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All Journal ELT Worldwide: Journal of English Language Teaching Jurnal English Education: Jurnal Tadris Bahasa Inggris Journal of English for Academic and Specific Purposes (JEASP) JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Journal on Education Linguists: Journal of Linguistics and Language Teaching Jurnal Abdimas Mandiri Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan ELP (Journal of English Language Pedagogy) Indo-MathEdu Intellectuals Journal AKM: Aksi Kepada Masyarakat JCOMENT (Journal of Community Empowerment) Tarling : Journal of Language Education Global Expert: Jurnal Bahasa dan Sastra Tamaddun Jurnal Multidisipliner Kapalamada Jurnal Cendekia Ilmiah PESHUM LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Dio Resta Permana
Universitas Indo Global Mandiri
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Lecturers’ Strategy in Teaching English for Specific Purposes to Islamic Banking Students Kurniawan, Yuda Septian; Permana, Dio Resta
Global Expert: Jurnal Bahasa dan Sastra Vol. 13 No. 2 (2025): December
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v13i2.6214

Abstract

This study aimed to identify and analyze the strategies used by lecturers in teaching English for Specific Purposes (ESP). The object of the study was English lecturers teaching English Banking courses to 6th semester students of the Islamic Banking study program at the Nahdlatul Ulama College of Sharia Economics, Bengkulu. This study employed descriptive qualitative research that explores learning models, methods, and materials that suit the needs of students in the field of Islamic banking. The data collection techniques were observation, in-depth interviews, and documentation. The research findings showed that lecturers tended to adapt various teaching strategies that integrate communicative approaches, task-based learning, and the use of authentic materials relevant to the world of Islamic banking. In addition, collaborative approaches such as group discussions, simulations of banking service practices, and real case studies were also implemented to increase students' active participation. This teaching model was not only oriented to the mastery of language structures, but also to professional communication competencies that were in accordance with the work context and industry needs. The results showed that context-based learning, problem-based learning, and collaborative methods were the most effective strategies. Integration of Islamic banking content in English materials increases student participation and understanding. This study also recommends the development of an ESP curriculum that is more integrated with the expertise competencies of the study program, as well as continuous training for lecturers who teach the course to enable them to manage innovative, contextual, and responsive learning that meets the needs of the times. Keywords: English for Specific Purpose, Islamic Banking Students, Lecturer's Teaching Strategy
Applying Elsa Speak with Mobile-Assisted Language Learning (MALL) to Improve Students’ Speaking Achievement Dini Juniarti; Dio Resta Permana; Jaya Nur Iman
Journal of English for Academic and Specific Purposes (JEASP) Vol 9, No 1 (2026)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v9i1.43354

Abstract

Speaking is one of the most essential skills in English learning; however, many students in English as a Foreign Language (EFL) contexts still experience difficulties in developing speaking proficiency due to limited opportunities for practice and teacher-centered instruction. At SMA Aziziah Palembang, students showed low performance in fluency, pronunciation, and confidence during speaking activities. This study investigated the effectiveness of the ELSA Speak application combined with the Mobile-Assisted Language Learning (MALL) strategy in improving students’ speaking skills. A quasi-experimental design employing a pre-test and post-test control group was applied to two tenth-grade classes. The experimental group received instruction through ELSA Speak-based activities, while the control group was taught using conventional methods. Students’ speaking performance was assessed in fluency, pronunciation, grammar, vocabulary, and comprehension using a rubric adapted from Brown (2004). The findings revealed that the experimental group’s mean score improved from 14.75 to 15.75, while the control group showed only a slight increase from 13.53 to 13.69. The improvement in the experimental group was particularly evident in pronunciation and fluency. Nevertheless, statistical analysis indicated no significant difference between the groups (p 0.05), which may have been influenced by the short treatment duration and limited access to smartphones for practice. Despite this limitation, the study highlights the potential of integrating ELSA Speak and the MALL strategy to support speaking development in EFL classrooms. The study contributes to the growing discussion on technology-assisted language learning and provides implications for future English speaking instruction. 
The Use of Busuu Application to Improve First Graders’ Listening Comprehension Achievement Zovanka Putri Nabila; Nike Angraini; Dio Resta Permana
JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Vol 9 No 01 (2024): JELL STIBA IEC
Publisher : STIBA IEC JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37110/jell.v9i01.203

Abstract

This study was designed to know the significant improvement after using busuu application for listening comprehension achievement. It aimed at finding out how applying busuu application could be used to see significant improvement and significant mean difference between the students use busuu application and who did not use busuu application in first graders listening comprehension achievement at SMPN 3 Palembang. This research consisted of two variables, i.e. independent variable (busuu application) and dependent variable (listening comprehension achievement). The research was quantitative method quasi-experimental design. In this study, researcher used especially experimental group and control group. The sample of this research could be 66 students at first graders of SMPN 3 Palembang. After calculating data, the researcher concluded that students' listening can be improve both before and after using the busuu application. The mean results of the pupils' pre-test and post-tests serve as evidence for this. The result showed that there was significant mean difference on students’ listening comprehension because the t-obtained was higher than t-table = (3,966 > 1,997) with sig. (2-tailed) < 0.05 = .000 < 0.05. Which means that the null hypotheses (Ho) was rejected and alternative hypotheses (Ha) was accepted. Moreover, the listening comprehension was significantly improved in the experimental group. The researcher concluded that there was any significant improvement and significant mean difference in the students listening comprehension achievement at SMPN 03 Palembang after being taught using busuu application.
Enhancing the Students' Speaking Achievement using the Shadowing Technique at SMKN 2 palembang Wulan Sri Ayu Kartika Kirana; Dio Resta Permana; Nike Anggraini
Journal of English for Academic and Specific Purposes (JEASP) Vol 9, No 1 (2026)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v9i1.41438

Abstract

This study aimed to examine the application of the shadowing technique in enhancing the speaking achievement of vocational high school students, addressing common problems such as students’ lack of self-confidence and low awareness of the importance of learning. The research employed a quasi-experimental design involving 70 students from SMKN 2 Palembang, equally divided into two groups: 35 students in the experimental group and 35 in the control group. The experimental group received shadowing instruction, while the control group had regular lessons over ten meetings with a pre-test, treatment, and post-test. Students’ opinions were collected through a questionnaire, and the results were analysed using paired and independent sample t-tests. The paired sample t-test revealed that the mean score improvement in the experimental group reached 33.26 points, while the control group showed an increase of only 13.20 points, indicating greater improvement in the group that received the shadowing treatment. Additionally, the independent sample t-test showed a mean difference of 5.321 points in the post-test scores between the experimental and control groups, suggesting that the shadowing technique significantly contributed to improved speaking achievement. The shadowing technique enhanced students’ speaking achievement and their listening achievement. Students also responded positively, with greater motivation, confident and engagement in learning.
Teaching Strategies Applied by PPL Teachers in Teaching Reading Comprehension Dio Resta Permana
Linguists : Journal of Linguistics and Language Teaching Vol 3, No 1 (2016): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v3i1.107

Abstract

Permana, Dio R. 2015. Teaching Strategies Applied by PPL Teachers in Teaching Reading Comprehension. Thesis. English Education Study Program. Language and Art Department. Faculty of Education and Teacher Training. University Bengkulu. The research desribed the strategies applied by PPL teachers in teaching reading comprehension at SMA Negeri 5, SMA Negeri 1, and SMA Negeri 8 kota Bengkulu. This was a descriptive research. The subjects of this research were six PPL teachers who were divided into three different schools. The data were collected by using observation checklist and field notes. The data from observation checklist were identified, classified, and analyzed by using table of analysis. The field notes were included into the table of analysis. The result shows that the strategies applied by PPL teachers in pre-reading were introducing a topic, activating background knowledge, predicting, sharing existing knowledge, sequencing illustration, and set a purpose reading. In while-reading phase, there were reading aloud, skimming, scanning, rereading, and taking note. In post-reading phase, the strategies used by PPL teachers were summarizing, thinking critically, comprehension question, identifying the author’s purpose, examining grammatical structure, and follow-up writing exercise. In conclusion, there were sixteen strategies out of seventeen strategies applied by PPL teachers in teaching reading comprehension.
AN ANALYSIS OF STUDENTS’ PHONOLOGICAL ERRORS IN PRONOUNCING VOWEL DIPHTHONGS Rizky Mega Pertiwi; Dita Rizki Anggraini; Dio Resta Permana
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 9, No 1 (2026): JETALL Vol. 9 No. 1 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v9i1.23870

Abstract

Abstract: Phonological errors remain a challenge for EFL learners, particularly in pronouncing English vowel diphthongs that differ from their first language. This study analyzes the types of phonological errors made by sixth-semester students at Universitas Indo Global Mandiri, identifies the most frequently mispronounced diphthongs, and examines the association between their understanding and pronunciation accuracy. A descriptive qualitative approach was employed with 26 participants. Data were collected through a pronunciation test and a questionnaire, then analyzed using phonetic transcription, descriptive statistics, and a Chi-Square test. Data trustworthiness was ensured through methodological triangulation involving pronunciation tests, questionnaires, and validation by an rater. The findings revealed 216 errors out of 936 attempts (23.1%), with misformation as the most frequent error (56.9%), followed by omission (40.7%), addition (2.3%), and no misordering. The diphthongs /əʊ/, /eɪ/, and /ɪə/ were the most problematic, largely due to articulatory complexity and the absence of equivalents in Bahasa Indonesia, while /ɔɪ/ showed the fewest errors. Statistical analysis confirmed no significant association between students’ theoretical understanding and pronunciation accuracy, indicating that knowledge alone does not guarantee accurate production. These findings highlight the need for pronunciation instruction to emphasize articulation training, auditory exposure, and repeated practice. Such approaches may help learners reduce persistent errors and enhance intelligibility in English communication, particularly within educational contexts.Keywords: phonological errors, pronunciation accuracy, surface strategy taxonomy, vowel diphthongs.
THE CORRELATION BETWEEN NON-ENGLISH SPEAKING PARENTS’ INVOLVEMENT, STUDENTS’ PERSISTENCE, AND ENGLISH ACHIEVEMENT AMONG EFL HIGH SCHOOL STUDENTS IN INDONESIA Sinar Bulan; Nike Angraini; Dio Resta Permana
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i1.1126

Abstract

         This study investigates the correlation between non-English speaking parents’ involvement, students’ persistence, and their English achievement among EFL high school students at SMA Negeri 11 Palembang, Indonesia. The research aimed to determine whether parents’ involvement and students’ persistence significantly influence students’ English achievement. A quantitative correlational design was employed, using two sets of questionnaires to measure parents’ involvement and students’ persistence, along with an English achievement test. The findings revealed no significant correlation between non-English speaking parents’ involvement and students’ English achievement (r = 0.090, p > 0.05). Similarly, no significant relationship was found between students’ persistence and their English achievement (r = 0.815, p > 0.05). These results suggest that factors such as parents’ limited knowledge of English, low self-efficacy, socioeconomic background, and weak parent–school communication may contribute to the absence of significant relationships. The study highlights the need for schools to strengthen parental engagement programs and to foster students’ motivation and self-regulated learning strategies to enhance English achievement.
Co-Authors Adinda Dwi Andiny Agusta, Okky Leo Agustina Heryati Agustina, Rahmawati Aldri Frinaldi Angelita, Helen Anggraini, Dita Rizki Anggraini, Nike Angraini, Nike Asmiati Asmiati Debby Falensya Desi Surayatika Desi Suryatika Dini Juniarti Dita Rizki Anggraini Dita Rizki Anggraini Dwi Andrea Oktaverani Fauzia Afriyani Hengki Ripaldi Iman, Jaya Nur Intan Kurniati Zahroq Isa Isa Isabella, Isabella Jaya Nur Iman Kurniawan, Yuda Septian Machdalena Vianty Mardatillah, Sarah Meylia, Riska Muhammad Ikbal Nike Anggraini Nike Angraini Nike Angraini Nike Angraini Nike Angraini Nike Angraini Nur Iman, Jaya Oktaverani, Dwi Andrea Rita Inderawati Rizky Mega Pertiwi Sarah Mardatillah Sari, Alya Rahma Segara, Bima Sinar Bulan Sirayatika, Desi Suryatika, Desi Try Wulandari Wahdania Wahdania Winata, Ludovicus Krista Wulan Sri Ayu Kartika Kirana Zovanka Putri Nabila