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All Journal JURNAL ILMU BUDAYA Jurnal Pengabdian Pada Masyarakat Journal of English Education Studies MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Journal on Education Voices of English Language Education Society Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Jurnal Membaca Bahasa dan Sastra Indonesia JELL (Journal of English Language Learning UNNES International Conference on ELTLT Jurnal Pengabdian Pada Masyarakat Journal of English Literature and Linguistic Studies (JELLS) Journal on Education and Teacher Professionalism Journal of Contemporary Issues in Primary Education Journal of Innovative and Creativity DIALEKTIKA: JURNAL BAHASA, SASTRA DAN BUDAYA Aisyah Journal of English Language Teaching Innovations in Multidisciplinary Education Journal Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Ari Fajria Novari
Universitas Mathla'ul Anwar
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The Influence of Using Sundanese Dialect on the Indonesian Language in the Pandeglang Community Ari Fajria Novari; Ifa Najilah
Journal of English Education Studies Vol 9 No 1 (2026)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/005.202691.180

Abstract

Sundanese is a regional language that is the first language for the people of Pandeglang. It is undeniable that many people use Sundanese in various aspects of life, including when communicating with others and even in education. Nowadays, there are many phenomena of code mixing between Sundanese and Indonesian, where Indonesian is the national language. Indonesian country. Not a few people argue that the occurrence of code mixing between the use of Sundanese and Indonesian is considered to have an impact on the preservation of the Indonesian language. Therefore, researchers need to conduct research with the aim of finding out the reasons for code mixing between the use of language and the use of Indonesian. The result of the study indicates that some people use Indonesian, and there is code mixing in its use. The language that emerged was Sundanese because it is used and preserved by some speaker-. In the use of Indonesian people should know the correct use of Indonesian, both formal and non-formal forms, so that there are no variations in language in the context of interacting and communicating. This research was conducted based on the experiences encountered and experienced by the writer.
Integrating Gligglish AI into Project-Based Learning to Improve Speaking Skills of Non-English Major EFL Students Ari Fajria Novari; Vasco Delano
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.32518

Abstract

This study examines the effectiveness of integrating Project-Based Learning (PBL) with Gligglish AI in improving the English-speaking skills of second-semester students in the Information Systems Research Program at a private university in Indonesia. In this context, many students experience persistent challenges in speaking development, including linguistic difficulties such as limited vocabulary, grammatical control, and pronunciation accuracy, as well as psychological barriers such as low self-confidence and fear of making mistakes. The study employed a mixed-methods sequential explanatory design. Quantitative data were collected through pre- and post-test assessments using a validated speaking performance rubric. In contrast, qualitative data were obtained through semi-structured interviews to explore students’ learning experiences and perceptions. The instructional intervention involved implementing Project-Based Learning activities supported by Gligglish AI, which facilitated interactive speaking practice, pronunciation feedback, and opportunities for autonomous learning. The participants were two intact classes (n = 52), divided into an experimental and a control group. The quantitative findings indicate substantial improvements in students’ speaking performance following the intervention, with fluency increasing by 31.4%, pronunciation by 28.6%, grammar by 24.8%, and vocabulary by 26.7%. The most pronounced improvement was observed in overall speaking performance, which increased by 47.8% from the pre-test to the post-test. Qualitative findings further reveal that students perceived the integration of PBL and Gligglish AI as engaging, relevant to their academic field, and effective in enhancing confidence, motivation, and active participation. These findings suggest that integrating AI-assisted speaking tools within a project-based learning framework offers a promising instructional approach for improving English-speaking skills in private higher education contexts.
The Analysis of English Course Book for Tenth Grade of Senior High School Based on Merdeka Curriculum Wahyudin Wahyudin; Ari Fajria Novari; Nur Azmi Rohimajaya
Journal of English Education Studies Vol 8 No 1 (2025)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/005.202581.134

Abstract

The research aims to analyze English textbooks Work in Progress. Based on the Independent Curriculum, there are many references for achievements learning that refers to six elements of English skills, namely listening, speaking, reading, viewing, writing and presenting in an integrated manner. The data analysis in this research was carried out by selecting data and presenting it isdata, interpret data, and draw conclusions. Data is evaluated with using the categories high, low, and null. Analysis is carried out based on chapters where this textbook has six chapters. Results of this research shows that in general the English book "Work in Progress" exists some elements of the English language that correspond to what is suggested by Merdeka curriculum which refers to six skills in English. For the listening element in textbooks in each chapter have a high level of Conformity with the curriculum merdeka, for the speaking element in the textbook Curriculum.There are only 5 chapters that have a high level of suitability, in the reading element in each the chapters have a low level of conformity with the independent curriculum, and the viewing elements in each chapter have a level high suitability because it is in accordance with the Merdeka curriculum.The Research and presenting elements in each chapter have levels high conformity refer in the grid of the book Work in Progress it can be concluded that based on that the English textbook "Work in Progress" is appropriate suggested by Merdeka curriculum even though there are elements that are still not appropriate.
The Effect of Charades Game Toward Students’ Vocabulary Mastery at the Ninth Grade Students of MTs Muhammadiyah Kubangkondang, Cisata, Pandeglang, Banten - Indonesia Prinaldi Aditya; Ade Sudirman; Ari Fajria Novari
Journal of English Education Studies Vol 8 No 2 (2025)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/005.202582.159

Abstract

This research aims to investigates the effect of the Charades Game toward students’ vocabulary mastery at the ninth grade of MTs Muhammadiyah Kubangkondang in the academic year 2025/2026. The research employed a quasi-experimental design with a pre-test and post-test control group. A total of 36 students participated, with 18 students in the experimental group and 18 students in the control group. The experimental group was taught using the Charades Game, while the control group received instruction through a conventional method. Data were collected using a multiple-choice vocabulary test and analyzed through descriptive statistics, normality and homogeneity tests, and independent samples t-test. The Shapiro–Wilk test confirmed that the data were normally distributed, and Levene’s test indicated homogeneity of variances. The results of the independent samples t-test further confirmed a significant difference in post-test scores between the experimental and control groups (p = 0.038, Cohen’s d = 0.718), favoring the experimental group. It can be concluded that the Charades Game is an effective teaching strategy for enhancing vocabulary mastery among junior high school students. The research recommends integrating game-based learning into English language teaching to foster engagement, motivation, and improved learning outcomes.
An Analysis of Educational Value in Moana Movie Widha Adriana; Ari Fajria Novari; Tatu Munawaroh
Journal of English Education Studies Vol 8 No 2 (2025)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/005.202582.163

Abstract

This study aims to analyze the educational values and core character traits represented in the animated film Moana. The research focuses on two main questions: (1) what types of educational values are portrayed in the film, and (2) how the main characters embody key character traits. A qualitative descriptive method was employed, involving repeated viewing of the film and analysis of its transcript using two theoretical frameworks: the 18 national character values proposed by Zaqiah and Rusdiana (2014), and the Character Education Framework by the Indonesian Ministry of Education and Culture (2017).The findings revealed that 16 out of 18 national character values were present in the film, including values such as responsibility, independence, social care, honesty, and religious commitment. However, tolerance and love for reading were not identified. In addition, the character analysis showed that the main character, Moana, consistently exemplifies the five core character values outlined by the Ministry: religiosity, nationalism, independence, mutual cooperation, and integrity. These results suggest that Moana serves not only as a source of entertainment but also as an effective medium for character education, especially for young learners. The film has the potential to be used as a supporting material in educational settings to promote national character development through engaging and meaningful content.
Co-Authors Ade Sudirman Ade Sudirnab Anah, Anah Anisa Padillah Ardini, Fadhila Malasari Dayat Dayat Dedeh Jubaedah Deliyanti, Dian Ema Rohmatul fazriyah Enasaroh, Enasaroh Esih Novia Ferdiansyah Fitriyani Fitriyani Ghafera Kamelia Zahrotuhayaty Hartini, Reni Heva Rostiana Ifa Najilah Ika Meika Ika Yunitasari Ilham, Galih Fahrizal Ita Rosita ita, Ita Rosita Khoerunnisa, Siti Alnida Maryani, Yeni Meliyawati Muldiyana Nugraha Nadiya, Nadiya Nadiya Nenden Suciyati Sartika Neng Wilda Nida Hayati, Nida Nur Azmi Rohimajaya Nur Azmi Rohimajaya NUR KHOLIFAH Nurlatifah, Ade Padillah, Anisa Parida, Ida Prinaldi Aditya Purlilaiceu Putri, Elisa Anggita Ratih Dewi Lestari Riandi Riandi Riandi Riandi Rizdki Elang Gumelar Rizdki Elang Gumelar Rostiana, Heva Saraswati Sari, Nani Putpita Sarni Sarni Silviani, Nani Sopyan Sauri Sudirman, Ade Sudirnab, Ade Tatu Munawaroh Tatu Munawaroh Trisnawati Trisnawati Vasco Delano Wahyudin Wahyudin Welliam Hamer, Welliam Widha Adriana Widiatmoko, Mualwi Zahrotuhayaty, Ghafera Kamelia