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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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Tindakan Meningkatkan Keaktifan Siswa dalam Pembelajaran PPKn melalui Metode Diskusi Kelompok di SMP Negeri 5 Takengon Leni Erliana; Amin Al Masyhuri; Shalahuddin Al Ayyubi; Mawaddah Mawaddah; Mulyani Ulan Dari
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.v5i1.5743

Abstract

This study aims to increase student engagement in the Pancasila and Citizenship Education (PPKn) subject by implementing a group discussion learning strategy. The background of the study stems from the low level of student engagement in the PPKn learning process, which results in the suboptimal instillation of important values, such as nationalism, democratic principles, and a sense of responsibility as citizens. In fact, the main goal of PPKn learning is to shape individuals with character, critical thinking, and the ability to implement the values ​​of friendship in everyday life. The method used in this study is a qualitative descriptive approach with data collection techniques in the form of literature studies. Through literature analysis, it is clear that the group discussion strategy provides space for students to actively express, study ideas, and criticize a problem. This is in line with the characteristics of PPKn which requires a dialogic and participatory process in learning. The research findings indicate that the implementation of group discussions can increase student motivation and active involvement, strengthen social interaction, and help deepen understanding of PPKn material. In addition, group discussions also contribute to the development of communication skills, cooperation abilities, and mutual respect among students. This skill is highly relevant in the context of civics education, which emphasizes not only cognitive aspects but also affective and social aspects. However, implementing group discussions also faces several obstacles, such as unequal distribution of tasks, domination by some students, and violations of control over the discussion. Possible solutions include group rotation, assigning individual responsibilities, and using more creative learning media. With careful planning, this strategy has proven effective in creating an active, inclusive, and enjoyable learning environment, enabling more effective achievement of Civics learning objectives.
Investigating The Readiness and Satisfaction of Students and Lecturers For The Integration of Chatgpt in English Academic Writing at Ganesha University of Education Pande Putu Wida Permata Prabawanthi; Made Hery Santosa; Luh Indrayani
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (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.v5i3.5763

Abstract

The study explored the potential of ChatGPT as a learning tool in English language education, focusing on both students’ and lecturers’ readiness and satisfaction. While both groups demonstrated a positive outlook toward the integration of ChatGPT into their learning processes, the research highlighted various nuances in how each group interacted with the technology. Students showed a high degree of readiness in using ChatGPT for basic tasks such as accessing information and enhancing their motivation for learning. However, their readiness for self-directed learning and goal-setting was notably lower, indicating a need for further development in utilizing ChatGPT for more autonomous and personalized learning experiences. This suggests that while ChatGPT can be a useful tool for structured learning, its role in fostering independent learning skills needs to be strengthened. On the other hand, lecturers expressed strong confidence in using ChatGPT for academic purposes, especially in terms of facilitating administrative tasks, grading, and providing additional learning resources. However, they voiced concerns about the potential overreliance on technology, which could hinder the development of critical thinking skills in students. The lecturers stressed the importance of integrating ChatGPT as a supplementary tool, rather than replacing traditional teaching methods that foster deep learning and personal engagement. Thematic analysis of the responses also pointed out that while ChatGPT was appreciated for improving focus and accessibility, it raised concerns about the loss of human interaction in the learning process. Students and lecturers both acknowledged the value of human mentorship, emotional support, and personalized guidance, which ChatGPT could not fully replicate. Therefore, while ChatGPT holds promise for enhancing learning, its integration should be approached with a balanced consideration of technological advantages and the irreplaceable role of human involvement in education.
Students’ Perceptions Towards The Use of Google Classroom in Supporting Grammar Understanding Leanna Apsari Aristawati; Khoirul Anwar; Ulfatul Mari'fah
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (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.v5i3.5781

Abstract

This study investigates students’ perceptions towards the use of Google Classroom in supporting grammar understanding. While previous research has explored the use of Google Classroom in developing language skills such as speaking, writing, and listening, limited attention has been given to its role in enhancing grammar comprehension. Addressing this gap, the present research aims to explore how students perceive the effectiveness of Google Classroom in learning grammar, and to identify challenges encountered during its use.A sequential explanatory mixed-method design was employed, beginning with the collection and analysis of quantitative data, followed by qualitative data to provide deeper insights. The participants were selected from a group of English language learners who had experience using Google Classroom as part of their grammar instruction. Data collection tools included questionnaires for the quantitative phase and interviews for the qualitative phase.The findings reveal that students generally have positive perceptions of using Google Classroom to support grammar understanding. The data show that 54.3% of participants agreed that the platform contributes to improved grammar comprehension, while 51.4% viewed it as effective in facilitating grammar-related tasks. Despite the overall positive response, students reported several challenges, including the lack of automatic updates, which required manual page refreshes, and technical difficulties related to internet connectivity and device compatibility.These findings suggest that Google Classroom holds potential as a supportive tool in grammar instruction, though technical improvements and additional guidance may be needed to optimize its effectiveness. The results contribute to the growing body of research on digital learning environments and their impact on language acquisition, particularly in the context of grammar learning.
The Effectiveness of the Quartet Card Game in English Vocabulary Mastery for Students at SMP Islam Terpadu Al-Wahidiyah Siti Nuresa; Muhammad Sood; Nizarrahmadi Nizarrahmadi
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (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.v5i3.5790

Abstract

Vocabulary mastery is a fundamental aspect of English language skills because it forms the foundation for listening, speaking, reading, and writing. However, in practice, vocabulary learning in the classroom is often conducted monotonously, such as through memorization or written exercises that lack active student participation. This situation has the potential to reduce learning interest and motivation, and impact student learning outcomes. Therefore, innovations in learning strategies are needed to create a more engaging, interactive, and enjoyable learning environment. One alternative learning medium that can be utilized is quartet cards, an educational game that emphasizes student interaction, cooperation, and active involvement in learning and remembering new vocabulary. This study aims to determine the effectiveness of quartet cards in improving English vocabulary mastery at eighth-grade students at Al-Wahidiyah Integrated Islamic Junior High School. The study used a quantitative method with a one-group pre-experimental pretest-posttest design. The sample size was 13 students, selected using a saturated sampling technique. The instrument used was a multiple-choice test administered before and after the treatment. The results showed an increase in the average score from 49.15 in the pretest to 56.38 in the posttest. Further analysis revealed a significant difference between students' abilities before and after using the quartet cards. These findings indicate that the quartet cards are effective in improving junior high school students' English vocabulary mastery. The implication of this study is that English teachers can use the quartet cards as an alternative creative learning strategy that can increase motivation, engagement, and learning outcomes. Furthermore, this research can serve as a basis for developing other educational game-based learning models relevant to students' needs in the modern education era.
Code-Switching and Code-Mixing Phenomena in the IELTS Republic WhatsApp Group Rostina Rostina; Dien Afni Ariyati; Sri Hariati Mustari; Ridwan Andi Mattoliang
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (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.v5i3.5795

Abstract

Code-switching and code-mixing are widespread linguistic practices that naturally occur in bilingual and multilingual communities. Within sociolinguistics, these phenomena are not only observed in direct face-to-face communication but also increasingly in online interactions, particularly on informal digital platforms such as WhatsApp. This study focuses on the IELTS Republic WhatsApp group, which consists of job seekers, scholarship applicants, and individuals preparing for the IELTS examination. The main objective of this research is to analyze and explore the kinds and contexts of code-switching and code-mixing employed by group members in their daily online interactions. The researchers adopted a qualitative descriptive design by applying a digital ethnography approach. Data were collected from group conversations that took place between 2023 and 2025. The discourse analysis method was then used to examine instances of code-switching and code-mixing, with a specific focus on identifying their forms and categorizing their functions. The analysis revealed that all three types of code-switching—intra-sentential, inter-sentential, and tag-switching—appeared with relatively equal dominance, alongside frequent occurrences of code-mixing. These practices were not random but rather motivated by pragmatic, cognitive, and social purposes. Pragmatically, code alternation facilitated clarity, emphasis, and effective communication. Cognitively, it reflected speakers’ ease in accessing multiple linguistic repertoires. Socially, it allowed members to demonstrate solidarity, express identity, and construct group belonging. The findings highlight that code-switching and code-mixing in digital communities function as important linguistic strategies that enable multilingual speakers to navigate complex communicative needs while negotiating identity in an online environment. This study contributes to a deeper understanding of language practices in digital ethnography and provides valuable insights for further research on multilingual communication in virtual spaces, especially in contexts where English functions as a global lingua franca.
Analysis of Students’ Ability in Reading Aloud at Grade VIII-A of UPTD SMP Negeri 1 Gunungsitoli Erika Zalukhu; Riswan Zega; Trisman Harefa; Kristof Martin Efori Telaumbanua
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (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.v5i3.5889

Abstract

Reading aloud is an important basic skill in English language learning. However, students in class VIII-A UPTD SMP Negeri 1 Gunungsitoli are facing difficulties in reading aloud, such as incorrect pronunciation, monotonous intonation, low voice volume, and lack of expression. This study aims to analyze students' ability to read aloud and the factors that influence it. This study used a descriptive qualitative approach with 32 students as subjects. Data were collected through observation, reading aloud tests, interviews, and documentation. The assessment was based on four aspects: pronunciation and clarity, fluency, volume, and intonation with expression. Data analysis used the Miles and Huberman model. The results showed that most students were in the low and very low categories, and there were no students who reached the excellent category. Errors most often occurred in pronunciation and intonation, which indicates limited vocabulary mastery and weak phonological awareness. Internal factors such as lack of confidence, low motivation, and limited vocabulary were found to hinder performance. External factors, including an unsupportive learning environment and minimal practice opportunities, also contributed to students’ difficulties. In conclusion, students' ability to read aloud still needs significant improvement through regular practice, vocabulary enrichment, and teacher support in creating a conducive and engaging classroom atmosphere. This research is expected to provide input for teachers in designing reading activities that emphasize pronunciation, fluency, and expression to help students build confidence and improve overall English proficiency.
Verbal and Visual Signs on “How I Met Your Mother” TV Series Poster Edelenyi Deme Gabor; Ni Made Suwari Antari; Ni Wayan Sukarini
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.v5i1.5901

Abstract

This research, entitled Verbal and Visual Signs on “How I Met Your Mother” TV Series Poster, focuses on identifying both verbal and visual signs that appear on the official poster of the series and analyzing the meanings they convey. The study applies a qualitative-descriptive method with a semiotic approach, mainly grounded in Chandler’s (2007) theory of semiotics. This is further supported by Dyer’s (1982) theory of verbal and nonverbal signs, as well as Olesen’s (2019) color theory, which enrich the interpretation of the visual elements. The data for this research were collected from official How I Met Your Mother TV Series posters accessed through online sources. The analysis highlights how verbal signs, such as the series title and additional text, function as direct communicators, providing the audience with essential information about the show. At the same time, visual signs play a central role in shaping the poster’s meaning. The representation of the main characters, the recurring image of the iconic yellow umbrella, and the deliberate use of colors in both costumes and background create symbolic layers that reflect the characters’ personalities, relationships, and the overall tone of the narrative. This research demonstrates that a poster is not only a promotional tool but also a semiotic artifact that embodies the essence of the series. Through the interplay of verbal and visual elements, the How I Met Your Mother poster encapsulates the themes of love, friendship, and destiny, which lie at the heart of the storyline and continue to resonate with its audience.
Increasing Eleventh Graders’ Collaborative Skill in English Learning Through the Jigsaw Model at SMK Negeri 2 Gunungsitoli Yarlin Nurlina Telaumbanua; Yaredi Waruwu; Riswan Zega; Afore Tahir Harefa
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (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.v5i3.5938

Abstract

This study aimed to increase the collaboration skill of 11th grade students in English learning through the application of the Jigsaw model at SMK Negeri 2 Gunungsitoli. The main problem identified was the low level of students' collaboration skills despite the use of group discussion methods, which were characterized by passive attitudes, lack of active contribution, ineffective communication, minimal mutual respect among group members, and suboptimal role distribution in group discussions. This study used the Classroom Action Research (CAR) method conducted in two cycles, each consisting of two meetings with planning, implementation, observation, and reflection stages. Data were collected through observation sheets, interviews, and documentation, then analysed qualitatively and quantitatively. The results showed a significant improvement in students' collaboration skills after the implementation of the Jigsaw model. In Cycle I, students' collaboration skills were rated as adequate with an average score of 64, while in Cycle II, they improved to outstanding with an average score of 86. This 22-point increase indicated the effectiveness of the Jigsaw model in facilitating active participation, communication, responsibility, and mutual respect within the group. In addition, the interview findings revealed several factors that hindered collaboration, such as lack of confidence, lack of time discipline, fear of rejection, and an unfavorable group atmosphere. This study implied that the Jigsaw model had proven effective in overcoming these barriers by clearly dividing tasks, forming expert groups for in-depth material exploration, and fostering individual and collective accountability. Thus, the implementation of the Jigsaw model could be an effective strategy to enhance students' collaboration skills in English language learning at vocational high schools, ultimately supporting the achievement of better learning outcomes.
An Analysis of Skimming and Scanning Strategies in Teaching Reading Skill Used by the English Teacher at the Eighth Grade of UPTD SMP Negeri 1 Mandrehe Barat Herni Berkat Gulo; Yaredi Waruwu; Riswan Zega; Kristof Martin Efori Telaumbanua
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (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.v5i3.5939

Abstract

This study aims to examine the use of skimming and scanning techniques in reading instruction implemented by the English teacher for eighth-grade students at UPTD SMP Negeri 1 Mandrehe Barat. The research focuses on how these techniques are applied during classroom activities and explores the challenges faced by the teacher in the teaching process. A qualitative descriptive approach was employed, with data collected through classroom observations, teacher interviews, and supporting documentation. The findings reveal that the teacher was able to apply skimming and scanning effectively to improve students’ reading comprehension. Skimming enabled students to identify the main ideas, themes, and general meaning of the text, while scanning facilitated the ability to locate specific information such as names, dates, and key terms. These techniques not only improved reading speed but also encouraged more active participation among students, creating a more interactive learning atmosphere. However, the study also identified several obstacles, including limited instructional time, variations in students’ reading proficiency levels, and challenges related to inadequate vocabulary mastery, which sometimes hindered comprehension. Despite these challenges, the integration of skimming and scanning proved beneficial in motivating students to read more purposefully and strategically. The study concludes that these reading strategies play a vital role in enhancing comprehension and engagement in English language learning. It is recommended that teachers receive further professional development and be supported with appropriate teaching resources to optimize the application of skimming and scanning techniques in various classroom contexts.
Rhetorical Devices in Editorials of The Jakarta Post Fitria Wahyu Nugraheni
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (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.v5i3.6039

Abstract

Editorials represent one of the most persuasive forms of journalistic writing, as they convey the institutional stance of a newspaper and aim to influence public opinion on social, political, and economic issues. This study investigates the rhetorical devices employed in the editorials of The Jakarta Post, the leading English-language newspaper in Indonesia. Specifically, the study seeks to identify the types of rhetorical devices used, examine their frequency, and analyze their persuasive functions. Using a qualitative content analysis approach, fifteen editorials published between January and June 2024 were purposively selected as the data source. The editorials were analyzed to identify rhetorical devices such as metaphor, rhetorical question, repetition, parallelism, hyperbole, irony, and antithesis. Each occurrence was categorized, quantified, and interpreted in light of rhetorical theory, particularly Aristotle’s appeals of ethos, pathos, and logos. The findings reveal that metaphor and rhetorical question were the most dominant devices, followed by repetition and parallelism, while hyperbole, irony, and antithesis appeared less frequently. These devices functioned not only as stylistic elements but also as persuasive strategies to simplify complex issues, engage readers, and reinforce the newspaper’s arguments. The study concludes that rhetorical devices play a vital role in enhancing the persuasive power of The Jakarta Post’s editorials. The results contribute to the understanding of persuasive language in Indonesian media and suggest directions for further research on rhetorical practices in journalistic discourse.

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