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All Journal EKOMBIS REVIEW: Jurnal Ilmiah Ekonomi dan Bisnis EXPOSURE JOURNAL Didaktika: Jurnal Kependidikan Jurnal Multidisiplin Dehasen (MUDE) Journal of General Education and Humanities 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 Jurnal Sains Student Research International Journal Multidisciplinary Science Indonesian Journal of Multidisciplinary Scientific Studies Journal of Innovative and Creativity JELT Journal of English Education, Teaching and Literature JALC : Journal of Applied Linguistics and Studies of Cultural Jurnal Pendidikan dan Sastra Inggris Journal of Constitutional, Law and Human Rights Poetica Lingua: Journal of Literary and Linguistic Research
Yani Lubis
Universitas islam Negeri Sumatera Utara
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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.
Student’s Effort’s Understanding Word Spelling Yani Lubis; Mutiara Qalbiyah Marfa; Salwa Aulia Chaniago
Journal of Constitutional, Law and Human Rights Vol. 1 No. 2 (2025): September 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jclhr.v1i2.5387

Abstract

In everyday life as humans we cannot be separated from language. This activity can be carried out through spoken language and written language. In children's development, language has an important role both from a social, emotional and intellectual perspective which supports success in understanding the field of study. Language consists of 4 stages, namely speaking, listening, reading and writing (Susanto, 2013 p. 241). Spelling is an important element in communicating in writing, in addition to using correct spelling, it is the basis for using English well and correctly. However, students often experience difficulties in understanding and applying the spelling of words correctly, so efforts need to be made so that students can understand and master the spelling of words properly and correctly
Students’ Interest in Using the Shadowing Technique for Pronunciation Skills Ricky Dian Saputra; Yani Lubis
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1177

Abstract

This study aims to determine students' interest in using the shadowing technique to improve pronunciation skills in English language learning. The shadowing technique, which requires students to listen and simultaneously imitate the speech of native speakers, is considered an effective approach to improve pronunciation accuracy, fluency, and self-confidence. This study used a qualitative descriptive method involving 25 seventh-grade students at MTS Swasta Al-Anshor Perdagangan II. Data were collected through a closed-ended questionnaire with a four-point Likert scale designed to measure students' perceptions, attitudes, and interests toward the application of the shadowing technique. The results showed that most students had a high level of interest and positive attitudes toward the use of shadowing in pronunciation learning. The majority of students stated that this technique helped improve speaking fluency, self-confidence, and enjoyment in learning English. Although some students had difficulty keeping up with the pace of native speakers, they still considered shadowing a useful and interesting method. These findings suggest that the integration of the shadowing technique in pronunciation teaching can encourage active learning, independent learning, and continuous improvement in students' speaking skills.
An Analysis of Aspirated Allophones Produced by UINSU Students in English Pronunciation Nahdiyah Rizqoh; Putri Humaira; Queen Latifa Dalimunthe; Yani Lubis
JOURNAL SAINS STUDENT RESEARCH Vol. 4 No. 4 (2026): Agustus: Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v4i4.11504

Abstract

Pronunciation is an essential component of language learning because it influences intelligibility and communication effectiveness. One important feature of English pronunciation is aspiration, which occurs in the voiceless stop consonants /p/, /t/, and /k/ under specific phonological conditions. This study aims to analyze how UINSU students produce aspirated allophones in English pronunciation and identify factors influencing their production. This research employed a qualitative descriptive approach involving three students from the English Education Study Program at UINSU. Data were collected through interviews and voice-note recordings. The findings indicate that students generally understand the concept of aspiration and can apply it in appropriate phonological environments. However, their production remains inconsistent, particularly during spontaneous speech. Several factors influencing students’ pronunciation include first-language transfer, limited pronunciation practice, phonological awareness, and classroom instruction. The study concludes that although students have developed awareness of English aspiration, more explicit pronunciation training is necessary to achieve consistent and accurate production.
Co-Authors Achmad Ridwan Afia Nur Meiza Afzylianur Harahap Ajrul Khair Aldo Suriadi Alya Fadhillah Daimunthe Amelia Azzahra Ariqqah Raihana Arya Wiranda Asmaul Husna Asti Ananta Aula Adnin Ritonga Aulia Rahma Ayumi Seftina Azura Fazira Bima Bahari Cansa Namira Sitanggang Cindy Alia Ramadhany Cindy Triningsih Cut Ria Manisha Dewi Dokate Manalu Dillo Sarwana Dimas Dimas Dinda Gustiana Dinda Sundana Dini Aisyah Fitri Dzakiyah Darajat Elvida Futri Mahara Erna Fitriani Daulay Fara Audina Lubis Faris Fadillah Fatimah Azzahra Siregar Febri Shaleh Siregar Fika Mardiani Hafizah Ismayati Hanafi Aryunsyah Indarto Hanyan Zhu Hawa Alfina Salsabil Herika Dalimunthe Ismah Nazhifah Juanda Muktar Hasibuan Karunia Amanda Z Kezia Nur Elizanti Purba Khairun Nisa Khairunnisa Khairunnisa Laila Anum Lailatul Fitria Loudya Putri Utama M.Habib Rifki Nasution Miftahul Jannah Muhammad Faisal Hajmi Mutiara Qalbiyah Marfa Mutiara Sasmitha Gemilang Nabila Zuhairya Nadila Adelia Putri Nahdiyah Rizqoh Najah Athirah Najla Regar Nasywa Sakinah Natasya Miranda Gihar Novita Ritonga Nurasiah Anggini Nurul Aini Puspita Maharani Putri Afsila Balqis Barus Putri Humaira Putri Zahriah Queen Latifa Dalimunthe Rahayu Wulandari Rahmi Pitriyani Raifa Naswa Khodijah Ramadhan Solin Raudhotul Fadhilah Razwa Syakira Zuhrifa Munthe Reflina3 Ricky Dian Saputra Rismayani Marpaung Rizky Ardi Pratama Rizky Ummi Thahirah Nasution Rosa Anjani Sabila Kamalia Sahfitri Ahwani Salwa Aulia Chaniago Selva Rizky Akmalia Shafira Hasan Hasibuan Shinta Nurfidha Sholihatul Hamidah Daulay Siti Sholikhah Tara Arini Tiara Dwi Lestari Tiara Putri Tria Ramadani Siregar Ulysa Humayrah Widya Maharani Wirda Lestari Pasaribu Yulia Hidayat Yungki Akbar Zahwa Nazhifah Limbeng ⁠Irpi Octia Pebrianti