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THE NEED TO REVIVE SATERA JONTAL AN ENDANGERED SCRIPT IN SUMBAWA REGENCY ELLI MARLIANA; IWAN JAZADI
GANEC SWARA Vol 14, No 2 (2020): September 2020
Publisher : Universitas Mahasaraswati Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35327/gara.v14i2.154

Artikel ini berargumen tentang perlunya menghidupkan kembali satera jontal atau bahasa tertulis orang Sumbawa, naskah yang terancam punah di Kabupaten Sumbawa. Penelitian ini bertujuan untuk mendefinisikan dan melacak sejarah serta perkembangan satera jontal saat ini, mengidentifikasi penyebabnya berubah menjadi naskah yang terancam punah, dan membahas teknik untuk revitalisasi. Metode pengumpulan data terutama mengandalkan survei literatur. Posisi peneliti sebagai orang Sumbawa berfungsi sebagai konfirmasi atas apa yang disajikan literatur dalam temuan dan diskusi. Penelitian ini secara praktis bermanfaat bagi masyarakat dan pemerintah daerah Sumbawa, dan secara teoritis memperkaya penelitian bahasa dan sastra

ENGLISH LEARNING STRATEGIES USED BY THE STUDENTS IN ENGLISH EDUCATION DEPARTMENT IN SOLVING THEIR LEARNING DIFFICULTIES ELLI MARLIANA; MARLISA MARLISA
GANEC SWARA Vol 17, No 2 (2023): Juni 2023
Publisher : Universitas Mahasaraswati K. Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35327/gara.v17i2.472

This study focuses on the learning strategies used by students majoring in English Education in Overcoming Learning at STKIP Paracendekia NW Sumbawa. The purpose of this study was to determine the strategies applied and the difficulties faced by fourth semester students majoring in English education. This research is qualitative research. Researchers used two instruments to obtain the required data, namely: observation and interviews. Based on the data obtained from the second instrument used, the following findings were obtained. First, in the process of learning English, students with high predicate also experience learning difficulties (the most dominant learning difficulty faced when learning English were the limitation of vocabulary, differences in speakers’ accent, grammar, and pronunciation respectively). Second, successful students use not only single learning strategies but they use mixed learning strategies including memory, cognitive, compensatory, metacognitive, affective and social strategies.

AN ANALYSIS OF ENGLISH-SPEAKING ANXIETY ENCOUNTERED BY STUDENTS IN ENGLISH EDUCATION DEPARTMENT ELLI MARLIANA; YAYU YAYU
GANEC SWARA Vol 17, No 3 (2023): September 2023
Publisher : Universitas Mahasaraswati K. Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35327/gara.v17i3.522

This research focused on analyzing English speaking anxiety that experienced by the second semester students of English education department at STKIP Paracendekia NW Sumbawa. Through a descriptive qualitative method, this research aimed to find out factors that cause English speaking anxiety, students’ efforts to overcome their English-speaking anxiety, and category of anxiety that is experienced in the students. The respondents who are selected purposively in this research consisted of ten students from class A and B second semester in English Education Department at STKIP Paracendekia NW Sumbawa. This research used interview and observation techniques to collect the data which later the data analyzed using three techniques: data reduction, data display and drawing conclusion or verification. The result of this research reveals the factors that cause English speaking anxiety are lack of vocabulary, low English proficiency, lack of practice, lack of preparation and fear of making mistakes and being laughed at. In addition, the strategies used by the students to overcome their English-speaking anxiety are preparation, relaxation and positive thinking. Furthermore, the category of anxiety experienced by the students in this research is state anxiety.

Literacy voluntary teaching for low socio-economic early graders in Sumbawa Regency of Indonesia Iwan Jazadi; Elli Marliana; Dita Rezkia Utami; Aris Dwi Intan Aprianti; Jalaluddin Jalaluddin; Solihin Solihin
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i3.25106

The research reported on a literacy intervention program for 150 early grade learners from low socio-economic background by involving 50 volunteers in 50 different village spots in Sumbawa Regency of Indonesia. The research was emancipatory because it seeks to empower the community to address the local problems of literacy learning loss experienced by the needy early graders. The data were collected through literacy assessment, observation, interviews, and documentation. The findings showed that 90% of the early graders improved their literacy mostly with two and one level progress. Factors contributing to the success were good preparation of volunteers, engaging teaching approaches, relevant materials that suited student levels, and continuous assessment. The last key finding was that the volunteers strongly embodied teaching voluntarism as a soul with six features (affection towards others, action of giving, availability, positive inner feelings, heroism, and divinity). The recommendation from these findings is that multi-stakeholders, including the government, provide support to enhance the program sustainability. This research contributes a model of voluntary teaching for low socio-economic early graders that can be adapted in other locations in Indonesia and overseas.

STUDENTS’ PERSPECTIVE ON ROLE-PLAY AND PREVIEW /REVIEW TEACHING METHODS IN LEARNING VOCABULARY: A COMPARATIVE STUDY ELLI MARLIANA; CHARIZKI MULYADI
GANEC SWARA Vol 17, No 4 (2023): Desember 2023
Publisher : Universitas Mahasaraswati K. Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35327/gara.v17i4.685

This research delves into the challenges faced by students at STKIP Paracendekia NW Sumbawa in their pursuit of English language proficiency, with a specific focus on vocabulary acquisition, a fundamental aspect of language learning. Through a qualitative lens, this study delves into the effectiveness of two teaching methods: Role-Play and Preview/Review. The findings underscore the advantages of the Role-Play method in bolstering vocabulary comprehension, while simultaneously shedding light on the hurdles related to pronunciation and self-assurance. In a contrasting vein, the Preview/Review approach, leveraging students' native language and supplementary materials, emerges as a facilitator for efficient vocabulary acquisition. This research places a notable emphasis on the imperative need to address pronunciation challenges, boost students' self-confidence, and introduces a promising hybrid teaching strategy. The recommendations outlined encompass targeted interventions, the amalgamation of teaching methods, the promotion of effective learning strategies, and the dissemination of these findings as a valuable educational resource. In sum, this study significantly contributes to the realm of English language education at STKIP Paracendekia NW Sumbawa. It not only offers practical insights for educators and institutions but also strives to enhance the overall vocabulary learning experience for students, thereby adding a valuable dimension to the educational landscape.

Designing a Functional Approach Daily Conversation Module for Beginner EFL Learners Aris Dwi Intan Aprianti; Iwan Jazadi; Sartika Sartika; Elli Marliana
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (2025): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i2.16466

Communicating effectively in daily conversations remains a challenge for many Indonesian EFL learners, particularly beginners, who often struggle with fluency, vocabulary limitations, and a lack of confidence. This study aimed to design, develop, and validate a contextual daily conversation module using the Functional Approach within the ADDIE instructional model. A needs analysis involving students, alumni, and a course coordinator revealed learners’ preference for contextual topics, scaffolded practice, and bilingual support. The design phase translated these findings into structured lesson plans and communicative tasks, while the development phase involved expert validation to refine the module. The novelty of this study lies in its integration of the Functional Approach with bilingual scaffolding, a combination rarely explored in Indonesian tertiary EFL contexts. The resulting module features functional expressions, bilingual glossaries, authentic conversational topics, and reflective activities, all validated as highly appropriate by experts. Beyond its immediate context, the module provides a scalable model for other institutions seeking to enhance students’ communicative competence through context-responsive materials.

A Comparative Genre-Based Error Analysis of EFL Students’ Academic Paragraphs Written in a Timed Examination Marliana, Elli; Jazadi, Iwan
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4602

Writing is widely regarded as one of the most challenging skills for learners of English as a Foreign Language (EFL), particularly in academic contexts, where students are required to produce coherent, linguistically accurate texts. This study investigates the types and frequencies of writing errors produced by EFL students across three academic paragraph genres: descriptive, comparison–contrast, and cause–effect. Adopting a qualitative descriptive design with an error-analysis approach, the study analyzed academic paragraphs written by 24 undergraduate students during a time-controlled final examination in a paragraph-writing course. Students’ writing errors were identified, categorized into grammatical, lexical, mechanical, and organizational errors, and compared across paragraph genres. The findings reveal that grammatical errors were the most prevalent across all genres, whereas mechanical and organizational errors varied by genre. Descriptive paragraphs exhibited high frequencies of grammatical and mechanical errors, comparison–contrast paragraphs showed prominent organizational difficulties, and cause–effect paragraphs demonstrated fewer errors overall but persistent grammatical challenges. These results demonstrate clear cross-genre differences in error patterns, indicating that paragraph genre significantly influences students’ writing difficulties. The study contributes to EFL writing research by highlighting the genre-sensitive nature of writing errors and underscores the need for genre-based instruction, feedback, and assessment in EFL paragraph writing pedagogy.

AN ANALYSIS OF SPEECH ACT IN THE ‘ONE PIECE’ LIVE ACTION TV SERIES Muhammad Ramdani; Elli Marliana
GLOBAL: Education Language and Humanity Journal Vol. 2 No. 1 (2024): August 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/48f27k26

This study focuses on the commissive speech acts used by the main character in the live-action TV series ‘One Piece’. The aim of this research is to identify the types and uses of commissive speech acts employed by the main character. Specifically, the study seeks to describe (1) the types and uses of commissive speech acts by the main character in the first episode of the One Piece live-action TV series. This research is qualitative in nature, using two instruments for data collection: observation and documentation. Based on the data obtained, it was found that the main character used a total of forty-five commissive speech acts, categorized into six types: promises (fourteen utterances), threats (five utterances), guarantees (five utterances), volunteering (six utterances), offers (seven utterances), and refusals (eight utterances). Additionally, the researchers found pedagogical significance in these findings.

EXPLORING INTRINSIC AND EXTRINSIC MOTIVATIONAL FACTORS INFLUENCING STUDENTS’ READING INTEREST Sunarti; Elli Marliana
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 1 (2025): August 2025
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/td9nqx47

Reading motivation plays a crucial role in students' academic success, yet the interplay between intrinsic and extrinsic factors in shaping reading interest among college students remains underexplored. This qualitative study investigates how intrinsic and extrinsic motivational factors influence the reading interest of English language education students and identifies the dominant motivational types. Data were collected through questionnaires, semi-structured interviews, and member checking involving five students and analyzed using thematic analysis. The findings revealed that intrinsic motivation, particularly curiosity, enjoyment, emotional engagement, and self-efficacy, significantly increased students' interest in reading, while extrinsic motivators such as grades, recognition, and academic obligations played a secondary, often short-term, role. The study highlights that intrinsic motivation not only fosters voluntary and sustained reading engagement but also aligns with students' autonomy and emotional connection to the text. These results confirm the principles of Self-Determination Theory and Expectancy-Value Theory, suggesting the need for pedagogical strategies that foster internal motivation. Implications for language teaching include creating environments that support autonomy and promoting meaningful, student-centered reading practices.

A Comparative Genre-Based Error Analysis of EFL Students’ Academic Paragraphs Written in a Timed Examination Marliana, Elli; Jazadi, Iwan
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4602

Writing is widely regarded as one of the most challenging skills for learners of English as a Foreign Language (EFL), particularly in academic contexts, where students are required to produce coherent, linguistically accurate texts. This study investigates the types and frequencies of writing errors produced by EFL students across three academic paragraph genres: descriptive, comparison–contrast, and cause–effect. Adopting a qualitative descriptive design with an error-analysis approach, the study analyzed academic paragraphs written by 24 undergraduate students during a time-controlled final examination in a paragraph-writing course. Students’ writing errors were identified, categorized into grammatical, lexical, mechanical, and organizational errors, and compared across paragraph genres. The findings reveal that grammatical errors were the most prevalent across all genres, whereas mechanical and organizational errors varied by genre. Descriptive paragraphs exhibited high frequencies of grammatical and mechanical errors, comparison–contrast paragraphs showed prominent organizational difficulties, and cause–effect paragraphs demonstrated fewer errors overall but persistent grammatical challenges. These results demonstrate clear cross-genre differences in error patterns, indicating that paragraph genre significantly influences students’ writing difficulties. The study contributes to EFL writing research by highlighting the genre-sensitive nature of writing errors and underscores the need for genre-based instruction, feedback, and assessment in EFL paragraph writing pedagogy.

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