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All Journal Jurnal Ilmiah Mahasiswa FKIP Prodi Bahasa Inggris Jurnal Edu Research Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika Al Ishlah Jurnal Pendidikan INTERNATIONAL JOURNAL ON LANGUAGE, RESEARCH AND EDUCATION STUDIES BASIS (BAHASA DAN SASTRA INGGRIS) Academy of Education Journal Community Development Journal: Jurnal Pengabdian Masyarakat JEE (Journal of English Education) Mattawang: Jurnal Pengabdian Masyarakat Journal of English Language and Education Journal Corner of Education, Linguistics, and Literature Mejuajua Joal : Journal of Applied Linguistics Jurnal Edu Research Aptekmas : Jurnal Pengabdian Kepada Masyarakat Journal of Classrom Action Research INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Journal of Biology, Chemistry, Mathematics and Physics Education
Eripuddin
Universitas Pasir Pengaraian, Indonesia
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AN ANALYSIS OF FACTORS INFLUENCING STUDENT’S INTEREST IN LEARNING ENGLISH AT GRADE X MA AL MUNAWWAROH RAMBAH HILIR Ummi Rasyidah; Pipit Rahayu; Eripuddin Eripuddin; Syafrina Syafrina
JEE (Journal of English Education) Vol. 11 No. 1 (2025): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v11i1.3510

Abstract

This research aims to analyze the factors that influence students' interest in learning English in class X MA Al Munawwaroh. This research uses qualitative methods by collecting data through interviews aimed at class X MA Al Munawwaroh student teachers. The research results show that the factors that influence students' interest in learning English are motivation, English language skills, and the learning environment. Students' motivation to learn English is influenced by the desire to improve English language skills, expand knowledge, and increase career opportunities. Students' English language skills also influence their interest in learning English, because students who have English skills are more interested in learning English. A conducive and enjoyable learning environment also influences students' interest in learning English. This research concludes that to increase students' interest in learning English, efforts need to be made to increase student motivation, English language skills, and a conducive learning environment.
EXPLORING CHALLENGES AND OPPORTUNITIES IN INTERCULTURAL LEARNING MATERIALS FOR EFL IN HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW Eripuddin; Zeinab Abu Samak; Pipit Rahayu; Jufrizal Jufrizal
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4476

Abstract

This study explores the challenges and opportunities associated with intercultural learning materials in English as a Foreign Language (EFL) higher education through a systematic literature review. The study aims to provide a comprehensive understanding of how intercultural materials are developed, implemented, and evaluated in contemporary educational contexts. Using a systematic review approach, relevant studies published between 2020 and 2025 were identified, screened, and analyzed based on predefined inclusion criteria. The findings reveal that the implementation of intercultural learning materials is constrained by several interconnected challenges, including limited teacher competence, rigid institutional structures, and the lack of culturally diverse and contextually relevant materials. These challenges indicate that intercultural learning has not yet been fully integrated into mainstream EFL instruction. However, the study also identifies significant opportunities, particularly in the use of digital technologies, the integration of local and multicultural content, and the adoption of innovative pedagogical approaches such as experiential and drama-based learning. These opportunities provide pathways for enhancing students’ intercultural communicative competence and creating more meaningful learning experiences. The study highlights the importance of aligning global perspectives with local cultural contexts, especially in institutions such as Universitas Pasir Pengaraian (UPP). Overall, this study contributes to the literature by offering a systematic synthesis of recent research and providing practical implications for educators, curriculum developers, and policymakers . It also suggests directions for future research on the sustainability and scalability of intercultural learning materials in higher education.
EFL STUDENTS' PERSPECTIVES ON INTEGRATING DUOLINGO INTO ORAL COMMUNICATION ACTIVITIES Pipit Rahayu; Ouafa Ouarniki; Eripuddin Eripuddin; Azi Nurazima Juhastri; Muhammad Arif Murtopo
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4612

Abstract

  English speaking skills play a vital role in education and professional settings, yet many university students, especially beginners, face challenges in developing fluency and confidence. The integration of technology and artificial intelligence has become an alternative solution to support speaking practice, with Duolingo emerging as a widely used platform. However, most previous studies focused on different applications or advanced learners, leaving a gap in understanding how beginner-level students perceive Duolingo in speaking activities. This study aims to explore the perceptions of second-semester students in the English Study Program at Universitas Pasir Pengaraian toward the use of Duolingo as a supplementary tool in speaking learning. Employing a qualitative descriptive method, data were collected from 22 participants through questionnaires and interviews to capture their experiences and opinions. The findings reveal that students generally have positive perceptions, highlighting Duolingo’s interactive features, gamification, instant feedback, and mobile accessibility, which motivate consistent practice and vocabulary development. Nevertheless, some limitations were identified, such as insufficient natural conversation, pronunciation accuracy, and cultural context. In conclusion, while Duolingo cannot fully replace authentic communication, it is perceived as a valuable complementary tool that enhances engagement and supports speaking skill development when integrated with classroom learning and real-life interaction.
An Analysis of Students’ Linguistic and Performance Challenges in Performing Under the Gaslight by Augustine Daly Eripuddin; Pipit Rahayu; Azi Nurazima Juhastri; Debora Martini Jai
Journal of Classroom Action Research Vol. 5 No. 1 (2026): February 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v5i1.651

Abstract

This study investigate the Drama is as an effective pedagogical approach in English Language Teaching (ELT) due to its potential to promote communicative competence, learner engagement, and expressive skills. However, the use of classical English drama, particularly nineteenth-century texts, may pose significant challenges for EFL learners. This study aims to analyze the linguistic and performance-related difficulties experienced by 23 fifth-semester students of the English Education Study Program at Universitas Pasir Pengaraian in performing Under the Gaslight by Augustine Daly. Employing a descriptive qualitative research design, data were collected through classroom observations, semi-structured interviews, and documentation during rehearsal and performance sessions. The findings reveal that students encountered major difficulties involving both language and performance demands, including archaic vocabulary, complex sentence structures, pronunciation problems, stage fright, limited voice projection, inadequate body movement, and weak emotional delivery. These challenges were closely interconnected, with language barriers contributing to psychological anxiety and subsequently affecting overall performance quality. The study concludes that while drama remains a valuable instructional tool in ELT, the use of classical drama requires careful pedagogical mediation, including linguistic scaffolding, cultural contextualization, and systematic performance training. The findings are expected to contribute to the improvement of drama instruction, text selection, and teaching strategies in English teacher education programs, particularly in equipping prospective English teachers with the competence to implement drama-based learning effectively in future classrooms Keywords: Students’ Difficulties, Drama, Performance
ANALYZING CHARACTERS IN THE FILM MOANA: AN EXPLORATION OF LEADERSHIP VALUES AND CULTURE IDENTITY Eripuddin; Pipit Rahayu; Siti Aisyah; Azi Nurazima Juhastri
JEE (Journal of English Education) Vol. 11 No. 2 (2025): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v11i2.4153

Abstract

This study analyzes leadership values and cultural identity in the animated film Moana (2016) through the main characters. Using qualitative descriptive research, it explores how leadership and cultural identity are depicted in character development, dialogue, narrative, and visuals. The primary data source is the film, focusing on Moana, Maui, and Chief Tui, who represent leadership practices and cultural meanings. Data were collected through repeated viewing of the film, selecting relevant scenes and dialogues, and analyzed with thematic analysis. The findings reveal that leadership in Moana is portrayed as a value-based, culturally grounded process rather than authority. Moana demonstrates leadership values such as responsibility, courage, perseverance, empathy, and commitment to community. Leadership is deeply connected to Polynesian traditions and values, showing the influence of culture and nature. The contrasting portrayals of Maui and Chief Tui highlight leadership as a dynamic, transformative process that involves balancing tradition and change. The study concludes that Moana promotes ethical leadership and cultural awareness.
A STUDENTS’ RELUCTANCE TO SPEAK ENGLISH AT SEVENTH SEMESTER STUDENTS OF ENGLISH STUDY PROGRAM AT UNIVERSITY OF PASIR PENGARAIAN Citra Melani; Eripuddin; Pipit Rahayu
JEE (Journal of English Education) Vol. 11 No. 2 (2025): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v11i2.4159

Abstract

This research aims to identify the factors contributing to the reluctance of seventh-semester students in the English Study Program at the University of Pasir Pengaraian to speak English. This study employed a descriptive qualitative method. Data were collected through questionnaires and interviews with 16 students who demonstrated a high tendency of reluctance in speaking English. The questionnaire was developed using a Likert scale and covered five main aspects: lack of confidence, shyness, anxiety, lack of motivation, and fear of making mistakes. Interviews were conducted to support and clarify the quantitative findings. The results revealed that most students experience psychological and linguistic barriers that affect their confidence in speaking. The most dominant factors include fear of making mistakes, concern over negative judgment from classmates, and limited vocabulary and pronunciation skills. These findings indicate the necessity for more supportive and interactive teaching approaches that foster speaking confidence. This research is expected to contribute to the development of more effective English language teaching strategies and serve as a reference for future researchers in examining speaking reluctance in the context of higher education
A Needs Analysis of Using a Pragmatics Approach in Teaching Drama in EFL Contexts Eripuddin eripuddin; Pipit Rahayu; Azi Nurazima Juhastri
Journal of Applied Linguistics Vol. 6 No. 1 (2026): July 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v6i1.646

Abstract

This study investigates the need for integrating a pragmatics approach in teaching drama within an English as a Foreign Language (EFL) context. Employing a qualitative needs analysis design, the research involved 23 sixth-semester students of the English Department selected through purposive sampling. Data were collected using open-ended questionnaires structured around a needs analysis framework encompassing target needs (necessities, lacks, and wants) and learning needs. The data were analyzed through qualitative descriptive analysis to identify patterns related to students’ pragmatic competence and instructional expectations.The findings reveal more specific dimensions of learners’ needs. In terms of necessities, students are required to understand how meaning in drama is constructed through context, including implicature, speech acts, and sociocultural norms, in order to interpret characters’ intentions and perform dialogues appropriately. However, in terms of lacks, the data indicate that many students experience difficulties in interpreting implied meanings, recognizing indirect speech acts, and adjusting language use according to social context, which results in overly literal or mechanically delivered performances. Furthermore, regarding wants, students express a strong preference for more interactive and contextualized learning activities, such as role-play, script analysis focusing on pragmatic elements, and explicit instruction on how language functions in real communicative situations.These findings suggest that drama instruction in EFL contexts requires more explicit integration of pragmatic components, not only as supplementary material but as a core aspect of learning. The study highlights the pedagogical value of pragmatics as a conceptual foundation for enhancing both communicative competence and interpretive skills in drama learning. By positioning pragmatic competence as a central learning objective, this research contributes to the development of learner-centered and contextually grounded drama pedagogy in EFL settings. The findings also provide a more concrete basis for future instructional design and empirical research on pragmatics-based drama teaching. Keywords : Need Analysis; Pragmatics Approach; Teaching Drama
Peningkatan Kompetensi Digital Guru Bahasa Inggris melalui Pelatihan Pembuatan Media Pembelajaran Interaktif Berbasis Canva Uchy Mukho Adrianty; Pipit Rahayu; Eripuddin Eripuddin; Azi Nurazima Juhastri; Wirda Jannatul Jannah; Amir Syarifuddin; Jumaidi Ahmad; Latifah Latifah; Sakinah Sakinah; Mhd Ardika
Mejuajua: Jurnal Pengabdian pada Masyarakat Vol. 6 No. 1 (2026): Agustus 2026
Publisher : Yayasan Penelitian dan Inovasi Sumatera (YPIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/mejuajuaj.abdimas.v6i1.387

Abstract

This community service activity aims to enhance the digital competence of English teachers in designing interactive learning media using the Canva platform. The primary challenge addressed was the teachers' limited ability to develop digital learning media that are engaging and aligned with 21st-century learning demands. The training involved 15 participants and a four-member service team. Conducted as a practical workshop, the program comprised material presentation, demonstrations, and evaluation. A One-Group Pretest-Posttest Design was employed for evaluation. Calculations revealed a mean pre-test score of 5.29 (low category). This figure rose sharply in the post-test, with the mean reaching 14.71 (very high category) out of a maximum score of 15. These findings demonstrate that the training positively impacted the teachers' digital competence in terms of both knowledge and practical skills. The activity contributes to strengthening teachers' capacity to integrate digital technology into instruction and supports the implementation of learning approaches that are more innovative, creative, and learner-centered.
Revitalizing the Malay Language in Higher Education: A Study of Intercultural Learning Materials in Rokan Hulu Eripuddin; Rosatiqah Binti Yahya; Fazlina Shasa Binti Abdullah
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i2.106

Abstract

This study aims to examine the impact of intercultural learning materials on student engagement, language retention, and proficiency in Malay. Using a mixed-methods design, data were collected from 120 students and 10 instructors in Rokan Hulu Regency through surveys, interviews, classroom observations, and material analysis. The surveys explored students’ linguistic challenges and cultural exposure, while interviews gathered instructors’ perspectives on pedagogy. Observations assessed engagement in classrooms with varying degrees of intercultural integration, and content analysis identified gaps in the representation of cultural narratives. Quantitative data were analyzed statistically, and qualitative data underwent thematic coding.The findings show that students with limited intercultural exposure often rely on regional dialects or English, struggling with formal Malay. Conversely, classrooms that incorporated intercultural learning materials—including digital storytelling, folklore, and historical narratives—demonstrated higher participation and improved fluency. Instructors criticized rote learning methods and emphasized the need for immersive, culturally enriched instruction. The study concludes that integrating intercultural learning materials, multimedia tools, and experiential learning strategies can enhance Malay language acquisition. These findings provide valuable implications for curriculum development, underscoring the role of culturally responsive pedagogy in fostering meaningful and sustainable language learning within a globalized educational landscape.
Co-Authors Abdullah, Fazlina Shasa Binti Adelina Anum Afisha, Della  Agustina Agustina Agustina Agustina Agustina Alpino Susanto, Alpino Amir Syarifuddin Anastasia Ema Gunawan Andri Donal, Andri Annisa Salsabila Ari Aprilia Dwiana Arrum, Arrum Azi Nurazima Juhastri Azi Nurazima Juhastri Azi Nurazima Juhastri Azi Nurazima Juhastri Batdal Niati Batdal Niati Bayu Arya Dinata Citra Melani Debora Martini Jai Della Ayu Devi Kurniawati Dian Sukma, Dian Evi Kasyulita Evi Kasyulita Evi Kasyulita Evi Kasyulita, Evi Evi Peranian Fazlina Shasa Binti Abdullah Ginting, Rezha Mayshara Handayani, Sri Harapan Bunda, Ridho Hardianto Ida Safzatul Iffa Halim Ikhwan Dwi Kurniawan Ikhwan Dwi Kurniawan Irmawati , Lisa Jufrizal Jufrizal Jufrizal Jufrizal Jufrizal Julaika, Julaika Jumaidi Ahmad Kharisma, Putri Latifah Latifah Liana Fuji Lestari Manalu, Nurapriani Mhd Ardika Muhammad Arif Murtopo Mustika, Feni Nantakarn Tohmi Ng Yu Jin Ng, Yu Jin Nia Ramadani Ningsih, Cindy Wahyu Novita Sari Nurazima Juhastri, Azi Nurazimah Juhastri, Azi Ouafa Ouarniki Pawinee Suksawai Permata Sari, Intan Pipit Rahayu Pipit Rahayu Pipit Rahayu Puji Prayitno, Puji Rahayu , Pipit Rahayu, Selvi Ramadhini, Dea Rice Gus Gulita Sari Rika Safitri Rina Merli, Rina Rivi Antoni Rosatiqah Binti Yahya Rosdalina -, Rosdalina Sakinah Sakinah Septian Nofyaldo Siti Aisyah Sohibun -, Sohibun Suryani, Risa Syafrina Syafrina Syahada Nurul Ummah Uchy Mukho Adrianty UMMI RASYIDAH Ummi, Rodiatul Welven Aida Wirda Jannatul Janah Yahya, Rosatiqah Binti Yova Afriansyah Yuliana Yuliana Yuyun Yuniarti, Yuyun Zahra Bil Nazzary Zeinab Abu Samak Zuraida -, Zuraida