cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Agus Mustajib
Contact Email
gusnajib1211@gmail.com
Phone
+6285328111142
Journal Mail Official
jsipbifkipunisi@gmail.com
Editorial Address
Kampus FKIP Universitas Islam Indragiri Jl. Soebrantas No.10. Tembilahan Hilir. Kab. Indragiri Hilir. Riau
Location
Kab. indragiri hilir,
Riau
INDONESIA
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
 10   11   12   13   14 
STUDENTS’ PERCEPTION OF TASK-BASED LEARNING IN ENGLISH CLASS IN XI GRADE AT SMA NEGERI 1 TEMBILAHAN HULU IN 2024/2025 ACADEMIC YEARS Dini Qurrata Ayuni; Agus Mustajib; Maizarah
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.v7i2.3081

Abstract

One of the methods in teaching English is Task-Based learning which means teaching method centered on students’ experiences and knowledge through tasks provided by the teacher. Understanding students’ perception enables teachers to adapt the strategy for more effective and efficient teaching, ensuring students feel included in the process. The purpose of this research is to find out to students' perception on the task-based learning in English class. The method used in this research is descriptive quantitative. To find out students’ perception, the researcher used the questionnaire consist of 31 statements and gathered the data from 33 students at SMA Negeri 1 Tembilahan Hulu. the results showed that there was a positive perception on the task-based learning in English class. 96.8, which falls within the “Agree” category according to the interpretation interval of 83 to 107. Moreover, it could be concluded that students perceived task-based learning as effective in meeting both personal and instructional needs, engaging students actively in learning, and supporting their development through clear instructions, social interaction, and meaningful tasks.
CONTRIBUTION OF STUDENTS’ WRITING INTEREST TOWARD THEIR WRITING SKILL OF PROCEDURE TEXT (A CORRELATIONAL RESEARCH AT GRADE IX STUDENTS OF SMP NEGERI 1 TEMPULING) Tiara Hartantri; Samsul Amri; Syafrizal
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.v7i2.3125

Abstract

The main objective of this study was to determine the contribution of the relationship between student interests and the ability to write procedural texts in grade IX students of SMP Negeri 1 Tempuling. This study is a correlation study and uses a random sample method and the number of samples is 52 people. Data collection using a questionnaire containing statements related to interests and tests for the ability to write procedural texts. The indicators assessed in the writing test, especially procedural texts, are content, text structure, vocabulary, grammar, and mechanics. From the results of the analysis of 52 students containing questions related to the correlation of interest indicators originating from within the students is 0.130 (very low) while the contribution value of the relationship between the two is 1.69%. To test the hypothesis, it can be calculated (0.130) is smaller than 0.279 indicating that Ho is accepted and Ha is rejected. Ho means there is no significant relationship between students' interest and the ability to write procedural texts in class IX students of SMP Negeri 1 Tempuling.
THE EFFECTIVENESS OF USING POP-UP BOOK ON STUDENTS’ MOTIVATION IN LEARNING ENGLISH SUBJECT AT SEVENTH GRADE OF SMP N 6 BATHIN SOLAPAN Deny Silvia; Zulfia Siskawati; Khusnul Khotimah
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.v7i2.3261

Abstract

Learning English as a foreign language plays a crucial role in supporting students’ academic development and global communication skills. However, many junior high school students still face low motivation in learning English, which hinders their ability to achieve optimal learning outcomes. Previous studies have shown that innovative media such as pop-up books can improve students’ engagement, yet research focusing on their effectiveness in motivating students in rural schools remains limited. This study aims to investigate the effectiveness of using pop-up books on students’ motivation in learning English at the seventh grade of SMP N 6 Bathin Solapan. This study was quantitative with survey research design. Measurement of the effectiveness of the using Pop-Up book on students’ motivation in learning English subject is calculated through correlation analysis, hypothesis testing and effective testing. The findings revealed that the using Pop-Up book on students’ motivation in learning English subject at seventh grade of SMP N 6 Bathin Solapan is effective. In conclusion, the use of pop-up books is proven to be effective in enhancing students’ motivation in learning English. The study suggests that English teachers, particularly in junior high schools, should consider integrating pop-up books and similar interactive media as alternative teaching strategies to foster a more motivating and engaging learning environment.
THE EFFECT OF USING MIND MAPPING ON STUDENTS’ VOCABULARY ACHIEVEMENT IN THE TWELFTH GRADE OF SMA YAYASAN RAKYAT PANCUR BATU Sriyana Anjelita Tambunan; Nurhayati Sitorus; Carolina Pakpahan
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.v7i2.3293

Abstract

Vocabulary is a crucial component of language learning because it enables learners to understand texts, express ideas, and communicate effectively in both academic and real-life contexts. In the Indonesian educational setting, however, many students continue to experience difficulties in mastering vocabulary. Traditional teaching methods that rely heavily on memorization, limited practice, and lack of interactive activities often fail to engage learners, resulting in low achievement and limited speaking proficiency. This gap highlights the need for more effective instructional strategies that can support vocabulary development in meaningful and engaging ways. The purpose of this study was to investigate the effect of the Mind Mapping technique on students’ vocabulary achievement at SMA Yayasan Rakyat Pancur Batu. The study employed a quasi-experimental design using a one-group pre-test and post-test model. The participants consisted of 20 twelfth-grade students selected through purposive sampling. A vocabulary test of 25 multiple-choice questions was administered before and after the treatment. During the intervention, students were taught using the Mind Mapping strategy, which allowed them to organize words visually into categories to improve retention and understanding. Data analysis included mean comparison, normality and homogeneity testing, and the t-test. The findings indicated that students’ mean vocabulary score improved from 40.25 in the pre-test to 82.5 in the post-test. The t-test calculation showed that the obtained t-value (5.54) exceeded the t-table value (2.09) at the 5% significance level, confirming that the treatment had a significant effect. In conclusion, the Mind Mapping technique proved to be an effective strategy to enhance vocabulary mastery. It encouraged active learning, improved retention, and created a more engaging classroom atmosphere, thereby supporting better English proficiency and communication skills.
THE INFLUENCE OF THE DRILL AND PRACTICE METHOD IN LEARNING ENGLISH VOCABULARY AT SMAS GKPI PADANG BULAN MEDAN Kethrin Simamora; Harpen H.P Silitonga; Febrina S.L. Lambantobing
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.v7i2.3296

Abstract

Mastering vocabulary is essential in learning English as it serves as the foundation for developing students’ language skills such as speaking, reading, and writing. However, many students still struggle to expand and retain English vocabulary due to limited practice and lack of effective learning strategies. This discrepancy between theoretical understanding and classroom practice highlights the need for more efficient teaching methods. Therefore, this study aims to examine the effect of the Drill and Practice method on students’ mastery of English vocabulary. The research employed a quantitative experimental design involving two groups of tenth-grade students at SMAS GKPI Padang Bulan Medan. Vocabulary mastery was measured through pre-tests and post-tests consisting of 25 multiple-choice items assessing students’ ability to recognize, comprehend, and apply vocabulary in context. The experimental group received treatment through structured Drill and Practice activities—including choral, individual, and spelling drills—while the control group was taught using conventional methods. The results showed a significant improvement in the experimental group’s post-test mean score (52.6 to 64.8) compared to the control group (52.2 to 58.6). Statistical analysis using an independent t-test indicated that the obtained t-value (3.558) exceeded the critical value (2.024) at the 0.05 significance level. The findings suggest that the Drill and Practice method effectively improves students’ vocabulary retention, accuracy, and fluency. It is recommended that English teachers integrate this method into vocabulary instruction to enhance students’ engagement and confidence in learning English.
LEARNING ENGLISH VOCABULARY THROUGH MOBILE-ASSISTED LANGUAGE LEARNTING (MALL): STUDENTS’ VOICES Dwita Laksmita Rachmawati; Dian Fadhilawati
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.v7i2.3302

Abstract

Vocabulary learning is a fundamental component of language mastery, as it underpins students’ ability to communicate effectively and comprehend texts. With the rapid advancement of technology, Mobile-Assisted Language Learning (MALL) has emerged as an innovative approach that enables flexible, accessible, and interactive learning experiences. However, despite its potential benefits, many university students still face challenges in expanding their English vocabulary due to limited study time, low motivation, and the lack of engaging learning resources. This study aims to explore university students’ experiences in learning English vocabulary through MALL. Employing a qualitative exploratory design, ten students from the Management Study Program at on of the private universities in Indonesia who were enrolled in an English for Specific Purposes (ESP) course participated in the research. Data were collected through semi-structured interviews and participatory observations, then analyzed using thematic analysis to identify recurring patterns and themes. The findings revealed five main themes: (1) flexibility of time and place in learning, (2) increased motivation and engagement through gamified features, (3) independent learning strategies in vocabulary acquisition, (4) technical challenges and digital distractions, and (5) the need for support from lecturers and the academic environment. Students valued the flexibility and autonomy MALL offered, as well as the motivation gained from interactive and gamified elements. Nevertheless, issues such as unstable internet connections and distractions from social media often hindered learning consistency. The study concludes that MALL enhances flexibility, motivation, and learner autonomy in vocabulary learning, yet its effectiveness depends on students’ self-discipline and institutional support. It underscores the essential role of lecturers in guiding and integrating MALL effectively into classroom instruction.
A LINGUISTIC APPROACH TO CHARACTER INTERACTION: SPEECH STYLE AS A REFLECTION OF SOCIAL IDENTITY IN THE SHORT STORY YUMMY, HAPPY, GOOD-TIME SOUP! Ade Dwi Cahyanti
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.v7i2.3315

Abstract

Language enables us to make sense of everything in the world, from the most basic to the most complex matters. It provides a means for speakers to communicate openly with their listeners. To ensure that interlocutors understand the speech, the speaker must convey it effectively by paying attention to language structure, word choice, intonation, and other factors to prevent misunderstandings by learning speech style. This research focused to find out the types of speech style that occurred in the short story. The researcher applied Martin Joos's (1967) theory of speech styles to explore the types of speech styles used by characters in the short story “Yummy, Happy, Good Time Soup”. This research used qualitative methods to gain information about the speech style of the characters. The study focused on finding out types of speech styles, such as frozen style, formal style, consultative style, casual style, and intimate style, particularly in the short story entitled “Yummy, Happy, Good Time Soup!” Hence, in this research, the data came from the script of a short story performed by three characters namely Mabel, Old Lady namely Mabel, and Mabel’s Mom namely Mabel. The researcher found out that in the dialogue between Mabel, the Old Lady, and Mabel's Mom, three speech styles were observed: formal, consultative, and casual. The formal style appeared once, the casual style appeared seven times, and the consultative style also appeared once. Notably, the casual style was the most frequently used.
ANALYSIS OF THE USE OF ARTIFICIAL INTELLIGENCE (AI) IN ENHANCING STUDENTS' LEARNING MOTIVATION AT SMP ADVENT TONDANO Allen Ch. Manongko; Ayu Elisabeth Butarbutar; Jety D.Lempas
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.v7i2.3322

Abstract

This study explores the use of Artificial Intelligence (AI) in enhancing students’ learning motivation at SMP Advent Tondano. Using a qualitative descriptive approach, interviews were conducted with five informants, including the Principal, two teachers, and two students, to examine the implementation, benefits, and challenges of AI-based learning. The findings indicate that AI contributes positively to students’ motivation by providing interactive, adaptive, and personalized learning experiences. Features such as real-time feedback, adaptive practice modules, and personalized materials foster greater engagement, curiosity, and independent learning. Both teachers and students highlighted that AI makes learning more enjoyable, challenging, and efficient. However, challenges such as limited devices, unstable internet connections, and varying digital literacy require strategic interventions, including teacher guidance and training. The study concludes that AI, when effectively integrated into classroom instruction, has significant potential to improve learning motivation and outcomes.
STUDENTS’ EXPERIENCES IN USING GOOGLE SITES E-PORTOFOLIO FOR LEARNING ACCOUNTING VOCABULARY Musdalifah; Abdul Karim; Chaerul Fadlan Saud
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.v7i2.3334

Abstract

Digital learning innovations have increasingly transformed English for Specific Purposes (ESP), particularly in promoting learner autonomy, engagement, and reflection. Among these innovations, e-portofolios have been recognised as powerful tools for integrating language learning with professional skills. However, previous research has primarily focused on e-portofolios in writing and general English context, while limited attention has been given to their use in teaching accounting vocabulary, where learners often struggle to understand and retain specific terminology. This gap between theoretical expectations and classroom realities highlights the need to explore how e-portfolios can facilitate vocabulary learning in ESP courses.  This study aims to investigate student’s experience with Google Sites e-portofolios for learning accounting vocabulary in an English for Accounting course at Bahasa Inggris Program Sarjana Terapan Study Program, Universitas Negeri Makassar. Employing a qualitative descriptive design, the data were gathered from eight students through semi-structured interviews and analysed thematically. The findings revealed that students' first impressions were characterised by enthusiasm, curiosity, and a motivation to use Google Sites as an innovative learning platform. The process of creating and managing e-portfolios fostered creativity, organisation, and digital literacy, as students designed pages and linked vocabulary items to authentic accounting materials. Students perceived several benefits, including improved understanding and retention of accounting terms, enhanced confidence, and a stronger connection between academic learning and professional application. Despite minor challenges such as technical issues and time constraints, participants regarded e-portfolios as engaging and valuable learning tools. The study concludes that Google Sites e-portfolios effectively promote learner autonomy, reflection, and engagement in English for Specific Purposes (ESP) context. It is recommended that future ESP instruction provide technical orientation and continuous support to maximise the benefits of e-portfolios in language learning.
THE INFLUENCE OF LEARNING MOTIVATION AND LEARNING READINESS ON THE LEARNING OUTCOMES OF ACCOUNTING STUDENTS AT  SMK NEGERI TATAPAANS Fresilia Mamengko; Sjeddie Rianne Watung; Jerry R. H. Wuisang
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.v7i2.3335

Abstract

Learning motivation and readiness are essential factors that determine the success of the educational process. In modern education, students’ academic achievements are often influenced not only by teaching methods but also by their internal drive and preparedness to learn. However, many students still face challenges in maintaining high motivation and sufficient readiness, which creates a gap between expected learning outcomes and actual academic performance. Therefore, this study aims to determine the influence of learning motivation and learning readiness on students’ learning outcomes. This research employs a quantitative approach using multiple regression analysis to examine how both factors contribute to learning performance. Data were collected through questionnaires distributed to students at the secondary education level and analyzed using statistical software to identify relationships and significance among variables. The results reveal that learning motivation and learning readiness have a positive and significant effect on students’ learning outcomes. The strong relationship between these independent variables and academic performance indicates that the higher the students’ motivation and readiness, the better their learning results. In conclusion, the findings highlight that improving students’ academic success requires not only effective teaching strategies but also the enhancement of students’ internal motivation and preparedness. Thus, teachers and schools are encouraged to build a supportive and stimulating learning environment that fosters both motivation and readiness for optimal learning outcomes. 

Page 13 of 14 | Total Record : 136

 10   11   12   13   14 

Filter by Year

2019 2025


Reset
Filter By Issues
All Issue Vol 7 No 2 (2025): J-Shelves of Indragiri (JSI) Vol 7 No 1 (2025): J-Shelves of Indragiri (JSI) Vol 6 No 2 (2024): J-Shelves of Indragiri (JSI) Vol 6 No 1 (2024): J-Shelves of Indragiri (JSI) Vol 5 No 1 (2023): J-Shelves of Indragiri (JSI) Vol 4 No 2 (2023): J-Shelves of Indragiri (JSI) Vol 4 No 1 (2022): J-Shelves of Indragiri (JSI) Vol 3 No 2 (2022): J-Shelves of Indragiri (JSI) Vol 3 No 1 (2021): J-Shelves of Indragiri (JSI) Vol 2 No 2 (2021): J-Shelves of Indragiri (JSI) Vol 2 No 1 (2020): J-Shelves of Indragiri (JSI) Vol 1 No 2 (2020): J-Shelves of Indragiri (JSI) Vol 1 No 1 (2019): J-Shelves of Indragiri (JSI) More Issue