Article Per Year (5 Year)
p-Index From 2021 - 2026
4.495
P-Index
This Author published in this journals
All Journal IAES International Journal of Artificial Intelligence (IJ-AI) Tadris: Jurnal keguruan dan Ilmu Tarbiyah International Conference on Education and Language (ICEL) LINGUISTIKA English Review: Journal of English Education OKARA: Jurnal Bahasa dan Sastra International Multidiciplinary Conference on Social Sciences (IMCoSS) Jurnal Manajemen Pendidikan ETERNAL(english, teaching, learning, and Research Journal) Jurnal Ilmiah Peuradeun Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of English Education Studies Elsya : Journal of English Language Studies Journal of English Language and Culture Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Journal of English Language and Education Beyond Linguistika: Journal of Linguistics and Language Education Jurnal Kajian Ilmu Pendidikan (JKIP) Engagement: Jurnal Pengabdian Kepada Masyarakat Journal of Scientific Insights International Journal of Technology and Education Research International Journal of Education, Vocational and Social Science Educational Research Indonesia Ar-Rasyid: Jurnal Publikasi Penelitian Ilmiah
Susanto, Susanto
Universitas Bandar Lampung
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

Published : 36 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 36 Documents
Search

 1   2   3   4 
The Analysis of Speech Sounds Produced by Children Using Praat Software: A Case Study of Late Talkers at Way Kandis Village Tanjung Senang in Bandar Lampung Anaria Seftika; Susanto, Susanto; Deri Sis Nanda
International Journal of Technology and Education Research Vol. 2 No. 04 (2024): October - December, International Journal of Technology and Education Research
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v2i04.1046

Abstract

Language is something that humans have from birth, both verbal and nonverbal. Every child's language development is different. In the early stages, children will use simple words to express what they want to say. Late talker refers to delays the development of spoken language in children, including delays in understanding language, pronouncing words correctly, and the ability to speaking fluently. This study aims to: 1. Explore the phonological processes produced by late talkers; and 2. Explore the dominant sound errors that occur in late talkers. The samples were 15 late talkers aged 3-5 years. The method used qualitative, the data was collected by observation and using the PRAAT software to analyze the pronunciation errors. PRAAT is software written and maintained by Paul Boersma and David Weenink from the University of Amsterdam. The findings show that there are 26 processes, namely lateral substitution, flap substitution, palatal fronting, onset deletion, velarization, cluster reduction, velar fronting, approximats substitution, affricates substitution, devoicing, favorite sound, voicing, nasalization, consonant vowel interaction, nasal simplification, vowel lowring, other harmony patterns (labial targeting coronal, labial targeting dorsal, coronal targeting dorsal), /s/-clusters, harmony targeting coronal, positional variation, syllable deletion, fricativization, final consonant deletion, reduplication, coda cluster simplification, and vowel raising. Late talkers employ velar fronting (41%), lateral substitution (40%), and cluster reduction (19%). The conclusion from this research is that late talkers employ 26 different processes and the process preferred by late talkers is changing velar consonants (k, g, ŋ) into alveolar consonants (t, d, s, z, n, l, r).
Leveraging ELAN Software for Analyzing Storytelling Gestures in Students at SMAN 1 Semaka Siti Badriyah; Susanto, Susanto; Yanuarius Yanu Dharmawan
International Journal of Education, Vocational and Social Science Vol. 3 No. 03 (2024): August, International Journal of Education, Vocational and Social Science( IJV
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v3i03.960

Abstract

This study investigates the use of nonverbal communication (NVC), namely gestures, in the narrative exercises of students at SMAN 1 Semaka. The objective is to determine and classify the precise types and frequencies of gestures used. The use of ELAN software allows for a thorough study, which shows that specific gestures, such as Open Hands (OP) and Head Tilting (HT), are commonly employed and have a substantial impact on improving the delivery of a narrative. On the other hand, gestures such as Hands on Hips (HH) and Hand on Cheek (HCH) were not frequently seen, indicating that their significance may vary depending on the situation and the individual's way of expressing a tale. This study highlights the significance of incorporating Nonviolent Communication (NVC) into educational methods in order to enhance students' proficiency in communication and storytelling. This study enhances our overall comprehension of nonverbal communication in educational environments and emphasises the usefulness of technological tools such as ELAN in furthering educational research.
Praat-Based Analysis Of Phonological Patterns In Pitch, Intensity And Duration Of Students’ News Reading At SMAN 1 Semaka Shanti Anggraeni; Susanto Susanto; Deri Sis Nanda
International Journal of Education, Vocational and Social Science Vol. 3 No. 03 (2024): August, International Journal of Education, Vocational and Social Science( IJV
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v3i03.1117

Abstract

The aim of this research is to measure the pitch, intensity and duration of news reading by SMAN 1 SEMAKA students who take part in the English language club. In this study, we used PRAAT software to measure and analyze pitch, intensity, and duration. This research uses qualitative methods and analytical data collection tools to identify, with a sample size of 10 students with 50 news stories, so that each student reads 5 news stories. This analysis shows the results of measuring the pitch, intensity, and duration of each student at SMAN 1 SEMAKA, so this research also shows different measurement results of each individual student in reading the news which is measured by the length of each sentence.
Insights into Enhancing English Pronunciation and Vocabulary through Drilling and Word Repetition Techniques Ihsani, Pelangi Fadhilah; Nanda, Deri Sis; Susanto, Susanto
Journal of Scientific Insights Vol. 2 No. 1 (2025): February
Publisher : Science Tech Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69930/jsi.v2i1.276

Abstract

Effective pronunciation and vocabulary acquisition are essential in English language learning, particularly for non-native speakers. Drilling and word repetition techniques are widely regarded as effective strategies for enhancing linguistic skills. This study examines the implementation and perceived effectiveness of these techniques in improving pronunciation, vocabulary, and comprehension among eleventh-grade students at SMK Swadhipa 1 Natar, Lampung Province, Indonesia. Using a qualitative descriptive approach, data were collected through a structured questionnaire comprising 25 questions, designed to assess students’ confidence, interest, and perceptions of the effectiveness of these methods. Out of 60 students, 29 participated, sharing valuable insights into their experiences and attitudes toward drilling and repetition techniques. The findings reveal that these methods are effective in improving pronunciation, grammatical understanding, and text comprehension. They also boost students’ confidence and interest by offering opportunities for repeated practice and corrective feedback. However, challenges such as pronunciation difficulties and a lack of confidence were reported, highlighting the need for adaptive and supportive teaching practices. This study underscores the importance of integrating repetitive learning approaches into English instruction to foster effective and engaging learning experiences.
Empowering Drug Rehabilitation Participants through Cognitive Behavioral Therapy (CBT) in Metro City, Lampung Susanto, Susanto; Nanda, Deri Sis; Zein, Muhammad
Engagement: Jurnal Pengabdian Kepada Masyarakat Vol 9 No 1 (2025): May 2025
Publisher : Asosiasi Dosen Pengembang Masyarajat (ADPEMAS) Forum Komunikasi Dosen Peneliti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/engagement.v9i1.1871

Abstract

This community service activity aims to empower groups undergoing drug rehabilitation through a Cognitive Behavioral Therapy (CBT) approach. This approach emphasizes changing thought and behavior patterns, aiming to help participants manage urges to use drugs, develop stress management skills, and face social pressures more adaptively. The program is conducted at the Lentera Putih Bersinar Drug Rehabilitation Community in Metro City, Lampung Province, involving 10 participants currently in recovery. The implementation methods include intensive training, group counseling, and individual therapy sessions led by professionals. Results indicate an improvement in participants' understanding of adaptive thinking patterns, emotional management skills, and a reduction in drug-use urges. Evaluation shows that after the program, participants enhanced their skills in identifying and managing addiction triggers and developed a more positive and resilient mindset. Based on these results, the CBT-based empowerment program provides long-term skills that support participants in sustaining their recovery. In conclusion, CBT in drug rehabilitation shows promising potential for sustainable development and broader community application.
UTILIZING FLASHCARDS TO IDENTIFY PHONOLOGICAL ERRORS AND ENHANCE LEARNING ENGAGEMENT AMONG STUDENTS WITH INTELLECTUAL DISABILITIES Wijaya, Karina Aprisyahila; Nanda, Deri Sis; Susanto, Susanto
Journal of English Language and Culture Vol 15, No 2 (2025): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v15i2.8139

Abstract

Education is a right for every individual. For students with mental disorders, teaching English poses a unique challenge that requires teachers to find effective teaching media for vocabulary instruction. This study aims to identify phonological errors of students with intelectual disabilities learning vocabulary and explore how to teach vocabulary to students with intelectual disabilities using flashcards the research employs a qualitative approach with descriptive analysis, involving observation and auditory analysis to identify four voice recordings from students with different intelectual disabilities. The results reveal that students who experienced ADHD and communication disorder showed good engagement during the learning process, but encountered pronunciation errors. Meanwhile, students with autism and slow learning experienced difficulties in both participating in learning activities and pronunciation. These difficulties are caused by intelectual disabilities affecting their socialization abilities and leading to learning delays. Based on these findings, it can be said that the use of flashcards is effective as a vocabulary-learning medium for students with mild mental disorders. However, for students with more severe mental disorders, a more authentic approach is required. This is important for educators to understand students’ conditions in determining the appropriate teaching media.
Reconstructing Teachers’ Language Intervention for Phonological Aspects in EFL Classroom Susanto, Susanto; Nanda, Deri Sis; Ishak, Wan Irham
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 7 No 2 (2022): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v7i2.12309

Abstract

Teachers’ language intervention can play a key role in helping students in the classroom interaction to learn a foreign language. In this paper, we discuss the teacher’s language intervention for phonological aspects in the English as a Foreign Language (EFL) classroom. We used a qualitative descriptive approach with a phenomenological research design. As the data, we recorded the language exchanges between the students and their teachers at the fifth year of a Primary School (Sekolah Dasar) in Bandar Lampung, Indonesia. We categorized three types of teachers’ language intervention, i.e. focalization, correction, and solicitation. Focalization intervention is manifested by the production of a lexical element. The intervention was observed in three situations, namely when reading familiar and unfamiliar English short stories, and playing a game with cards containing English words with their respective pictures, introduced in the stories. The teachers’ language interventions were coded in relation to phonological aspects, i.e. phoneme, syllable, and rhyme. The results show that there are 159 interventions in total. The teachers’ language interventions have the number of speech turns and the duration of the interactions varied in accordance with the context of situation, the Speech-turns mostly occur in reading unfamiliar English stories either for focalization, correction, or solicitation. Thus, this study concluded that teachers intervened more often in reading time of unfamiliar English stories, used focalization more frequently in the intervention, and utilized syllables more preferably as the focus in the intervention. As the implication, variability in the frequency and nature of interventions by the teachers could be at the origin of the differences observed in the performance of students.
Analyzing the Student’s Phonological Awareness and its Relation to the Reading Skill in EFL Classroom Susanto, Susanto; Nanda, Deri Sis
Jurnal Ilmiah Peuradeun Vol. 11 No. 2 (2023): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v11i2.793

Abstract

Phonological awareness has been claimed as one of the significant factors in learning to read. This paper reported our research on students' phonological awareness in EFL classrooms. We wanted to examine whether the phonological awareness tasks correlate with reading accuracy. Firstly, we analyzed their phonological awareness in the tasks of identification, substitution, addition, and deletion in English phonemes and syllables. Then, we discussed the relationship between phonological awareness and reading skills. We observed the students (N=143) of the even semesters (II, IV, VI, and VIII) at the English Education Department (Academic Year 2021/2022), Universitas Bandar Lampung, Indonesia. From the complete task of knowing students' phonological awareness that has been carried out, there was an increase in the average score from Semester II to Semester VIII students. The highest mean score was found in the student's test scores of Semester VIII (91.2; SD 6.3) and the lowest for Semester II students (62.5; SD 11.4). To test whether the phonological awareness tasks correlated with reading accuracy, the Pearson product-moment correlation coefficient (r) was calculated, and the results showed that the reading accuracy had a positive correlation either for the phoneme (r = 0.472) and syllable (r = 0.534) tasks and the correlation was significant (p < .01).
HARMONIZING SOUND AND SCRIPT: INTEGRATING PHONETIC SYMBOLS WITHIN THE LEXICAL APPROACH TO IMPROVE EFL LISTENING SKILL Susanto, Susanto; Nanda, Deri Sis
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9224

Abstract

Phonetic symbols play a crucial role in linguistics by providing a systematic means to represent the phonological attributes of words, encompassing both pronunciation and orthographic manifestations. Their primary function is to enhance the identification and comprehension of words in spoken and written language contexts. In the realm of English as a Foreign Language (EFL), this study explores the utilization of phonetic symbols to enhance students’ clarity and understanding when engaging with the English lexicon. This application is integrated into the framework of the lexical approach, a pedagogical paradigm that underscores the significance of mastering vocabulary and language components such as collocations, phrases, and idiomatic expressions. The participants were 46 students enrolled in phonetics and phonology courses at the English Language Education Department, Bandar Lampung University, Indonesia. The research design follows a classroom action research model, aiming to enhance students’ listening skills through the strategic incorporation of phonetic symbols within the lexical approach framework. Based on observations and assessments, the study reveals that proficiency in recognizing and differentiating phonetic symbols contributes to students’ comprehension of words embedded in spoken texts. Furthermore, the results from the testing phase indicate that 36 out of 46 students achieved a passing score of 75 or higher, reflecting a success rate of 78%. This achievement aligns with the predetermined research success criteria, highlighting the positive impact of incorporating phonetic symbols within the lexical approach for improving students’ language skills. The implications suggest that incorporating phonetic symbols within the lexical approach framework can serve as a valuable pedagogical strategy for educators aiming to enhance students listening skills and overall language proficiency in an EFL context.
An Acoustic Analysis of Student-Produced Speech in Speed Reading Using a Teleprompter at Al Azhar 3 Senior High School Bandar Lampung Dewi, Hamelia Qomara; Susanto, Susanto; Nanda, Deri Sis
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1951

Abstract

This study investigates the acoustic differences in student-produced voice during speed reading with and without a teleprompter in an English as a Foreign Language (EFL) context. The research aims to examine how teleprompter-assisted reading affects fluency, prosody, and pronunciation. A quasi-experimental quantitative design was conducted with 30 senior high school students who were members of the English Club at SMA Al Azhar 3 Bandar Lampung. Each participant performed three reading tasks: without a teleprompter, with a teleprompter at 1% speed, and with a teleprompter at 50% speed. Recordings were analyzed using Praat software to measure pitch, intensity, duration, and pronunciation errors. The findings showed no significant differences in pitch and intensity (p .05). However, reading duration was significantly longer at 1% speed (p .05), indicating more deliberate articulation. Descriptive results also revealed fewer pronunciation errors at 1% speed than at 50% speed. These findings suggest that adjusting teleprompter speed can optimize speech clarity, making teleprompters a valuable tool for improving EFL learners’ fluency and accuracy in public speaking training.
Co-Authors Anaria Seftika Bagus Firmansyah Bery Salatar Chunxu Shi Dedi Kurniawan Deri Sis Nanda Desi Ike Sari Dewi, Hamelia Qomara Dwiniasih Farah Sukmawati Wahidah Fatima A. Putri Harris Hermansyah Setiajid Ihsani, Pelangi Fadhilah Irma Khirana Ishak, Wan Irham Juni Suryanadi Khairudin Khairudin Margaretha Taniria Sarumaha Mila Febriyanti Novi Yanti Nurmala Eka Putri Puri, Indah Retno Rafik-Galea , Shameem Resti Hosiana Situmorang Rodiatun, Rodiatun Sariyatun Sariyatun Septiyana, Linda Shanti Anggraeni Siti Badriyah Supasa, Aprilia Yunda Susilo Handoko Tri Nun Hartini Wan Irham Ishak Wijaya, Karina Aprisyahila Wirathama Hazera Putra Yanuarius Yanu Dharmawan Yuliasari Yuliasari Zein, Muhammad Zulyaden