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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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DIGITAL-BASED ASSESSMENT IN BUSINESS ENGLISH CLASSROOMS: A PATHWAY TO MORE EFFECTIVE EVALUATION Dwita Laksmita Rachmawati
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.v7i1.2953

Abstract

Assessment in English for Specific Purposes (ESP) such as Business English must address the need for authentic and practical language use in professional contexts. However, traditional paper-based assessments often fall short in reflecting real-world communication tasks. With the rise of digital technology and the shift toward online learning, especially during the COVID-19 pandemic, integrating digital-based assessment has become both a necessity and an opportunity in higher education. Yet, limited empirical research exists on how such assessments are perceived and implemented in the Indonesian context. This study aims to explore the implementation of digital-based assessment in a Business English classroom at a private university in Indonesia. Specifically, it investigates how digital tools affect student engagement, the authenticity of assessments, and the challenges experienced by both instructors and students. A qualitative research design was employed, using semi-structured interviews, classroom observations, and document analysis of student assignments and feedback. The participants consisted of one lecturer and twenty-five undergraduate students enrolled in a Business English course. The findings show that digital-based assessment significantly improves student engagement by enabling timely feedback and fostering an interactive learning environment. Students valued platforms like Google Classroom for providing real-time input that helped them revise and improve their performance. Moreover, digital tools enhanced the authenticity of tasks such as business emails, virtual negotiations, and presentations, making assessments more reflective of real-world scenarios. However, challenges were also evident, including digital literacy gaps, limited technological access, and unstable internet connections. Both students and the instructor expressed the need for more structured support and training to optimize the use of digital tools in assessment. In conclusion, digital-based assessment offers clear advantages in terms of engagement and authenticity in Business English instruction. Nonetheless, its effectiveness depends on institutional support, teacher readiness, and student digital competence. Strategic planning, infrastructure development, and targeted professional development are essential to fully harness the benefits of digital assessment while minimizing its barriers.
MACRO STRUCTURES IN TWO SOCIAL MEDIA REPORTS ON CAPITAL RELOCATION Muhammad Fahri Jaya Sudding; Fauzan Hari 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.v7i1.2954

Abstract

The relocation of Indonesia’s Capital City has caused public debate and conflicting narratives in media. This research is motivated by the massive coverage of the capital relocation and the assumption that the program is driven by a dominant group with political interests. This research aims to analyze how two online news platforms, such as tirto.id and viva.news, construct discourse on the capital relocation using Van Dijk’s Critical Discourse Analysis model. Employing a qualitative descriptive method, the research focuses on analyzing propositions in selected news texts as well as interpreting their macrostructure through macrorules, such as generalization, deletion, selection, interpretation, and construction. The findings reveal that tirto.id constructs the discourse to support the relocation by highlighting expert involvement and logical reasoning, while viva.news emphasizes political criticism and legal controversies. The research concludes that media framing significantly influences public perception, with each outlet building its own version of reality through discourse strategies along with underlines the role of media in shaping national narratives, especially political issues like capital relocation.
STUDENTS’ PERCEPTIONS TOWARD LITERATURE CIRCLES AT SAMPOERNA SCHOOL OF EDUCATION: A STUDY ON STUDENTS OF THE ENGLISH LANGUAGE TEACHING DEPARTMENT Satria Dijaya
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.v7i1.2957

Abstract

The shift from teacher-centered to student-centered learning in the 21st century has demanded the development of essential skills such as collaboration, communication, critical thinking, and creativity. One learning strategy that fosters these skills is Literature Circles (LC). However, while LC has proven effective in various educational contexts, its implementation in English as Foreign Language (EFL) settings presents unique challenges, including language barriers and unfamiliarity with structured discussion roles. This study aims to explore students’ perceptions toward the use of LC as a collaborative reading strategy in an EFL context, specifically at the Sampoerna School of Education. A qualitative descriptive method was employed, involving classroom observations and semi-structured interviews with first-year English Language Teaching students who participated in LC sessions. Thematic analysis based on Feldman’s framework of perception (knowledge, experience, hope, and motivation) was used to code the data. The findings indicate that students generally have positive perceptions of LC. They view it as an engaging and beneficial strategy that enhances reading comprehension, vocabulary acquisition, and critical thinking. However, students also reported difficulties with certain roles and language-related challenges, which they overcame through peer support and simplified strategies. In conclusion, despite its challenges, Literature Circles can serve as an effective tool for fostering collaborative learning and improving literacy skills in EFL contexts when implemented with appropriate guidance and scaffolding.
EXPLORING INTERNAL AND EXTERNAL FACTORS OF SPEAKING ANXIETY IN ACADEMIC PRESENTATIONS AMONG EFL STUDENTS AT JAMBI UNIVERSITY Dear Atasya Baritanya; Nely Arif; Rd. M. Ali
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.v7i1.2958

Abstract

Many EFL students face difficulties when delivering academic presentations in English due to feelings of anxiety and a lack of confidence. In fact, presentations are an essential part of the learning process that require strong speaking skills. This problem becomes more complex because English is not their first language, and their limited language proficiency often hinders the fluency and effectiveness of their delivery. This study aims to explore the internal and external factors that contribute to speaking anxiety in academic presentation contexts. A qualitative approach with a case study design was used, involving six eighth-semester students from the English Education Study Program at Jambi University, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The results revealed four internal factors: lack of grammar mastery, Vocabulary Limitations, incorrect pronunciation, and Lack of Self-Confidence. In addition, three external factors were identified: fear of negative evaluation, Lack of Opportunities to Practice Speaking in English, and Speaking Anxiety Triggered by Specific Lecturers. These findings indicate that speaking anxiety is a complex issue that should be addressed through more supportive teaching approaches, including increasing speaking practice and creating a more positive classroom environment.
TEACHING SPEAKING THROUGH DIGITAL INSTRUCTIONAL MEDIA Helfany Amsa; Safriyani Novitri; Sherly Franchisca; Jumerli Ariati
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.v7i1.2965

Abstract

This study discusses the use of digital instructional media to improve students' speaking skills in teaching speaking skills. Student’s problem in speaking is having limited vocabulary and shy to speak English. The TALK application is an application that can be used in teaching speaking. This aims to improve students' understanding of vocabulary, pronunciation and grammar. This article will discuss the impact of teaching speaking skills through the implementation of the TALK application on teaching speaking and provide learning media that are useful in improving students' speaking skills. The method used in this study is descriptive research. Participants in this study consisted of 40 students from Sport Study Program who took English courses. The results of this study found that the use of the TALK application is efficient to be taught in teaching speaking skills
THE INFLUENCE OF LEARNING DISCIPLINE AND LEARNING MOTIVATION ON STUDENTS’ LEARNING OUTCOMES IN THE OFFICE MANAGEMENT AND BUSINESS SERVICES PROGRAM AT SMKS KRISTEN 2 TOMOHON Sefanya Sisilia Hansun; Amsje Winokan; Listriyanti Palangda; Danny Polii
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.v7i1.3280

Abstract

Academic achievement is widely recognized as one of the most crucial indicators of educational success, reflecting the extent to which students are able to attain learning objectives. It is strongly influenced by both internal and external factors that shape students’ attitudes, behaviors, and performance in the learning process. Among these factors, learning discipline and learning motivation play a particularly important role in determining students’ achievement outcomes. This study aims to examine the influence of learning discipline and learning motivation on the academic achievement of vocational high school students. The research employed a quantitative approach with a survey method. The population of the study consisted of tenth-grade students in the Office Management and Business Services program at SMKS Kristen 2 Tomohon. A total of 30 students were selected as research participants. Data were collected using structured questionnaires that measured students’ learning discipline and learning motivation, while their academic achievement was assessed through official school records. The collected data were analyzed using multiple linear regression with the assistance of SPSS version 27 to determine the simultaneous and partial effects of the independent variables on the dependent variable. The findings reveal that both learning discipline and learning motivation have a significant and positive effect on academic achievement. The coefficient of determination (R Square) was found to be 0.949, indicating that 94.9% of the variation in academic achievement can be explained by learning discipline and learning motivation. The remaining 5.1% is attributed to other factors not included in this study, such as family background, peer influence, teaching quality, and learning environment. These results emphasize the importance of fostering consistent learning discipline and strengthening intrinsic as well as extrinsic motivation in order to improve students’ academic performance. In conclusion, the study highlights that educational institutions, teachers, and parents must work collaboratively to encourage disciplined learning habits and sustain students’ motivation, as both are proven to be strategic factors in enhancing academic achievement at the vocational school level.
THE INFLUENCE OF TEACHERS’ PROFESSIONAL COMPETENCE AND TEACHING EXPERIENCE ON STUDENTS’ LEARNING ABILITY AT SMA NEGERI 1 MOTOLING Alexsandro Nusi; Johny Tarore; Amsje Winokan
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.v7i1.3281

Abstract

This study aims to examine the influence of teachers’ professional competence and teaching experience on students’ learning ability at SMA Negeri 1 Motoling. The population of the study comprises all 95 students of SMA Negeri 1 Motoling, while the sample used consists of 77 students, selected through simple random sampling to ensure data representativeness. Data were collected using questionnaires and observations, then analyzed using simple and multiple regression techniques. The results indicate that teachers’ professional competence has a positive and significant effect on students’ learning ability, meaning that teachers with higher mastery of subject matter, pedagogical skills, and classroom management can enhance student learning outcomes. Similarly, teachers’ teaching experience positively and significantly affects students’ learning ability, where more experienced teachers are able to manage learning more effectively and adapt teaching strategies to students’ needs. Furthermore, the combination of professional competence and teaching experience simultaneously contributes significantly to students’ learning ability, explaining approximately 54.7% of the variance in learning outcomes. These findings emphasize the importance of developing teachers’ professional competence and teaching experience simultaneously to improve students’ learning ability. Schools are recommended to provide professional development programs, mentoring, and training for teachers to strengthen their competence and practical experience, thereby enhancing the effectiveness of the teaching and learning process and improving student academic achievement.
THE STUDENTS' ABILITY IN USING TREE DIAGRAMS AT THE THIRD SEMESTER OF ENGLISH STUDY PROGRAM ISLAMIC UNIVERSITY OF INDRAGIRI Jena Mardhika; Melda Yeni; Amri, Samsul
J-Shelves of Indragiri (JSI) Vol 7 No 2 (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.v7i2.2946

Abstract

Syntax is a sub-discipline of linguistics that studies the relationship between words in speech, including phrase structure, clause structure, and sentence structure in a language. Tree diagrams are a great method of understanding syntax. The purpose of this study is to ascertain the third semester English Study Program students at Indragiri Islamic University proficiency in understanding tree diagrams. This kind of study is descriptive quantitative. Twenty-one students made up the study's total population and sample, which was drawn using the total sampling technique. To find out the ability of pupils in studying tree diagrams, the researcher presented a test as an instrument. To ascertain the test outcomes, the researcher employed statistical analysis for data analysis. With an average score of 78.19, the test results demonstrated that third semester students in the English Study Program at Indragiri Islamic University were enough in understanding tree diagrams. The researcher came to the conclusion that there is room for improvement in the third semester English Study Program students at Indragiri Islamic University proficiency with tree diagrams.
THE CHALLENGES AND STRATEGIES OF THE STUDENTS IN THE TRANSLATION PROJECT Sinta Ria; Yelia; Rosinta Norawati
J-Shelves of Indragiri (JSI) Vol 7 No 2 (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.v7i2.2961

Abstract

Translation projects are essential in preparing students for real-world language services, especially within project-based learning contexts. However, a gap still exists between theoretical instruction and the practical challenges students face during such projects. This study explores the challenges encountered by English Education students at Universitas Jambi and the strategies they used to overcome them. Employing a qualitative case study design, the research involved students enrolled in the Project in Language Services course during the even semester of the 2023/2024 academic year. Data were gathered through semi-structured interviews with three student groups. The analysis identified four main categories of challenges: linguistic (e.g., technical terms and sentence structure), cultural (e.g., cultural expressions), technological (e.g., tone inaccuracies in machine translation), and managerial (e.g., time constraints and client communication). To address these, students used strategies such as consulting academic references, applying semantic techniques, collaborating with peers and lecturers, and using digital tools. The findings conclude that while translation projects expose students to real-world challenges, the integration of adaptive strategies enhances their problem-solving skills, autonomy, and preparedness for professional translation work.
THE CORRELATION BETWEEN PEER SUPPORT AND ENGLISH SPEAKING CONFIDENCE AMONG STUDENTS AT THE ELEVENTH GRADE OF SMA NEGERI 1 TEMBILAHAN HULU Khairunnisa; Edi Ardian; Sri Erma Purwanti
J-Shelves of Indragiri (JSI) Vol 7 No 2 (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.v7i2.3026

Abstract

The importance of conducting this research is to examine the correlation between peer support and students’ English speaking confidence, highlighting how peer support can help improve students’ confidence in speaking English. English speaking confidence is essential for students’ academic achievement and personal development. However, many high school students still face difficulties in speaking English fluently due to anxiety and lack of self confidence, revealing a gap between the recognized importance of speaking skills and students’ actual performance. This study aimed to investigate the correlation between peer support and English speaking confidence among the eleventh grade students at SMA Negeri 1 Tembilahan Hulu. Using a correlational research design, data were collected from 98 students through Likert scale questionnaires measuring peer support and English speaking confidence. The Pearson Product Moment correlation analysis revealed a correlation coefficient of r = 0,356 which is greater than the critical values at both the 5% (0,195) and 1% (0,256) significance levels. It indicates a low but significant positive correlation between the two variables. Accordingly, the alternative hypothesis (H1) is accepted, and the null hypothesis (H₀) is rejected. Descriptive results showed that while most students perceived high peer support, their speaking confidence was at a moderate level. These findings indicate that peer support positively influences English speaking confidence, but other factors also play a role. Therefore, it is recommended that teachers adopt a comprehensive approach that includes peer support alongside other psychological and contextual strategies to enhance students’ confidence in speaking English.

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