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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
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Thinking in English, Reasoning in Context: A Mixed-Methods Longitudinal Inquiry into Critical Thinking Emergence Through Microlearning-CLIL in Vocational ESP Rigel Sampelolo; Farland D Valera; Nehru P.Pongsapan; Agustinus Salu
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.v14i2.114765

Abstract

Vocational students are increasingly expected to interpret technical information and make evidence-based decisions in English, yet vocational ESP instruction often separates language practice from higher-order reasoning. This study examined changes in critical thinking associated with a 16-week Microlearning-CLIL model among 34 Grade XI Light Vehicle Engineering students at SMKN 4 Tana Toraja, South Sulawesi. A concurrent mixed-methods design combined a Watson-Glaser Critical Thinking Appraisal (W-GCTA) administered at Weeks 1, 4, 8, 12, and 16 with classroom observations, semi-structured interviews, and student-document analysis. The primary pretest-posttest comparison using the Wilcoxon Signed-Rank Test showed a statistically significant increase (Z = -5.01, p < .001, r = .86), with mean scores changing from 42.3 (SD = 8.7) to 64.8 (SD = 6.2). Reflexive thematic analysis generated four themes: development of analytical reasoning through authentic automotive content, strengthened linguistic agency and professional identity, pedagogical value of microlearning segmentation, and a shift toward facilitative teaching. Taken together, the findings indicate an association between implementation of the model and the development of critical thinking and professional language use. Because the study employed a single group without a comparison condition, the results are interpreted as within-group change rather than definitive causal evidence
Investigating EFL Students’ Views on TOEIC Preparation and Test Readiness in Indonesian Vocational Contexts Ratna Widya Iswara; Christian Nataniel Yosua Purba; Fitria Nugrahani
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.v14i2.114950

Abstract

Vocational polytechnics across Indonesia utilize the TOEIC as both a graduation requirement and a professional credential, making it an important benchmark for students' academic and career development. However, limited research has explored students' perceptions of TOEIC preparation and their readiness to take the test. This study employed a survey involving 141 EFL students from four departments at an Indonesian polytechnic. Quantitative data from Likert-scale items were analyzed using descriptive statistics, while responses to an open-ended question were analyzed using thematic analysis. The findings indicate that students recognized the professional importance of the TOEIC and generally viewed institutional preparation positively. However, they reported difficulties in understanding rapid speech with different accents, mastering technical vocabulary, and completing reading tasks within the allotted time. Although the preparation courses were considered helpful, students consistently highlighted the need for more authentic practice, particularly through strategy-based activities, full-length mock tests, and timed exercises that resemble actual TOEIC conditions. While students' perceptions of the TOEIC, the Listening Section, and the Reading Section did not differ significantly across departments, perceptions of TOEIC preparation showed a significant departmental difference. These findings suggest that TOEIC preparation programs should place greater emphasis on performance-oriented practice to better support students' readiness for high-stakes English proficiency tests.
AI-Assisted Reflective and Collaborative Writing in an Indonesian EFL Essay Writing Class: A Qualitative Case Study Musiman Musiman; Hesti Hesti; Tiara Noviarini; Mark Philip C. Paderan
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.v14i2.115162

Abstract

Academic essay writing plays a crucial role in English as a Foreign Language (EFL) higher education as it fosters critical thinking, academic literacy, and disciplinary communication skills, while recent developments in generative artificial intelligence (AI) such as ChatGPT and Grammarly have reshaped writing pedagogy through automated feedback and language support. This study aims to explore how AI-assisted reflective and collaborative writing is implemented and experienced in an Indonesian EFL essay writing classroom. A qualitative case study design was employed involving 24 undergraduate students and one lecturer in an Essay Writing course. Data were collected through classroom observations, semi-structured interviews, reflective journals, and writing artifacts, and analyzed using thematic analysis. The findings reveal that AI functions as a mediational scaffold that supports idea generation and language refinement, while students actively engage in collaborative negotiation to evaluate AI-generated feedback during writing tasks. Reflective writing emerges as a key mechanism for developing metacognitive awareness, enabling students to critically assess revisions and writing decisions. Furthermore, learner agency is evident in students’ ability to accept, modify, or reject AI suggestions based on peer discussion and contextual judgment. The study is grounded in Sociocultural Theory and Process Writing Theory, highlighting writing as a socially mediated and recursive process shaped by interaction among AI tools, peers, and reflection. The study concludes that integrating ChatGPT and Grammarly into EFL writing instruction enhances reflective and collaborative writing practices when supported by critical pedagogy, offering important implications for designing AI-informed writing instruction in higher education contexts.

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