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Obstacles and Efforts of Online English Learning In Elementary Schools Musiman, Musiman; Prihatini, Candraning
Jurnal Basicedu Vol. 5 No. 6 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i6.1667

The implementation of online learning in Indonesia due to Covid-19 pandemic raises problems for the schools, students, and parents. This research was done to reveal the real obstacles the schools, students, and parents face and the efforts they have done as the ways out of the obstacles. It is a descriptive qualitative research with 7Â school principals, 7 English teachers, and 43 fifth graders with their parents as the subjects of the research. The result shows that all school principals and teachers (100%) mention that they find it difficult to control the students. Eighty percent teachers mentioned that they find it difficult to explain the material. It is difficult for students to understand the lesson was mentioned by 64% students. Facing those obstacles, school principals, teachers, students, and parents have done some efforts as the ways out. Their efforts, however still do not solve all the obstacles yet. Thus, if all the obstacles of online learning can be solved, the writers believe that online learning can be used as an alternative learning technique after the Covid-19 pandemic

INTROVERT PERSONALITY: CHALLENGING IN SPEAKING CLASS Pratiwi, Dyah Sih; Prihatini, Candraning
Journal of English Education and Linguistics Vol. 4 No. 2 (2023): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v4i2.1628

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.

Meningkatkan Ketrampilan Literasi Membaca dengan Menggunakan Metode P2R Prihatini, Candraning; Musiman, Musiman; Wahyuningsih, Yulia
Wahana Didaktika : Jurnal Ilmu Kependidikan Vol. 22 No. 1 (2024): Wahana Didaktika: Jurnal Ilmu Kependidikan
Publisher : Faculty of teaching training and education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/wahanadidaktika.v22i1.15056

Membaca merupakan keterampilan sadar bahasa Inggris yang perlu dikuasai di era digital. Keterampilan ini menjadi salah satu faktor penentu masuknya informasi dari dunia luar. Tujuan dari penelitian ini dalah untuk meningkatan keterampilan membaca dengan menggunakan sebuah metode pembelajaran yang disebut dengan P2R. Penelitian ini merupakan penelitian dengan mengunakan pendekatan eksperimental dalam menyajikan data yang didapat dilapangan. Metode analis data didapat dari proses pre tes, treatment dan tahapan yang terakhir yaitu post tes. Hasil penelitian ini menunjukan adanya peningkatan terhadap keterampilan membaca responden setelah diberikan treatment. Metode ini dinilai cukup efektif dalam meningkatkan kemampuan pemahaman membaca responden

Obstacles and Efforts of Online English Learning In Elementary Schools Musiman, Musiman; Prihatini, Candraning
Jurnal Basicedu Vol. 5 No. 6 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i6.1667

The implementation of online learning in Indonesia due to Covid-19 pandemic raises problems for the schools, students, and parents. This research was done to reveal the real obstacles the schools, students, and parents face and the efforts they have done as the ways out of the obstacles. It is a descriptive qualitative research with 7Â school principals, 7 English teachers, and 43 fifth graders with their parents as the subjects of the research. The result shows that all school principals and teachers (100%) mention that they find it difficult to control the students. Eighty percent teachers mentioned that they find it difficult to explain the material. It is difficult for students to understand the lesson was mentioned by 64% students. Facing those obstacles, school principals, teachers, students, and parents have done some efforts as the ways out. Their efforts, however still do not solve all the obstacles yet. Thus, if all the obstacles of online learning can be solved, the writers believe that online learning can be used as an alternative learning technique after the Covid-19 pandemic

The Steps to Master Listening Skills through the Use of the Independent Dimension-Based Listen English Daily Practice Application Through the Pancasila Student Profile Scheme Prihatini, Candraning; Musiman, Musiman; Fitriyani , Dhafiya
ELT-Lectura Vol. 12 No. 1 (2025): Vol. 12 No. 1 (2025): ELT-Lectura Studies and Perspective in English Language
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v12i1.22122

This research aims to describe the implementation of effective steps to master listening skills through the use of the Independent Dimension-based Listen English Daily Practice application through the Pancasila student profile scheme. In the English Language Education study program at Muhammadiyah University of Lampung, the Listen English Daily application is used to teach listening comprehension. This shows the effective use of the pre-listening, while-listening, and post-listening stages. This application not only helps students improve their listening skills but also receives positive responses from students thanks to its familiar topics, interesting features, and ease of use. This research uses descriptive analysis and focuses on the Listen English Daily Practice application as the subject. The focus of the research is how this application can be used to help Pancasila students learn to listen better. The results of the study show that using the Listen English Daily Practice application can maximize English learning. This application helps improve language skills such as reading, writing, listening and speaking. Apart from that, this application supports the values of the Pancasila student profile, namely being independent, critical, creative, working together and having global diversity. Therefore, this application not only improves speaking skills but also develops character in accordance with Pancasila values.

INTROVERT PERSONALITY: CHALLENGING IN SPEAKING CLASS Pratiwi, Dyah Sih; Prihatini, Candraning
Journal of English Education and Linguistics Vol. 4 No. 2 (2023): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v4i2.1628

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.

Shaping Spoken Accuracy through Oral Corrective Feedback Tiara Noviarini; Candraning Prihatini
EXPOSE (Journal of English Education and for Specific Purpose) Vol 2, No 2 (2024): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v2i2.4597

Spoken accuracy remains a persistent challenge for undergraduate learners of English as a Foreign Language (EFL), particularly in contexts where English is primarily used within the classroom. Although learners may possess adequate grammatical knowledge, difficulties often arise when producing accurate spoken language in real-time interaction. One instructional practice commonly employed to address spoken errors is oral corrective feedback, yet how such feedback functions interactionally to shape spoken accuracy in undergraduate EFL classrooms requires further exploration. This study aims to examine how oral corrective feedback contributes to shaping spoken accuracy through classroom interaction.Adopting a qualitative case study design, the research was conducted in an undergraduate (S1) EFL speaking class at UAI Syeh M involving 20 students. Data were collected through non-participant classroom observation, video recordings of speaking activities, and semi-structured student interviews. The primary unit of analysis was the feedback episode, consisting of a learners spoken error, oral corrective feedback provided by the lecturer, and the learners subsequent response. The data were analyzed interactionally to identify patterns of oral corrective feedback, forms of student uptake, and their contribution to spoken accuracy.The findings indicate that oral corrective feedback emerges naturally during speaking activities and operates along a continuum from prompt-based strategies to explicit reformulations. Explicit correction was frequently used to address errors that interfered with meaning, while prompt-based feedback such as elicitation and clarification requests encouraged learners to engage cognitively in self-repair. Student uptake manifested in both successful repair and partial responses, reflecting learners attention to linguistic form and engagement in the feedback process. Interview data further revealed that learners perceived feedback prompting reflection and self-correction as particularly supportive of their speaking development.Overall, the study highlights oral corrective feedback as an interactional mechanism that shapes spoken accuracy through learner engagement, noticing, and repair. The findings underscore the importance of context-sensitive feedback practices in undergraduate EFL speaking instruction and contribute to a deeper understanding of feedback processes in classroom interaction.

Implementing Collaborative Writing to Improve High School Students' Grammar Candraning Prihatini
EXPOSE (Journal of English Education and for Specific Purpose) Vol 2, No 1 (2024): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v2i1.4345

This study aims to analyse the errors that occur in the English writing of third-semester students of the Law Study Programme at UIN Syarif Hidayatullah in the English MKDU course. Using a descriptive qualitative approach, this research involved 24 students who were asked to spontaneously write a short essay on a general academic topic. The data were analysed using the Dulay, Burt, and Krashen error taxonomy, which includes omission, addition, misformation, and misordering, complemented by an analysis of vocabulary, spelling, and coherence aspects. The results indicate that grammar errors are the most common category, followed by vocabulary errors, sentence structure, spelling, and paragraph coherence. The findings also reveal that interference from the Indonesian language, limited mastery of basic grammar, limited exposure to English, and reliance on translation tools are the primary factors causing these errors. Overall, this research emphasises the need for a more integrated writing learning approach that focuses on developing linguistic competence, rhetorical strategies, and meaningful feedback to enhance the writing skills of non-English language students.

AN ANALYSIS OF PERSONAL JUDGMENT ON STUDENTS’ CONFIDENCE IN SPEAKING ENGLISH Widiyanti, Okta; Dyah Sih Pratiwi, Dyah Sih Pratiwi; Candraning Prihatini, Candraning Prihatini
Journal of English Education and Linguistics Vol. 7 No. 1 (2026): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

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

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

Improving Ninth Graders' Mastery Of Simple Past Tense Through Word Arrangement Games Dinda Nurlaini; Candraning Prihatini; Ahmad Syafiq
Journal of English Education, Literature and Linguistics Vol 8 No 2 (2025): Journal of English Education, Literature, and Linguistics
Publisher : STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31540/jeell.v8i2.3741

This Classroom Action Research aims to improve the mastery of Simple Past Tense material for 9th-grade students through the application of the Word Arrangement game at MTs Jabal An-Nur Al Islami. This research involved 16 students and was conducted in two cycles consisting of planning, action, observation, and reflection stages. Data was collected through pre-tests, post-tests, and observation. The research results show a significant improvement in students' grammar mastery. The average score increased from 38.13% on the pre-test to 57.5% in the first cycle, and reached 86.25% in the second cycle. The Word Arrangement game creates an interactive and fun learning environment, increases student motivation, and strengthens their understanding of regular and irregular verb forms. This strategy also reflects the principles of constructivist theory, which encourages collaboration, active participation, and contextual learning without relying on digital tools. This finding indicates that simple game-based learning strategies are highly effective in teaching grammar, particularly in educational environments with limited facilities.

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