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Jurnal Pendidikan dan Sastra Inggris
Published by Lembaga Pengembangan Kinerja Dosen
ISSN : 28278852     EISSN : 28278860     DOI : 10.55606
Core Subject : Education,
Education
Jurnal Pendidikan dan Sastra Inggris (JUPENSI): ISSN: 2827-8852 (cetak), ISSN: 2827-8860 berfokus pada penerbitan artikel berkualitas tinggi yang didedikasikan untuk semua aspek Pendidikan dan Sastra Inggris. Jurnal ini memberikan ruang bagi para peneliti untuk berdiskusi, mengejar dan meningkatkan pengetahuan di bidang studi pendidikan dan Sastra Inggris . Artikel dapat ditulis dalam bahasa Inggris atau bahasa Indonesia. Jurnal ini diterbitkan 3 (tiga) kali dalam satu tahun yaitu Edisi April, Agustus, dan Desember. Jurnal Pendidikan dan Sastra Inggris (JUPENSI) memiliki fokus dan ruang lingkup yang terdiri dari: Analysis on English Literatures in English Education Context Discourse Analysis in English Education context ELT Material Development (K-12 and Higher Education) English Applied linguistics English for Specific Purposes in higher education English for Young Learners (K-12) and Adult (Higher Education) English Language Teaching in the four skills; listening, speaking, reading and writing English Language Testing and Evaluation Second Language Acquisition Translations in English Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 312 Documents
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Penggunaan Media Video Canva untuk Mengatasi Kurangnya Kepercayaan Diri Siswa dalam Bertanya, Menjawab, dan Berdiskusi di Kelas III SDN 060791 Nanda Ramadani; Akbar Nugraha Siagian; Dwisandha Sidauruk; Jerina Basita Situngkir; Lulu Dwi Andani; Stela Lianti Bangun; Sri Charina Sebayang
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i1.5001

Abstract

Student’s lack of confidence in asking, answering, and discussing is one of the obstacles in learning English, especially at the elementary school level. This study aims to analyze the effectiveness of using Canva video-based digital learning media in increasing the confidence of grade III students of SD Negeri 060791. The research method used is descriptive qualitative, with data collection techniques through observation, interviews, and document analysis. The results showed that the use of Canva videos was able to create a more interactive learning atmosphere, reduce student’s anxiety, and increase their courage in actively participating in class. In addition, the utilization of this digital media helps students understand the material better and increases their learning motivation. Thus, Canva video-based learning media can be an innovative solution in increasing students confidence in learning English.
Exploring Motivation and Self-Efficacy in English Language Learning : A Case Study of Fourth-Semester Students at IAIN Takengon Delfia Herwanis; Qaswafif Muda; Maulida Maulida; Rahmanita Zakaria
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i1.5006

Abstract

This study investigates the role of motivation and self-efficacy in English language learning among fourth-semester students majoring in English at IAIN Takengon. Employing a quantitative method, data were collected from a limited population of five students using a validated Likert-scale questionnaire designed to assess levels of motivation and self-efficacy across key language skills. The results revealed that while students demonstrated high levels of motivation—driven by academic and career goals, as well as personal inspirations—their self-efficacy levels varied, with some showing a lack of confidence in their language abilities. This finding suggests a discrepancy between students’ motivational drive and their self-perceived competence. The study recommends the integration of mentoring programs, engaging classroom strategies, and exposure to authentic language environments to enhance learners’ self-efficacy. These findings contribute to a deeper understanding of affective factors in second language acquisition and provide practical recommendations for language instructors and institutions.
The Impact of Grammar, Vocabulary, and Reading Interest on Descriptive Writing Skills in Islamic Higher Education Nurul Hidayati; Luthfatul Qibtiyah; Uswatun Hasanah
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i1.5009

Abstract

Reading interest, grammar mastery, and vocabulary knowledge are crucial components that contribute to students’ ability to produce effective descriptive texts. This study aims to analyze the influence of these three variables on students’ descriptive writing ability at the university level. The research was conducted at the University of Al-Amien Prenduan, involving first- to third-semester students from the Islamic Economics Study Program and other related programs under the Faculty of Islamic Economics and Business. A purposive sampling technique was used to select 109 students who had completed at least one semester of English instruction. Employing a quantitative approach with a correlational design, this study utilized a closed-ended questionnaire to measure grammar mastery, vocabulary knowledge, and reading interest, as well as a descriptive writing test to assess students’ writing ability. Multiple linear regressions were applied to analyze the simultaneous and partial effects of the independent variables. Results revealed that grammar mastery, vocabulary knowledge, and reading interest jointly influenced students’ descriptive writing ability significantly. Individually, grammar mastery and vocabulary knowledge showed statistically significant positive effects, while reading interest had a positive but non-significant impact. These findings highlight the importance of grammatical and lexical competence in academic writing, while also indicating the need for more innovative and practical strategies to foster reading interest..
The Development of English Story Book in Student Speaking Skills Dwi Nur Hadiyansah WS; Virgania Afifah Fajaria
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i1.5039

Abstract

The aims of this research are not only to know the development of English Storybook in Students speaking skill of Al-Qomar Institute but also to know the advisability of English Storybook in students speaking skill of Al-Qomar Institute Giri Banyuwangi. Researcher utilized the development of Sugiyono method with eight stages. The stages included: (1) Potential and Problem, (2) Collection of Data, (3) Product Design, (4) Design Validation, (5) Design Revision, (6) Product Trial, (7) Product Revision, and (8) Final product. In the previous study, the researcher used VOS viewer to get the references which conducted with the title of the research. The information collecting through interview, questionnaire, documentation and test. The data collecting through used four validators. They are validator of design expert, validator of content expert, teacher perception, and student’s respondent. The product user is the member of Institute of ala-Qomar Giri Banyuwangi which consisted of 24 students. The result showed: 1) the process includes: a) the design of English Storybook development step, b) the expert of English Storybook and the validation of the assessment step from the expert, teacher perception and student respond. 2) The validity level of English Storybook is obtained based on the result of contain expert is 90%, the score was categorized as “very good” with interval 80% < x < 100%, design expert is 86%, the score was categorized “verry good” with interval 80% < x < 100%, teacher perception is 97%, the score was categorized “very good” with interval 80% < x < 100%, and student respond is 87%, the score was categorized “very good” with interval 80% < x < 100%. So, it can be seen that the criteria of validation level are very valid and not revision. This English storybook that has been revised by design expert and contain expert. This English storybook can be used a reference by teachers to try to improve the student speaking skills and can be some learning media is appropriate to the student’s condition. It means, that used English storybook is very positive for the students. Keywords:English Storybook, Speaking Skill, How to cite
The Use of Code Mixing by The Javanese People in Gerokgak Village Ilham Renaldi
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 2 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i2.5050

Abstract

The aim of this research was to analyze the code mixing used by Javanese people in Gerokgak village. The things that were analyzed were the types of code mixing and the reasons for code mixing. The types of code mixing used the theory of (Suwito, 1983) and the reasons for code mixing used the theory of (Hoffmann, 1991) and interviews. This research method was qualitative descriptive. Data collection used observation and interview techniques, then for data analysis techniques used the theory of (Milles & Huberman, 1994). Based on the results of the study, the types of code mixing that occurred were inner code mixing and outer code mixing. The inner code mixing was the dominant type that contained 56 data and the outer code mixing contained 37 data. The reasons for code mixing obtained were Talking about particular topics contained 71 data, being emphatic about something contained 3 data, interjection contained 1 data, repetition used for clarification contained 2 data and expressing group identity contain 19 data. Based on the interview of the participants, reasons they used code mixing were because they live in mixed societies, for daily communication with people, because the community uses different languages, and adjusting to the interlocutor. Based on the results of the study, it can be concluded that code mixing appears in the participants' conversations with various types and reasons.
Pengaruh Teknik Pembelajaran Role Playing dalam Meningkatkan Keterampilan Berbicara Siswa Kelas VII SMPN 27 Satu Atap Lappawarue Kecamatan Mallawa Kabupaten Maros Umraira Umraira; Rosmini Madeamin; Fajrul Khaer
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i1.5060

Abstract

The speaking skills of seventh-grade students at SMPN 27 Satu Atap Lappawarue are still considered low.This is caused by the students' low self-confidence in speaking in public and the use of teaching methods that do not encourage active participation.This study aims to determine the extent of the influence of the Role Playing learning technique in improving students' speaking skills in the Indonesian language subject. The type of this research is Pre-Experiment.The research design is a Pretest-Posttest Design, which is an experiment that involves only one class as the experimental class without a comparison class (control class).The subjects used in this study were 12 students. The results of the descriptive statistical analysis show that the use of the Role Playing learning technique has a positive impact on the improvement of students' speaking skills.The average speaking skill scores of the students increased from 44 during the pretest to 79 after the posttest.This shows that after the Role Playing technique was applied, the students' speaking skills experienced a significant improvement compared to before the technique was implemented.The results of the inferential statistical analysis using the t-test formula show that the calculated t-value obtained is 9.358 with a frequency (df) = 12 – 1 = 11.At a significance level of α = 0.05, the t-table value obtained is 2.200.Thus, t calculated > t table, so the null hypothesis (H₀) is rejected and the alternative hypothesis (H₁) is accepted.This proves that there is a significant influence of the Role Playing technique on the speaking skills of seventh-grade students at SMPN 27 Satu Atap Lappawarue, Mallawa District, Maros Regency.
Analisis Kritis terhadap Sosiolinguistik dalam Pendidikan: Sebuah Kajian Christina Purwanti; I Wayan Rasna; Ida Bagus Putrayasa; Ni Made Rai Wisudariani
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i1.5087

Abstract

Sociolinguistics in education is a complex and multidisciplinary field of study that explores the intricate relationship between language, society, and educational processes. It seeks to understand how social factors such as culture, class, ethnicity, and gender influence language use in educational settings, and conversely, how language practices shape social experiences within those contexts. This article aims to conduct a critical analysis of sociolinguistics in education by examining its fundamental concepts, key objects of study, methodological approaches, and the practical benefits it offers to educators and learners alike. Utilizing a critical analysis method, the article investigates how sociolinguistic insights can inform more inclusive, equitable, and effective teaching practices. It also highlights the importance of recognizing language variation and linguistic diversity in classrooms to promote better communication and understanding among students from different social backgrounds. Furthermore, the article underscores that sociolinguistics in education contributes not only to improved pedagogical strategies but also to broader educational policies that value multiculturalism and multilingualism. Ultimately, the study concludes that integrating sociolinguistic perspectives into education can significantly enhance the quality of learning and foster more socially responsive educational environments.
Menurunnya Semangat Mengajar: Krisis Motivasi Guru dalam Tekanan Tugas dan Tuntutan Sistem Pendidikan Modern Robi’ah Robi’ah; Lukluk Sofiatil Jannah; Dian Febri Ovianti; Rina Diniati; Sri Hartati
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 2 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i2.5090

Abstract

This study examines the decline in teaching enthusiasm among educators as a result of a motivation crisis driven by the pressures of workload and the demands of the modern education system. The purpose of this research is to evaluate the impact of this motivational decline on the quality of the learning process and to identify both internal and external factors that exacerbate the issue. The findings reveal that reduced teaching enthusiasm significantly affects teacher-student interaction, instructional innovation, and student learning outcomes. However, the study also found that institutional support, continuous professional development, and opportunities for professional reflection can help restore teacher motivation. This research recommends the development of more humane and responsive education that address the real needs of teachers in order to sustain the quality of education.
Moral Development of the Main Character in The Husky and White Cat Shizun Cinta Violeta; I Made Rajeg; Ni Made Ayu Widiastuti
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i1.5097

Abstract

This article investigated the moral development of the main character in the novel The Husky and His White Cat Shizun. The research aimed to identify the main character's moral development stages and examine how the main character’s personality relates to these stages throughout the story. This study focused on understanding the stages of the main character's moral reasoning development within the context of the novel. To achieve the research's aims, the study utilized data from the novel, employing documentation and observation methods along with a note-taking technique for data collection. Through this approach, the study explored the moral development of the main character, Mo Ran. The key findings of this research reveal that Mo Ran undergoes six stages of moral development. The analysis demonstrates that Mo Ran’s moral reasoning develops into a more complex and principled understanding of morality. The findings indicate Mo Ran’s character develops his moral understanding, moving from self-centeredness to a more complex principled sense of morality.
Peran Stakeholder dalam Pengembangan Kurikulum Berbasis Inovasi di SMP II Luqman Al Hakim 02 Batam Nurhayati Nurhayati
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i1.5098

Abstract

Innovative education requires the development of a curriculum that is responsive to the demands of the times and the needs of students. At SMPII Luqman Al Hakim 02 Batam, the development of an innovation-based curriculum involves various stakeholders, including teachers, school principals, parents, the government, and the community. This study aims to identify the roles and contributions of each stakeholder in the process of developing an innovation-based curriculum at the school. Using a qualitative approach with a case study design, data were collected through in-depth interviews, focus group discussions (FGD), observations, and document analysis. The research findings show that teachers play a role as curriculum developers, the school principal serves as the director and facilitator, parents act as partners in the implementation, the government provides policies and funding, and the community represents the end users of the graduates. However, the main challenges faced include resource limitations and differing understandings of curriculum innovation among stakeholders. The implications of these findings highlight the importance of closer collaboration among stakeholders, enhancing their capacity to support the innovation-based curriculum, and the need for more comprehensive and targeted policies from the government to support the effective development of curricula in the future. This research provides valuable insights for educational policymakers in designing innovative and relevant curricula.

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