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Introduction to Magic E in Reading English Words CVCe Ni Luh Desy Suari Dewi; I Gede Neil Prajamukti Wardana
Jurnal Indonesia Sosial Sains Vol. 5 No. 05 (2024): Jurnal Indonesia Sosial Sains
Publisher : CV. Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jiss.v5i05.1107

English vowels consist of five letters that have different pronunciations (sounds) in English words. There are 20 vowel sounds and 24 consonant sounds in English. It is a challenge for English teachers to teach English learners the concept of reading English words. English vowels with the symbols a, i, u, e, and o have different pronunciations when they are positioned between consonants in the word CVC and when the word CVC is added by the letter e in the word CVCe. Therefore, this paper analyzed the influence of the letter e (which is referred to as magic e) in the pronunciation of English vowel sounds. This research is qualitative research with documentation study methods to analyze and explain how the vowel sounds are pronounced in CVC and CVCe words so that English reading teaching steps are obtained that are easy to understand. The results showed that English vowels were pronounced as short vowel sounds in CVC words and pronounced as long vowel sounds in CVCe words. The steps to teach magic e that can be applied are to repeat the short vowel sound material, introduce the concept of sounds and letters, introduce the concept of short and long vowel sounds, read two words similar in the concept of CVC and CVCe, and practice reading the word CVCe regularly.

COMPARISON DEGREE OF ADJECTIVES Ni Luh Desy Suari Dewi
LITERA : Jurnal Bahasa Dan Sastra Vol. 2 No. 1 (2016): LITERA JURNAL BAHASA DAN SASTRA
Publisher : LPPM Universitas Dhyana Pura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36002/litera.v2i1.329

ABSTRACT There are many topics and materials of English which can be taught at school to university. One of the most interesting materials is about comparison. Comparison is the process for comparingthing, person or places through the level of quantity, quality or relation. In comparison degree, there are some rules that must be followed in changing the adjectives form. The discussions ofthis study are focused on the definition and the form of degree of comparison, and also the students’ understanding in the form of degree of comparison. The data in this study were takenfrom twelve students of eighth grade students by giving them two worksheets about comparisondegree. The technique which is used in analyzing the data is qualitative. The data will be analyzed based on theory of comparison degree especially about the form of comparative andsuperlative degree to know the students’ understanding about comparison degree. Based on the discussion, it can be concluded that the eighth grade students had known about the comparison,but they must be more aware in changing the basic form of adjectives into the comparative andsuperlative form. Therefore, the students need to study more about the rule of changing the basic form of adjective into the comparative and superlative form. Key words: Adjective, comparison degree, comparative degree, superlative degree ABSTRAK Terdapat berbagai macam topik dan materi bahasa Inggris yang bisa dipelajari di sekolahsampai tingkat universitas. Salah satu materi yang paling menarik adalah tentang perbandingan. Perbandingan adalah sebuah proses membandingkan sesuatu, orang ataupuntempat dalam hal kualitas, kuantitas ataupun tingkat hubungan. Dalam perbandingan, ada beberapa aturan yang harus diperhatikan dalam mengubah bentuk kata sifat sesuai dengantingkat perbandingannya. Pembahasan dalam tulisna ini menitikberatkan pada definisi dan bentuk – bentuk perbandingan serta pemahaman siswa terhadap bentuk – bentuk yang adadalam perbandingan. Data dalam tulisan ini diambil dari 12 orang siswa SMP yang duduk dikelas delapan. Teknik yang digunakan dalam analisa data adalah teknik kualitatif. Data yang diperoleh akan dianalisa berdasarkan teori tingkat perbandingan terutama tentang perubahanbentuk dasar kata sifat menjadi bentuk komparatif dan superlatif untuk mengetahui kemampuan siswa dalam tingkat perbandingan. Berdasarkan hasil analisa, dapat disimpulkan bahwa siswakelas delapan telah mengetahui tentang materi perbandingan, akan tetapi siswa harus lebihberhati-hati dalam mengubah kata sifat dalam tingkat perbandingan komparatif dan superlatif. Oleh sebab itu, siswa harus lebih banyak mempelajari aturan-aturan dalam mengubah kata sifatdalam perbandingan. Kata kunci: Kata sifat, perbandingan, perbandingan komparatif, perbandingan superlatif.

PRONUNCIATION OF DIPHTHONGS BY SEVENTH GRADE STUDENTS Ni Luh Desy Suari Dewi
LITERA : Jurnal Bahasa Dan Sastra Vol. 4 No. 2 (2018): LITERA : Jurnal Litera Bahasa Dan Sastra
Publisher : LPPM Universitas Dhyana Pura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36002/litera.v4i2.600

ABSTRACTThe differences between the English and Indonesian phonemes especiallyin vowels sounds can cause Indonesian students face difficulties in pronuncing wordsin English containing certain vowels. So, it will be important for the Indonesianstudents to learn about English vowels sound.Therefore, a research by using qualitative method was arranged in order toknow the production of diphthongs sounds by the students. This research wasconducted in a private class which consists of 10 students. The students are seventthgrade students of Junior High School.Based on the analysis of the production of diphthongs, it can be seen thatdiphthongs [eɪ], [aɪ], [ↄɪ] can be produced correctly by those ten students. Meanwhile,diphthongs [əʊ], [aʊ], [eə], [ɪə], [ʊə], [ↄə] can not be produced perfectly by the students.Those diphthongs were produced like simple sounds or monophthongs. It means thatthe students found difficulties in producing some English diphthongs.Key words: English vowels, simple vowels, diphtongsABSTRAKPerbedaan fonem bahasa Inggris dan bahasa Indonesia terutama padabunyi vokal dapat menyebabkan pembelajar berbahasa Indonesia kesulitan dalammengucapkan kata-kata yang mengandung beberapa bunyi vokal bahasa Inggris,terutama pada bagian diphthongs. Jadi, sangatlah penting bagi pembelajar untukmempelajari bunyi vokal berbahasa Inggris.Oleh sebab itu, sebuah penelitian dilakukan dengan metode kualitatif untukmengetahui pengucapan bunyi diphthongs oleh siswa yang sedang belajar bahasaInggris. Penelitian ini dilaksanakan pada sepuluh orang siswa kelas tujuh yangmengikuti bimbingan belajar bahasa Inggris.Dari penelitian ini, dapat disimpulkan bahwa bunyi diphthongs [eɪ], [aɪ],[ↄɪ] bisa diucapkan dengan baik oleh siswa. Namun, diphthongs [əʊ], [aʊ], [eə], [ɪə],[ʊə], [ↄə] tidak bisa diucapkan dengan sempurna oleh siswa. Diphthongs tersebutdiucapkan seperti bunyi vokal sederhana (monophthongs). Hal ini menunjukkanbahwa, siswa menemukan kesulitan dalam pengucapan bunyi diphthongs.Kata Kunci: Bunyi vokal bahasa Inggris, bunyi vokal sederhana, diphthongs

HASIL BELAJAR MAHASISWA DENGAN PENERAPAN VIDEO YOU TUBE SEBAGAI MEDIA PEMBELAJARAN GRAMMAR AND USAGE 2 Ni Luh Desy Suari Dewi; Ni Putu Sri Eka Carniasih
LITERA : Jurnal Bahasa Dan Sastra Vol. 5 No. 1 (2019): LITERA : Jurnal Litera Bahasa Dan Sastra
Publisher : LPPM Universitas Dhyana Pura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36002/litera.v5i1.699

ABSTRAKGrammar and Usage 2 adalah salah satu mata kuliah yang kurang diminati olehmahasiswa, Hal ini bisa dilihat dari angket yang disebarkan dalam penelitian ini. Dalam angkettersebut, mata kuliah ini dianggap kurang menarik dan mahasiswa menginginkan mediapembelajaran yang membuat mata kuliah ini lebih menarik. Melihat perkembanganpenggunaan internet tersebut, maka peneliti mencoba menyelaraskan penggunaan teknologiinternet dengan menerapkannya dalam mata kuliah Grammar and Usage 2. Penerapan yangdilakukan adalah dengan menyajikan materi ajar Grammar and Usage 2 berbasis video YouTube. Oleh sebab itu, penelitian ini bertujuan untuk menganalisa hasil belajar mahasiswasebelum dan setelah penerapan video You Tube sebagai media pembelajaran Grammar andUsage 2. Pengamatan ini dilaksanakan pada responden kelompok mahasiswa semester empatsastra Inggris Universitas Dhyana Pura dalam mata kuliah Grammar and Usage 2. Dari hasilanalisis data yang diperoleh, dapat disimpulkan bahwa terjadi peningkatan terhadap hasilbelajar mahasiswa.Kata kunci: You Tube, media pembelajaran, Tata bahasaABSTRACTGrammar and Usage 2 is one of the course that is not interesting for Englishdepartment students. This could be seen from the questionnaire which has been distributed inthis study. In the questionnaire, the students mentioned that they need interesting learningmedia in learning this course. The development of internet usage nowadays encouraged theresearcher to apply this technology in Grammar and Usage 2 course. In this case, theresearcher tried to deliver teaching materials of Grammar and Usage 2 by using YouTube videos. Therefore, this study aims to analyze students’ score before and after theapplication of You Tube videos as a medium for learning Grammar and Usage 2. Thisobservation was carried out to the respondents of four-semester English Department studentsat Dhyana Pura University in Grammar and Usage 2 course. Based on the results of analysis,it showed the improvement of the students’ score in middle semester test and end semestertest.Key Words: You Tube, learning media, grammar

Types of Speech Styles Used at G20 Summit Forum: A Sociolinguistics Perspective I Gede Tangkas Yoganandita; Ni Nyoman Tri Sukarsih; Ni Luh Desy Suari Dewi
JAKADARA: JURNAL EKONOMIKA, BISNIS, DAN HUMANIORA Vol. 2 No. 3 (2023): JAKADARA: JURNAL EKONOMIKA, BISNIS, DAN HUMANIORA
Publisher : LPPM Universitas Dhyana Pura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36002/jd.v2i3.2661

Speech style is the form of language used by the speaker influenced by social factors. Ethnography of communication is an approach a perspective and method to and is a study culturally distinctive means and meanings of communication. This study aims to identify types of speech style using theory of speech style proposed by Joos (1972). The qualitative method was used in this study where the data was taken from the utterance of speech style and the ethnography of the communication found in Mr. Joko Widodo’s speech at G20 Summit Bali Indonesia on YouTube and Cabinet Secretariat Indonesia website using observation, documentation, and note-taking technique. The analysis showed that the utterance of Mr. Joko Widodo’s speech used five types of speech style, there were: Frozen style 5, formal style 15, consultative style 1, casual style 1, and intimate style 1.

Word Formation Processes of Registers Used in Football Banter Community Page: A Sociolinguistics Study I Made Verdy Natha Biantara Putera; Putu Chrisma Dewi; Ni Luh Desy Suari Dewi
JAKADARA: JURNAL EKONOMIKA, BISNIS, DAN HUMANIORA Vol. 2 No. 3 (2023): JAKADARA: JURNAL EKONOMIKA, BISNIS, DAN HUMANIORA
Publisher : LPPM Universitas Dhyana Pura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36002/jd.v2i3.2685

The study aims to identify the types of word formation processes of registers used in football banter community. This study was conducted by using descriptive qualitative research which are reading and documentation method. The data was taken from Facebook on the page of football banter community in the period of 2016 to 2022. The data was collected by register theory of Wardhaugh (2006) and analyzed by using the theory of Yule (2010) about word formation processes. The results of this study showed that there were 20 registers found in football banter community page. Based on the analysis, the 20 registers were categorized into 8 types of word formation processes with the result as follows: 4 data of borrowing; 3 data of coinage; 3 data of derivation; 1 data blending; 3 data of compounding; 3 data of acronym; 2 data of conversion; 1 data of multiple. The results showed that the most dominant type of word formation processes is borrowing process. Therefore, the forming of a new word especially register is always gone through a process of word formation processes.

Introduction to Magic E in Reading English Words CVCe Ni Luh Desy Suari Dewi; I Gede Neil Prajamukti Wardana
Jurnal Indonesia Sosial Sains Vol. 5 No. 05 (2024): Jurnal Indonesia Sosial Sains
Publisher : CV. Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jiss.v5i05.1107

English vowels consist of five letters that have different pronunciations (sounds) in English words. There are 20 vowel sounds and 24 consonant sounds in English. It is a challenge for English teachers to teach English learners the concept of reading English words. English vowels with the symbols a, i, u, e, and o have different pronunciations when they are positioned between consonants in the word CVC and when the word CVC is added by the letter e in the word CVCe. Therefore, this paper analyzed the influence of the letter e (which is referred to as magic e) in the pronunciation of English vowel sounds. This research is qualitative research with documentation study methods to analyze and explain how the vowel sounds are pronounced in CVC and CVCe words so that English reading teaching steps are obtained that are easy to understand. The results showed that English vowels were pronounced as short vowel sounds in CVC words and pronounced as long vowel sounds in CVCe words. The steps to teach magic e that can be applied are to repeat the short vowel sound material, introduce the concept of sounds and letters, introduce the concept of short and long vowel sounds, read two words similar in the concept of CVC and CVCe, and practice reading the word CVCe regularly.

Analysis Pragmatic Competence in Student Interviews With Foreign Tourists in Seminyak, Bali Ni Luh Desy Suari Dewi; I Gede Neil Prajamukti Wardhana; Yohanes Octovianus L. Awololon
Jurnal Riset Rumpun Ilmu Bahasa Vol. 4 No. 1 (2025): April : Jurnal Riset Rumpun Ilmu Bahasa (JURRIBAH)
Publisher : Pusat riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurribah.v4i1.5875

In Indonesia and many other EFL contexts, English is often taught in structured classroom settings that rely on scripted dialogues and controlled practice. This limits students’ exposure to spontaneous, real-life communication, reducing their ability to use English naturally and appropriately in authentic situations. This study investigates the pragmatic competence of Indonesian students during English interview interactions with foreign tourists, using Grice’s Cooperative Principle as the theoretical framework. Five video recordings were analyzed, featuring elementary and secondary students conducting unscripted interviews with tourists at Seminyak Beach, Bali. While the students generally demonstrated adequate grammatical control and vocabulary range, the findings reveal recurring challenges in sustaining natural and cooperative conversations. The most frequent violations involved the Maxims of Relation, Quantity, and Manner, with students often failing to respond appropriately to tourist answers, providing minimal elaboration, or speaking in unclear and disorganized ways. The results highlight the need for English language teaching to include explicit instruction in pragmatic skills, such as turn-taking, topic development, and interactional awareness.

THE INFLUENCE OF NATIVE LANGUAGE ON YOUNG INDONESIAN LEARNERS’ ABILITY TO PRONOUNCE ENGLISH SHORT VOWELS Ni Luh Desy Suari Dewi; I Gede Neil Prajamukti Wardhana; Yohanes Octovianus L. Awololon
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 8 No 2 (2024): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA)
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v8i2.4833

This study examines the influence of native language on the ability of young Indonesian learners to pronounce English short vowels. Focusing on kindergarten-level students in Badung, Bali, the research explores difficulties in producing English vowel sounds absent in the Indonesian vowel system. Through observation and analysis of students’ pronunciation recordings of consonant-vowel-consonant (CVC) words, the findings reveal that vowel sounds such as /æ/, /ʌ/, and /ɒ/ are often substituted with more familiar vowels from the Indonesian language, such as /e/ and /o/. These mispronunciations are attributed to the limited vowel system of Indonesian, which consists of only five primary vowels. The results support the theory of first language (L1) interference, which posits that differences in phonological structures between the native and target languages pose challenges in language learning. This study highlights the importance of increased exposure to English pronunciation and phonetic practice to enhance learners' pronunciation skills.

English Consonant Errors Pronounced by Seventh Grade Students in Dwijendra High School Yohanes Octovianus L. Awololon; Ni Made Diana Erfiani; Ni Luh Desy Suari Dewi; Komang Satria Wirasa
Jurnal Riset Rumpun Ilmu Bahasa Vol. 4 No. 1 (2025): April : Jurnal Riset Rumpun Ilmu Bahasa (JURRIBAH)
Publisher : Pusat riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurribah.v4i1.4477

The study aimed to identify and analyze the errors made by seventh-grade students at SMP Dwijendra Denpasar in pronouncing certain English consonants, which are essential components of their target language learning. The study specifically focuses on the student’s articulation of six English contoid consonants: [ʃ], [ʧ], [θ], [ʒ], [ʤ], and [ð]. A qualitative descriptive method was applied in this research, involving several stages: collecting data from the students as research subjects, organizing and constructing the data for analysis, interpreting the results, and drawing relevant conclusions. The research findings revealed that no students could pronounce the targeted consonants accurately according to standard English pronunciation norms. The articulation errors were mainly caused by various influencing factors, including interlingual transfer, where the students’ first language interferes with their pronunciation of English sounds, and intralingual factors, which refer to difficulties arising from the complexities within the English language. However, the mispronunciation of key consonant sounds created misunderstandings and affected the clarity of their spoken language. As a result, these errors posed a challenge in achieving effective oral communication as a critical aspect of mastering a second language. The findings emphasized the importance of addressing these pronunciation challenges through targeted interventions and improved teaching strategies to enhance students’ language proficiency and communication skills.

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