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All Journal Al-Lisan AT TA´DIB English Teaching Journal : A Journal of English Literature, Language, and Education Journal of Foreign Language Teaching and Learning Educan : Jurnal Pendidikan Islam ELLITE: Journal of English Language, Literature, and Teaching TEKNOSASTIK Jurnal Review Pendidikan dan Pengajaran (JRPP) Journal of Research on English and Language Learning (J-REaLL) SAGA: Journal of English Language Teaching and Applied Linguistics Journal of English Language Teaching and Learning (JETLE) Jurnal Pengabdian kepada Masyarakat Nusantara ELTALL: English Language Teaching, Applied Linguistic and Literature English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Al-Lisan: Jurnal Bahasa International Journal of English Learning and Applied Linguistics (IJELAL) Darussalam English journal JOEY : Journal of English Ibrahimy Studies in English Language and Education Proceeding International Conference on Education ELLITE: Journal of English Language, Literature, and Teaching Indonesian Journal on Learning and Advanced Education (IJOLAE)
Aries Fachriza
Universitas Darussalam Gontor
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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An Analysis of Students in Pronouncing English Fricative at The English Department of Unida Gontor Diska Fatima Virgiyanti; Nurin Farzana; Dinar Dipta; Aries Fachriza; Eka Indah Nuraini
ELLITE: Journal of English Language, Literature, and Teaching Vol. 10 No. 2 (2025): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v10i2.2400

Abstract

This research aims to investigate the types and factors of students’ errors in pronouncing interdental and alveolar fricative sounds. The methodology of this research used descriptive qualitative with percentages. Interview guidance included a pronunciation test, questionnaire, and documentation utilized in this research as instruments. 7 out of 37 respondents were selected by purposive random sampling for the interview. Data analysis used three stages such as error identification, classification error, and explanation error. Then, to validate data used data triangulation. The result of this study revealed that students had deviation in all types of errors. Namely, the misformation of 1525 scores, the addition of 113 scores, the omission of 80 scores, and the misordering of 26 scores. All respondents obtained a moderate classification of pronunciation errors and the sound /θ/ of 79%, the sound /ð/ of 81%, and the sound /z/ of 84% included a high error percentage classification. Lastly, Students’ pronunciation errors are influenced by 3 categories of error sources, namely interlingual transfer, intralingual transfer, and context of learning.
Contextualizing Top-Down and Bottom-Up Approaches in Teaching Academic Listening at a Pesantren-Based University : - Aries Fachriza; Nirmala Wulaningrum; Diska Fatima Virgiyanti; Dian Nashrul Munif Nashrul Munif
Darussalam English Journal (DEJ) Vol. 5 No. 1 (2025): June 2025
Publisher : Universitas KH. Mukhtar Syafaat (UIMSYA) Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/dej.v5i1.3752

Abstract

Listening is one of the essential skills in learning English. A person cannot speak or express their opinions without first listening. This research aims to identify the strategies used by lecturers in teaching listening and how these strategies are implemented. Specifically, this study investigates the application of top-down and bottom-up listening strategies. Top-down listening involves using prior knowledge, context, and background information to understand spoken language, while bottom-up listening focuses on decoding sounds, words, and grammatical structures to derive meaning. Understanding how lecturers incorporate these approaches can provide insights into effective listening instruction. This study employs a descriptive qualitative method using several instruments, including interviews and documentation. The participants in this study were students from the Department of English Language Education program at Darussalam Gontor University. The findings reveal that the lecturer employs an integrated three-stage approach—pre-, while-, and post-listening—while considering student factors. Pre-listening activates prior knowledge and top-down processing, while-listening combines top-down and bottom-up strategies, and post-listening enhances comprehension through interactive activities. Student motivation, interest, and participation play a crucial role in improving listening comprehension. These insights highlight the importance of a structured approach and learner engagement in teaching listening skills effectively
The Effectiveness of Kumon Learning Method Toward Student’s Reading Comprehension Skill: English Diska Virgiyanti; Alianda Luthfan Dzaki; Aries Fachriza; Annisa Kurnia Asri
JOEY: Journal of English Ibrahimy Vol. 5 No. 2 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i2.119-133

Abstract

English proficiency has become increasingly important in supporting students’ academic and future professional success, encouraging parents to seek additional English learning opportunities outside formal education. One of the widely adopted institutions is Kumon, which applies an individualized and self-paced learning approach. However, studies discussing the effectiveness of the method in Kumon course in improving reading comprehension skills in English as a Foreign Language (EFL) classes remain limited, particularly in the Indonesian students. Therefore, this study aims to examine the effectiveness of the Kumon Learning Method toward students’ reading comprehension skills at Kumon course that is located in Ahmad Yani street, Purwokerto, East Java, Indonesia. This research employed a descriptive qualitative design involving six students aged 11–12 years old enrolled in the EFL Class. Data were collected through interviews, observations, questionnaires, and documentation. The findings reveal that the Kumon Learning Method effectively enhances students’ reading comprehension through individualized learning, leveled worksheets, repetitive practice, and Oral Reading Check (ORC) activities. Students demonstrated improvements in vocabulary acquisition, reading fluency, comprehension ability, confidence, and learning independence. In conclusion, the Kumon Learning Method provides an effective supplementary approach for improving reading comprehension skills in EFL learning and may serve as an alternative model for supporting English language development among young learners.
Co-Authors 'Aina Parahida, Tsaltsa Nakita Alde Mulia Putra Alianda Luthfan Dzaki Anggun Rakhmalia Aniesa Aniesa, Aniesa Annisa Kurnia Asri Annisa Ramadhani Bekti Galih Kurniawan binti Haji Abd Karim, Norhayati Dian Nashrul Munif DINAR DIPTA Diska Fatima Virgiyanti Diska Virgiyanti Eka Indah Nuraini Erlik Widiyani Styati Erlik Widiyani Styati, Erlik Widiyani Ervin Yudianto Eta Lica Hanan Nadifa Hesti Rokhaniyah, Hesti Karimah, Rihlatul Khoiriyah Khoiriyah Khoiriyah Kristi Nuraini Lathifah Lathifah Lathifah, Lathifah Latifa Annisa Hafiz Mafruudloh, Naajihah Maghfiroh, Ana Mahastu, Puput Jianggi Mohammad Luthfi Muhammad Haikal Muhammad Haikal Muhammad, Faiz Rizki Mukharom, Rohmah Akhirul Mustaditami, Anisa Rahma Najah Amali Hidayat Nirmala Wulaningrum Nur Mafissamawati Sholikhah Nurin Farzana Rahmatika, Nadia Rofi Anwar Syaputra Salsa Nabila Simpol, Wanida Syaputra, Rofi Anwar Triwijayanti, Adinda Zahra Tsalsa Nakita Aina Parahida Velisya, Najwa Wanida Simpol Wulaningrum , Nirmala Zemzemiyeh