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All Journal ELLITE: Journal of English Language, Literature, and Teaching Didaktika: Jurnal Pemikiran Pendidikan ENGLISH FRANCA : Academic Journal of English Language and Education Journal of English Language and Pedagogy Studies in Social Sciences and Humanities
Kristi Nuraini
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Barriers of Teaching Speaking English for EFL Learners Kristi Nuraini
ELLITE Vol 1, No 1 (2016): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v1i1.159

Abstract

This research portraits the barriers in teaching speaking for EFL learner. The barriers in teaching speaking English come form two aspects: internal and external factors. Internal factors are native language, age, exposure, innate phonetic ability, identity and language ego, and motivation concern for good speaking English and external factors are teaching speaking English at large class and learners’ autonomy. Each barrier is connected with the available method used in teaching speaking English. The conclusion of this research is teacher must focus on the learners need, the second is teacher applies for environment analysis before conducting teaching speaking English, the last is teacher chooses the suitable method based on the problems that he/she found in his/her teaching speaking English. Several methods that are often used in teaching speaking English are Direct Method, The Silent Way, Community Language Learning, Total Physical Response, and Communicative Language Teaching.Keywords: barriers in teaching speaking, internal factors, external factors
THE ROLES OF TEACHER TO PROMOTE CLASSROOM INTERACTION IN CHILDREN CLASSES Kristi Nuraini
DIDAKTIKA Vol 22 No 1 (2015)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (137.76 KB)

Abstract

Classroom interaction is the collaborative exchange of thoughts, feelings, or ideas betweentwo or more people, resulting in a reciprocal effect on each other which takes place in theclassroom. It is a complete action where teacher is one of the elements to assist this fromhappening. In the children classes, where a lot of students are having considerably minorexposure of language, need extra attention to help interaction to take place. This articleaimed at contributing the teaching of English to young learners and promote the classroominteractions in children classes. The final section of this article proposes some techniqueson how to initiate and promote interactions in children classes.
Integrating Total Physical Respond with Help Flashcards to Teach English Vocabulary to Young Learner Feti Dwijayanti; Kristi Nuraini
JELP Journal of English Language and Pedagogy Vol. 4 No. 1 (2025): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v4i1.3361

Abstract

This study investigates the integration of Total Physical Response (TPR) and flashcards as a combined media to enhance vocabulary acquisition. TPR links words with physical actions, engaging multiple senses, while flashcards provide visual reinforcement and repeated exposure. A review of 15 studies reveals that combining TPR and flashcards significantly improves vocabulary retention, comprehension, and engagement. TPR's kinaesthetic activities support long-term memory, particularly for kinaesthetic learners, while flashcards offer visual cues and interactive features that benefit diverse learners. Digital flashcards, like those on Quizlet, add gamification and promote autonomous learning, boosting motivation. This multimodal approach creates an inclusive, stress-free learning environment suitable even for students with dyslexia or visual impairments. However, challenges such as the need for teacher training, limited resources, and difficulty applying TPR to abstract vocabulary were noted. Recommendations include professional development, structured lesson plans, and using both traditional and digital tools to optimize outcomes. This integrative method offers promising potential for improving English vocabulary instruction for young learners
Higher Education Student’s Reflection on Self-Directed Learning During the Online Reading Comprehension Angraini, Resti; Anita Fatimatul Laeli; Kristi Nuraini
JELP Journal of English Language and Pedagogy Vol. 4 No. 2 (2025): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v4i2.3409

Abstract

In this research, the problem is "how do students reflect on self-directed learning during the online reading comprehension context and the objective of this research referring to the research problem is to investigate students' reflection on selfdirected learning during the online reading comprehension context. Based on the research problem and relevant theory, the hypothesis of this research is described as follow: Students find self-directed learning during the online reading comprehension context help them in learning. The findings in this study show a highly positive response based on nine aspects of perception: online reading proficiency, online discussion proficiency, comprehension competence, technical proficiency, assignment management, procrastination management, stress management, examination management, and time management. Based on the data, 8-42 respondents (17%%-84%%) gave positive responses. This means that independent learning can improve their reading ability. This means that students' reflection on independent learning in online reading content is good for improving reading skills, task management, time management, and learning management
The Correlation Between Student’s Translation Ability And Reading Comprehension Brillian Nur Zilullah; Hanafi; Kristi Nuraini
SS&H: Studies in Social Sciences and Humanities Vol 2 No 1 (2025): SS&H: Studies in Social Sciences and Humanities
Publisher : Empat Sembilan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63232/ssh.v2i1.58

Abstract

Reading is categorized as the receptive skills, which need to know the meaning to understand the discourse about. While reading in order to understand the meaning of what they are reading, students will be translating the English language as foreign language text to understand the text. In this instance, the ability to translate cannot be divorced from the ability to learn English, particularly the ability to read. Hence, the goal of this study is to find out how students' translation skills and reading comprehension skills relate to one another. Quantitative method is applied on this research to measure the data. It means that this quantitative research is the illustration of the fact by numerical or statistical analysis. Data was collected through test (reading comprehension and translation ability tests), and the data was analyzed using the SPSS program's Pearson correlation product moment. The findings indicate a strong relationship between students' translation skills and their reading comprehension. Students' average scores for reading comprehension and translation skills are 60.00 and 71.59, respectively. The two-tailed sig value is 0.009 less than 0.05. Thus, it can be inferred that pupils' reading comprehension and translation skills are positively correlated. In conclusion, students' reading comprehension skills and their capacity to translate news item text are significantly correlated.
Demonstrating Reading Aloud in Improving EFL Student’s Pronunciation Latifah, Arifatul; Kristi Nuraini; Henri Fatkurochman; Wahyudi, Diki
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.14855

Abstract

The pronunciation of the English phonemes /ʃ/, /ð/ and /θ/ remains challenging for EFL learners in Indonesia due to the absence of these sounds in the Indonesian Phonological system. A preliminary study conducted with eleventh-grade students at SMK Al-Mu’ien revealed that the average pronunciation score was only 46.97, which was far below the minimum criterian of succes (70). This classroom action research aimed to determine how to improve students’ pronunciation by applying the Reading Aloud technique to XI grade students at SMK Al-Mu’ien in Jember. Data were collected through a pronunciation test to measure students' accuracy in pronouncing 51 targeted phonemes. Classroom observations were done to document the application of the Reading Aloud technique during each cycle. The data were then analyzed quantitatively to evaluate the improvements the students have made in their pronunciation and to capture how the learning process has taken place. The finding continuous improvement from the preliminary study (46.97) to Cycle 1 (53.58) and Cycle 2 (66.36), with 63.63% of students achieving the success criteria. The result suggest that the use of Reading Aloud, supported by teacher modeling, corrective feedback, and repetitive practice can significantly enhance students’ pronunciation. This study contributes to the growing body of literature on pronunciation teaching and highlights the pedagogical value of Reading Aloud for EFL learners.
Co-Authors Angraini, Resti Anita Fatimatul Laeli Arifatul Latifah, Arifatul Brillian Nur Zilullah Feti Dwijayanti Hanafi Henri Fatkurochman WAHYUDI, DIKI