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All Journal Jurnal Ide Bahasa ELP (Journal of English Language Pedagogy) Jurnal Puan Indonesia
Riyen Permata
Universitas Mahaputra Muhammad Yamin
Arts Humanities Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health

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 1 
Optimalisasi Penggunaan WhatsApp Group Sebagai Sarana Komunikasi dan Media Pembelajaran Online Selama Masa Pandemi COVID-19 bagi Guru SD Negeri 10 Pianggu Fitri Handayani; Marsika Sepyanda; Risza Dwiputri; Riyen Permata; Zulfariati
PUAN INDONESIA Vol. 3 No. 1 (2021): Jurnal Puan Indonesia
Publisher : ASOSIASI IDEBAHASA KEPRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (567.509 KB) | DOI: 10.37296/jpi.v3i1.53

Abstract

The readiness of elementary school teachers to use online learning media during the COVID-19 pandemic remains very low. Many teachers are unable to optimize various features of online teaching media, such as the use of WhatsApp. This was also experienced by teachers at SD Negeri 10 Pianggu, IX Koto Sungai Lasi sub-district. Not all teachers can make the best use of WhatsApp as an online learning tool. Some teachers are still unaware of the features accessible on WhatsApp that might be utilized as a learning assistance tool. Therefore it is necessary to provide training for teachers at SD Negeri 10 Pianggu, IX Koto Sungai Lasi sub-district in presenting learning materials through the use of WhatsApp. The implementation of service activities is carried out by providing training through lectures, discussions, and practices. Teachers were given information and knowledge about WhatsApp as a means of online learning medium during the Covid-19 pandemic. Based on the training activities that were conducted, the teachers demonstrated an eager attitude and a desire to learn more about various features on Whatsapp. Teachers receive training materials fast and can utilize the WhatsApp group as an effective online teaching tool, so the training generates favorable feedback.
STUDENTS’ GRAMMATICAL PROBLEMS IN DEVELOPING THE PARAGRAPHS OF ARGUMENTATIVE ESSAY Riyen Permata
ELP (Journal of English Language Pedagogy) Vol 7 No 1 (2022): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v7i1.563

Abstract

This research aimed to determine the grammatical problems found in students’ argumentative essays. The type of research used was descriptive research and the data source of this research was argumentative essays written by English Department students. Research data were collected by giving writing assignments and coding sheets. The collected data were grouped based on the research objectives, then described and analyzed to get the actual facts. The research findings showed that some of the grammatical problems that were often faced by students in writing argumentative essays were subject-predicate compatibility, verb forms, verb tenses, plural forms, and word formation errors as well as problems in the use of conjunctions, auxiliary modals and the use of personal subjects. In conclusion, the students still do not understand the concept of grammar well, and it will be difficult for them to produce a good argumentative essay.
EFL LEARNERS' ABILITY IN IDENTIFYING INDEPENDENT AND DEPENDENT CLAUSES: A DESCRIPTIVE STUDY AT UMMY SOLOK Dimas Bambang Sadewo; Yuli Herman; Riyen Permata
ELP (Journal of English Language Pedagogy) Vol. 11 No. 2 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i2.1209

Abstract

         Clauses are one of the basic elements in English grammar. Identifying independent and dependent clauses helps students write correct and complete sentences. However, many EFL students still struggle to distinguish these clause types, especially dependent clauses. Previous studies mostly examined clause identification in general, without focusing on each dependent clause type separately. This study aimed to describe fourth-semester students' ability in identifying independent and dependent clauses at the English Education Department of FKIP UMMY Solok in the 2024/2025 academic year.This study used a descriptive quantitative design with 15 students selected through total sampling. Data were collected using a 20-item grammar test covering independent clauses, noun clauses, adjective clauses, and adverb clauses, then analyzed using percentage and mean score formulas. The results showed that students scored highest on independent clauses (mean: 7.06), followed by noun clauses (5.53), adverb clauses (4.80), and adjective clauses (4.46). Students had more difficulty with dependent clauses, particularly adjective and adverb clauses. Lecturers are encouraged to give more focused practice on dependent clauses to improve students' grammatical ability.  
A DESCRIPTIVE STUDY OF STUDENTS’ ABILITY TO DISTINGUISH GERUNDS AND PARTICIPLES IN ENGLISH Karmila Alhaviz; Yuli Herman; Riyen Permata
IdeBahasa Vol 8 No 1 (2026): Jurnal Idebahasa Vol 8 No 1 Juni 2026
Publisher : Asosiasi dosen IDEBAHASA KEPRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37296/idebahasa.v8i1.380

Abstract

Grammar is a fundamental component of language learning because it helps learners construct sentences accurately and meaningfully. Among the grammatical aspects of English, gerunds and participles are often considered challenging due to their similar –ing forms but different grammatical functions. This study aims to analyze students’ ability to distinguish between gerunds and participles in English sentences. The data source of this research was students of the English Education Program, and the data were collected through a grammar test focusing on the identification and grammatical functional of gerunds and participles. The research was conducted among the 2022 class of English Education students at FKIP Universitas Mahaputra Muhammad Yamin Solok, in the 2024/2025 academic year. The study applied a descriptive quantitative design involving 12 students, who served as both the population and sample. Data were collected through a 40-item multiple-choice test developed based on Yule’s (2019) indicators. The instrument achieved a Content Validity Ratio (CVR) of 1.00 and an Intraclass Correlation Coefficient (ICC) of 0.988, indicating excellent validity and reliability. The results revealed that students’ ability in using gerunds was fair (70.83), their ability in using participle was poor (54.86%), and their overall ability to distinguish both forms was fair (64.58%). The findings indicate that students’ ability to distinguish gerunds and participles is at a moderate to low level, with many students experiencing difficulties in identifying grammatical functions due to confusion between form and function of –ing constructions.
AN ANALYSIS OF STUDENTS’ ABILITY IN PRONOUNCING INTERDENTAL AND POST-ALVEOLAR FRICATIVE CONSONANTS Nadia Putri; Yuli Herman; Riyen Permata
IdeBahasa Vol 8 No 1 (2026): Jurnal Idebahasa Vol 8 No 1 Juni 2026
Publisher : Asosiasi dosen IDEBAHASA KEPRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37296/idebahasa.v8i1.381

Abstract

This research is motivated by students’ difficulties in distinguishing and pronouncing English dental (/θ/, /ð/) and post-alveolar (/ʃ/, /ʒ/) fricative consonants, which are often influenced by first language interference. This study aims to analyze students’ ability to distinguish and pronounce dental and post-alveolar fricative consonants and to identify the most problematic sounds experienced by students. This research employed a quantitative descriptive method. The subjects of this study were 12 sixth-semester students of the English Education Study Program at Mahaputra Muhammad Yamin University in the 2024/2025 academic year, selected using total sampling technique. The data were collected through a pronunciation test consisting of 20 pairs of words, supported by audio and video recordings. The data were analyzed using scoring rubrics and descriptive statistical analysis to determine students’ pronunciation accuracy. The results showed that students’ overall ability in pronouncing fricative consonants was categorized as good, with an average score of 3.35. The sound /ʃ/ was relatively easier for students to pronounce, while /θ/, /ð/, and /ʒ/ remained problematic due to first language interference. Therefore, more intensive and varied pronunciation exercises are recommended to improve students’ pronunciation accuracy.
PELATIHAN STRATEGI PENGERJAAN SOAL TKA BAHASA INGGRIS BAGI SISWA KELAS XII SMKN 3 KOTA SOLOK Fitri Handayani; Risza Dwiputri; Riyen Permata; Zulfariati Zulfariati; Yuli Herman
PUAN INDONESIA Vol. 8 No. 1 (2026): Jurnal PUAN Indonesia Vol. 8 No. 1 Juli 2026
Publisher : ASOSIASI IDEBAHASA KEPRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37296/jpi.v8i1.540

Abstract

This community service activity aimed to support the readiness of twelfth-grade students at SMKN 3 Kota Solok in preparing for the English Academic Ability Test (TKA). The activity was developed in response to several challenges identified during the preliminary needs analysis, including limited familiarity with TKA question formats, ineffective reading strategies, inadequate academic vocabulary, and difficulties in managing time during tests. An educative-participatory approach was implemented through interactive lectures, strategy demonstrations, guided practice, and collaborative discussion of test items. The training focused on practical test-taking strategies, including skimming and scanning techniques, identifying main ideas and keywords, eliminating implausible answer choices, and managing time effectively. Based on observations during the training, students’ practice activities, and participant reflections, the program indicated positive changes in students’ understanding of TKA question characteristics, the use of reading strategies, time-management awareness, and confidence in approaching literacy-based assessments. The findings suggest that explicit strategy instruction combined with authentic test simulation can provide meaningful learning experiences that support students’ academic and psychological preparedness for literacy-based assessments. The approach also offers a practical model for assisting vocational high school students in preparing for the English TKA.
Canva sebagai alat pembelajaran digital untuk meningkatkan tulisan deskriptif siswa Aulia Maharani; Fitri Handayani; Riyen Permata
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i1.1165

Abstract

           This study addresses a research gap in comparative investigations of visual media for teaching descriptive writing at the junior high school level. While previous studies have largely examined Canva in isolation and focused on higher education, limited attention has been given to its effectiveness compared to other visual platforms and across specific writing components. This quasi-experimental study examines the effects of Canva and Pinterest on seventh-grade students’ descriptive writing performance. Forty-four students were selected through purposive sampling and assigned to experimental and control groups. Data were collected through pre- and post-tests assessed by three independent raters using an analytical writing rubric. The findings reveal that students taught using Canva achieved significantly greater improvement than those taught using Pinterest, with a very strong effect size. Canva was particularly effective in supporting idea development and text organization, resulting in higher-quality written products. These results suggest that Canva is a pedagogically effective visual medium for teaching descriptive writing, and its integration through structured writing activities is recommended to enhance students’ writing skills.  
Co-Authors Aulia Maharani Dimas Bambang Sadewo Handayani, Fitri Karmila Alhaviz Nadia Putri Risza Dwiputri Sepyanda, Marsika Yuli Herman Zulfariati Zulfariati Zulfariati