J-Shelves of Indragiri (JSI) is a scientific journal published by the English Study Program of the FKIP Islamic University of Indragiri Tembilahan Riau. It accepts best practice manuscripts in the fields of English education, literature, and linguistics. Then it is published twice a year, in May and November.
INTERACTION OF TEXT, VISUALS, AND MODALITY IN CHATGPT AND JENNI AI ADVERTISEMENTS: A MULTIMODAL ANALYSIS
One change influenced by the development of Artificial Intelligence (AI) is the advertising strategy in online media. Generative AI platforms ChatGPT and Jenni AI have used multimodal advertising to create a technological identity, keep users interested, and build public perceptions of AI-driven productivity and creativity. This study aims to analyze the interaction of text, visual, and modality elements in ChatGPT and Jenni AI ads through a multimodal discourse analysis approach. A qualitative descriptive method with a multimodal approach developed by Kress and van Leeuwen, focusing on representational, interactive, and compositional meaning, was used in this study. The research data used were ChatGPT digital ads and Jenni AI. The results showed that both ads utilized the complex interaction between verbal and visual elements to construct persuasive meanings. The difference is that ChatGPT ads tend to highlight futuristic innovations, universal accessibility, and technological sophistication through minimalist visual design and inclusive text strategies.In contrast, Jenni AI's ads emphasize academic productivity, writing assistance, and efficiency through formal visuals and instructional linguistic features. In addition, elements of modalities such as color composition, typography, direction of view, and interface visualization contribute greatly to building audience engagement and ideological representation. This research shows that multimodal resources are not only used as a tool of persuasion but also as an ideological mechanism that shapes the public's understanding of AI technology in contemporary digital culture. This research contributes theoretically to the development of multimodal discourse analysis in the study of AI communication and practically increases critical awareness of multimodal strategies in digital advertising.
Copyright (c) 2026 Puji Laksono https://creativecommons.org/licenses/by/4.0
BRIDGING THEORY AND PRACTICE: PRE-SERVICE TEACHERS’ REFLECTIVE EXPERIENCES DURINGSCHOOL VISIT PROJECTS IN TEFL CLASS
This study explores pre-service teacher’s reflective experiences during school visit projects implemented in Teaching English as a Foreign Language (TEFL) classes. The study aims to investigate how school visit activities help pre-service teacher connect pedagogical theories experiential learning. Employing a qualitative descriptive design, this study involved 15 undergraduate students enrolled in a TEFL course at an Indonesian university. The participants were selected using purposive sampling because they were directly involved in the school visit project. The project was conducted in five schools representing different educational levels, including elementary school (SD), junior high school (SMP), and involved five English teacher as interview participants. The data were collected through reflective journals, classroom observation reports, questionnaire, and semi-structured interviews. The findings revealed that the school visit project provided meaningful experiential classroom practice. The Participants reported improved understanding of teaching methods, classroom management, instructional strategies, and student engagement in authentic classroom settings. The project also enhanced students’ pedagogical awareness, reflective thinking, and analytical skills. However, several challenges were identified, including limited observation time, difficulties taking observation notes, nervousness during teacher interviews, and challenges understanding classroom dynamics. The data were analyzed using thematic analysis by coding and categorizing participants’ responses into several themes related to reflective learning and pedagogical development. This study concludes that school visit projects can serve as effective experiential and reflective learning activities in TEFL teacher education.
Copyright (c) 2026 Musdalifah, Citra Dwi Safitri , Muhammad Fahri Jaya Sudding https://creativecommons.org/licenses/by/4.0
INTERACTIVE ENGLISH LITERACY ACTIVITIES FOR BEGINNER LEARNERS AT TK TEHILA IN REMOTE SOUTHWEST MALUKU
This study investigated the implementation of interactive English literacy activities to support literacy and reading skill development among beginner learners at TK Tehila, Southwest Maluku, Indonesia. The study used a qualitative descriptive approach involving 20 kindergarten learners aged 4–6 years and 2 English teachers. Data were collected through classroom observation, interviews, documentation, field notes, and reflective discussions. The literacy activities implemented included storytelling, phonics instruction, songs, flashcards, games, and Total Physical Response (TPR). The findings revealed that learners became more active, confident, and enthusiastic during English literacy activities. Most learners showed improvement in vocabulary recognition, sound identification, listening comprehension, and reading readiness. Storytelling, songs, and movement-based activities increased learners’ participation because children connected language with pictures, gestures, and real-life experiences. In addition, the teachers improved their instructional competence and creativity in using interactive teaching strategies and locally available teaching media. The study concludes that interactive and child-centered literacy instruction effectively supports early English literacy development among beginner learners in remote educational settings. The findings also highlight the importance of teacher creativity, contextual learning, and sustainable literacy support programs in improving educational quality in remote areas.
Copyright (c) 2026 Dian Sartin Tiwery https://creativecommons.org/licenses/by/4.0
READING ALOUD STRATEGY FOR ENHANCING STUDENTS’ SPEAKING ABILITY
The aims of this research are to know 1) the extent is the application of the reading aloud strategy in teaching speaking ability, 2) the extent is the students' speaking ability before and after using the reading aloud strategy, 3) is there any significant effect of the reading aloud strategy on students' speaking ability in class XI SMA Negeri 8 Padangsidimpuan. This research used experimental method with pre-experimental one group pretest-posttest design. The population of this study was all XI grade which amounted to 98 students. The sample of this study was class XI 1 which amounted to 32 students taken by cluster sampling. Data were collected through observation and tests as instruments. Data collection technique for observation sheet used Liket scale and speaking test used speaking rubric. The results showed that the application of reading aloud strategy reached 89% (very good category). The average value of students' speaking ability before and after using the reading aloud strategy is 43.19 (poor category) and 78.53 (good category). The results of hypothesis testing using the Normality Test with SPPS 23, showed that the paired sample t-test pretest and post-test tables were smaller than 0.05 (0.000 <0.05). it means that the hypothesis (H₂) is accepted. there is a significant effect of the reading aloud strategy on students' speaking ability in the eleventh grade of SMA Negeri 8 Padangsidimpuan.
Copyright (c) 2026 Rika Sri Erdila, Mutiara Harahap, Nurul Hasanah, Miranda Gultom, Nurjakiah Harahap https://creativecommons.org/licenses/by/4.0
EXPLORING THE EFFECTS OF GAMIFICATION IN GRAMMAR INSTRUCTION ON BEGINNER EFL STUDENTS’ GRAMMATICAL UNDERSTANDING AND LEARNING MOTIVATION
Gamification has gained increasing attention in EFL learning because it can create more engaging and interactive classroom environments. However, beginner EFL students often experience difficulties in understanding grammar and maintaining learning motivation through traditional instructional methods. This study aimed to explore the effects of gamification on beginner EFL students’ grammatical understanding and learning motivation through the use of Quizizz and Wordwall in grammar instruction. This study employed a descriptive qualitative research design involving 20 first-year university students enrolled in a Basic English Grammar course. Data were collected through close-ended questionnaires and semi-structured interviews with eight selected participants. The findings revealed that gamification positively supported students’ grammatical understanding through interactive practice, repeated exposure, and immediate feedback. In addition, gamified activities increased students’ motivation, engagement, confidence, and participation during grammar lessons. Students perceived grammar learning as more enjoyable and less monotonous when using gamified platforms. The study suggests that gamification can serve as an effective instructional approach to support grammatical understanding and learning motivation among beginner EFL students.
Copyright (c) 2026 Citra Dwi Safitri, A. Kamariah, Muhammad Fahri Jaya Sudding, Musdalifah https://creativecommons.org/licenses/by/4.0
THE IMPACT OF ARTIFICIAL INTELLIGENCE-BASED LEARNING ON STUDENTS CRITICAL THINKING AND ACADEMIC ACHIEVEMENT IN HIGHER
This study aims to examine the impact of Artificial Intelligence-based learning on students’ critical thinking skills and academic achievement in higher education. The research employed a quantitative approach with a quasi-experimental design involving two groups: an experimental group that received AI-based learning intervention and a control group that experienced conventional learning. The participants consisted of undergraduate students selected through purposive sampling. Data were collected using a critical thinking test and academic achievement scores, then analyzed using descriptive statistics, normality testing, homogeneity testing, independent samples t-test, and effect size analysis. The findings revealed that students in the experimental group demonstrated higher critical thinking performance than those in the control group. The mean score of critical thinking in the experimental group was 82.45, while the control group obtained a mean score of 74.30. The independent samples t-test showed a statistically significant difference between the two groups, t(78) = 4.27, p < 0.001. In terms of academic achievement, the experimental group also achieved a higher mean score of 85.10 compared to the control group, which obtained 76.85. These results suggest that AI-based learning has a positive and significant impact on enhancing students’ critical thinking skills and academic achievement in higher education. The study implies that integrating artificial intelligence into learning environments can support personalized learning, increase student engagement, and improve higher-order thinking skills.
Copyright (c) 2026 Thomas John Tanglaa, Tomi Apra Santosa, Dewanto https://creativecommons.org/licenses/by/4.0
THE USE OF DOMINO CARD GAME TO ENHANCE STUDENTS’ VOCABULARY MASTERY
This aims of research are to know: 1) to what extent is the application of domino card game, 2) to what extent the students’ vocabulary mastery before and after using domino card game, 3) whether there is significant effect of using domino card game on students' vocabulary mastery at the eighth grade students of SMP Negeri 9 Padangsidimpuan. This research uses exprimental method with pre-experimental design by one group pretest-posttest design. The population of this research is all of the eighth grade students of SMP Negeri 9 which consist of 168 students. Sample are eighth 5 which consist of students 28 students which taken by porposive sampling. In data collection techniques researcher uses observation sheets and test as an instrument. The results of this research: the using of domono card game is 80% (very good category). The students’ vocabulary mastery before and after using domino card game is 46.14 (poor category), and 78.57 (good category). Hypothesis testing researcher shows the Asymp. Sig. (2-tailed) value was 0.000, lower than the significance level of 0.05 (0.000 < 0.05). So the hypothesis is accepted. It means that, there is significant effect of domino card game on students’ vocabulary mastery at the seventh grade students of SMP Negeri 9 Padangsidimpuan in 2025/2026 Academic Year.
Copyright (c) 2026 Seri Khairani, Pinmade V. Tampubolon, Danil Sanjaya Nasution, Dani Akbar Harahap, Annisa Putri https://creativecommons.org/licenses/by/4.0
THE EFFECT OF USING GAMIFICATION ON STUDENTS’ WRITING RECOUNT TEXT ABILITY
This research aims to determine: (1) the application of gamification method in teaching writing recount text, (2) students’ ability in writing recount text before and after using gamification, and (3) whether there is a significant effect of using gamification on students’ writing recount text ability at the ninth grade of SMP Negeri 3 Padangsidimpuan in the 2025/2026 academic year. This research uses a pre-experimental method with a one-group pre-test and post- test design. The population consists of 241 ninth-grade students, and 31 students were selected through purposive sampling. The instruments used are observation sheets and writing tests. The observation results show that the application of gamification is categorized as “Very Good” with a mean score of 3.92. The students’ mean score in writing recount text before using gamification was 36, categorized as “Fail,” while after using gamification, it increased to 73, categorized as “Good.” Based on the Wilcoxon Signed Rank Test, the result shows Asymp. Sig. (2-tailed) = 0.000 < 0.05, which means Ha is accepted. Therefore, it can be concluded that using Baamboozle as a gamification method gives a significant positive effect on students’ writing recount text ability at the ninth grade of SMP Negeri 3 Padangsidimpuan.
Copyright (c) 2026 Yemima Tiur Simanjuntak, Angelina Monthesari Manullang, Setriani Sinaga, Mikael Stanley, Ananda Rizky Mulia https://creativecommons.org/licenses/by/4.0
EFFECT OF CANVA-ASSISTED DEEP LEARNING MODEL SIZE ON STUDENTS' CRITICAL THINKING SKILLS
This study aims to determine the effect of the Canva-assisted deep learning model on students' critical thinking skills in higher education. This study uses a meta-analysis method by calculating the effect size value. This research data comes from 13 national journals indexed by Sinta or Scopus published in 2021-2026. The data search process uses the Springer database, Google Scholar, and ERIC journal. The data analysis technique is quantitative data analysis using the JASP application. The results of this study indicate a positive effect of the Canva-assisted deep learning model on students' critical thinking skills in higher education with an ES value of 0.71 , categorized as moderate effect size. The Canva-assisted deep learning model can encourage student motivation and interest in learning, improving students' critical thinking skills in the 21st century.
Copyright (c) 2026 Tomi Apra Santosa, Wisnarni, Widiya Yul https://creativecommons.org/licenses/by/4.0
THE EFFECT OF THE PEER FEEDBACK TECHNIQUE ON STUDENTS’ WRITING ACHIEVEMENT IN DESCRIPTIVE TEXTS
This research investigated the effect of the peer feedback technique on students’ writing achievement in descriptive texts at SMAN 2 Peranap. The study was conducted because many students still experienced difficulties in writing descriptive texts, such as limited vocabulary, grammatical errors, poor organization of ideas, and low confidence in expressing their thoughts in written form. Therefore, peer feedback was applied as an alternative teaching technique to improve students’ writing achievement through collaborative learning activities. This research used a quantitative approach with a quasi-experimental design, specifically a nonequivalent control group design. The population of the study consisted of 37 students from two classes and used total sampling technique. The experimental class was taught using peer feedback activities, while the control class received conventional teaching methods. The data were collected through pre-test and post-test writing assessments and analyzed using SPSS version 27, including normality testing, homogeneity testing, and Independent Samples T-Test analysis. The findings showed that the mean score of the experimental class increased from 40.18 in the pre-test to 74.09 in the post-test, while the control class improved from 40.87 to 58.52. The result of the homogeneity test showed that the data were homogeneous, with a significance value of 0.264, which was higher than 0.05. Furthermore, the Independent Samples T-Test showed that the Sig. (2-tailed) value was lower than 0.05, indicating a significant effect of the peer feedback technique on students’ writing achievement. Therefore, the alternative hypothesis (Hₐ) was accepted and the null hypothesis (H₀) was rejected. It can be concluded that the peer feedback technique significantly improved students’ writing achievement in descriptive texts at SMAN 2 Peranap.
Copyright (c) 2026 Olivia Fauzilah, Loly Novita, Destri Wahyuningsih https://creativecommons.org/licenses/by/4.0
THE CORRELATION BETWEEN STUDENTS’ WRITING MOTIVATION AND THEIR SKILL IN WRITING ENGLISH ARGUMENTATIVE TEXTS
This study aimed to examine the correlation between students’ writing motivation and their skill to writing English argumentative texts among eleventh-grade students at SMAN 2 Kelayang. A quantitative correlational research design was used, with 84 students participating in the study. The data were obtained through a writing motivation questionnaire and a writing test. Furthermore, the data were analyzed using the Pearson Product Moment Correlation test with SPSS version 27.The findings showed that the correlation coefficient between students’ writing motivation and writing skill was 0.753, indicating a strong positive correlation between the two variables. Additionally, the significance value was 0.000, which was lower than 0.05, indicating that the correlation was statistically significant.In conclusion, a significant positive correlation was found between students’ writing motivation and their writing skill in English argumentative texts. The results suggest that higher levels of motivation are associated with better writing performance.
Writing Motivation, Writing skills, Argumentative Writing, Quantitative Research
Copyright (c) 2026 Yolanda Putri Andeani, Widi Syaftinentias, Destri Wahyuningsih https://creativecommons.org/licenses/by/4.0
THE DEVELOPMENT OF GREEN EDUCATION-BASED DIGITAL ENGLISH STORYBOOKS FOR PRIMARY SCHOOL STUDENTS
This study was motivated by learning boredom and difficulties in English vocabulary retention experienced by third-grade elementary school students due to reliance on conventional rote-memorization methods. The purpose of this Research and Development (R&D) study was to design, test the feasibility, and analyze the effectiveness of an instructional medium in the form of a Green Education-Based English Digital Storybook titled Learning from the Green School. The research method utilized the 4D model (Define, Design, Develop, Disseminate). The research subjects involved all 32 third-grade students at SDN Gondrong 4, Tangerang City, with the cognitive effectiveness trial focusing on 23 core subjects who had baseline learning scores below 90. Data collection instruments included expert validation questionnaires, user response questionnaires, and test instruments (pretest and posttest). The results indicated that the developed product is highly feasible for implementation based on the evaluations from the material expert (96%), language expert (94%), media expert (92%), and educational practitioner (96%). This feasibility assessment was further supported by user responses through teacher and student feedback questionnaires, which yielded a mean scoring percentage ranging from 93% to 96%, falling into the highly excellent and effective criteria. Based on the product trials, a significant increase in the students' cognitive mean scores was observed across all three trial phases: the individual trial (one-to-one) increased from 55 to 88, the small-scale trial increased from 58 to 90, and the large-scale trial increased from 60 to 92. The hypothesis testing through the Paired Samples T-Test yielded a significance value of (sig. > 0,05),meaning that H0 is rejected and Hα is accepted. Consequently, the Green Education-Based English Digital Storybook is proven to be feasible, practical, and significantly effective in improving the cognitive learning outcomes of third-grade elementary school students.
Copyright (c) 2026 Adinda Nazwa Kharisma, Dayu Retno Puspita, Asih Rosnaningsih https://creativecommons.org/licenses/by/4.0
THE INFLUENCE OF FAMILY ECONOMY AND PARENTAL MOTIVATION OF COCONUT FARMERS ON THE CONTINUATION OF CHILDREN'S EDUCATION
The purpose of this study is to determine the influence of motivation and household economics of coconut farmers on the continuation of student knowledge in Amurang sub-district (adjust the research location). The study used a quantitative method by means of a survey through a questionnaire distributed to 40 coconut farmers. Data examination was carried out with multiple linear regression tests using the SPSS program. The research results showed that the motivation unsurhad a significant effect on the continuation of student knowledge with a real value of 0.000 <0.05, a calculated t value of 6.173> t table 2.028. The economic unsuralso had a significant effect with a real value of 0.000 <0.05, a calculated t value of 4.018> t table 2.028. Simultaneously, motivation and economics had a significant effect on the continuation of student knowledge, indicated by a real value of 0.000 <0.05, a calculated F of 1823.238> F table 3.24. The R-squared value was 0.80, meaning 80% of the variation in students' academic progress can be exp lained by motivation and economic variables, with the remaberikutng 20% ​​exp lained by other factors outside this study. Therefore, it can be concluded that the higher the parental motivation and the better the economic condition of the coconut farmer's household, the greater the likelihood of students continuing their education to a higher level.
Copyright (c) 2026 Revrano Singal, Henry Tamboto, Amsye Winoka https://creativecommons.org/licenses/by/4.0
THE INFLUENCE OF INCOME AND EDUCATION OF CAP TIKUS FARMING COMMUNITIES ON THE CONTINUITY OF CHILDREN'S EDUCATION IN RAANAN BARU VILLAGE, WEST MOTOLING DISTRICT
This study aims to analyze the influence of income and education levels of cap tikus farmers on the continuity of children’s education in Raanan Baru Village, West Motoling District, South Minahasa Regency. The background of this research is based on the low level of education and unstable income of farming communities, which are suspected to affect children’s educational continuity. The study employed a quantitative approach with an associative research design. The sample consisted of 92 respondents selected through simple random sampling. Data were collected using questionnaires that had been tested for validity and reliability, while data analysis was conducted using multiple linear regression with the assistance of SPSS version 25. The results showed that partially, community income had a positive and significant effect on the continuity of children’s education, while the education level of the community had a positive but insignificant effect. Simultaneously, both variables significantly affected the continuity of children’s education with a coefficient of determination contribution of 63%. These findings emphasize that family economic welfare and parental education are important factors in supporting the continuity of children’s education in rural areas. Therefore, increasing income and educational awareness in the community should become a priority in regional development policies.
Copyright (c) 2026 Gian Ferdinan Johanes Wowor, Henry J. D. Tamboto, Rommy J. R. Mottoh https://creativecommons.org/licenses/by/4.0
STUDENTS' EXPERIENCES IN USING DIGITAL ANNOTATION TOOLS TO ENHANCE READING COMPREHENSION
The rapid proliferation of digital technologies in educational settings has fundamentally transformed how students engage with academic texts. Among the many tools that have emerged, digital annotation tools - software applications that enable readers to highlight, comment, tag, and organize information within digital documents - have attracted considerable scholarly interest. Despite growing enthusiasm in both practitioner communities and research circles, relatively little attention has been paid to how students themselves experience the use of these tools, particularly in relation to reading comprehension development. This qualitative study explores the lived experiences of 24 undergraduate EFL (English as a Foreign Language) students enrolled at a state university in Indonesia who used digital annotation tools - specifically Hypothesis, Kami, and Adobe Acrobat Reader - over one full academic semester. Drawing on semi-structured interviews, reflective journals, and classroom observations, the study examines students' perceptions of tool usability, their emerging annotation strategies, and the ways in which tool use influenced their reading comprehension processes and outcomes. Findings reveal that digital annotation tools fostered deeper textual engagement by encouraging active reading behaviors, facilitating meaning negotiation, and promoting metacognitive awareness. Students reported marked improvements in their ability to identify main ideas, make inferences, and critically evaluate source texts. However, challenges related to digital literacy, screen fatigue, and technological access also surfaced as notable barriers. The study contributes nuanced, student-centered insights into the pedagogical affordances and limitations of digital annotation tools and offers practical recommendations for educators seeking to integrate these tools meaningfully into reading instruction.
Copyright (c) 2026 Feri Ferdiyanto, Muhammad Nawawi Ivan, Zanubah Arifah Khofsoh https://creativecommons.org/licenses/by/4.0
A PRELIMINARY STUDY OF ENGLISH LANGUAGE LEARNING INITIATION AT RA’IYATUL HUSNAN ISLAMIC BOARDING SCHOOL
This preliminary study aims to initiate English language learning at Ra’iyatul Husnan Islamic Boarding School, where no internal English learning activities had previously been implemented. Although students received English instruction in formal schools, their practical language ability remained limited due to the lack of continuous practice and learning support within the pesantren environment. This study employed a qualitative approach using the Asset-Based Community Development (ABCD) framework. Data were collected through observation, interviews, and documentation involving approximately 60 first- and second-grade Islamic junior high school students. Initial findings revealed that 65% of students were unfamiliar with the English alphabet and 80% were unable to construct simple English sentences. The learning program focused on basic materials such as alphabets, daily vocabulary, introductions, numbers, and simple sentence structures. After fifteen days of implementation, more than 70% of students were able to introduce themselves, mention numbers, tell time, and use basic personal pronouns in English. The findings also indicate increased student motivation and participation in collaborative learning activities. The study concludes that the ABCD approach effectively supports the initiation of English language learning in pesantren by utilizing existing institutional and social assets to create sustainable learning practices.
Copyright (c) 2026 Muhammad Nawawi Ivan, Feri Ferdiyanto https://creativecommons.org/licenses/by/4.0
THE IMPLEMENTATION OF KAHOOT IN TEACHING READING COMPREHENSION AT ELEVENTH GRADE OF SMK TEKNOLOGI YPL LIRIK
The rapid advancement of educational technology has significantly transformed English language teaching, particularly in the domain of reading comprehension. This study investigates the implementation of Kahoot, an interactive game-based learning platform, in teaching reading comprehension to eleventh-grade students at SMK Teknologi YPL Lirik. Reading comprehension remains one of the most challenging skills for Indonesian EFL learners, often due to limited vocabulary, lack of motivation, and passive learning environments. Kahoot offers a dynamic alternative by integrating gamification elements into classroom instruction. The purpose of this study is to describe and analyze how Kahoot is implemented in teaching reading comprehension, as well as to explore students' responses and teachers' challenges in its application. This research employs a qualitative descriptive method, with data collected through classroom observation, in-depth interviews with the English teacher, and questionnaires distributed to the students. The findings reveal that Kahoot is implemented in three main stages: pre-activity, whilst-activity, and post-activity. During implementation, students demonstrated increased engagement, enthusiasm, and active participation compared to conventional learning settings. The competitive and collaborative features of Kahoot contributed to students' motivation to read and understand texts more carefully. However, several challenges were identified, including internet connectivity issues, device availability, and the need for adequate preparation time from the teacher. The study concludes that Kahoot is an effective supplementary tool in reading comprehension instruction when supported by adequate technological infrastructure and proper pedagogical planning.
Copyright (c) 2026 Putri Febrianti, Destri Wahyuningsih https://creativecommons.org/licenses/by/4.0
AN ANALYSIS OF STUDENTS’ ERRORS IN WRITING DESCRIPTIVE TEXT AT THE TENTH GRADE OF SMA IT TEBUIRENG 4 AL-ISHLAH
Writing is a fundamental yet challenging skill in English language learning, particularly in producing descriptive texts that require grammatical accuracy, appropriate vocabulary, and correct mechanical conventions. Although error analysis plays an important role in improving writing instruction, studies examining Indonesian EFL learners’ descriptive writing using combined analytical frameworks remain limited. This study aimed to identify the types of errors made by tenth-grade students at SMAIT Tebuireng 4 Al-Ishlah and determine the most dominant error types. This study employed a descriptive qualitative design involving 96 students selected through random sampling. Students’ descriptive texts were analyzed using Dulay et al.’s surface error taxonomy: omission, addition, misformation, and misordering and Brown and Abeywickrama’s writing indicators: content, organization, grammar, vocabulary, mechanics, and style. The findings revealed 1,993 total errors. Misformation was the most dominant surface error (15.25%), followed by omission (11.14%), misordering (7.83%), and addition (4.21%). Meanwhile, mechanics errors were the most frequent writing quality problem (15.20%), followed by grammar (12.74%) and vocabulary (11.04%). The findings indicate that students mainly experience difficulties in grammatical accuracy, verb usage, spelling, capitalization, and vocabulary selection rather than idea development. Therefore, teachers are recommended to provide more focused instruction on grammar, writing conventions, vocabulary development, and the generic structure of descriptive text.
Copyright (c) 2026 Virani, Destri Wahyuningsih https://creativecommons.org/licenses/by/4.0
AN ANALYSIS OF USING THE GRAPHIC ORGANIZERS ON STUDENTS’ READING COMPREHENSION AT GRADE XI SMA 2 SUNGAI LALA
Reading comprehension is one of the fundamental skills that students need to master in order to succeed academically. However, many students at Grade XI SMA 2 Sungai Lala face significant difficulties in understanding English reading texts. Graphic organizers are visual tools that have been widely recognized as effective instructional strategies to enhance reading comprehension. This study aimed to analyze the use of graphic organizers on students’ reading comprehension at Grade XI SMA 2 Sungai Lala. This research employed a qualitative method with a descriptive approach. The participants of this study were 30 students of Grade XI and one English teacher. Data were collected through classroom observation, in-depth interviews, and document analysis. The data were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings revealed that the use of graphic organizers significantly helped students in identifying main ideas, understanding text structure, and making connections between concepts in reading texts. The teacher applied several types of graphic organizers including story maps, Venn diagrams, concept maps, and KWL charts. Students demonstrated improved engagement and comprehension when graphic organizers were employed during the reading process. It was also found that graphic organizers facilitated students in organizing and retaining information more effectively. This study concludes that graphic organizers are beneficial tools in improving students’ reading comprehension and it is recommended that teachers incorporate them consistently into their instructional practices.
Graphics organizer, reading comprehension, SMA students, visual learning tools
Copyright (c) 2026 Athiyah Juliantini, Destri Wahyuningsih https://creativecommons.org/licenses/by/4.0
THE USE OF CLUSTERING TECHNIQUE TO IMPROVE STUDENTS' WRITING ABILITY IN RECOUNT TEXT AT GRADE X SMAN 2 SUNGAI LALA
The purpose of this research is to find out whether the use of clustering technique can improve students' writing ability in recount text at Grade X SMAN 2 Sungai Lala. This study employed Classroom Action Research (CAR) design conducted in two cycles. The subjects were 30 students of Grade X at SMAN 2 Sungai Lala. Data were collected through writing tests, observation sheets, and field notes. The results showed that the use of clustering technique significantly improved students' writing ability in recount text. The mean score in the pre-test was 58.3, which increased to 71.6 in Cycle I and 80.4 in Cycle II. The percentage of students passing the KKM (75) also increased from 20% in the pre-test to 46.67% in Cycle I and 80% in Cycle II. These findings indicate that clustering technique is an effective pre-writing strategy that helps students generate and organize their ideas, thereby improving the quality of their recount texts in terms of content, organization, vocabulary, language use, and mechanics.
Clustering Technique, Writing Ability, Recount Text, Classroom Action Research, Senior High School
Copyright (c) 2026 Ririn Ariyanti, Destri Wahyuningsih https://creativecommons.org/licenses/by/4.0
THE EFFECT ON METACOGNITIVE STRATEGY OF STUDENTS' READING ABILITY OF DESCRIPTIVE TEXT
Reading ability is an important skill in learning English, but many students still face difficulties in understanding descriptive texts. This study aimed to examine the effect of Metacognitive Strategy on students’ reading ability of descriptive text at the eleventh grade of SMKN 1 Kelayang. The research used a quantitative method with a true experimental design consisting of pre-test and post-test control groups. The sample consisted of an experimental class and a control class. Data were collected through reading tests and analyzed using SPSS. The findings showed that the experimental class achieved a higher post-test mean score (84.53) than the control class (76.82). The result of the independent sample t-test indicated that the significance value was lower than 0.05, which means that Metacognitive Strategy had a significant effect on students’ reading ability. In conclusion, Metacognitive Strategy is effective in improving students’ reading ability and encouraging active learning.
Copyright (c) 2026 Nurul Aisyah, Destri Wahyuningsih, Widi Syeftinentias https://creativecommons.org/licenses/by/4.0
THE EFFECT OF RAP STRATEGY ON THE STUDENTS' READING COMPREHENSION
This research investigated the effectiveness of the Read–Ask–Put (RAP) Strategy in improving students’ reading comprehension at grade X of SMAN 2 Rakit Kulim. This research was motivated by students’ difficulties in understanding texts, such as identifying main ideas, understanding supporting details, making inferences, and understanding vocabulary in context. This research used a quasi-experimental design by comparing an experimental class taught using RAP Strategy and a control class taught using conventional methods. The data were collected through reading comprehension pre-tests and post-tests and then analyzed using the Independent Samples T-Test. The findings showed a significant improvement in the experimental class, with the mean score increasing from 54.80 to 84.60, which was higher than the control class post-test mean score of 77.20. The statistical analysis produced a Sig. (2-tailed) value of 0.000, indicating that RAP Strategy had a significant effect on students’ reading comprehension. This research concluded that RAP Strategy not only improved students’ reading comprehension ability but also encouraged students to become more active and independent in the reading learning process. Therefore, English teachers are recommended to apply RAP Strategy as one of the teaching strategies to improve students’ reading comprehension.
Copyright (c) 2026 Tomi Mandala Putra, Destri Wahyuningsih https://creativecommons.org/licenses/by/4.0
THE EFFECT OF USING THE PROJECT-BASED LEARNING MODEL TO IMPROVE STUDENTS' WRITING ABILITY
Writing is an important skill in English learning because it enables students to express ideas and information in written form. However, many students still face difficulties in writing due to limited vocabulary, grammar problems, and the use of conventional teaching methods that make students less active in the learning process. Therefore, an effective and student-centered learning model is needed to improve students’ writing ability. This study aimed to determine the effect of the Project-Based Learning (PBL) model on the tenth-grade students’ writing ability at SMAN 2 Rengat Barat. This study used a quantitative method with a quasi-experimental design. The sample consisted of 69 students divided into an experimental class and a control class. The experimental class was taught using the Project-Based Learning model, while the control class was taught using the conventional teaching method. The data were collected through pre-test and post-test writing tests and analyzed using SPSS version 27. The findings showed that the experimental class obtained a higher post-test mean score (78.8214) than the control class (58.6765). In addition, the Independent Samples T-Test showed that the Sig. (2-tailed) value was 0.000, which was lower than 0.05. This indicates that the Project-Based Learning model had a significant effect on students’ writing ability. Therefore, Project-Based Learning can be used as an effective teaching strategy to improve students’ writing performance and classroom participation.
Copyright (c) 2026 Sari Safitri, Loly Novita, Destri Wahyuningsih https://creativecommons.org/licenses/by/4.0
THE USE OF FIX UP STRATEGY TO IMPROVE THE STUDENTS READING SKILL
This research investigates the effectiveness of the Fix-Up Strategy in improving the reading skills of eleventh-grade students at SMAN 2 Rengat Barat. The study was conducted due to students’ difficulties in understanding reading texts, limited vocabulary mastery, and low participation during the reading process. Using a quasi-experimental design, the research compared an experimental class taught using the Fix-Up Strategy with a control class taught through conventional methods. Data were collected through reading pre-tests and post-tests and analyzed using the Independent Samples T-Test. The findings showed a significant improvement in the experimental class, with the mean score increasing from 53.61 to 84.86, while the control class improved from 48.14 to 68.71. The statistical analysis revealed a Sig. (2-tailed) value of 0.000, indicating that the Fix-Up Strategy had a significant effect on students’ reading skills. The study concludes that the Fix-Up Strategy not only improves students’ reading comprehension but also encourages students to become more active and independent readers.
Copyright (c) 2026 Jihan Salsabila, Destri Wahyuningsih, Widi Syaftinentias https://creativecommons.org/licenses/by/4.0
THE EFFECT OF THE RECIPROCAL TEACHING METHOD ON STUDENTS READING COMPREHENSION
Reading comprehension is an important skill in English learning because it helps students understand information and improve critical thinking. However, many students still face difficulties in understanding texts due to low reading interest and the use of less interactive teaching methods. This study aimed to determine the effect of the Reciprocal Teaching Method on students’ reading comprehension at the tenth grade of SMK N 1 Kelayang. This research used a quantitative experimental method with two groups: an experimental class and a control class. The sample consisted of 43 students. The data were collected through pre-test and post-test and analyzed using descriptive statistics and t-test. The findings showed that the students taught by using the Reciprocal Teaching Method achieved higher reading comprehension scores than those taught by conventional methods. The mean score of the experimental class increased significantly after the treatment. It can be concluded that the Reciprocal Teaching Method had a significant effect on students’ reading comprehension. Therefore, this method is recommended for English teachers to improve students’ reading comprehension skills.
Copyright (c) 2026 Putri Mareza, Destri Wahyuningsih, Widi Syaftinentias https://creativecommons.org/licenses/by/4.0
THE EFFECT OF PEER COLLABORATION TOWARD ENGLISH WRITING SKILL
This research investigates the effectiveness of the peer collaboration method in enhancing the English writing skills of eleventh-grade students at SMAN 2 Kelayang. The study was prompted by common challenges in writing instruction, including low student motivation and a lack of collaborative learning opportunities. Using a quasi-experimental design, the study compared an experimental class (XI2) treated with peer collaboration against a control class (XI3) taught through conventional methods. Data were gathered via narrative writing pre-tests and post-tests, subsequently analyzed using the Independent Samples T-Test. Findings reveal a significant improvement in the experimental group, with mean scores rising from 40.60 to 77.95, notably higher than the control group’s final score of 58.60. The statistical analysis yielded a Sig. (2-tailed) value of 0.000, confirming that peer collaboration has a significant impact on writing performance. The study concludes that this method not only improves writing quality but also fosters student confidence through interactive feedback. It is recommended that educators implement peer collaboration as a strategic tool to improve English literacy in secondary education.
Copyright (c) 2026 Fitri Saniya, Widi Syaftinentias, Destri Wahyuningsih https://creativecommons.org/licenses/by/4.0
ARE AI DETECTORS FAIR TO EFL LEARNERS? A LIBRARY RESEARCH ON DETECTION BIAS AND ACADEMIC INTEGRITY
AI detection tools such as Turnitin AI Detection, GPTZero, and Copyleaks are now embedded in university assessment workflows to identify machine generated text, yet their performance on writing produced by non-native English speakers remains poorly understood. This critical library research synthesizes peer-reviewed literature published between 2022 and 2026 to examine three interrelated questions: how AI detectors perform on non-native English writing, what linguistic mechanisms produce detection bias against EFL learners, and what pedagogical and institutional implications follow from deploying these tools in linguistically diverse contexts. Literature was identified through Consensus AI using six targeted queries with filters restricting results to empirical, peer-reviewed studies. The review reveals that false positive rates for non-native writers exceed 61% in controlled studies, a disparity rooted in the overlap between the statistical profile of EFL writing and the features that detectors associate with machine generated text. Lexical predictability and syntactic uniformity, which are developmental characteristics of second language writing, produce the same low perplexity and uniform burstiness that detectors treat as markers of AI authorship. The uncritical adoption of these tools risks generating unjust accusations that compound existing inequities for EFL learners. Institutions should supplement automated detection with informed human review, redesign assessment toward process-oriented approaches, and develop context-sensitive policies that account for the linguistic profiles of second language writers.
Copyright (c) 2026 Jusak Patty, Marles Yohannis Matatula https://creativecommons.org/licenses/by/4.0
AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN LEARNING VOCABULARY IN GRADE VIII OF SMPN 3 SUNGAI LALA
This study aimed to analyze the difficulties faced by eighth-grade students of SMPN 3 Sungai Lala in learning English vocabulary. The research employed a descriptive qualitative approach to obtain a deeper understanding of students’ vocabulary learning problems in the classroom. The findings revealed that students experienced various interconnected difficulties, particularly in pronunciation, spelling, grammar, word form, and word usage. Among these aspects, word usage was identified as the most difficult area, followed by word form and pronunciation. The study also found that students’ vocabulary difficulties were influenced by limited exposure to English, lack of confidence, and insufficient contextual practice in using vocabulary. These findings indicate that vocabulary learning is a multidimensional process that requires more than simple memorization. Therefore, it is recommended that English teachers implement interactive and communicative teaching strategies that emphasize contextual learning, meaningful language exposure, and active vocabulary practice in order to improve students’ vocabulary mastery and classroom participation.
Copyright (c) 2026 Nadiya Erwinda Wulandari, Destri Wahyuningsih https://creativecommons.org/licenses/by/4.0
LANGUAGE, IDEOLOGY, AND POLICY: A CRITICAL DISCOURSE ANALYSIS OF MEDIA REPRESENTATIONS OF THE MERDEKA CURRICULUM IN INDONESIA
Educational reform is frequently shaped and contested through media discourse, where language plays a significant role in constructing public understanding, ideology, and policy narratives. This study investigates how Indonesian media construct and negotiate discourse on the Merdeka Curriculum through the interplay of language, ideology, and policy. Drawing on Critical Discourse Analysis based on Norman Fairclough’s three-dimensional framework, this research examines ten online news articles published between 2023 and 2025 across diverse media platforms, including Detik.com, Kompas.id, Kompasiana, CNN Indonesia, and Tempo.co. The study adopts a qualitative approach using document analysis to explore linguistic features, discursive practices, and socio-cultural contexts embedded in media texts. The findings reveal that media representations of the Merdeka Curriculum are constructed through three dominant discursive patterns: critical discourse, optimistic discourse, and institutional discourse. At the textual level, these patterns are reflected in the use of evaluative language, modality, and lexical choices that position the policy as problematic, transformative, or managerial. At the level of discursive practice, differences in framing strategies across media platforms demonstrate how narratives are shaped by institutional roles and communicative purposes. At the level of social practice, the coexistence of these discourses reflects ongoing ideological negotiation related to educational reform, governance, and social equity in Indonesia. This study argues that media discourse does not merely represent educational policy but actively contributes to its construction and legitimation. By integrating language, ideology, and policy within a unified analytical framework, this research contributes to the field of Applied Linguistics and discourse studies, particularly in the context of the Global South. The findings also highlight the importance of critically engaging with media narratives in understanding the dynamics of educational reform.
Copyright (c) 2026 Muhammad Fahri Jaya Sudding, Ahmad Azhari, Citra Dwi Safitri https://creativecommons.org/licenses/by/4.0
ASSERTIVE LEXICON IN THE PUBLIC SIGNAGE OF DEMAK REGENCY: A LINGUISTIC LANDSCAPE EMPOWERMENT WITH EDUCATIONAL VALUE PERSPECTIVE
Effective public communication is a pillar of community empowerment and regional development. This community service research analyzes the assertive lexicon on public signage in Demak Regency, focusing on translational acceptability and its potential as a public education medium. The study reveals that while directive speech acts dominate the linguistic landscape, their English translations suffer from systemic acceptability issues, with an average score of only 2.0 (Less Acceptable). This deficiency hinders communicative functions and risks the normalization of linguistic errors. Based on these findings, a community empowerment program was designed and implemented in the form of a Workshop on Effective and Educative Public Sign Writing for local government agencies and business owners. The initiative bridges the gap between linguistic analysis and practical application, providing stakeholders with the tools to create a more inclusive and safe linguistic landscape, thereby supporting community empowerment and regional identity.
Copyright (c) 2025 Mochamad Nuruz Zaman, Febrianus Rio Sasuwang, Mulyono https://creativecommons.org/licenses/by/4.0