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All Journal Journal of English Language and Education Pedagogia: Jurnal Ilmiah Pendidikan
Gusnadi Gusnadi
Universitas Pakuan
Education Languange, Linguistic, Communication & Media Social Sciences Other

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STUDENTS’ ERROR IN USING CAPITAL LETTERS AND PUNCTUATION IN WRITING A DESCRIPTIVE TEXT Ghina Fikriani Rahman; Deddy Sofyan; Gusnadi Gusnadi
Pedagogia: Jurnal Ilmiah Pendidikan Vol 9, No 1 (2017): Pedagogia: Jurnal Ilmiah Pendidikan
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (206.461 KB) | DOI: 10.55215/pedagogia.v9i1.6667

Abstract

The paper entitled “Students’ Error in Using Capital Letter and Punctuation in Writing a Descriptive Text” was written to find out error in using capital letter and punctuation in writing a descriptive text and the cause of it. The method used in this research is descriptive method. The research was conducted to the third semester students of English Education Study Program, Faculty of Teachers Training and Educational Sciences, Pakuan University. The sample of this research is selected by using purposive sampling technique. The data were collected through students’ work, questionnaire, and interview. The result of the data shows that the most common error in using capital letter is in writing the names of places and persons. For comma, students make error before or after coordinating conjunction and comma at the end of the sentence. For apostrophe, most of students make errors by omitting a letter or letter in contractions. The writer also finds that carelessness is the cause of students’ error in using capital letter and punctuation in writing a descriptive text
Exploring Students’ Experience in Learning English Vocabulary Through Song in Spotify Poppy Sofia Hidayati; Hasna Shabira Sinuraya; Gusnadi Gusnadi
Journal of English Language and Education Vol 11, No 5 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.3062

Abstract

Although previous studies have documented positive outcomes of using Spotify songs for English vocabulary learning, most have focused on measuring learning outcomes or general perceptions, leaving the lived, day-to-day experience of learners largely unexamined. This study therefore aimed to explore how university students experienced the process of learning English vocabulary through Spotify songs and how these experiences shaped their vocabulary development. A qualitative narrative inquiry design was employed, as it allows researchers to capture how learners construct meaning from personal experience over time. The study involved five second-semester students of the English Language Education Study Program at Pakuan University, purposively selected because they actively and independently used Spotify songs as part of their English learning routine. Data were collected through reflective journals and semi-structured narrative interviews and were analyzed using thematic analysis. Five interrelated themes emerged: learning strategies, vocabulary learning process, emotional responses, learning impact, and reflective insight. Participants reported employing strategies such as repeated listening, reading synchronized lyrics, taking vocabulary notes, searching for word meanings, inferring meaning from context, and shadowing pronunciation. Through these strategies, participants perceived gains in vocabulary knowledge, pronunciation awareness, lyric comprehension, motivation, and long-term retention, alongside a growing tendency to regulate their own vocabulary learning. The study concludes that Spotify functioned, in participants’ experience, as a contextual and emotionally engaging resource for English vocabulary learning, offering practical implications for integrating music-based, learner-centered activities into vocabulary instruction.
Co-Authors Deddy Sofyan Ghina Fikriani Rahman Hasna Shabira Sinuraya Poppy Sofia Hidayati