Jurnal Pendidikan Bahasa Inggris undiksha

Project-Based-Learning and Flipped Classroom Method on Students’ Reading Comprehension

Livia Dwi Mumtazah — 2024-08-31

Learning has been required to be innovative and digital-based with student-centered learning which ultimately with the Pancasila student profile they are able to express their ideas and thoughts in a project that will be exhibited to exchange information with other students. This study aims to analyze the effectiveness of the combination of project-based learning (PjBL) and flipped class (FC) methods on students' reading comprehension in high school. This study is a quantitative quasi-experimental study with nonequivalent to conduct an analysis consisting of an experimental class and a control class. The researcher used a data collection method by taking tests and conducting pre-test and post-test trials. Students' tryout scores were calculated using statistical formulas. This study reveals aspects of reading comprehension, determining the main idea (1), finding references (2), making conclusions (3), detailed information (4), and understanding vocabulary (5). This study involved 68 students from two classes and used a quasi-experimental design with a post-test only control design. Data were collected using a background knowledge test and a post-test. The results showed that the experimental class had a higher average score (81.03) than the control class (63.53). This study revealed that the combination of PjBL and FC methods is effective to be used as a learning media. The implication of this study is Integrating PjBL and FC in EFL reading teaching where the results obtained are able to improve active learning, positive student attitudes, and effective use of online learning resources, as well as encourage student participation and grades.

Exploring Gender Representation in Class 12 English Textbook used in Schools

Luther DBP Simatupang — 2024-11-13

Balanced representation of gender characters in English textbooks, especially in Senior High School, has become a hot topic nowadays, because textbooks not only teach about science but also instill socio-cultural ideologies, norms, and values into students. Therefore, the purpose of this study is to analyze the ratio of how men and women are represented in various contexts in textbooks for grade 12 of Senior High School. This study uses qualitative descriptive for critical analysis of images as a method to see the appearance of men and women in English textbooks using Critical Analysis with Visual Grammar Theory. The findings indicate that 1) in the frequency of appearance of men and women, it shows that, overall, female characters are more common than male characters, female characters are more than male with a proportion of 57.3% (70) compared to 42.7% (52 images). 2) In the socio-cultural context, the frequency of appearance of men and women is somewhat different, the frequency of appearance of female characters is more than men in the context of education, family and leisure, male characters are more than women only in the context of work. 3) Gender stereotypes are still found in this textbook, although there are more female characters than men, women are still associated with their gender stereotypes. Therefore, the textbook entitled English describes female characters more than women in terms of the ratio of their appearance and also in the ratio of the four socio-cultural contexts, but female stereotypes still appear in this textbook.

Intercultural Dynamics in English Language Learning at Islamic Schools: Impacts on Student Islamic Identity Construction in a Culturally Pluralistic Context

M. Ali Ghufron — 2024-08-31

The dynamics of intercultural communication and language acquisition are very important in Islamic schools, where English language learning intersects with the formation of students' Islamic identity. This study aims to analyze the intercultural dynamics in English language learning in Islamic schools and its impact on the construction of students' Islamic identity in a pluralistic cultural context. This study uses a qualitative approach with a case study method. The subjects of this study were students in grades X, XI, and XII in four selected schools, as well as English teachers who teach in these classes. Then, for in-depth interviews, subjects were selected purposively. The data for this study were collected through in-depth interviews and questionnaires. The research data were analyzed using thematic analysis. The results of the thematic analysis of the data indicate that students face significant intercultural challenges, including linguistic barriers, cultural misunderstandings, and limited exposure to English outside the classroom. These challenges often create tensions as students try to balance the pressure to adopt a global identity and maintain their local cultural and religious values. The findings of this study indicate that although most students considered the impact of English language learning on their Islamic identity to be neutral (having neither positive nor negative effects), a number of students experienced positive reinforcement or potential conflict in their identity construction.

Students' Computer Literacy Skill, Motivation, and Reading Comprehension in Eleventh Grade

Darmawan Budiyanto — 2024-08-31

Computer literacy, defined as the ability to effectively use computers and related technologies, is increasingly important in modern education. This study aims to analyze the relationships between computer literacy, student motivation, and reading comprehension among eleventh-grade students. A correlational research design was used, involving 300 students selected through stratified random sampling. Data collection was based on the International Computer and Information Literacy Study (ICILS) for assessing computer literacy, the Academic Motivation Scale (AMS) for measuring motivation, and the Gates-MacGinitie Reading Tests (GMRT) for evaluating reading comprehension. Statistical analyses, including Pearson correlation and multiple regression, were performed using SPSS software. Results showed significant positive correlations among computer literacy, motivation (both intrinsic and extrinsic), and reading comprehension. Computer literacy had a strong correlation with reading comprehension (r = 0.60, p < 0.01). Intrinsic motivation (r = 0.62, p < 0.01) and extrinsic motivation (r = 0.48, p < 0.01) also positively correlated with reading comprehension. Multiple regression analysis indicated that computer literacy (β = 0.42, p < 0.001) and intrinsic motivation (β = 0.38, p < 0.001) were significant predictors of reading comprehension, with extrinsic motivation contributing as well (β = 0.22, p < 0.01). The novelty of this research lies in its integrated examination of computer literacy, motivation, and reading comprehension. The findings underscore the importance of these factors in enhancing academic achievement.

Assessing Feedback Efficacy In Classroom Assessment: The Art of Grading With A Wink and A Nod

I Putu Andre Suhardiana — 2024-08-31

Although higher education used a range of assessment methods, yet there remains uncertainty about how effectively feedback is provided to students. This study focused on evaluating current feedback practices in classroom assessments within the English Language Education Study Program at the university level. The study, conducted as a descriptive quantitative study, involved 87 participants selected through stratified random sampling, comprising 8 lecturers and 79 students. Data was collected using a questionnaire and analyzed using SPSS software. Findings revealed that lecturers predominantly utilized class tests, exercises, and homework for evaluation, with a preference for essay and multiple-choice formats. Nevertheless, both lecturers and students identified challenges such as delays in returning graded tests, inefficient distribution of results, unclear explanation of errors, lack of student motivation for improvement, inadequate support for revisions, and ineffective communication of results to parents. Indeed, some lecturers provided feedback, guided students’ development, and used assessments for counseling purposes. Recommendations included monitoring assessment procedures, reducing lecturer workload to improve test preparation and grading, providing training on assessment methods, encouraging parental involvement, facilitating timely assessment plans aligned with the syllabus, and establishing mechanisms for monitoring progress.

Speaking Confidently: How Project-Based Learning Can Improve Student Communication

Ida Ayu Oka Purnami — 2024-11-13

Difficulty in speaking English fluently and confidently is one of the skills that language learners find difficult to master. Students from cultures with different communication styles or expectations may find it difficult to adapt to the conventions of conversation in English. Project-based learning has become a popular pedagogical approach in recent years. By providing students with opportunities to apply their knowledge in practice, project-based learning can improve students' motivation, creativity, and critical thinking skills. This study aims to analyze the application of project-based learning in improving students' engagement and learning outcomes in speaking skills. This study used classroom action research, collecting qualitative and quantitative data through speaking tests, as well as qualitative data through observation, pre-test, and post-test. The subjects in this study were thirty-one students from a private high school. The results showed that there was a significant positive effect of project-based learning on students' speaking ability, with an average post-test score of 84.70 and a difference between the average scores of cycle 1 and cycle 2 of 9.52, indicating that there was a significant effect of project-based learning on students' learning outcomes, meaning that there was a positive correlation between the application of project-based learning and the improvement of students' speaking performance. The results of this study strongly support the use of project-based learning as an effective teaching method to improve students' speaking skills.

Translation Solutions of Game Localization: Exclamative Utterances in The Genshin Impact Video Game

Bunga Sully Oktaviana — 2024-11-13

The burgeoning video game industry, localization has become a pivotal aspect of tapping into the global market. The rapid expansion of localization often leads to translators misinterpreting the storyline context within video games. This research aimed to analyze the typology and translation strategies used by translators to localize exclamative utterances in the video game Genshin Impact from English to Indonesia. This research employed a qualitative methodology with content analysis and document observation used as the approach. The study utilized Pym’s typology theory and Mangiron and O’Hagan’s translation strategies. The researchers collected 115 exclamative utterances from the video game Genshin Impact. The researchers found that translators only used six types of translation solutions to localize exclamative utterances including copying words, copying structure, perspective change, compensation, cultural correspondence, and text tailoring. Furthermore, the researchers also found that the translators only used three translation strategies in localized the exclamative utterances from English to Indonesian in the game Genshin Impact: proper names, culture-bound phenomena, and linguistic variation. The results showed that the translators demonstrated an understanding of the target language's culture that follows syntactic structures, language styles, and common expressions familiar to players. Future research is encouraged to develop further research on localization practices across different gaming genres to deepen the understanding of video game localization.

Motivation-regulation Strategies for English Academic Reading among Undergraduate Students at a Private University

Ave Lucia Nadeak — 2024-08-31

Engagement with academic texts is essential in undergraduate education, contributing significantly to students’ intellectual development and academic achievement. This study aims to analyze the strategies used by undergraduate students at a university to regulate their motivation in reading academic texts. This study specifically examines the use of motivation regulation strategies, including intrinsic and extrinsic goals, help-seeking behavior, peer collaboration, and self-regulation. A mixed-methods research design was used, combining quantitative and qualitative data collected through closed-ended and open-ended questionnaires from students of the English Education Study Program. The results showed a dominant reliance on extrinsic motivators, such as achieving high grades, while intrinsic motivation was relatively weaker. Students tended to seek help from peers more often than lecturers, and self-regulation techniques such as skimming and selective reading were commonly used. This study encourages the development of targeted interventions to enhance intrinsic motivation and improve support mechanisms for students who face difficulties in academic reading. It is recommended that educators encourage the use of a balance of intrinsic and extrinsic motivation strategies to facilitate deeper engagement with academic materials.

Global Insights into Idiom Teaching for English Language Learners: A 20-Year Bibliometric Review

Aura Bunga Tauhid — 2024-08-31

Idioms are a challenging yet essential subject in language learning, especially for English as a Foreign Language (EFL) learners. Although many studies have explored idiom teaching strategies, there has been little bibliometric analysis to track global research trends in this area. This study fills this gap by conducting a 20-year bibliometric analysis to gain a comprehensive view of the study of idioms in EFL teaching. The current study aims to analyze the number of publications produced, authors who have contributed, the number of countries producing articles, keyword trends to highlight emerging areas of interest, the most cited documents, and the most cited countries in articles on idiom teaching and learning. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) method was applied to analyze 131 articles published between 2004 and 2024 in the Scopus database using VOSviewer and Biblioshiny-R software, focusing on idioms in English language teaching and learning. The findings show a trend of article publications indicating an increasing awareness of this topic. Ahmadi A. is the author who produced the largest number of publications where significant contributions were found from countries such as Iran and China. The keywords that often appear include “idiom”, “culture”, and “translation” which highlight the importance of culture and translation in the discussion of idioms. In addition, the most cited article can be seen from Hayati's article and the most cited country is Iran. This study concludes that future research should further explore the integration of idiomatic expressions into language learning curricula.

The Effect of Using AI Google Voice Assistant on Grade 10 Students’ Speaking Skills at SMK Negeri Bali Mandara

I Komang Tri Mahartana — 2024-08-31

This study aims to know the effect of implementing AI Google Voice Assistant (GVA) on student’s speaking skills. The research employed an explanatory sequential mixed method with quantitative by using quasi-experimental and qualitative by doing interviews. The sample of the data is from grade 10 at SMK Negeri Bali Mandara and divided into two groups experimental and control groups. The experimental group is 22 students and the control group is 22 students. The data were collected from pre-test and post-test. Based on the statistical data analysis using SPSS, it was found the sig. (2-tailed is .096) which is higher than .005 meaning that there is no significant effect. The interview data using the RASE model showed that the students admitted that GVA is an interesting practical partner but cannot cover all of the aspects that can help students improve their speaking skills because of the familiarity principle where they are not familiar, comprehensive assistance in providing materials, and a lack of evaluative capability for their speaking skill. It can be suggested that the GVA does not have a significant effect on students’ speaking ability.

EFL Pre-Service Teacher’s Perception During Kampus Mengajar: A Case Study

Irwan Sulistyanto — 2024-08-31

Classroom management skills of prospective English as a second language (EFL) teachers are inseparable. Professionalism requires a balance between theoretical education in the classroom and real-world experience. This article aims to analyze the perceptions of pre-service EFL teachers during the Kampus Mengajar program. Three alumni of the 7th batch of pre-service EFL teachers who teach in Junior High Schools were purposively selected as the subjects of this study. This study used a descriptive qualitative design. To collect data, semi-structured interviews were used. The data analysis of this study used the interactive model of Miles and Huberman. The results of the study showed that pre-service EFL teachers had positive perceptions during the Kampus Mengajar program. However, there were also many challenges faced by the participants during Kampus Mengajar, namely (1) Difficulty in instructional materials, (2) student motivation, (3) technology integration, and (4) busy teacher schedules. In addition, there were also several strategies used by the participants to overcome these obstacles, such as maximizing preparation before teaching, using appropriate teaching strategies and technology integration, and having good teaching aids. Despite all that, the Kampus Mengajar program is recommended to be implemented as one way to improve faculty accreditation scores, an evaluation tool for the Independent Curriculum and an authentic experience for pre-service EFL teachers in the reality of school life.

“I’m Anxious when…”: Delving into Students’ Anxiety in EFL Online Instructions across School Levels

Made Hery Santosa — 2024-08-31

English instruction has been claimed to be challenging for some non-native students and with the addition of online environment, unpreprared students may experience anxiety, fear, or stress. This article aimed to analyse students’ anxiety across various school levels and explore their views from the anxiety components in EFL online instruction in Indonesia. Framed within a mixed methods research design, this study employed a large-scale survey of 928 students and an interview with 10 voluntary respondents. Data were collected using means of Foreign Language Classroom Anxiety (FLCAS) questionnaire and an interview guide. Using the validity check, 30 survey items were valid with a good fit (α=.89). Data from the questionnaire responses were analysed using SPSS to find frequencies of the respondents’ anxiety scores and categorized using Oetting’s Scale and the data from the interview transcripts were analysed using Interactive Model Analysis. The result showed students in various school levels were mildly anxious during the EFL online instruction. This means that students might be potentially anxious due to dynamic online learning situations when they attend their EFL instructions. Meanwhile, the interview revealed that they were anxious when having an English test and experiencing connection problems during online learning. They overcame them by learning the materials more and communicating their connectivity situations with the teachers. Teachers and policy makers should consider providing learning supports to deal with students’ anxiety in the virtual learning context.

Problem-based Learning Pedagogy in Writing Research Proposal

Moh. Yamin — 2024-08-31

Teaching students to write research proposals requires a teaching approach that directs students' awareness of a problem. Problem-based pedagogy is considered an appropriate way to apply in research proposal classes. This study aims to explore the process of problem-based learning pedagogy in teaching research proposal writing and identifying problems in writing research proposals. This study is a qualitative study with a descriptive study approach. The consideration of using a qualitative approach because the data used comes from observations and comments on the script. The sample selected was 37 students. Data analysis was carried out by making conclusions that can be replicated and valid from the text or other meaningful things according to the context of its use. In the application of content analysis, its application begins with the proposal of research questions, text content or data codes, and the context for understanding the contents of the text. The findings say that teaching activities through problem-based learning went well. From the results of the observation sheet, students were taught and guided to formulate research problems, tell the background of the research, review related literature, and design research based on the topic of the research question proposed. From the commented research proposal script, the teacher gave notes to students to be able to determine and formulate research problems appropriately based on the chosen topic, search for relevant references in writing, and support the review.

A Contrastive Analysis of Compliment Strategies and Compliment Responses Strategies on Native Javanese and Non-Native Javanese Learners of English

Desi Rahma Yuni Br.Sinulingga — 2024-08-31

English learners may be influenced by culture when giving and responding to compliments. This is because they learn language through culture. In this study, tribes have different compliment response strategies. That is why cross-cultural variations cannot be ignored in terms of pragmatics. The aim of this research is to analyze the similarities and differences of compliment strategies and compliment response strategies to see the effect of culture on NJ and NNJ when giving and responding to compliments. This research is a contrastive analysis and uses qualitative methods. The data used are the answers of the participants contained in the questionnaire. The participants are 10 speakers, 5 native Javanese (NJ) and 5 non-native Javanese speakers learning English (NNJ) from 1^st, 2^nd, and 3^rd students of English Postgraduate Program using questionnaires and interviews as research instruments. The findings of this research show that NJ and NNJ are "partly correspondence" in terms of compliment strategies and compliment responses strategies. The results of the research on compliments and responses show that NJ and NNJ use some of the same strategies but differ in the frequency of their use. Then, the research results on compliment responses show that acceptance with amendment: comment and non-acceptance: avoidance are the most frequently used by NJ, while acceptance: appreciation token is the most frequently used by NNJ. The results shows that NJ tended to adopt Javanese culture, which is characterized by "andhop ashor" or humility, while NNJ adopted Western culture, which is more expressive and direct.

The Use of Supplemental Trilingual English-Indonesian-Balinese E-books to Improve Elementary School Students’ English Productive Skills

Kadek Andre Karisma Dewantara — 2024-11-13

Although the Merdeka Curriculum provides opportunities for all primary school education units to teach English as an elective subject, the learning process is often not optimal because it is taught by classroom teachers who do not have formal education as English teachers. In addressing this problem, various efforts have been made, one of which is developing trilingual English E-book teaching materials where in the textbook, English material has equivalents in both Indonesian and Balinese. However, in its development stage, this E-book needs to be tested regarding the impact of its use on students' English language skills. Therefore, this study aims to examine the effect of using the Trilingual English-Indonesian-Balinese E-book supplementary book on the productive skills of grade 1 elementary school students. Using an experimental design approach of one group pre-test post-test design as well as purposive sampling, this study involved grade 1 students in Buleleng Regency who were taught by classroom teachers without formal education as English teachers. Data collection used speaking tests for speaking skills and word writing. The data obtained from the pre-test and post-test results were analyzed using Multivariate Analysis of Variance (MANOVA). The results of this study indicate that the use of the supplementary trilingual English-Indonesian-Balinese e-book significantly improves the speaking and writing skills of Grade 1 elementary students. Overall, this study demonstrates that the trilingual e-book has great potential in supporting students' productive skills at the elementary level, particularly in mastering speaking and writing skills.