Journal of Learning and Instructional Studies https://jlis.idcounselor.com/index.php/jlis <p style="text-align: justify;">Welcome to <em>Journal of Learning and Instructional Studies</em>, the Southeast Asia premier, peer-review, and open access journal. The journal provides a platform for the publication for research, and serving individuals in a wide range of disciplines who have an interest on learning and instruction. The journal accepts articles with outstanding coverage of learning and instructional by giving context for current research trends along with innovative or interdisciplinary approaches. The journal's objective is to fulfill this purpose through careful editorial review and publication of expert work, by creating legitimate dialogue in a field where a diversity of opinion exists, and by providing a professional forum for interaction of these views.</p> en-US <p><a href="http://creativecommons.org/licenses/by/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by/4.0/88x31.png" alt="Creative Commons License" /></a><br />Journal of Learning and Instructional Studies is licensed under a <a href="http://creativecommons.org/licenses/by/4.0/" rel="license">Creative Commons Attribution 4.0 International License</a>.</p> <p style="text-align: justify;">This means, under the CC-BY 4.0 license the author(s) allow, permitted, and encouraged to:</p> <ul style="text-align: justify;"> <li>The others to share and adapt the work (the material and the content of publications);</li> <li>Enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book)</li> <li>Post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</li> </ul> <p style="text-align: justify;">The users of Journal of Learning and Instructional Studies are required to cite the original source, including the author's names, Journal of Learning and Instructional Studies as the initial source of publication, year of publication, volume number, issue, and Digital Object Identifier (DOI).</p> itsarbolor@gmail.com (Itsar Bolo Rangka) jolandapentury69@gmail.com (Helda Jolanda Pentury) Mon, 15 Aug 2022 08:54:10 +0700 OJS 3.3.0.3 http://blogs.law.harvard.edu/tech/rss 60 An Error Analysis of Using Simple Past Tense in Students Narrative Writing https://jlis.idcounselor.com/index.php/jlis/article/view/17 <p>Writing is one of language skills used to give information to others. It is very important to be mastered by the students because at the end of the study they must write a scientific paper. In fact, there are some errors made by the students during the learning process. The objectives of the study are to identify the types of error made by the students in using simple past tense in narrtaive writing, to find out the causes of error based on Richards’ theory, and to know the percentage of students’ errors in using simple past tense in narrative writing. The study was conducted at SMA IT Tunas Bangsa Insan Mandiri Cilodong Depok.The approach used in this study is descriptive qualitative. The instrument of this study is written test in narrative text. The sample of this research were twenty students of the tenth grade student of X-2 and X-3 class at SMA IT Tunas Bangsa Insan Mandiri Cilodong Depok. Based on the research findings in data analysis it can be concluded that there are four types of error made by the students in using simple past tense in narrative wrting; omissions, additions, misformations, and misorderings.</p> Arif Triyuono Copyright (c) 2022 Arif Triyuono https://creativecommons.org/licenses/by/4.0 https://jlis.idcounselor.com/index.php/jlis/article/view/17 Mon, 15 Aug 2022 00:00:00 +0700 Using Creative Persentation in English Learning in Senior High School https://jlis.idcounselor.com/index.php/jlis/article/view/23 <p>Communication in education has a very important role. Learning a foreign language, such as English, is not an easy thing, especially for those who don't live in an English-speaking environment. Various learning methods have been carried out, but there are still many students in Indonesia find it difficult to speak English. This research is based on the observation that there are still many students in class XII MIPA 3 at SMA Putra Bangsa Depok, who lack or even do not have the ability to speak English, especially in speaking and using the right vocabulary. This study uses a teaching method by presentation to see how much students' abilities and their progress in English are. The purpose of this research is to show that this method can increase students' academic abilities. The method used is descriptive qualitative with case study techniques. The result of this research is that by using the percentage method, the students are able to improve their English academic, especially in grades, which can be seen from the difference between the mid and final test grades.</p> Dede Narawaty Narawaty, Yulia Sofiani Zaimar Copyright (c) 2022 Dede Narawaty Narawaty, Yulia Sofiani Zaimar Zaimar https://creativecommons.org/licenses/by/4.0 https://jlis.idcounselor.com/index.php/jlis/article/view/23 Mon, 15 Aug 2022 00:00:00 +0700 Writing Anxiety in EFL and How to Improve The Writting Skill https://jlis.idcounselor.com/index.php/jlis/article/view/22 <p>Writing is one of important skill in English, by mastering writing skill students can comunicate and&nbsp; express their opinions or ideas to other. However, One of the obstacles in writing is&nbsp; Writing anxiety. Writing anxiety is also often experienced by students, especially when learning to write a second language or English. Therefore, this study aimed to investigates the type of anxiety, the solution to overcome writing anxiety in EFL and the ways to develop writing skill in EFL. This study employed siystematic review method which is made in a systematic and planned manner. It was found that the cognitive and somatic anxiety were the common type of anxiety faced by EFL students ( n =11). Giving positive feedback and making a group work were an effective and easy ways to overcome the writing anxiety of EFL ( n =4) . In addition, this study also found the effective ways to improve EFL writing skill by using three dimension : accuracy, complexity and fluently (n =2). Teacher plays important role during writing in the classroom. If teacher can maximize their role to create enjoy class, give positive feedback to the students and apply three dimension method, it helps students to reduce writing anxiety and improved their writing skill which is beneficial in their future life.</p> Dewi Irawati, Efrida Lubis, Siti Arasky Julia Nur Anisa Copyright (c) 2022 Dewi Irawati Dewi Irawati, Efrida Lubis, Siti Arasky Julia Nur Anisa https://creativecommons.org/licenses/by/4.0 https://jlis.idcounselor.com/index.php/jlis/article/view/22 Mon, 15 Aug 2022 00:00:00 +0700 Obstacles in Writing Literary Research Proposals: a Study Case of 7th Semester Students https://jlis.idcounselor.com/index.php/jlis/article/view/21 <p>Literary research writing does not merely related to students‘ ability and mastery in writing a scientific research. The elements of literature is also there for them to consider. This research is based on the obstacles that 7th semester students encountered in writing literary research proposals in Universitas Indraprasta PGRI, Jakarta. Therefore, this research focuses on analysing the obstacles in writing the literary research proposals. This research is a case study which is part of qualitative research and the method of this research used case study method. The subject of this research are the students who are writing their research proposals on literary research written in the seventh semester 2021/2022. The instruments used were questionnaire and interviews. In short, the result of the research as follows; First, the team found that there are three common obstacles in writing literary research proposal. The obstacles are categorized into three. They are the mentor-student obstacles, student-related obstacles and institution-related obstacles. There are four recognizable mentor-student obstacles, six student-related obstacles and two institution-related obstacles. At the end, based on the student related obstacles, lectures of literature class can explore and equip themselves with various literary learning techniques that will interest the students in the future.</p> Leni Tiwiyanti, Yulia Sofiani Zuimar, Yosi Maeleona Passandaran Copyright (c) 2022 Leni Tiwiyanti, Yulia Sofiani Zuimar, Yosi Maeleona Passandaran https://creativecommons.org/licenses/by/4.0 https://jlis.idcounselor.com/index.php/jlis/article/view/21 Mon, 15 Aug 2022 00:00:00 +0700 Kontribusi Motivasi Kerja terhadap Kinerja Karyawan dalam Setting Pendidikan https://jlis.idcounselor.com/index.php/jlis/article/view/20 <p>Tujuan penelitian ini adalah untuk mendeskripsikan kontribusi motivasi kerja terhadap kinerja karyawan (karyawan yang dimaksud adalah guru). Sampel penelitian ini adalah 98 guru (laki-laki = 30,6%; perempuan = 69,4%), guru yang menjadi sampel penelitian berusia 25-58 tahun dengan lama pengabdian sebagai pendidik 1-20 Tahun masa kerja. Data motivasi kerja dan kinerja karyawan dikumpulkan melalui dua kuisioner, antara lain instrumen motivasi kerja yang dikembangkan dari toeri Vroom (1964) yang berjumlah 12 item dan instrumen kinerja karyawan yang dikembangkan dari toeri Bernardin &amp; Russell (1988; karyawan di sini adalah guru) yang berjumlah 12 item. Data dianalisis menggunakan perangkat lunak SPSS dengan teknik regresi linier. Temuan pada penelitian ini adalah kontribusi motivasi kerja (X) signifikan terhadap kinerja karyawan (Y), dilihat dari sumbangan yang diberikan motivasi kerja 55.5% terhadap kinerja karyawan. Disamping itu,koefisien regresi bernilai positif, sehingga dapat dinyatakan bahwa kenaikan motivasi kerja menyebabkan peningkatan terhadap kinerja karyawan. Selain itu, subvariabel motivasi kerja yaitu insentif lebih berpengaruh terhadap kinerja karyawan sebesar 43,3%, semakin banyak insentif yang diterima guru membuat kinerja guru menjadi meningkat.</p> Syarifuddin Syarifuddin, Susanti Susanti, Yuda Syahputra, Wahyu Eka Prasetyaningtyas Copyright (c) 2022 Syarifuddin Syarifuddin, Susanti Susanti, Yuda Syahputra, Wahyu Eka Prasetyaningtyas https://creativecommons.org/licenses/by/4.0 https://jlis.idcounselor.com/index.php/jlis/article/view/20 Mon, 15 Aug 2022 00:00:00 +0700