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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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THE USE OF CLUSTERING TECHNIQUE TO IMPROVE STUDENTS' WRITING ABILITY IN RECOUNT TEXT AT GRADE X SMAN 2 SUNGAI LALA Ririn Ariyanti; 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.v8i1.3581

Abstract

The purpose of this research is to find out whether the use of clustering technique can improve students' writing ability in recount text at Grade X SMAN 2 Sungai Lala. This study employed Classroom Action Research (CAR) design conducted in two cycles. The subjects were 30 students of Grade X at SMAN 2 Sungai Lala. Data were collected through writing tests, observation sheets, and field notes. The results showed that the use of clustering technique significantly improved students' writing ability in recount text. The mean score in the pre-test was 58.3, which increased to 71.6 in Cycle I and 80.4 in Cycle II. The percentage of students passing the KKM (75) also increased from 20% in the pre-test to 46.67% in Cycle I and 80% in Cycle II. These findings indicate that clustering technique is an effective pre-writing strategy that helps students generate and organize their ideas, thereby improving the quality of their recount texts in terms of content, organization, vocabulary, language use, and mechanics.
THE IMPLEMENTATION OF KAHOOT IN TEACHING READING COMPREHENSION AT ELEVENTH GRADE OF SMK TEKNOLOGI YPL LIRIK Putri Febrianti; 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.v8i1.3582

Abstract

The rapid advancement of educational technology has significantly transformed English language teaching, particularly in the domain of reading comprehension. This study investigates the implementation of Kahoot, an interactive game-based learning platform, in teaching reading comprehension to eleventh-grade students at SMK Teknologi YPL Lirik. Reading comprehension remains one of the most challenging skills for Indonesian EFL learners, often due to limited vocabulary, lack of motivation, and passive learning environments. Kahoot offers a dynamic alternative by integrating gamification elements into classroom instruction. The purpose of this study is to describe and analyze how Kahoot is implemented in teaching reading comprehension, as well as to explore students' responses and teachers' challenges in its application. This research employs a qualitative descriptive method, with data collected through classroom observation, in-depth interviews with the English teacher, and questionnaires distributed to the students. The findings reveal that Kahoot is implemented in three main stages: pre-activity, whilst-activity, and post-activity. During implementation, students demonstrated increased engagement, enthusiasm, and active participation compared to conventional learning settings. The competitive and collaborative features of Kahoot contributed to students' motivation to read and understand texts more carefully. However, several challenges were identified, including internet connectivity issues, device availability, and the need for adequate preparation time from the teacher. The study concludes that Kahoot is an effective supplementary tool in reading comprehension instruction when supported by adequate technological infrastructure and proper pedagogical planning.
AN ANALYSIS OF USING THE GRAPHIC ORGANIZERS ON STUDENTS’ READING COMPREHENSION AT GRADE XI SMA 2 SUNGAI LALA Athiyah Juliantini; 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.v8i1.3583

Abstract

Reading comprehension is one of the fundamental skills that students need to master in order to succeed academically. However, many students at Grade XI SMA 2 Sungai Lala face significant difficulties in understanding English reading texts. Graphic organizers are visual tools that have been widely recognized as effective instructional strategies to enhance reading comprehension. This study aimed to analyze the use of graphic organizers on students’ reading comprehension at Grade XI SMA 2 Sungai Lala. This research employed a qualitative method with a descriptive approach. The participants of this study were 30 students of Grade XI and one English teacher. Data were collected through classroom observation, in-depth interviews, and document analysis. The data were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings revealed that the use of graphic organizers significantly helped students in identifying main ideas, understanding text structure, and making connections between concepts in reading texts. The teacher applied several types of graphic organizers including story maps, Venn diagrams, concept maps, and KWL charts. Students demonstrated improved engagement and comprehension when graphic organizers were employed during the reading process. It was also found that graphic organizers facilitated students in organizing and retaining information more effectively. This study concludes that graphic organizers are beneficial tools in improving students’ reading comprehension and it is recommended that teachers incorporate them consistently into their instructional practices.  
A PRELIMINARY STUDY OF ENGLISH LANGUAGE LEARNING INITIATION AT RA’IYATUL HUSNAN  ISLAMIC BOARDING SCHOOL Muhammad Nawawi Ivan; Feri Ferdiyanto
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.v8i1.3585

Abstract

This preliminary study aims to initiate English language learning at Ra’iyatul Husnan Islamic Boarding School, where no internal English learning activities had previously been implemented. Although students received English instruction in formal schools, their practical language ability remained limited due to the lack of continuous practice and learning support within the pesantren environment. This study employed a qualitative approach using the Asset-Based Community Development (ABCD) framework. Data were collected through observation, interviews, and documentation involving approximately 60 first- and second-grade Islamic junior high school students. Initial findings revealed that 65% of students were unfamiliar with the English alphabet and 80% were unable to construct simple English sentences. The learning program focused on basic materials such as alphabets, daily vocabulary, introductions, numbers, and simple sentence structures. After fifteen days of implementation, more than 70% of students were able to introduce themselves, mention numbers, tell time, and use basic personal pronouns in English. The findings also indicate increased student motivation and participation in collaborative learning activities. The study concludes that the ABCD approach effectively supports the initiation of English language learning in pesantren by utilizing existing institutional and social assets to create sustainable learning practices.
STUDENTS' EXPERIENCES IN USING DIGITAL ANNOTATION TOOLS TO ENHANCE READING COMPREHENSION Feri Ferdiyanto; Muhammad Nawawi Ivan; Zanubah Arifah Khofsoh
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.v8i1.3586

Abstract

The rapid proliferation of digital technologies in educational settings has fundamentally transformed how students engage with academic texts. Among the many tools that have emerged, digital annotation tools - software applications that enable readers to highlight, comment, tag, and organize information within digital documents - have attracted considerable scholarly interest. Despite growing enthusiasm in both practitioner communities and research circles, relatively little attention has been paid to how students themselves experience the use of these tools, particularly in relation to reading comprehension development. This qualitative study explores the lived experiences of 24 undergraduate EFL (English as a Foreign Language) students enrolled at a state university in Indonesia who used digital annotation tools - specifically Hypothesis, Kami, and Adobe Acrobat Reader - over one full academic semester. Drawing on semi-structured interviews, reflective journals, and classroom observations, the study examines students' perceptions of tool usability, their emerging annotation strategies, and the ways in which tool use influenced their reading comprehension processes and outcomes. Findings reveal that digital annotation tools fostered deeper textual engagement by encouraging active reading behaviors, facilitating meaning negotiation, and promoting metacognitive awareness. Students reported marked improvements in their ability to identify main ideas, make inferences, and critically evaluate source texts. However, challenges related to digital literacy, screen fatigue, and technological access also surfaced as notable barriers. The study contributes nuanced, student-centered insights into the pedagogical affordances and limitations of digital annotation tools and offers practical recommendations for educators seeking to integrate these tools meaningfully into reading instruction.
THE INFLUENCE OF INCOME AND EDUCATION OF CAP TIKUS FARMING COMMUNITIES ON THE CONTINUITY OF CHILDREN'S EDUCATION IN RAANAN BARU VILLAGE, WEST MOTOLING DISTRICT Gian Ferdinan Johanes Wowor; Henry J. D. Tamboto; Rommy J. R. Mottoh
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.v8i1.3587

Abstract

This study aims to analyze the influence of income and education levels of cap tikus farmers on the continuity of children’s education in Raanan Baru Village, West Motoling District, South Minahasa Regency. The background of this research is based on the low level of education and unstable income of farming communities, which are suspected to affect children’s educational continuity. The study employed a quantitative approach with an associative research design. The sample consisted of 92 respondents selected through simple random sampling. Data were collected using questionnaires that had been tested for validity and reliability, while data analysis was conducted using multiple linear regression with the assistance of SPSS version 25. The results showed that partially, community income had a positive and significant effect on the continuity of children’s education, while the education level of the community had a positive but insignificant effect. Simultaneously, both variables significantly affected the continuity of children’s education with a coefficient of determination contribution of 63%. These findings emphasize that family economic welfare and parental education are important factors in supporting the continuity of children’s education in rural areas. Therefore, increasing income and educational awareness in the community should become a priority in regional development policies.
THE INFLUENCE OF FAMILY ECONOMY AND PARENTAL MOTIVATION OF COCONUT FARMERS ON THE CONTINUATION OF CHILDREN'S EDUCATION Revrano Singal; Henry Tamboto; Amsye Winoka
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.v8i1.3588

Abstract

The purpose of this study is to determine the influence of motivation and household economics of coconut farmers on the continuation of student knowledge in Amurang sub-district (adjust the research location). The study used a quantitative method by means of a survey through a questionnaire distributed to 40 coconut farmers. Data examination was carried out with multiple linear regression tests using the SPSS program. The research results showed that the motivation unsurhad a significant effect on the continuation of student knowledge with a real value of 0.000 <0.05, a calculated t value of 6.173> t table 2.028. The economic unsuralso had a significant effect with a real value of 0.000 <0.05, a calculated t value of 4.018> t table 2.028. Simultaneously, motivation and economics had a significant effect on the continuation of student knowledge, indicated by a real value of 0.000 <0.05, a calculated F of 1823.238> F table 3.24. The R-squared value was 0.80, meaning 80% of the variation in students' academic progress can be exp lained by motivation and economic variables, with the remaberikutng 20% ​​exp lained by other factors outside this study. Therefore, it can be concluded that the higher the parental motivation and the better the economic condition of the coconut farmer's household, the greater the likelihood of students continuing their education to a higher level.  
THE CORRELATION BETWEEN STUDENTS’ WRITING MOTIVATION AND THEIR SKILL IN WRITING ENGLISH ARGUMENTATIVE TEXTS Yolanda Putri Andeani; 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.v8i1.3589

Abstract

This study aimed to examine the correlation between students’ writing motivation and their skill to writing English argumentative texts among eleventh-grade students at SMAN 2 Kelayang. A quantitative correlational research design was used, with 84 students participating in the study. The data were obtained through a writing motivation questionnaire and a writing test. Furthermore, the data were analyzed using the Pearson Product Moment Correlation test with SPSS version 27.The findings showed that the correlation coefficient between students’ writing motivation and writing skill was 0.753, indicating a strong positive correlation between the two variables. Additionally, the significance value was 0.000, which was lower than 0.05, indicating that the correlation was statistically significant.In conclusion, a significant positive correlation was found between students’ writing motivation and their writing skill in English argumentative texts. The results suggest that higher levels of motivation are associated with better writing performance.
THE DEVELOPMENT OF GREEN EDUCATION-BASED DIGITAL ENGLISH STORYBOOKS FOR PRIMARY SCHOOL STUDENTS Adinda Nazwa Kharisma; Dayu Retno Puspita; Asih Rosnaningsih
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.v8i1.3590

Abstract

This study was motivated by learning boredom and difficulties in English vocabulary retention experienced by third-grade elementary school students due to reliance on conventional rote-memorization methods. The purpose of this Research and Development (R&D) study was to design, test the feasibility, and analyze the effectiveness of an instructional medium in the form of a Green Education-Based English Digital Storybook titled Learning from the Green School. The research method utilized the 4D model (Define, Design, Develop, Disseminate). The research subjects involved all 32 third-grade students at SDN Gondrong 4, Tangerang City, with the cognitive effectiveness trial focusing on 23 core subjects who had baseline learning scores below 90. Data collection instruments included expert validation questionnaires, user response questionnaires, and test instruments (pretest and posttest). The results indicated that the developed product is highly feasible for implementation based on the evaluations from the material expert (96%), language expert (94%), media expert (92%), and educational practitioner (96%). This feasibility assessment was further supported by user responses through teacher and student feedback questionnaires, which yielded a mean scoring percentage ranging from 93% to 96%, falling into the highly excellent and effective criteria. Based on the product trials, a significant increase in the students' cognitive mean scores was observed across all three trial phases: the individual trial (one-to-one) increased from 55 to 88, the small-scale trial increased from 58 to 90, and the large-scale trial increased from 60 to 92. The hypothesis testing through the Paired Samples T-Test yielded a significance value of (sig. > 0,05),meaning that H0 is rejected and Hα is accepted. Consequently, the Green Education-Based English Digital Storybook is proven to be feasible, practical, and significantly effective in improving the cognitive learning outcomes of third-grade elementary school students.
THE EFFECT OF THE PEER FEEDBACK TECHNIQUE ON STUDENTS’ WRITING ACHIEVEMENT IN DESCRIPTIVE TEXTS Olivia Fauzilah; 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.v8i1.3592

Abstract

This research investigated the effect of the peer feedback technique on students’ writing achievement in descriptive texts at SMAN 2 Peranap. The study was conducted because many students still experienced difficulties in writing descriptive texts, such as limited vocabulary, grammatical errors, poor organization of ideas, and low confidence in expressing their thoughts in written form. Therefore, peer feedback was applied as an alternative teaching technique to improve students’ writing achievement through collaborative learning activities. This research used a quantitative approach with a quasi-experimental design, specifically a nonequivalent control group design. The population of the study consisted of 37 students from two classes and used total sampling technique. The experimental class was taught using peer feedback activities, while the control class received conventional teaching methods. The data were collected through pre-test and post-test writing assessments and analyzed using SPSS version 27, including normality testing, homogeneity testing, and Independent Samples T-Test analysis. The findings showed that the mean score of the experimental class increased from 40.18 in the pre-test to 74.09 in the post-test, while the control class improved from 40.87 to 58.52. The result of the homogeneity test showed that the data were homogeneous, with a significance value of 0.264, which was higher than 0.05. Furthermore, the Independent Samples T-Test showed that the Sig. (2-tailed) value was lower than 0.05, indicating a significant effect of the peer feedback technique on students’ writing achievement. Therefore, the alternative hypothesis (Hₐ) was accepted and the null hypothesis (H₀) was rejected. It can be concluded that the peer feedback technique significantly improved students’ writing achievement in descriptive texts at SMAN 2 Peranap.

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