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J-Shelves of Indragiri (JSI)
Published by Universitas Islam Indragiri
ISSN : -     EISSN : 2721205X     DOI : 10.61672
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 136 Documents
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FACTORS AFFECTING STUDENTS’ STUDY TIME MANAGEMENT OF CLASS B SEMESTER V OF ENGLISH EDUCATION STUDY PROGRAM AT UNIVERSITY OF NIAS Adieli Laoli; Yulidartini Larosa; Nurmawati Harefa; Ica Murni Tafonao
J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i1.2907

Abstract

Effective study time management is crucial for academic success, particularly for students who must balance coursework, assignments, and extracurricular activities. However, many students struggle with managing their time efficiently, leading to increased stress and lower academic performance. This study aims to analyze the factors influencing study time management among Semester V Class B students of the English Education Study Program at the University of Nias. Using a qualitative approach with a descriptive-analytical method, this research explores factors affecting students’ ability to organize and manage their study time effectively. The findings indicate that motivation and self-discipline are the dominant factors, while the learning environment and support from lecturers and peers serve as significant influences. Additionally, challenges such as technological distractions, heavy academic loads, and extracurricular commitments hinder students' time management. To address these issues, students commonly use scheduling and prioritization techniques. The study concludes that universities should provide targeted guidance and training on effective time management strategies to enhance students’ academic performance and overall well-being.
THE EFFECTIVENESS OF USING AN ASIAN PARLIAMENTARY DEBATE TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILLS Irkhamna Fitriarrum; Mukminatus Zuhriyah
J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i1.2909

Abstract

Speaking skills are essential for effective communication and play a significant role in academic achievement, especially in the context of learning English as a foreign language. However, many students face difficulties in fluency, pronunciation, and confidence when speaking English. Traditional teaching methods often fail to sufficiently enhance students’ speaking skills, necessitating the exploration of more interactive approaches such as debate. This research investigates the effectiveness of using debate technique to improve the speaking skills of class XI A at a private Islamic school in Ngemplak area. This study applies a pre-experimental design with a one-group pre-test and post-test model. A total of 26 female students were selected as participants using purposive sampling, considering institutional regulations. The research process consisted of three phases: an initial assessment (pre-test) to evaluate students’ speaking skills, an intervention stage where the debate technique was applied, and a final assessment (post-test) to measure the improvement. Data were analyzed using descriptive statistics and paired sample t-tests. The results reveal a significant enhancement in students' speaking performance following the debate technique application. The mean score of the post-test (77.88) showed a notable increase compared to the pre-test score (61.92), with statistical analysis confirming a significant difference (p < 0.05). This finding suggests that the debate technique is effective to improving students' fluency, pronunciation, vocabulary, and confidence in English communication. In summary, incorporating debate as a learning method allows students to develop structured argumentation, strengthen critical thinking, and engage in interactive discussions. Educators are encouraged to integrate debate techniques more frequently to maximize speaking practice. Further research should consider other influencing factors and extend the study duration to optimize students' learning outcomes. 
PRESUPPOSITION USED IN INSTRUCTION OF INDONESIAN GRADE XI HIGH SCHOOL ENGLISH TEXTBOOK Hilda Nailil Latifah; Fani Indrawan
J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i1.2910

Abstract

This study investigates the types of presuppositions found in the instructions within the Pathway to English textbook for Grade XI high school students. Using a qualitative descriptive method, the researcher identified and categorized presuppositions based on Yule’s (1996) theory, which includes six types: existential, factive, lexical, structural, non-factive, and counterfactual. The findings reveal three types present in the textbook: existential, factive, and lexical presuppositions. Among these, existential presupposition is the most dominant, accounting for 90% of the data, followed by lexical (9%) and factive (1%). The other three types were not found due to the direct and instructional nature of textbook language, which tends to avoid ambiguity or hypothetical scenarios. The study highlights how presuppositions can affect students’ interpretation of instructions, potentially causing misunderstandings if the implied meanings are not recognized. Understanding these underlying assumptions is essential for students and teachers to enhance comprehension and ensure effective learning. This research is expected to contribute to the development of more accessible instructional materials and encourage teachers to pay greater attention to language clarity in the classroom
THE STUDENTS’ PERCEPTION IN LISTENING ENGLISH OF THE ELEVENTH GRADE AT SMAN 1 TEMBILAHAN Adi Wiluyo; Melda Yeni; Syafrizal
J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i1.2912

Abstract

The importance of conducting this research is to introduce to students that through English listening lessons, they can get used to listening in English. The researcher conducted this study to gather information about students' perceptions of learning listening at SMAN 1 Tembilahan as an illustration of whether the implementation of learning listening can support students' English language proficiency. The design of this research was Descriptive Quantitative. The sample of this study consists of 60 students from the 11th grade, which is divided into 9 classes, from SMAN 1 Tembilahan. To determine the sample, the researcher used the systematic random sampling technique. The total population is 306 students. In collecting data, the researcher used questionnaire as a research tool. This questionnaire is used to determine students' perceptions of the implementation of listening lessons at SMAN 1 Tembilahan. The questionnaire used in the study is presented in 5 (five) alternatives commonly known as the Likert Scale. The research results indicate that students' perceptions of listening learning are less (55.82%), because 55.82% is still in < 55%. So, it can be concluded that students' perception of listening learning at SMAN 1 Tembilahan is less.
GENDER DIFFERENCES IN DIGITAL LITERACY AND THEIR PERCEIVED IMPACT ON ENGLISH LANGUAGE SKILLS: A SURVEY OF INDONESIAN EFL STUDENTS Patty, Jusak
J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i1.2921

Abstract

Digital literacy has emerged as a critical competency in modern education, particularly in language education, where technological integration increasingly shapes learning experiences. Despite Indonesia's high internet penetration, the national digital literacy index remains concerningly low, highlighting a significant gap in technological educational readiness. This study aims to investigate digital literacy levels among English language education students, examining gender differences and perceived impacts on language skills through the Technological Pedagogical Content Knowledge (TPACK) framework. Employing a quantitative survey design, the research collected data from 120 undergraduate students at Pattimura University using a validated 28-item questionnaire. Primary findings revealed comparable digital literacy levels between genders (male: 3.06, female: 3.04), with a notable disparity between evaluative and creative digital skills. Students demonstrated high confidence in selecting digital tools (3.07-3.16) but limited ability to explore applications independently (2.42), with the strongest perceived impact on listening skills (3.18) and weakest on reading comprehension (2.88). The study concludes that current digital literacy approaches require strategic interventions to develop more comprehensive technological competencies among pre-service English language educators, ultimately contributing to more effective technology integration in language teaching.
THE EFFECT OF LEARNING DISCIPLINE AND LEARNING ENVIRONMENT ON STUDENTS' LEARNING OUTCOMES AT SMP NEGERI 1 DIMEMBE Palangda, Listriyanti; Gilly Marlya Tiwow; Arya Mario Ngangi
J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i1.2939

Abstract

The main problem in this study is the low social studies learning outcomes which are thought to be influenced by the lack of learning discipline and a less supportive learning environment. This study aims to determine the effect of learning discipline and learning environment on the learning outcomes of Social Studies (IPS) of class VIII students of SMP Negeri 1 Dimembe. This study uses a quantitative approach with a survey method. The sample in this study amounted to 54 students selected through purposive sampling techniques. The instruments used were questionnaires to measure the level of learning discipline and learning environment, as well as documentation values ​​to determine students' social studies learning outcomes. Data analysis was carried out using multiple linear regression. The results of the study showed that learning discipline had a positive and significant effect on students' social studies learning outcomes. Likewise, the learning environment had a positive and significant effect on social studies learning outcomes. Simultaneously, learning discipline and learning environment had a significant effect on social studies learning outcomes with a fairly strong contribution. These findings indicate that improving student learning outcomes does not only depend on academic ability, but also on non-cognitive factors such as learning habits and a supportive environment. Therefore, efforts to improve social studies learning outcomes need to include strengthening student discipline and improving the learning environment, both at school and at home.
TEACHER’S PEDAGOGICAL COMPETENCE IN TEACHING ENGLISH AT EXCELLENT CLASS VIII IN JUNIOR HIGH SCHOOL Pipit Ertika Daristin; Nailah Maziyah
J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i1.2944

Abstract

In education, the role of the teacher determines the quality of learning, especially for teachers who teach English as a Foreign Language (EFL). This study aims to know the pedagogical competence of English teacher in manage the English classroom, and how the teacher evaluates the learning process in class at junior high school class VIII in Jombang, East Java. This study used a qualitative case study. The subject of this research is one English teacher of excellent class VIII in Junior High School. There were two kinds of instruments in this research: interview and class observation. This study concluded that English teachers demonstrate good pedagogical competence in classroom learning. Based on the result of the observation, the teacher showed the application of pedagogical competence during the teaching process. In managing the English classroom, the teacher can effectively manage the classroom by creating structured lesson plans and following them throughout the class. In evaluating the learning process shows that the teacher uses various methods and techniques to evaluate the learning process comprehensively and variously in evaluating the learning process.  
ANALYZING STUDENTS' PERCEPTION ON THE USE OF ARTIFICIAL INTELLIGENCE (AI) IN WRITING ENGLISH ESSAYS AT ISLAMIC UNIVERSITY OF INDRAGIRI Nisva Okta Selly; Samsul Amri; Sri Erma Purwanti
J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i1.2945

Abstract

The importance of conducting this research is to determine whether AI can be a possible tool for students to assist them in writing English essays. There is a gap between the theoretical potential of AI tools in improving English essay writing and the practical challenges faced by students, such as the issue of plagiarism, inaccurate information, and unstable internet access in using AI when writing English essays. This study aims to identify students’ perception on the use of Artificial Intelligence (AI) in writing English essays at Islamic University of Indragiri. The method used in this study is a quantitative descriptive approach with data collection techniques through a questionnaire consisting of 25 statement items, which were given to 64 students. Data were analyzed using a 4-point Likert scale. The results showed that the majority of students had a positive perception of their familiarity and understanding of AI, as well as its benefits in writing English essays. However, their perceptions of the originality and accuracy of the information provided by AI tended to be neutral, considering that some of the information obtained was not always in accordance with the topic or was inaccurate. On the other hand, obstacles such as unstable internet connection quality also affected the effectiveness of using AI. Overall, students' perceptions of the use of AI in writing English essays can be categorized as moderate, with differences of opinion regarding its advantages and limitations.
THE EFFECT OF USING PINTEREST MEDIA ON STUDENTS’ ABILITY IN DESCRIPTIVE WRITING FOR GRADE X AT SMAS GKPI PADANG BULAN Mei Br. Siringo-ringo; Fenty Debora Napitupulu; Harpen Silitonga
J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i1.2948

Abstract

This study examines the effect of utilizing Pinterest as a teaching tool on the descriptive writing abilities of SMAS GKPI Padang Bulan students in the tenth grade. The issue raised in this study is the difficulty students face in developing ideas, enriching vocabulary, and enhancing creativity in writing. The objective of this research is to determine whether Pinterest, as a visual-based platform, can enhance students' descriptive writing skills. The research method used is a quantitative experimental method involving two classes: class X-3 as the experimental group and class X-1 as the control group, each consisting of 26 students. Both groups were given a pre-test to measure the students' initial writing abilities. The experimental group was taught using Pinterest, while the control group was taught using conventional methods. After the treatment, a post-test was conducted to measure the improvement in writing skills. The research results show that the average score of the experimental group significantly increased from 61.38 to 77.23, while the control group increased from 54.81 to 67.27. The results of the t-test showed a t-value of 2.557, higher than the t-table value of 2.010 at a significance level of 0.05. This indicates a significant difference between the two groups. Thus, the use of Pinterest has a positive and significant impact on students' descriptive writing skills and can be considered an effective and innovative learning tool in teaching writing at the high school level.
NEED ANALYSIS IN LEARNING ENGLISH FOR ACCOUNTING STUDENTS IN ISLAMIC UNIVERSITY Musdalifah; Muhammad Fahri Jaya Sudding; Ashabul Kahfi Susanto; Citra Dwi Safitri; Andi Kamariah
J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i1.2950

Abstract

The lack of English learning materials tailored to the specific academic and professional needs of accounting students in Islamic universities presents a challenge in preparing students for the global workplace. This study aims to identify the English learning needs of accounting students at an Islamic university in order to develop relevant and effective learning materials. Data were collected using a google Form questionnaire distributed to students, English lecturers, accounting lecturers and graduates. The data were analyzed using a descriptive qualitative approach. The findings indicate that all four language skills (listening, speaking, reading, and writing), along with language components such as grammar and vocabulary, are considered important by respondents. The students preferred teaching methods that include discussion, exercise, demonstrations, role-play, vocabulary drills, group work, and video-based learning. Regarding assessment, the majority of students favored restricted response tests, written tests, matching items, performance-based tests, and multiple-choice questions. In addition to general English topics, students express the need to learn terminology related to Islamic Accounting. Essential language functions identified include self-introduction, participating in meetings, and communicating in professional contexts such as client interactions and academic conferences. These findings can be used to produce English learning material tailored to specific needs of accounting students in Islamic higher education institutions

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