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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris PREMISE: Journal of English Education and Applied Linguistics IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal International of Lingua and Technology
Istiqomah Nur Rahmawati
Universitas Pendidikan Indonesia, Bandung-Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Using the Duolingo Application as a Vocabulary Learning Tool in Higher Education Febrianti, Mariska; Rahmawati, Istiqomah Nur; Aisyah, Aisyah; Nasution, Awal Kurnia Putra; Aprianto, Agung
Journal International of Lingua and Technology Vol. 3 No. 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v3i2.673

Abstract

The use of technology in education has grown rapidly in recent years. One of the increasingly popular language learning apps is Duolingo. This app provides an easy-to-use, interactive and free way to learn many languages, including foreign languages. This study aims to determine the use of the Duolingo application as a means of learning vocabulary in tertiary institutions. This study uses quantitative methods by collecting population and samples. The data obtained through the distribution of questionnaires. The questionnaire was created by using the Google form. The number of questions is 15 with the categories strongly agree, agree, disagree and strongly disagree. The study was conducted through surveys and interviews with a number of students who used Duolingo as a vocabulary learning tool. In addition, research also observes the effect of using this application by assessing students' learning progress after using Duolingo. The results of the study show that the Duolingo application makes a positive contribution to learning vocabulary in universities. Students say the app provides a fun learning experience and inspires them to keep practicing. The app's interactive features, such as play-based exercises, also help increase learning engagement and enhance student engagement. In addition, this research also shows that students' learning progress after using Duolingo increases significantly. Using this application provides flexible learning access and allows students to study anytime, anywhere according to their interests and schedule. In short, the use of the Duolingo application as a tool for learning vocabulary in tertiary institutions can be considered effective and useful. This application can be an interesting and effective alternative to improve students' understanding and fluency of vocabulary. However, it is important to continue researching and developing the use of this learning technology so that it can be optimized and adapted to the needs and characteristics of each educational institution
Utilize Augmented Reality Technology to Improve Listening Skills in Foreign Languages Rintaningrum, Ratna; Rahmawati, Rahmawati; Fionasari, Richa; Rahmawati, Istiqomah Nur; Safii, Muhammad
Journal International of Lingua and Technology Vol. 3 No. 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v3i2.675

Abstract

Listening skills in a foreign language are an important component of an effective language learning process. Technological advances have opened up new opportunities to improve listening skills, one of which is through the use of Augmented Reality (AR) technology. This study aims to explain the potential use of AR in this context. The use of AR in foreign language learning provides an interactive and immersive experience for students. This technology allows users to combine the real world with digital elements, such as text or images, which can aid in the understanding and mastery of a foreign language. Various AR applications developed specifically for foreign language learning can create simulated situations where students can practice listening in real contexts. In addition, AR also allows personalization of learning. The AR system can be adapted to individual learners' ability levels, providing suitable exercises and challenges. This helps increase learning motivation and overall learning outcomes. This research also examines the challenges that may be faced in using AR, such as the accessibility of the technology and devices required, as well as the development of adequate content. However, as technology continues to develop, there are more and more opportunities to overcome these obstacles. In conclusion, the use of Augmented Reality technology can bring great benefits in improving listening skills in foreign languages. With the right approach and investment in the development of relevant technology and content, AR has the potential to become a valuable tool in foreign language education and can help students achieve higher levels of competency in foreign language listening. It is hoped that the results of this research can increase knowledge for pupils and students who utilize Augmented Reality Technology to Improve Listening Skills in Foreign Languages. The limitation of this research is that the researcher did not directly get involved in conducting this research, but instead distributed the questionnaire online.
Transitivity Analysis in Narrative Writing of Grade 9 Students of Junior High School Budi, Firgiawan Setia; Rahmawati, Istiqomah Nur; Rini, Yulan Puspita
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5889

Abstract

This study aims to analyze narrative texts written by 9th-grade students using transitivity analysis. The subjects were selected by several teachers who believed the class was suitable for the study based on their perspectives. Out of the 32 students involved, only 14 wrote narrative texts that met the established criteria. The remaining texts included 6 recount texts, 11 descriptive texts, and 1 procedural text. The transitivity analysis of the 14 narrative texts revealed that students utilized various processes, including material, mental, and relational processes, with a noticeable dominance of material processes. The results of this study revealed that although students could write narrative texts, there were still variations in the use of incomplete generic structures and less varied language features. This can be seen in the results of the transitivity process percentage, material processes showed a rate of 52%, mental processes (22%), verbal processes (8%), behavioral processes (5%), relational processes (12%), and existential processes (1%). These results do not indicate that students' writing follows the grammatical features that apply to narrative texts, where material and mental processes dominate. This study provides insight into students’ narrative writing skills and the use of transitivity in their writing. It provides a basis for developing more effective curriculum and instructional strategies in teaching narrative text in grade 9. The study also identified several limitations, including the limited sample size and manual analysis, which may affect the generalizability of the findings. Recommendations for further research include the use of linguistic analysis software and expanding the research sample.
GUIDED CONVERSATION TECHNIQUE IN EFL CLASSROOMS: SUPPORTING SPEAKING SKILLS DEVELOPMENT Mulki, Nur; Meisuri, Meisuri; Rahmawati, Istiqomah Nur
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i2.12049

Abstract

This study explored the implementation of guided conversation techniques in supporting speaking skills development among tenth-grade EFL students through a qualitative descriptive approach. Data were collected using semi-structured interviews and guided classroom observations. Findings indicated that the guided conversation technique positively influenced students' speaking proficiency, notably in fluency, vocabulary mastery, pronunciation, grammar, and sentence construction. Importantly, students reported increased confidence and reduced anxiety when speaking English, highlighting the emotional benefits of structured conversational practice. Observations also confirmed increased student participation, interaction, and engagement, supported by consistent and constructive teacher feedback. While some students still encountered challenges such as pronunciation difficulties and shyness, ongoing teacher support significantly mitigated these issues. Overall, the guided conversation technique emerged as a practical instructional approach, enhancing both linguistic skills and emotional readiness in EFL classrooms. Recommendations include incorporating differentiated scaffolding and further qualitative research in varied educational contexts.
THE USE OF L1 IN THE ENGLISH CLASSROOM Rahmawati, Istiqomah Nur
English Education: Jurnal Tadris Bahasa Inggris Vol 8 No 1 (2015): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v8i1.504

Abstract

The role of L1 in instructed English learning has been the subject of much controversy. Some teachers have the opinion that L1 may be used under certain limitations and others feel that it should not be allowed at all. The aim of this study is to investigate the effectiveness of the use L1 in promoting English learning by observing and interviewing five kindergarten teachers in Bandar Lampung. The result showed that L1 has a valuable role to play in the English classroom. Teaching English for young learners requires teachers to teach efficiently and appropriately. It indicates that the L1 gains more benefits by incorporating the students’ L1 as a learning tool and a facilitator for an efficient teaching. L1 is most useful at beginning and low levels (in this case for kindergarten students).
Graphic Organizer as One Alternative Technique to Teach Writing Pratama, Suhaidi; Rahmawati, Istiqomah Nur; Irfani, Bambang
English Education: Jurnal Tadris Bahasa Inggris Vol 10 No 2 (2017): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v10i2.1755

Abstract

This research is conducted based on the preliminary research that are many students considered writing is difficult. The students still cannot develThe objective of the research was to find out whether there is influence of graphic organizer towards students’ writing ability in descriptive text. The methodology of this research was quasi experimental design with the treatment held in 3 meetings. In collecting the data, the writers used instruments pre-test and post-test. The instrument was descriptive writing test. After giving the post-test, the writers analyzed the data by using independent sample t-test. From the data analysis, it was found that the result of test was tobserved (2.76) with tcritical (1.684), it means that the score of tobserved was higher than tcritical, so Ha is accepted. So, there was influence of graphic organizer towards students’ writing ability in descriptive text.
CHINESE WHISPER GAME AS ONE ALTERNATIVE TECHNIQUE TO TEACH SPEAKING Utami, Putri; Rahmawati, Istiqomah Nur
English Education: Jurnal Tadris Bahasa Inggris Vol 11 No 2 (2018): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v11i2.3489

Abstract

When doing teaching, the teacher sometime uses games in delivering the material in order to make it fun. Wright et al said that games also help the teacher to create contexts in which the language is useful and meaningful. Whisper game, also known as ‘the broken telephone’, is a game that whisper or pass the message from person to person in a group, and the last person will announce the message that he/she got and compare it with the first person to see the similarity. The interested one of these games is sometimes the message will change to another message or information. In this research the writers used experimental method by using quasi experimental pre-test-post-test group design. The pre-test was given before the treatment at the eighth grade of one Junior High School in South Lampung. At the end of the treatment, the writers gave the students a test, which was called post-test. Towards the end, the score of pre-test and post-test compared in order to find the answer for the research questions. After giving the post-test, then the writers analyzed the data. From the data analysis, it was found that the result of independent sample T-test was 2.99. This result then was consulted to the score of T-critical, in this case T-critical 0.05 was 2. The hypothesis proposal was that Ho is accepted, if the score of Tobserve>Tcritical. From analysis the score of T-observe was higher than T-critical (0.05), so Ho was accepted, in other words, from this research, it was known that Chinese Whisper Game could improve the students’ speaking ability. Therefore, there was a significant influence of using Chinese Whisper Game towards students’ speaking ability.Key words: Chinese Whisper Game, Experimental Design, Speaking Ability
Teaching And Learning Narrative Text Writing Through Story Mapping Rahmawati, Istiqomah Nur; Latifah, Nur
English Education: Jurnal Tadris Bahasa Inggris Vol 12 No 1 (2019): English Education : Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v12i1.4428

Abstract

This research focused on teaching and learning narrative text writing through story mapping. The objectives of this research were to know and describe the process of teaching and learning narrative writing using story mapping and the teacher and students problems in teaching and learning narrative writing through story mapping. In this research, the writer used descriptive qualitative research method. In collecting the data, the kinds of instruments used by the writers were observation, interview, and questionnaire. In data analysis, the writers used data reduction, data display, and conclusion or verification. The writers found that the teacher’s problems in teaching writing through story mapping were the teacher had difficulties to introduce story mapping, giving instruction to create and complete story mapping, many students in the classroo and less time to teach writing. The problems faced by students in learning writing using story mapping were that the students confused and difficult to develop their ideas because they did not have many vocabularies. Furthermore, the students had problems in capitalization, punctuation, grammatical error, and organization. They also needed too much time to finish their writing
Teaching Narrative Writing Using Freaky Fables Game: An Experimentation Rahmawati, Istiqomah Nur; Syafryadin, Syafryadin; Widiastuti, Rizki
English Education: Jurnal Tadris Bahasa Inggris Vol 12 No 2 (2019): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v12i2.5451

Abstract

This study is an experimentation of the idea of using game to teach narrative writing in one of private primary schools in Bandar Lampung. 21 students were grouped according to their class (6A & 6B) into experimental and control.  The two groups were given pretest and post-test.  The experimental group was taught narrative writing using game called Freaky Fables, the control group was taught using the conventional method.  The experimental group also responded to a questionnaire which sought their reactions to the use of game in teaching narrative writing.  Data collected were analyzed.  Results shown that the experimental group performed significantly better than the control group due to treatment (the use of Freaky Fables game to teach narrative writing).  Consequently, the experimental group and the teachers involved showed favorable disposition to the continuous use of the method.
An Analysis of Code Mixing Used in Opinion Rubric of Kompas Newspaper Syafryadin, Syafryadin; Rahmawati, Istiqomah Nur; Febriani, R Bunga
English Education: Jurnal Tadris Bahasa Inggris Vol 13 No 2 (2020): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v13i2.7051

Abstract

This study investigated the kinds of code mixing used and its meaning at opinion rubric in kompas newspaper. The research question of this study was what kinds of code mixing used and its meaning at opinion rubric in kompas newspaper. The writer took 15 samples of opinion. Rubric in March 2018. The design of this study is descriptive qualitative. In this study, the writer analyzed the data through the following steps: 1) Morphological analysis: first, the writer identified the English code mixings in word, phrase, clause, idiom and reduplication insertions which consisted of one or more morphemes and then analyzed them based on morphological aspects. Finally, the writer classified the morphological process of the words whether it included inflectional or derivational morphemes. 2) Semantic analysis: the writer interpreted the meaning of English code mixings in word, phrase, clause, idiom and reduplication insertions based on the context of the sentence. The result of this study shows that there are five kinds of code mixings that used in the newspaper, namely code mixing of word insertion that consists of 36 data, phrase insertion consists of 56 data, clause insertion consists of 6 data, idiom or expression insertion consists of 15 data, and reduplication insertion consists of 1 data. The code mixings in phrase insertion are most frequently used in newspaper rather than the other kinds of code mixings, while the most rarely used is code mixing in reduplication insertion.
Co-Authors Aisyah Aisyah Aprianto . Bambang Irfani Budi, Firgiawan Setia Deri Herdawan, Deri Febriani, R Bunga Febrianti, Mariska Fionasari, Richa Meisuri Muhammad Safii Mulki, Nur Nasution, Awal Kurnia Putra Nur Latifah, Nur Putri Utami, Putri Rahmawati, Rahmawati Ratna Rintaningrum, Ratna Rizki Widiastuti Suhaidi Pratama, Suhaidi Syafryadin, Syafryadin Yulan Puspita Rini