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An Investigation of Error in Velar Consonant Pronunciation Performed by University Students Johan, Andrian Nuriza; Cahyani, Evita
English Education and Literature Journal (E-Jou) Vol 4 No 02 (2024): English Education and Literature Journal (E-Jou)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/ejou.v4i02.1138

Pronunciation refers to the manner in which humans articulate the sounds of a particular language. Language proficiency is crucial for effective communication with others. In the event that our pronunciation is inadequate, we may have difficulties in being comprehended, regardless of the accuracy of our grammar and vocabulary. The objective of this research is to identify errors in the production of Velar consonants by second-semester students enrolled in the English education study program at Muhammadiyah University Purworejo during the academic year 2023/2024. This study employs a descriptive qualitative research methodology. The research focused on second semester students studying English language education. The researcher selected a sample of 20 students for the investigation. The researchers used a pronunciation test as the device to get the data. The investigation revealed a significant occurrence of mispronunciations in the final position of the /g/ sound. Students often exhibited a proclivity to replace the /k/ sound with the /g/ pronunciation, as exemplified in terms like "big" and "beg." The consonant /g/ in the last position is unquestionably a strange consonant for Indonesian students. As a result, they often replaced that sound with the /k/ sound. Furthermore, students faced difficulties in determining the sound of vowels or consonants that come after encountering the consonant /?/. For example, the phonetic representation of /?f????r/ changes to /?f??d??r/, while the phonetic representation of /?s???r/ turns into /s??g?r.

A Genre Analysis of the Texts in English Textbook “Pathway To English” Used by Tenth Grade Students Johan, Andrian Nuriza; Krismono, Gunawan Panji; Triana, Juita
English Education and Literature Journal (E-Jou) Vol 2 No 01 (2022): English Education and Literature Journal (E-Jou)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

This study aims to find out the text genres, the generic structure and language features in English textbook Pathway to English used by tenth grade students. This study analyzed the genre of the text, generic structure, and language features. A descriptive qualitative method is used to analyze the genre in Pathway to English textbook. There were four genres found in collecting data, descriptive text, narrative text, recount text, and announcement text. Then the researcher analyzing the generic structure and language features used in the text. After analyzing the data, the researcher found that from 18 texts taken, 4 texts (22%) data were descriptive text, 5 texts (28%) data were narrative text, 5 texts (28%) data were recount text, and 4 texts (22%) data belonged to announcement text. Based on the theories, the generic structure and the language features of each genre found in Pathway to English textbook were correct in English. Keywords: genre, text, textbook

Using Google Classroom in Teaching Recount Text at the Tenth Grade Students of Vocational School (SMK) Johan, Andrian Nuriza; Apriliandita, Denita Teza Ayu; Widodo, Sri
English Education and Literature Journal (E-Jou) Vol 3 No 01 (2023): English Education and Literature Journal (E-Jou)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/ejou.v3i01.602

This research aimed to obtain the empirical evidence whether or not Google Classroom has good effect in improving students’ writing Recount Text. This research belongs to quantitative research using quasi experimental design. The population of this research was the tenth grade students of SMK Batik Perbaik in the academic year 2021/2022. The samples of this research were OTKP 1 as a experimental group and OTKP 2 as a control group, The experimental group was treated by using Google Classroom and the control group was treated without Google Classroom. The writer took a pre-test that the classes have relatively the same background knowledge in the research variable and a post-test was to find out the growth of score as measurement of achievement. this research showed that the students progress experimental group in recount text was good. It could be seen score of experimental group was 78.96 and the mean score of control group was 61.28. the highest score of experimental group was 88 and the highest score of control group was 80. The both scores were categorized good. To see whether the hypothesis was accepted or rejected, the researcher used t-test. The result of t-test was higher than t-table that 4.104>2009, so there was a significant difference in students’ achievement between those who were taught recount text using google classroom and the students who were taught recount text without using google classroom Keywords: English writing, Recount text, Google Classroom

Improving English Reading Comprehension Through Readable Applications in SMA Negeri 1 Purworejo Jannah, Wardah Nuur; Dewi, Puspa; Johan, Andrian Nuriza
Scripta : English Department Journal Vol. 11 No. 2 (2024)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v11i2.5579

The Readable application is a digital platform to improve English language learning by providing simplified stories across various genres, supported by audio and word translation features. This research investigates the effectiveness of teaching reading comprehension through the Readable application and examines students' perceptions of its utility in learning. The study was conducted among eleventh-grade students at SMA Negeri 1 Purworejo during the 2024/2025 academic year, with a total sample of 72 students. A quasi-experimental design was used, with 36 students in the experimental (XI-I) and 36 in the control (XI-K) class. Findings showed a significant improvement in reading comprehension for the experimental group, with mean pre-test and post-test scores of 51.64 and 71.22, respectively. The two-tailed significance value was 0.00, below the 0.05 threshold, supporting the alternative hypothesis. Additionally, students provided positive feedback on the app, expressing that it made learning English more enjoyable and accessible. These results suggest that the Readable application is valuable for enhancing reading comprehension skills.

Students’ Perception of Using Instagram Learning Account Towards Their Vocabulary Mastery Arun, Hetfil; Nugraeni, Ismawati Ike; Johan, Andrian Nuriza
Linguistics and ELT Journal Vol 13, No 1 (2025): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.30918

This study investigates the perceptions of junior high school students on the use of Instagram learning accounts to support their English vocabulary acquisition. The research used descriptive quantitative design with a survey approach. The data were collected from 112 ninth grade students at SMP Negeri 12 Purworejo through a closed-ended questionnaire based on cognitive, affective, and conative aspects. The results showed that in general, students have a high perception of the role of Instagram in vocabulary development. The cognitive component received the highest mean score (M = 3.71), followed by the affective (M = 3.60) and conative (M = 3.59) components. Students perceived Instagram as a helpful, enjoyable, and convenient learning, with visual content significantly helping vocabulary comprehension and retention. In addition, students reported increased motivation, emotional engagement, and autonomy in vocabulary learning through the platform. These results shows that Instagram can aid as a valuable supplementary tool to support formal English language education, particularly in enhancing students' vocabulary acquisition.

Students Perception towards Movie to Enhance Speaking Skills Ability in British Accents Kusuma, Arzeviningsih Indrasdi; Rokhayati, Titi; Johan, Andrian Nuriza
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i1.11268

This research aims to find out students’ perceptions of movie towards speaking skills ability in British accents at SMA N 6 Purworejo. This research used descriptive qualitative design. The subject in this research was class X-4 students of SMA N 6 Purworejo with a total number of 34 students. An interview required to collect data from the participants, it is used to get information from students. The questions of interviews of this research consisted of 10 questions. The results showed that students prefer learning English with movie and this 1917 movie can made students understand British accents but cannot enhance their speaking skill ability. The data proved that the students’ perception towards movie had positive reaction and all statements from students can be used as evidence. The researchers suggested that students should often use learning media to enhance their speaking skills ability, especially movies, they are easy and practical because it can help students when practicing speaking.

Code Mixing Used by Tutors at Bananaina English Course Johan, Andrian Nuriza; Hartina, Tri
English Education and Literature Journal (E-Jou) Vol 5 No 02 (2025): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v5i02.1555

The investigation centers on tutors’ code-mixing at Bananaina English Course during 2023–2024. The objectives encompass discerning code-mixing variants employed by instructors and unraveling their underlying motivations. This inquiry adopts a qualitative descriptive approach, spotlighting three English educators. Data collection entailed interviews, direct observation, and audio documentation, then interpreted through Muysken’s (2000) and Hoffmann’s (1991) frameworks. Findings reveal alternation code-mixing predominated (53%, 84 utterances), followed by insertion (28%, 45 utterances) and congruent lexicalization (19%, 31 utterances). Tutors engaged in code-mixing chiefly to elucidate concepts and foster rapport. Examining code-mixing illuminates linguistic adaptation in diverse settings and enriches comprehension of language acquisition in multilingual milieus. Such insights may refine pedagogical strategies in heterogeneous classrooms. Moreover, code-mixing research elucidates the psychological and sociocultural dimensions of linguistic variation, shedding light on dynamics of power, identity, and communicative norms.

USING WORDWALL TO IMPROVE STUDENTS’ WRITING PROCEDURE TEXT Siti Fauziyah, Siti Fauziyah; Chasanah, Zulia; Johan, Andrian Nuriza
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aims to examine the effectiveness of Wordwall as a digital learning tool to improve students' writing skills in procedure texts. Using a quasi-experimental design, the study involved 72 tenth-grade students at SMA Negeri 8 Purworejo, divided into an experimental group (using Wordwall) and a control group (traditional methods). Data collection involved pre-tests, treatment, post-tests, and statistical analysis using SPSS 25. The findings revealed that students in the experimental group showed significant improvement, with their mean post-test score increasing to 80.00, compared to 68.42 in the control group. The paired sample t-test results indicated a significant difference in the writing performance of students exposed to Wordwall-based learning (p = 0.000 < 0.05). Students in the experimental group established higher engagement and motivation. These results suggest that Wordwall effectively enhances students' writing abilities, particularly in structuring and organizing procedure texts. Integrating game-based digital platforms like Wordwall in language learning can positively impact students' writing performance and motivation.

USING WORDWALL TO IMPROVE STUDENTS’ WRITING PROCEDURE TEXT Siti Fauziyah, Siti Fauziyah; Chasanah, Zulia; Johan, Andrian Nuriza
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aims to examine the effectiveness of Wordwall as a digital learning tool to improve students' writing skills in procedure texts. Using a quasi-experimental design, the study involved 72 tenth-grade students at SMA Negeri 8 Purworejo, divided into an experimental group (using Wordwall) and a control group (traditional methods). Data collection involved pre-tests, treatment, post-tests, and statistical analysis using SPSS 25. The findings revealed that students in the experimental group showed significant improvement, with their mean post-test score increasing to 80.00, compared to 68.42 in the control group. The paired sample t-test results indicated a significant difference in the writing performance of students exposed to Wordwall-based learning (p = 0.000 < 0.05). Students in the experimental group established higher engagement and motivation. These results suggest that Wordwall effectively enhances students' writing abilities, particularly in structuring and organizing procedure texts. Integrating game-based digital platforms like Wordwall in language learning can positively impact students' writing performance and motivation.

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