J-Shelves of Indragiri (JSI)
J-Shelves of Indragiri (JSI) is a scientific journal published by the English Study Program of the FKIP Islamic University of Indragiri Tembilahan Riau. It accepts best practice manuscripts in the fields of English education, literature, and linguistics. Then it is published twice a year, in May and November.
Articles
136 Documents
<![CDATA[A STUDY ON STUDENTS' ABILITY IN UNDERSTANDING ANNOUNCEMENT TEXT AT TENTH GRADE OF SMAS NURUL IKHLAS SUNGAI RAYA ]]>
<![CDATA[Herma Padhilah]]>;
<![CDATA[Melda Yeni]]>;
<![CDATA[Juni Mahsusi]]>
<![CDATA[ J-Shelves of Indragiri (JSI) Vol 6 No 2 (2024): J-Shelves of Indragiri (JSI) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.61672/jsi.v6i2.2851
<![CDATA[The problem of this research was the Tenth Grade students of SMAS Nurul Ikhlas Sungai Raya feel difficult to answer some questions relate to announcement text. Therefore, the purpose of this research is to know “Students' ability in Understanding Announcement Text”. This research was descriptive quantitative research. The researcher was distributing test to 18 respondents to answer the purpose above. The sample was taken by using total sampling, because the sample is limited. After collecting the data, the researcher found that students’ ability in understanding announcement text at Tenth Grade of SMAS Nurul Ikhlas Sungai Raya is in low level. It can be seen from the mean score of students’ test that is 54.75. It means that their ability in understanding announcement text still needs improvement.]]>
<![CDATA[A STUDY ON THE FACTORS CAUSING STUDENTS’ DIFFICULTIES IN UNDERSTANDING READING TEXT AT ELEVENTH GRADE OF SMAN IT SYECH WALID THAIB SHALEH INDRAGIRI SUNGAI ILIRAN ]]>
<![CDATA[Lisna Sonia]]>;
<![CDATA[Melda Yeni]]>;
<![CDATA[Felci Tria Sauhana]]>
<![CDATA[ J-Shelves of Indragiri (JSI) Vol 6 No 2 (2024): J-Shelves of Indragiri (JSI) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.61672/jsi.v6i2.2852
<![CDATA[The problem of this research was the tenth-grade students of Eleventh Grade of SMAN Islam Terpadu Syech Walid Thaib Shaleh Indragiri Sungai Iliran feel difficult to answer some questions in reading. Therefore, the purpose of this research is to know “factors causing students difficulties in understanding Reading Text”. This research was descriptive quantitative research. The researcher was distributing questionnaire to 20 respondents to answer the purpose above. The sample was taken by using total sampling, because the sample is limited. After collecting the data, the researcher found that there are four factors causing students difficulties in understanding reading text at Eleventh Grade of SMAN Islam Terpadu Syech Walid Thaib Shaleh Indragiri. They are feeling bored and lazy in reading, cannot use the leisure time maximally for reading, lack of English book at school and uninteresting teaching learning process.]]>
<![CDATA[SELF-EFFICACY AS A PREDICTOR OF WRITING PERFORMANCE: A CORRELATIONAL STUDY OF INDONESIAN SECONDARY SCHOOL STUDENTS ]]>
<![CDATA[Binnendyk , Sophia]]>;
<![CDATA[Patty, Jusak]]>;
<![CDATA[Jamil , Asmi]]>
<![CDATA[ J-Shelves of Indragiri (JSI) Vol 6 No 2 (2024): J-Shelves of Indragiri (JSI) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.61672/jsi.v6i2.2853
<![CDATA[The importance of self-efficacy in enhancing students’ writing performance has been widely recognized, yet its specific impact on descriptive text writing remains underexplored in secondary education, especially within the EFL context. This study addresses this gap by examining the relationship between self-efficacy and descriptive text writing performance among Grade X students at SMA Negeri 6 Seram Bagian Barat, Indonesia. Using a quantitative correlational design, the study collected data from 72 Grade X students through a self-efficacy questionnaire and a writing performance test. The results revealed that most students (84.7%) demonstrated moderate levels of self-efficacy, while their writing performance showed a broader distribution, with 45.8% achieving good performance and 18.1% demonstrating excellent writing skills. Statistical analysis indicated a weak but significant positive correlation between self-efficacy and writing performance (r = 0.297, p = 0.011). This finding suggests that while self-efficacy influences writing achievement, its impact may be moderated by other factors in the EFL context. The study contributes to understanding the complex relationship between psychological factors and writing performance in secondary EFL education, highlighting the need for comprehensive instructional approaches that address both cognitive and affective aspects of writing development. The findings have implications for EFL writing instruction and suggest directions for future research investigating mediating variables in the self-efficacy-writing performance relationship.]]>
<![CDATA[THE ROLE OF METACOGNITIVE SKILLS IN IMPROVING READING COMPREHENSION AMONG HIGH SCHOOL STUDENTS ]]>
<![CDATA[Feri Ferdiyanto]]>
<![CDATA[ J-Shelves of Indragiri (JSI) Vol 6 No 2 (2024): J-Shelves of Indragiri (JSI) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.61672/jsi.v6i2.2854
<![CDATA[Metacognitive skills are widely recognized as crucial for developing reading comprehension, yet there remains a gap in understanding the most effective instructional approaches for high school students facing increasingly complex texts. This study aims to address this gap by investigating the impact of explicit metacognitive strategy instruction on reading comprehension among high school students. Using a quasi-experimental design, 100 students were assigned to either an experimental group, which received 12 weeks of structured metacognitive strategy instruction, or a control group, which continued with standard reading instruction. Data were collected through pre-test and post-tests, and analyzed using SPSS to evaluate the effects of metacognitive instruction. Results demonstrated a significant improvement in reading comprehension scores in the experimental group compared to the control group, with an effect size of 0.89, indicating a substantial benefit of metacognitive strategies. Qualitative feedback from the experimental group further revealed increased self-awareness, engagement, and confidence in reading comprehension tasks. These findings underscore the effectiveness of integrating explicit metacognitive strategy instruction into high school curricula to support students’ development of critical reading skills. This study contributes to existing literature by providing empirical evidence on the positive impact of metacognitive skills training in secondary education, suggesting that structured metacognitive approaches can enhance students’ reading comprehension and foster more independent, reflective learning practices.]]>
<![CDATA[EFFECTIVENESS OF CLT BASED ON GAYONESE CULTURE IN ENHANCING JUNIOR HIGH STUDENTS' SPEAKING SKILLS IN CENTRAL ACEH ]]>
<![CDATA[Abd Rahman]]>
<![CDATA[ J-Shelves of Indragiri (JSI) Vol 6 No 2 (2024): J-Shelves of Indragiri (JSI) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.61672/jsi.v6i2.2856
<![CDATA[Most junior high schools do not give enough attention to designing and implementing communication between students and teachers. The Communicative Language Teaching (CLT) method aims to address the challenges faced in speaking activities and make students more interested in interacting with local culture-based texts. Every student should take the opportunity to communicate with their peers. This research is an experimental study conducted at SMPN 18 Aceh Tengah, focusing on eighth-grade students. The researcher employed quasi-experimental research, with the experimental group in class VIII A taught using CLT, while the control group in class VIII B was taught using conventional activities. Both classes took a pre-test at the beginning. Before the treatment, the two groups were balanced, starting from the same level. The post-test was administered at the end, after the treatment. The data collection instrument was a speaking test. The data were analyzed using t-test computation, and the collected data underwent descriptive and inferential statistical analysis. The research findings indicated a significant difference in the students’ speaking ability between the experimental group, who were taught using CLT, and those taught using conventional activities as demonstrated by the t-test. The t-observed value was higher than the t-table value (3.404 > 2.682 with df 48 at 10%). The probability value of 0.01 was lower than the significance level (0.01 < 0.05). In contrast, the control group showed a t-test result (1.393 < 2.682 with df 48 at 10%) and a probability value of 0.170, which was higher than the significance level (0.170 > 0.05). Based on the hypothesis analysis, the score of the experimental group was higher than that of the control group, leading to the conclusion that using CLT based on local culture (Budaya Gayonese) in language teaching effectively improves students’ speaking ability.]]>
<![CDATA[EXPLORING IMPLICATURE OF MAXIM VIOLATION IN THE U.S. VICE PRESIDENTIAL DEBATE ]]>
<![CDATA[Martisa, Ela]]>;
<![CDATA[Siti Munawwarah]]>;
<![CDATA[Rahmawati Azi]]>;
<![CDATA[La Ino]]>
<![CDATA[ J-Shelves of Indragiri (JSI) Vol 6 No 2 (2024): J-Shelves of Indragiri (JSI) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.61672/jsi.v6i2.2858
<![CDATA[In political communication, maxim violation as well as its implicature are inevitable. It shows a dynamic of communication particularly how to influence audience perception through argumentative strategies. This study tries to explore the maxim violation and implicature performed by Mike Pence and Kamala Harris in the U.S. Vice Presidential Debate in 2020. The study applied the cooperative principle theory particularly maxim violation and implicature by Paul Grice. Descriptive qualitative method was employed through the research. The main source of the data are the utterances of both vice Presidents’candidates which contain violation of maxim and implicature. The result shows that during the debate, there were 10 data of maxim quantity, 3 data of maxim quality, 6 maxim of relevance, and 1 data of maxim of manner. Violation of the maxim of quantity is the most common in the debate. because the candidates giving answers that seem exaggerated to, giving answers that are somewhat not so clear and irrelevant answers to distract the public. It also reveals that generalized conversational implicature is dominant used because political communication is highly context-dependent, and politicians frequently need to convey nuanced messages without being too direct.]]>
<![CDATA[IMPLICIT SENSER AND PHENOMENON IN MENTAL PROCESS FOUND IN HORSE GIRL MOVIE ]]>
<![CDATA[Nurjannah]]>;
<![CDATA[Saerudin, Sahur]]>
<![CDATA[ J-Shelves of Indragiri (JSI) Vol 6 No 2 (2024): J-Shelves of Indragiri (JSI) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.61672/jsi.v6i2.2863
<![CDATA[Investigating mental process is highly significant because it provides a framework for understanding how language represents human experiences involving the cognitive and emotional activities of the mind. The research aims to describe the implicit senser and phenomenon as a clause structure in mental process found in the main character in the Horse Girl movie. The researchers used descriptive qualitative as the research method. The data are taken from the utterances of the main character in the movie. The data collection techniques are carried out by downloading, watching, reading, identifying, classifying data and encoding data containing mental process. The data analysis techniques are carried out by presenting, describing, interpreting, and concluding the results of this researcher based on Halliday's theory of Systemic Functional Linguistics. The researchers found that the data showed language choices in mental process reflecting the speaker's perspective and subjectivity which encoded the main character’s perception and cognition. Based on the result of the research, the senser and the phenomenon are expressed implicitly which convey the main character's emotional or psychological state without explicitly stating it through dialogue.]]>
<![CDATA[TEAM GAME TOURNAMENT (TGT): AN EFFECTIVENESS METHOD TO TEACH VOCABULARY ]]>
<![CDATA[Huzani]]>;
<![CDATA[Ria Kamilah Agustina]]>
<![CDATA[ J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.61672/jsi.v7i1.2886
<![CDATA[This research aimed to find out the effectiveness of using Team Games Tournament to Teach Vocabulary Mastery. It used Pre-Experimental Design with one group pre-test and post-test design at Class VIII B of SMPN 1 Diwek academic year 2023- 2024 with a total of 31 students. The result showed that vocabulary of SMPN 1. Diwek was still considered lacking with mean score of the pre-test is 50,00. After being treatment, the students’ vocabulary is increased after using Team Games Tournament Method with the mean score of the post-test 80,48. There is significant difference between Students’ vocabulary mastery before and after being taught by using Team Games Tournament Method. By using descriptive analysis test, the normality test, and the Paired Samples Test showed that a significant value (2- tailed) of 0.000 the data are less than (<0.05) so it can be said that the meaning that H0 is rejected and H1 is accepted. In short, this means that team games tournament as the method is effectively applied in improving students' vocabulary mastery at SMPN 1 Diwek. These results prove that the Team Games Tournament is an effective method for improving students' vocabulary mastery. By combining healthy competition and a fun learning atmosphere, this method not only helps students improve their vocabulary skills but also builds their confidence in using the English language. This research provides strong evidence that innovative methods such as team game tournaments can be a concrete solution to the challenges of vocabulary learning in schools.]]>
<![CDATA[A STUDY ON THE STUDENTS LISTENING SKILLS AT THE FIRST SEMESTER OF ENGLISH STUDY PROGRAM ISLAMIC UNIVERSITY OF INDRAGIRI ]]>
<![CDATA[M. Arjun]]>;
<![CDATA[Agus Mustajib]]>;
<![CDATA[Maizarah]]>
<![CDATA[ J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.61672/jsi.v7i1.2901
<![CDATA[In the era of globalization, English plays a key role in many areas, including economics, politics, culture, communication, and education. Therefore, in response to this, English is very important to be mastered in Indonesia. The ability to listen to dialogue is one of the important language skills to be mastered by students. The ability to listen to student dialogue in Indonesia is still relatively low. The purpose of this study was to know student’s ability on listening to dialogue at the first semester in Islamic University on Indragiri. The sample of this study semester 1 English Study program, it means there are 22 students in round 5 male and 17 female. Sampling was carried out using purpose sampling. This study used a qualitative descriptive. Based on the results of the study the mean score of 61.37 categorizes most students as "Average to Good". Notably, no students were classified as "Poor". Despite general strengths in comprehension and recall, many students face difficulties in understanding implied meanings and interpreting speaker intent. These findings highlight the importance of implementing tailored teaching strategies and creating supportive learning environments to enhance students' listening skills and academic success.]]>
<![CDATA[THE EFFECTIVENESS OF USING ENGLISH SONGS TOWARDS STUDENTS’ VOCABULARY MASTERY AT THE ELEVENTH GRADE OF SMAN 1 TEMBILAHAN HULU ]]>
<![CDATA[Hanissa]]>;
<![CDATA[Edi Ardian]]>;
<![CDATA[Agus Mustajib]]>
<![CDATA[ J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.61672/jsi.v7i1.2905
<![CDATA[This quasi-experimental study examines the effectiveness of using English songs to enhance vocabulary mastery among eleventh-grade students at SMAN 1 Tembilahan Hulu. The research design involved two groups: the experimental group (class XI MIPA 2) and the control group (class XI MIPA 3), with 32 and 34 students respectively, totaling 66 students. The primary objective of the study was to identify significant differences in English vocabulary mastery between students taught using song media and those taught using conventional methods. Additionally, the study aimed to evaluate the overall effectiveness of using songs as a teaching medium for vocabulary enhancement. Data collection involved administering pre-tests and post-tests to both groups to measure vocabulary mastery before and after the treatment. The experimental group received instruction through English songs, while the control group continued with conventional teaching methods. The data were analyzed using SPSS 27 for Windows, focusing on hypothesis testing and discussions to draw meaningful conclusions. The results revealed a significant improvement in the vocabulary mastery of students in the experimental group compared to those in the control group. The average pre-test score for the experimental group was 22.50, which increased to 45.77 in the post- test, while the control group’s average score increased from 21.34 in the pre-test to 32.98 in the post-test. The statistical analysis showed a significance level of Asymp. Sig. (2-tailed) 0.001, which is less than the threshold of 0.050, indicating a statistically significant difference. These findings suggest that the use of English songs as a teaching medium is more effective than conventional methods in enhancing vocabulary mastery among eleventh-grade students at SMAN 1. Tembilahan Hulu. The study highlights the potential benefits of incorporating music into language instruction to create a more engaging and effective learning experience for students.]]>
