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APPLICATIONS OF SOCIAL MEDIA TO LEARN SPEAKING: APPLICATIONS OF SOCIAL MEDIA TO LEARN SPEAKING DEWI SRI KUNING
Edukasi Lingua Sastra Vol 18 No 1 (2020): Edukasi Lingua Sastra
Publisher : Universitas Muhammadiyah Kotabumi

Abstract. Applications of Social Media to Learn Speaking. Social media is not a new things for the students right now. Many young generations that uses social media as the media to learn English, especially speaking. Generally, many applications in social media, as Youtube, Instagram, Facebook, Whatsapp, Telegram, Twitter, and so on that can be used by user to interact about all things in everywhere and everytime. Beside that, social media also has special applications to learn speaking, they are (1) Learn to Speak English with Busuu, (2)Hello English, (3) Learn English Daily, (4) Learn English Grammar Quickly, (5) English Listening and Speaking, (6) English Conversation Practice, (7) Memrise, (8) Duolingo, (9) ABA English, (10) Rosetta Stone, (11) Hello English Kids, (12) Voxy, (13) Basic English for Beginers, (14) Learn English. Speak English, and (15) Listen and Speak.

A COMPARATIVE ANALYSIS OF PHONOLOGICAL ELEMENTS IN LAMPUNG LANGUAGE: DIALECT A PEMINGGIR AND DIALECT O ABUNG Masitoh Masitoh; Meutia Rachmatia; Elis Susanti; Dewi Sri Kuning; Nabila Zatadini
English Review: Journal of English Education Vol 11 No 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i2.8319

This study aims to investigate the differences in phonological elements between two dialects of the Lampung language: Dialect A Peminggir and Dialect O Abung. The research focuses on Lempasing Village, Padang Cermin District, Pesawaran Regency for Dialect A Peminggir, and Bumi Agung Marga Village, East Abung District, North Lampung Regency for Dialect O Abung. The objectives of this study are to describe: (1) the differences in vowel phonemes between Dialect A Peminggir and Dialect O Abung, (2) the differences in consonant phonemes between Dialect A Peminggir and Dialect O Abung, (3) the characteristics of diphthongs and vowel lines in Dialect A Peminggir and Dialect O Abung, (4) the differences in clusters and consonants between Dialect A Peminggir and Dialect O Abung, and (5) the variations in syllables between Dialect A Peminggir and Dialect O Abung. The study adopts a descriptive analytical method, and data collection involves the use of recording devices, tapes, and other stationery. The research utilizes various techniques, including listening or tapping techniques as basic methods, and advanced techniques such as free listening techniques, fishing techniques, recording techniques, questionnaires, and recording techniques. The results of the study demonstrate both differences and similarities in the phonological elements of Dialect A Peminggir and Dialect O Abung in the Lampung language.

An Analysis of Compound Words in Education Issue of the Jakarta Post Edition on April 2021 Dewi Sri Kuning; Fitri Wulandari; Meutia Rachmatia; Sinta Novia
IJLHE: International Journal of Language, Humanities, and Education Vol. 6 No. 2 (2023): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

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

In learning a language, the first thing to grasp is words. One method of word formation is compounding, which involves combining two elements from existing words to create a new word. Compounds are categorized into three groups based on the part of speech: nominal compounds, verbal compounds, and adjectival compounds. The formation of compound words gives rise to their meaning, involving two kinds of semantic headedness—namely, endocentric compounds and exocentric compounds. These compound words can be identified in articles from the education issue of The Jakarta Post edition from April 2021. The objectives of this study are as follows: (1) to identify the types of compound words; (2) to determine the semantic headedness of compound words; and (3) to calculate the percentages of compound types and semantic headedness. The study employs a qualitative descriptive method. The results reveal three types of compound words: nominal compounds (656 words), verbal compounds (2 words), and adjectival compounds (5 words). Additionally, two types of compound words were identified—650 words were endocentric compounds, and 16 words were exocentric compounds. The percentages of compound word types were as follows: 98.5% nominal compounds, 0.3% verbal compounds, and 1.2% adjectival compounds. Meanwhile, the percentages of semantic headedness were 97.60% for endocentric compounds and 2.40% for exocentric compounds. This study provides valuable information about compound words in the context of language learning.

The Difficulties in Indonesian-English Translation on the Sixth Semester of the English Education Study Program of Muhammadiyah Kotabumi University: A Case Study Rulik, Rulik Setiani; Dewi Sri Kuning
Ethical Lingua: Journal of Language Teaching and Literature Vol. 10 No. 1 (2023): volume 10 No 1 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.560

Translation is a skill in the process of replacing a message or written statement from one language with a message and statement of the same in another language, where the message and statement conveyed from the source language must be the same as the target language. In fact there are several aspects of difficulties that make students’ difficulties in translation. Those aspects are lexical, grammatical, and stylistic difficulties. The objectives of this research are (1) to describe the difficulties in translating Indonesian-English on the sixth semester students of English education study program of Muhammadiyah Kotabumi University, and (2) to find out the difficulties dominate in translating Indonesian-English on the sixth semester students of English education study program of Muhammadiyah Kotabumi University. The method will be used is qualitative case study method. The researchers will use sampling techniques to get the information and data which is needed by the researchers. Purposive sampling is a sampling technique with certain considerations. In this case the researchers take 6 students who got low score of translating Indonesian-English as subject of the research. The research data is obtained from documents which this case are the results of students’ Indonesian-English translation. The researchers will use the data analysis model of Miles and Huberman. Activities in this data analysis will use data reduction, data presentation, and drawing conclusions/verification. From the data analysis shows that

STUDENTS’ MOTIVATION IN ENGLISH SPEAKING LEARNING USING E-MODULE Rulik Setiani; Nurul Aulia; Elis Susanti; Dewi Sri Kuning
Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/yzs4r155

Students who learn English are said to be successful if they can use the language to communicate. Therefore, students are expected to be able to communicate using English fluently. However, in reality students rarely use English even in speaking class. The aim of this study was to describe students’ motivation in English speaking learning using E-Module. This research was quantitative descriptive method. The samples were 44 students who were determined by using total sampling technique. The research instrument used in the research for collecting the data was a questionnaire. There were 50 statements in the questionnaire, then the score categorized into three categories such as low, medium, and high. The results of the analysis showed that there were 9 students or 20% categorized as low, 30 students or 68% students were categorized as medium, and 5 students or 12% students were categorized as high. It can be concluded that students’ motivation in English speaking learning using E-Module was medium

STUDENTS’ MOTIVATION IN ENGLISH SPEAKING LEARNING USING E-MODULE Rulik Setiani; Nurul Aulia; Elis Susanti; Dewi Sri Kuning
Language and Education Journal Vol. 7 No. 2 (2022): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/qgfqq159

Students who learn English are said to be successful if they can use the language to communicate. Therefore, students are expected to be able to communicate using English fluently. However, in reality students rarely use English even in speaking class. The aim of this study was to describe students’ motivation in English speaking learning using E-Module. This research was quantitative descriptive method. The samples were 44 students who were determined by using total sampling technique. The research instrument used in the research for collecting the data was a questionnaire. There were 50 statements in the questionnaire, then the score categorized into three categories such as low, medium, and high. The results of the analysis showed that there were 9 students or 20% categorized as low, 30 students or 68% students were categorized as medium, and 5 students or 12% students were categorized as high. It can be concluded that students’ motivation in English speaking learning using E-Module was medium

Enhancing English Writing Skills Through the Use of Digital Storytelling Media: Penelitian Dewi Sartipa; Siti Ithriyah; Dewi Sri Kuning
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 1 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 1 (Juli 2025 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i1.1879

In the era of digital transformation in education, the integration of technology in language learning has become essential, particularly in fostering writing skills among English as a Foreign Language (EFL) learners. This study aims to explore the effectiveness of digital storytelling as an instructional tool to enhance students’ English writing abilities. Using a qualitative descriptive approach through literature review, the research systematically analyzes various peer-reviewed studies, journal articles, and theoretical perspectives related to digital storytelling and writing pedagogy. The findings indicate that digital storytelling has significant pedagogical value in improving writing performance. It supports the development of organization, coherence, vocabulary usage, and narrative structure in student writing. Moreover, digital storytelling promotes self-regulated learning, creativity, critical thinking, and emotional engagement, making the writing process more meaningful and reflective. Studies reviewed also highlight increased learner motivation and autonomy, as students actively participate in planning, drafting, editing, and presenting their stories using multimedia platforms. This research also reveals the flexibility of digital storytelling across different educational levels and learning environments. It offers an inclusive and engaging approach to writing instruction, aligning with constructivist and student-centered learning models. Despite its benefits, the study identifies a gap in exploring long-term effects and its integration in routine writing practice. In conclusion, digital storytelling emerges as a powerful and practical medium to enrich English writing instruction in EFL contexts. It not only improves linguistic skills but also nurtures 21st-century competencies among learners

An Analysis of Compound Words in Education Issue of the Jakarta Post Edition on April 2021 Dewi Sri Kuning; Fitri Wulandari; Meutia Rachmatia; Novia, Sinta
IJLHE: International Journal of Language, Humanities, and Education Vol. 6 No. 2 (2023): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

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

In learning a language, the first thing to grasp is words. One method of word formation is compounding, which involves combining two elements from existing words to create a new word. Compounds are categorized into three groups based on the part of speech: nominal compounds, verbal compounds, and adjectival compounds. The formation of compound words gives rise to their meaning, involving two kinds of semantic headedness—namely, endocentric compounds and exocentric compounds. These compound words can be identified in articles from the education issue of The Jakarta Post edition from April 2021. The objectives of this study are as follows: (1) to identify the types of compound words; (2) to determine the semantic headedness of compound words; and (3) to calculate the percentages of compound types and semantic headedness. The study employs a qualitative descriptive method. The results reveal three types of compound words: nominal compounds (656 words), verbal compounds (2 words), and adjectival compounds (5 words). Additionally, two types of compound words were identified—650 words were endocentric compounds, and 16 words were exocentric compounds. The percentages of compound word types were as follows: 98.5% nominal compounds, 0.3% verbal compounds, and 1.2% adjectival compounds. Meanwhile, the percentages of semantic headedness were 97.60% for endocentric compounds and 2.40% for exocentric compounds. This study provides valuable information about compound words in the context of language learning.

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