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All Journal Jurnal Ide Bahasa ELP (Journal of English Language Pedagogy) Jurnal Puan Indonesia
Yuli Herman
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 
INTRODUCING ENGLISH VOCABULARIES TO CHILDREN BY JOLI-JOLI PLAY Elise Muryanti; Yuli Herman
ELP (Journal of English Language Pedagogy) Vol 4 No 2 (2019): 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.v4i2.195

Abstract

This study aims to determine to what extent the effectiveness of the method of Joli -Joli play to children English vocabulary mastery in a kindergarten Padang, West Sumatera Indonesia. This study used a quasi experiment. The data was collected through Total sampling techniques. The Data collection techniques used tests. Then the data is processed with difference test (t-test). The result shows that the children in the experimental class using Joli-Joli Game the mean is higher when compared to children in control class using Pak Police game. Based on the calculation of the t-test obtained t calculated greater than t_table, it indicates that there is a significant difference between these two classes. It can be concluded that the use of Joli Joli play method contributes a significant influence on the mastery of children English vocabulary.
THE ANALYSIS OF STUDENTS’ ATTITUDE TOWARDS THE USE OF REFLECTIVE JOURNAL WRITING AS WRITING ACTIVITY Yuli Herman; Nadya Shakila Feronika; Risza Dwiputri
ELP (Journal of English Language Pedagogy) Vol 5 No 2 (2020): 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.v5i2.331

Abstract

This study was aimed to know the attitude of students towards the use Reflective Journal Writing a writingactivity at the excellent classes of eighth grade students of SMPN 1 Solok in 2019/2020 academic year. The research method used in this study was quantitative descriptive. The population in this research was the excellent classes of eighth grade students of SMPN 1 Solok in 2019/2020 academic year. The total of population was 66 students of 2 classses The technique sample used was total sampling, where all the students in excellent classes, class VIII A and VIII B were included as the sample in the research. To get the data of the research, the researcher used questionnaire. The research design included a 5 point Likert-type questionnaire which were strongly agree (SA), Agree (A), Undecided (U), Disagree (D), and strongly Disagree (SD). In this case the researcher used 44 number of statements which based on 3 indicators of students’ attitude. The indicators of attitude were divided into cognitive, emotion and behavioral aspects. The finding of this research show the final percentage of students’ attitude towards reflective journal writing was 76%, it was classified as in the “very good” level. It means students had a very positive attitude towards the use of reflective journal writing as writing activity.
EFL STUDENTS’ SCHWA (/?/) PRONUNCIATION ERRORS IN PHONETICS AND PHONOLOGY LEARNING Ade Putri Ifanny; Yuli Herman; Risza Dwiputri; Afdaleni Afdaleni
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.v11i2.1204

Abstract

         The schwa vowel (/?/) is the most frequently occurring vowel in English and plays an important role in natural speech. Although previous studies have examined schwa pronunciation among Indonesian EFL learners, few have analyzed errors based on word position and error type, particularly among students who have studied phonetics and phonology. This study aimed to analyze students’ schwa pronunciation errors according to word position and error category. A descriptive quantitative design was employed involving 15 fourth-semester students of the English Education Department at Universitas Mahaputra Muhammad Yamin, Solok. Using total sampling, data were collected through a pronunciation test consisting of 30 English words containing schwa sounds in initial, medial, and final positions. The data were analyzed using error analysis procedures. The results showed that pronunciation errors occurred in all word positions, with the highest error rate in medial-position schwa (37%), followed by final-position (29%) and initial-position schwa (13%). Substitution was the most frequent error type (25%), while omission errors were rare (2%) and no addition errors were found. These findings indicate that students’ pronunciation difficulties were mainly influenced by first-language interference, limited phonological awareness, and inadequate understanding of English stress patterns. Further studies with larger and more diverse samples are recommended.
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.
EFL LEARNERS’ ABILITY IN ANSWERING STRUCTURE AND WRITTEN EXPRESSION SECTION ON TOEFL PREDICTION TEST Alfatra Fadeni; Yuli Herman; Risza Dwiputri
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.v11i1.1036

Abstract

         This study examines EFL students’ ability in answering the Structure and Written Expression section of a TOEFL prediction test. Using a descriptive quantitative approach, the participants were 10 seventh-semester students of the English Education Department at UMMY Solok in the 2023/2024 academic year. Data were collected through a 40-item TOEFL prediction test. The results indicate that students’ performance was categorized as poor in both sections. In the Structure section, the average number of correct answers was 5 (33%), while in the Written Expression section, the average was 10 (40%). The findings reveal that students experienced difficulties, particularly in identifying verb tenses. Therefore, it is recommended that students undertake more systematic preparation to improve their grammatical competence before taking the TOEFL test.  
Co-Authors Ade Putri Ifanny Afdaleni Afdaleni Alfatra Fadeni Dimas Bambang Sadewo Elise Muryanti Handayani, Fitri Karmila Alhaviz Nadia Putri Nadya Shakila Feronika Risza Dwiputri Riyen Permata Suci Permata Sari Zulfariati Zulfariati