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All Journal Jurnal Teknik Sipil Pendas : Jurnah Ilmiah Pendidikan Dasar PROJECT (Professional Journal of English Education) Ethical Lingua: Journal of Language Teaching and Literature Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Abdi Teknoyasa Jurnal Pengabdian KOLABORATIF Mitra Jurnal Pengabdian Masyarakat Multidisiplin (MJPMM)
Kusrin
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Humanities Civil Engineering, Building, Construction & Architecture Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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ENHANCING JUNIOR HIGH SCHOOL STUDENTS’ SPEAKING SKILLS THROUGH TASK-BASED LANGUAGE TEACHING (TBLT) Eryana Putri, Febriyanti; Kusrin; Nina Puspitaloka
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34099

Abstract

Students in English as a Foreign Language (EFL) classrooms often face difficulties in developing their speaking skills due to limited vocabulary, pronunciation problems, and low self-confidence, which hinder their ability to communicate effectively. To address this issue, this study aimed to analyze the implementation of Task-Based Language Teaching (TBLT) in improving students’ speaking skills and to explore their perceptions toward its use in the classroom. The research was conducted in a junior high school in Karawang, Indonesia, involving one English teacher and 40 eighth-grade students, with six purposively selected as interview participants. A qualitative case study design was employed, using classroom observations and semi-structured interviews as the main techniques of data collection. Thematic analysis was applied to interpret the data. The findings show that TBLT was implemented through three stages, namely pre-task, task cycle, and post-task, using recount texts as the learning material. During these stages, students actively participated in pair discussions, presented their work, and received feedback, which contributed to the improvement of their classroom engagement and confidence. Nevertheless, several challenges were identified, including vocabulary limitations, pronunciation difficulties, and variations in students’ levels of confidence. Overall, students perceived TBLT positively, emphasizing that collaborative learning and meaningful tasks encouraged them to be more active in communication. This study concludes that TBLT plays a significant role in enhancing students’ speaking skills and provides practical implications for EFL teachers in designing interactive and student-centered learning activities.
AN ERROR ANALYSIS OF ENGLISH MONOPHTHONG PRONUNCIATION AMONG FOURTH SEMESTER STUDENTS IN AN ENGLISH EDUCATION PROGRAM Alya Putri, Rahma; Kusrin; Wachyudi, Kelik
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58891

Abstract

Pronunciation has a central place in oral communication because listeners do not only hear words, they also interpret meaning through the clarity of sounds. Many learners of English as a foreign language still find English vowels difficult to produce, especially monophthongs that are not clearly represented in the Indonesian vowel system. This study aimed to identify the types of errors found in students’ pronunciation of English monophthongs, to determine the vowel sounds that were most frequently mispronounced, and to examine the possible sources of those errors. The study used a basic qualitative design supported by simple frequency counts. The participants were 15 fourth semester students in an English Language Education Program at a university in Karawang who had completed a Phonetics and Phonology course. Data were gathered through a pronunciation test and semi structured interviews. The pronunciation data were transcribed with the International Phonetic Alphabet and then classified by using the surface strategy taxonomy. The findings showed 144 pronunciation errors. Misformation, understood in this study as vowel substitution, appeared 143 times or 99.3 percent, while omission appeared only once or 0.7 percent. The monophthongs most often mispronounced were /ɔː/ at 25.7%, /æ/ at 24.3%, /uː/ at 23.6%, and /iː/ at 11.8%. The interviews suggested that interlingual transfer and intralingual transfer were the most visible sources of error, while learning context and communication strategies also shaped the students’ pronunciation in smaller ways. The study indicates that differences between Indonesian and English vowel systems, particularly vowel quality and vowel length, still create considerable difficulty for university EFL learners.
STUDENT’S LEARNING EXPERIENCE WITH ELSA SPEAK IN AI-ASSISTED PROJECT-BASED LEARNING FOR SPEAKING Pasaribu, Nurhayati; Kusrin; Setia Samsi, Yogi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59174

Abstract

The integration of Artificial Intelligence (AI) into English language learning has the potential to improve speaking skills. However, research on students’ learning experiences with ELSA Speak in AI-Assisted Project-Based Learning (PjBL) at the junior high school level remains limited. This study aims to explore students’ learning experiences with ELSA Speak in speaking instruction. The study employed a qualitative approach involving eight eighth-grade students at a junior high school in Karawang. Data were collected through semi-structured interviews and analyzed using the Miles, Huberman, and Saldaña model. The results revealed four main themes: positive learning experiences, benefits to speaking skills, AI-supported learning processes, and challenges encountered during learning. ELSA Speak helps improve students’ pronunciation, speaking fluency, self-confidence, and readiness to complete projects. Although there were some obstacles, the students felt that the benefits of using ELSA Speak outweighed the challenges they faced. These findings suggest that ELSA Speak has the potential to support more interactive and student-centered speaking instruction. Overall, ELSA Speak can support more interactive and student-centered speaking instruction within AI-Assisted Project-Based Learning. English teachers are encouraged to integrate AI-based applications into project-based speaking activities to provide students with more opportunities for independent practice and immediate feedback.
Co-Authors Ahmad Hakim Bintang Kuncoro Alya Putri, Rahma Andie Julian Arfa Angga Setiawan Pamungkas Anik Kustirini, Anik Azzahra, Reva Bachrudin Musthafa Crista, Ngudi Hari Eka Bogi Anisa Eryana Putri, Febriyanti Fitri, Annisa Ryani Hanif Abdulah Riyadi Iin Irawati Jasmine, Faeliza Kukuh Wisnuaji Widiatmoko lengkanawati, Nenden Mansyur Srisudarso Masvika, Hendra Nina Puspitaloka Pasaribu, Nurhayati Purnijanto, Bambang Retno Dewi Pramodia Ahsani Setia Samsi, Yogi Son haji, Son Sumarta Talitha Zhafira Wachyudi, Kelik Wigati, Fikri yogi setia samsi, yogi setia Yousef Bani Ahmad Yunia Fauziah