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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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Analysis of Students' Perception of Small Group Discussion Techniques in Expository Text Writing Activities at SMAN 17 Pekanbaru Imeldah Imeldah; Qona’ah Nuryan Arif; Ardiya Ardiya
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.v5i3.6059

Abstract

This study aims to analyze students’ perceptions of the implementation of small group discussion techniques in expository text writing activities. The research employed a qualitative descriptive design and was conducted at SMAN 17 Pekanbaru on 29 August 2025. The population consisted of 200 eleventh-grade students, and 20 students were selected purposively as the sample. Data were collected through classroom observation, face-to-face interviews, and documentation of students’ expository texts. Thematic analysis (Braun & Clarke, 2006) was applied to analyze the data. The findings reveal that students generally perceive small group discussion positively. The technique helped students generate ideas, enrich vocabulary, improve text organization and cohesion, and build confidence in writing. However, several challenges were identified, including unequal participation, occasional code-switching to Bahasa Indonesia, and limited time allocation. Documentation of students’ texts confirmed improvements in structure, coherence, and lexical variety after participating in group discussions. The study concludes that small group discussion is an effective strategy to support students’ expository writing, with recommendations for structured group roles, better time management, and active teacher facilitation.
The Correlation Between Students’ Reading Motivation and Their Reading Comprehension in Narrative Text at Eighth Grade of SMP Negeri 1 Pekanbaru Tia Novani Irawan; Wandi Syahfutra; Qona’ah Nuryan Arif
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.v5i3.6060

Abstract

Students struggle to read English texts due to lack of motivation, difficulties in understanding complex language structures, and challenges with unfamiliar vocabulary, especially in narrative texts. This study aimed to investigate the correlation between students' reading motivation and their reading comprehension in narrative texts. This study used a correlational design. The sample consisted of 63 students of eighth grade students at SMP Negeri 1 Pekanbaru, selected using a simple random sampling technique. To collect data, the researcher used a questionnaire to assess students' reading motivation and an objective test to evaluate their reading comprehension in narrative texts. A Pearson correlation analysis showed a correlation coefficient (rxy) of 0.514, indicating a moderate positive relationship between the two variables. With a significance value of 0.000, which is less than 0.05, this correlation was found to be statistically significant. Furthermore, because the r-value (0.514) is greater than the r-table value (0.252) for 63 students at the 5% significance level, the alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected. These results indicate that increased students' reading motivation is related to improved reading comprehension in narrative texts.
The Correlation between Students’ Mastery of Simple Past Tense and Their Ability in Translating Recount Text at the First Year of SMA Muhammadiyah Rambah Retno Sutrayani; Qonaah Nuryan Arif; Esti Raihana
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.v5i3.6061

Abstract

This research investigates the correlation between students’ mastery of simple past tense and their ability in translating recount texts at the first year of SMA Muhammadiyah Rambah. The research was motivated by the fact that many students struggle to use past verb forms, particularly irregular verbs, which are essential in recount texts. Translation is not only about word substitution but also requires grammatical accuracy, especially in understanding tenses. This research employed a quantitative approach with a correlational design. The population consisted of 29 tenth-grade students, who were also used as the total sample. Data were collected using two instruments there are a 25-item multiple-choice test to measure students’ mastery of the simple past tense, and a translation essay of a recount text to evaluate their translation ability. The data were analyzed using Pearson’s product-moment correlation after passing validity, reliability, normality, and linearity tests. The findings showed a significant and very strong positive correlation between the two variables, with a correlation coefficient of 0.868 and a significance value of 0.000 < 0.05. This result indicates that students with better mastery of the simple past tense tend to achieve higher performance in translating recount texts. The findings also suggest that grammar, particularly tense mastery, is best learned when combined with practical activities such as translation rather than being taught in isolation. Teachers are encouraged to design learning strategies that integrate tense instruction with translation practice to strengthen students’ grammatical and translation abilities.
The Effectiveness of Sentence Combining Technique in Improving Twelfth-Grade Students’ Writing Ability of Report Texts Muliani Fitri; Qonaah Nuryan Arif; Esti Raihana
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.v5i3.6062

Abstract

This research aimed to investigate the effectiveness of the Sentence Combining Technique in improving the writing ability of twelfth-grade students in writing report texts at SMA Negeri 3 Mandau. The background of this research was based on the observation that many students struggled with vocabulary, grammar, and organization in writing, and English classes were limited to two hours per week. A quasi-experimental design was employed with two groups: an experimental class taught by using the Sentence Combining Technique and a control class taught with conventional methods. Data were collected through pre-tests and post-tests and analyzed using SPSS version 25, including normality, homogeneity, and t-tests. The findings revealed that students in the experimental class showed significant improvement in their writing scores compared to the control class. The mean score of the experimental class increased from 55.31 in the pre-test to 83.46 in the post-test, while the control class only improved from 53.27 to 65.67. The statistical test confirmed that the improvement was significant, indicating that the Sentence Combining Technique was effective in enhancing students’ writing performance, particularly in content, organization, vocabulary, language use, mechanics. The results of this research suggest that teachers may apply the Sentence Combining Technique as an alternative strategy to improve students’ ability to write report texts in senior high school.
Memory and Identity in Thanhaa Lai’s Inside Out and Back Again Sri Saraswati
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.v5i3.6065

Abstract

This study focuses on the memory and identity emerged in Thanhha Lai’s Inside Out and Back Again. The topic underlies memory inherited by a ten-year-old girl, Hà. Ha’s experience as a refugee from Vietnam shaped her hybrid identity later when she lives in the USA. She flees Vietnam after the fall of Saigon and resettles in Alabama. The objective of this study is to describe how memory, especially trauma and displacement, shapes Hà’s evolving identity. Using psychological approach and Postmemory theory, the study results Ha's lived and inherited experiences combine to create a hybrid identity based on cultural continuity, memory, and resiliency. The hybrid identity reflects once that the post memory creates new, blended identities from the shared experiences of past collective trauma or displacement, often in postcolonial or diasporic contexts. This study is relevant for understanding the issue of refugee and diasporic children. Children of refugee may develop hybrid identity that incorporate both their family’s past trauma and their present-day experiences in a new country, leading to cultural shifts, memory conflicts, and a new sense of self.
Pengaruh Kegiatan Paper Quilling terhadap Kemampuan Motorik Halus Anak Usia 5-6 Tahun di TK Al-Fur’qon Desa Pedamaran Kabupaten Ogan Komering Ilir Wini Malinda; Muhtarom Muhtarom; Elsa Cindrya
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.v5i3.6066

Abstract

This study investigates the impact of paper quilling activities on improving the fine motor skills of children aged 5–6 years at Al-Furqon Kindergarten in Pedamaran Village, Ogan Komering Ilir Regency. The research employs an experimental approach, which is a method designed to examine cause-and-effect relationships determined by the researcher. This study applies a Pre-Experimental method with a One Group Pretest-Posttest Design, where one group of participants is observed before and after treatment. The research population consists of 13 children aged 5–6 years enrolled in group B at Al-Furqon Kindergarten. Data collection was conducted through observation to measure changes in children's fine motor abilities before and after the implementation of paper quilling activities.The findings reveal a notable enhancement in fine motor development following the intervention. Prior to the activity, 2 children demonstrated low fine motor ability, 3 children showed moderate skills, and 8 children achieved higher scores. After participating in paper quilling sessions, all 13 children reached the “very well-developed” category, indicating marked improvement. These results demonstrate that paper quilling activities contribute significantly to strengthening children's fine motor coordination and precision. Thus, engaging children in paper quilling proves to be an effective strategy for supporting motor skill development in early childhood education settings.
Unlocking the Power of Pre-Reading: Strategies for Better Comprehension and Engagement A’thi Fauzani Wisudawati; Rizka Maulina Wulandari; Muhammad Isa; Ita Permatasari; Muhyiddin Aziz; Imam Mudhofir
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.v5i3.6067

Abstract

This study aims to analyze the implementation of pre-reading activities in the Intermediate Reading classroom and their impact on students’ comprehension and engagement. The respondents consisted of 55 students from the English Department who participated in the study. Data were gathered through questionnaires and descriptive analysis of classroom practices to identify the types, purposes, and effects of pre-reading strategies used by lecturers. The findings reveal that lecturers employ a variety of pre-reading techniques such as vocabulary introduction, topic discussion, brainstorming, and content prediction to activate students’ prior knowledge and prepare them for the reading process. These strategies are carried out through interactive activities including word games, group discussions, visual media presentation, and short pre-reading quizzes. Such activities not only create a dynamic learning environment but also help students anticipate the content of the text and establish connections between their background knowledge and new information. The results indicate that pre-reading activities significantly contribute to enhancing text comprehension, increasing motivation, and promoting active student participation during reading sessions. Consequently, pre-reading is viewed not merely as an introductory stage but as an essential pedagogical approach that fosters engagement, comprehension, and critical thinking in EFL reading instruction, leading to more effective and meaningful reading experiences for learners.
The Correlation Between Informal Peer Communication in English and Students’ Self-Confidence in Speaking English in Class at MAS Pondok Pesantren Syafa'aturrasul Desi Lestari; Prih Febtiningsih; Qonaah Nuryan Arif
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.v5i3.6069

Abstract

This study aims to determine the relationship between informal peer communication in English and students’ self-confidence in speaking English in class among twelfth-grade students of MAS Pondok Pesantren Syafa’aturrasul. The research employed a quantitative approach with a correlational design. The sample consisted of all 64 twelfth-grade students selected using a total sampling technique. Data were collected through questionnaires on informal peer communication and self-confidence in speaking English. Data analysis was carried out using SPSS 26 with normality, linearity, and Pearson Product-Moment correlation tests. The results showed a strong and significant positive relationship between informal peer communication in English and students’ self-confidence in speaking English in class (r = 0.690; p < 0.05). This indicates that the more frequently students engage in informal communication in English with their peers, the higher their self-confidence in speaking English in class. The study highlights the importance of peer interaction in enhancing students’ confidence and encourages teachers to create a supportive environment that fosters English communication practice among students.
Dampak Program Orientasi Terhadap Adaptasi Tenaga Kependidikan Baru di Sekolah Menengah Kejuruan Plus Al Mujahidi Muhammad Rijalus Sholihin; Taufiq Akbar; Siswanto Siswanto; Esha Latifatuz Zahro Zulkurnia; Salamun Salamun
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.v5i3.6076

Abstract

This study aims to analyze the impact of the orientation program on the adaptation of new education personnel at SMK Plus Al Mujahidi, Tembokrejo Village, Gumukmas District, Jember Regency. The research background is based on the importance of the role of education personnel in supporting the smooth administration and education services, where the adaptation process is one of the main challenges for new employees. The orientation program is seen as a strategic step to introduce the main tasks, work culture, and school administration system, so that new personnel can adapt faster. The research method uses a descriptive qualitative approach with data collection techniques in the form of in-depth interviews and observations. The results of the study showed that orientation significantly contributed to five aspects of adaptation of new education personnel, namely understanding duties and roles, adjustment of work culture, administrative mastery, social relations with seniors, and self-confidence. Field data showed an 85% increase in role understanding, a 70% increase in work culture adjustment, and a 35% decrease in administrative errors after orientation. However, social adaptation with senior colleagues still requires further coaching. Overall, this study emphasizes that structured orientation programs are an important instrument in strengthening the adaptation of new education personnel, and are relevant to be applied in improving the quality of human resources in educational institutions
The Correlation between Direct Instruction and Speaking Skill: A Quantitative Study on Grade XI Teknik Elektronika Industri Students of SMK Negeri 2 Pekanbaru Anfilla Tahany; Siti Niah; Puan Liyana Binti Ahmad Afip
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.v5i3.6088

Abstract

This study aims to analyze the correlation between the implementation of the Direct Instruction model and students’ speaking skills among eleventh-grade students majoring in Electronics Engineering at SMK Negeri 2 Pekanbaru. The research employed a quantitative correlational design to determine the strength and direction of the relationship between the two variables. Data were collected using two instruments: the Direct Instruction Questionnaire to assess the extent of the instructional model’s application and the Speaking Skill Test to evaluate students’ oral performance. The collected data were then analyzed using the Pearson Product Moment correlation technique. The results of the hypothesis testing revealed a significance value (2-tailed) of 0.000, which is lower than 0.05, indicating that the null hypothesis (H₀) is rejected and the alternative hypothesis (Hₐ) is accepted. This finding demonstrates a statistically significant relationship between Direct Instruction and students’ speaking skills. Moreover, the correlation coefficient of 0.552 shows that the strength of the correlation falls within the “moderate” category. These results suggest that the more effectively the Direct Instruction model is implemented, the better students’ speaking performance tends to be. Thus, Direct Instruction can be considered a useful and structured approach to enhance students’ speaking ability in vocational education settings.

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