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All Journal Al Ishlah Jurnal Pendidikan Journal on Education Ensiklopedia of Journal Menara Ilmu Community Development Journal: Jurnal Pengabdian Masyarakat JEE (Journal of English Education) Journal of English Education and Linguistics Journal of English Language and Education Ensiklopedia Research and Community Service Review ENJEL: English Journal of Education and Literature Jurnal Pengabdian Masyarakat Bangsa Pubmedia Jurnal Pendidikan Bahasa Inggris Prosiding Seminar Nasional Hasil Penelitian dan Pengabdian Kepada Masyarakat J-Shelves of Indragiri (JSI)
Destri Wahyuningsih
STKIP INSAN MADANI AIRMOLEK
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THE EFFECT OF RAP STRATEGY ON THE STUDENTS' READING COMPREHENSION Tomi Mandala Putra; Destri Wahyuningsih
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3575

Abstract

This research investigated the effectiveness of the Read–Ask–Put (RAP) Strategy in improving students’ reading comprehension at grade X of SMAN 2 Rakit Kulim. This research was motivated by students’ difficulties in understanding texts, such as identifying main ideas, understanding supporting details, making inferences, and understanding vocabulary in context. This research used a quasi-experimental design by comparing an experimental class taught using RAP Strategy and a control class taught using conventional methods. The data were collected through reading comprehension pre-tests and post-tests and then analyzed using the Independent Samples T-Test. The findings showed a significant improvement in the experimental class, with the mean score increasing from 54.80 to 84.60, which was higher than the control class post-test mean score of 77.20. The statistical analysis produced a Sig. (2-tailed) value of 0.000, indicating that RAP Strategy had a significant effect on students’ reading comprehension. This research concluded that RAP Strategy not only improved students’ reading comprehension ability but also encouraged students to become more active and independent in the reading learning process. Therefore, English teachers are recommended to apply RAP Strategy as one of the teaching strategies to improve students’ reading comprehension.
AN ANALYSIS OF STUDENTS’ ERRORS IN WRITING DESCRIPTIVE TEXT AT THE TENTH GRADE OF SMA IT TEBUIRENG 4 AL-ISHLAH Virani; Destri Wahyuningsih
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3577

Abstract

Writing is a fundamental yet challenging skill in English language learning, particularly in producing descriptive texts that require grammatical accuracy, appropriate vocabulary, and correct mechanical conventions. Although error analysis plays an important role in improving writing instruction, studies examining Indonesian EFL learners’ descriptive writing using combined analytical frameworks remain limited. This study aimed to identify the types of errors made by tenth-grade students at SMAIT Tebuireng 4 Al-Ishlah and determine the most dominant error types. This study employed a descriptive qualitative design involving 96 students selected through random sampling. Students’ descriptive texts were analyzed using Dulay et al.’s surface error taxonomy: omission, addition, misformation, and misordering and Brown and Abeywickrama’s writing indicators: content, organization, grammar, vocabulary, mechanics, and style. The findings revealed 1,993 total errors. Misformation was the most dominant surface error (15.25%), followed by omission (11.14%), misordering (7.83%), and addition (4.21%). Meanwhile, mechanics errors were the most frequent writing quality problem (15.20%), followed by grammar (12.74%) and vocabulary (11.04%). The findings indicate that students mainly experience difficulties in grammatical accuracy, verb usage, spelling, capitalization, and vocabulary selection rather than idea development. Therefore, teachers are recommended to provide more focused instruction on grammar, writing conventions, vocabulary development, and the generic structure of descriptive text.
THE EFFECT ON METACOGNITIVE STRATEGY OF STUDENTS' READING ABILITY OF DESCRIPTIVE TEXT Nurul Aisyah; Destri Wahyuningsih; Widi Syeftinentias
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3578

Abstract

Reading ability is an important skill in learning English, but many students still face difficulties in understanding descriptive texts. This study aimed to examine the effect of Metacognitive Strategy on students’ reading ability of descriptive text at the eleventh grade of SMKN 1 Kelayang. The research used a quantitative method with a true experimental design consisting of pre-test and post-test control groups. The sample consisted of an experimental class and a control class. Data were collected through reading tests and analyzed using SPSS. The findings showed that the experimental class achieved a higher post-test mean score (84.53) than the control class (76.82). The result of the independent sample t-test indicated that the significance value was lower than 0.05, which means that Metacognitive Strategy had a significant effect on students’ reading ability. In conclusion, Metacognitive Strategy is effective in improving students’ reading ability and encouraging active learning.
THE USE OF CLUSTERING TECHNIQUE TO IMPROVE STUDENTS' WRITING ABILITY IN RECOUNT TEXT AT GRADE X SMAN 2 SUNGAI LALA Ririn Ariyanti; Destri Wahyuningsih
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3581

Abstract

The purpose of this research is to find out whether the use of clustering technique can improve students' writing ability in recount text at Grade X SMAN 2 Sungai Lala. This study employed Classroom Action Research (CAR) design conducted in two cycles. The subjects were 30 students of Grade X at SMAN 2 Sungai Lala. Data were collected through writing tests, observation sheets, and field notes. The results showed that the use of clustering technique significantly improved students' writing ability in recount text. The mean score in the pre-test was 58.3, which increased to 71.6 in Cycle I and 80.4 in Cycle II. The percentage of students passing the KKM (75) also increased from 20% in the pre-test to 46.67% in Cycle I and 80% in Cycle II. These findings indicate that clustering technique is an effective pre-writing strategy that helps students generate and organize their ideas, thereby improving the quality of their recount texts in terms of content, organization, vocabulary, language use, and mechanics.
THE IMPLEMENTATION OF KAHOOT IN TEACHING READING COMPREHENSION AT ELEVENTH GRADE OF SMK TEKNOLOGI YPL LIRIK Putri Febrianti; Destri Wahyuningsih
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3582

Abstract

The rapid advancement of educational technology has significantly transformed English language teaching, particularly in the domain of reading comprehension. This study investigates the implementation of Kahoot, an interactive game-based learning platform, in teaching reading comprehension to eleventh-grade students at SMK Teknologi YPL Lirik. Reading comprehension remains one of the most challenging skills for Indonesian EFL learners, often due to limited vocabulary, lack of motivation, and passive learning environments. Kahoot offers a dynamic alternative by integrating gamification elements into classroom instruction. The purpose of this study is to describe and analyze how Kahoot is implemented in teaching reading comprehension, as well as to explore students' responses and teachers' challenges in its application. This research employs a qualitative descriptive method, with data collected through classroom observation, in-depth interviews with the English teacher, and questionnaires distributed to the students. The findings reveal that Kahoot is implemented in three main stages: pre-activity, whilst-activity, and post-activity. During implementation, students demonstrated increased engagement, enthusiasm, and active participation compared to conventional learning settings. The competitive and collaborative features of Kahoot contributed to students' motivation to read and understand texts more carefully. However, several challenges were identified, including internet connectivity issues, device availability, and the need for adequate preparation time from the teacher. The study concludes that Kahoot is an effective supplementary tool in reading comprehension instruction when supported by adequate technological infrastructure and proper pedagogical planning.
AN ANALYSIS OF USING THE GRAPHIC ORGANIZERS ON STUDENTS’ READING COMPREHENSION AT GRADE XI SMA 2 SUNGAI LALA Athiyah Juliantini; Destri Wahyuningsih
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3583

Abstract

Reading comprehension is one of the fundamental skills that students need to master in order to succeed academically. However, many students at Grade XI SMA 2 Sungai Lala face significant difficulties in understanding English reading texts. Graphic organizers are visual tools that have been widely recognized as effective instructional strategies to enhance reading comprehension. This study aimed to analyze the use of graphic organizers on students’ reading comprehension at Grade XI SMA 2 Sungai Lala. This research employed a qualitative method with a descriptive approach. The participants of this study were 30 students of Grade XI and one English teacher. Data were collected through classroom observation, in-depth interviews, and document analysis. The data were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings revealed that the use of graphic organizers significantly helped students in identifying main ideas, understanding text structure, and making connections between concepts in reading texts. The teacher applied several types of graphic organizers including story maps, Venn diagrams, concept maps, and KWL charts. Students demonstrated improved engagement and comprehension when graphic organizers were employed during the reading process. It was also found that graphic organizers facilitated students in organizing and retaining information more effectively. This study concludes that graphic organizers are beneficial tools in improving students’ reading comprehension and it is recommended that teachers incorporate them consistently into their instructional practices.  
THE CORRELATION BETWEEN STUDENTS’ WRITING MOTIVATION AND THEIR SKILL IN WRITING ENGLISH ARGUMENTATIVE TEXTS Yolanda Putri Andeani; Widi Syaftinentias; Destri Wahyuningsih
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3589

Abstract

This study aimed to examine the correlation between students’ writing motivation and their skill to writing English argumentative texts among eleventh-grade students at SMAN 2 Kelayang. A quantitative correlational research design was used, with 84 students participating in the study. The data were obtained through a writing motivation questionnaire and a writing test. Furthermore, the data were analyzed using the Pearson Product Moment Correlation test with SPSS version 27.The findings showed that the correlation coefficient between students’ writing motivation and writing skill was 0.753, indicating a strong positive correlation between the two variables. Additionally, the significance value was 0.000, which was lower than 0.05, indicating that the correlation was statistically significant.In conclusion, a significant positive correlation was found between students’ writing motivation and their writing skill in English argumentative texts. The results suggest that higher levels of motivation are associated with better writing performance.
THE EFFECT OF THE PEER FEEDBACK TECHNIQUE ON STUDENTS’ WRITING ACHIEVEMENT IN DESCRIPTIVE TEXTS Olivia Fauzilah; Loly Novita; Destri Wahyuningsih
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3592

Abstract

This research investigated the effect of the peer feedback technique on students’ writing achievement in descriptive texts at SMAN 2 Peranap. The study was conducted because many students still experienced difficulties in writing descriptive texts, such as limited vocabulary, grammatical errors, poor organization of ideas, and low confidence in expressing their thoughts in written form. Therefore, peer feedback was applied as an alternative teaching technique to improve students’ writing achievement through collaborative learning activities. This research used a quantitative approach with a quasi-experimental design, specifically a nonequivalent control group design. The population of the study consisted of 37 students from two classes and used total sampling technique. The experimental class was taught using peer feedback activities, while the control class received conventional teaching methods. The data were collected through pre-test and post-test writing assessments and analyzed using SPSS version 27, including normality testing, homogeneity testing, and Independent Samples T-Test analysis. The findings showed that the mean score of the experimental class increased from 40.18 in the pre-test to 74.09 in the post-test, while the control class improved from 40.87 to 58.52. The result of the homogeneity test showed that the data were homogeneous, with a significance value of 0.264, which was higher than 0.05. Furthermore, the Independent Samples T-Test showed that the Sig. (2-tailed) value was lower than 0.05, indicating a significant effect of the peer feedback technique on students’ writing achievement. Therefore, the alternative hypothesis (Hₐ) was accepted and the null hypothesis (H₀) was rejected. It can be concluded that the peer feedback technique significantly improved students’ writing achievement in descriptive texts at SMAN 2 Peranap.
Co-Authors agis, lidya Ahmad Ridho Muis Al-Fajri, Dian Annajmi, Annajmi Arifah, Lainul Athiyah Juliantini Audita, Putri Batdal Niati Denny Wahyuni Dian Al-Fajri Dita Anggraini Fajar Wirawan Fiska Ardiawati Fitri, Ramadhani Gusparia, Widya Sandi, Haprianda, Thika Hartati, Yunisa Fadhilah Helma Mustika Ismail Nasar Jihan Salsabila Joni Wilson Sitopu Loly Novita M Jihad Arrasyid Machsunah, Yayuk Chayatun Maizarah Maizarah Melda Agnes Manuhutu Melda Yeni Muh.Reza Zulfikar Muhammad Faishal Amin Muhammad Ihsan Dacholfany Nadiya Erwinda Wulandari Niati, Batdal Nining Huriati Novri Susanti Suparman Nurdiana Nurdiana Nurhayati Nurhayati Nurul Aisyah Olivia Fauzilah Padli Padli Panggabean, Hanna Maria Puja Arismawati Putri Febrianti Putri Mareza Reza Rahma Willis Ririn Ariyanti Rivi Antoni, Rivi Riyanti, Adelia Riza Astriani Roswati Roswati Roswati Roswati Roswati, Roswati Sari Safitri Sartika Sari Sartika Sari Sherly Franchisca Silviana Masran Sri Yunita Ningsih Suparman, Novri Syafitri, Nova Runi Syaftinentias, Widi Tomi Mandala Putra UMMI RASYIDAH Ummi Rasyidah Virani Widi Syaftinentian Widi Syaftinentias Widi Syeftinentias Yessi Ratna Sari Yolanda Putri Andeani