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All Journal PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat eScience Humanity Journal Jurnal Pengabdian Cendikia Nusantara
Tewarat, Sipri Hanus
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Meningkatkan Kosakata dan Pemahaman Membaca melalui Kesadaran Morfologis pada Pembelajar Bahasa Inggris sebagai Bahasa Asing (EFL) Tewarat, Sipri Hanus; Afriana, Afriana
eScience Humanity Journal Vol 5 No 2 (2025): eSience Humanity vol 5.2. May 2025
Publisher : Asosiasi Ide Bahasa Kepri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37296/esci.v5i2.266

Abstract

Reading comprehension remains one of the biggest issues with second language (L2) learners, particularly due to a lack of vocabulary knowledge. This study addresses the role of morphological instructional methods to enhance students' vocabulary acquisition, particularly prefixes and suffixes via reading activities. Drawing on a literature review method, the research combines outcomes from a number of studies to identify effective morphological approaches that make it easy for English as a Foreign Language (EFL) learners. It focuses on how morphological awareness—understanding word structure and formation—is capable of improving vocabulary comprehension and subsequently reading comprehension. The study also examines the role of inflectional and derivational morphemes in instructional settings, highlighting their ability to facilitate students to make inferences about word meaning, increase vocabulary, and produce greater levels of literacy. Results reveal that the integration of morphological strategies into instruction in the classroom not only enhances students’ language proficiency but also enhances reading motivation and engagement. The research concludes by recommending that English language educators incorporate explicit morphological instruction to support learners in decoding and constructing words effectively
Constructing Scholarly Identity and Agency through Modality and Lexical Choice in Undergraduate Writing Mubarak, Zia Hisni; Tewarat, Sipri Hanus; Afriana, Afriana
eScience Humanity Journal Vol 5 No 2 (2025): eSience Humanity vol 5.2. May 2025
Publisher : Asosiasi Ide Bahasa Kepri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37296/esci.v5i2.268

Abstract

This study investigates how undergraduate students construct scholarly identity and express agency in academic writing through the use of modality and lexical choices. Drawing on a discourse analysis framework, the research analyzes a corpus of undergraduate essays from an English language education program, focusing on the strategic deployment of modal verbs, adverbs, evaluative language, and hedging devices. The analysis reveals that students vary in their ability to position themselves authoritatively in the academic discourse community. High-achieving students tend to use modality to balance assertion and caution, displaying nuanced control over epistemic stance and interpersonal engagement. In contrast, lower-achieving students often rely on assertive or vague expressions that limit dialogic interaction with potential readers. Additionally, lexical choices such as abstract nouns, nominalizations, and evaluative adjectives are found to be instrumental in shaping a credible scholarly persona. These findings underscore the importance of explicit instruction in linguistic features that construct academic voice and identity. The study contributes to the growing body of research on student writing by highlighting the role of language in mediating both personal agency and disciplinary alignment in academic discourse.
Pelatihan Metode Langsung (Direct Method) dalam Pembelajaran Connected Speech di SMK Kota Batam Afriana, Afriana; Ambalegin, Ambalegin; Tewarat, Sipri Hanus; Irawan, Nafdi
Jurnal Pengabdian Cendikia Nusantara Vol 3 No 1 (2025): Jurnal Pengabdian Cendikia Nusantara
Publisher : Lembaga Riset Cendekia, Yayasan Berkah Putera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70104/pcn.v3i1.123

Abstract

This community service program aims to enhance the speaking fluency of vocational school students through the application of the Direct Method in teaching connected speech. Connected speech, a crucial aspect of natural English pronunciation, is often neglected in conventional English instruction. The Direct Method, which emphasizes immersive language use and oral interaction without translation, was chosen to improve students’ spontaneous speaking skills. The training was conducted at SMK Tunas Muda Batam with 19 students participating in a series of interactive sessions. Using qualitative-descriptive methods, pre-training and post-training observations, along with feedback, were analyzed. Results show a significant increase in students’ confidence, listening comprehension, and ability to produce reduced forms such as linking, assimilation, and elision. This activity highlights the effectiveness of the Direct Method in helping EFL learners internalize natural English rhythm and speech patterns.
Keterampilan Berbahasa Inggris Melalui Pengenalan Connected Speech untuk Guru-Guru SMAN 16 Batam: English Language Skills Through Connected Speech Introduction for Teachers at SMAN 16 Batam Ambalegin, Ambalegin; Afriana, Afriana; Irawan, Nafdi; Tewarat, Sipri Hanus
PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 10 No. 9 (2025): PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/pengabdianmu.v10i9.9591

Abstract

Mastering English for teachers can increase their competency in this digital era. Teachers who speak English achieve their selling point in communication, gain access to global references and the latest educational technology, and broaden their professional mindsets. This training trained the participants to understand non-native speakers of English, and speak English like non-native speakers by providing connected speech which contains linking, assimilation, elision, silent letters, and intrusive [j] dan [w] as the topic. This training, which 55 teachers attended, was held at SMAN 16 Batam on 17, 23, and 31 January 2025. This training applied a service-learning method with models of lectures, discussions, and practice. The results showed an increase in ability of 71%, when initially only two participants could pronounce them before training. The planned and sustainable programmes will provide successful English language training. Having the ability to speak English is not only useful for teachers but also for the school and the students being taught.
Co-Authors Afriana, Afriana Ambalegin, Ambalegin Irawan, Nafdi Mubarak, Zia Hisni