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.
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
STUDENTS’ PERCEPTION AND MOTIVATION TOWARD THE USE OF TWO STAY TWO STRAY IN ENGLISH LEARNING FOR ECONOMICS STUDENTS
This qualitative study examines students’ perceptions and motivation toward the use of the Two Stay Two Stray (TSTS) technique in English for Economics classrooms. Data were collected through semi-structured interviews to students from Economics faculties. The results indicate that students generally perceive TSTS as an engaging and enjoyable method that enhances their understanding of English materials through peer explanation, interaction, and collaborative learning. Most participants stated that TSTS made complex concepts easier to grasp, increased their participation, and allowed them to learn new vocabulary and communication skills in a more relaxed environment. In terms of motivation, the technique encouraged students to prepare before class, boosted their confidence in speaking, and reduced anxiety compared to traditional lecture-based teaching. However, several challenges were noted, including limited time for explanation, uneven group roles, and the need for clearer instructions. Despite these constraints, students strongly recommended the continued use of TSTS and suggested improvements in time management, group allocation, and the addition of games or ice-breaking activities to enhance engagement. The study concludes that TSTS is an effective and motivating collaborative strategy for teaching English for Economics.
Copyright (c) 2025 Musdalifah, Muhammad Fahri Jaya Sudding, Citra Dwi Safitri, Surya Anantatama Sembiring, Andi Kamariah https://creativecommons.org/licenses/by/4.0
SPEECH ACTS IN PUBLIC CONTROVERSY: A PRAGMATIC STUDY OF GUS EL’S CLARIFICATION ON VIRAL MISCONDUCT ACCUSATIONS
Public clarification statements from religious figures play a significant role in shaping public perception during moral controversies, yet little is known about how such speakers use linguistic strategies to address accusations. This study examines how Gus El, an Indonesian religious leader, constructed his clarification in response to viral allegations of misconduct. Using a qualitative descriptive approach, the study analyzes a verbatim transcript of his YouTube clarification. The analysis focuses on the use of speech acts, politeness strategies, and selected apology elements. The findings show that expressive and commissive acts dominate the statement, particularly through explicit apologies, acknowledgement of personal fault, and commitments to self-improvement. Representative acts serve to contextualize and soften the perceived severity of the event. Politeness strategies, including humility, mitigation, and appeals to shared religious values, help the speaker manage face threats and maintain rapport with the audience. Overall, the clarification reflects a strategic use of language to express remorse, reduce negative judgment, and preserve credibility as a religious authority.
Copyright (c) 2025 Muhammad Fahri Jaya Sudding, Fauzan Hari Sudding, Ashabul Kahfi Susanto, Ahmad Azhari, Andi Kamariah https://creativecommons.org/licenses/by/4.0
EFL STUDENTS' PERCEPTIONS OF USING ENGLISH SONGS FOR STUDENTS' VOCABULARY LEARNING AT DEHASEN UNIVERSITY BENGKULU
Vocabulary knowledge plays a crucial role in English as a Foreign Language (EFL) learning, enabling learners to communicate effectively and comprehend spoken and written texts. In many Indonesian higher education settings, traditional vocabulary teaching methods such as rote memorization and written exercises tend to reduce students’ motivation and hinder long-term retention. This study explored the perceptions of Physical Education students at Dehasen University regarding the use of English songs for vocabulary learning, with attention to enjoyment, perceived effectiveness, and challenges. A qualitative design was employed, involving 50 participants. Data were collected through questionnaires and semi-structured interviews and analyzed using thematic analysis. The findings showed that 90% of students (45 out of 50) reported high enjoyment, and the same proportion perceived English songs as effective for vocabulary acquisition, mainly due to their motivational value and repeated exposure to meaningful language input. Challenges were also noted: 30% (15 students) struggled with unfamiliar slang, 26% (13 students) found it difficult to maintain focus, 24% (12 students) reported pronunciation issues, and 20% (10 students) were affected by fast tempo. Overall, the results suggest that English songs can serve as an engaging and effective medium for vocabulary development when appropriate materials are selected to minimize comprehension barriers. Integrating songs into EFL instruction may enhance vocabulary retention and listening skills while fostering a positive learning atmosphere. Future research could complement perception-based findings with quantitative measures of vocabulary gains to strengthen the evidence for music-based language learning.
Copyright (c) 2025 Mariska Febrianti, Aziiz Rahman Putra, Ami Pradana https://creativecommons.org/licenses/by/4.0
FRAMING ECONOMIC STABILITY THROUGH LANGUAGE: A CRITICAL DISCOURSE ANALYSIS OF REDENOMINATION NEWS COVERAGE
This study examines how Indonesian online news constructs the discourse of rupiah redenomination by analysing linguistic patterns, discursive structures, and ideological representations embedded within financial reporting. Using Norman Fairclough’s Critical Discourse Analysis (CDA), the article “Pemerintah Kembali Hidupkan Wacana Redenominasi Rupiah, Ekonomi Peringatkan Risiko Inflasi” was analysed across five levels: textual analysis, discursive practice, social practice, integrated interpretation, and explanatory critique. The findings indicate a discursive tension between government ambition to advance redenomination as a formal policy initiative and economists’ cautionary framing that emphasises risks of inflation, unstable exchange rates, high implementation costs, and uneven public readiness. The news text privileges technocratic voices and constructs redenomination as a potentially destabilising policy rather than a symbol of economic modernisation. This study concludes that online media play a critical role in shaping public perception by foregrounding expert skepticism and reproducing ideologies of fiscal prudence, market stability, and technocratic authority.
Copyright (c) 2025 Muhammad Fahri Jaya Sudding, Surya Anantatama Sembiring, Musdalifah, Citra Dwi Safitri https://creativecommons.org/licenses/by/4.0
INTEGRATING CRITICAL LITERACY AND MULTIMODAL PEDAGOGY IN ENGLISH LANGUAGE EDUCATION
English language learners encounter texts that extend beyond alphabetic modes, navigating advertisements, social media posts, and digital platforms where meaning emerges from linguistic, visual, audio, gestural, and spatial resources operating simultaneously. This narrative review synthesizes contemporary research examining the intersection of critical literacy and multimodal pedagogy in English language education, with particular attention to Asian EFL contexts. The review analyzed empirical studies organized thematically to examine how theoretical frameworks inform pedagogical practice, how implementations address contextual challenges, and how teacher education prepares educators for multimodal critical literacy instruction. Findings reveal that project-based, problem-based, digital storytelling, and genre-based approaches effectively develop critical multimodal literacy when combined with explicit metalinguistic instruction and appropriate scaffolding. Implementation challenges in Asian EFL contexts include language proficiency requirements, cultural considerations for critical engagement, gaps in teacher preparedness, and disparities in resource access. Technology integration studies demonstrate that digital platforms and AI tools expand possibilities for multimodal composition while requiring critical digital literacy frameworks. Assessment approaches have evolved from product-focused to process- and genre-based models that acknowledge the complexity of multimodality. Teacher education implications emphasize the need for professional development focused on semiotic awareness, multimodal pedagogical content knowledge, and critical orientations, with localized adaptations tailored to specific educational contexts. These insights underscore the importance of context-responsive pedagogy and sustained teacher learning for effectively implementing multimodal critical literacy across diverse EFL classrooms.
Copyright (c) 2025 Jusak Patty https://creativecommons.org/licenses/by/4.0
THE INFLUENCE OF LEARNING MOTIVATION AND LEARNING READINESS ON THE LEARNING OUTCOMES OF ACCOUNTING STUDENTS AT SMK NEGERI TATAPAANS
Learning motivation and readiness are essential factors that determine the success of the educational process. In modern education, students’ academic achievements are often influenced not only by teaching methods but also by their internal drive and preparedness to learn. However, many students still face challenges in maintaining high motivation and sufficient readiness, which creates a gap between expected learning outcomes and actual academic performance. Therefore, this study aims to determine the influence of learning motivation and learning readiness on students’ learning outcomes. This research employs a quantitative approach using multiple regression analysis to examine how both factors contribute to learning performance. Data were collected through questionnaires distributed to students at the secondary education level and analyzed using statistical software to identify relationships and significance among variables. The results reveal that learning motivation and learning readiness have a positive and significant effect on students’ learning outcomes. The strong relationship between these independent variables and academic performance indicates that the higher the students’ motivation and readiness, the better their learning results. In conclusion, the findings highlight that improving students’ academic success requires not only effective teaching strategies but also the enhancement of students’ internal motivation and preparedness. Thus, teachers and schools are encouraged to build a supportive and stimulating learning environment that fosters both motivation and readiness for optimal learning outcomes.
Copyright (c) 2025 Fresilia Mamengko, Sjeddie Rianne Watung, Jerry R. H. Wuisang https://creativecommons.org/licenses/by/4.0
STUDENTS’ EXPERIENCES IN USING GOOGLE SITES E-PORTOFOLIO FOR LEARNING ACCOUNTING VOCABULARY
Digital learning innovations have increasingly transformed English for Specific Purposes (ESP), particularly in promoting learner autonomy, engagement, and reflection. Among these innovations, e-portofolios have been recognised as powerful tools for integrating language learning with professional skills. However, previous research has primarily focused on e-portofolios in writing and general English context, while limited attention has been given to their use in teaching accounting vocabulary, where learners often struggle to understand and retain specific terminology. This gap between theoretical expectations and classroom realities highlights the need to explore how e-portfolios can facilitate vocabulary learning in ESP courses. This study aims to investigate student’s experience with Google Sites e-portofolios for learning accounting vocabulary in an English for Accounting course at Bahasa Inggris Program Sarjana Terapan Study Program, Universitas Negeri Makassar. Employing a qualitative descriptive design, the data were gathered from eight students through semi-structured interviews and analysed thematically. The findings revealed that students' first impressions were characterised by enthusiasm, curiosity, and a motivation to use Google Sites as an innovative learning platform. The process of creating and managing e-portfolios fostered creativity, organisation, and digital literacy, as students designed pages and linked vocabulary items to authentic accounting materials. Students perceived several benefits, including improved understanding and retention of accounting terms, enhanced confidence, and a stronger connection between academic learning and professional application. Despite minor challenges such as technical issues and time constraints, participants regarded e-portfolios as engaging and valuable learning tools. The study concludes that Google Sites e-portfolios effectively promote learner autonomy, reflection, and engagement in English for Specific Purposes (ESP) context. It is recommended that future ESP instruction provide technical orientation and continuous support to maximise the benefits of e-portfolios in language learning.
Copyright (c) 2025 Musdalifah, Abdul Karim, Chaerul Fadlan Saud https://creativecommons.org/licenses/by/4.0
ANALYSIS OF THE USE OF ARTIFICIAL INTELLIGENCE (AI) IN ENHANCING STUDENTS' LEARNING MOTIVATION AT SMP ADVENT TONDANO
This study explores the use of Artificial Intelligence (AI) in enhancing students’ learning motivation at SMP Advent Tondano. Using a qualitative descriptive approach, interviews were conducted with five informants, including the Principal, two teachers, and two students, to examine the implementation, benefits, and challenges of AI-based learning. The findings indicate that AI contributes positively to students’ motivation by providing interactive, adaptive, and personalized learning experiences. Features such as real-time feedback, adaptive practice modules, and personalized materials foster greater engagement, curiosity, and independent learning. Both teachers and students highlighted that AI makes learning more enjoyable, challenging, and efficient. However, challenges such as limited devices, unstable internet connections, and varying digital literacy require strategic interventions, including teacher guidance and training. The study concludes that AI, when effectively integrated into classroom instruction, has significant potential to improve learning motivation and outcomes.
Copyright (c) 2025 Allen Ch. Manongko, Ayu Elisabeth Butarbutar , Jety D.Lempas https://creativecommons.org/licenses/by/4.0
A LINGUISTIC APPROACH TO CHARACTER INTERACTION: SPEECH STYLE AS A REFLECTION OF SOCIAL IDENTITY IN THE SHORT STORY YUMMY, HAPPY, GOOD-TIME SOUP!
Language enables us to make sense of everything in the world, from the most basic to the most complex matters. It provides a means for speakers to communicate openly with their listeners. To ensure that interlocutors understand the speech, the speaker must convey it effectively by paying attention to language structure, word choice, intonation, and other factors to prevent misunderstandings by learning speech style. This research focused to find out the types of speech style that occurred in the short story. The researcher applied Martin Joos's (1967) theory of speech styles to explore the types of speech styles used by characters in the short story “Yummy, Happy, Good Time Soup”. This research used qualitative methods to gain information about the speech style of the characters. The study focused on finding out types of speech styles, such as frozen style, formal style, consultative style, casual style, and intimate style, particularly in the short story entitled “Yummy, Happy, Good Time Soup!” Hence, in this research, the data came from the script of a short story performed by three characters namely Mabel, Old Lady namely Mabel, and Mabel’s Mom namely Mabel. The researcher found out that in the dialogue between Mabel, the Old Lady, and Mabel's Mom, three speech styles were observed: formal, consultative, and casual. The formal style appeared once, the casual style appeared seven times, and the consultative style also appeared once. Notably, the casual style was the most frequently used.
Copyright (c) 2025 Ade Dwi Cahyanti https://creativecommons.org/licenses/by/4.0
LEARNING ENGLISH VOCABULARY THROUGH MOBILE-ASSISTED LANGUAGE LEARNTING (MALL): STUDENTS’ VOICES
Vocabulary learning is a fundamental component of language mastery, as it underpins students’ ability to communicate effectively and comprehend texts. With the rapid advancement of technology, Mobile-Assisted Language Learning (MALL) has emerged as an innovative approach that enables flexible, accessible, and interactive learning experiences. However, despite its potential benefits, many university students still face challenges in expanding their English vocabulary due to limited study time, low motivation, and the lack of engaging learning resources. This study aims to explore university students’ experiences in learning English vocabulary through MALL. Employing a qualitative exploratory design, ten students from the Management Study Program at on of the private universities in Indonesia who were enrolled in an English for Specific Purposes (ESP) course participated in the research. Data were collected through semi-structured interviews and participatory observations, then analyzed using thematic analysis to identify recurring patterns and themes. The findings revealed five main themes: (1) flexibility of time and place in learning, (2) increased motivation and engagement through gamified features, (3) independent learning strategies in vocabulary acquisition, (4) technical challenges and digital distractions, and (5) the need for support from lecturers and the academic environment. Students valued the flexibility and autonomy MALL offered, as well as the motivation gained from interactive and gamified elements. Nevertheless, issues such as unstable internet connections and distractions from social media often hindered learning consistency. The study concludes that MALL enhances flexibility, motivation, and learner autonomy in vocabulary learning, yet its effectiveness depends on students’ self-discipline and institutional support. It underscores the essential role of lecturers in guiding and integrating MALL effectively into classroom instruction.
Copyright (c) 2025 Dwita Laksmita Rachmawati, Dian Fadhilawati https://creativecommons.org/licenses/by/4.0
THE INFLUENCE OF THE DRILL AND PRACTICE METHOD IN LEARNING ENGLISH VOCABULARY AT SMAS GKPI PADANG BULAN MEDAN
Mastering vocabulary is essential in learning English as it serves as the foundation for developing students’ language skills such as speaking, reading, and writing. However, many students still struggle to expand and retain English vocabulary due to limited practice and lack of effective learning strategies. This discrepancy between theoretical understanding and classroom practice highlights the need for more efficient teaching methods. Therefore, this study aims to examine the effect of the Drill and Practice method on students’ mastery of English vocabulary. The research employed a quantitative experimental design involving two groups of tenth-grade students at SMAS GKPI Padang Bulan Medan. Vocabulary mastery was measured through pre-tests and post-tests consisting of 25 multiple-choice items assessing students’ ability to recognize, comprehend, and apply vocabulary in context. The experimental group received treatment through structured Drill and Practice activities—including choral, individual, and spelling drills—while the control group was taught using conventional methods. The results showed a significant improvement in the experimental group’s post-test mean score (52.6 to 64.8) compared to the control group (52.2 to 58.6). Statistical analysis using an independent t-test indicated that the obtained t-value (3.558) exceeded the critical value (2.024) at the 0.05 significance level. The findings suggest that the Drill and Practice method effectively improves students’ vocabulary retention, accuracy, and fluency. It is recommended that English teachers integrate this method into vocabulary instruction to enhance students’ engagement and confidence in learning English.
Copyright (c) 2025 Kethrin Simamora, Harpen H.P Silitonga, Febrina S.L. Lambantobing https://creativecommons.org/licenses/by/4.0
THE EFFECT OF USING MIND MAPPING ON STUDENTS’ VOCABULARY ACHIEVEMENT IN THE TWELFTH GRADE OF SMA YAYASAN RAKYAT PANCUR BATU
Vocabulary is a crucial component of language learning because it enables learners to understand texts, express ideas, and communicate effectively in both academic and real-life contexts. In the Indonesian educational setting, however, many students continue to experience difficulties in mastering vocabulary. Traditional teaching methods that rely heavily on memorization, limited practice, and lack of interactive activities often fail to engage learners, resulting in low achievement and limited speaking proficiency. This gap highlights the need for more effective instructional strategies that can support vocabulary development in meaningful and engaging ways. The purpose of this study was to investigate the effect of the Mind Mapping technique on students’ vocabulary achievement at SMA Yayasan Rakyat Pancur Batu. The study employed a quasi-experimental design using a one-group pre-test and post-test model. The participants consisted of 20 twelfth-grade students selected through purposive sampling. A vocabulary test of 25 multiple-choice questions was administered before and after the treatment. During the intervention, students were taught using the Mind Mapping strategy, which allowed them to organize words visually into categories to improve retention and understanding. Data analysis included mean comparison, normality and homogeneity testing, and the t-test. The findings indicated that students’ mean vocabulary score improved from 40.25 in the pre-test to 82.5 in the post-test. The t-test calculation showed that the obtained t-value (5.54) exceeded the t-table value (2.09) at the 5% significance level, confirming that the treatment had a significant effect. In conclusion, the Mind Mapping technique proved to be an effective strategy to enhance vocabulary mastery. It encouraged active learning, improved retention, and created a more engaging classroom atmosphere, thereby supporting better English proficiency and communication skills.
Copyright (c) 2025 Sriyana Anjelita Tambunan, Nurhayati Sitorus, Carolina Pakpahan https://creativecommons.org/licenses/by/4.0
THE INFLUENCE OF TEACHERS’ PROFESSIONAL COMPETENCE AND TEACHING EXPERIENCE ON STUDENTS’ LEARNING ABILITY AT SMA NEGERI 1 MOTOLING
This study aims to examine the influence of teachers’ professional competence and teaching experience on students’ learning ability at SMA Negeri 1 Motoling. The population of the study comprises all 95 students of SMA Negeri 1 Motoling, while the sample used consists of 77 students, selected through simple random sampling to ensure data representativeness. Data were collected using questionnaires and observations, then analyzed using simple and multiple regression techniques. The results indicate that teachers’ professional competence has a positive and significant effect on students’ learning ability, meaning that teachers with higher mastery of subject matter, pedagogical skills, and classroom management can enhance student learning outcomes. Similarly, teachers’ teaching experience positively and significantly affects students’ learning ability, where more experienced teachers are able to manage learning more effectively and adapt teaching strategies to students’ needs. Furthermore, the combination of professional competence and teaching experience simultaneously contributes significantly to students’ learning ability, explaining approximately 54.7% of the variance in learning outcomes. These findings emphasize the importance of developing teachers’ professional competence and teaching experience simultaneously to improve students’ learning ability. Schools are recommended to provide professional development programs, mentoring, and training for teachers to strengthen their competence and practical experience, thereby enhancing the effectiveness of the teaching and learning process and improving student academic achievement.
Copyright (c) 2025 Alexsandro Nusi, Johny Tarore, Amsje Winokan https://creativecommons.org/licenses/by/4.0
THE INFLUENCE OF LEARNING DISCIPLINE AND LEARNING MOTIVATION ON STUDENTS’ LEARNING OUTCOMES IN THE OFFICE MANAGEMENT AND BUSINESS SERVICES PROGRAM AT SMKS KRISTEN 2 TOMOHON
Academic achievement is widely recognized as one of the most crucial indicators of educational success, reflecting the extent to which students are able to attain learning objectives. It is strongly influenced by both internal and external factors that shape students’ attitudes, behaviors, and performance in the learning process. Among these factors, learning discipline and learning motivation play a particularly important role in determining students’ achievement outcomes. This study aims to examine the influence of learning discipline and learning motivation on the academic achievement of vocational high school students. The research employed a quantitative approach with a survey method. The population of the study consisted of tenth-grade students in the Office Management and Business Services program at SMKS Kristen 2 Tomohon. A total of 30 students were selected as research participants. Data were collected using structured questionnaires that measured students’ learning discipline and learning motivation, while their academic achievement was assessed through official school records. The collected data were analyzed using multiple linear regression with the assistance of SPSS version 27 to determine the simultaneous and partial effects of the independent variables on the dependent variable. The findings reveal that both learning discipline and learning motivation have a significant and positive effect on academic achievement. The coefficient of determination (R Square) was found to be 0.949, indicating that 94.9% of the variation in academic achievement can be explained by learning discipline and learning motivation. The remaining 5.1% is attributed to other factors not included in this study, such as family background, peer influence, teaching quality, and learning environment. These results emphasize the importance of fostering consistent learning discipline and strengthening intrinsic as well as extrinsic motivation in order to improve students’ academic performance. In conclusion, the study highlights that educational institutions, teachers, and parents must work collaboratively to encourage disciplined learning habits and sustain students’ motivation, as both are proven to be strategic factors in enhancing academic achievement at the vocational school level.
Copyright (c) 2025 Sefanya Sisilia Hansun, Amsje Winokan, Listriyanti Palangda https://creativecommons.org/licenses/by/4.0
THE EFFECTIVENESS OF USING POP-UP BOOK ON STUDENTS’ MOTIVATION IN LEARNING ENGLISH SUBJECT AT SEVENTH GRADE OF SMP N 6 BATHIN SOLAPAN
Learning English as a foreign language plays a crucial role in supporting students’ academic development and global communication skills. However, many junior high school students still face low motivation in learning English, which hinders their ability to achieve optimal learning outcomes. Previous studies have shown that innovative media such as pop-up books can improve students’ engagement, yet research focusing on their effectiveness in motivating students in rural schools remains limited. This study aims to investigate the effectiveness of using pop-up books on students’ motivation in learning English at the seventh grade of SMP N 6 Bathin Solapan. This study was quantitative with survey research design. Measurement of the effectiveness of the using Pop-Up book on students’ motivation in learning English subject is calculated through correlation analysis, hypothesis testing and effective testing. The findings revealed that the using Pop-Up book on students’ motivation in learning English subject at seventh grade of SMP N 6 Bathin Solapan is effective. In conclusion, the use of pop-up books is proven to be effective in enhancing students’ motivation in learning English. The study suggests that English teachers, particularly in junior high schools, should consider integrating pop-up books and similar interactive media as alternative teaching strategies to foster a more motivating and engaging learning environment.
Copyright (c) 2025 Deny Silvia, Zulfia Siskawati, Khusnul Khotimah https://creativecommons.org/licenses/by/4.0
CONTRIBUTION OF STUDENTS’ WRITING INTEREST TOWARD THEIR WRITING SKILL OF PROCEDURE TEXT (A CORRELATIONAL RESEARCH AT GRADE IX STUDENTS OF SMP NEGERI 1 TEMPULING)
The main objective of this study was to determine the contribution of the relationship between student interests and the ability to write procedural texts in grade IX students of SMP Negeri 1 Tempuling. This study is a correlation study and uses a random sample method and the number of samples is 52 people. Data collection using a questionnaire containing statements related to interests and tests for the ability to write procedural texts. The indicators assessed in the writing test, especially procedural texts, are content, text structure, vocabulary, grammar, and mechanics. From the results of the analysis of 52 students containing questions related to the correlation of interest indicators originating from within the students is 0.130 (very low) while the contribution value of the relationship between the two is 1.69%. To test the hypothesis, it can be calculated (0.130) is smaller than 0.279 indicating that Ho is accepted and Ha is rejected. Ho means there is no significant relationship between students' interest and the ability to write procedural texts in class IX students of SMP Negeri 1 Tempuling.
Copyright (c) 2025 Tiara Hartantri, Samsul Amri, Syafrizal https://creativecommons.org/licenses/by/4.0
STUDENTS’ PERCEPTION OF TASK-BASED LEARNING IN ENGLISH CLASS IN XI GRADE AT SMA NEGERI 1 TEMBILAHAN HULU IN 2024/2025 ACADEMIC YEARS
One of the methods in teaching English is Task-Based learning which means teaching method centered on students’ experiences and knowledge through tasks provided by the teacher. Understanding students’ perception enables teachers to adapt the strategy for more effective and efficient teaching, ensuring students feel included in the process. The purpose of this research is to find out to students' perception on the task-based learning in English class. The method used in this research is descriptive quantitative. To find out students’ perception, the researcher used the questionnaire consist of 31 statements and gathered the data from 33 students at SMA Negeri 1 Tembilahan Hulu. the results showed that there was a positive perception on the task-based learning in English class. 96.8, which falls within the “Agree” category according to the interpretation interval of 83 to 107. Moreover, it could be concluded that students perceived task-based learning as effective in meeting both personal and instructional needs, engaging students actively in learning, and supporting their development through clear instructions, social interaction, and meaningful tasks.
Copyright (c) 2025 Dini Qurrata Ayuni, Agus Mustajib, Maizarah https://creativecommons.org/licenses/by/4.0
THE CORRELATION BETWEEN PEER SUPPORT AND ENGLISH SPEAKING CONFIDENCE AMONG STUDENTS AT THE ELEVENTH GRADE OF SMA NEGERI 1 TEMBILAHAN HULU
The importance of conducting this research is to examine the correlation between peer support and students’ English speaking confidence, highlighting how peer support can help improve students’ confidence in speaking English. English speaking confidence is essential for students’ academic achievement and personal development. However, many high school students still face difficulties in speaking English fluently due to anxiety and lack of self confidence, revealing a gap between the recognized importance of speaking skills and students’ actual performance. This study aimed to investigate the correlation between peer support and English speaking confidence among the eleventh grade students at SMA Negeri 1 Tembilahan Hulu. Using a correlational research design, data were collected from 98 students through Likert scale questionnaires measuring peer support and English speaking confidence. The Pearson Product Moment correlation analysis revealed a correlation coefficient of r = 0,356 which is greater than the critical values at both the 5% (0,195) and 1% (0,256) significance levels. It indicates a low but significant positive correlation between the two variables. Accordingly, the alternative hypothesis (H1) is accepted, and the null hypothesis (H₀) is rejected. Descriptive results showed that while most students perceived high peer support, their speaking confidence was at a moderate level. These findings indicate that peer support positively influences English speaking confidence, but other factors also play a role. Therefore, it is recommended that teachers adopt a comprehensive approach that includes peer support alongside other psychological and contextual strategies to enhance students’ confidence in speaking English.
Copyright (c) 2025 Khairunnisa, Edi Ardian, Sri Erma Purwanti https://creativecommons.org/licenses/by/4.0
TEACHING SPEAKING THROUGH DIGITAL INSTRUCTIONAL MEDIA
This study discusses the use of digital instructional media to improve students' speaking skills in teaching speaking skills. Student’s problem in speaking is having limited vocabulary and shy to speak English. The TALK application is an application that can be used in teaching speaking. This aims to improve students' understanding of vocabulary, pronunciation and grammar. This article will discuss the impact of teaching speaking skills through the implementation of the TALK application on teaching speaking and provide learning media that are useful in improving students' speaking skills. The method used in this study is descriptive research. Participants in this study consisted of 40 students from Sport Study Program who took English courses. The results of this study found that the use of the TALK application is efficient to be taught in teaching speaking skills
Copyright (c) 2025 Helfany Amsa, Safriyani Novitri, Sherly Franchisca, Jumerli Ariati https://creativecommons.org/licenses/by/4.0
THE CHALLENGES AND STRATEGIES OF THE STUDENTS IN THE TRANSLATION PROJECT
Translation projects are essential in preparing students for real-world language services, especially within project-based learning contexts. However, a gap still exists between theoretical instruction and the practical challenges students face during such projects. This study explores the challenges encountered by English Education students at Universitas Jambi and the strategies they used to overcome them. Employing a qualitative case study design, the research involved students enrolled in the Project in Language Services course during the even semester of the 2023/2024 academic year. Data were gathered through semi-structured interviews with three student groups. The analysis identified four main categories of challenges: linguistic (e.g., technical terms and sentence structure), cultural (e.g., cultural expressions), technological (e.g., tone inaccuracies in machine translation), and managerial (e.g., time constraints and client communication). To address these, students used strategies such as consulting academic references, applying semantic techniques, collaborating with peers and lecturers, and using digital tools. The findings conclude that while translation projects expose students to real-world challenges, the integration of adaptive strategies enhances their problem-solving skills, autonomy, and preparedness for professional translation work.
Copyright (c) 2025 Sinta Ria, Yelia, Rosinta Norawati https://creativecommons.org/licenses/by/4.0
EXPLORING INTERNAL AND EXTERNAL FACTORS OF SPEAKING ANXIETY IN ACADEMIC PRESENTATIONS AMONG EFL STUDENTS AT JAMBI UNIVERSITY
Many EFL students face difficulties when delivering academic presentations in English due to feelings of anxiety and a lack of confidence. In fact, presentations are an essential part of the learning process that require strong speaking skills. This problem becomes more complex because English is not their first language, and their limited language proficiency often hinders the fluency and effectiveness of their delivery. This study aims to explore the internal and external factors that contribute to speaking anxiety in academic presentation contexts. A qualitative approach with a case study design was used, involving six eighth-semester students from the English Education Study Program at Jambi University, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The results revealed four internal factors: lack of grammar mastery, Vocabulary Limitations, incorrect pronunciation, and Lack of Self-Confidence. In addition, three external factors were identified: fear of negative evaluation, Lack of Opportunities to Practice Speaking in English, and Speaking Anxiety Triggered by Specific Lecturers. These findings indicate that speaking anxiety is a complex issue that should be addressed through more supportive teaching approaches, including increasing speaking practice and creating a more positive classroom environment.
Copyright (c) 2025 Dear Atasya Baritanya, Nely Arif, Rd. M. Ali https://creativecommons.org/licenses/by/4.0
STUDENTS’ PERCEPTIONS TOWARD LITERATURE CIRCLES AT SAMPOERNA SCHOOL OF EDUCATION: A STUDY ON STUDENTS OF THE ENGLISH LANGUAGE TEACHING DEPARTMENT
The shift from teacher-centered to student-centered learning in the 21st century has demanded the development of essential skills such as collaboration, communication, critical thinking, and creativity. One learning strategy that fosters these skills is Literature Circles (LC). However, while LC has proven effective in various educational contexts, its implementation in English as Foreign Language (EFL) settings presents unique challenges, including language barriers and unfamiliarity with structured discussion roles. This study aims to explore students’ perceptions toward the use of LC as a collaborative reading strategy in an EFL context, specifically at the Sampoerna School of Education. A qualitative descriptive method was employed, involving classroom observations and semi-structured interviews with first-year English Language Teaching students who participated in LC sessions. Thematic analysis based on Feldman’s framework of perception (knowledge, experience, hope, and motivation) was used to code the data. The findings indicate that students generally have positive perceptions of LC. They view it as an engaging and beneficial strategy that enhances reading comprehension, vocabulary acquisition, and critical thinking. However, students also reported difficulties with certain roles and language-related challenges, which they overcame through peer support and simplified strategies. In conclusion, despite its challenges, Literature Circles can serve as an effective tool for fostering collaborative learning and improving literacy skills in EFL contexts when implemented with appropriate guidance and scaffolding.
Copyright (c) 2025 Satria Dijaya https://creativecommons.org/licenses/by/4.0
MACRO STRUCTURES IN TWO SOCIAL MEDIA REPORTS ON CAPITAL RELOCATION
The relocation of Indonesia’s Capital City has caused public debate and conflicting narratives in media. This research is motivated by the massive coverage of the capital relocation and the assumption that the program is driven by a dominant group with political interests. This research aims to analyze how two online news platforms, such as tirto.id and viva.news, construct discourse on the capital relocation using Van Dijk’s Critical Discourse Analysis model. Employing a qualitative descriptive method, the research focuses on analyzing propositions in selected news texts as well as interpreting their macrostructure through macrorules, such as generalization, deletion, selection, interpretation, and construction. The findings reveal that tirto.id constructs the discourse to support the relocation by highlighting expert involvement and logical reasoning, while viva.news emphasizes political criticism and legal controversies. The research concludes that media framing significantly influences public perception, with each outlet building its own version of reality through discourse strategies along with underlines the role of media in shaping national narratives, especially political issues like capital relocation.
Copyright (c) 2025 Muhammad Fahri Jaya Sudding, Fauzan Hari Sudding, Ashabul Kahfi Susanto, Citra Dwi Safitri, Andi Kamariah https://creativecommons.org/licenses/by/4.0
DIGITAL-BASED ASSESSMENT IN BUSINESS ENGLISH CLASSROOMS: A PATHWAY TO MORE EFFECTIVE EVALUATION
Assessment in English for Specific Purposes (ESP) such as Business English must address the need for authentic and practical language use in professional contexts. However, traditional paper-based assessments often fall short in reflecting real-world communication tasks. With the rise of digital technology and the shift toward online learning, especially during the COVID-19 pandemic, integrating digital-based assessment has become both a necessity and an opportunity in higher education. Yet, limited empirical research exists on how such assessments are perceived and implemented in the Indonesian context. This study aims to explore the implementation of digital-based assessment in a Business English classroom at a private university in Indonesia. Specifically, it investigates how digital tools affect student engagement, the authenticity of assessments, and the challenges experienced by both instructors and students. A qualitative research design was employed, using semi-structured interviews, classroom observations, and document analysis of student assignments and feedback. The participants consisted of one lecturer and twenty-five undergraduate students enrolled in a Business English course. The findings show that digital-based assessment significantly improves student engagement by enabling timely feedback and fostering an interactive learning environment. Students valued platforms like Google Classroom for providing real-time input that helped them revise and improve their performance. Moreover, digital tools enhanced the authenticity of tasks such as business emails, virtual negotiations, and presentations, making assessments more reflective of real-world scenarios. However, challenges were also evident, including digital literacy gaps, limited technological access, and unstable internet connections. Both students and the instructor expressed the need for more structured support and training to optimize the use of digital tools in assessment. In conclusion, digital-based assessment offers clear advantages in terms of engagement and authenticity in Business English instruction. Nonetheless, its effectiveness depends on institutional support, teacher readiness, and student digital competence. Strategic planning, infrastructure development, and targeted professional development are essential to fully harness the benefits of digital assessment while minimizing its barriers.
Copyright (c) 2025 Dwita Laksmita Rachmawati https://creativecommons.org/licenses/by/4.0
NEED ANALYSIS IN LEARNING ENGLISH FOR ACCOUNTING STUDENTS IN ISLAMIC UNIVERSITY
The lack of English learning materials tailored to the specific academic and professional needs of accounting students in Islamic universities presents a challenge in preparing students for the global workplace. This study aims to identify the English learning needs of accounting students at an Islamic university in order to develop relevant and effective learning materials. Data were collected using a google Form questionnaire distributed to students, English lecturers, accounting lecturers and graduates. The data were analyzed using a descriptive qualitative approach. The findings indicate that all four language skills (listening, speaking, reading, and writing), along with language components such as grammar and vocabulary, are considered important by respondents. The students preferred teaching methods that include discussion, exercise, demonstrations, role-play, vocabulary drills, group work, and video-based learning. Regarding assessment, the majority of students favored restricted response tests, written tests, matching items, performance-based tests, and multiple-choice questions. In addition to general English topics, students express the need to learn terminology related to Islamic Accounting. Essential language functions identified include self-introduction, participating in meetings, and communicating in professional contexts such as client interactions and academic conferences. These findings can be used to produce English learning material tailored to specific needs of accounting students in Islamic higher education institutions
Copyright (c) 2025 Musdalifah, Muhammad Fahri Jaya Sudding, Ashabul Kahfi Susanto, Citra Dwi Safitri, A.Kamariah https://creativecommons.org/licenses/by/4.0
THE EFFECT OF USING PINTEREST MEDIA ON STUDENTS’ ABILITY IN DESCRIPTIVE WRITING FOR GRADE X AT SMAS GKPI PADANG BULAN
This study examines the effect of utilizing Pinterest as a teaching tool on the descriptive writing abilities of SMAS GKPI Padang Bulan students in the tenth grade. The issue raised in this study is the difficulty students face in developing ideas, enriching vocabulary, and enhancing creativity in writing. The objective of this research is to determine whether Pinterest, as a visual-based platform, can enhance students' descriptive writing skills. The research method used is a quantitative experimental method involving two classes: class X-3 as the experimental group and class X-1 as the control group, each consisting of 26 students. Both groups were given a pre-test to measure the students' initial writing abilities. The experimental group was taught using Pinterest, while the control group was taught using conventional methods. After the treatment, a post-test was conducted to measure the improvement in writing skills. The research results show that the average score of the experimental group significantly increased from 61.38 to 77.23, while the control group increased from 54.81 to 67.27. The results of the t-test showed a t-value of 2.557, higher than the t-table value of 2.010 at a significance level of 0.05. This indicates a significant difference between the two groups. Thus, the use of Pinterest has a positive and significant impact on students' descriptive writing skills and can be considered an effective and innovative learning tool in teaching writing at the high school level.
Copyright (c) 2025 Mei Br. Siringo-ringo, Fenty Debora Napitupulu, Harpen Silitonga https://creativecommons.org/licenses/by/4.0
THE STUDENTS' ABILITY IN USING TREE DIAGRAMS AT THE THIRD SEMESTER OF ENGLISH STUDY PROGRAM ISLAMIC UNIVERSITY OF INDRAGIRI
Syntax is a sub-discipline of linguistics that studies the relationship between words in speech, including phrase structure, clause structure, and sentence structure in a language. Tree diagrams are a great method of understanding syntax. The purpose of this study is to ascertain the third semester English Study Program students at Indragiri Islamic University proficiency in understanding tree diagrams. This kind of study is descriptive quantitative. Twenty-one students made up the study's total population and sample, which was drawn using the total sampling technique. To find out the ability of pupils in studying tree diagrams, the researcher presented a test as an instrument. To ascertain the test outcomes, the researcher employed statistical analysis for data analysis. With an average score of 78.19, the test results demonstrated that third semester students in the English Study Program at Indragiri Islamic University were enough in understanding tree diagrams. The researcher came to the conclusion that there is room for improvement in the third semester English Study Program students at Indragiri Islamic University proficiency with tree diagrams.
Copyright (c) 2025 Jena Mardhika, Melda Yeni, Samsul Amri https://creativecommons.org/licenses/by/4.0
ANALYZING STUDENTS' PERCEPTION ON THE USE OF ARTIFICIAL INTELLIGENCE (AI) IN WRITING ENGLISH ESSAYS AT ISLAMIC UNIVERSITY OF INDRAGIRI
The importance of conducting this research is to determine whether AI can be a possible tool for students to assist them in writing English essays. There is a gap between the theoretical potential of AI tools in improving English essay writing and the practical challenges faced by students, such as the issue of plagiarism, inaccurate information, and unstable internet access in using AI when writing English essays. This study aims to identify students’ perception on the use of Artificial Intelligence (AI) in writing English essays at Islamic University of Indragiri. The method used in this study is a quantitative descriptive approach with data collection techniques through a questionnaire consisting of 25 statement items, which were given to 64 students. Data were analyzed using a 4-point Likert scale. The results showed that the majority of students had a positive perception of their familiarity and understanding of AI, as well as its benefits in writing English essays. However, their perceptions of the originality and accuracy of the information provided by AI tended to be neutral, considering that some of the information obtained was not always in accordance with the topic or was inaccurate. On the other hand, obstacles such as unstable internet connection quality also affected the effectiveness of using AI. Overall, students' perceptions of the use of AI in writing English essays can be categorized as moderate, with differences of opinion regarding its advantages and limitations.
Copyright (c) 2025 Nisva Okta Selly, Samsul Amri, Sri Erma Purwanti https://creativecommons.org/licenses/by/4.0
TEACHER’S PEDAGOGICAL COMPETENCE IN TEACHING ENGLISH AT EXCELLENT CLASS VIII IN JUNIOR HIGH SCHOOL
In education, the role of the teacher determines the quality of learning, especially for teachers who teach English as a Foreign Language (EFL). This study aims to know the pedagogical competence of English teacher in manage the English classroom, and how the teacher evaluates the learning process in class at junior high school class VIII in Jombang, East Java. This study used a qualitative case study. The subject of this research is one English teacher of excellent class VIII in Junior High School. There were two kinds of instruments in this research: interview and class observation. This study concluded that English teachers demonstrate good pedagogical competence in classroom learning. Based on the result of the observation, the teacher showed the application of pedagogical competence during the teaching process. In managing the English classroom, the teacher can effectively manage the classroom by creating structured lesson plans and following them throughout the class. In evaluating the learning process shows that the teacher uses various methods and techniques to evaluate the learning process comprehensively and variously in evaluating the learning process.
Copyright (c) 2025 Nailah Maziyah, Pipit Ertika Daristin https://creativecommons.org/licenses/by/4.0