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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasiana: Jurnal Inovasi Pendidikan
Setia Samsi, Yogi
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Education Mathematics Other

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Exploring the Interpersonal Meaning through the USE of Mood System in Dialogue Texts of English for Nusantara Textbook Nurauliya, Salsafadilah; Setia Samsi, Yogi; Wachyudi, Kelik
Edukasiana: Jurnal Inovasi Pendidikan Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v5i1.3133

Abstract

This study addressed the problem of how mood system represents interpersonal meaning and construct social relationships in dialogue texts of English for Nusantara textbook. This study employed a qualitative research method using content analysis under the framework of Systemic Functional Linguistics (SFL). The method focused on analyzing dialogue texts from the English for Nusantara textbook to identify and interpret mood, modality, and speech functions that construct interpersonal meaning in English language learning contexts. The findings revealed that declarative clauses dominated the dialogue texts, followed by interrogative and imperative forms. Low and medium modality values were frequently used to express politeness and encouragement. These patterns indicate that the English for Nusantara textbook emphasizes information exchange and cooperative interaction which reflecting harmonious and student-centered communication. The study concludes interpersonal meaning in the dialogue texts of English for Nusantara Textbook is constructed through the combination between mood and modality system. The mood structure construct interpersonal meaning and reflects the purpose of language as a medium in building relationship and negotiating roles. While, modality acts as a bridge for speakers to convey attitude and stance. Another metafunction, such as ideational or textual meaning, is highly recommended for future studies.
EFL STUDENTS’ EXPERIENCES IN WRITING DESCRIPTIVE TEXTS: EXPLORING COGNITIVE AND EMOTIONAL DIMENSIONS Azzahra, Fauziyyah; Setia Samsi, Yogi; Fitriana, Wahudin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49710

Abstract

This study examines the cognitive and emotional responses of six eleventh-grade EFL students at an Indonesian vocational high school following a descriptive writing task. Adopting a qualitative case study approach, data were gathered through semi-structured interviews and analyzed using the framework proposed by Miles, Huberman, and Saldaña. The findings highlight several challenges faced by students, including difficulties with vocabulary, sentence structure, and organizing ideas effectively. These challenges were compounded by emotional responses such as pressure, frustration, self-awareness, motivation, and pride. Vocabulary limitations were identified as the most significant barrier to clear expression. Despite these challenges, students demonstrated increased motivation and reflective thinking, recognizing the need for improvement in their writing skills. The study emphasizes the value of incorporating pedagogical strategies that address both linguistic development and emotional support, offering valuable insights for enhancing EFL writing instruction. Keywords: descriptive text, EFL writing, metacognition, student experience, vocabulary challenges
STUDENT’S LEARNING EXPERIENCE WITH ELSA SPEAK IN AI-ASSISTED PROJECT-BASED LEARNING FOR SPEAKING Pasaribu, Nurhayati; Kusrin; Setia Samsi, Yogi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59174

Abstract

The integration of Artificial Intelligence (AI) into English language learning has the potential to improve speaking skills. However, research on students’ learning experiences with ELSA Speak in AI-Assisted Project-Based Learning (PjBL) at the junior high school level remains limited. This study aims to explore students’ learning experiences with ELSA Speak in speaking instruction. The study employed a qualitative approach involving eight eighth-grade students at a junior high school in Karawang. Data were collected through semi-structured interviews and analyzed using the Miles, Huberman, and Saldaña model. The results revealed four main themes: positive learning experiences, benefits to speaking skills, AI-supported learning processes, and challenges encountered during learning. ELSA Speak helps improve students’ pronunciation, speaking fluency, self-confidence, and readiness to complete projects. Although there were some obstacles, the students felt that the benefits of using ELSA Speak outweighed the challenges they faced. These findings suggest that ELSA Speak has the potential to support more interactive and student-centered speaking instruction. Overall, ELSA Speak can support more interactive and student-centered speaking instruction within AI-Assisted Project-Based Learning. English teachers are encouraged to integrate AI-based applications into project-based speaking activities to provide students with more opportunities for independent practice and immediate feedback.
Co-Authors Azzahra, Fauziyyah Fitriana, Wahudin Kusrin Nurauliya, Salsafadilah Pasaribu, Nurhayati Wachyudi, Kelik