Articles
<![CDATA[STUDENTS’ PERCEPTION IN LEARNING ENGLISH THROUGH QUIZ FEATURE ON INSTAGRAM STORIES FOR EFL STUDENTS ]]>
<![CDATA[Fonnalita]]>;
<![CDATA[Syaprizal]]>;
<![CDATA[Ani Fiani]]>
<![CDATA[ ELite Journal : International Journal of Education, Language, and Literature Vol. 2 No. 4 (2022): ELite Journal (Volume 2 Number 4, October 2022) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/elitejournal.v2n4.p201-210
<![CDATA[This research aimed to discover the students’ perception of learning English through the Quiz feature on Instagram Stories for EFL students. The method used in this research was a descriptive qualitative approach. Participants of this research were the eleventh-grade students of SMA Negeri 5 Lubuklinggau, and the subject of this research was 35 students of XI MIPA 3 of SMA Negeri 5 Lubuklinggau. Data collection techniques used were the questionnaire and interview results. Data analysis techniques used were basic statistical techniques of percentages using the Likert-scale questionnaire, and the data was supported from the interview’s results as the secondary data. The results of this research showed that the EFL Students have a good perception of learning English through Quiz feature on Instagram Stories. In conclusion, learning English through Quiz feature on Instagram stories for EFL students is good, and this Quiz feature on Instagram stories can be considered as English learning and practice media, which will be better to combine with the conventional ways in the classroom.]]>
<![CDATA[AN ANALYSIS OF STUDENTS MOTIVATION IN EXTENSIVE LISTENING FOR THE SECOND SEMESTER AT UNIVERSITAS PGRI SILAMPARI ]]>
<![CDATA[Liyana, Irma]]>;
<![CDATA[Syaprizal]]>;
<![CDATA[Ayu Oktaviani]]>
<![CDATA[ ELite Journal : International Journal of Education, Language and Literature Vol. 4 No. 3 (2024): ELite Journal (Volume 4 Number 3, July 2024) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/elitejournal.v4n3.p138-147
<![CDATA[The researcher formulated the problem What are the students’ motivation in Extensive Listening for the second semester at Universitas PGRI Silampari. In addition, the objectives of this research was to find out to describe the students motivation in Extensive Listening. This research will be conducted by using qualitative as well as descriptive method and it is designed to find out some information from actual condition. The subject of the research is the students of second semester at Universitas PGRI Silampari and the researcher collected the data based on the questionnaire is made based on google form for main data for supporting the data as the research instrument. The data from the online questionnaire was put into a table and summarized in form of percentages for each part of the questionnaire. The result of distributing students questionnaire consist of indicator included 20 statements for the second semester with a total of 24 students’ was explained descriptively by using the percentages.]]>
<![CDATA[Students Listening Skill Through Discovery Learning Model Using English Preparation Test ]]>
<![CDATA[Syaprizal, Syaprizal]]>;
<![CDATA[Arono, Arono]]>;
<![CDATA[Yunita , Wisma]]>
<![CDATA[ Proceeding International Conference on Malay Identity The 2nd International Seminar on Language, Literature, Education, Arts and Culture ]]>
Publisher : <![CDATA[Jurusan Sejarah, Seni, dan Arkeologi, FKIP, Universitas Jambi ]]>
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<![CDATA[This research aims to determine whether or not a discovery learning model can be used for third- semester UNPARI English study program students using an English preparation test. The researcher used a pre-experimental design with one group pre-test and post-test in this study. This study's population and sample were semester students, with a total of 23 students in the sample. Simple random sampling was used to select the sample for this study. To collect data, the researcher administered a multiple-choice test to the students twice (pre-test and post-test). The researcher used the data to analyze individual scores, normality testing, and the matched t-test formula. The pre-test mean score was 67.30, and the post-test mean score was 86.13. obtained was 9.76 and the table was 2.069. The alternative hypothesis (Ha) was accepted while the null hypothesis (Ho) was rejected. Therefore, teaching listening skills through the discovery Learning Model using the English Preparation Test to the third-semester English students was effective.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN SCRAMBLE TERHADAP HASIL BELAJAR PKN SISWA KELAS III SD NEGERI 24 LUBUKLINGGAU ]]>
<![CDATA[Octe, Legi Laura]]>;
<![CDATA[Syaprizal, Syaprizal]]>;
<![CDATA[Abadi, Candres]]>
<![CDATA[ Primary Education Journal Silampari (PEJS) Vol 6 No 2 (2024): Primary Education Journal Silampari (PEJS) ]]>
Publisher : <![CDATA[LP4MK STKIP PGRI Lubuklinggau ]]>
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DOI: 10.31540/pejs.v6i2.3105
<![CDATA[This study aims to determine whether the scramble learning model on the learning outcomes of third grade Civics students of SD Negeri 24 Lubuklinggau significantly completed. The research design was in the form of a pseudo-experiment in the pre-test and post-test group category. The research was conducted at SD Negeri 24 Lubuklinggau with the population being third grade students. Sampling was done by random sampling. The data collection technique was done with a test technique consisting of 25 questions. The data collected was then analyzed using the Z-test. Based on the results of research and discussion, it can be concluded that the learning outcomes of Civics in class III SD Negeri 24 Lubuklinggau after the application of the picture and picture learning model is significantly complete. The average value of student learning outcomes for the pretest was 59.08, for the posttest it increased to 83.54 with the number of students who were complete also increased by 84.61%. While based on the results of hypothesis testing analysis obtained Zhitung > Ztabel = Zhitung (6.237) > Ztabel (1.64), thus the proposed hypothesis can be accepted, scramble learning model on student learning outcomes Civics Class III SD Negeri 24 Lubuklinggau significantly Completed. Keywords: Scramble, Learning Outcomes, Civics]]>
<![CDATA[Analysis of the religion element in nathaniel hawthorners young goodman brown short story ]]>
<![CDATA[Sari, Juwita purnama]]>;
<![CDATA[Triyogo, agus]]>;
<![CDATA[Syaprizal]]>
<![CDATA[ Lingustic, Literature and English Education Vol 2 No 1 (2022): LIED (Linguistics, Literature, and English Education) ]]>
Publisher : <![CDATA[LP3MKIL ]]>
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DOI: 10.55526/lied.v1i1.167
<![CDATA[ABSTRACT The objectives of this thesis was to describe the ReligionEelementsin Nathaniel Hawthorne’s Young Goodman Brown. The method applied in this research was descriptive qualitative method. This research used human instrument by herself. The data was analyzed by describing the elements of religion in short story. In collecting the data, the researcher read the short story and in analysing the data the researcher identifying religion element according to Rees theory. Based on the result of data analysis, the researcher found out data that: 1) God (s) and forces in the public square. The first element was belief in God2)sacred symbols (re) defining what is real were staff, meditation, ceremony, holy psalm, pulpit and Bible 3) sacred stories connecting past, present and future was good Cristians and honestmen,and 4) a community worshiping and acting together was Cristian congregation.In conlusion, the religion elements in Young Goodman Brown short story included belief, attitude and action in everyday life. Key word:Short Story, Religion Element]]>
<![CDATA[AN ANALYSIS OF ENGLISH LEARNING STRATEGIES TO THE EIGHTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL 4 LUBUKLINGGAU ]]>
<![CDATA[Sertika, Suci]]>;
<![CDATA[Syaprizal, Syaprizal]]>;
<![CDATA[Hamdan, Hamdan]]>
<![CDATA[ ELite Journal : International Journal of Education, Language and Literature Vol. 4 No. 2 (2024): ELite Journal (Volume 4 Number 2, April 2024) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/elitejournal.v4n2.p81-88
<![CDATA[The objectives of this article was to describe what were English learning strategies applied by the eighth grade students of Junior High School 4 Lubuklinggau The method applied in this research was descriptive quantitative method. The subject of the research was all the eighth grade students of Junior High School 4 Lubuklinggau in academic year of 2022/2023. The number of the population was 244 students. The sample of this research was taken by using simple random sampling. The number of the sample was 30 students of class VIII.E. To get the data, the researcher used Oxford SILL questionnaires. The data were analyzed by describing students’ answer and dividing students’ English learning strategies into some categories: 1) Memory Strategies, 2) Cognitive Strategies, 3) Compensation Strategies, 4) Metacognitive Strategies, 5) Affective Strategies and 6) Social Strategies. Based on the result of data analysis, the researcher found out data that: 1) 9 (30%) students as social strategies, 2) 8 (26.67%) students as memory strategy and 3) 7 (23.33%) students as affective strategy, 4) 3 (10%) students as metacognitive strategy, 5) 2 (6,67%) students as cognitive strategy and 6) 1 (3,33%) students as compensation strategy. In conclusion, social strategies was the most frequently strategies used by the students. Whereas, the least frequently learning strategies used by VIII.E class of Junior High School 4 Lubuklinggau was compensation strategy.]]>
<![CDATA[STUDENTS’ ANALYSIS ON PUNCTUATION AND CAPITALIZATION IN ARGUMENTATIVE TEXT ]]>
<![CDATA[Kartika, Ayumi]]>;
<![CDATA[Syaprizal, Syaprizal]]>;
<![CDATA[Ramasari, Maria]]>
<![CDATA[ ELite Journal : International Journal of Education, Language and Literature Vol. 4 No. 3 (2024): ELite Journal (Volume 4 Number 3, July 2024) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/elitejournal.v4n3.p158-170
<![CDATA[This research aims to determine how many errors are made by second-semester students in the English study program at PGRI Silampari University. This research design is qualitative with descriptive method. Data collection techniques used test, especially test in punctuation and capitalization. The technique of analyzing data with steps: 1. Identifying errors, 2. Classifying errors, 3. Describing errors, and Making Conclusion of errors. The results of this research showed that 91.30% of students who made error in punctuation: comma; 82.60% of students who made errors in punctuation: period; 65.22% of students who made errors in punctuation: apostrophe; 86.96% of students who made errors in punctuation: question marks; and 95.65% of students who made errors in punctuation: colon. Furthermore, the data showed that 78.26% and 82.60% of students who made errors in capitalization: all proper nouns or adjectives and title, heading, and sub heading; and only 34.78% of students who made errors in capitalize the first letter of the beginning word of sentence. From the data, it can be concluded that, there were many students who still did not know or master the use of punctuation and capitalization.]]>
<![CDATA[IMPLEMENTASI ARTIFICIAL INTELLIGENCE DALAM PENGEMBANGAN KETERAMPILAN MENULIS AKADEMIK ]]>
<![CDATA[Wardhana, Dian Eka Chandra]]>;
<![CDATA[Arsyad, Safnil]]>;
<![CDATA[Arono, Arono]]>;
<![CDATA[Yunita, Wisma]]>;
<![CDATA[Juansyah, Mardi]]>;
<![CDATA[Syaprizal, Syaprizal]]>;
<![CDATA[Satinem, Satinem]]>
<![CDATA[ JMM (Jurnal Masyarakat Mandiri) Vol 8, No 5 (2024): Oktober ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jmm.v8i5.26090
<![CDATA[Abstrak: Implementasi Artificial Intelligence (AI) dalam pengembangan keterampilan menulis akademik menawarkan potensi signifikan untuk meningkatkan efisiensi dan kualitas tulisan. Kegiatan pengabdian bertujuan untuk meningkatkan kemampuan dosen dalam mengoptimalkan peran AI dalam menulis akademik. Kegiatan Pengabdian kepada Masyarakat ini dilaksanakan di salah satu universitas negeri yang baru di Kota Lubuk Linggau. Partisipan dalam kegiatan ini adalah dosen sebanyak 50 orang. Pelaksnaan kegiatan dibagi menjadi 3 tahap yaitu (1) sosialisasi; (2) praktik dan pendampingan; serta (3) evaluasi melalui pre-test dan post-test. Hasil evaluasi menunjukkan bahwa kegiatan pengabdian kepada masyarakat memberikan manfaat kepada kelompok sasaran berupa meningkatnya pengetahuan dan keterampilan peserta dalam mengoperasikan ChatGPT untuk menunjang kegiatan menulis akademik. Hal tersebut ditunjukkan oleh hasil evaluasi yang dilakukan bahwa sebelum kegiatan sosialisasi dilakukan hanya 36% peserta yang mengenal ChatGPT dan 50% yang mengetahui peranannya dalam menulis akademik, dengan hanya 30% yang memahami cara mengoperasikannya. Namun, setelah kegiatan sosialisasi dan praktik, seluruh peserta (100%) memahami peranan ChatGPT dalam penulisan akademik, dan 84% mampu mengoperasikannya.Abstract: The implementation of Artificial Intelligence (AI) in the development of academic writing skills offers significant potential to improve the efficiency and quality of writing. Community service activities aim to improve lecturers' abilities in optimizing the role of AI in academic writing. This Community Service activity was carried out at one of the new state universities in Lubuk Linggau City. Participants in this activity were 50 lecturers. The implementation of the activity was divided into 3 stages, namely (1) socialization; (2) practice and mentoring; and (3) evaluation through pre-test and post-test. The evaluation results showed that community service activities provided benefits to the target group in the form of increased knowledge and skills of participants in operating ChatGPT to support academic writing activities. This was shown by the results of the evaluation that before the socialization activity was carried out, only 36% of participants knew ChatGPT and 50% knew its role in academic writing, with only 30% understanding how to operate it. However, after the socialization and practice activities, all participants (100%) understood the role of ChatGPT in academic writing, and 84% were able to operate it.]]>
<![CDATA[AN ANALYSIS OF STUDENTS' STRATEGIES IN PUBLIC SPEAKING SUBJECT BY USING STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL) ]]>
<![CDATA[Suwarno, Widiya Juliyanti]]>;
<![CDATA[Syaprizal]]>;
<![CDATA[Ramasari, Maria]]>
<![CDATA[ ELite Journal : International Journal of Education, Language and Literature Vol. 3 No. 2 (2023): ELite Journal (Volume 3 Number 2, April 2023) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/elitejournal.v3n2.p96-108
<![CDATA[This research aims to determine student learning strategies in learning English in public speaking subject through the Inventory Strategy for Language Learning (SILL) for second semester EFL students. The method used in this research was a descriptive quantitative approach. The population in this research was students in the second semester of English education, and the subjects of this study were 30 students of second semester of the English education study program for the 2021/2022 academic year at the University of PGRI Silampari. The data collection technique of this research used a questionnaire. The data analysis technique used in this research was the basic statistical technique of percentages using a likert scale questionnaire. The results of this research indicated that there were 11 students who used the "Metacognitive" learning strategy, 5 students used the "Cognitive" learning strategy, 8 students used the "Compensation" learning strategy, 6 students used the "Affective" learning strategy, 7 students used the "Social" learning strategy, there are no students used the "Memory" learning strategy. Keywords: student learning strategies, SILL, Metacognitive, second semester students]]>
<![CDATA[CHARACTERISTICS OF ARTICLE TITLES IN HIGH-IMPACT LINGUISTICS & ENGLISH EDUCATION JOURNALS ]]>
<![CDATA[Syaprizal, Syaprizal]]>;
<![CDATA[Arsyad, Safnil]]>;
<![CDATA[Yunita, Wisma]]>
<![CDATA[ Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ling.v11i2.8395
<![CDATA[The Title is an integral part of a journal article because it advertises the article to readers; if it is attractive, readers will read it. However, studies on the characteristics of article titles published in reputable journals in Applied Linguistics and English Language Education are scarce in the literature. Based on quartile rankings, this study compares the linguistic features and content structure of scientific article titles in reputable international journals in Applied Linguistics and English Language Education. Using a content analysis design, 982 article titles from 12 international journals published between 2022 and 2024 were analysed quantitatively and qualitatively. The results showed that the title length varied according to quartile: Q1 and Q3 had a higher average title length than Q2 and Q4, reflecting the tendency to use more descriptive titles in highly reputable journals. Linguistically, noun phrases were the most commonly used syntactic structure, but Q1 journals used compound constructions and -ing verb phrases that reflected the complexity and dynamics of ideas. Regarding content, the research method feature appeared most frequently, followed by data and findings, especially in Q1 and Q3 journals. In contrast, topic-only titles were more dominant in Q4 journals. These findings confirm that the structure of article titles reflects a scientific communication strategy tailored to the Journal's reputation. This study offers a conceptual contribution through a combined classification framework between linguistic features and title content. It provides practical guidance for academic authors in designing effective titles according to the expectations of target journals.]]>
