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All Journal LINGUA: Jurnal Bahasa dan Sastra Script Journal: Journal of Linguistic and English Teaching E-Structural Journal of English Teaching, Applied Linguistics and Literatures (JETALL) JOURNAL OF ENGLISH FOR ACADEMIC Jurnal Ilmiah Edunomika (JIE) ELP (Journal of English Language Pedagogy) Indo-MathEdu Intellectuals Journal Tarling : Journal of Language Education Global Expert: Jurnal Bahasa dan Sastra Jurnal Cendekia Ilmiah PESHUM
Dita Rizki Anggraini
Universitas Indo Global Mandiri
Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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From Strategy to Fluency: EFL Learners’ Preferences for Cognitive Learning Strategies to Overcome Psychological and Linguistic Challenges in Speaking Agustina, Rahmawati; Dio Resta Permana; Dita Rizki Anggraini
Tarling : Journal of Language Education Vol. 9 No. 2 (2025): Juli 2025
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v9i2.15204

Abstract

English as an international language has a crucial role, especially focusing on speaking skill among EFL learner. Many Indonesian students face difficulties in speaking English due to linguistic challenges (vocabulary, grammar, pronunciation) and non-linguistic factors (anxiety, low motivation, lack of confidence). The 2024 English Proficiency Index places Indonesia in the "Low" category, highlighting the need for effective cognitive learning strategies to overcome these challenges. This research aims to identify the most frequently used cognitive strategies among English Education students at IGM University and analyze how these strategies relate to their speaking proficiency. Employing a qualitative descriptive approach with purposive sampling of 76 students from various semesters, data were collected via open-ended questionnaires and in-depth semi-structured interviews with nine participants. Analysis using interactive models and thematic approaches found that repetition and practice, problem-solving and transfer, and elaboration and integration are dominant cognitive strategies. The most usage strategy users tended to exhibit higher confidence and better vocabulary handling, while the least strategy users preferred reflective, individual strategies. Both prefer for interactive methods like role-play and group discussions. Recommendations emphasize adaptive, personality-sensitive teaching approaches and encourage learners to explore diverse strategies consistently. This study contributes to developing inclusive and effective English-speaking instruction.
The Use of Short Stories on Wattpad to Boost Students Reading Comprehension Achievement Sari, Alya Rahma; Permana, Dio Resta; Anggraini, Dita Rizki
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 4 No. 2: Februari 2025
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v4i2.7194

Abstract

Difficulties in processing information from English texts could hinder the learning process and negatively impact students' academic achievement. Therefore, the purpose of this study was to analyze the use of short stories on Wattpad in improving the reading comprehension achievement of ninth-grade students at SMP Negeri 19 Palembang and students' perceptions of using short stories on Wattpad. This research used a pre-experimental design with a sample of class 9.3 consisting of 31 students. Data collection was carried out using pre-tests and post-tests, which were analyzed using paired sample t-tests and N-Gain scores with the help of the SPSS version 29. The findings were indicating an increase in students' reading comprehension achievement. Additionally, experimental students were giving a positive perception of the use of short stories on Wattpad in the learning process.
AN ANALYSIS OF PARAPHRASING TECHNIQUE USED BY STUDENT OF ENGLISH DEPARTMENT Lia, Agnes Mejika April; Angraini, Nike; Anggraini, Dita Rizki
JURNAL ILMIAH EDUNOMIKA Vol. 8 No. 4 (2024): EDUNOMIKA
Publisher : ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jie.v8i4.16161

Abstract

Paraphrasing is an important technique in academic writing to avoid plagiarism,understanding the material and convey information in your own language. This research examines the paraphrasing methods employed by English study program students at Indo Global Mandiri University in Palembang using qualitative research, specifically thematic analysis, and data collection techniques including tests and interviews. The study involved 8 out of 16 eighth-semester students. For the test, the participants paraphrased a descriptive text provided by the researcher, and the interview comprised 8 questions related to paraphrasing. The findings revealed that most techniques used by students were changing vocabulary and the obstacles when paraphrasing texts were lack of vocabulary and poor/lack of documentation skills. Moreover, the research found that the conditions for students to use paraphrasing were to avoid plagiarism, avoid direct quotations in writing, increase the clarity of writing, and complete writing assignments during class.
EFL Student-Generated Symbolism towards “God Sees the Truth but Waits” Dwiana, Nadya; Indawan , Syahri; Anggraini, Dita Rizki
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol. 8 No. 02 (2025): December 2025
Publisher : Universitas Dian Nuswantoro

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

Abstract

This study investigates EFL learners’ student-generated symbolism in responding to the short story “God Sees the Truth but Waits” by Leo Tolstoy. Employing a qualitative descriptive design, the participants were 20 sixth-semester students enrolled in a Literary Appreciation course in an English Education study program. After guided classroom discussions on symbolism as a reader-response strategy, the students were asked to create their own symbolic representations of the text and provide written explanations of their interpretations. The data, consisting of students’ symbolism and written responses, were analyzed thematically. The findings showed that student-generated symbolism enabled learners to engage in personal, critical, and multimodal meaning-making, revealing higher-order interpretive thinking in response to the literary text. The study suggests that student-generated symbolism may function effectively as a multimodal reader response that can be meaningfully integrated into EFL literature classes.  
ENHANCING STUDENTS’ READING COMPREHENSION THROUGH THE GENERATING INTERACTIONS BETWEEN SCHEMATA AND TEXT (GIST) STRATEGY Afifah Al Adawiyah; Jaya Nur Iman; Dita Rizki Anggraini
ELP (Journal of English Language Pedagogy) Vol. 11 No. 2 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i2.1137

Abstract

        Reading comprehension is an important skill for students, but many still have difficulties understanding and interpreting texts effectively. This study aimed to examine the effect of the Generating Interactions between Schemata and Text (GIST) strategy on students’ reading comprehension achievement. The study also explored how the strategy helped students understand texts through summarizing, activating prior knowledge, and discussing ideas collaboratively. A pre-experimental one-group pre-test and post-test design was used involving 32 seventh-grade students at SMP Maitreyawira Palembang. The results showed a significant improvement in students’ post-test scores (M = 74.14, SD = 6.32) compared to their pre-test scores (M = 50.23, SD = 7.11), t(31) = 17.876, p < .001. These findings indicate that the GIST strategy effectively improved students’ reading comprehension. Therefore, the strategy can be used as an alternative teaching method to support reading instruction in English classes.
AN ANALYSIS OF STUDENTS’ PHONOLOGICAL ERRORS IN PRONOUNCING VOWEL DIPHTHONGS Rizky Mega Pertiwi; Dita Rizki Anggraini; Dio Resta Permana
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 9, No 1 (2026): JETALL Vol. 9 No. 1 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v9i1.23870

Abstract

Abstract: Phonological errors remain a challenge for EFL learners, particularly in pronouncing English vowel diphthongs that differ from their first language. This study analyzes the types of phonological errors made by sixth-semester students at Universitas Indo Global Mandiri, identifies the most frequently mispronounced diphthongs, and examines the association between their understanding and pronunciation accuracy. A descriptive qualitative approach was employed with 26 participants. Data were collected through a pronunciation test and a questionnaire, then analyzed using phonetic transcription, descriptive statistics, and a Chi-Square test. Data trustworthiness was ensured through methodological triangulation involving pronunciation tests, questionnaires, and validation by an rater. The findings revealed 216 errors out of 936 attempts (23.1%), with misformation as the most frequent error (56.9%), followed by omission (40.7%), addition (2.3%), and no misordering. The diphthongs /əʊ/, /eɪ/, and /ɪə/ were the most problematic, largely due to articulatory complexity and the absence of equivalents in Bahasa Indonesia, while /ɔɪ/ showed the fewest errors. Statistical analysis confirmed no significant association between students’ theoretical understanding and pronunciation accuracy, indicating that knowledge alone does not guarantee accurate production. These findings highlight the need for pronunciation instruction to emphasize articulation training, auditory exposure, and repeated practice. Such approaches may help learners reduce persistent errors and enhance intelligibility in English communication, particularly within educational contexts.Keywords: phonological errors, pronunciation accuracy, surface strategy taxonomy, vowel diphthongs.
DIFFICULTIES ENCOUNTERED BY ENGLISH EDUCATION STUDENTS IN WRITING UNDERGRADUATE THESIS Nadya Salsabila; Nike Angraini; Dita Rizki Anggraini
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i1.1135

Abstract

         Writing an undergraduate thesis is a crucial academic requirement; however, many English Education students face multiple challenges during the process. These difficulties often emerge from academic, linguistic, psychological, and social factors that interact in complex ways. While previous studies have examined these factors separately, few have analyzed them within a single comprehensive framework. This study aims to identify the major difficulties faced by English Education students in writing undergraduate theses and to analyze the contributing factors using Brown’s (2007) psychological, social, and linguistic dimensions. Employing a descriptive qualitative design, data were collected from 132 English Education students at four universities in South Sumatra through a closed-ended questionnaire and structured interviews. Quantitative data were analyzed descriptively, while qualitative data followed Miles and Huberman’s (2013) model. The findings revealed that academic factors were the most dominant (58.13%), followed by linguistic (22.12%), psychological (11.49%), and social (8.26%) factors. Students reported the greatest challenges in topic selection, paraphrasing, and maintaining motivation during supervision. The study underscores the need for stronger academic support, structured writing workshops, and consistent supervisory mentoring. These findings contribute to a more integrated understanding of thesis-writing difficulties and provide practical insights for improving academic writing instruction and supervision in EFL contexts.
bahasa inggris Syifa Maulia al Khairani; Dita Rizki Anggraini
Tarling : Journal of Language Education Vol. 10 No. 1 (2026): Januari 2026
Publisher : Arabic Language Education Study Program, Tarbiyah and Teacher Training, UIN Prof K.H Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v10i1.15151

Abstract

Recent research confirmed that idioms were one of the most complex aspects of learning English because their meanings were influenced by cultural differences, context, and limitations in the target language. Considering this fact, this study explored idiomatic expressions in the film Bilal: A New Breed of Hero to identify their types and meanings, while emphasizing the urgency of learning idioms in the context of English as a foreign language. This study employed a qualitative descriptive method with a discourse analysis approach, referencing Fernando's classification of idioms into three categories: pure, semi-literal, and literal. Data in the form of dialogues in the film containing idioms were analyzed through semantic and narrative context studies. The results of the study showed that the majority of idioms fell into the semi-literal categorization, combining literal and figurative meanings. In addition to functioning as stylistic elements, idioms also strengthened characterization, depicted conflicts, and represented Arab-Islamic cultural values. The film Bilal: A New Breed of Hero was considered a suitable subject for study because it presented the use of idioms in an authentic context while reflecting cultural values. Thus, this research was expected to contribute to the development of semantic studies, enrich language learning strategies, and enhance cross-cultural understanding.
Co-Authors Afifah Al Adawiyah Agustina, Rahmawati Almunawaroh, Nurul Fitriyah Angraini, Nike Diana Fridayanti Dio Resta Permana Dwiana, Nadya Hengki Ripaldi Indawan Syahri Isa Isa Ismail Petrus Jaya Nur Iman Jaya Nur Iman Lia, Agnes Mejika April Nadya Salsabila Nike Angraini Nike Angraini Rita Inderawati Rizky Mega Pertiwi Sari, Alya Rahma Syifa Maulia al Khairani