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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 169 Documents
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LANGUAGE, IDEOLOGY, AND POLICY: A CRITICAL DISCOURSE ANALYSIS OF MEDIA REPRESENTATIONS OF THE MERDEKA CURRICULUM IN INDONESIA Muhammad Fahri Jaya Sudding; Ahmad Azhari; Citra Dwi Safitri
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): 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.v8i1.3504

Abstract

Educational reform is frequently shaped and contested through media discourse, where language plays a significant role in constructing public understanding, ideology, and policy narratives. This study investigates how Indonesian media construct and negotiate discourse on the Merdeka Curriculum through the interplay of language, ideology, and policy. Drawing on Critical Discourse Analysis based on Norman Fairclough’s three-dimensional framework, this research examines ten online news articles published between 2023 and 2025 across diverse media platforms, including Detik.com, Kompas.id, Kompasiana, CNN Indonesia, and Tempo.co. The study adopts a qualitative approach using document analysis to explore linguistic features, discursive practices, and socio-cultural contexts embedded in media texts. The findings reveal that media representations of the Merdeka Curriculum are constructed through three dominant discursive patterns: critical discourse, optimistic discourse, and institutional discourse. At the textual level, these patterns are reflected in the use of evaluative language, modality, and lexical choices that position the policy as problematic, transformative, or managerial. At the level of discursive practice, differences in framing strategies across media platforms demonstrate how narratives are shaped by institutional roles and communicative purposes. At the level of social practice, the coexistence of these discourses reflects ongoing ideological negotiation related to educational reform, governance, and social equity in Indonesia. This study argues that media discourse does not merely represent educational policy but actively contributes to its construction and legitimation. By integrating language, ideology, and policy within a unified analytical framework, this research contributes to the field of Applied Linguistics and discourse studies, particularly in the context of the Global South. The findings also highlight the importance of critically engaging with media narratives in understanding the dynamics of educational reform.
AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN LEARNING VOCABULARY IN GRADE VIII OF SMPN 3 SUNGAI LALA Nadiya Erwinda Wulandari; Destri Wahyuningsih
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): 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.v8i1.3543

Abstract

This study aimed to analyze the difficulties faced by eighth-grade students of SMPN 3 Sungai Lala in learning English vocabulary. The research employed a descriptive qualitative approach to obtain a deeper understanding of students’ vocabulary learning problems in the classroom. The findings revealed that students experienced various interconnected difficulties, particularly in pronunciation, spelling, grammar, word form, and word usage. Among these aspects, word usage was identified as the most difficult area, followed by word form and pronunciation. The study also found that students’ vocabulary difficulties were influenced by limited exposure to English, lack of confidence, and insufficient contextual practice in using vocabulary. These findings indicate that vocabulary learning is a multidimensional process that requires more than simple memorization. Therefore, it is recommended that English teachers implement interactive and communicative teaching strategies that emphasize contextual learning, meaningful language exposure, and active vocabulary practice in order to improve students’ vocabulary mastery and classroom participation.
ARE AI DETECTORS FAIR TO EFL LEARNERS? A LIBRARY RESEARCH ON DETECTION BIAS AND ACADEMIC INTEGRITY Jusak Patty; Marles Yohannis Matatula
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): 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.v8i1.3557

Abstract

AI detection tools such as Turnitin AI Detection, GPTZero, and Copyleaks are now embedded in university assessment workflows to identify machine generated text, yet their performance on writing produced by non-native English speakers remains poorly understood. This critical library research synthesizes peer-reviewed literature published between 2022 and 2026 to examine three interrelated questions: how AI detectors perform on non-native English writing, what linguistic mechanisms produce detection bias against EFL learners, and what pedagogical and institutional implications follow from deploying these tools in linguistically diverse contexts. Literature was identified through Consensus AI using six targeted queries with filters restricting results to empirical, peer-reviewed studies. The review reveals that false positive rates for non-native writers exceed 61% in controlled studies, a disparity rooted in the overlap between the statistical profile of EFL writing and the features that detectors associate with machine generated text. Lexical predictability and syntactic uniformity, which are developmental characteristics of second language writing, produce the same low perplexity and uniform burstiness that detectors treat as markers of AI authorship. The uncritical adoption of these tools risks generating unjust accusations that compound existing inequities for EFL learners. Institutions should supplement automated detection with informed human review, redesign assessment toward process-oriented approaches, and develop context-sensitive policies that account for the linguistic profiles of second language writers.  
THE EFFECT OF PEER COLLABORATION TOWARD ENGLISH WRITING SKILL Fitri Saniya; Widi Syaftinentias; Destri Wahyuningsih
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): 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.v8i1.3563

Abstract

This research investigates the effectiveness of the peer collaboration method in enhancing the English writing skills of eleventh-grade students at SMAN 2 Kelayang. The study was prompted by common challenges in writing instruction, including low student motivation and a lack of collaborative learning opportunities. Using a quasi-experimental design, the study compared an experimental class (XI2) treated with peer collaboration against a control class (XI3) taught through conventional methods. Data were gathered via narrative writing pre-tests and post-tests, subsequently analyzed using the Independent Samples T-Test. Findings reveal a significant improvement in the experimental group, with mean scores rising from 40.60 to 77.95, notably higher than the control group’s final score of 58.60. The statistical analysis yielded a Sig. (2-tailed) value of 0.000, confirming that peer collaboration has a significant impact on writing performance. The study concludes that this method not only improves writing quality but also fosters student confidence through interactive feedback. It is recommended that educators implement peer collaboration as a strategic tool to improve English literacy in secondary education.  
THE EFFECT OF THE RECIPROCAL TEACHING METHOD ON STUDENTS READING COMPREHENSION Putri Mareza; Destri Wahyuningsih; Widi Syaftinentias
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): 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.v8i1.3570

Abstract

Reading comprehension is an important skill in English learning because it helps students understand information and improve critical thinking. However, many students still face difficulties in understanding texts due to low reading interest and the use of less interactive teaching methods. This study aimed to determine the effect of the Reciprocal Teaching Method on students’ reading comprehension at the tenth grade of SMK N 1 Kelayang. This research used a quantitative experimental method with two groups: an experimental class and a control class. The sample consisted of 43 students. The data were collected through pre-test and post-test and analyzed using descriptive statistics and t-test. The findings showed that the students taught by using the Reciprocal Teaching Method achieved higher reading comprehension scores than those taught by conventional methods. The mean score of the experimental class increased significantly after the treatment. It can be concluded that the Reciprocal Teaching Method had a significant effect on students’ reading comprehension. Therefore, this method is recommended for English teachers to improve students’ reading comprehension skills.
THE USE OF FIX UP STRATEGY TO IMPROVE THE STUDENTS READING SKILL Jihan Salsabila; Destri Wahyuningsih; Widi Syaftinentias
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): 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.v8i1.3571

Abstract

This research investigates the effectiveness of the Fix-Up Strategy in improving the reading skills of eleventh-grade students at SMAN 2 Rengat Barat. The study was conducted due to students’ difficulties in understanding reading texts, limited vocabulary mastery, and low participation during the reading process. Using a quasi-experimental design, the research compared an experimental class taught using the Fix-Up Strategy with a control class taught through conventional methods. Data were collected through reading pre-tests and post-tests and analyzed using the Independent Samples T-Test. The findings showed a significant improvement in the experimental class, with the mean score increasing from 53.61 to 84.86, while the control class improved from 48.14 to 68.71. The statistical analysis revealed a Sig. (2-tailed) value of 0.000, indicating that the Fix-Up Strategy had a significant effect on students’ reading skills. The study concludes that the Fix-Up Strategy not only improves students’ reading comprehension but also encourages students to become more active and independent readers.
THE EFFECT OF USING THE PROJECT-BASED LEARNING MODEL TO IMPROVE STUDENTS' WRITING ABILITY Sari Safitri; Loly Novita; Destri Wahyuningsih
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): 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.v8i1.3572

Abstract

Writing is an important skill in English learning because it enables students to express ideas and information in written form. However, many students still face difficulties in writing due to limited vocabulary, grammar problems, and the use of conventional teaching methods that make students less active in the learning process. Therefore, an effective and student-centered learning model is needed to improve students’ writing ability. This study aimed to determine the effect of the Project-Based Learning (PBL) model on the tenth-grade students’ writing ability at SMAN 2 Rengat Barat. This study used a quantitative method with a quasi-experimental design. The sample consisted of 69 students divided into an experimental class and a control class. The experimental class was taught using the Project-Based Learning model, while the control class was taught using the conventional teaching method. The data were collected through pre-test and post-test writing tests and analyzed using SPSS version 27. The findings showed that the experimental class obtained a higher post-test mean score (78.8214) than the control class (58.6765). In addition, the Independent Samples T-Test showed that the Sig. (2-tailed) value was 0.000, which was lower than 0.05. This indicates that the Project-Based Learning model had a significant effect on students’ writing ability. Therefore, Project-Based Learning can be used as an effective teaching strategy to improve students’ writing performance and classroom participation.
THE EFFECT OF RAP STRATEGY ON THE STUDENTS' READING COMPREHENSION Tomi Mandala Putra; Destri Wahyuningsih
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): 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.v8i1.3575

Abstract

This research investigated the effectiveness of the Read–Ask–Put (RAP) Strategy in improving students’ reading comprehension at grade X of SMAN 2 Rakit Kulim. This research was motivated by students’ difficulties in understanding texts, such as identifying main ideas, understanding supporting details, making inferences, and understanding vocabulary in context. This research used a quasi-experimental design by comparing an experimental class taught using RAP Strategy and a control class taught using conventional methods. The data were collected through reading comprehension pre-tests and post-tests and then analyzed using the Independent Samples T-Test. The findings showed a significant improvement in the experimental class, with the mean score increasing from 54.80 to 84.60, which was higher than the control class post-test mean score of 77.20. The statistical analysis produced a Sig. (2-tailed) value of 0.000, indicating that RAP Strategy had a significant effect on students’ reading comprehension. This research concluded that RAP Strategy not only improved students’ reading comprehension ability but also encouraged students to become more active and independent in the reading learning process. Therefore, English teachers are recommended to apply RAP Strategy as one of the teaching strategies to improve students’ reading comprehension.
AN ANALYSIS OF STUDENTS’ ERRORS IN WRITING DESCRIPTIVE TEXT AT THE TENTH GRADE OF SMA IT TEBUIRENG 4 AL-ISHLAH Virani; Destri Wahyuningsih
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): 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.v8i1.3577

Abstract

Writing is a fundamental yet challenging skill in English language learning, particularly in producing descriptive texts that require grammatical accuracy, appropriate vocabulary, and correct mechanical conventions. Although error analysis plays an important role in improving writing instruction, studies examining Indonesian EFL learners’ descriptive writing using combined analytical frameworks remain limited. This study aimed to identify the types of errors made by tenth-grade students at SMAIT Tebuireng 4 Al-Ishlah and determine the most dominant error types. This study employed a descriptive qualitative design involving 96 students selected through random sampling. Students’ descriptive texts were analyzed using Dulay et al.’s surface error taxonomy: omission, addition, misformation, and misordering and Brown and Abeywickrama’s writing indicators: content, organization, grammar, vocabulary, mechanics, and style. The findings revealed 1,993 total errors. Misformation was the most dominant surface error (15.25%), followed by omission (11.14%), misordering (7.83%), and addition (4.21%). Meanwhile, mechanics errors were the most frequent writing quality problem (15.20%), followed by grammar (12.74%) and vocabulary (11.04%). The findings indicate that students mainly experience difficulties in grammatical accuracy, verb usage, spelling, capitalization, and vocabulary selection rather than idea development. Therefore, teachers are recommended to provide more focused instruction on grammar, writing conventions, vocabulary development, and the generic structure of descriptive text.
THE EFFECT ON METACOGNITIVE STRATEGY OF STUDENTS' READING ABILITY OF DESCRIPTIVE TEXT Nurul Aisyah; Destri Wahyuningsih; Widi Syeftinentias
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): 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.v8i1.3578

Abstract

Reading ability is an important skill in learning English, but many students still face difficulties in understanding descriptive texts. This study aimed to examine the effect of Metacognitive Strategy on students’ reading ability of descriptive text at the eleventh grade of SMKN 1 Kelayang. The research used a quantitative method with a true experimental design consisting of pre-test and post-test control groups. The sample consisted of an experimental class and a control class. Data were collected through reading tests and analyzed using SPSS. The findings showed that the experimental class achieved a higher post-test mean score (84.53) than the control class (76.82). The result of the independent sample t-test indicated that the significance value was lower than 0.05, which means that Metacognitive Strategy had a significant effect on students’ reading ability. In conclusion, Metacognitive Strategy is effective in improving students’ reading ability and encouraging active learning.

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