinning Wheel Game enhanced student interest, confidence, and participation. Students preferred interactive and visually engaging media over traditional textbook-based methods. Even passive students became more active during lessons. Despite some technical challenges, such as limited digital skills and access to devices, the game proved effective in creating an enjoyable and inclusive learning environment. The study concluded that game-based learning using tools like the Spinning Wheel can serve as a powerful strategy to improve vocabulary learning outcomes for English young learners
Linking Sociocultural Differentiated Instruction With Motivation and Higher-Order Thinking in Indonesia EFL Classrooms Muhamad Yahrif; Sabaruddin Sabaruddin; Suharti Siradjuddin
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i2.113705

Abstract

This study examines the relationship between Sociocultural-Based Differentiated Instruction (SCDI), student motivation, and higher-order thinking skills (HOTS) in Indonesian EFL classrooms within the Merdeka Belajar curriculum. While differentiated instruction has been widely implemented to address learner diversity, empirical evidence linking sociocultural differentiation with motivation and higher-order thinking in EFL contexts remains limited. Employing a convergent parallel mixed-methods design, quantitative data were collected from 184 junior high school students through a Likert-scale questionnaire, while qualitative insights were obtained from in-depth interviews and focus group discussions involving 8 English teachers and 8 students from two public schools. Quantitative findings revealed strong positive correlations between sociocultural-based differentiation, students’ motivation and engagement, instructional relevance, learning outcomes, and higher-order thinking skills (r = 0.60–0.74, p < .01). An independent-samples t-test further indicated a significant difference in perceived relevance and adaptation across school contexts (p < .05). Qualitative findings corroborated these results, demonstrating that culturally grounded instruction enhanced learner identity, participation, and critical reflection. The study contributes a conceptual and empirical linkage between sociocultural differentiation and higher-order learning processes in EFL classrooms. The findings offer pedagogical implications for culturally responsive teaching practices and EFL teacher development under the Merdeka Belajar framework. Therefore, the purpose of this study is to examine how Sociocultural-Based Differentiated Instruction (SCDI) influences students’ motivation, learning relevance, learning outcomes, and higher-order thinking skills, as well as to explore teachers’ experiences in implementing SCDI within English language classrooms under the Merdeka Belajar curriculum.
Integrated Needs Analysis of English Courses for Pre-Service Primary School Teachers Abd Rajab; Ishaq Madeamin
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i2.114102

Abstract

This study investigated the integrated needs of pre-service primary school teachers in a Primary Teacher Education program for English courses. It focused on three interrelated domains: linguistic needs, academic study-skill needs, and character-related needs. A convergent mixed-methods needs analysis was conducted, collecting questionnaire data from 207 students, open-interview data from 5 lecturers, classroom observation data, and relevant course documents. Quantitative data were analyzed using frequencies, percentages, means, and category-based interpretation, while qualitative data were examined thematically to clarify students’ needs and the learning context. The findings show that students strongly recognized the importance of English for academic study, future employment, access to learning resources, and global and cultural understanding. However, their English proficiency remained uneven, particularly in speaking, writing, listening, vocabulary, and grammar. Limited vocabulary and weak command of grammar were identified as major barriers to expressing ideas accurately and confidently. The findings also reveal strong needs for independent learning, small-group work, digital learning, regular feedback, project-based tasks, and individualized support. In addition, students expected English courses to integrate character values, especially responsibility, honesty, discipline, collaboration, empathy, and creativity. The study concludes that English courses for pre-service primary school teachers should be redesigned through an integrated curriculum framework that combines language development, academic learning strategies, digital and collaborative tasks, formative assessment, and character education.
Mobile Augmented Reality for Early English Vocabulary Acquisition: A Systematic Review Asih Rosnaningsih; Yudi Juniardi; Udi Samanhudi; Aidil Syah Putra; Aiman Danial Bin Mohd Zaulkarnin; Lukman Nulhakim
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i2.114301

Abstract

This systematic review investigates the effectiveness, usability, and implementation of mobile augmented reality (AR) applications for English vocabulary acquisition. Using PRISMA guidelines, 33 studies were identified across major academic databases. The review categorizes mobile AR applications into three types gamified, contextualized, and lexical-database-based and examines their pedagogical design, target learner groups, and learning outcomes. Results show that mobile AR enhances vocabulary knowledge, retention, and transfer to other language skills such as reading and writing. Gamified and contextualized AR tools significantly improve learners’ motivation, engagement, and enjoyment, supporting a learner-centered and interactive approach. Usability assessments indicate a generally positive user experience, although accessibility issues related to device compatibility and digital divides such as mobile device availability, internet network accessibility, and lack of digital literacy persist among learners. Despite promising findings, methodological weaknesses such as small sample sizes and inconsistent assessment tools limit generalizability. Future research should address these limitations through longitudinal, large-scale studies and improved standardization of vocabulary knowledge measures. Overall, mobile AR presents substantial pedagogical potential for enriching English vocabulary learning through immersive English learning experience.

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