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SPEECH FUNCTION OF ENGLISH CLASSROOM INTERACTION AT 12TH GRADE OF SMK TEKNOLOGI NASIONAL BEKASI Ananda, Pradita Cahya; Chairiyani, Ika
Jurnal Web Informatika Teknologi Vol. 7 No. 1 (2022): Jurnal Web Informatika Teknologi (J-WIT)
Publisher : LPPM STMIK WIT

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The goal of this study was to discover and describe classroom interaction in the English teaching and learning process at SMK Teknologi Nasional Bekasi's eighth grade. This study was conducted in the form of a descriptive qualitative study with a naturalistic approach. Observations through online systems and in-depth interviews were used to collect data for this study at SMK Teknologi Nasional Bekasi. The result was (1) interaction in pre-teaching, which was further divided into four categories: greeting, asking students' conditions, checking students' attendance, and announcing the materials that would be learned by the students in the meeting; (2) interaction in while-teaching, which was further divided into three categories: motivating students to learn, rewarding students, and assisting students in learning the material; and (3) interaction in post-teaching.

An Error Analysis on Using Present Continuous Tense Pramudiana, Nurcholis; Chairiyani, Ika
Edumaspul: Jurnal Pendidikan Vol 6 No 2 (2022): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

The purpose of this study was to analyze the students’ error in using present continuous tense. The specific objectives were to analyze the percentage of the students’ error and their causes. In analyzing data, the researcher collected the data from the test that must be filled in by the students, identified the students’ errors on their answer sheet, described the types of students’ errors, counted it and analyzed. This research used the descriptive qualitative as the research method, in which include counted on analyzed and present the result of study by described on concluding it. The subject of this research is eight B grade students of SMP N 3 Karawang Timur, amounting to 40 students. The finding showed that there are 375 items of error made by the students. It is found that 56 items or 14,9% errors are addition, 79 items or 21,07% errors are misformation, 55 items or 14,7% errors are misordering, and the most dominant error was error in omission with the frequency 185 items or 49,33%. The causes of error are based on the theory by John Norris (Carelessness, first language inference, and traslacion).

Bibliometric Analysis: The Impact of Using The ELSA Speak Application on Students’ Pronunciation Skills in Articles Indexed By GARUDA Aprilia, Yossy Fortuna; Chairiyani, Ika; Angraini, Rini Septa
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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The purpose of research is to determine the development of research, visualization results between keywords, most often used keywords and research trends in studies on the effect of using the ELSA Speak application in improving students’ pronunciation. The research applied the quantitative descriptive method, was conducted used the GARUDA database 2019-2025 based on the main keyword “ELSA Speak.” 28 relevant articles to the research criteria were identified included title, year, author, publisher, publication, and DOI. Data analysis was conducted using Microsoft Excel, Mendeley, and VOSviewer (network visualization, overlay visualization, and density visualization) as bibliometric analysis tools. The research results show that: (1) Research publications on the topic of ELSA Speak from 2019-2025 appear to be unstable each year, with the highest increase of 14 articles in 2024. (2) There are 49 topics divided into 11 clusters and 107 connections between topics. topics such as “Pronunciation,” “ELSA Speak,” and “Speaking skills” are infrequently mentioned in the research. (4) 100% of the ELSA Speak application is effective in improving students’ pronunciation.

SPEECH FUNCTION OF ENGLISH CLASSROOM INTERACTION AT 12TH GRADE OF SMK TEKNOLOGI NASIONAL BEKASI Ananda, Pradita Cahya; Chairiyani, Ika
Jurnal Web Informatika Teknologi Vol. 7 No. 1 (2022): Jurnal Web Informatika Teknologi (J-WIT)
Publisher : LPPM STMIK WIT

Show Abstract | Download Original | Original Source | Check in Google Scholar

The goal of this study was to discover and describe classroom interaction in the English teaching and learning process at SMK Teknologi Nasional Bekasi's eighth grade. This study was conducted in the form of a descriptive qualitative study with a naturalistic approach. Observations through online systems and in-depth interviews were used to collect data for this study at SMK Teknologi Nasional Bekasi. The result was (1) interaction in pre-teaching, which was further divided into four categories: greeting, asking students' conditions, checking students' attendance, and announcing the materials that would be learned by the students in the meeting; (2) interaction in while-teaching, which was further divided into three categories: motivating students to learn, rewarding students, and assisting students in learning the material; and (3) interaction in post-teaching.

An Analysis of Figurative Language In “My World” Album by Justin Bieber and Its Implementation For 8th Grade Students At MES English Course Audia, Laurel; Chairiyani, Ika; Agustin, Iswandini
Innovative: Journal Of Social Science Research Vol. 4 No. 5 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i5.14868

This research aims to analyze the types of figurative language in Justin Bieber’s songs in “My World” album and to implement the analysis of the figurative language of Justin Bieber’s songs in “My World” Album for 8th-grade students at the MES English Course. This research used the descriptive qualitative analysis method. The research data is taken from seven of Justin Bieber’s songs which are included in “My World” album, One Time, Favorite Girls, Down to Earth, Bigger, One Less Lonely Girl, First Dance, and Love Me. In this thesis, the researcher used Perrine’s theory by Johnson, G. & Thomas R. Arp (2018) about figurative language to make observations by observing, analyzing, and identifying which phrase contained the type of figurative language in Justin Bieber’s song lyrics. The result shows that there are 10 types of figurative language on “My World” album by Justin Bieber. There are 46 Metaphors (46%), 35 Hyperboles (32%), 7 Personifications (6%), 4 Symbols (4%), 3 Metonymies (3%), 3 Similes (3%), 3 Synecdoches (3%), 1 Irony (1%), 1 Understatement (1%), and 1 Paradox (1%). The most dominant type of figurative language found in Justin Bieber’s “My World” album is metaphor. After analyzing the types of figurative language, the researcher also implements to the 8th-grade students to take the questionnaire and their understanding about the figurative language as the data. The result of the implementation in students’ analysis of the figurative language in “Favorite Girl” song by Justin Bieber shows that of 10 students, only 4 students know about metaphor, and 10 students know the most about hyperbole.

Improving Students’ Listening Skills Through Watching English Movie for Vocational High School Masturoh, Khoirunnisa Hifjiah; Siahaan, Leroy Holman; Chairiyani, Ika
Innovative: Journal Of Social Science Research Vol. 4 No. 5 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i5.15588

The study aimed to examine and explain how watching English-language films helped tenth-grade students at SMK Alam Karya Sukawangi Bekasi develop their listening abilities. The X OTKP class, which included 22 pupils, is the focus of this study. Classroom Action Research (CAR) is the methodology used in this study, in which the author works with an English instructor. The action research processes of Kemmis and McTaggart—planning, acting, observing, and reflecting—were followed in the conduct of this study. Cycles of the examination were conducted. Every cycle had between three and five meetings. The statistics gathered for this study came from the observation, interview, check, and teacher's logbook. The study's findings suggest that the students' listening proficiency has improved. At the end of the cycle, most students consistently achieved appropriate ranks. The English lesson's Minimum Mastery Criterion (KKM) score was 71.00. Ten students, or 45.45% of the student body, passed the KKM in the pre-test, with a mean score of 62.42. With a mean score of 67.22, 13 students, or 54.54%, have passed the KKM in cycle one, according to the results of post-test 1. Subsequently, the post-check 2 result from the second cycle shows that sixteen students, or 72.72%, passed the KKM with a mean score of 78.45. The English teacher and the students responded well to the activity, and the classroom environment during the teaching-learning process was good. In summary, pupils' listening abilities can be enhanced by watching English-language films.

Fun English with Games to Improve Competence Speaking English Students at SDIT Assalam Green School, Cileungsi, West Java Solo, Lenny; A.E, Yon; Siahaan, Leroy; Franscy, Franscy; Hidayati, Dini; Chairiyani, Ika; Rusmiati, Yanti; Agustin, Iswandini
Jurnal Pengabdian Masyarakat Formosa Vol. 3 No. 1 (2024): February 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/jpmf.v3i1.8066

Learning language will be easier to master when you are a child, but the current curriculum in Indonesia places English language lessons as additional content. So activities are needed to motivate children to learn English. This article aims to introduce English to elementary school students. In this activity, the service applies games to attract students' interest. The application of games is based on the consideration that children at this age still like to play and it will be easier to attract the attention of elementary school students through games. There were 150 community service participants at SDIT Assalam Green School with the theme. Fun English with Games. After this activity was carried out, information was obtained that 99.3% of students liked this activity, 96.6% stated that through game activities made students enthusiastic about learning English, 97.3% stated that this activity increased knowledge related to English, and 98.6% stated that this activity made students want to learn English. Thus it can be concluded that there is an increase in English language knowledge obtained by students at SDIT Assalam Green School.

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