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All Journal PREMISE: Journal of English Education and Applied Linguistics Register Journal Journal on Education Voices of English Language Education Society Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Studi Guru dan Pembelajaran English Language in Focus (ELIF) Jurnal LENTERA: Jurnal Studi Pendidikan Journal of Language and Literature Jurnal Ilmiah Profesi Pendidikan English Focus: Journal of English Language Education Reswara: Jurnal Pengabdian Kepada Masyarakat Getsempena English Education Journal ABSYARA: Jurnal Pengabdian Pada Masyarakat Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of English Language and Education Jurnal Riset Rumpun Ilmu Bahasa (JURRIBAH) Innovative: Journal Of Social Science Research Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika REGISTER JOURNAL J-CEKI
Prasetyaningrum, Ari
Universitas Hamzanwadi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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STUDENTS’ PERCEPTION TOWARDS THE USE OF ARTIFICIAL INTELLIGENCE (AI) AURIS IN SUBTITLING Nagita Ratna; Usuluddin Usuluddin; Hamzani Wathoni; Ari Prasetyaningrum
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 3 (2024): Vol. 7 No. 3 (2024): Volume 7 No 3 Tahun 2024 (Special Issue)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i3.31008

Abstract

Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap penggunaan Artificial Intelligence (AI) Auris dalam subtitling. Penelitian ini menggunakan metode deskriptif kualitatif. Partisipan dari penelitian ini adalah mahasiswa Universitas Hamzanwadi yang memiliki pengalaman menggunakan AI Auris yang berjumlah empat orang. Hasil dari penelitian ini menunjukkan bahwa AI Auris memiliki beberapa kelebihan dan kekurangan seperti: waktu yang kurang atau efisien, kemudahan dalam penggunaan, mendapatkan nilai yang baik, akurasi yang kurang dari 100%, memberikan durasi yang pendek dan mengunggah video yang panjang. Dapat disimpulkan bahwa AI Auris atau bahkan AI lainnya akan memiliki kelebihan dan kekurangan, tetapi penggunaan Auris untuk subtitling cukup memuaskan bagi mahasiswa.
LINKING STUDENTS’ THINKING STYLES WITH LANGUAGE LEARNING STRATEGIES Lalu Ferryawan Wahyu Mulia; Usuluddin Usuluddin; Hajriana Arfah; Ari Prasetyaningrum
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Vol. 7 No. 4 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i4.33722

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara gaya berpikir siswa dalam belajar Bahasa Inggris dan metode pembelajaran yang digunakan oleh guru. Penelitian ini dilakukan di SMPN 01 Sakra Barat. Subjek dari penelitian ini adalah 25 siswa kelas delapan dan seorang guru Bahasa Inggris. Penelitian ini menggunakan metode kualitatif. Untuk mengumpulkan data, peneliti menggunakan observasi, kuesioner, dan wawancara. Hasil penelitian ini menunjukkan bahwa siswa menikmati pembelajaran Bahasa Inggris di sekolah. Mereka merasa bahwa pelajaran tersebut menarik dan tidak membosankan. Penelitian ini juga menyoroti beberapa strategi yang diterapkan oleh guru untuk menciptakan lingkungan belajar yang menyenangkan, seperti memahami karakteristik dan gaya belajar siswa, mengenali gaya berpikir mereka, melakukan pemanasan sebelum pelajaran dimulai, menggunakan metode dan lokasi pembelajaran yang bervariasi, memberikan apresiasi terhadap partisipasi siswa, dan menghindari menyalahkan siswa ketika mereka membuat kesalahan saat mencoba belajar.
PELATIHAN DAN PENDAMPINGAN ACADEMIC WRITING PADA TUTOR BAHASA INGGRIS KELURAHAN PANCOR, KECAMATAN SELONG, LOMBOK TIMUR Surayya, ST. Ayu; Prasetyaningrum, Ari
Reswara: Jurnal Pengabdian Kepada Masyarakat Vol 4, No 2 (2023)
Publisher : Universitas Dharmawangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46576/rjpkm.v4i2.3059

Abstract

Penulisan akademis adalah kemampuan dasar yang harus dimiliki oleh seorang pendidik yang mengajar pada jenjang pendidikan formal maupun non-formal. Hal ini sejalan dengan kebutuhan publikasi seorang pendidik demi menyebarkan ilmu pengetahuan yang mereka miliki. Untuk itu, dosen dan mahasiswa Universitas Hamzanwadi, khususnya dosen program studi Pendidikan Bahasa Inggris secara bersinergi melaksanakan pelatihan dan pendampingan menulis akademis selama dua bulan, terhitung tanggal 3 November 2022 hingga 7 Januari 2023 secara daring dan luring dengan target pengabdian para tutor bahasa Inggris di kecamatan Selong, Lombok Timur, yakni Fun English Club Course, Best-One Education, dan Bale Beleq English Course. Adapun tahapan dalam pelaksanaan pelatihan ini melalui google meet selama 4 jam, dilanjutkan dengan melaksanakan pendampingan secara intens dengan metode one on one consultation bagi peserta yang tertarik mengikuti kegiatan academic writing. Hasil dari pelatihan dan pendampingan ini berdampak positif bagi para peserta pelatihan dan pendampingan, dilihat dari semangat berdiskusi selama pelatihan dan publikasi karya ilmiah yang berhasil diterbitkan pada jurnal nasional. Selain itu, para peserta juga terlihat antusias memantau lomba kepenulisan yang tersebar di media masa
EFL Students’ Ability and Barriers in Report Text Prasetyaningrum, Ari; Asrobi, Maman; Husnu, Muhammad; Royahin, Saopia
English Language in Focus (ELIF) Vol. 4 No. 2 (2022): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.4.2.149-162

Abstract

The research purposes were to determine the students’ ability along with the barriers in writing report texts of the eleventh graders at MA NWDI Perian. This research adopted a mix method of sequential explanatory analysis (quantitative descriptive-qualitative).  The Instruments were written tests and interviews. Students were first asked to write report texts to determine their ability and then they were asked a series of questions related to the data results. Based on the results, the mean score was 52.19 and the passing grade for English was 70. This indicates that the participants’ ability in writing report texts is poor or below standard. There are five components that are assessed, and participants' ability levels in these five components are still relatively low. The percentages of each assessment were as follows: content 21%, organization 21%, vocabulary 18%, language 18%, and mechanic 22%. According to the results of qualitative data analysis, the barriers in writing report texts were content, organization, vocabulary, language, and mechanics. In addition to those students barriers, there are other factors that should be considered in writing tasks, such as motivation, lexicogrammar features, paragraph elements, or three main factors that influence students' writing skill, namely psychological, sociocultural and linguistic.  Furthermore, this study was conducted while the pandemic was still widespread and the interaction of teachers and students during the teaching and learning process were only conducted via virtual setting. This, of course, makes teachers less effective in delivering lessons, particularly in writing, which requires extensive practice, proofreading, discussion, and revision activities. In addition, factors such as space barriers and, in some cases, network restrictions and the use of unappropriate teaching methods or strategies, all have an impact on students' writing skills.
Students' Problems and Coping Strategies in Writing Undergraduate Theses Prasetyaningrum, Ari; Suraya, St. Ayu; Fikni, Zahratul; Lailawati, Lailawati; Asrobi, Maman
English Language in Focus (ELIF) Vol. 7 No. 2 (2025): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.7.2.131-140

Abstract

ABSTRACT This study investigates the factors contributing to students' challenges in undergraduate thesis writing within the English Education Study Program at Hamzanwadi University, Nusa Tenggara Barat, Indonesia. It further explores the strategies students employ to overcome these challenges. A mixed-methods approach was adopted, involving 36 eighth-semester students as participants. Data were collected through a close-ended questionnaire and semi-structured interviews to provide quantitative and qualitative insights. The findings indicate that psychological factors were the most significant challenge (78.72%), followed by sociocultural factors (16.51%) and linguistic factors (4.7%). To address these difficulties, students employed coping strategies, including identifying novel research topics and ideas through online books and journals, particularly from recent publications (within five years), and grounding their research in real-world issues. They also reviewed previous undergraduate theses, relevant literature, and methodological texts to strengthen their research framework. Additional measures included attending webinars on research methodology, enhancing internal and external motivation, engaging in intensive discussions with supervisors, and leveraging digital tools such as Grammarly and Quillbot for grammatical refinement and paraphrasing to ensure academic integrity. These findings offer valuable insights into the challenges of thesis writing and highlight practical strategies for students and educators to enhance the thesis-writing experience in higher education. 
The Impact of Repeated Reading Technique as A Phonological Practice Tool for Enhancing Pronunciation Clarity in EFL Learners at 11th Graders MA Birrul Walidain NW Rensing Maulinda, Iswari; Prasetyaningrum, Ari; Yusri, Ahmad; Maysuroh, Siti
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 3 (2025): September - Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.3.2025.6825

Abstract

Pronunciation clarity is one of the most crucial aspects in mastering English for EFL learners, yet many students still struggle with phoneme articulation, word stress, and intonation. Preliminary observation at MA Birrul Walidain NW Rensing revealed that 11th-grade students frequently mispronounced phonemes such as /θ/ and /ð/, misplaced stress, and produced monotonous intonation, which hindered their intelligibility and confidence. This highlights the urgency of applying an effective and structured phonological training method to improve students’ pronunciation. The present study aimed to examine the impact of the Repeated Reading (RR) technique as a phonological practice tool to enhance pronunciation clarity. This research employed a quantitative approach with a quasi-experimental non-equivalent control group design. The study was conducted at MA Birrul Walidain NW Rensing during the 2025/2026 academic year, involving 26 eleventh-grade students selected randomly into experimental (n=12) and control groups (n=14). Data were collected through pre-test and post-test oral reading tasks, assessed with a pronunciation rubric covering both segmental and suprasegmental features. The instrument was validated by two English teachers, and data were analyzed using SPSS through Shapiro-Wilk test, Levene’s test, Paired Sample t-Test, and Independent Sample t-Test. The results showed that the experimental group’s mean score increased from 9.00 to 12.58 (SD=2.49 to 2.30), with a mean difference of 3.58 (t=10.62, p=0.000). In contrast, the control group only improved from 9.00 to 9.64 (mean difference=0.64, t=1.64, p=0.125). Independent Sample t-Test confirmed a significant difference in post-test scores between groups (mean diff=2.94, t=2.83, p=0.009). These findings indicate that RR significantly enhances pronunciation clarity, particularly in phoneme accuracy, stress placement, intonation, and rhythm. Thus, repeated reading can be considered an effective strategy for EFL pronunciation instruction.
Analyzing Motivation in Junior High School Students’ Reading Habits Kalila, Dwi Duvanny; Prasetyaningrum, Ari; Suherman, Andri; Maysuroh, Siti
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1423

Abstract

This study examines junior high school students’ motivation in developing reading habits and identifies the supporting and hindering factors. A mixed-method design was applied, involving questionnaires completed by 64 students at SMPN 2 Sikur, as well as interviews and classroom observations. Findings revealed that most students demonstrated moderate (39.06%) to high (32.81%) levels of reading motivation, with an overall average of 3.15. Intrinsic factors, such as curiosity, enjoyment, and the desire for knowledge, emerged as the strongest drivers, while extrinsic factors, including encouragement from teachers and parents, played a role but inconsistently. Major obstacles included boredom, limited time, and difficulties in understanding texts, particularly in foreign languages. The school environment, such as poorly maintained libraries and the lack of literacy activities, was also found to be unsupportive. These results indicate that intrinsic motivation is crucial for fostering reading habits, yet it must be reinforced by external support and a conducive learning atmosphere. The study suggests revitalizing school literacy programs
The Relationship Between Vocabulary and Reading Comprehension of Senior High School Students Kandisa, Juliana; Nazri, M. Adib; Agustina, Yulia; Prasetyaningrum, Ari
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1402

Abstract

Although many studies have explored the relationship between vocabulary mastery and reading comprehension, research in vocational school contexts is limited, where students face unique challenges in learning English. This study aimed to examine the correlation between vocabulary mastery and reading comprehension among eleventh-grade students of SMK NW Pancor in the 2024/2025 academic year. A quantitative correlational design was used, involving 22 students selected through purposive sampling. Vocabulary mastery was measured using a 20-item multiple-choice test covering synonyms, antonyms, definitions, and sentence completions, while reading comprehension was assessed with a 20-item multiple-choice test focusing on main ideas, specific information, inference, and vocabulary in context. Data were analyzed using descriptive statistics, normality tests, and the Pearson Product Moment correlation. The results revealed a strong and significant positive correlation between vocabulary mastery and reading comprehension (r = 0.753, p 0.001), indicating that students with higher vocabulary knowledge tended to achieve better reading comprehension. These findings highlight the essential role of vocabulary development in supporting reading skills and suggest that integrating systematic vocabulary instruction into English lessons can improve students’ overall language proficiency in vocational school settings.
Challenges in Implementing the Independent Curriculum in English Language Learning at MA Palapa Nusantara, East Lombok Wardani, Khairul; Usuluddin, Usuluddin; Arfah, Hajriana; Prasetyaningrum, Ari
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1502

Abstract

This study aims to identify the challenges faced by teachers in implementing the Independent Curriculum in English learning and to explore strategies that enhance student engagement. Using a qualitative approach with observation, interviews, and questionnaires, the research involved three English teachers and three high-achieving students at MA Palapa Nusantara, East Lombok. The findings reveal that teachers encounter limited resources, insufficient training, and difficulties in adapting teaching methods to diverse student needs. Students, meanwhile, struggle with motivation, limited practice, and adapting to independent learning styles. Effective strategies identified include the use of technology, project-based activities, and communicative approaches. This study highlights the gap between curriculum principles and classroom realities, offering insights for improving English language learning in Indonesia.
Co-Authors Abd. Rasyid Syamsuri Adib Nazri Ahmad Yusri Andri Suherman Arfah, Hajriana Astrid Dwimaulani Fathurrohman Fina Islami Hajriana Arfah Hajriana Arfah Handini, Baiq Suprapti Hasani, M. Tanwirul Isroini, Hulmiya Jaelani, Selamet Riadi Kalila, Dwi Duvanny Kamilia, Kamilia Kandisa, Juliana Laila Wati Laila Wati Lailawati, Lailawati Lalu Ferryawan Wahyu Mulia M. Adib Nazri Maman Asrobi Maulinda, Iswari Mira Ilya Maisaroh Muhammad Faza Fauzan Azima Muhammad Husnu Muliayu Ningsih, Istiqomah Aprimargani Nagita Ratna Nunenk Lanang Teguh Mahmud Nurwahdaniah Rohani Rohani Royahin, Saopia Selamet Riadi Jaelani Siti Husna Maab Siti Masyuroh Siti Maysuroh Siti Maysuroh Suraya, St. Ayu Surayya, St. Ayu Ulviani Ulviani Usuluddin , Usuluddin Usuluddin Usuluddin Usuluddin Usuluddin Usuluddin, Usuluddin Wardani, Khairul Wathoni, Hamzani Yulia Agustina Zahratul Fikni