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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 40 Documents
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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.
Curriculum Innovation in English Language Education: A Comparative Study Jamiatul Hasanah; Gumarpi Rahis Pasaribu
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 3 (2025): November
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i3.618

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.
Integrating Culture in English Education: Impacts on Students’ Communicative Competence Azmi Randu Farhani
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 3 (2025): November
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i3.620

Abstract

This study examines the integration of culture in English education and its impact on students’ communicative competence in an English as a Foreign Language (EFL) context. Recognizing that language and culture are inseparable, the study aims to explore how cultural elements embedded in English instruction contribute to students’ ability to communicate appropriately and effectively. A qualitative research approach was employed, involving classroom observations, semi-structured interviews with teachers and students, and document analysis of instructional materials. The findings indicate that cultural integration enhances students’ sociolinguistic and pragmatic competence, improves their understanding of contextual language use, and increases motivation and engagement in classroom interaction. The results also highlight the central role of teachers in mediating cultural understanding, as well as challenges related to limited resources, time constraints, and insufficient teacher training. Overall, the study concludes that integrating culture in English education supports the development of communicative competence and should be explicitly incorporated into curricula and teaching practices to prepare learners for meaningful intercultural communication.
AI-Powered Tools and Their Role in Developing Speaking Fluency in EFL Contexts Ilma Sania Ramadhani
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 3 (2025): November
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i3.621

Abstract

Speaking fluency remains a major challenge for learners of English as a Foreign Language (EFL), particularly in contexts where opportunities for authentic oral interaction are limited. Recent developments in artificial intelligence (AI) offer new possibilities for enhancing speaking instruction through personalized, interactive, and low-anxiety learning environments. This study investigates the integration of AI-powered tools to enhance speaking fluency in EFL classrooms. Employing a qualitative descriptive research design, the study was conducted in an EFL classroom where speech recognition applications, AI-based chatbots, and automated feedback platforms were integrated into regular speaking activities over one academic term. Data were collected through classroom observations, speaking performance tasks, and semi-structured interviews. The findings reveal that AI-powered tools contributed to improvements in students’ speaking fluency, as reflected in increased speech continuity, reduced hesitation, and greater confidence in oral communication. Additionally, students expressed positive perceptions of AI-assisted speaking practice, highlighting increased motivation, reduced anxiety, and enhanced learner autonomy. The study concludes that AI-powered tools can serve as effective complementary resources in EFL speaking instruction when supported by appropriate pedagogical guidance. The findings provide practical implications for EFL teachers and contribute to the growing body of research on AI-assisted language learning.
Local Culture Integration in English Language Teaching Materials Ni Nyoman Tantri
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 3 (2025): November
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i3.622

Abstract

The integration of culture in English Language Teaching (ELT) has become increasingly important as language is recognized as a social and cultural practice. In many EFL contexts, ELT materials are predominantly oriented toward Western cultures, which may create a cultural gap between learning content and learners’ lived experiences. This study aims to examine the integration of local culture in ELT materials and explore its pedagogical significance for EFL classrooms. Employing a qualitative descriptive research design, this study analyzed selected English teaching materials through document analysis, focusing on textual, visual, and task-based representations of local culture. The data were examined to identify forms of cultural representation, pedagogical functions, and the extent to which local culture supports meaningful language learning. The findings reveal that local culture is integrated through familiar themes such as traditions, daily social practices, and local values, which enhance learners’ comprehension, engagement, and confidence in using English. However, the integration remains limited and often superficial compared to the dominance of Western cultural content. The study concludes that local culture plays a crucial role in creating culturally responsive and contextually grounded ELT materials. A more systematic and balanced incorporation of local culture is therefore recommended to support effective language learning and intercultural competence in EFL contexts.
Teachers’ Strategies in Managing English Classrooms for Active Learning Zainuddin
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 3 (2025): November
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i3.623

Abstract

This study examines teachers’ strategies in managing English classrooms to promote active learning. Effective classroom management is essential in English language teaching, as it supports student engagement, interaction, and meaningful language use. A qualitative descriptive research design was employed to explore how teachers organize classroom activities, manage interactions, and address challenges in implementing active learning. The participants of this study were English teachers selected through purposive sampling based on their teaching experience and involvement in interactive learning practices. Data were collected through classroom observations, semi-structured interviews, and documentation. The data were analyzed using data reduction, data display, and conclusion drawing techniques, with triangulation applied to ensure the trustworthiness of the findings. The results indicate that teachers employed various strategies to facilitate active learning, including establishing clear classroom rules and routines, organizing pair and group work, managing instructional time effectively, and fostering positive teacher–student relationships. These strategies were found to enhance student participation, confidence, and engagement in English learning activities. However, challenges such as large class sizes, mixed proficiency levels, and limited resources were also identified. Despite these challenges, teachers demonstrated adaptability by modifying classroom management practices to sustain active learning. In conclusion, effective classroom management strategies are crucial in supporting active learning in English classrooms. The findings of this study provide practical insights for English teachers and educational institutions in improving classroom management practices to enhance students’ English learning experiences.

Page 4 of 4 | Total Record : 40

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