Articles
<![CDATA[Mastering English Grammar through the Implementation of Interactive Grammar Game Applications in English Classes ]]>
<![CDATA[sih pratiwi, Dyah]]>;
<![CDATA[Sugandi, Bastian]]>;
<![CDATA[Fakhrunnisa, Fakhrunnisa]]>
<![CDATA[ ELT-Lectura Vol. 12 No. 1 (2025): Vol. 12 No. 1 (2025): ELT-Lectura Studies and Perspective in English Language ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/elt-lectura.v12i1.23779
<![CDATA[Abstract: Grammar is one of the most important elements of the English language. There is not a single word in English that does not involve grammar. In fact, a lot of English proficiency tests use grammar as one of the parts. Mastering grammar is as easy as mastering writing and speaking. This makes grammar has a big contribution in mastering English. The purpose of this research is to improve English Grammar skills through the implementation of a grammar game application in English classes in the digital era. This application contains grammar exercises and interactive training games and is very contemporary. The approach used in this study is a quantitative experimental method, employing a pretest-posttest control group design. The study involved two groups: an experimental group and a control group. The data analysis process is divided into two stages. The first stage involves analyzing the pretest and posttest data, while the second stage focuses on analyzing data from the questionnaire on the application's use. For the pretest and posttest data, a t-test is applied. Specifically, an independent t-test, which is a type of parametric test, is used to compare two independent groups. The analysis is based on two criteria: (1) if the significance value (2-tailed) is greater than 0.05, it indicates no significant difference between the groups; (2) if the significance value (2-tailed) is less than 0.05, it indicates a significant difference. The comparison of pretest and posttest scores between the experimental and control groups serves to address the research question about the effectiveness of the English Grammar Practice application in enhancing grammar skills. The results suggest that the application has a positive impact. Although the experimental group initially scored lower on the pretest than the control group, the posttest results showed that the experimental group outperformed the control group, demonstrating the effectiveness of the application in improving grammar proficiency.]]>
<![CDATA[Speaking, How To Improve This Competence? An Exploration Of Individual performance Task in Speaking Class ]]>
<![CDATA[sih pratiwi, Dyah]]>
<![CDATA[ ELT-Lectura Vol. 12 No. 2 (2025): ELT-Lectura Studies and Perspective in English Language Teaching ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/y64ybg48
<![CDATA[Abstract The aim of this research is to know individual performance task improving students’ speaking skill in speaking class. Qualitative is the method of this research. Descriptive qualitative is presented in form table and diagram data. The samples of this research are students in speaking class one of the Universities in Bandar Lampung. There are 17 students who take speaking class. The data collecting technique used interviewed and documentation. The interviewed is used in this research in gaining the students’ opinion after doing speaking class using individual performance task. This research used unstructured interviewed. There are 13 questions as guide questions have given to the students. The documentation also used in this research that the score of speaking class.The result of interviewed there were 82% students improve in students’ self-confidence. 76% students claimed that they get improve in speaking technical skill. Learning independence of students also improve at 64% in percentage scale. The highest significant improvement is at learning strategies, there were 94% in percentage scale.Task effectiveness also one of issues got improving 70% in percentage scale. Task challenge was 58% in percentage scale. Hope and suggestion of students got 35% in percentage scale. Meanwhile, based on the documentation speaking score before and after doing individual performance task there were 21% improving of students’ speaking score. All of the data above, it can be shown that individual performance task can improve speaking skill in speaking class.]]>
<![CDATA[INTROVERT PERSONALITY: CHALLENGING IN SPEAKING CLASS ]]>
<![CDATA[Pratiwi, Dyah Sih]]>;
<![CDATA[Prihatini, Candraning]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 4 No. 2 (2023): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v4i2.1628
<![CDATA[The purpose of this research is to find out the challenges of introverted students in practising speaking skills in speaking class. As we know, an introverted personality usually feels shy to speak something in front of a crowded situation. This research investigated the difficulties and the strategies of introverted students in gaining good performance in speaking class. This research used a purposive sampling technique. The sample of this research is 4 students from one of the universities in Lampung. For gaining the introvert sample, this research used Eysenck’s Personality Inventory (EPI). This research is qualitative. The data collecting technique used interviews. The result indicated that there are many challenges in speaking for introverted students. It is because they must face many difficulties to do well performance in speaking class. There are five challenges in speaking class for introverted students namely having a lack of self-confidence, feeling shy, fear of making mistakes, and lack of knowledge. Based on the interview, all introverted students have the same strategy in gaining good performance in speaking class namely well preparation before performing in speaking class. They do a lot of practice before performing in speaking class.]]>
<![CDATA[The use of vodcasting in improving students' speaking skills: The use of vodcasting in improving students' speaking skills ]]>
<![CDATA[Efiyani, Susi Efiyani]]>;
<![CDATA[Pratiwi, Dyah Sih]]>;
<![CDATA[Syafiq, Ahmad]]>
<![CDATA[ ELT-Lectura Vol. 11 No. 1 (2024): ELT-Lectura Studies and Perspective in English Language Teaching-in progress ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/elt-lectura.v11i1.16436
<![CDATA[Media should be included into learning activities to help teachers and students alike understand the information being taught. The purpose of this study is to ascertain whether employing vodcasting may help class X students at SMK 2 Muhammadiyah Bandar Lampung improve their speaking abilities. Experimental research is the term for this kind of study. Data is collected through tests. It is expected that the study findings could be used as reading material and a basis for further relevant research. It is hoped that the results of this research can be used as an important input for schools, especially for vocational school teachers, where the results of this research can be used as a reference in implementing learning media to improve student learning outcomes; b) for junior high school students, the results of this study are able to create meaningful learning so that it has a strong influence in improving learning outcomes and student motivation. Referring to the calculation results of hypothesis testing, the mean pretest value was 71,72 while the mean post-test was 80,59, thus the Ho hypotension result was rejected and Ha was accepted. Looking at the Sig value 0.00 <0.05, it indicates a significant improvement before and after using vodcasting.]]>
<![CDATA[Improving English Speaking Skills Using Creative Crafting Media ]]>
<![CDATA[Kania Paswa Clearesta]]>;
<![CDATA[Musiman, Musiman]]>;
<![CDATA[Sih Pratiwi, Dyah]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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<![CDATA[This study investigates the use of creative handicraft media to improve the English speaking skills of eighth-grade students at SMP Surya Dharma 2 Bandar Lampung. The research was conducted in response to students’ difficulties in speaking English, particularly related to low confidence, limited vocabulary, and fear of making mistakes. Handicraft activities were incorporated into speaking lessons to provide students with meaningful learning experiences and to encourage active participation. The results show that the use of creative handicraft media positively influences students’ speaking performance and classroom involvement. This study demonstrates that creative handicraft media can be an effective learning alternative in junior high school English classes, as it helps create a more engaging learning atmosphere and supports students in developing confidence when speaking English.]]>
<![CDATA[THE STUDENTS' PERCEPTION OF USING INSTAGRAM TOWARD VOCABULARY MASTERY ]]>
<![CDATA[Puji Handayani]]>;
<![CDATA[Dyah Sih Pratiwi]]>
<![CDATA[ EXPOSE (Journal of English Education and for Specific Purpose) Vol 1, No 1 (2023): EXPOSE (Journal of English Education and for Specific Purpose) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Lampung ]]>
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DOI: 10.36269/expose.v1i1.1700
<![CDATA[The purpose of this research is to find out whether Instagram has a positive impact on English vocabulary learning. The method used in this research is a qualitative method. The results show that 75% of students’ perception agree that writing captions in Instagram could help students in vocabulary mastery, this is consistent by the data 40% of students strongly agree with statement that students want to learn English vocabulary in order to create an English caption. The researcher’s conclusion that Instagram as a media for English learning has a positive impact on students' vocabulary ability at SMK Muhammadiyah 2 Bandar Lampung.]]>
<![CDATA[AN ANALYSIS OF PERSONAL JUDGMENT ON STUDENTS’ CONFIDENCE IN SPEAKING ENGLISH ]]>
<![CDATA[Widiyanti, Okta]]>;
<![CDATA[Dyah Sih Pratiwi, Dyah Sih Pratiwi]]>;
<![CDATA[Candraning Prihatini, Candraning Prihatini]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 7 No. 1 (2026): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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<![CDATA[Speaking ability is an important skill for students learning English; however, many students still have difficulty speaking fluently. Previous studies have discussed psychological factors that affect speaking performance, but limited attention has been given to the role of self-assessment in relation to students' speaking ability. Therefore, the purpose of this study is to look at the connection between students' confidence in their ability to speak English and their own judgment. A quantitative correlation design is used in this investigation. A speaking confidence test and a personal judgment questionnaire were used to gather data. Prior to data analysis, the validity and reliability of the instruments were examined. Spearman's rho correlation analysis was used because one of the variables was not normally distributed. The results showed that speaking confidence and personal judgment had a high and statistically significant positive link (r = 0.741, p < 0.05). According to this finding, students who had more positive evaluations of their speaking abilities tended to have greater levels of confidence when speaking. The results show a strong correlation between students' confidence in speaking English and their own judgment. In conclusion, personal judgment affects students' confidence in performance in speaking English, and should be considered in English language teaching]]>
<![CDATA[Busuu Application Aided Instruction in Improving Students Pronunciation ]]>
<![CDATA[Shinta Bella Puspita]]>;
<![CDATA[Dyah Sih Pratiwi]]>;
<![CDATA[Ahmad Syafiq]]>
<![CDATA[ Journal of English Education, Literature and Linguistics Vol 8 No 2 (2025): Journal of English Education, Literature, and Linguistics ]]>
Publisher : <![CDATA[STKIP PGRI Lubuklinggau ]]>
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DOI: 10.31540/jeell.v8i2.3762
<![CDATA[This research aims to determine the effectiveness of the Busuu application in improving the English pronunciation skills of tenth-grade students at MA Muhammadiyah Batuliman, South Lampung. The subjects of this study were 16 students selected through purposive sampling. The research employed a Classroom Action Research (CAR) design conducted in two cycles. Data collection techniques included observation and pronunciation tests, with pre-test and post-test scores analyzed to measure improvement. The results showed an increase in the average score from 62.5 in the pre-test to 70.0 in post-test Cycle I, and 82.3 in post-test Cycle II, indicating a total improvement of 31.68%. The use of Busuu’s audiovisual features and interactive learning environment enhanced students’ motivation, engagement, and confidence in speaking English. Students became more active, independent, and reflective in their learning, with noticeable improvements in word stress, intonation, and rhythm. These findings are consistent with previous studies highlighting the positive impact of mobile-assisted language learning. The study concludes that integrating the Busuu application into English instruction can effectively support pronunciation mastery and foster autonomous learning.Keywords: Busuu Application, Pronounciation, Classroom Action Research]]>
<![CDATA[The Effect of English Songs on Pronunciation Skills of Vocational High School Students ]]>
<![CDATA[Leni Yuniati]]>;
<![CDATA[Ahmad Syafiq]]>;
<![CDATA[Dyah Sih Pratiwi]]>
<![CDATA[ Journal of English Education, Literature and Linguistics Vol 8 No 2 (2025): Journal of English Education, Literature, and Linguistics ]]>
Publisher : <![CDATA[STKIP PGRI Lubuklinggau ]]>
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DOI: 10.31540/jeell.v8i2.3809
<![CDATA[Abstract One of the goals of this research is to find out whether pupils' pronunciation improves after listening to English songs taught at a vocational school in Bandar Lampung. Two cycles of three sessions each were used to conduct the study using a Classroom Action Research (CAR) design. In the 2023–2024 school year, thirty tenth graders served as the subjects. Assessments of pronunciation, classroom observations, and reflective notes were utilized to gather data. As a consequence of using Ed Sheeran's "Perfect" during practice in Cycle I, 60% of students were able to reach the minimum score requirement of 75 or above. The second cycle saw an increase of 83% thanks to Adele's Someone Like You. Students' motivation, engagement, and confidence in pronouncing English words all improved, according to the qualitative findings of this study. In conclusion, songs are a great way to make class more fun and interactive while also improving students' pronunciation abilities. Keywords: English Songs, Classroom Action Research, Pronunciation]]>
<![CDATA[THE CORRELATION BETWEEN ENGLISH SPEAKING ANXIETY AND STUDENT ACHIEVEMENT AT UNIVERSITAS MUHAMMADIYAH LAMPUNG ]]>
<![CDATA[Danang Wijayanto]]>;
<![CDATA[Zohri Hamdani]]>;
<![CDATA[Dyah Sih Pratiwi]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) Vol. 13 No. 1 (2026): JEELL Volume 13 Number 1 February 2026 ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Jombang ]]>
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DOI: 10.32682/jeell.v13i1.113
<![CDATA[The purpose of this research was to investigate the impact of English speaking anxiety and academic achievement among second-semester English Education students at Universitas Muhammadiyah Lampung. Despite the recognized importance of speaking skills in EFL contexts, many Indonesian students experience significant anxiety that potentially impacts their academic performance. This research used a quantitative approach. The data were collected from 13 students through the adapted Speech Anxiety Thoughts Inventory (SATI) and speaking assessments evaluated with Brown and Abeywickrama's (2019) rubric. The Pearson correlation analysis showed a strong negative relationship between speaking anxiety and academic achievement (r = -0.876, p = 0.001), with anxiety accounting for 76.7% of the variance in speaking scores. Qualitative analysis of questionnaire responses identified fear of negative evaluation, limited vocabulary, and lack of confidence as primary anxiety sources. While the strong correlation indicates a significant relationship, the study's limitations, including small sample size and correlational design, preclude causal inferences. The finding underscores the need for pedagogical interventions addressing affective factors in language learning and suggests directions for future research with larger samples and experimentally designed.]]>
