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All Journal Jurnal Penelitian Humaniora Language Circle : Journal of Language and Literature Jurnal Gramatika English Teaching Journal : A Journal of English Literature, Language, and Education Al Ishlah Jurnal Pendidikan KREDO : Jurnal Ilmiah Bahasa dan Sastra JPM (Jurnal Pemberdayaan Masyarakat) Linguistic, English Education and Art (LEEA) Journal ABDIMAS SILIWANGI Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan ELITE Journal: Journal of English Linguistics, Literature, and Education Dedication : Jurnal Pengabdian Masyarakat Dialectical Literature and Education Journal E-Link Journal Reforma: Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan Bahasa Inggris Proficiency Education and Linguistics Knowledge Journal (Edulink) English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Linguistic, English Education and Art (LEEA) Journal Journal of Nusantara Education Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia JURNAL MUARA PENDIDIKAN TELL - US JOURNAL Dedication : Jurnal Pengabdian Masyarakat Journey: Journal of English Language and Pedagogy
Dian Luthfiyati, Dian
Universitas Islam Lamongan
Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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A Comparative Study of English and French Gender Beny Hamdani; Dian Luthfiyati; Raudhatul Islam; Husnul Hotimah
English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 1 No. 2 (2021): ETJaR Volume 1 Number 2 December 2021
Publisher : Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55148/etjar.v1i2.255

Abstract

This article looks critically the comparison between English and French Gender. The problem that will be discussed in this article is: What kind of similarities and differences do they have in gender, especially in distinguishing male from female persons? The significance of the study are to get inputs on gender in English and French in order to improve their ability in understanding gender from both languages . One of the characteristics of Indo-European language is gender, which classifies nouns to express sex distinctions. The following discussion will deal with two forms of gender, natural and grammatical gender, and the ways of showing gender. From the linguistics analysis of English and French gender that has been done in this article and the comparison between them, it can be concluded that both languages have some differences and similarities in the application of gender. The differences are focused on the kinds of gender used, English uses natural gender while French uses grammatical gender. The use of grammatical gender makes French does not have neuter gender. So the inanimate objects are considered to have gender, masculine or feminine, and the ways of showing their gender are afforded by the use of article, le for masculine and la for feminine.
Students’ Grammar and Vocabulary Mastery: Does It Correlate To Students’ Writing Skills? Luthfiyati, Dian; Widyaiswara, Tiara; Anggraini, Zuli Dwi
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 12 No. 1 (2023): June
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v12i1.7341

Abstract

The lack of vocabulary mastery often becomes an obstacle in writing, whereas vocabulary determines how skilled a person is in language. It is also supported by qualified grammatical skills so that the writing is directed and by existing rules, producing readable and coherent writing content. This study aims to describe pupils' essay writing skills and the link between grammar competence and vocabulary mastery. The study is ex post facto. The sample in this study is 104. The research data were obtained through three instruments: an essay text, a grammar mastery test, and a vocabulary mastery test. The data analysis technique used is product-moment correlation and multiple regression. Mastery of vocabulary and grammar together has a considerable impact on English Education students' essay writing skills; grammar competence considerably impacts English Education students' essay writing abilities; and vocabulary knowledge substantially impacts English Education students' essay writing abilities. It implies that mastery of vocabulary and grammar significantly impacts students' essay-writing abilities at Universitas Islam Lamongan.
ANALYSIS OF STUDENTS’ GRAMMATICAL ERRORS IN WRITING FOLKLORE Tiara Widyaiswara; Moh Nurman; Luthfiyati, Dian; Firda Safira Andini
Jurnal Muara Pendidikan Vol. 10 No. 2 (2025): Jurnal Muara Pendidikan, Vol 10 Issue 2, Desember 2025
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v10i2.3481

Abstract

The ability to write narrative texts in English is still a challenge for many high school students. Folklore is chosen as a learning medium because it contains cultural elements and a distinctive narrative structure. This study aims to analyze grammatical errors in writing folklore texts by class 10E students of SMA Negeri 1 Sukodadi and identify the factors that cause difficulties. This study uses a qualitative approach with a descriptive method. Data were obtained through written tests and structured interviews. Of the 30 students, 20 writings that met the criteria were analyzed, consisting of 10 long writings (more than two sentences) and 10 short writings (less than two sentences). Data analysis was carried out by identifying, grouping, and interpreting errors based on the surface strategy taxonomy of Dulay, Burt, and Krashen (1982), which includes omission, addition, misformation, and misordering. The results showed that the most dominant error was misformation (57,43%), followed by omission (25,68%), addition ( 8,78% and misordering each at (8,11%). Difficulties faced students include limitations in grammar and vocabulary, the influence of the mother tongue, lack of understanding of narrative structure, and low self-confidence and revision skills.
DISCOURSE ANALYSIS ON SELECTED TEXTS OF BOG BOG BALI CARTOON MAGAZINE Beny Hamdani; Dian Luthfiyati; Husnulhotimah; Sania Dina Kartika
Journey: Journal of English Language and Pedagogy Vol. 5 No. 1 (2022): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v5i1.528

Abstract

The recent article intends to describe the application of grammatical cohesive devices on the articles of Bog-Bog Bali Cartoon Magazine and to figure out the effect of grammatical cohesive devices on text to be coherent and unified. The article uses library research with collected from written texts. The data are qualitative data taken from Bog-Bog Bali Cartoon Magazine which were published in 2003. The articles are written texts. The Text is realized by 38 ranks (non-embedded) clauses and 6 ranks shifted (embedded) clauses. There is also cohesion between elements in each text of Bog-Bog Bali Magazine. The use of reference such as personal (e.g., we, us, their, them, it, etc), demonstrative reference (one, the, that, this), comparative reference which shows degree of comparison (e.g., same, finest, most, latest) is often used in the articles. In fact, text one consists of 37 elements of anaphoric reference, 7 elements of cataphoric reference and 7 elements of exophoric reference. . In summary, it reveals that grammatical cohesive can make the text coherent and unified.
Boosting Junior High School Students’ Vocabulary Skills through Educational Tiktok Content Setyaningrum, Riya Risqi; Faridah, Fita; Luthfiyati, Dian; Fitriana, Maslakhatul
Journal of Nusantara Education Vol. 5 No. 2 (2026): April 2026
Publisher : Faculty of Education Universitas Nahdlatul Ulama Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57176/jn.v5i2.197

Abstract

This study aims to investigate the effectiveness of using TikTok as a medium to enhance students' vocabulary mastery. Employing a quantitative approach with a quasi-experimental design, the research was conducted at SMPN 3 Lamongan. The study involved class 7D as the experimental group (n=30) and class 7G as the control group (n=30). Data were collected through multiple-choice vocabulary tests administered as pre-tests and post-tests to assess students' vocabulary knowledge before and after the treatment. The experimental group received vocabulary instruction integrated with TikTok content, while the control group followed conventional teaching methods. Statistical analyses, including normality testing, the Wilcoxon signed-rank test, and the Mann–Whitney U test, were performed using SPSS version 25. The Mann–Whitney U test yielded a significant value for Asymp. Sig. (2-tailed) = 0.000, which is lower than the threshold of 0.05, indicating a statistically significant difference between the two groups. These findings support the research hypothesis and demonstrate that incorporating TikTok into the vocabulary learning process significantly impacts students' vocabulary acquisition. The results suggest that social media platforms like TikTok can be effectively utilized as complementary tools in English language learning. This medium also enhances students’ motivation, learning engagement, and interest in participating in English learning. Furthermore, the findings of this study make a meaningful contribution to the field of English education by demonstrating that the integration of short-video-based social media platforms such as TikTok can serve as an effective and innovative instructional strategy for improving students’ vocabulary mastery and their engagement in the learning process.
UNVEILING PATTERNS AND RATIONALES OF TEACHER’S CODE-SWITCHING IN ENGLISH LEARNING DISCOURSE Luthfiyati, Dian; Rachmawati, Indah Aulia; Faridah, Fita; Fatmawaty, Riryn
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 8 No 1 (2026): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v8i1.8772

Abstract

This study aims to unveil the patterns and rationales of code-switching employed by an English teacher during classroom interaction. Using a qualitative approach with a phenomenological method, the researcher observed the teaching-learning process in the 7th grade at SMP PGRI Sambeng. The patterns of code-switching were analyzed based on Poplack’s theory, while the rationales were examined through Hoffman’s framework and teacher interviews. The data were processed through reduction, display, and conclusion drawing. The findings revealed 42 instances of code-switching, where intra-sentential switching emerged as the dominant pattern (18 utterances), followed by tag switching (13 utterances) and intersentential switching (11 utterances). Regarding the rationales, four primary factors were identified from observations: talking about a particular topic, interjections, repetitions for clarification, and the intention of clarifyng speech content. Furthermore, interview results highlighted three contextual rationales: the students’ diverse English proficiency, the status of English as a foreign language, and the linguistic transition from elementary to junior high school. These results indicate that code-switching serves as a vital pedagogical tool to bridge communication gaps in EFL discourse.
Peningkatan Wawasan Orang Tua dalam Teknik Dongeng untuk Mengenalkan Pendidikan Karakter Anak Usia Dini Tiara Widyaiswara; Dian Luthfiyati; Riya Risqi Setyaningrum; Moh Nurman
Jurnal Pemberdayaan Masyarakat Vol 9 No 2 (2024): November
Publisher : Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jpm.v9i2.10643

Abstract

This dedication aims to improve the ability of parents in storytelling techniques to their early age children, this form of dedication is an effort to introduce character education and instill moral values ​​in children through storytelling. This training activity is carried out in the form of an interactive workshop between speakers, parents, and teachers at Surya Baru Kindergarten and Melati Early Kindergarten in Plosogeneng district, Plosowahyu Village, Lamongan. The dedication was carried out on August 21, 2024. The methods implemented in this dedication are 1) conducting a survey of the dedication location, 2) analyzing problems, 3) planning a dedication concept, 4) training activities in the form of interactive workshops, 5) monitoring and evaluating dedication activities. The results obtained from this dedication are that parents can apply good storytelling techniques to their children. Thus, it is a step to instill character education in children from an early age which has a long-term impact as human beings who are virtuous. With this dedication, parents gain insight into the importance of fairy tales so that they can play a more active role in children's character education.
Analysis of Illocutionary Acts in Classroom Interaction Rahayu, Rahayu; Luthfiyati, Dian; Widyaiswara, Tiara; Shigemoto, Yuki
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 8 No 2 (2026): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v8i2.8622

Abstract

Interaction pattern is formed through speech acts uttered by lecturers and students as a means to achieve learning objectives. This study aims to identified the types of illocutionary acts expressed by the lecturer and students during class interaction in Class B of the English Education Department at Universitas Islam Lamongan. Using a qualitative descriptive method, data were obtained through non-participant observation and audio recordings. The recorded utterances were transcribed and examined based on speech act theory. A total of 384 utterances were documented, including 145 assertive, 187 directive, five commissive, and 47 expressive forms. The lecturer demonstrated four categories of illocutionary acts-assertive, directive, commissive, and expressive. While the students produced three: assertive, directive, and expressive. The results reveal the presence of various speech acts during classroom interaction. These findings can be used as a foundation for developing learning activities that foster student engagement and encourage the use of diverse speech acts.
Co-Authors Abdul Kholiq Abdul Kholiq Ahmad Munir Almayda Dwi Shaputri, Zeppyca Anggraini, Zuli Dwi Beny Hamdani Dwi Sakti Manggalasari Elis Fatmawati3 Faridah, Fita Fatmawati, Riryn Fatmawaty, Riryn Firda Safira Andini Fitriana, Maslakhatul Husnul Hotimah Husnulhotimah Husnulhotimah Husnulhotimah Intan Ni matus Zahroh Khoirina, Najwa Laili Qotrunnada E.K.P.P Misbach Maimun Damanhuri Moh Nurman Moh Nurman Mohammad Adnan Latief Mukhtarul Anam Mukhtarul Anam nabila muflihani Nadhiah, Sirli Nenny Vitriya Ningsih, Senja Sri Wanti Nur Dian Tamimih Nur Dian Tamimih Nurman, Moh. Nurul Faizah Oikurema Purwati Oikurema Purwati Rachmawati, Indah Aulia Rahayu Rahayu Raudhatul Islam Riryn Fatmawati Riryn Fatmawaty Riya Risqi Setyaningrum Riya Risqi Setyaningrum Riya Rizki Setyaningrum Rohmah, Abidatur Sania Dina Kartika Sania Dina Kartika Setyaningrum, Riya Risqi Shigemoto, Yuki Suharmanto Tiara Widyaiswara Ulya, Khafifah Nashiratul Zeppyca Almayda Zuli Dwi Anggraini