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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris Englisia Journal Linguistics and Elt Journal Martabe : Jurnal Pengabdian Kepada Masyarakat Borneo Journal of English Language Education Jurnal Pengabdian Masyarakat Borneo Jurnal Borneo Humaniora Jurnal Pengabdian Kepada Masyarakat Patikala PIKAT
Kusmaryani, Woro
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Journal : Linguistics and Elt Journal

 1 
The Effect of Audiobook Media on Students’ Listening Comprehension at Tenth Grade of SMA Negeri 2 Tarakan Ramli, Ramli; Kusmaryani, Woro; Daniel, Agustinus
Linguistics and ELT Journal Vol 13, No 1 (2025): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.29660

Abstract

This research was aimed to investigate the impact of audiobooks on the listening comprehension of students in the English language study at SMA Negeri 2 Tarakan. This investigation employed a pre-experimental design. The researcher collected data from a single class, X-F, composed of 35 students. A written listening test was implemented. The results indicated that the students’ score prior to treatment was 53.91, increasing to 77.60 following the treatment. Consequently, Ha was accepted, and Ho was rejected. The findings demonstrated that audiobooks have the potential to significantly enhance students’ listening comprehension. This media offered advantages in consistent speaking speed, correct pronunciation, and intonation, as well as more comprehensive comprehension of context and details in identifying information from descriptive, narrative, and recount contexts. Therefore, audiobooks can be a highly effective tool for enhancing listening abilities, particularly in the context of language education, during the teaching and learning process.
Pear Deck and Pocable Game on Students’ Vocabulary Knowledge Irsal, Muhammad; Ramli, Ramli; Kusmaryani, Woro; Rianto, Agus
Linguistics and ELT Journal Vol 13, No 1 (2025): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.30046

Abstract

This research examined the effectiveness of Pear Deck and Pocable Game in improving students' vocabulary knowledge at SMPN 10 Tarakan. This research used a quasi-experimental method with a quantitative approach and collected test score data from two classes, namely classes VII-I (control) and VII-II (experimental), each consisting of 29 students. Results showed that Pear Deck and Pocable Game significantly improved vocabulary knowledge compared to PowerPoint. The experimental class experienced a more significant increase in mean score, from 69.03 to 86.2 before treatment to 81.62 afterwards. In the control class, the average score increased from 67.31 to 78.12. These findings demonstrate the significant potential of Pear Deck and Pocable Game as learning media that can encourage students to participate interactively during learning, which improves their understanding of pronunciation, meaning, and vocabulary usage. Networked technology and continuous teacher development are needed to create fun and memorable English language learning.
The Use of Machine Translation Tools on EFL Students’ Writing Tanjung, Firima Zona; Kusmaryani, Woro
Linguistics and ELT Journal Vol 13, No 1 (2025): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.31586

Abstract

Despite the increasing prominence of machine translation (MT) tools in academic settings, few studies have explored how EFL students balance the use of translation techniques with digital assistance while also enhancing their writing skills. This research investigates how fourth-semester EFL students translate and articulate their views on utilizing MT tools to support academic writing. The fourth semester students enrolling translation course in an undergraduate program in a public university in Indonesia participated in this mixed method research. Data were gathered from documents, questionnaire, and interview which then analyzed with qualitative method and descriptive statistical analysis. The findings reveal that borrowing and literal translation were the most frequently used techniques, followed by transposition and adaptation. It indicates students’ reliance on direct linguistic transfer and their emerging grammatical flexibility and cultural awareness. Although the students acknowledged the limitations of MT tools and the need for critical post-editing, they had positive attitudes toward MT tools usage. The study concludes that students are in a transitional phase of translation competence. Hence, pedagogical interventions—emphasizing writing conventions, post-editing skills, and MT literacy including etiquette—are highly required for endorsing the development of both translation and academic writing skills in EFL academic settings.
Intralingual and Interlingual Grammatical Error Analysis on Students’ Writing Kusmaryani, Woro; Fitriawati, Fitriawati
Linguistics and ELT Journal Vol 11, No 1 (2023): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v11i1.15775

Abstract

This article is intended to reveal students’ Intralingual and Interlingual Grammatical Error on their writings. The design of this research was descriptive qualitative. This research was conducted at Junior High School Level with 21 participants through purposive sampling method. Students’ writings were the main data used in this research. Based on the students' writings, the researchers pinpointed the errors' sources. Using Richards' categorization, the errors were then divided into intralingual transfer and interlingual transfer. Intralingual transfer was the first and most frequent source of errors. This type contained 66 errors, or 84%. Interlingual error was the second most common type of error, accounting for 13 or 16% of all errors. The target language itself, which led to the students' errors. Interlingual error occurred when students employed the first language system to produce language because they were unaware of the rules or grammar of the target language they were learning. It is crucial for teachers explain to students how grammatical notions function in context. Giving constructive feedback on English grammar assignments will enable teachers and students to gain a better idea of where each person sits in terms of their knowledge level.
The Effectiveness of Elsa Speak Application on Students’ Speaking Skills at Tenth Grade of Senior High School in Tarakan Kusmaryani, Woro; Rahayu, Febrianti
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.33414

Abstract

English speaking skill is very crucial because this ability expresses thoughts, feelings, and ideas in real situations through a dynamic and interactive process for personal and professional purposes.  Despite the growing integration of AI-based language learning applications in EFL classrooms, there is still limited empirical evidence on the effectiveness of the ELSA Speak application in improving the speaking skills. The purpose of this study was to investigate the effectiveness of using ELSA Speak application on speaking skill of 10th grade students of Senior High School in Tarakan. The method employed in this study was a pre-experimental. The sample of this study was class X-5 consisting of 33 students, who were selected through cluster random sampling. The stages of the study were pre-test, treatments, and post-test. Treatment was given for 5 meetings. The pre-test and post-test focused on testing English language skills in the aspects of pronunciation, grammar, vocabulary, fluency, and comprehension. Pre-test and post-test data were analyzed statistically using the non-parametric Wilcoxon Signed-Rank test. The results of the statistical analysis showed that the p-value of 0.00 was far below the operational standard of 0 05 with a Z score of -5.152 indicating that the treatments using ELSA Speak application showed a significant effect on speaking skill of 10th grade students of Senior High School in Tarakan. The 'study by topic feature in ELSA Speak application was the most effective feature in improving students' speaking skill because it provided contextual and relevant speaking exercises to real-life situations.
Community Language Learning as a Supportive Approach to Affect EFL Learners’ Speaking Skills Ramli, Ramli; Nurhidayati, Nurhidayati; Arifin, Arifin; Rafiqa, Syarifa; Rosmayanti, Vivit; Kusmaryani, Woro
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.36503

Abstract

This study examined the effectiveness of the Community Language Learning (CLL) method in enhancing the speaking skills of seventh-grade students at SMPN 11 Tarakan. Speaking ability is widely acknowledged as a fundamental component of effective communication in both academic and professional contexts; however, it is often regarded as the most challenging language skill to develop due to affective barriers such as anxiety, low self-confidence, and limited vocabulary. The CLL method was selected as an instructional intervention because it emphasizes collaboration, a sense of community, and learner-centered interaction within a supportive learning environment. Using a pre-experimental one-group pretest–posttest design, the study involved 29 students from class VII-2. The findings revealed a statistically significant improvement in students’ speaking performance following the implementation of the CLL method. Specifically, the mean speaking score increased from 38.62 in the pretest to 63.45 in the posttest, indicating that the Community Language Learning method was effective in improving the speaking skills of seventh-grade students.
Co-Authors Abiyyu, Raihan Langgeng Abraham Abraham Agus Rianto Agustina Gultom, Uli Arifin Arifin Auralia, Rezqiana Baehaqi Candra, Luki Cisaruanda, Metric Daniel, Agustinus Eppendi, Jhoni Fadhlan Muchlas Abrori Firima Zona Tanjung, Firima Zona Fitriawati, Fitriawati Helmi Setyawan, Farid Hermawan, Nanang Hidayat, Resti Irsal, Muhammad MB, Kamaluddin Nurhidayati Nurhidayati Pratiwi, Enditiyas Rafiqa, Syarifa Rahayu, Febrianti Rahimah RAHMAN, Andi Dhiyaul Ramli Ramli Risky, Risky Rormayanti, Vivit Ulfa, Fitrah Vivit Rosmayanti Wahyuni, Etty Winarno Winarno Zona Tanjung, Firima