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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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EFFECT OF CANVA-ASSISTED DEEP LEARNING MODEL SIZE ON STUDENTS' CRITICAL THINKING SKILLS Tomi Apra Santosa; Wisnarni; Widiya Yul
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.v8i1.3596

Abstract

This study aims to determine the effect of the Canva-assisted deep learning model on students' critical thinking skills in higher education. This study uses a meta-analysis method by calculating the effect size value. This research data comes from 13 national journals indexed by Sinta or Scopus published in 2021-2026. The data search process uses the Springer database, Google Scholar, and ERIC journal. The data analysis technique is quantitative data analysis using the JASP application. The results of this study indicate a positive effect of the Canva-assisted deep learning model on students' critical thinking skills in higher education with an ES value of 0.71 , categorized as moderate effect size. The Canva-assisted deep learning model can encourage student motivation and interest in learning, improving students' critical thinking skills in the 21st century.
THE EFFECT OF USING GAMIFICATION ON STUDENTS’ WRITING RECOUNT TEXT ABILITY Yemima Tiur Simanjuntak; Angelina Monthesari Manullang; Setriani Sinaga; Mikael Stanley; Ananda Rizky Mulia
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.v8i1.3597

Abstract

This research aims to determine: (1) the application of gamification method in teaching writing recount text, (2) students’ ability in writing recount text before and after using gamification, and (3) whether there is a significant effect of using gamification on students’ writing recount text ability at the ninth grade of SMP Negeri 3 Padangsidimpuan in the 2025/2026 academic year. This research uses a pre-experimental method with a one-group pre-test and post- test design. The population consists of 241 ninth-grade students, and 31 students were selected through purposive sampling. The instruments used are observation sheets and writing tests. The observation results show that the application of gamification is categorized as “Very Good” with a mean score of 3.92. The students’ mean score in writing recount text before using gamification was 36, categorized as “Fail,” while after using gamification, it increased to 73, categorized as “Good.” Based on the Wilcoxon Signed Rank Test, the result shows Asymp. Sig. (2-tailed) = 0.000 < 0.05, which means Ha is accepted. Therefore, it can be concluded that using Baamboozle as a gamification method gives a significant positive effect on students’ writing recount text ability at the ninth grade of SMP Negeri 3 Padangsidimpuan.
THE USE OF DOMINO CARD GAME TO ENHANCE STUDENTS’ VOCABULARY MASTERY Seri Khairani; Pinmade V. Tampubolon; Danil Sanjaya Nasution; Dani Akbar Harahap; Annisa Putri
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.v8i1.3598

Abstract

This aims of research are to know: 1) to what extent is the application of domino card game, 2) to what extent the students’ vocabulary mastery before and after using domino card game, 3) whether there is significant effect of using domino card game on students' vocabulary mastery at the eighth grade students of SMP Negeri 9 Padangsidimpuan. This research uses exprimental method with pre-experimental design by one group pretest-posttest design. The population of this research is all of the eighth grade students of SMP Negeri 9 which consist of 168 students. Sample are eighth 5 which consist of students 28 students which taken by porposive sampling. In data collection techniques researcher uses observation sheets and test as an instrument. The results of this research: the using of domono card game is 80% (very good category). The students’ vocabulary mastery before and after using domino card game is 46.14 (poor category), and 78.57 (good category). Hypothesis testing researcher shows the Asymp. Sig. (2-tailed) value was 0.000, lower than the significance level of 0.05 (0.000 < 0.05). So the hypothesis is accepted. It means that, there is significant effect of domino card game on students’ vocabulary mastery at the seventh grade students of SMP Negeri 9 Padangsidimpuan in 2025/2026 Academic Year.
THE IMPACT OF ARTIFICIAL INTELLIGENCE-BASED LEARNING ON STUDENTS CRITICAL THINKING AND ACADEMIC ACHIEVEMENT IN HIGHER Thomas John Tanglaa; Tomi Apra Santosa; Dewanto
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.v8i1.3601

Abstract

This study aims to examine the impact of Artificial Intelligence-based learning on students’ critical thinking skills and academic achievement in higher education. The research employed a quantitative approach with a quasi-experimental design involving two groups: an experimental group that received AI-based learning intervention and a control group that experienced conventional learning. The participants consisted of undergraduate students selected through purposive sampling. Data were collected using a critical thinking test and academic achievement scores, then analyzed using descriptive statistics, normality testing, homogeneity testing, independent samples t-test, and effect size analysis. The findings revealed that students in the experimental group demonstrated higher critical thinking performance than those in the control group. The mean score of critical thinking in the experimental group was 82.45, while the control group obtained a mean score of 74.30. The independent samples t-test showed a statistically significant difference between the two groups, t(78) = 4.27, p < 0.001. In terms of academic achievement, the experimental group also achieved a higher mean score of 85.10 compared to the control group, which obtained 76.85. These results suggest that AI-based learning has a positive and significant impact on enhancing students’ critical thinking skills and academic achievement in higher education. The study implies that integrating artificial intelligence into learning environments can support personalized learning, increase student engagement, and improve higher-order thinking skills.  
EXPLORING THE EFFECTS OF GAMIFICATION IN GRAMMAR INSTRUCTION ON BEGINNER EFL STUDENTS’ GRAMMATICAL UNDERSTANDING AND LEARNING MOTIVATION Citra Dwi Safitri; A. Kamariah; Muhammad Fahri Jaya Sudding; Musdalifah
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.v8i1.3602

Abstract

Gamification has gained increasing attention in EFL learning because it can create more engaging and interactive classroom environments. However, beginner EFL students often experience difficulties in understanding grammar and maintaining learning motivation through traditional instructional methods. This study aimed to explore the effects of gamification on beginner EFL students’ grammatical understanding and learning motivation through the use of Quizizz and Wordwall in grammar instruction. This study employed a descriptive qualitative research design involving 20 first-year university students enrolled in a Basic English Grammar course. Data were collected through close-ended questionnaires and semi-structured interviews with eight selected participants. The findings revealed that gamification positively supported students’ grammatical understanding through interactive practice, repeated exposure, and immediate feedback. In addition, gamified activities increased students’ motivation, engagement, confidence, and participation during grammar lessons. Students perceived grammar learning as more enjoyable and less monotonous when using gamified platforms. The study suggests that gamification can serve as an effective instructional approach to support grammatical understanding and learning motivation among beginner EFL students.
READING ALOUD STRATEGY FOR ENHANCING STUDENTS’ SPEAKING ABILITY Rika Sri Erdila; Mutiara Harahap; Nurul Hasanah; Miranda Gultom; Nurjakiah Harahap
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.v8i1.3603

Abstract

The aims of this research are to know 1) the extent is the application of the reading aloud strategy in teaching speaking ability, 2) the extent is the students' speaking ability before and after using the reading aloud strategy, 3) is there any significant effect of the reading aloud strategy on students' speaking ability in class XI SMA Negeri 8 Padangsidimpuan. This research used experimental method with pre-experimental one group pretest-posttest design. The population of this study was all XI grade which amounted to 98 students. The sample of this study was class XI 1 which amounted to 32 students taken by cluster sampling. Data were collected through observation and tests as instruments. Data collection technique for observation sheet used Liket scale and speaking test used speaking rubric. The results showed that the application of reading aloud strategy reached 89% (very good category). The average value of students' speaking ability before and after using the reading aloud strategy is 43.19 (poor category) and 78.53 (good category). The results of hypothesis testing using the Normality Test with SPPS 23, showed that the paired sample t-test pretest and post-test tables were smaller than 0.05 (0.000 <0.05). it means that the hypothesis (H₂) is accepted. there is a significant effect of the reading aloud strategy on students' speaking ability in the eleventh grade of SMA Negeri 8 Padangsidimpuan.
INTERACTIVE ENGLISH LITERACY ACTIVITIES FOR BEGINNER LEARNERS AT TK TEHILA IN REMOTE SOUTHWEST MALUKU Dian Sartin Tiwery
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.v8i1.3605

Abstract

This study investigated the implementation of interactive English literacy activities to support literacy and reading skill development among beginner learners at TK Tehila, Southwest Maluku, Indonesia. The study used a qualitative descriptive approach involving 20 kindergarten learners aged 4–6 years and 2 English teachers. Data were collected through classroom observation, interviews, documentation, field notes, and reflective discussions. The literacy activities implemented included storytelling, phonics instruction, songs, flashcards, games, and Total Physical Response (TPR). The findings revealed that learners became more active, confident, and enthusiastic during English literacy activities. Most learners showed improvement in vocabulary recognition, sound identification, listening comprehension, and reading readiness. Storytelling, songs, and movement-based activities increased learners’ participation because children connected language with pictures, gestures, and real-life experiences. In addition, the teachers improved their instructional competence and creativity in using interactive teaching strategies and locally available teaching media. The study concludes that interactive and child-centered literacy instruction effectively supports early English literacy development among beginner learners in remote educational settings. The findings also highlight the importance of teacher creativity, contextual learning, and sustainable literacy support programs in improving educational quality in remote areas.  
BRIDGING THEORY AND PRACTICE: PRE-SERVICE TEACHERS’ REFLECTIVE EXPERIENCES DURINGSCHOOL VISIT PROJECTS IN TEFL CLASS Musdalifah; Citra Dwi Safitri; Muhammad Fahri Jaya Sudding
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.v8i1.3609

Abstract

This study explores pre-service teacher’s reflective experiences during school visit projects implemented in Teaching English as a Foreign Language (TEFL) classes. The study aims to investigate how school visit activities help pre-service teacher connect pedagogical theories experiential learning. Employing a qualitative descriptive design, this study involved 15 undergraduate students enrolled in a TEFL course at an Indonesian university. The participants were selected using purposive sampling because they were directly involved in the school visit project. The project was conducted in five schools representing different educational levels, including elementary school (SD), junior high school (SMP), and involved five English teacher as interview participants. The data were collected through reflective journals, classroom observation reports, questionnaire, and semi-structured interviews. The findings revealed that the school visit project provided meaningful experiential classroom practice. The Participants reported improved understanding of teaching methods, classroom management, instructional strategies, and student engagement in authentic classroom settings. The project also enhanced students’ pedagogical awareness, reflective thinking, and analytical skills. However, several challenges were identified, including limited observation time, difficulties taking observation notes, nervousness during teacher interviews, and challenges understanding classroom dynamics. The data were analyzed using thematic analysis by coding and categorizing participants’ responses into several themes related to reflective learning and pedagogical development. This study concludes that school visit projects can serve as effective experiential and reflective learning activities in TEFL teacher education.
INTERACTION OF TEXT, VISUALS, AND MODALITY IN CHATGPT AND JENNI AI ADVERTISEMENTS: A MULTIMODAL ANALYSIS Puji Laksono
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.v8i1.3610

Abstract

One change influenced by the development of Artificial Intelligence (AI) is the advertising strategy in online media. Generative AI platforms ChatGPT and Jenni AI have used multimodal advertising to create a technological identity, keep users interested, and build public perceptions of AI-driven productivity and creativity. This study aims to analyze the interaction of text, visual, and modality elements in ChatGPT and Jenni AI ads through a multimodal discourse analysis approach.  A qualitative descriptive method with a multimodal approach developed by Kress and van Leeuwen, focusing on representational, interactive, and compositional meaning, was used in this study. The research data used were ChatGPT digital ads and Jenni AI. The results showed that both ads utilized the complex interaction between verbal and visual elements to construct persuasive meanings. The difference is that ChatGPT ads tend to highlight futuristic innovations, universal accessibility, and technological sophistication through minimalist visual design and inclusive text strategies.In contrast, Jenni AI's ads emphasize academic productivity, writing assistance, and efficiency through formal visuals and instructional linguistic features. In addition, elements of modalities such as color composition, typography, direction of view, and interface visualization contribute greatly to building audience engagement and ideological representation. This research shows that multimodal resources are not only used as a tool of persuasion but also as an ideological mechanism that shapes the public's understanding of AI technology in contemporary digital culture. This research contributes theoretically to the development of multimodal discourse analysis in the study of AI communication and practically increases critical awareness of multimodal strategies in digital advertising.

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