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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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Pendidikan Etika Kristen: Menanamkan Kasih, Pengampunan, Keadilan, dan Kebenaran dalam Kehidupan Manusia Yohana Nelly P; Edward C. P. Pardede; Humiras Pakpahan; Jecson P. Sihombing; Saktina M. Simanullang
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.v5i3.6288

Abstract

This article discusses the role of Christian Ethics Education in instilling the values of love, forgiveness, justice, and truth as moral and spiritual foundations in modern human life. Amid the moral crisis and value shifts caused by globalization and technological advancement, Christian education is viewed as having a transformative function in shaping character rooted in the love of Christ. This study employs a qualitative approach using library research methods, analyzing various theological and contemporary educational literatures. The findings indicate that love serves as the central principle of Christian ethics, guiding humanity to live in relationships characterized by compassion and respect; forgiveness opens the way for reconciliation and the restoration of relationships; justice reflects the image of a righteous God who upholds equality; while truth fosters integrity and a life aligned with God’s will. Therefore, Christian Ethics Education is not merely the transfer of knowledge but the holistic formation of character through contextual and practical faith learning. Its implementation in schools, churches, and families is expected to produce a generation of believers who embody the character of Christ and serve as agents of peace and truth in a constantly changing world.
Bridging CA and EA: Understanding Cross-Linguistic Influence on Learners’ Structural Errors Nadila Tanjung; Hafifah Hasyanah Dalimunthe; Tuti Alawiyah Ramadhani Nasution; Airen Widyana; Siti Ismahani
Jurnal Pendidikan dan Sastra Inggris Vol. 4 No. 2 (2024): Agustus :Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v4i2.6298

Abstract

This study investigates learner errors through a non-contrastive error analysis approach to identify the linguistic, cognitive, and instructional factors shaping English language performance. Drawing on Richards’ (1971) framework, the research analyzes errors found in students’ written compositions to categorize them into intralingual, developmental, and performance-based types. Using qualitative descriptive methods, 60 EFL learners were asked to produce short academic paragraphs, which were subsequently examined through systematic coding and classification. The findings reveal that intralingual errors particularly overgeneralization, incomplete rule application, and confusion of structures dominate the learners’ output, indicating internal learning processes rather than L1 interference as the primary difficulty source. Developmental errors also emerge, reflecting learners’ transitional stages as they internalize new grammar rules. Performance errors, though less frequent, are attributed to momentary lapses in attention and limited automaticity. The study highlights the pedagogical significance of focusing on learners’ developmental patterns instead of solely comparing L1–L2 structures. The results underscore the need for targeted instruction emphasizing form–meaning connections, clear feedback strategies, and opportunities for reflective revision. Overall, the research provides empirical evidence supporting the usefulness of non-contrastive error analysis in understanding learner interlanguage and informing more responsive classroom practices.
Contrastive and Error Analysis of Indonesian Learners’ Tense and Aspect Usage in English Writing Siti Ismahani; Sofiyani Nasution; Rizky Ummi Thahira Nasution; Indah Permatasari Harahap; Gairah Riski Harahap
Jurnal Pendidikan dan Sastra Inggris Vol. 4 No. 3 (2024): Desember:Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v4i3.6299

Abstract

This study investigates Indonesian learners’ use of English tense and aspect by employing an integrated framework that combines contrastive analysis and error analysis. A total of sixty short essays written by university-level EFL students were analyzed to identify recurring patterns of tense–aspect errors and to uncover the linguistic and cognitive sources behind them. The findings reveal three dominant error types—misformation, omission, and overgeneralization which reflect both negative transfer from Indonesian and developmental characteristics of learners’ interlanguage. Learners frequently produced incorrect verb forms, omitted obligatory auxiliaries, and applied tense rules inconsistently, particularly when attempting to construct more complex narrative sequences. Among all structures examined, the present perfect tense emerged as the most challenging, largely because Indonesian lacks an equivalent grammatical form, resulting in persistent confusion in mapping English verb forms to temporal and aspectual meanings. The study also found that students often relied on surface-level rules rather than deeper semantic understanding, which contributed to inaccurate tense selection across contexts. These results underscore the need for contextualized, awareness-raising instruction that encourages learners to connect form, meaning, and use more systematically. Overall, the study demonstrates the pedagogical significance of integrating contrastive and error analysis to enhance learners’ accuracy and competence in academic English writing.
Membentuk Peserta Didik Meneladani Yesus yang Inklusif Hisardo Sitorus; Desy H. Sihombing; Rahel Dwi Ivanna; Yuki Tambunan
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.v5i3.6304

Abstract

The diversity of society necessitates a learning process that respects each individual as God's creation and equal before God, making the study of inclusive education from a Christian perspective vital. the need to develop pupils who follow Jesus example of inclusivity in order to develop into people who can love, accept, and embrace everyone regardless of differences. This study intends to define the significance of Jesus inclusive example, clarify its applicability to Christian religious education, and develop useful tactics for teachers to help create inclusive learners. The study combines a library research methodology with a qualitative method. review of the literature on the subject of Christian Religious Education instructors, inclusive education, and inclusive theology. According to the study’s findings, the fundamental tenets of successful inclusive education are love, acceptance, empathy, and respect for diversity. Students character could be shaped to be more responsible, compassionate, and open by putting these ideals into practice. Today's educators, parents, and churches would greatly benefit from guidelines for creating love-based learning that is suitable for the needs of students in a variety of settings.
Pengelolaan Perpustakaan Digital dalam Meningkatkan Literasi Siswa Kelas 7 Sri Uswatun Hasanah
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.v5i3.6311

Abstract

Advancements in information technology have brought significant changes to the field of education, particularly in the ways students access and utilize information. One important innovation in this area is the development of digital libraries in schools. Digital libraries not only serve as repositories for electronic reading materials but also function as essential instruments for fostering information literacy and a reading culture among students. This study aims to analyze how digital library management can enhance the literacy of seventh-grade students in junior high schools. The method used is descriptive qualitative with a literature study approach, referring to six nationally and internationally indexed scientific articles. The findings indicate that the success of digital library management is strongly influenced by the principal’s leadership, the competencies of teachers and librarians, the readiness of technological infrastructure, and the quality of services provided. Principals who apply transformational leadership styles are proven to effectively promote a culture of digital literacy within the school. Digitally competent teachers and librarians play a crucial role in guiding students to use information sources wisely. In addition, interactive and easily accessible digital library services increase reading interest and information literacy skills among seventh-grade students. This study underscores the importance of digital library management that is not only technology-oriented but also emphasizes leadership, collaboration, and the empowerment of human resources within the school environment.
English-French Code Mixing in The Chocolate Thief Novel Dea Eka Pratiwi; Putu Weddha Savitri; Putu Lirishati Soetama
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.v5i3.6317

Abstract

Nowadays in the era of globalization, many people use two languages in communication and it is called bilingualism. Bilingualism occurs when speakers and listeners mix languages. This situation is known as code mixing. Code mixing is the use of more than one language in one sentence. Code mixing is not only used in direct communication but also in writing, for example in literature and especially in novels. The phenomenon of code mixing occurs in the novel The Chocolate Thief by Laura Florand. The aims of this study to identify the types of code-mixing and to find out the factors of code mixing used by Laura Florand in The Chocolate Thief novel. This study employs a descriptive qualitative method. The data were collected through documentation and note-taking techniques, focusing on narration and utterance of the characters in the novel which contain English France code mixing. The collected data were analyzed by applying Muysken’s theory about the types of code mixing, which includes insertion, alternation, and congruent lexicalization. It also applies Bathia and Ritchie's theory to find out the factors for code mixing, which includes participants roles and relationship, situational factors, message instrinsic factors, and language attitude, dominance, and security. The finding of this study, there are three types and four factors of code mixing. This novel was used code mixing in narration and character utterances. There are three types used, namely insertion, alternation, and congruent lexicalization. Insertion is the most frequently used type. The factors for using code-mixing can be determined from the types of code-mixing used by Laura Florand. From the research findings, four factors were identified, participants roles and relationships, situational factors, message intrinsic factors, and language attitudes, dominance, and security.
Duolingo in Basic English Learning: Student Engagement and Achievement Rizki Nurhidayah Sitompul
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.v5i3.6321

Abstract

This study investigated the effectiveness of the Duolingo app in supporting Basic English learning and examined its impact on student engagement and academic achievement. The study was conducted with a group of first-semester students over a five-month period. During this time, quantitative and qualitative data were collected through pre-tests, post-tests, classroom observations, and monitoring of student interactions with the app. The findings indicated significant improvements in students' basic English competencies, particularly in vocabulary mastery, grammar recognition, and reading comprehension. Students demonstrated greater motivation, consistency, and independence in their learning processes, largely due to Duolingo’s gamified features such as rewards, levels, and interactive exercises. These results align with the researchers' field observations, which revealed that many first-semester students at the Islamic University of North Sumatra initially had limited English proficiency, especially in vocabulary and basic sentence structure. The integration of Duolingo into regular learning activities proved highly effective in addressing these gaps, offering an accessible and learner-friendly platform that complements traditional face-to-face instruction. Overall, this study suggests that Duolingo can serve as a valuable supplementary tool in basic English teaching, particularly for beginner-level students, and recommends its broader application in similar educational contexts, as it can provide a strong foundation for English vocabulary development among novice learners.
Filsafat Pendidikan Kristen dari Perspektif Teologi Kristen Arip Surpi Sitompul; Yohana Nelly P.; Ridwan Junaedi Tinambunan; Rumondang Bellania Sibarani; Dame Munte
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.v5i3.6324

Abstract

This article examines the philosophy of Christian education from a theological perspective that emphasizes the integration of faith, knowledge, and divine values as the foundation for shaping the whole person. Christian educational philosophy is understood as a theological reflection encompassing three central dimensions: ontology, epistemology, and axiology. Ontologically, the highest reality is God as the Creator, while humans are understood as His creation, endowed with dignity and spiritual responsibility. Epistemologically, the source of true knowledge originates from God through His revelation, both general and special, so that the learning process must be rooted in a faith-based relationship that leads to divine truth. Axiologically, Christian education is oriented toward forming Christlike character expressed through love, honesty, responsibility, and service to others. This study employs a qualitative approach using a literature review method, analyzing theological and philosophical sources related to the concept of Christian education. The findings reveal that Christian education is theocentric, transformative, and holistic, integrating intellectual, moral, and spiritual aspects within the learning process. A Christian philosophy of education rooted in Scripture is expected to serve as a foundation for addressing modern challenges such as secularization, relativism, and the post-truth era, as well as forming a generation that is faithful, knowledgeable, and Christlike for the glory of God.
Analyzing the Types and Implementation of Elicitation Strategies in English Classroom at Al Islam Boarding School Ikhlas Abdi Perkasa
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.v5i1.6328

Abstract

This study aims to examine the elicitation strategy used by English teachers at Al-Islam Boarding School as well as the perception of teachers and students on its effectiveness. The background of this research is the dominant use of Arabic in the school environment, which limits students' opportunities to practice speaking in English. The limitations of learning media such as projectors and language laboratories also require teachers' creativity in encouraging student participation. Although the teachers were not familiar with the theoretical term "elicitation," the results of the observations showed that they intuitively applied a variety of strategies to provoke students to speak. This study used a qualitative case study design with purposive sampling technique, involving four teachers and four students from classes X and XI. Data was collected through classroom observation, lesson plan analysis, and in-depth interviews. The findings showed that all teachers used WH-questions as the main basis of the elicitation strategy, which were then varied with inferential questions and speech prompts according to their respective pedagogical goals. Grade X teachers place more emphasis on student comfort and motivation through the use of visuals and games, while grade XI teachers implement more complex strategies to encourage high-level thinking and grammatical accuracy. Students' perceptions confirm that clear context, visuals, and games increase their confidence in speaking. This study concludes that teachers are able to apply elicitation strategies adaptively despite limited resources.
An Analysis of English Speaking Difficulties in First-Semester Students Izzati Suhaila; Rizki Nurhidayah Sitompul
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.v5i3.6334

Abstract

This study investigates the various speaking difficulties faced by English as a Foreign Language (EFL) students, with a particular focus on Management and Accounting students. Despite having several years of formal English education, many students still struggle to communicate effectively and confidently in spoken English. This situation highlights a significant gap between classroom instruction and students’ actual communicative competence. The study aims to identify the root causes of these challenges and examine how linguistic and psychological factors interact to hinder students’ oral performance. These psychological factors are often reinforced by the lack of adequate speaking practice both inside and outside the classroom, resulting in limited exposure to authentic language use. The findings indicate that students’ speaking difficulties are not solely rooted in linguistic deficiencies, but are strongly influenced by affective factors and insufficient communicative interaction. Therefore, the study recommends that speaking instruction integrate more interactive and student-centered activities, such as group discussions, role-plays, and task-based speaking tasks, in order to create a more supportive and engaging learning environment. Additionally, teachers are encouraged to provide positive feedback and foster an atmosphere that allows students to feel comfortable taking risks when using English.

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