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EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Published by Universitas Islam Indragiri
ISSN : 25492144     EISSN : 25985140     DOI : 10.61672
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics is a scientific journal issued by the English Study Program FKIP Islamic University of Indragiri Tembilahan Riau. It includes authentic studies, conceptual, and best work articles in English education, literature, and linguistics. Then it is put out twice a year in January and July. (ISSN. 2549-2144, E-ISSN. 2598-5140)
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 206 Documents
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The Adoption of TPACK in Teaching English By EFL Pre-Service Teachers during the Apprenticeship Program in The Merdeka Curriculum Framework Anggrarini, Natalia; Yulianawati, Ida
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 9 No. 2 (2025): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v9i2.2900

Abstract

This study investigates how pre-service teachers use Technological Pedagogical Content Knowledge (TPACK) to teach English during their apprenticeship within the framework of the Merdeka Curriculum. Promoting successful teaching practices in contemporary classrooms requires TPACK, or the integration of technology, pedagogy, and content knowledge. The Merdeka Curriculum provides a framework for applying TPACK principles in practical contexts, with a strong emphasis on adaptability and digital competency. A qualitative descriptive methodology was used to investigate the perspectives and experiences of twenty Pre-Service Teachers from Wiralodra University. The data was collected using a TPACK questionnaire, and the seven TPACK components were measured using a Likert scale. The results indicate that Pre-Service Teachers are highly skilled in integrating technology with content and pedagogy, particularly in planning and aligning digital tools with lesson objectives. However, they encounter challenges in areas such as technical troubleshooting, managing learning complexity, and fostering student-centred exploration using technology. While their ability to design lessons with technological resources is commendable, their readiness to address real-time issues in digital classrooms remains limited. The flexibility of the Merdeka Curriculum enhances their readiness, but deficiencies in technical knowledge and problem-solving skills highlight the need for more targeted instruction and mentoring in these areas. The study underscores the importance of comprehensive preparatory programs to improve TPACK adoption and advocates for ongoing professional development that meets the demands of 21st-century learning. This study successfully advances the implementation of TPACK and emphasizes key areas for enhancement in pre-service teacher education programs aimed at supporting technologically advanced instruction.
Adverbs of Manner Found in “Harry Potter”: Forms and Positions: Juliarta, I Made; Wirawan, I Gede Nika
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 9 No. 2 (2025): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v9i2.2914

Abstract

This study analyses the forms and positions of adverbs of manner found in the novel Harry Potter. It aims to identify how adverbs of manner function within clause and sentence structures. The analysis is based on the theory proposed by Brown and Miller (1991), supported by other relevant linguistic theories. A qualitative method was applied through library research, with data taken directly from the novel. The findings reveal two primary forms of adverbs of manner: those formed by adding the suffix –ly to adjectives and those structured as prepositional phrases. These adverbs typically occupy various positions within sentences, often characterized by their syntactic flexibility. The study concludes that adverbs of manner in Harry Potter are predominantly formed through morphological and phrasal processes, serving diverse syntactic roles. The findings reveal two primary forms of adverbs of manner: those formed by adding the suffix –ly to adjectives and those structured as prepositional phrases. These adverbs typically occupy various positions within sentences, often characterized by their syntactic flexibility. The study concludes that adverbs of manner in Harry Potter are predominantly formed through morphological and phrasal processes, serving diverse syntactic roles.
Grammatical Errors in Using the Simple Present Tense in Writing Descriptive Texts Martina Napratilora; Ahlis Sarah
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 9 No. 2 (2025): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v9i2.2915

Abstract

Simple present tense was often used by students in writing and speaking, so they needed to know and understand how to use it correctly, especially in writing descriptive texts. In reality, students still make various mistakes in using the simple present tense, including errors in writing nominal sentences, such as incorrect subject-verb agreement, improper placement of "not" and "to be" in negative sentences, and incorrect word order in interrogative sentences. Additionally, students make errors in verbal sentences, such as using inappropriate verbs for the subject, incorrect spelling, misplacing the suffix "s" or "es" in verbs, and forgetting to add auxiliary verbs "do/does" in negative and interrogative sentences. Article misuse is also a common issue. The study purpose was to determine the dominant errors in using the simple present tense made by students in writing descriptive texts based on the surface strategy taxonomy. The method used in this study was a literature approach. The theory of literature research is taken from several sources such as textbooks, encyclopaedias, journals, papers, dissertations, and the internet related to errors in the use of simple present tense in writing descriptive texts. The criteria for journal articles used in this study are journals published in 2020-2024 with the keywords "errors, grammar, simple present tense, descriptive text". The results of the study showed that "omission" is the most dominant aspect of errors made by students in using simple present tense when writing descriptive texts and is followed by "misformation, addition, and misordering". This occurs due to several factors including students' lack of understanding of grammar rules in English, differences in the structure of the first and second languages, limited vocabulary, lack of focus, carelessness, lack of teacher guidance in learning activities, and the complexity of the simple present tense. Therefore, the dominant grammatical errors in using the simple present tense in writing descriptive texts were omission.
The Exposition of Collective Trauma in Short Movie of Bear Story Wijaya, Kusuma; Santoso, Liora Samantha Valent; Wirnoto, Yasmine Azzah Adillah; Pasopati, Rommel Utungga; Kartiningsih, Rindrah
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 9 No. 2 (2025): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v9i2.2918

Abstract

This research analyzes the exposition of trauma in Gabriel Osorio's 2016 short film Bear Story. The film reflects his historical experience under Augusto Pinochet's dictatorship in Chile and tells the story of an old Bear who creates a mechanical diorama depicting the loss of his family due to the dictatorship's oppression. This research uses a narrative and symbol analysis approach to investigate how collective and individual trauma is manifested through visual, narrative and symbolic elements in the film. Trauma is implied in the protagonist's emotional journey as he faces bitter memories of exile, torture and separation. Cinematic techniques such as the use of a soft color palette, melancholic music, and diorama mechanics as a metaphor for the process of memory and healing emphasize the psychological impact of trauma. The results of this study show that Bear stories are not just a form of artistic expression, but also serve as a medium of healing and historical memory for the victims and the wider community. In conclusion, Bear Story emphasizes film as a communicative tool to think trauma, memory, and resistance to oppression in related sociopolitical contexts.
Using Gamification Techniques in Teaching English: Empowering Student’s Interest in ELT Classrooms Umi Mujiarni; Indra Perdana; Karani, Elanneri
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 9 No. 2 (2025): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v9i2.2951

Abstract

The application of gamification in English language learning aims to overcome the low motivation and student engagement that often occurs due to conventional teaching methods. This research uses a gamification approach through interactive educational video media designed to deliver vocabulary and grammar materials in an engaging manner. The method was applied in teaching and learning activities and observed to assess student responses and learning outcomes. The results showed an increase in students' enthusiasm, active participation, and understanding of the material taught. Students are more likely to remember vocabulary and understand grammar concepts, and show positive responses to learning that becomes more fun and less boring. The findings confirm that gamification through educational videos is effective in creating an interactive learning atmosphere and improving the quality of English learning.
The Effect of Odd One Out Game on Primary Students’ Vocabulary Retention Naibaho, Debora Natalia; Fauzan, Akhmad; Fikri, Muhammad Subhan; Carolina, Reyssa Aurora; Nastiti, Diana Febri Wuri
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 9 No. 2 (2025): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v9i2.2959

Abstract

This study examines the effect of using the Odd One Out game to improve students’ knowledge of clothing-related English vocabulary. The research includes introducing the Odd One Out game to students, explaining its concepts, planning and designing lessons using this game, evaluating and measuring learning outcomes. The study was conducted at SDN 6 Menteng, Central Kalimantan, involving 26 fifth-grade students from class 5B. This game incorporates in-depth material exploration, development of learning activities, and group discussions in the classroom. Implementing the Odd One Out game has demonstrated that students in the school significantly improved their knowledge of clothing-related English vocabulary. The learning process also fostered a competitive and engaging classroom environment. The implementation of the learning process through the Odd One Out game was conducted successfully and efficiently. Game-based learning methods can serve as an effective solution to address the low interest of elementary school students in learning English vocabulary.
Quantitative Analysis of Game Elements for Game-Based Learning In Grammar Instruction in Secondary Education Ambar Sari
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 9 No. 2 (2025): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v9i2.2963

Abstract

Game-based learning brings new experiences for the educational environment. The trend of using the gamification approach is increasingly in demand at all levels of education, especially for secondary education. This study aims to identify the most relevant gamification elements in secondary education through This qualitative study aimed to identify the most relevant gamification elements for grammar instruction in secondary education. Data were gathered through a Focus Group Discussion (FGD) with eight English teachers, selected based on age and technological experience. The FGD was conducted online via WhatsApp and lasted 1.5 hours. Teachers discussed their awareness and perceptions of game-based learning and evaluated nine gamification elements. The analysis showed that 62.5% of participants were already using gamification in grammar lessons, and 75% believed it was important for student engagement. The most preferred elements were interactive mini-games (30%), point systems (25%), daily challenges (20%), badges (15%), and leaderboards (10%). The study concludes that gamification is a promising strategy to improve grammar learning in secondary classrooms. The results of this study can be used as the basis for further researcher in relation to developing a prototype of a game-based learning system in secondary education with a focus on interaction, rewarding, problem solving, and challenges.
Sexual Politics of Princess Peach on The Super Mario Bros (2023): Feminism Studies Indira Khofifah
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 9 No. 2 (2025): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v9i2.2966

Abstract

After the successes of the video game, the franchise of The Super Mario Bros got an animated movie in 2023. The story of the brothers of Mario and Luigi who are transported to a magical world where their adventure starts. Beyond that, Princess Peach as a female lead character, she’s portrayed as a brave princess who protects her kingdom. This research aims to investigate Princess Peach based on her struggle as a leader of her kingdom through the lens of feminist theory. The research uses qualitative method and the theory of sexual politics by Kate Millet. The result of the research shows that Princess Peach conducts three of seven key points of sexual politics which are Ideological (3), Biological (3), and Force (1). Even though she’s under the shackles of patriarchy, she keeps fighting to protect her kingdom and her mushroom troops and despite of her feminine appearance, she can fight and protect herself from wickedness which makes her as an androgyny person, the person who embodies masculinity and femineity.  
Deep Learning as a Tool for Business Language Mastery: A Focus on the Economics Students of Universitas Maarif Hasyim Latif Nurhidayati, Fitri; Sumrati, Sri
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 9 No. 2 (2025): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v9i2.2971

Abstract

This study examines the effectiveness of deep learning strategies in enhancing business language mastery among economics students at Universitas Maarif Hasyim Latif. The primary goal was to assess whether deep learning techniques could improve students' proficiency in business English and their ability to apply the language in real-world business contexts. Using a mixed-methods approach, data were collected through pre- and post-test assessments, surveys, interviews with lecturers, and classroom observations. The results indicated significant improvements in students' business language skills, with an average increase of 18% in language proficiency across various areas, including vocabulary, grammar, writing, listening, and speaking. Additionally, students reported greater confidence in using business English, and lecturers observed higher engagement and critical thinking among students. The study concludes that deep learning strategies are highly effective in enhancing both linguistic and cognitive skills, providing valuable insights for future educational practices in business English instruction
EFL Learners’ Perspectives in Implementing Digital Annotation to Foster Critical Reading Skills Afriyeni, Yeni; Maspufah; Zuriati, Diana; Rosmala
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 9 No. 2 (2025): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v9i2.2972

Abstract

Critical reading requires advanced cognitive skills to evaluate, interpret, and analyse texts effectively. However, mastering critical reading can be challenging, especially for learners, due to factors such as vocabulary gaps, cultural differences, and diverse educational backgrounds. This study aimed to explore learners' perspectives on the implementation of digital annotation in enhancing their critical reading skills. This was descriptive qualitative research. Total sampling technique was applied in choosing the sample which involving sixteen eleventh-grade students from a private Islamic senior high school. The data were collected by using a questionnaire developed through Google Forms and it were analysed by reducing, displaying, and drawing conclusion which adopted from a three-step qualitative data analysis.The findings revealed that the use of digital annotation tools was perceived positively by students, as it facilitated better comprehension of reading materials, eased the acquisition of new vocabulary, encouraged critical thinking, and supported the generation of new ideas. Nevertheless, several challenges were identified, such as difficulty in articulating critical thoughts in writing, challenges in interpreting feedback notes, unstable internet connectivity, limited digital skills and supporting resources, digital distractions, and confusion caused by excessive annotations from multiple perspectives. In conclusion, learners had a generally positive attitude toward digital annotation despite facing implementation barriers. Therefore, educators are encouraged to integrate digital annotation thoughtfully, considering students’ digital literacy, technological access, and regional educational contexts to ensure effective and inclusive learning.

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