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INDONESIA
Jurnal Ilmiah Spectral
Published by Sekolah Tinggi Bahasa Asing Pontianak
ISSN : 02163381     EISSN : 26558920     DOI : https://doi.org/10.47255/spectral.v6i1.43
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
The scopes of the journal include the following topic areas: English Literature, Second Language Acquisition, Microlinguistics and Macrolinguistics, Psycholinguistics, Literary Criticism, English Language Pedagogy, English Language Literacy, English for Specific Purposes, ELT Materials Development and Evaluation, English Language Testing and Assessment, Teaching English to Young Learners.
Arjuna Subject : Umum - Umum
Articles 179 Documents
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SIGNIFINCANCE AND APPLICATION OF PSYCHOLINGUISTICS ON ENGLISH TEACHING USING LMS Ariati, Jumerli; Elsara, Wenny
Jurnal Ilmiah Spectral Vol. 11 No. 2 (2025): Jurnal Ilmiah Spectral
Publisher : LPPM STBA Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47255/n4dcay91

Abstract

This study investigates the pedagogical implications of integrating psycholinguistic principles into English language instruction through the strategic use of Learning Management Systems (LMS), specifically Google Drive, Google Classroom,and Zoom. Employing a qualitative case study approach, the research was conducted with seven students enrolled in a psycholinguistics course within the English Literature program at Persada Bunda Indonesia University. Data collection involved triangulated methods, including classroom observations, reflective journals, semi-structured interviews, and document analysis of student outputs. The findings reveal that embedding psycholinguistic concepts within LMS-based instruction significantly enhanced learners’ understanding of language processing mechanisms in the brain. Moreover, it fostered thedevelopment of metacognitive strategies and promoted learner autonomy in English language acquisition. Each LMS tool played a distinctive role in supporting psycholinguistic dimensions of learning: Zoom facilitated real-time language productionand interaction; Google Classroom provided a platform for structured linguistic input and cognitive engagement; while Google Drive promoted collaborative construction of meaning and reflective learning practices. The study concludes that the integration ofpsycholinguistic theory with digital learning environments can enrich the quality of English language education. Such an approach aligns instructional practices with cognitive processes, thereby fostering more effective, engaging, and learner-centered pedagogy in higher education settings.
THE USE OF CLAIM-EVIDENCE-REASONING (CER) TO IMPROVE STUDENTS’ ARGUMENTATIVE ESSAY WRITING BASED ON THE LOCAL CULTURAL PERSPECTIVE: A CLASSROOM ACTION RESEARCH Laora, Kristina; Amrina Sari, Riski
Jurnal Ilmiah Spectral Vol. 11 No. 2 (2025): Jurnal Ilmiah Spectral
Publisher : LPPM STBA Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47255/sxxnfx49

Abstract

Argumentative text is one of the texts that contains arguments or statements about a certain thing or phenomenon. This text serves to convince the reader, express the author's view, and prove the truth. This research is a Classroom Action Research; theaim is to see the writing process of STBA Pontianak Semester IV students in Essay Writing class by using CER (Claim-Evidence-Reasoning) framework. This argumentative text also discusses students' perspectives about their cultural background; the three major sub-tribes in West Kalimantan namely; Dayaknese, Malay and Chinese/Tionghoa. The results are 1) The Dayak Ethnic Group stated that the tradition of "Nyocok" or drinking Tuak as a symbol of kinship or solidarity during the certain traditional events. 2) TheMalay Ethnic Group, especially Sambas stated that the tradition of “Kemponan” has been abandoned and it is only a habitual mechanism and 3) The Chinese Ethnic Group stated that the "Tatung" attraction serves as a communal healing ritual, which strengthens collective identity and the continuity of beliefs in the Chinese community.
ELT STUDENTS’ PERSPECTIVES ON THE IMPACT OF ONLINE ROLE – PLAYING GAMES IN ENGLISH LANGUAGE ACQUISITION Rama Pringgadani
Jurnal Ilmiah Spectral Vol. 12 No. 2 (2026): Jurnal Ilmiah Spectral
Publisher : LPPM STBA Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47255/qxr24c72

Abstract

Online RPGs are games that establish a highly detailed world where players can immerse themselves to become any character they have dreamed of. For the past three years, Online RPGs have been used creatively by students as a learning medium beyond conventional classroom learning because this approach makes the learning process much more bearable and enjoyable, and doesn’t make students bored easily. The purpose of this study is to examine ELT students’ perspectives on online RPGs in English language acquisition. The study was conducted at Universitas Tanjungpura, specifically in the English Education Department. The study employs a qualitative survey that combines open–ended and closed–ended questions to gather detailed responses from respondents.   The participants consisted of 15 sixth-semester students who were active online RPG players. The findings showed that online RPGs offer many benefits for language acquisition. One of the profound aspects was their enhanced reading comprehension. However, an internal issue, such as a student’s confidence, and an external issue, such as a toxic player, could interfere with their language acquisition. In conclusion, ELT students have a positive attitude toward online RPGs in English language acquisition.
AN ANALYSIS OF LINGUISTIC FEATURES ERRORS IN FACTUAL REPORT TEXT WRITING Muhammad Nurhandika
Jurnal Ilmiah Spectral Vol. 12 No. 2 (2026): Jurnal Ilmiah Spectral
Publisher : LPPM STBA Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47255/25a79v33

Abstract

Indonesian students have a difficult time writing a genre text. Genre-based texts have specific linguistic features that must be adhered to, and violations of these features are frequently found in students' written work. Writing is widely considered the most demanding of the four language skills, as it requires not only grammatical accuracy but also the ability to organise ideas coherently, select appropriate vocabulary, and conform to genre-specific conventions. These demands become even more challenging for students learning English as a Foreign Language in the Indonesian context, where limited exposure to English and interference from Bahasa Indonesia further complicate the writing process. This study investigates the linguistic feature errors made by 19 eleventh-grade students at SMK Panca Bhakti Sungai Raya during the academic year 2019/2020 when writing factual report texts on the topic of domestic animals. A descriptive research design integrating qualitative and quantitative approaches was employed to collect and analyse the data. The findings reveal three dominant error categories: grammatical errors, which affected approximately 90% of students; substantive errors, present in all students' writing; and lexical errors, found in the majority of participants. The results suggest that students' limited vocabulary, unfamiliarity with English grammar rules, and insufficient mastery of genre-specific conventions are the primary contributing factors. These findings offer practical implications for more targeted and effective writing instruction in EFL vocational school classrooms.
Listening and Note Taking Skills: Challenges faced by University Students in EFL Environment Rafika Nurhidayah; Lini Fitri
Jurnal Ilmiah Spectral Vol. 12 No. 1 (2026): Jurnal Ilmiah Spectral
Publisher : LPPM STBA Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47255/cwapvc28

Abstract

This research paper examines the challenges faced by university students in listening and note-taking skills in an English as a Foreign Language (EFL) context. As essential components of academic success, these skills are often hindered by various linguistic and cognitive factors unique to EFL learners. The study examines difficulties such as limited vocabulary, unfamiliar accents, fast-paced lectures, and inadequate note-taking strategies. Data were collected through semi-structured interviews with EFL university students, revealing a lack of training, low confidence, and difficulties in processing spoken information while simultaneously writing notes. The findings underscore the need for pedagogical interventions that combine listening practice with explicit instruction in note-taking techniques. This study contributes to a deeper understanding of the academic support required to improve listening comprehension and note-taking efficiency among EFL students in higher education.  
STUDENTS’ PERCEPTION OF ENGLISH MOVIE IN ENHANCING LISTENING SKILL LEARNING MOTIVATION: A DESCRIPTIVE QUANTITATIVE STUDY Hilaria Janariani; Fariska Wulandari
Jurnal Ilmiah Spectral Vol. 12 No. 1 (2026): Jurnal Ilmiah Spectral
Publisher : LPPM STBA Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47255/dnmyw314

Abstract

This study explores students’ perceptions of using movies to enhance their motivation in learning listening. Motivation is essential in language learning, yet listening often poses challenges that reduce students’ interest. A descriptive quantitative method was employed, involving 30 second-semester students of the English for Business and Professional Communication program who had prior experience learning through movies. Data were collected using a questionnaire distributed via email and WhatsApp and analyzed using percentage scores. Results show that students hold positive perceptions of using movies in listening classes. Most respondents strongly agreed that movies are authentic (63%), useful (63%), and effective (57%) learning tools. They also believed movies make learning listening more interesting (70%) and enjoyable (70%), help reduce anxiety, and provide authentic language input, real-life context, and engaging content. Overall, students perceive movies as a motivating and effective medium for developing listening skills.
CURRICULUM EVALUATION MODELS: A LITERATURE REVIEW Lisa Apriliana
Jurnal Ilmiah Spectral Vol. 12 No. 2 (2026): Jurnal Ilmiah Spectral
Publisher : LPPM STBA Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47255/7k15t620

Abstract

Curriculum evaluation serves as an essential instrument for determining the degree to which educational programs fulfill their intended purposes in terms of relevance, effectiveness, and overall quality. However, selecting an appropriate evaluation framework remains a persistent challenge, given the wide variety of available models and the differing contextual demands across educational settings. This study aims to analyze and compare the strengths and weaknesses of three widely recognized curriculum evaluation models Tyler's Objective-Centered Model, the CIPP (Context, Input, Process, Product) Model, and Kirkpatrick's Four-Level Evaluation Model through a library research methodology drawing upon peer-reviewed scholarly literature. The analysis reveals that Tyler's model, while offering a clear, sequential logical structure, encounters difficulties when program objectives change and lacks sensitivity to broader contextual factors. The CIPP model presents a thorough, decision-driven evaluation framework applicable to both formative and summative purposes, although its comprehensiveness requires considerable investment of time and resources. Kirkpatrick's model, predominantly applied in training and professional development contexts, provides a practical hierarchical evaluation approach, yet has been criticized for its assumptions about causality and its limited applicability in higher education settings. The study concludes that no single model is universally superior; rather, the selection of an evaluation framework must be informed by the specific objectives, contextual conditions, and intended audience of the curriculum under review.
LEXICALLY NARRATIVE ANALYSIS OF ‘KEEP YOUR FRIENDS CLOSE’ FROM EPIC: THE MUSICAL IN EFL LEARNING Neviana Ramadhini; Yohanes Gatot Sutapa Yuliana Yuliana
Jurnal Ilmiah Spectral Vol. 12 No. 2 (2026): Jurnal Ilmiah Spectral
Publisher : LPPM STBA Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47255/b3x8z508

Abstract

This study aimed to analyze the narrative and lexical aspects of Jorge Rivera-Herran's song "Keep Your Friends Close" from Epic: The Musical and examine the pedagogical value in English as a Foreign Language (EFL) learning. Using a mixed-methods design, the study combines textual analysis with empirical data collected from 31 EFL students through questionnaires and written responses. Despite the majority of participants being unfamiliar with The Odyssey or Epic Literature, findings reveal moderate vocabulary recognition (mean score 160/200, median 170) and strong narrative comprehension (86% identifying loyalty/betrayal as the main theme), even among those unfamiliar with The Odyssey, indicating that narrative-driven songs enhance contextual vocabulary uptake and cultural understanding. These results affirm musical texts as effective EFL tools for bridging literal and inferential meaning.
DIGITAL NOTE-TAKING PRACTICES IN ONLINE ENGLISH READING AMONG ENGLISH EDUCATION STUDENT Natasha Ika
Jurnal Ilmiah Spectral Vol. 12 No. 2 (2026): Jurnal Ilmiah Spectral
Publisher : LPPM STBA Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47255/0mxn8v60

Abstract

This study examines digital note-taking practices among English Education students at Universitas Tanjungpura when reading online English texts. Although digital note-taking has grown alongside the increasing use of digital learning materials in higher education, few studies have specifically looked at how students apply these strategies during online reading activities. This study aimed to describe the frequency and types of digital note-taking practices used by English Education students while reading online English texts. A descriptive quantitative design was employed, involving 30 students selected through convenience sampling. Data were collected using an 18-item questionnaire distributed via Google Form, measured on a five-point Likert scale. The results show that most students frequently read English texts online, with 46.7% doing so very often, mostly through smartphones (86.7%). Highlighting important information was the most commonly used note-taking strategy (66.6%), followed by saving information for later review (70%). Typing short notes was practiced less consistently. The majority of students (80%) agreed that digital note-taking helps them remember information from online texts. Overall, students showed moderate engagement in digital note-taking and tended to rely on simpler strategies. These findings suggest that students may benefit from structured guidance on using more varied digital note-taking strategies to better support their comprehension when reading online academic texts.

Page 18 of 18 | Total Record : 179

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