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All Journal IAES International Journal of Artificial Intelligence (IJ-AI) Tadris: Jurnal keguruan dan Ilmu Tarbiyah International Conference on Education and Language (ICEL) LINGUISTIKA English Review: Journal of English Education OKARA: Jurnal Bahasa dan Sastra Jurnal Ilmiah Peuradeun Journal of English Education Studies Elsya : Journal of English Language Studies Journal of English Language and Culture International Journal of Forensic Linguistic Beyond Linguistika: Journal of Linguistics and Language Education Academic Journal Perspective : Education, Language, and Literature Nalar: Jurnal Pendidikan dan Kebudayaan Jurnal Pengabdian UMKM Engagement: Jurnal Pengabdian Kepada Masyarakat Journal of Scientific Insights International Journal of Technology and Education Research International Journal of Education, Vocational and Social Science Educational Research Indonesia
Deri Sis Nanda
Universitas Bandar Lampung
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Praat-Based Analysis Of Phonological Patterns In Pitch, Intensity And Duration Of Students’ News Reading At SMAN 1 Semaka Shanti Anggraeni; Susanto Susanto; Deri Sis Nanda
International Journal of Education, Vocational and Social Science Vol. 3 No. 03 (2024): August, International Journal of Education, Vocational and Social Science( IJV
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v3i03.1117

Abstract

The aim of this research is to measure the pitch, intensity and duration of news reading by SMAN 1 SEMAKA students who take part in the English language club. In this study, we used PRAAT software to measure and analyze pitch, intensity, and duration. This research uses qualitative methods and analytical data collection tools to identify, with a sample size of 10 students with 50 news stories, so that each student reads 5 news stories. This analysis shows the results of measuring the pitch, intensity, and duration of each student at SMAN 1 SEMAKA, so this research also shows different measurement results of each individual student in reading the news which is measured by the length of each sentence.
Insights into Enhancing English Pronunciation and Vocabulary through Drilling and Word Repetition Techniques Ihsani, Pelangi Fadhilah; Nanda, Deri Sis; Susanto, Susanto
Journal of Scientific Insights Vol. 2 No. 1 (2025): February
Publisher : Science Tech Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69930/jsi.v2i1.276

Abstract

Effective pronunciation and vocabulary acquisition are essential in English language learning, particularly for non-native speakers. Drilling and word repetition techniques are widely regarded as effective strategies for enhancing linguistic skills. This study examines the implementation and perceived effectiveness of these techniques in improving pronunciation, vocabulary, and comprehension among eleventh-grade students at SMK Swadhipa 1 Natar, Lampung Province, Indonesia. Using a qualitative descriptive approach, data were collected through a structured questionnaire comprising 25 questions, designed to assess students’ confidence, interest, and perceptions of the effectiveness of these methods. Out of 60 students, 29 participated, sharing valuable insights into their experiences and attitudes toward drilling and repetition techniques. The findings reveal that these methods are effective in improving pronunciation, grammatical understanding, and text comprehension. They also boost students’ confidence and interest by offering opportunities for repeated practice and corrective feedback. However, challenges such as pronunciation difficulties and a lack of confidence were reported, highlighting the need for adaptive and supportive teaching practices. This study underscores the importance of integrating repetitive learning approaches into English instruction to foster effective and engaging learning experiences.
Empowering Drug Rehabilitation Participants through Cognitive Behavioral Therapy (CBT) in Metro City, Lampung Susanto, Susanto; Nanda, Deri Sis; Zein, Muhammad
Engagement: Jurnal Pengabdian Kepada Masyarakat Vol 9 No 1 (2025): May 2025
Publisher : Asosiasi Dosen Pengembang Masyarajat (ADPEMAS) Forum Komunikasi Dosen Peneliti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/engagement.v9i1.1871

Abstract

This community service activity aims to empower groups undergoing drug rehabilitation through a Cognitive Behavioral Therapy (CBT) approach. This approach emphasizes changing thought and behavior patterns, aiming to help participants manage urges to use drugs, develop stress management skills, and face social pressures more adaptively. The program is conducted at the Lentera Putih Bersinar Drug Rehabilitation Community in Metro City, Lampung Province, involving 10 participants currently in recovery. The implementation methods include intensive training, group counseling, and individual therapy sessions led by professionals. Results indicate an improvement in participants' understanding of adaptive thinking patterns, emotional management skills, and a reduction in drug-use urges. Evaluation shows that after the program, participants enhanced their skills in identifying and managing addiction triggers and developed a more positive and resilient mindset. Based on these results, the CBT-based empowerment program provides long-term skills that support participants in sustaining their recovery. In conclusion, CBT in drug rehabilitation shows promising potential for sustainable development and broader community application.
UTILIZING FLASHCARDS TO IDENTIFY PHONOLOGICAL ERRORS AND ENHANCE LEARNING ENGAGEMENT AMONG STUDENTS WITH INTELLECTUAL DISABILITIES Wijaya, Karina Aprisyahila; Nanda, Deri Sis; Susanto, Susanto
Journal of English Language and Culture Vol 15, No 2 (2025): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v15i2.8139

Abstract

Education is a right for every individual. For students with mental disorders, teaching English poses a unique challenge that requires teachers to find effective teaching media for vocabulary instruction. This study aims to identify phonological errors of students with intelectual disabilities learning vocabulary and explore how to teach vocabulary to students with intelectual disabilities using flashcards the research employs a qualitative approach with descriptive analysis, involving observation and auditory analysis to identify four voice recordings from students with different intelectual disabilities. The results reveal that students who experienced ADHD and communication disorder showed good engagement during the learning process, but encountered pronunciation errors. Meanwhile, students with autism and slow learning experienced difficulties in both participating in learning activities and pronunciation. These difficulties are caused by intelectual disabilities affecting their socialization abilities and leading to learning delays. Based on these findings, it can be said that the use of flashcards is effective as a vocabulary-learning medium for students with mild mental disorders. However, for students with more severe mental disorders, a more authentic approach is required. This is important for educators to understand students’ conditions in determining the appropriate teaching media.
Contextualized Vocabulary Teaching Strategy in Vocational Education: A Study on Effectiveness and Student Engagement Susanto, Susanto; Nanda, Deri Sis
Educational Research Indonesia Vol 2 No 1 (2025): Juni
Publisher : Laskar Karya

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

Abstract

Vocabulary is a fundamental component of language proficiency and plays a crucial role in students’ ability to comprehend texts and communicate effectively. Effective vocabulary instruction requires the use of appropriate teaching strategies to support students in acquiring, retaining, and applying new words. The purpose of this study was to examine the strategies used by English teachers to teach vocabulary at SMK SWADHIPA 1 Natar, a vocational school in Lampung Province. A qualitative descriptive research design was used to explore instructional practices in depth. Data were collected through classroom observations and semi-structured interviews with two English teachers. Observations focused on vocabulary teaching during classroom activities, while interviews were conducted to gain further insights into the rationale behind the instructional approaches used. The findings revealed that both teachers utilized similar strategies, notably the use of contextual learning and repetition and reinforcement techniques, to enhance students’ vocabulary acquisition. These strategies were found to be effective in promoting student engagement and supporting long-term retention of new vocabulary, as evidenced by active student participation and the consistent use of 75–80% of newly introduced words during observed lessons. Furthermore, post-lesson assessments indicated a vocabulary retention rate of 82% among students. The results suggest that incorporating contextualized vocabulary instruction and repeated practice into vocational English curricula can better equip students with the language needed for specific workplace communication tasks.
Reconstructing Teachers’ Language Intervention for Phonological Aspects in EFL Classroom Susanto, Susanto; Nanda, Deri Sis; Ishak, Wan Irham
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 7 No 2 (2022): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v7i2.12309

Abstract

Teachers’ language intervention can play a key role in helping students in the classroom interaction to learn a foreign language. In this paper, we discuss the teacher’s language intervention for phonological aspects in the English as a Foreign Language (EFL) classroom. We used a qualitative descriptive approach with a phenomenological research design. As the data, we recorded the language exchanges between the students and their teachers at the fifth year of a Primary School (Sekolah Dasar) in Bandar Lampung, Indonesia. We categorized three types of teachers’ language intervention, i.e. focalization, correction, and solicitation. Focalization intervention is manifested by the production of a lexical element. The intervention was observed in three situations, namely when reading familiar and unfamiliar English short stories, and playing a game with cards containing English words with their respective pictures, introduced in the stories. The teachers’ language interventions were coded in relation to phonological aspects, i.e. phoneme, syllable, and rhyme. The results show that there are 159 interventions in total. The teachers’ language interventions have the number of speech turns and the duration of the interactions varied in accordance with the context of situation, the Speech-turns mostly occur in reading unfamiliar English stories either for focalization, correction, or solicitation. Thus, this study concluded that teachers intervened more often in reading time of unfamiliar English stories, used focalization more frequently in the intervention, and utilized syllables more preferably as the focus in the intervention. As the implication, variability in the frequency and nature of interventions by the teachers could be at the origin of the differences observed in the performance of students.
KREASI DESAIN PACKAGING UNIK UNTUK MENINGKATKAN NILAI JUAL PRODUK PADA KOMUNITAS CELEBRAL PALSY Susilowati, Susilowati; Nuzir, Fritz Akhmad; Suciyati, Luke; Sidabalok, Dameria; Nanda, Deri Sis
Jurnal Pengabdian UMKM Vol. 4 No. 2 (2025): Juli
Publisher : Pusat Studi UMKM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36448/jpu.v4i2.81

Abstract

Desain kemasan (packaging) memainkan peranan penting dalam dunia pemasaran dan penjualan produk. Kemasan tidak hanya berfungsi sebagai pelindung produk, tetapi juga sebagai alat komunikasi yang menyampaikan informasi kepada konsumen. Oleh karena itu, menciptakan desain kemasan yang unik dan inovatif menjadi sangat krusial, terutama bagi produk yang dihasilkan oleh komunitas penyandang disabilitas seperti cerebral palsy. Program pengabdian masyarakat ini bertujuan untuk memberdayakan anggota komunitas cerebral palsy melalui pelatihan keterampilan desain kemasan. Tantangan yang dihadapi komunitas dalam memasarkan produk adalah daya tarik kemasan yang kurang memadai sehingga mempengaruhi nilai jual produk. Program ini dirancang untuk meningkatkan pengetahuan dan keterampilan peserta dalam menciptakan kemasan yang menarik, informatif, dan mampu meningkatkan persepsi kualitas produk. Pelatihan dilakukan dengan memperkenalkan prinsip dasar desain kemasan, teknik penggunaan warna, tipografi, serta pemanfaatan storytelling dan bahan ramah lingkungan. Evaluasi program menunjukkan peningkatan signifikan dalam kualitas desain kemasan yang dihasilkan oleh peserta, serta adanya peningkatan penjualan rata-rata sebesar 25% setelah penggunaan kemasan baru. Program ini tidak hanya memberikan dampak langsung dalam hal peningkatan nilai jual produk, tetapi juga dalam pemberdayaan ekonomi dan sosial komunitas. Dengan adanya dukungan berkelanjutan dan pengembangan kolaborasi, diharapkan hasil yang dicapai dapat berkontribusi pada kemandirian komunitas cerebral palsy serta meningkatkan kesejahteraan mereka.
Analyzing the Student’s Phonological Awareness and its Relation to the Reading Skill in EFL Classroom Susanto, Susanto; Nanda, Deri Sis
Jurnal Ilmiah Peuradeun Vol. 11 No. 2 (2023): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v11i2.793

Abstract

Phonological awareness has been claimed as one of the significant factors in learning to read. This paper reported our research on students' phonological awareness in EFL classrooms. We wanted to examine whether the phonological awareness tasks correlate with reading accuracy. Firstly, we analyzed their phonological awareness in the tasks of identification, substitution, addition, and deletion in English phonemes and syllables. Then, we discussed the relationship between phonological awareness and reading skills. We observed the students (N=143) of the even semesters (II, IV, VI, and VIII) at the English Education Department (Academic Year 2021/2022), Universitas Bandar Lampung, Indonesia. From the complete task of knowing students' phonological awareness that has been carried out, there was an increase in the average score from Semester II to Semester VIII students. The highest mean score was found in the student's test scores of Semester VIII (91.2; SD 6.3) and the lowest for Semester II students (62.5; SD 11.4). To test whether the phonological awareness tasks correlated with reading accuracy, the Pearson product-moment correlation coefficient (r) was calculated, and the results showed that the reading accuracy had a positive correlation either for the phoneme (r = 0.472) and syllable (r = 0.534) tasks and the correlation was significant (p < .01).
ANALYZING STUDENTS CHALLENGES ON READING COMPREHENSION THROUGH ENGLISH TEXTBOOKS Meisya Nur Hidayah; Deri Sis Nanda
NALAR: Jurnal Pendidikan dan Kebudayaan Vol. 4 No. 2 (2025): Oktober, NALAR: Jurnal Pendidikan dan Kebudayaan
Publisher : Universitas 17 Agustus 1945 Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56444/nalar.v4i2.3267

Abstract

Reading is a vital skill for knowledge acquisition, yet many students struggle due to pronunciation challenges influenced by their native language, limited vocabulary, and ineffective reading strategies. This study aims to analyze the students challenge on reading comprehension through English text book faced by 11th-grade Multimedia. Using a descriptive qualitative approach, the research involved observations and questionnaires administered to a sample of 15 students who scored below 70 on their first-semester exams. Findings revealed that pronunciation issues hindered reading fluency and comprehension, corroborating previous studies that indicated high percentages of difficulty in identifying detailed information and understanding text structure. While some students displayed progress in vocabulary response, overall comprehension remained a significant challenge. This research underscores the necessity for targeted instructional strategies that address pronunciation, vocabulary development, and reading fluency. Ultimately, the study highlights the importance of a comprehensive approach to enhance reading comprehension, thereby fostering greater engagement with English texts among students.
HARMONIZING SOUND AND SCRIPT: INTEGRATING PHONETIC SYMBOLS WITHIN THE LEXICAL APPROACH TO IMPROVE EFL LISTENING SKILL Susanto, Susanto; Nanda, Deri Sis
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9224

Abstract

Phonetic symbols play a crucial role in linguistics by providing a systematic means to represent the phonological attributes of words, encompassing both pronunciation and orthographic manifestations. Their primary function is to enhance the identification and comprehension of words in spoken and written language contexts. In the realm of English as a Foreign Language (EFL), this study explores the utilization of phonetic symbols to enhance students’ clarity and understanding when engaging with the English lexicon. This application is integrated into the framework of the lexical approach, a pedagogical paradigm that underscores the significance of mastering vocabulary and language components such as collocations, phrases, and idiomatic expressions. The participants were 46 students enrolled in phonetics and phonology courses at the English Language Education Department, Bandar Lampung University, Indonesia. The research design follows a classroom action research model, aiming to enhance students’ listening skills through the strategic incorporation of phonetic symbols within the lexical approach framework. Based on observations and assessments, the study reveals that proficiency in recognizing and differentiating phonetic symbols contributes to students’ comprehension of words embedded in spoken texts. Furthermore, the results from the testing phase indicate that 36 out of 46 students achieved a passing score of 75 or higher, reflecting a success rate of 78%. This achievement aligns with the predetermined research success criteria, highlighting the positive impact of incorporating phonetic symbols within the lexical approach for improving students’ language skills. The implications suggest that incorporating phonetic symbols within the lexical approach framework can serve as a valuable pedagogical strategy for educators aiming to enhance students listening skills and overall language proficiency in an EFL context.
Co-Authors Anaria Seftika Aulia Safitri Bagus Firmansyah Christofora Desi Kusmindari Chunxu Shi Dedi Kurniawan Desca Ariyana Desi Derina Yusda Desi Minawati Dini Dwintika Karuniati Dwiniasih Farah Sukmawati Wahidah Haninun Harpain Harpain Ihsani, Pelangi Fadhilah Irma Khirana Ishak, Wan Irham Ismawati, Krisna Meisya Nur Hidayah Melasari, Melasari Mery Damayanti Sihotang Nuzir, Fritz Akhmad Rafik-Galea , Shameem Reni Nursyanti Rizky Amalia Septiyana, Linda Shanti Anggraeni Sidabalok, Dameria Siti Ulfa Khusniyah Suciyati, Luke Sugiono Sugiono Supasa, Aprilia Yunda Susanto Susanto Susanto, Susanto Susilowati Susilowati Tara Lusiana Mahdi Pratiwi Tri Nun Hartini Wan Irham Ishak Wijaya, Karina Aprisyahila Yanuarius Yanu Dharmawan Zein, Muhammad