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Program Studi Magister Pendidikan Bahasa Inggris Program Pascasarjana Universitas Palangka Raya Kampus UPR Tunjung Nyaho Jl. Yos Sudarso Palangka Raya
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Journal Compound : Improving the Quality of English Education
Published by Universitas Palangka Raya
ISSN : 23384042     EISSN : 27470091     DOI : https://doi.org/10.37304/jcp
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
The Journal COMPOUND publishes articles reflecting contemporary issues in English education, linguistics, and Culture, encourages original points of view, fostering research that supports teaching, fostering creativity in curriculum design, and engaging our students in work-related learning.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 75 Documents
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ENHANCING STUDENTS’ SPEAKING SKILLS THROUGH BOARD GAMES AS INTERACTIVE LEARNING MEDIA IN ENGLISH CLASSES Diah, Isnawati
Journal Compound: Improving the Quality of English Education Vol. 13 No. 1 (2025): June 2025: Journal Compound
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jcp.v13i1.10763

Abstract

This study employed a qualitative descriptive method within the framework of a best practice implementation. Conducted as a classroom-based intervention, the research aimed to document and reflect on an innovative teaching approach using board games to enhance speaking skills. Implemented at SMP Islam Darussalam Palangka Raya with 7th-grade students, the activity addressed challenges such as low student motivation and fear of making mistakes. Inspired by the 2023 Essential Skills of English Teacher Training (ESETT) in Bali, the board games were designed to provide a low-stress, student-centered environment that encourages spontaneous speaking and collaborative learning.The activity allowed students to practice speaking in real-time with their peers, which helped reduce pressure and increase confidence. Results indicated improvements in student participation, fluency, and willingness to communicate.  Furthermore, this method is highly adaptable—not only for English but also for different subjects—making it a practical and flexible instructional tool aligned with the Merdeka Curriculum. The findings suggest that board games can be a sustainable and inclusive solution to improve language learning in diverse educational settings.
SCIENTIFIC APPROACH AND STUDENT-CENTERED LEARNING IN ELT: A SYSTEMATIC LITERATURE REVIEW OF INDONESIAN RESEARCH (2013–2025) Kaharap, Mongga; Perdana, Indra; Karani, Elanneri
Journal Compound: Improving the Quality of English Education Vol. 13 No. 1 (2025): June 2025: Journal Compound
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jcp.v13i1.15244

Abstract

The integration of the scientific approach into English Language Teaching (ELT) has played a transformative role in Indonesian education since the implementation of the 2013 Curriculum. This systematic literature review explores how the scientific approach aligns with student-centered learning principles and its pedagogical implications in the Indonesian ELT context from 2013 to 2025. A total of 52 peer-reviewed journal articles indexed in SINTA 1 to 3 and international databases were analyzed using the PRISMA model. The review focuses on the pedagogical strategies, learning outcomes, teacher readiness, and classroom practices associated with the scientific approach. Findings indicate that the scientific approach supports learner autonomy, critical thinking, and communicative competence when implemented with contextual sensitivity and adequate teacher training. However, various challenges persist, including misalignment in assessment, limited resources, and superficial understanding of scientific stages. The paper provides implications for curriculum designers, teacher educators, and policymakers to strengthen scientific pedagogy in Indonesian ELT
LEXICAL AND PHONOLOGICAL COMPARISON OF DAYAK NGAJU AND KATINGAN LANGUAGES: EVIDENCE OF AUSTRONESIAN AFFILIATION Kaharap, Mongga; Qalyubi, Imam; Misrita, Misrita
Journal Compound: Improving the Quality of English Education Vol. 12 No. 2 (2024): December 2024: Journal Compound
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jcp.v12i2.19991

Abstract

This study explores the historical relationship between the Dayak Ngaju and Katingan languages through a comparative lexical and phonological analysis. A total of 225 word pairs were examined using lexicostatistical and historical phonology methods. Each pair was classified into one of three categories: cognates, likely cognates, and non-cognates. The findings show that 46.22% of the pairs are clear cognates, 22.22% are likely cognates, and 31.56% are non-cognates. In addition to lexical similarities, phonological processes such as apheresis, apocope, paragoge, and single phoneme differences were identified, further supporting their genealogical relationship. These patterns indicate that the two languages likely descend from a common proto-language within the Austronesian family. Core vocabulary items such as “water,” “dog,” and “bird” remain identical, reflecting lexical stability. The study not only affirms a strong linguistic connection between Ngaju and Katingan but also contributes to the preservation of regional languages by documenting their historical and structural ties.
UNVEILING STRUCTURAL IRONY: A PROPPIAN ANALYSIS OF ROALD DAHL’S “LAMB TO THE SLAUGHTER” Kaharap, Mongga; Misrita, Misrita
Journal Compound: Improving the Quality of English Education Vol. 12 No. 2 (2024): December 2024: Journal Compound
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jcp.v12i2.20302

Abstract

This paper examines Roald Dahl’s Lamb to the Slaughter using Vladimir Propp’s Morphology of the Folktale to uncover the underlying structural and character functions embedded within the narrative. Although classified as a modern domestic crime story, the tale aligns with traditional folktale structures through its sequence of narrative functions and character archetypes. By mapping Propp’s 31 functions and seven spheres of action onto the story’s events, this analysis reveals how these classical elements are preserved, inverted, or subverted to create irony and critique societal expectations, especially those surrounding gender and justice. Mary Maloney, the central character, structurally embodies the role of the “hero,” despite committing a crime, while other roles such as villain, helper, donor, and false hero are cleverly reassigned. The study also highlights how the narrative challenges the conventional notion of justice and authority, revealing the flexibility and relevance of Proppian theory when applied to modern literature. Ultimately, this research affirms the enduring utility of structuralist frameworks in revealing hidden ideological dimensions in contemporary storytelling.
ALIGNING RECOUNT TEXT INSTRUCTION WITH THE EMANCIPATED CURRICULUM: INCLUSIVE EFL STRATEGIES FOR VISUALLY IMPAIRED LEARNERS Rangkuti, Naufal; Setyarini, Sri; Rodliyah, Rojab Siti; Rakhmafithry, Dianty
Journal Compound: Improving the Quality of English Education Vol. 13 No. 1 (2025): June 2025: Journal Compound
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jcp.v13i1.21831

Abstract

This study explores the alignment of English recount text modules with the Emancipated Curriculum and investigates the instructional strategies and assistive support employed in inclusive EFL classrooms for visually impaired learners. Using a qualitative descriptive method, data were collected through document analysis and classroom observation at a special needs school. The findings indicate that the learning modules generally adhere to the principles of flexibility, inclusivity, and student-centered learning, though some elements require refinement to better promote collaboration and higher-order thinking. Instructional strategies such as Discovery Learning and multisensory input were implemented, alongside assistive technologies like screen readers and Braille resources, which supported the development of receptive skills. However, challenges were found in resource availability, teacher training, and integration of assistive tools. Student responses revealed increased engagement and progress when inclusive and adaptive strategies were applied. These findings highlight the need for continued curriculum improvement, enhanced teacher preparation, and institutional support to ensure equitable EFL learning experiences for blind students.

Page 8 of 8 | Total Record : 75

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