https://siducat.org/index.php/jpi <p align="justify">Jurnal Pustaka Indonesia published Three times a year (April, August, and December) as a medium of distributing scientific research in the field of language, literature, and the Indonesian language and literature education. Jurnal Pustaka Indonesia is published in collaboration between the Yayasan Darussalam Bengkulu and the Association of Indonesian Language and Literature Lecturer (ADOBSI).</p> Yayasan Darussalam Bengkulu en-US JPI : Jurnal Pustaka Indonesia 2797-8915 <p>Authors who publish with <strong>JPI: Jurnal Pustaka Indonesia</strong>&nbsp;journal agree to the following terms:</p> <ol> <li>Authors retain copyright and grant the <strong>JPI: Jurnal Pustaka Indonesia </strong>journal&nbsp;right of first publication with the work simultaneously licensed under&nbsp;<strong>Creative Commons Attribution License</strong>&nbsp;<strong><a href="http://creativecommons.org/licenses/by/4.0/">(CC BY 4.0)</a></strong>&nbsp;that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.</li> <li>Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.</li> <li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</li> </ol> https://siducat.org/index.php/jpi/article/view/1802 <p style="margin: 0cm; text-align: justify;"><span style="font-family: 'Arial',sans-serif;">Many students face difficulties in pronouncing –ed endings, especially in distinguishing /t/, /d/, and /ɪd/ sounds, which affects their speaking skills. This study aimed to improve students’ pronunciation through the use of the ELSA Speak application. Using Classroom Action Research (Kemmis &amp; McTaggart) with two cycles, the research involved 32 seventh-grade students of SMPN 1 Candipuro in the 2024/2025 academic year. Data were collected through observation, pre-tests, and post-tests, and analyzed quantitatively and qualitatively.Results showed a significant improvement in pronunciation, with the average score rising from 56.25 (pre-test) to 72.81 (cycle I) and 83.28 (cycle II). Students also gained more confidence and motivation. In conclusion, ELSA Speak effectively enhanced students’ mastery of –ed endings and is recommended as a digital tool in English learning.</span></p> Septa Aryanika Nava Anggri Safitri M. Ridho Kholid Ernando Rizki Dalimunte Copyright (c) 2025 Septa Aryanika, Nava Anggria Safitri, M. Ridho Kholid, Ernando Rizki ‎Dalimunte https://creativecommons.org/licenses/by/4.0 2025-12-30 2025-12-30 5 3 10.62159/jpi.v5i2.1802 https://siducat.org/index.php/jpi/article/view/1806 <p>This study aimed to evaluate the effectiveness of integrating religious moderation values into Arabic language instruction through a Problem-Based Learning (PBL) model refined by Classroom Action Research (CAR). The objective was to enhance students’ linguistic competence while fostering moderate dispositions such as tolerance, balance, and non-violence. The study applied a two-cycle CAR design (planning–action–observation–reflection) involving one undergraduate class of Islamic Religious Education. Learning materials and PBL cases were developed around themes of tawassuṭ (moderation), justice, and equity, and implemented through case analysis, group discussion, and role-play. Data were gathered from performance assessments, observation checklists, field notes, and attitude questionnaires, analyzed using descriptive statistics and thematic reduction across cycles. Findings indicated consistent improvements from Cycle 1 to Cycle 2 in student engagement, reading comprehension, translation accuracy, and the demonstration of balanced reasoning and respectful disagreement in Arabic discourse. These gains were supported by iterative refinements in task design, scaffolded questioning, and structured peer feedback. Conclusion: The study concludes that moderation-oriented PBL, developed through iterative CAR cycles, provides a practical and replicable approach to simultaneously strengthening Arabic language proficiency and internalizing moderation values within Islamic higher education.</p> Erlina Erlina Umi Hijriyah Fachrul Ghazi Sulthan Syahril Muhammad Sufian Copyright (c) 2025 Erlina, Umi Hijriyah, Fachrul Ghazi, Sulthan Syahril, Muhammad Sufian https://creativecommons.org/licenses/by/4.0 2025-12-31 2025-12-31 5 3 10.62159/jpi.v5i3.1806