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Gumarpi Rahis Pasaribu
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INDONESIA
Jurnal Pendidikan Bahasa dan Sastra
Published by Yayasan Insan Cipta Medan
ISSN : -     EISSN : 30250463     DOI : https://doi.org/10.61721/pebsas.v1i2
Core Subject : Education,
Languange, Linguistic, Communication & Media
Jurnal PEBSAS (Jurnal Pendidikan Bahasa dan Sastra) is a language and literature education journal that will be managed properly by the Medan Cipta Foundation. Jurnal PEBSAS (Jurnal Pendidikan Bahasa dan Sastra) can be an alternative choice for researchers and other academics to publish their best writings. In general, Jurnal PEBSAS (Jurnal Pendidikan Bahasa dan Sastra) will only publish articles that examine language education (Indonesian and all languages in the world and language literature). Writing to be published must go through procedures determined by the Medan Cipta Insan Foundation. Jurnal PEBSAS (Jurnal Pendidikan Bahasa dan Sastra) will be published three times within one year ( March, July, and, November), so it is hoped that it can accommodate the enthusiasm of the authors to publish their writings in Jurnal PEBSAS (Jurnal Pendidikan Bahasa dan Sastra. Morphology Syntax Phonology Semantic Pragmatic Language Typology Discourse Analysis Translation Comparative Linguistics History Linguistic Anthropology Linguistic Ecology Applied Linguistic Language Learning
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2025): July" : 5 Documents clear
Addressing the Challenges of Learning English in a Rural School Daulay, Sholihatul Hamidah; Daulay, Nurika Khalila; Sari, Winda; Arlina; Nurani, Siti
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 2 (2025): July
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i2.523

Abstract

In rural educational institutions, various obstacles impede the acquisition of the English language. The difficulties experienced in learning English within these rural schools are intricately linked to the environmental conditions surrounding the students, the proficiency of the English instructor, and the overall educational atmosphere. This research examined the obstacles encountered by students engaged in English language studies in rural educational settings. Two English educators who participated in this qualitative research served as respondents. The results of this investigation indicate that the pursuit of English language proficiency in rural schools continues to encounter a multitude of challenges. The process of learning English proved to be arduous for several reasons, including the students' diminished motivation towards the subject and the insufficient external support, such as encouragement from both parents and the broader community.
An Investigation Into Students' Challenges In Comprehending Islamic English Short Stories Khairunnisa; Santoso, Didik; Daulay, Sholihatul Hamidah
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 2 (2025): July
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i2.525

Abstract

This research aims to find out the students' challenges in comprehending Islamic English short stories and how they are presented. The data for this study was gathered through qualitative methods by utilizing interviews, observations, and documentation. One student from MTS Pondok Pesantren Darul Hikmah Taman Pendidikan Islam Medan took part in the study. After analyzing the data, the researcher discovered that the students' challenges in comprehending Islamic English short stories are divided into five categories: (1) The challenge in understanding the word, where the student could not understand certain vocabularies in the story and needed to use a dictionary; (2) the challenge in combining the words into sentences, where the student could not arrange the translated vocabularies in a logical order; (3) the challenge in coherency, in which the student was unable to translate the translated words into a logical translation; (4) the challenge in reading speed, in which the student was unable to track the important points of the text quickly; and (5) the challenge in inferencing, in which the student was unable to make a perfect conclusion to the story.
The Role of Deep Learning in Improving English Language Acquisition Qun Zhang; Aqsa Saleem; Gumarpi Rahis Pasaribu
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 2 (2025): July
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i2.601

Abstract

This study explores the role of deep learning technologies in enhancing English language acquisition, focusing on how artificial intelligence-powered tools impact learners' development in listening, speaking, reading, and writing. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis across three educational settings where deep learning applications—such as speech recognition, automated writing feedback, and AI-driven chatbots—were actively used. The findings reveal that deep learning supports more personalized, adaptive, and autonomous learning experiences, with notable improvements in pronunciation, writing accuracy, vocabulary retention, and learner motivation. However, challenges such as technological limitations, unequal access, and insufficient teacher training were also identified. The study concludes that deep learning technologies hold significant potential as complementary tools in English language education, provided they are thoughtfully integrated into pedagogical frameworks. Implications for educators, policymakers, and future research are discussed.
Curriculum Innovation in English Language Education: A Comparative Study Muhammad Fadhlan Is
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 2 (2025): July
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i2.602

Abstract

This study explores the implementation and impact of curriculum innovation in English language education at SMA Negeri 1 Padang Sidimpuan. Against the backdrop of national curriculum reforms and global educational trends, this research investigates how curriculum innovation is interpreted and practiced by English teachers, and how it influences teaching effectiveness and student learning outcomes. Employing a qualitative approach with case study methods, data were gathered through interviews, classroom observations, and document analysis. The findings reveal that innovative practices—such as the integration of technology, contextualized learning materials, and student-centered pedagogy—are being implemented to varying degrees. However, several challenges persist, including limited teacher training, inconsistent access to resources, and misalignment between innovation goals and assessment practices. The study concludes that successful curriculum innovation depends not only on policy directives but also on teacher agency, institutional support, and continuous professional development. This research contributes to the growing discourse on English curriculum transformation and offers recommendations for sustainable, context-sensitive innovation in secondary language education.
Role of Mobile-Assisted Language Learning in Improving Vocabulary Mastery among EFL Students Caroline V. Katemba
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 2 (2025): July
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i2.603

Abstract

This study investigated the role of Mobile-Assisted Language Learning (MALL) in improving vocabulary mastery among English as a Foreign Language (EFL) students at MAN Labuhanbatu. A qualitative descriptive design was employed to explore how mobile applications support vocabulary learning in this context. Data were collected through classroom observations, semi-structured interviews with two English teachers and twenty-four Grade XI students, and document analysis of lesson plans and student task results. Vocabulary mastery was measured through pre-test and post-test scores over a six-week period of MALL integration using applications such as Quizlet and Duolingo. The findings indicated that MALL enhanced students’ vocabulary acquisition by providing greater exposure to target words, interactive learning activities, and personalized practice opportunities. The average vocabulary score increased from 65.42 in the pre-test to 80.58 in the post-test, with notable improvements in word meaning recognition, spelling accuracy, and contextual usage in writing. Students reported higher motivation and engagement, while teachers noted more active participation during lessons. However, challenges such as limited internet access, inconsistent task completion, and passive engagement with applications were also identified. It can be concluded that MALL serves as an effective supplementary tool for vocabulary instruction in the madrasah context, provided it is integrated into structured learning activities and supported by consistent teacher guidance. The study recommends further research on the long-term effects of MALL and its application in other areas of language learning.

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