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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Vokasi Cakrawala Pendidikan Jurnal Penelitian dan Evaluasi Pendidikan Litera Jurnal Nalar Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Englisia Journal Jurnal Kajian Informasi & Perpustakaan Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama REiD (Research and Evaluation in Education) Script Journal: Journal of Linguistic and English Teaching IJoLE: International Journal of Language Education IRJE (Indonesian Research Journal in Education) English Language and Literature International Conference (ELLiC) Proceedings Voices of English Language Education Society PANYONARA: Journal of English Education Jurnal Wahana Pendidikan JL3T (Journal of Linguistics, Literature and Language Teaching) JOLLT Journal of Languages and Language Teaching Journal of English Education Program (JEEP) Journal of Educational Management and Instruction (JEMIn) Journal Of World Science Indonesian Journal of EFL and Linguistics International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Measurement In Educational Research Formosa Journal of Sustainable Research (FJSR) Research and Development in Education (RaDEn) Jurnal Pendidikan Islam Studies in English Language and Education International Journal of Contemporary Studies in Education Jurnal Bintang Pendidikan Indonesia Jurnal Pendidikan Progresif
Nur Hidayanto Pancoro Setyo Putro
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Journal : JOLLT Journal of Languages and Language Teaching

 1 
Improving English Pronunciation Through Phonetics Instruction in Yemeni EFL Classrooms Fadhl Mohammed Awadh Mohammed Awadh; Nur Hidayanto Pancoro Setyo Putro; Albert Efendi Pohan; Yasir Ayed Alsamiri
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10720

Abstract

The context of English education in Yemen provides a critical backdrop for comprehending the challenges Yemeni students face in acquiring proficiency in English pronunciation. These challenges are primarily rooted in the distinct differences between the Arabic and English sound systems, variations in syllable structure and intonation, and the influence of local dialects. Such factors are instrumental in identifying the obstacles Yemeni learners encounter in accurately articulating English phonemes. This research delves into the efficacy of phonetics instruction, specifically phonics training, in ameliorating English pronunciation skills among students in English as a Foreign Language (EFL) settings in Yemen. Employing a literature review methodology, this study meticulously collects and analyzes data from pertinent academic sources to assess the impact of phonics training on pronunciation proficiency. The findings reveal a significant enhancement in students' ability to correctly identify and articulate English phonemes, thereby improving their verbal interaction and comprehension skills, and bolstering their confidence in English communication. The contributions of this study are manifold. It illuminates the pivotal role of phonetics instruction in refining English pronunciation among EFL learners in Yemen, providing empirical evidence to support the integration of phonetic teaching within the EFL curriculum. Moreover, it advocates for the enrichment of educational resources and teacher development programs, emphasizing the importance of prioritizing English pronunciation in Yemen's English language education framework. Through its insights, this study not only addresses a critical gap in the literature but also proposes actionable recommendations to enhance the effectiveness of English pronunciation teaching in Yemeni EFL classrooms. In essence, this study underscores the transformative potential of phonics training in elevating the English language proficiency of Yemeni students, thereby contributing significantly to the broader discourse on language acquisition and pedagogy.
Rhetorical Styles of the Theoretical Framework in Thesis Reports of English Language Education Students: Problems and Suggested Actions Purnawan, Ari; Margana, Margana; Putro, Nur Hidayanto Pancoro Setyo; Rasman, Rasman; Fitrianingsih, Ihtiara
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.10376

Abstract

This paper began with concerns about the lacks of sharp rhetorical styles in writing, the methods of citing references, and the formulations of theories and arguments within the conceptual framework in thesis reports written by students of the English Language Education Department. The study was carried out to explain the rhetorical styles of students’ theoretical framework in their thesis report, to reveal weaknesses or the lack of strong arguments in conveying ideas in a straightforward and structured manner, and to suggest actions to prevent the problem form reoccurring in the future. The data were collected from the final project manuscripts written by students of the English Education Study Program, totaling 110 works. The analysis followed the stages of data collection, data display, data reduction and drawing conclusions. The general results of the research showed that the students did not include too many elements of critical thinking in their thesis literature review. In general, they used attribution quite excessively (78%), followed by elements of establishing links between sources (15%), and comparing their own findings or interpretations with other sources 4%. Meanwhile, the elements of application, evaluation, and statement of use had the smallest portion, each 1%. Problems found in the sample were listed based on the comparison between the data and the standard commonly used to regulate the procedure of writing a scientific paper. Recommendations were then formulated which can be used as guidelines for final project writers or any other parties related to writing scientific papers in general; they are training students of the importance of using all rhetorical styles in their citation when preparing a strong conceptual framework.
Rhetorical Styles of the Theoretical Framework in Thesis Reports of English Language Education Students: Problems and Suggested Actions Purnawan, Ari; Margana, Margana; Putro, Nur Hidayanto Pancoro Setyo; Rasman, Rasman; Fitrianingsih, Ihtiara
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.10376

Abstract

This paper began with concerns about the lacks of sharp rhetorical styles in writing, the methods of citing references, and the formulations of theories and arguments within the conceptual framework in thesis reports written by students of the English Language Education Department. The study was carried out to explain the rhetorical styles of students’ theoretical framework in their thesis report, to reveal weaknesses or the lack of strong arguments in conveying ideas in a straightforward and structured manner, and to suggest actions to prevent the problem form reoccurring in the future. The data were collected from the final project manuscripts written by students of the English Education Study Program, totaling 110 works. The analysis followed the stages of data collection, data display, data reduction and drawing conclusions. The general results of the research showed that the students did not include too many elements of critical thinking in their thesis literature review. In general, they used attribution quite excessively (78%), followed by elements of establishing links between sources (15%), and comparing their own findings or interpretations with other sources 4%. Meanwhile, the elements of application, evaluation, and statement of use had the smallest portion, each 1%. Problems found in the sample were listed based on the comparison between the data and the standard commonly used to regulate the procedure of writing a scientific paper. Recommendations were then formulated which can be used as guidelines for final project writers or any other parties related to writing scientific papers in general; they are training students of the importance of using all rhetorical styles in their citation when preparing a strong conceptual framework.
Improving English Pronunciation Through Phonetics Instruction in Yemeni EFL Classrooms Mohammed Awadh, Fadhl Mohammed Awadh; Putro, Nur Hidayanto Pancoro Setyo; Pohan, Albert Efendi; Alsamiri, Yasir Ayed
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10720

Abstract

The context of English education in Yemen provides a critical backdrop for comprehending the challenges Yemeni students face in acquiring proficiency in English pronunciation. These challenges are primarily rooted in the distinct differences between the Arabic and English sound systems, variations in syllable structure and intonation, and the influence of local dialects. Such factors are instrumental in identifying the obstacles Yemeni learners encounter in accurately articulating English phonemes. This research delves into the efficacy of phonetics instruction, specifically phonics training, in ameliorating English pronunciation skills among students in English as a Foreign Language (EFL) settings in Yemen. Employing a literature review methodology, this study meticulously collects and analyzes data from pertinent academic sources to assess the impact of phonics training on pronunciation proficiency. The findings reveal a significant enhancement in students' ability to correctly identify and articulate English phonemes, thereby improving their verbal interaction and comprehension skills, and bolstering their confidence in English communication. The contributions of this study are manifold. It illuminates the pivotal role of phonetics instruction in refining English pronunciation among EFL learners in Yemen, providing empirical evidence to support the integration of phonetic teaching within the EFL curriculum. Moreover, it advocates for the enrichment of educational resources and teacher development programs, emphasizing the importance of prioritizing English pronunciation in Yemen's English language education framework. Through its insights, this study not only addresses a critical gap in the literature but also proposes actionable recommendations to enhance the effectiveness of English pronunciation teaching in Yemeni EFL classrooms. In essence, this study underscores the transformative potential of phonics training in elevating the English language proficiency of Yemeni students, thereby contributing significantly to the broader discourse on language acquisition and pedagogy.
Enhancing Students’ Narrative Writing Skills through Dictogloss: Evidence from a Vocational High School Context Kali, Marius Randan; Widyantoro, Agus; Yulia, Yuyun; Putro, Nur Hidayanto Pancoro Setyo; Purnawan, Ari
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16230

Abstract

Students’ English narrative-writing skills remain weak, yet writing competence is essential in today’s global context. This study investigated the effectiveness of the Dictogloss technique for improving students’ narrative writing through a mixed-method classroom action research design involving eleventh-grade students at SMK N 1 Tanjung Selor. Data were gathered from observations, students’ worksheets, and writing tests, and analyzed using direct observation notes, self-assessment, and an analytical writing rubric. Findings revealed consistent gains across the five key aspects of writing—content, organization, vocabulary, grammar, and mechanics. From the pre-test to Cycle 1 and Cycle 2, students’ average scores steadily increased, and by the second cycle 34 students (91.2 %) surpassed the passing mark of 75, demonstrating a substantial improvement in overall writing performance. These results confirm the strong positive impact of the Dictogloss method on students’ narrative-writing ability. Pedagogically, teachers are encouraged to integrate Dictogloss as a regular classroom practice by providing structured note-taking activities, guiding pair or group reconstruction of texts, and offering focused feedback on content development, text structure, and precise vocabulary use. Such targeted strategies help students strengthen listening, collaborative, and writing skills simultaneously, ensuring more meaningful engagement and measurable progress in narrative writing. Overall, the research underscores Dictogloss as an integrative method that enhances not only writing accuracy but also collaboration and higher-order thinking skills highly relevant for vocational students preparing for the demands of a global workforce. The implication of the study is that students are encouraged to actively engage in the Dictogloss activities, as these activities help improve writing by developing listening, note-taking, and collaborative skills. It is important to focus on the text's content, structure, and vocabulary when working in pairs, as this will enhance their writing skills.
Co-Authors 'Aziz, Hafidh Abdul Rahim Agus Widyantoro Ahmad Syafii Albert Efendi Pohan Albert Efendi Pohan Alrahhal, Maher Alsamiri, Yasir Alsamiri, Yasir Ayed Amalia Vidya Maharani Aman Aman Aminuddin Hassan Aminuddin Hassan Andi Abdurrahman Manggaberani Andi Abdurrahman Manggaberani Andika, Jeffri Dian Anggoro, Kiki Juli Anwar Efendi Apino, Ezi Ari Purnawan Arif Nugroho Auly, Aisyah Noor Azhra, Shabrina Yumna Bayun Ulan Dari Binar Winantaka Dari, Bayun Ulan Denna Ananda Yushinta Dennis Alonzo Dinar Tyas Hutami Dwiyani Pratiwi Dyah Setyowati Ciptaningrum Edi Istiyono Erwin Syahril Mubarok Fadhl Mohammed Awadh Mohammed Awadh Fajri, Abrar Syahrul Fatimah, Asri Siti Fitria Akhmerti Primasita Fitriyah, Ihda Mutimmatul Gharamah, Fadhl Mohammed Awadh Halliza, Mutiya Halliza Hassan, Aminuddin Heri Retnawati Ihtiara Fitrianingsih Ihtiara Fitrianingsih Imam Machali Imam Machali Iqbal Faza Ahmad Irwanto, I Made Rian Isda, Irma Dewi Isda Islami, Maida Cinta Islamiaty, Dian Jamilah Jamilah Jihyun Lee Joko Nurkamto Joko Priyana Kali, Marius Randan Kartianom, Kartianom Kastam Syamsi Khalik, Muhammad Fathur Rahman Lapele, Fitria Lusi Nurhayati M Rizky Setiawan M. Sukarno Manggaberani, Andi Abdurrahman Margana Margana Mega Selvi Maharani Melisa Sri Mohammed Awadh, Fadhl Mohammed Awadh Monteza, Ana Mae M. Muhammad Istiqlal, Muhammad Murtafi'ah, Banatul Muyassaroh Muyassaroh Nafiah, Silvia Umrotun Nafisa, Naela Ainun Naufina, Nurin Ni Wayan Surya Mahayanti Nila Kurnia Sari Nunik Sugesti Nur Sehang Thamrin Nurqadriyanti Hasanuddin OIKUREMA PURWATI Pratomo Widodo Pratomo Widodo Prihandoko, Lastika Ary Purnawan, Ari Purnawan Purwati Purwati Puspitaningratri, Irena Putri, Reliska Yulita Rahma Yunita, Rahma Rahmiati Rahmiati Rasman Rasman Rezkilaturahmi Rozanah Katrina Herda, Rozanah Katrina Samsul Hadi Santiana Santiana Setiani, Tri Siti Salina Mustakim Siti Salina Mustakim Sitti Syakira Siwi Karmadi Kurniasih Sri Winarti Subakti, M. Aldi Sudiyatno Sudiyatno Sudiyono Sudiyono Sugirin Sukarno Sukarno Sukarno Sulis Triyono Sumaryanto Sumaryanto Surianti, Andi Suwarsih Madya Suwarsih Madya Syafiqurrahman, Syafiqurrahman Tatin, Ingrid A. Gavilan Tchello Kasse Thontowi, Zulkifli Syauqi Toruan, Andreanus Pattikawa Lbn Tri Retna Astari Umi Farisiyah Wardoyo, Eko Widihastuti Widora, Intan Widowati Pusporini, Widowati Wulaningsih, Ika Yasir Alsamiri Yasir Ayed Alsamiri Yeni Fitri Yuliana Olga Siba Sabon Yuyun Yulia