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All Journal Sriwijaya University Learning and Education International Conference English Community Journal English Education and Literature Journal (E-jou) Journal of English Language and Education ACCENTIA: Journal of English Language and Education Sociometry: Journal of Social Science, Art and Humanity Aktual : Jurnal Pengabdian Kepada Masyarakat
Bungsudi
Universitas Aisyah Pringsewu
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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THE COMPARISON OF USING JUMBLE WORDS AND WORD ORDER TECHNIQUES TOWARD STUDENTS’ GRAMMAR MASTERY BUNGSUDI BUNGSUDI; EVA FALIYANTI
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
Publisher : Sriwijaya University Learning and Education International Conference

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

Abstract

Grammar is one of basic language components to produce an appropriate sentenceformally. Many students are difficult to understand grammar because of thetechnique which is used by the lecturer is not interesting; the students never practicetheir understanding in written; and learning technique which is used by the lectureris inappropriate with the subject. The objectives of this research are: to find out thestudents’ score in using jumble words technique; to find out the students’ score inusing word order technique; to find out the students’ score of grammar mastery; tofind out the students’ result of comparison of using jumble words and word ordertechniques toward students’ grammar mastery. The researcher conducts stratifiedrandom sampling design and pre-test and post-test control group design as researchinstrument. The result of hypothesis test on test phases both provides the differentresult which using significant degree 5%, where tcount is higher than ttable on theanalysis data of post-test with tcount =2,26 and ttable =2,02. It sows that The studentswho are taught by jumble word technique have higher score. In conclusion thatjumble words technique is more effective than word order technique in teachinggrammar mastery.
Bibliometrics Analysis of English Teaching Method in Covid-19 Pandemic Bungsudi Bungsudi; Fenny Thresia
Sociometry Journal of Social Science, Art and Humanity Vol 1 No 1 (2021)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (662.241 KB) | DOI: 10.24127/sociometry.v1i1.1343

Abstract

Covid-19 requires educators to innovate using the adaptive English teaching method. Various researchers have researched English teaching methods to solve the learning process in the Covid-19 pandemic. Therefore multiple studies need to be compiled into one discussion to produce information for the next researchers about future opportunities. This study conducts the Bibliometrics Analysis method to analyze the citation of research articles. The study population adopts article primer data of English teaching method in Covid-19 pandemic by searching through Google scholar with the key “English teaching method in Covid-19 pandemic” using Publish or Perish (PoP) software in December 2020. Based on the initial data search using the Publish or Perish (PoP) application, there were 989 articles. After screening the suitability of the topic, 63 articles were obtained, which became data to discuss. Data mapping results using the VOSViewer Software show the research trend is in the keyword that appears the most of sixty-three articles such as student, pandemic Covid, teacher, education, teaching, and EFL Teacher. Therefore, the next research potential uses other teaching media of the keyword summary presented by VOSViewer.
A Phenomenological Study on Students' Interest in Vocabulary Acquisition Through Digital Game-Based Learning Bungsudi, Bungsudi; Priona, Faidzun Jatur; Yunianti, Eka Pratiwi
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.v5i02.1713

Abstract

Amid the increasing demand for emotionally resonant and learner-driven instruction in EFL contexts, this study offers a novel exploration of how Digital Game-Based Learning (DGBL) can transform vocabulary acquisition into an affective, immersive, and socially collaborative experience. Adopting a phenomenological approach, the research investigates the lived experiences of 13 second-semester EFL students at Universitas Aisyah Pringsewu as they engaged with gamified platforms such as Wordwall. Through Interpretative Phenomenological Analysis, five key themes emerged: heightened learner interest, enhanced peer interaction, improved retention through contextual and repeated exposure, minor but manageable technological barriers, and deep emotional engagement throughout the learning process. The results indicate that DGBL not only supports cognitive aspects of vocabulary learning but also stimulates learners’ motivation, confidence, and autonomous behavior. These findings highlight the pedagogical potential of integrating digital games into EFL classrooms to enrich both the cognitive and emotional dimensions of language learning
AMERICAN VS BRITISH SPELLING PREFERENCES IN SPOKEN TOURISM ENGLISH BY EFL LEARNERS Yunianti, Eka Pratiwi; Bungsudi, Bungsudi
English Community Journal Vol 9, No 2 (2025): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v9i2.10260

Abstract

The issue of spelling variation between British English (BrE) and American English (AmE) in English- language tourism communication is often overlooked in English for Specific Purposes (ESP) instruction, particularly among learners of English as a Foreign Language (EFL). In reality, such variations can significantly influence how professionalism and message clarity are perceived in global communication contexts. This study aims to explore the spelling preferences used in spoken tourism English among two EFL learners, employing a qualitative case study approach. The research subjects were two fifth-semester students from Universitas Aisyah Pringsewu which were selected using purposive sampling. Data were gathered through transcripts of role-play simulations and reflective interviews, and analyzed using thematic coding and a linguistic observation rubric. The findings reveal that both participants predominantly used AmE spelling, influenced more by exposure to digital media than by systematic linguistic awareness. Nevertheless, BrE forms still emerged, particularly in contexts perceived as formal or institutional. These results highlight a limited metalinguistic awareness of spelling variation, which contributes to inconsistent register use in professional tourism communication. Therefore, it is recommended that English language instruction for tourism explicitly incorporate training on spelling variation and contextual usage to foster communicative competence that is both professional and adaptable in international settings.
Turn-by-turn micro-linguistic analysis of interpreting strategies and communicative functions in Lampung–English virtual tourism encounters Bungsudi, Bungsudi
Accentia: Journal of English Language and Education Vol 5, No 2 (2025): DECEMBER 2025
Publisher : Lembaga Penelitian, Penerbitan, Pengabdian dan Pengembangan Masyarakat (LP4M) Unmuha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/accentia.v5i2.2517

Abstract

This study examined Lampung–English interpreting in a virtual tourism encounter, focusing on how indigenous languages function in online cross-cultural communication. A qualitative single-case study was conducted on a 20-minute Zoom session involving a native Lampung speaker, an English-speaking participant, and a bilingual student interpreter. The conversation was transcribed and analyzed thematically to identify interpreting strategies and their communicative roles. Findings revealed three main strategies: (1) literal translation with retention of local place names to ensure accuracy, (2) retention combined with short explanations to clarify culture-specific terms, and (3) pragmatic adaptation to align messages with international tourism discourse. These strategies served different functions, including providing information, promoting culture, and building rapport. Micro-level analysis also showed how interpreters used word choices, cohesion, and additional explanations to overcome the lack of visual cues in online communication. The study introduced a simple framework: accuracy, culture, and audience, which explains how interpreters balance factual precision, cultural authenticity, and audience expectations. This highlights the interpreter’s role not only as a language mediator but also as a cultural ambassador in digital tourism. The study contributes to the limited research on indigenous language interpreting, while offering practical insights for interpreter training, curriculum design, and the promotion of local culture through virtual tourism.
Bridging the Gap between Reading and Presenting: Examining Psychological Constraints and Adaptive Coping Strategies in EFL Academic Presentations Arif Alexander Bastian; Bungsudi Bungsudi; Eka Pratiwi Yunianti
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2436

Abstract

Why do students who understand effective presentation practices continue to rely on reading from slides? This study investigates the cognitive, affective, and strategic mechanisms underlying this discrepancy in EFL academic presentations. Using a convergent parallel mixed-methods design, data were collected from 16 Indonesian undergraduate students through Likert-scale questionnaires and semi-structured interviews. The findings generate three key contributions. First, text dependency is reconceptualized not as a performance deficit but as a performance-stabilization strategy, enabling learners to manage fluency and reduce anxiety under real-time communicative pressure. Second, the study identifies a persistent affective–cognitive disjunction, in which anxiety operates independently of content mastery and overrides metacognitive intention during performance. Third, the study documents the emergence of AI-mediated coping, where students use generative AI tools as real-time cognitive extensions during moments of uncertainty, revealing a previously untheorized form of distributed performance regulation. Taken together, these findings reconceptualize the knowing–doing gap as a multidimensional performance regulation system shaped by the dynamic interaction of cognition, affect, and technology. Building on this integration, the study proposes the PACE Framework (Psychological–Affective–Cognitive–Ecological AI) as a pedagogical model for supporting adaptive and authentic communication in AI-mediated learning environments. The study contributes to the extension of Communication Apprehension theory into digital contexts and advances a distributed cognition perspective on L2 oral performance. Pedagogically, it highlights the need for integrated approaches that address not only speaking skills, but also affective regulation, cognitive load management, and ethical AI use in academic communication.
Utilizing Canva as an Innovative Solution in Developing Digital Teaching Media in Schools Rendy Yudha Pratama; Bungsudi; Amir Syaifurrohman; Ulfa Isni Kurnia; Andri Prasetiyo; Arif Alexander Bastian; Jovana Renaldy Gumay; Ahmad Nuruhidin
Aktual: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 2 (2025): Aktual: Jurnal Pengabdian Kepada Masyarakat May 2025
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/aktual.v3i2.416

Abstract

Background of the study:Most teachers in primary and secondary schools continue to rely on conventional teaching materials. A key issue is the limited knowledge and skills in using digital design tools such as Canva, which hinders their ability to create engaging and interactive teaching media.Purpose and scope of the paper:This community service program aims to enhance teachers’ digital literacy and creative capacity by introducing Canva as a practical and innovative tool for developing digital teaching media, specifically targeting educators in Pringsewu Regency.Methods:The program engaged 20 teachers from various disciplines. It employed a combination of workshops, hands-on training, guided tutorials, and evaluations. Data collection methods included pre- and post-training questionnaires, observations, and documentation of participants’ teaching media outputs.Results:Following the program, 95% of participants showed improved skills in using Canva. Additionally, more than 25 digital teaching products were created. Teachers also reported increased confidence and motivation in integrating digital media into their instructional practices.Conclusion:Canva proves to be an effective and accessible tool for enhancing teachers’ capabilities in designing digital teaching materials. With proper training and support, teachers can independently develop innovative teaching media to foster better student engagement and improve learning outcomes
Co-Authors , Faidzun Jatur Priona Ahmad Nuruhidin Amir Syaifurrohman Andri Prasetiyo Arif Alexander Bastian Eka Pratiwi Yunianti Eva Faliyanti Fenny Thresia Jovana Renaldy Gumay Rendy Yudha Pratama Ulfa Isni Kurnia