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All Journal EKOMBIS REVIEW: Jurnal Ilmiah Ekonomi dan Bisnis EXPOSURE JOURNAL JURNAL PENDIDIKAN TAMBUSAI Didaktika: Jurnal Kependidikan Jurnal Multidisiplin Dehasen (MUDE) Jurnal Ilmiah Multidisiplin (JUKIM) Yavana Bhasha: Journal of English Language Education Cerdika: Jurnal Ilmiah Indonesia Jurnal Insan Pendidikan dan Sosial Humaniora Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, Dan Sosial Humaniora Indonesian Journal of Multidisciplinary Scientific Studies Journal of Innovative and Creativity Jurnal Pendidikan dan Sastra Inggris Journal of Constitutional, Law and Human Rights
Yani Lubis
Universitas islam Negeri Sumatera Utara
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The Role of Working Memory in Second Language Comprehension: A Psycholinguistic Review Tazkiya Aulia Ibriza; Anggun Siska Pratiwi; Nurul Husna; Fauzia Amelia Br Siregar; Yani Lubis
Jurnal Pendidikan Tambusai Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i1.36185

Abstract

Studi ini mengeksplorasi peran penting Memori Kerja (WM) dalam pemahaman Bahasa Kedua (L2) melalui tinjauan psikolinguistik. Dengan menggunakan desain penelitian pustaka kualitatif, makalah ini mensintesis teori klasik dan modern, termasuk model multi-komponen Baddeley dan teori kapasitas Daneman dan Carpenter, untuk meneliti bagaimana WM berfungsi sebagai penyimpanan sementara dan pengolah aktif masukan linguistik. Temuan menunjukkan korelasi yang kuat antara kapasitas WM dan kemahiran L2, di mana individu dengan kapasitas lebih tinggi menunjukkan kinerja yang unggul dalam penguraian sintaksis dan integrasi semantik. Lebih lanjut, tinjauan ini menyoroti sifat dinamis WM, mengungkapkan bahwa dominasinya paling menonjol pada tahap awal pembelajaran sebelum pemrosesan linguistik menjadi otomatis. Studi ini diakhiri dengan implikasi pedagogis, yang menyarankan agar pendidik merancang strategi pengajaran yang meminimalkan beban kognitif untuk mendukung pembelajar dengan kapasitas WM yang berbeda-beda.
Psycholinguistic Perspectives on Speaking Anxiety and Fluency in EFL Classrooms Agung Arif Hakim Batubara; Muhammad Akbar Rizky; Yani Lubis
Jurnal Pendidikan Tambusai Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i1.36352

Abstract

Kecemasan berbicara tetap menjadi hambatan yang terus-menerus terhadap kinerja lisan di kelas Bahasa Inggris sebagai Bahasa Asing (EFL), bahkan di antara pembelajar dengan pengetahuan tata bahasa dan leksikal yang memadai. Banyak pembelajar EFL kesulitan berbicara dengan lancar meskipun telah lama mengikuti pengajaran, yang menunjukkan adanya kesenjangan antara kompetensi linguistik dan penggunaan bahasa secara langsung. Artikel ini bertujuan untuk menjelaskan hubungan antara kecemasan berbicara dan kelancaran lisan melalui lensa psikolinguistik. Dengan mengadopsi desain penelitian konseptual kualitatif, studi ini mensintesis studi empiris yang telah ditinjau oleh rekan sejawat yang diterbitkan antara tahun 2020 dan 2024 yang meneliti kecemasan, pemrosesan kognitif, dan kelancaran dalam konteks EFL. Analisis mengidentifikasi tema-tema yang berulang terkait dengan kontrol perhatian, kendala memori kerja, gangguan pengambilan leksikal, dan gangguan dalam perencanaan bicara. Temuan menunjukkan bahwa kecemasan berbicara berfungsi sebagai interferensi afektif kognitif yang mengurangi efisiensi pemrosesan selama produksi ucapan, yang mengakibatkan gangguan kelancaran yang terukur. Dengan mengintegrasikan bukti empiris terbaru dengan model produksi ucapan dan pemrosesan kognitif yang telah mapan, artikel ini menawarkan penjelasan yang berlandaskan teori mengapa kelancaran tetap rapuh di bawah tekanan afektif. Diskusi ini selanjutnya menunjukkan bagaimana wawasan psikolinguistik ini memberikan informasi bagi pedagogi berbicara yang memprioritaskan pengelolaan kognitif, regulasi afektif, dan pengembangan otomatisasi di kelas EFL.
Psycholinguistic Factors Influencing Vocabulary Acquisition in Young Learners Achmad Ridwan; Yani Lubis
Jurnal Pendidikan dan Sastra Inggris Vol. 4 No. 3 (2024): Desember:Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v4i3.1877

Abstract

This study explores the psycholinguistic factors that influence vocabulary acquisition in young learners, focusing on the roles of working memory, phonological processing, and attentional control. Using a qualitative descriptive design, data were collected through classroom observations, interviews, and language task analysis involving children aged 6–8. The findings reveal that vocabulary learning is shaped by the interaction of these cognitive mechanisms rather than exposure alone. Children with stronger working memory retained new words more effectively, while those with higher phonological awareness encoded and retrieved sound patterns with greater accuracy. Attentional control further contributed to how deeply learners processed linguistic input, significantly affecting their ability to understand and store new vocabulary. The results demonstrate that vocabulary acquisition is a dynamic cognitive process dependent on individual differences in memory, sound processing, and attention. These insights highlight the need for instructional practices that address learners’ cognitive profiles and support more effective vocabulary development in early education.
Emotion, Cognition, and Comprehension: A Psycholinguistic View in EFL Classrooms Ariqqah Raihana; Elvida Futri Mahara; ⁠Irpi Octia Pebrianti; Yani Lubis
Jurnal Pendidikan dan Sastra Inggris Vol. 4 No. 2 (2024): Agustus :Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v4i2.1990

Abstract

This study investigates the interconnected roles of emotion and cognition in shaping comprehension processes within EFL classrooms from a psycholinguistic perspective. Using a qualitative design involving classroom observations, semi-structured interviews, and document analysis, the research reveals that learners’ emotional states significantly influence their attentional control, working memory function, and overall ability to construct meaning. Positive emotions such as confidence and curiosity enhance cognitive efficiency, while negative emotionsm particularly anxiety disrupt processing and lead to superficial comprehension. The findings also highlight the importance of classroom environment, showing that supportive teacher interactions and collaborative peer engagement foster emotional comfort and facilitate deeper comprehension. In contrast, evaluative or high-pressure tasks trigger emotional tension that restricts cognitive readiness. Additionally, learners’ emotion regulation strategies play a critical role in sustaining engagement during challenging tasks. Overall, the study underscores that comprehension in EFL settings is a dynamic interaction between affective states, cognitive mechanisms, and classroom conditions. These insights call for pedagogical approaches that integrate emotional awareness to enhance learners’ cognitive performance and meaning-making abilities.
English vowels Azura Fazira; Dinda Gustiana; Yani Lubis
Jurnal Pendidikan dan Sastra Inggris Vol. 3 No. 2 (2023): Agustus : Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v3i2.2007

Abstract

Vowels in English are pronounced with the mouth open, they can be sung. Also, vowels in English can be long vowels and short short vowels. The number of short vowels is seven long: five diphthongs and eight diphthongs. Diphthongs: Combinations of two vowels in a syllable. In English it is very important to respect the abbreviations and the length of the vowels, as the length of a sound can depend on the meaning of the word. For example: boat - sheep The first word of the sound i is short, and in the second vowel combination it is a sound that I owe only i. Translation of the first word - ship and the second - sheep. English short vowel – truncated stressed vowel. Vowel length in English or monophthong. They recite a fixed articulation. The first diphthong resonates, creating a surprising syllable. And the second - just a quick point. English has short and long vowels. There are 6 short vowels, some say 7, including the sound schwa [ə], as in "go, still, cinema, etc.". The six short vowels are [ʌ], [æ], [e], [ɪ ] , [ɒ] and [ʊ] with examples /cup/, /black/, /yes/, /sit/, /rock/ and /pull/ each has 5, namely H. [u:], [i: ] , [ɑ:], [ɔ:] and [ɜ:] with examples of each word: /food/, /look/, /dark/,/call/ and /wallet.
Students’ Error In Pronouncing English Vowel Dimas Dimas; Yulia Hidayat; Yani Lubis
Jurnal Pendidikan dan Sastra Inggris Vol. 3 No. 2 (2023): Agustus : Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v3i2.2020

Abstract

Language and how to pronounce it are inseparable in the context of learning a new language. There are undoubtedly faults in the process of pronouncing a word in any language, particularly non-native languages. While many people confuse error with a mistake, error often refers to the difference between the actual or expected value and the resultant or observed value. Errors may be measured, examined, and used to determine the degree of correctness or inaccuracy in a variety of domains. Mistakes, on the other hand, are more typically seen in general or daily conditions. Mistakes are often defined as improper or wrong behaviors or decisions, whether in decision-making, physical activities, or communication. Incomprehension, carelessness, or actions that are contrary to what should have been done are all examples of mistakes. This study, which focused on the pronunciation errors produced by English language education majors at the college of education, employed a qualitative descriptive approach to gather information from 20 students and ask them to read a short tale. This study identified three types of error: Substitution, additional, and omission. Following additional with 3.78% and omission with 0.34% as the least frequent error types made by students, it was discovered after gathering all the data that substitution accounted for 100% of all errors.
Working Memory Capacity and Language Processing Efficiency in EFL Learners Raifa Naswa Khodijah; Widya Maharani; Shafira Hasan Hasibuan; Yani Lubis
Jurnal Pendidikan dan Sastra Inggris Vol. 4 No. 3 (2024): Desember:Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v4i3.2074

Abstract

This study aims to explore how working memory capacity influences language processing efficiency among English as a Foreign Language (EFL) learners. Using a qualitative approach, data were collected through language processing tasks and semi-structured interviews that examined participants’ cognitive experiences while engaging with complex linguistic input. Interpretative Phenomenological Analysis (IPA) revealed several key patterns. Learners with higher working memory capacity were able to retain information longer, process complex sentences more efficiently, and employ strategies such as chunking and contextual prediction. In contrast, learners with lower capacity experienced higher cognitive load, frequent information loss, and reliance on linear processing that hindered their ability to construct global meaning. Subjective factors such as anxiety also influenced processing efficiency, particularly for those with lower capacity. These findings indicate that language processing efficiency is shaped by an interplay of cognitive resources, processing strategies, and subjective experiences. The pedagogical implications highlight the need for instructional approaches that account for cognitive differences, enabling instruction to be more responsive to learners’ individual needs.
The Influence Factors of Students Conginitive Process in Writing Rizky Ummi Thahirah Nasution; Herika Dalimunthe; Dinda Sundana; Yani Lubis
Jurnal Pendidikan dan Sastra Inggris Vol. 4 No. 2 (2024): Agustus :Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v4i2.2735

Abstract

The Chinese nation is a developed nation and has a variety of unique cultures and customs. Not only that, the physical characteristics and lifestyle of this nation have attracted the attention of a number of nations in the world, especially western nations. So in this study, researchers try to dig deeper into gender stereotypes against the Chinese nation through the film Mulan (2020). Stereotypes exist because of the hegemony of a gender perspective towards Eastern nations, including the Chinese nation. The existence of scientific research activities on Eastern nations and writing activities has made a number of people have their own perspective on Eastern nations which are dominated by negative views. Therefore, by using a descriptive qualitative research method, researchers can carefully process data and analyze descriptively the research topic, namely what stereotypes are present in the film Mulan (2020) towards the Chinese nation. Both in terms of physical characteristics and patterns of social life. Assisted by a subjective interpretive approach, researchers try to use reason and reason to examine stereotypes in the film Mulan (2020) to obtain conclusions from research results such as stereotypes against the Chinese nation in terms of ideological beliefs that still believe in ancestors who are considered mystical, mindset which are still traditional so that there is no gender equality.
The Use of Conditional Sentence in the Short Story “Who Ate the Bread?” Dzakiyah Darajat; Hanafi Aryunsyah Indarto; Selva Rizky Akmalia; Yani Lubis
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.2022

Abstract

Conditional sentence is one of the important structures in English that expresses cause-and-effect relationship based on certain conditions. This research uses qualitative method with literature study approach and content analysis. Data were collected from short story texts, scientific journals, and online sources, then analyzed descriptively through the identification and classification of conditional sentences. The results show that this short story contains various types of conditional sentences, such as zero, first, second, and third conditional, which play a role in building the storyline, characterizing the characters, and strengthening the moral message. The use of conditional sentences not only enriches the narrative, but also helps readers understand the various possibilities and consequences in the story. This finding confirms the importance of mastering conditional sentences in English language learning, especially in analyzing literary texts.
The Use Of Technology In English Language Learning In The Digital Era Aldo Suriadi; Wirda Lestari Pasaribu; Yani Lubis
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.2376

Abstract

The rapid advancement of digital technology has significantly transformed English language learning, particularly in grammar instruction. This literature review examines the opportunities and challenges of integrating technology into English grammar education. By analyzing various studies, the review highlights effective strategies such as the use of e-learning platforms, mobile-assisted language learning, gamification, and collaborative online tools that enhance learner engagement, motivation, and proficiency. The review also identifies critical factors influencing successful implementation, including teacher readiness, digital literacy, and equitable access to technology. Challenges such as the digital divide, data privacy concerns, and the need for culturally sensitive instructional materials are discussed. The study concludes that while technology offers promising avenues for improving grammar learning, comprehensive teacher training and infrastructure development are essential to maximize its benefits. Recommendations for future research and policy development emphasize adaptive learning systems and inclusive pedagogical strategies to foster effective and equitable English grammar education in the digital era.
Co-Authors Achmad Ridwan Ade Khofipah Indah Harahap Agung Arif Hakim Batubara Aldo Suriadi Anggun Siska Pratiwi Ariqqah Raihana Arya Wiranda Asmaul Husna Aula Adnin Ritonga Ayumi Seftina Azura Fazira Bima Bahari Cansa Namira Sitanggang Cindy Alia Ramadhany Cindy Triningsih Cut Ria Manisha Dewi Dokate Manalu Dimas Dimas Dinda Gustiana Dinda Sundana Dini Aisyah Fitri Dzakiyah Darajat Elvida Futri Mahara Erna Fitriani Daulay Fatimah Azzahra Siregar Fauzia Amelia Br Siregar Febri Shaleh Siregar Hafizah Ismayati Hanafi Aryunsyah Indarto Herika Dalimunthe Ismah Nazhifah Juanda Muktar Hasibuan Kezia Nur Elizanti Purba Khairunnisa Khairunnisa Lailatul Fitria Muhammad Akbar Rizky Mutiara Qalbiyah Marfa Nabila Zuhairya Nadila Adelia Putri Najah Athirah Najla Regar Nurasiah Anggini Nurul Aini Nurul Husna Puspita Maharani Rahmi Pitriyani Raifa Naswa Khodijah Ramadhan Solin Reflina3 Rizky Ardi Pratama Rizky Ummi Thahirah Nasution Rosa Anjani Sabila Kamalia Sakinah Azzahra Salwa Aulia Chaniago Selva Rizky Akmalia Shafira Hasan Hasibuan Sholihatul Hamidah Daulay Siti Sholikhah Tara Arini Tazkiya Aulia Ibriza Tiara Dwi Lestari Tiara Putri Tria Ramadani Siregar Via Adelia Fitri Widya Maharani Wirda Lestari Pasaribu Yulia Hidayat Yungki Akbar ⁠Irpi Octia Pebrianti