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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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Self-Assessment in Islamic Education: Its Effectiveness on Speaking Performance at Madrasah Aliyah Al-Khoirot Malang Mohammad Fiqri Fahriza Aswali; Budik Kusworo
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.v5i2.5616

Abstract

This quasi-experimental study investigates the effectiveness of self-assessment in the context of Islamic education, specifically focusing on its impact on students’ English speaking performance at Madrasah Aliyah Al-Khoirot Malang. The research adopts a pre-test and post-test control group design to measure students' development in speaking skills. A total of 40 secondary-level students participated, divided equally into experimental and control groups. The experimental group received instruction that incorporated self-assessment strategies, while the control group was taught using conventional methods without self-assessment integration. Data collection was conducted through structured speaking assessments administered before and after the intervention. The results demonstrated a notable improvement in the experimental group's speaking performance, with their mean score increasing from 57.65 (pre-test) to 63.90 (post-test). In contrast, the control group exhibited only a slight increase from 54.70 to 55.80. Statistical analysis using SPSS version 25 and a significance level of α = 0.05 revealed a p-value of 0.039, which is less than 0.05, indicating a statistically significant difference between the two groups. These results confirm that self-assessment positively influences students' speaking proficiency. Beyond score improvements, students in the experimental group also showed increased self-awareness, better self-regulation, and deeper reflection on their speaking abilities, identifying their strengths and areas for improvement more effectively. This suggests that self-assessment fosters not only language performance but also metacognitive skills that are crucial for lifelong learning. This study contributes to the relatively limited body of research on self-assessment practices in Islamic education environments, particularly within madrasah contexts. It highlights the pedagogical value of self-assessment in enhancing speaking skills and suggests that incorporating self-reflective practices in language instruction can lead to more autonomous and engaged learners.
English Teacher’s Strategies in Enhancing 9th Grade Students’ Critical Thinking at Junior High School 25 Muaro Jambi Adang Ridwan; Ria Karmila
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.v5i2.5617

Abstract

The aim of this research was to describe the English teacher’s strategies in enhancing the critical thinking skills of 9th grade students at Junior High School 25 Muaro Jambi. This study employed a qualitative descriptive method, with data collected through observation and interviews. The data were analyzed using the interactive model proposed by Miles and Huberman (1994), which includes data reduction, data display, and conclusion drawing/verification. The findings revealed that the teacher’s instructional strategies played a crucial role in fostering the development of students’ critical thinking skills. The teacher implemented various approaches such as posing open-ended questions, facilitating classroom discussions, conducting debates, and assigning writing tasks. These strategies were designed to promote analytical thinking and encourage students to express and defend their opinions. In addition to these core strategies, the teacher also used a combination of teaching methods, including reading comprehension exercises, translation and interpretation of texts, dictionary use, group work, dialogue practice, storytelling, vocabulary games, and writing simple essays for daily communication. These methods not only engaged students in active learning but also made the learning process more dynamic and enjoyable. As a result, students were able to think more clearly, quickly, and effectively, which significantly contributed to the development of their critical thinking abilities. The research concludes that a diverse and interactive set of teaching strategies can successfully enhance critical thinking among junior high school students. Teachers are encouraged to integrate a variety of methods tailored to students’ needs and classroom contexts to achieve optimal learning outcomes and better prepare students for higher-level thinking and problem-solving.
Positive Politeness Strategies by Palpatine in Star Wars : Revenge of the Sith Albert Yohan Firlandi; I Komang Sumaryana Putra
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.v5i2.5620

Abstract

Revenge of the Sith, highlighting how these linguistic tools function as instruments of persuasion and manipulation. As the primary antagonist who masterminds the political and military conflict, Palpatine demonstrates an exceptional ability to control and influence other characters through carefully crafted dialogues. His language choices are not merely designed to maintain social harmony or reduce face-threatening acts (FTAs), but also to achieve hidden personal objectives. By building a sense of camaraderie and shared goals, Palpatine subtly manipulates the hearer’s emotions and decisions, often leading them toward outcomes that favor his agenda. The study employs a qualitative research method, with data drawn from Palpatine’s utterances throughout the film. Brown and Levinson’s (1987) theory of politeness serves as the primary analytical framework to identify the strategies Palpatine employs. The findings indicate that Palpatine frequently uses positive politeness strategies such as offering praise, emphasizing shared values, and creating misleading “common ground” to establish trust. He also makes promises or assurances that appeal to the hearer’s desires, while concealing his manipulative intentions. This research contributes to the broader field of pragmatics and discourse analysis by demonstrating how politeness theory can be applied to fictional narratives, particularly in examining power dynamics and manipulation. Furthermore, the study illustrates how language, when strategically used, can blur the lines between genuine politeness and calculated persuasion. The results highlight the importance of critical awareness in interpreting linguistic strategies in various communication contexts, both fictional and real-world.
Analysis of Affixes in the Lyric Song "For the Rest of My Life" by Maher Zain Muhammad Roihanul Ghozali; Norma Ita Sholichah
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.v5i2.5632

Abstract

This study aims to analyze the use of affixation in the song lyrics For the Rest of My Life by Maher Zain. The focus is on identifying the types of affixes—particularly prefixes and suffixes—and understanding their morphological functions in the lyrical context. A qualitative descriptive method is employed, using morphological theory to examine how affixation contributes to word formation and meaning-making in the lyrics. The results reveal that suffixes are significantly more dominant than prefixes. Suffixes such as -ing, -ed, -s, -es, and -ly appear frequently and serve various grammatical purposes, including indicating verb tenses (such as the present participle and past tense), forming plural nouns, and transforming adjectives or adverbs. These suffixes also play a role in changing word classes, for instance, from verbs to nouns or adjectives to adverbs. This shift enriches the lexical variety and enhances the emotional and poetic expression within the song. Interestingly, the research found no use of prefixes in the lyrics, which may reflect stylistic or rhythmic choices by the songwriter. The absence of prefixes may also suggest a preference for linguistic simplicity and lyrical flow, which are important in songwriting to maintain musicality and ease of listening. The findings highlight how affixation contributes not only to the grammatical structure but also to the aesthetic and expressive quality of the lyrics. The use of affixes enhances the clarity of meaning and allows the songwriter to convey emotions effectively through carefully chosen morphological forms. Moreover, this study contributes to the field of morphological analysis in linguistics, particularly in musical and literary texts. It is expected that the research will serve as a valuable reference for students, educators, linguists, and anyone interested in exploring the intersection between language, music, and literature.
An Analysis Of Deixis In The Song ‘To The Bone’ By Pamungkas Fahad Abdulloh; Budik Kusworo
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.v5i2.5657

Abstract

This study analyzes deixis in Pamungkas's song "To The Bone" using Levinson's (1983) framework to examine how deictic elements create emotional resonance. A qualitative analysis of the lyrics identified 92 deictic expressions: personal (83), spatial (8), and temporal (1). The predominance of personal deixis (90.2%), particularly first-person ("I", "me") and second-person ("you") references, establishes an intimate singer-listener connection, enhancing the song's confessional tone. Minimal temporal ("now") and spatial ("that", "there") deixis suggests a focus on emotional immediacy rather than specific time/space. Findings reveal deixis functions as: (1) a tool for building intimacy, (2) a marker of authenticity, and (3) a means for listener identification. The study contributes to music pragmatics by demonstrating how deixis shapes meaning in popular music, offering insights for both linguistic analysis and songwriting.
The Stylistic Dimension of Language in the Age of Adaline Movie Resha Aldo Saputra; I Komang Sumaryana
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.v5i2.5686

Abstract

This study explores the stylistic and functional dimensions of language in The Age of Adaline movie by analyzing the types of language style and function used in the script. Grounded in Martin Joos’ theory of language style and Roman Jakobson’s theory of language function, the research adopts a qualitative method with a discourse and sociolinguistic analysis approach. The study aims to identify how various styles and functions of language are utilized to shape character interactions and support the narrative. The findings reveal the presence of all five language styles proposed by Joos: casual style occurred most frequently (35 instances), followed by consultative (8), intimate (8), formal (5), and frozen (1). This distribution indicates a dominant use of casual language to reflect everyday, spontaneous conversation among characters. In terms of language function, the study identified four out of six functions: referential (21 instances), emotive (19), conative (10), and phatic (7). However, metalingual and poetic functions were not found in the analyzed dialogues. The results suggest that the film emphasizes natural, expressive communication, with a strong focus on information sharing, emotional expression, and maintaining social interaction. These functions support the narrative’s romantic and dramatic elements, as well as highlight character development and relationships. Overall, this study offers valuable insights into how language is used effectively in film dialogue to reflect social relationships, convey emotional depth, and fulfill communicative intent. It contributes to the broader understanding of language use in media and provides a model for analyzing other films from a sociolinguistic perspective.
Peran Guru Ekonomi dalam Penggunaan Media Visual untuk Meningkatkan Minat Belajar Siswa Kelas X SMAN 1 Lewolema Maria Enjelica Colorosa; Reinaldis Masi; Maria Fatima Bongi Beribe
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.v5i2.5687

Abstract

Digital transformation in education demands a fundamental shift in the role of teachers from traditional instructors to modern learning facilitators. This research explores the multidimensional role of economics teachers in optimizing visual learning media to arouse students' interest in learning in the digital era. Using a descriptive qualitative approach, this study involved one economics teacher and 23 class X students at SMAN 1 Lewolema through observation, interviews, and documentation. The findings reveal that teachers successfully operationalize multidimensional roles as learning designers, interactive facilitators, motivators, and educational innovators through strategies that integrate visual media with contextual and interactive approaches. Visual learning media has proven to be effective in transforming students' learning experiences to be more holistic, covering three main dimensions: affective, cognitive, and contive. Indicators include increased feelings of pleasure in the material, active involvement in the learning process, high interest in visual content, and improved focus and concentration during learning activities. However, the implementation of the use of visual media is inseparable from complex challenges. The main obstacles found include the limitations of school technology infrastructure, the digital competency gap that is still experienced by some teachers, and the diversity of students' psychological characteristics that affect their response to visual media. In addition, the lack of technical support and a specific budget for media development is also a factor inhibiting the sustainability of visual-based learning innovations. To overcome this, progressive education policy support, continuous training for teachers, and the development of adaptive and contextual visual media according to student needs are needed.
An Analysis of Lexical Presuppositions and Its Triggers Found in Interstellar Movie Putu Merta Yasa; Nissa Puspitaning Adni
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.v5i2.5718

Abstract

This study aims to explore lexical presuppositions and their triggers found in the film Interstellar. Lexical presuppositions are a type of presupposition that arises due to the presence of certain words or expressions that inherently carry additional meanings, thus giving rise to assumptions that are not explicitly stated but can still be understood by the listener or viewer. Thus, lexical presuppositions play an important role in building implicit meaning and depth of dialogue in audiovisual works. This study uses a descriptive qualitative method to identify and analyze the forms of lexical presuppositions that appear in the film. Data were collected through documentation and note-taking techniques, by carefully transcribing dialogues from the film Interstellar, then classifying them based on the theory of presuppositions proposed by Yule (1996) and Levinson (1983). The results of the study indicate that there are three types of lexical presupposition triggers in the film's dialogue, namely implicative verbs, change-of-state verbs, and interactive verbs. Of the 59 lexical presuppositions found, the change-of-state verb category was the most dominant, with 49 entries, followed by implicative and interactive verbs. These findings indicate that changes of state implied by certain verbs are frequently used in films to implicitly convey background information without having to directly state it. Furthermore, the use of lexical presuppositions has been shown to help create efficient, natural, and subtext-rich dialogue, supporting story development while enriching the audience's experience. By utilizing specific linguistic triggers, the dialogue in Interstellar is able to establish context, establish relationships between characters, and provide in-depth narrative clues. This research is expected to contribute to the study of pragmatics, particularly in understanding the role of lexical presuppositions in film, and to open up opportunities for further research on their application in various genres and languages.
The Effectiveness of Experiential Learning to Promote Speaking Skills of the Eleventh Grade Students in SMAN 2 Palangka Raya Muhammad Rezeki
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.v5i2.5720

Abstract

This study is aimed to measure the effect of experiential learning method to the speaking skills of the eleventh grade students of SMAN 2 Palangka Raya. In this study, the researcher used quasi-experimental design, where the researcher used nonrandomized control group pre-test, post-test design with a kind of treatment. In this study the researcher was helped by the English teacher of SMAN 2 Palangka Raya as the second tester for pre-test and post-test. In this experiment, the researcher taught the students directly with the same material. Therefore, the use of experiential learning method was applied on experiment group only, and for the control group the researcher applied conventional method. Meanwhile, the control group was not given the treatment. To examine the hypothesis, the researcher used t-test formula. In addition, the researcher used SPSS V 25 program to compare the data. The result of t test using manual calculation showed that the calculated value of tobserved was greater than the value of ttable at 5% significance level or 2.000 < 2.0312 < 2.660 and lower at 1%. the value of Tobserved was greater than the value of Ttable at 5% but lower at 1% significance level or 2.000 < 2.0312 < 2.660. The result of t-test using SPSS V 25 calculation found the calculated value (tobserved) Tobserved was greater than Ttable at 5% but lower at 1% significance level or 2.000 < 2.059 < 2.660. This indicated that the alternative hypothesis stating that there is significant effect of using experiential learning method toward students’ speaking score at eleventh grade students in SMAN 2 Palangka Raya was accepted and Ho stating that there is no significant effect of using experiential learning method toward students’ speaking score at eleventh grade students in SMAN 2 Palangka Raya was rejected. It meant that Experiential learning give significant effect to the students’ score.                           The result of t test using manual calculation showed that the calculated value of tobserved was greater than the value of ttable at 5% significance level or 2.000 < 2.0312 < 2.660 and lower at 1%. the value of Tobserved was greater than the value of Ttable at 5% but lower at 1% significance level or 2.000 < 2.0312 < 2.660. The result of t-test using SPSS V 25 calculation found the calculated value (tobserved) Tobserved was greater than Ttable at 5% but lower at 1% significance level or 2.000 < 2.059 < 2.660. This indicated that the alternative hypothesis stating that there is significant effect of using experiential learning method toward students’ speaking score at eleventh grade students in SMAN 2 Palangka Raya was accepted and Ho stating that there is no significant effect of using experiential learning method toward students’ speaking score at eleventh grade students in SMAN 2 Palangka Raya was rejected. It meant that Experiential learning give significant effect to the students’ score
The Students’ View on the Impact of Teacher Overcorrection on Their Confidence and Motivation in the EFL Classroom Fitra Ramadani; Rika Nurdini
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.v5i2.5737

Abstract

This study investigates the effects of teacher overcorrection on student confidence and motivation in English as a Foreign Language (EFL) speaking classrooms in Indonesia. Despite its importance, the relationship between error correction, student anxiety, and linguistic development remains understudied in Indonesian contexts. This research explores the perceived impact of teacher overcorrection on student self-confidence and motivation, with a focus on the 12th-grade students of SMAN 1 Alalak. The study adopts a qualitative case study approach, triangulating data from teacher interviews, student reflective journals, and preliminary questionnaires. The findings reveal a paradox between teacher intentions and student experiences, with overcorrection undermining student confidence and fostering a fixed mindset. The study highlights the need for teacher training in emotionally intelligent correction practices, balanced assessment methods, and student-centered feedback approaches to promote a growth mindset and enhance fluency development in Indonesian EFL learners

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