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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 35 Documents
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THE IMPACT OF MOTIVATIONAL FACTORS ON TEACHER PERFORMANCE: A LITERATURE REVIEW: THE IMPACT OF MOTIVATIONAL FACTORS ON TEACHER PERFORMANCE: A LITERATURE REVIEW Fitri, Fitri widya Jayanti Hasibuan; Gustina Permatasari Ritonga1; Sundari Fitri; Miarni Audina
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 2 No. 3 (2024): November
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v2i3.351

Abstract

This research aims to explore the impact of motivational factors on teacher performance through a comprehensive literature review. Motivation has a central role in shaping individual behavior and performance, especially in the educational context where teachers play a crucial role. This abstract summarizes a synthesis of findings from related literature involving motivational factors and how these factors influence teacher performance. It is hoped that the results of this research will provide in-depth insight into the complexity of the interaction between teacher motivation and performance.
Strengthening Teacher Professionalism Trough The Educational Staff Internship Program Wahyuni, Atika; Lia Nata Syafitri; Husinsah
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 2 No. 3 (2024): November
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v2i3.353

Abstract

To become a professional teacher requires intensive and continuous training. This training includes the development of pedagogical skills, mastery of materials, and the ability to adapt to educational developments. This training can be followed through the educational staff apprenticeship program. This study aims to analyze the strengthening of teacher professionalism through the educational staff apprenticeship program which has an impact on the quality of a teacher. This research uses a descriptive qualitative approach using observation and interview methods. The results of this study indicate that the competence of education teachers in developing the competence of teacher professionalism through the educational staff internship program in one of Junior High School in Medan has experienced development. The educational personnel internship program plays an important role in teacher professionalism. Through this development, high school teachers in Medan city should be able to take an important part in achieving their duties and responsibilities as a teacher.
The Influence of English Teacher Education on Students' Character Development in Theoretical Perspective Syafiq Khairi; Rahmasari; Riskha Zahwannisa
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 2 No. 3 (2024): November
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v2i3.356

Abstract

Character education is a process of applying moral and religious values to students through science, the application of these values both to oneself, family, fellow friends, to educators and the surrounding environment and God Almighty. This article will discuss the influence of character education in various theoretical perspectives, the role of the school environment, family, and teachers in shaping student character, and strategies that can strengthen character education in the educational context. The research method used is descriptive method and qualitative approach. The findings of this study highlight the importance of theoretical models and approaches in understanding the role of parenting, religiosity and sociological factors in shaping student character. In addition, the article also discusses the positive relationship between extracurricular activities and character education, the important role of educators, and the impact of the school environment in shaping student character.
A Strategies To Practice English Conversation Siregar, Nur Fadiah Arifah Siregar
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 2 No. 2 (2024): July
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v2i2.386

Abstract

The practice conversation method is important for students' development in understanding and practicing English conversations in real life, by always practicing with other people daily. This research aims to show whether. The practice teaching method influences students' speaking achievement. The research was conducted in North Sumatra State Islamic University for 2nd-semester students in 2024 consisting of 28 students. Most of the students are embarrassed to practice conversations in English, making them look like they are not confident or don't memorize much English vocabulary, but they are still enthusiastic about carrying out several practice conversations. Practice conversation exercises can effectively show students' concern for their English performance. It tends to be revealed that showing conversations using English has an impact on student's English language skills
Enhancing English Language Learning through Deep Learning Approaches in MTS Al-Amin Kampung Pajak Dewi Nurmala; Ratna Dewanti
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 2 No. 3 (2024): November
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v2i3.517

Abstract

This study aims to explore the potential of integrating deep learning approaches into English language learning at MTS Al-Amin Kampung Pajak. The approach is expected to enhance the effectiveness of English instruction by providing more personalized, interactive, and adaptive learning tools. This research uses a qualitative descriptive method with a case study design, involving interviews with English teachers, classroom observations, and document analysis. The findings indicate that while both teachers and students have a positive attitude toward the use of technology, the main challenges lie in limited technological infrastructure and the teachers’ preparedness to integrate technology into their teaching. Deep learning tools such as AI-powered writing assistants, pronunciation trainers, and adaptive learning apps can be effectively integrated to enrich the students' learning experiences. This study recommends investing in technological infrastructure, providing professional development for teachers, and implementing a phased approach to introducing deep learning tools in the classroom.
Holographic Mobile Applications for English Pronunciation Practice: A Study with Spanish-Speaking Children Zainuddin; Lubis, Syahrul Efendi
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 1 (2025): March
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i1.518

Abstract

This study investigates the impact of a holographic mobile application on improving English pronunciation among Spanish-speaking children. Utilizing a quasi-experimental design, 60 students aged 8–10 were divided into experimental and control groups. The experimental group engaged with a holographic application that projected three-dimensional visualizations of mouth movements, while the control group received traditional pronunciation instruction. After an 8-week intervention, results showed that the experimental group achieved significantly higher gains in pronunciation accuracy, particularly with difficult English phonemes such as /θ/, /ð/, and /v/. Qualitative feedback revealed enhanced learner motivation, increased engagement, and reduced pronunciation anxiety among those using the holographic tool. These findings suggest that holographic mobile applications offer an effective, immersive alternative to conventional methods, especially in supporting young learners facing phonological challenges. The study highlights the potential for integrating emerging technologies into second language acquisition programs and recommends further research on long-term impacts and scalability across diverse learning contexts.
Language Teaching Research: Meta-Analysis of Reading Interventions for English Learners in STIT Al-Ittihadiyah Labuhanbatu Utara Siti Ayu Nurhidayati
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 1 (2025): March
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i1.519

Abstract

This meta-analysis investigates the effectiveness of various reading interventions for English learners, with a focus on students at STIT Al-Ittihadiyah Labuhanbatu Utara. The study synthesizes findings from 15 research articles published between 2010 and 2025. The interventions examined include phonics-based instruction, vocabulary development programs, and reading comprehension strategies. The results reveal that phonics-based interventions had the largest effect on reading fluency and accuracy, especially for younger learners. Vocabulary development programs also showed significant improvements in reading comprehension, while reading comprehension strategies were most effective when combined with phonics or vocabulary interventions. The duration of the intervention and the use of digital tools were found to enhance the effectiveness of the programs. This research contributes to the understanding of effective reading interventions for English learners and provides practical recommendations for educators at STIT Al-Ittihadiyah Labuhanbatu Utara.
Empathetic AI Feedback in English Language Learning: Enhancing Student Engagement and Reducing Anxiety in MAN Labuhanbatu Utara Nursaima Harahap
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 1 (2025): March
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i1.520

Abstract

This study explores the impact of empathetic AI feedback on English language learners at MAN Labuhanbatu Utara, specifically focusing on enhancing student engagement and reducing anxiety. In the context of language learning, anxiety is a significant barrier that can affect students' motivation and performance. The study investigates how AI-driven feedback, which incorporates emotional intelligence, can foster a more supportive and engaging learning environment. A mixed-method approach was used, combining surveys, classroom observations, and interviews. The results indicated a marked reduction in student anxiety, particularly in areas such as fear of making mistakes and peer judgment. Furthermore, students who received empathetic AI feedback exhibited higher levels of engagement, participating more actively in class activities and demonstrating increased motivation. These findings suggest that integrating emotionally supportive AI feedback into language learning can create a more positive and effective educational experience, potentially improving both emotional well-being and academic performance.
Empowering Language Learners: Innovative Strategies for 21st Century English Education Siti Meutia Sari
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 1 (2025): March
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i1.521

Abstract

The rapid evolution of the 21st century has brought significant shifts in the way English language education is approached and delivered. This study explores innovative strategies aimed at empowering language learners to meet contemporary communicative demands and to develop essential 21st-century skills. Utilizing a qualitative descriptive method, the research examines five major strategies: technology integration, project-based learning, storytelling and creative expression, learner autonomy, and gamification. Findings reveal that these strategies not only enhance linguistic proficiency but also promote higher-order thinking skills, learner engagement, creativity, collaboration, and digital literacy. Furthermore, the study highlights the evolving role of educators as facilitators and mentors in creating dynamic, inclusive learning environments. The implementation of these approaches is found to significantly contribute to more effective, relevant, and empowering English language education. This paper concludes that a transformative shift in pedagogical practices is necessary to prepare learners for meaningful participation in an increasingly globalized world.
The Power of Storytelling: Enhancing English Proficiency through Narrative Practices Siti Aisyah
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 1 (2025): March
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i1.522

Abstract

This study explores the use of storytelling as a pedagogical tool to enhance English proficiency among intermediate-level language learners at STIT Al-Ittihadiyah Labuhanbatu Utara. Employing a qualitative classroom-based action research design, the intervention integrated a variety of storytelling activities over ten weeks, including oral narratives, peer storytelling, and digital storytelling projects. Data were collected through pre- and post-tests, classroom observations, reflective journals, and semi-structured interviews. The findings reveal significant improvements in students’ vocabulary development, grammatical accuracy, fluency, and narrative coherence. In addition to linguistic gains, students demonstrated increased motivation, confidence, and engagement with the learning process. The study concludes that storytelling not only supports the linguistic aspects of English learning but also fosters a dynamic, interactive, and emotionally resonant classroom environment. It recommends the strategic integration of storytelling practices, including digital storytelling, into English language instruction to promote more holistic language development.

Page 3 of 4 | Total Record : 35

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