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Study of Subtitling Strategy in The School for Good and Evil: Kajian Strategi Penerjemahan dalam Subtitle Film The School for Good and Evil Pramadanti, Muthia; Aryanika, Septa
LITERATUR : Jurnal Bahasa dan Sastra Vol. 7 No. 1 (2025): LITERATUR: Jurnal Bahasa dan Sastra
Publisher : Program Studi Tadris Bahasa Indonesia Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/literatur.v7i1.6130

This research aims to analyze what subtitling strategy are used in The School for Good and Evil based on Gottlieb's theory and the accuracy of translation in The School for Good and Evil based on Larson's theory. This research uses descriptive qualitative method to analyze the data. The data source used is the English-Indonesian script of the movie The School for Good and Evil. The result of this research is 6 out of 10 strategies used with 588 data including expansion with 12 data, paraphrase with 89 data, transfer with 421 data, imitation with 24 data, condensation with 38 data, and deletion with 4 data. Which is not found transcription, dislocation, decimation, and resignation. The accuracy of the translation with 588 data was found to be accurate, which means that the translation in the movie The School for Good and Evil is accurate. This research focuses on translation strategies and translation accuracy in The School for Good and Evil movie aired on Netflix. This study can be an additional information for researchers who take the same research

Unleashing The Power of Instruction: Internalizing Religious Moderation Values in Students’ EFL Writing Nurul Puspita; Aryanika, Septa
English Language Teaching Educational Journal Vol. 8 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i1.11912

Writing in English as a Foreign Language (EFL) is a special chance for students to improve their language skills and develop their social awareness. Through the use of writing prompts that promote values like tolerance, respect for others, and critical thinking, students are able to express themselves more effectively in English and gain a deeper comprehension of other viewpoints. This study used qualitative research to examine the effects of implementing religious moderation values on EFL students' writing ability. Analysis of the effects of exposure to these values on writing coherence, argumentation, and intercultural sensitivity was done using data acquired through students interviews and observation sheets. The results show that the incorporating of religious moderation in EFL lessons has a positive effect on students' language learning and knowledge of global cultural issues encouraging more considerate and polite conversation. The research emphasizes how learning a language together with a values-based education can result in students who are more adept and socially conscientious, especially in writing class.

Mengintegrasikan AI based speaking tools dalam meningkatkan kemampuan speaking mahasiswa Ma’had Al Jami’ah secara berkelanjutan Nugraha Kholid, Moh. Fikri; Irawansyah, Irawansyah; Suci Suryawati, Sri; Hidayat , Agus; Aryanika, Septa
Wisanggeni: Jurnal Pengabdian Masyarakat Vol. 5 No. 2 (2025): Desember (2025) Wisanggeni : Jurnal Pengabdian Masyarakat
Publisher : Institut Agama Islam Ma’arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/wisanggeni.v5i2.7103

This community service program was conducted at Ma’had Al-Jamiah, UIN Raden Intan Lampung, involving 45 students from various faculties. The initiative was driven by the urgent need to address challenges in mastering English speaking skills, which often hinder students' academic and professional competencies. The primary objective was to introduce, train, and guide participants in utilizing AI-based speaking tools such as ELSA Speak and Duolingo. These tools are positioned as scalable, adaptive solutions for independent language practice, aiming to enhance oral proficiency. Key issues identified prior to the program included low self-confidence, limited opportunities for speaking practice in formal settings, and a lack of access to instant, objective feedback. Evaluation results indicated a significant improvement in participants' self-confidence and pronunciation accuracy, as measured through pre-test and post-test comparisons, along with satisfaction survey analysis. Approximately 85% of participants reported that AI-based tools facilitated their learning process, provided constructive feedback, and could be flexibly integrated into their daily academic routines. These findings underscore the considerable potential of integrating AI technology into language education to foster a more inclusive, personalized, and effective learning environment.

Write to Learn: Investigating the Effectiveness of the 5E Model in Teaching Writing Aryanika, Septa; Fadhila, Aulia Salsa; Puspitarini, Yulan
International Journal on Advanced Science, Education, and Religion Vol 8 No 4 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i4.1134

This study examines the effect of the 5E instructional model (Engage, Explore, Explain, Elaborate, and Evaluate) on the writing skills in recount texts of junior high school learners. The research focuses on improving students’ ability to write recount texts in English classes, where traditional teaching methods are still commonly used. The 5E model encourages active and cooperative learning, helping students stay engaged, explore ideas, understand concepts, enhance their skills, and assess their progress. This research uses a quantitative method with an experimental design. Two classes were randomly chosen—one as the experimental group using the 5E model, and the other as the control group using traditional lectures. Students took both pre-tests and post-tests to measure their writing abilities. The data were analyzed using descriptive statistics and an independent t-test with SPSS. The findings show that students in the experimental group performed significantly better than those in the control group. The N-Gain scores also support this, with the experimental group scoring an average of 0.73 compared to 0.28 in the control group. These results suggest that the 5E instructional model effectively improves students’ writing performance, especially in junior high school.

Teaching And Learning Reading Comprehension through Close Reading: Insights from First-Semester EFL Students Septa Aryanika
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1649

Reading comprehension is a fundamental skill in English language learning; however, many non-English-major students encounter difficulties in understanding academic texts. This study investigated the implementation of the Close Reading strategy in teaching reading comprehension to first-semester non-English-major students at UIN Raden Intan Lampung and explored students’ perceptions of the strategy. Using a qualitative case study design, data were collected through classroom observations and semi-structured interviews and analyzed thematically. The findings revealed that the implementation of Close Reading involved five stages: text selection, independent reading, lecturer modeling, collaborative discussion, and text-based questioning. The strategy helped students activate prior knowledge, apply strategic reading behaviors, engage in collaborative meaning-making, and support their answers with textual evidence. Students perceived the strategy positively because it enabled them to understand texts more systematically and critically. Nevertheless, challenges related to vocabulary limitations, inferential comprehension, translation dependence, and confidence were still observed. Overall, the study demonstrates that Close Reading provides an effective instructional framework for improving reading comprehension and fostering critical reading practices among EFL learners. These findings suggest that the strategy can be integrated into reading instruction for non-English-major students to support deeper engagement with academic texts.

Teaching And Learning Reading Comprehension through Close Reading: Insights from First-Semester EFL Students Septa Aryanika
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1649

Reading comprehension is a fundamental skill in English language learning; however, many non-English-major students encounter difficulties in understanding academic texts. This study investigated the implementation of the Close Reading strategy in teaching reading comprehension to first-semester non-English-major students at UIN Raden Intan Lampung and explored students’ perceptions of the strategy. Using a qualitative case study design, data were collected through classroom observations and semi-structured interviews and analyzed thematically. The findings revealed that the implementation of Close Reading involved five stages: text selection, independent reading, lecturer modeling, collaborative discussion, and text-based questioning. The strategy helped students activate prior knowledge, apply strategic reading behaviors, engage in collaborative meaning-making, and support their answers with textual evidence. Students perceived the strategy positively because it enabled them to understand texts more systematically and critically. Nevertheless, challenges related to vocabulary limitations, inferential comprehension, translation dependence, and confidence were still observed. Overall, the study demonstrates that Close Reading provides an effective instructional framework for improving reading comprehension and fostering critical reading practices among EFL learners. These findings suggest that the strategy can be integrated into reading instruction for non-English-major students to support deeper engagement with academic texts.

Analyzing the Multimodal Discourse of the Tenth Grade English Work in Progress Textbook Hafiz, Alfanda; Kurniawati, Dewi; Aryanika, Septa; Verawati, Heni; Firdaus, Wihda Yanuar
Journal of Linguistics and Social Sciences Vol. 2 No. 1 (2024): Vol 2, No 1 (2024): Journal of Linguistics and Social Sciences
Publisher : Raden Intan State Islamic University of Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jlss.v2i1.21536

The most widely utilized educational tool across all grade levels is the textbook. Visual images are just one of the many crucial elements in a textbook. Textbook images serve a crucial purpose to improve students' learning and comprehension as they aid in the implementation and visualization of abstract or difficult ideas. Understanding multimodality is necessary in order to understand the meaning of an image. Thus, multimodal discourse analysis (MDA) is the most suitable approach for this research because it will evaluate parts of visual image elements in full detail. The purpose of this study is to determine the characteristics of certain English textbooks are most dominant and how visual pictures might be represented using multimodal discourse. The framework for this qualitative study is multimodal discourse analysis. visual data was taken from the question sheets from chapters 1 through 6 of the English Work In Progress textbook for the tenth grade Merdeka curriculum. Kress and Van Leeuwen used visual grammar analysis to analyze visual data. The analysis conducted by the research found that every image on the question sheet matched the text provided, either as an instruction or a question. The images were made in a style that is typically used by high school students and were highly detailed. and provide information to help students develop critical and creative thinking. To help students in understanding the questions, the majority of the images are placed below the informative text. According to Kress and Van Leeuwen's theory of visual grammar analysis, in the representational mode the most dominant is the male subject or human image which accounts for 50% of the images in the textbook. In the interactive mode, the most dominant is medium shot and full color saturation with 19% and the last most dominant compositional mode is informative with 39%.

Pronunciation Difficulties of English Silent Letters: A Study of English Education Students at UIN Raden Intan Lampung Aryanika, Septa
Journal of Linguistics and Social Sciences Vol. 4 No 1 (2026)
Publisher : Raden Intan State Islamic University of Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/gpz9hn65

Pronunciation plays a crucial role in achieving intelligible spoken communication, particularly for English as a Foreign Language (EFL) learners. However, English orthographic inconsistency, especially the presence of silent letters, often creates significant pronunciation difficulties for Indonesian learners whose first language has a transparent spelling system. This study aims to analyze the types of errors made by first-semester students of the English Education Study Program at UIN Raden Intan Lampung in pronouncing English words containing vowel silent letters ([a], [e], [i], and [u]). This research employed a qualitative descriptive design. Data were collected through pronunciation recordings of 12 selected words and semi-structured interviews. The data were analyzed using Dulay, Burt, and Krashen’s Surface Strategy Taxonomy to classify error types and Brown’s theory to identify error sources. The findings revealed 283 total errors, consisting of addition (55.12%), misformation (32.16%), omission (10.60%), and misordering (2.12%). Addition was the most dominant error, indicating that students frequently pronounced vowel letters that should have been silent. Errors were influenced by interlingual transfer, reliance on spelling, limited phonological awareness, and insufficient pronunciation practice. The study concludes that vowel silent letters remain a significant challenge for pre-service English teachers, highlighting the need for more focused pronunciation instruction in teacher education programs

Listening to Mr. Bob Kampung Inggris: A Quasi Experimental Design Wahyuni, Tri; Wijaya, M. Sayid; Aryanika, Septa
Journal of Linguistics and Social Sciences Vol. 4 No 1 (2026)
Publisher : Raden Intan State Islamic University of Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/4e4eh842

Listening is an essential skill in learning English as it enables students to understand spoken language and communicate effectively. However, many students still experience difficulties in listening due to limited learning media, lack of practice, and less engaging teaching methods. Therefore, technology-based media such as YouTube podcasts are expected to support the improvement of students’ listening skills. This study aimed to examine the effect of using the Mr. Bob Kampung Inggris Podcast YouTube Channel on the listening skills of tenth-grade students at MAN 2 Bandar Lampung. The research employed a quantitative method with a quasi-experimental design, specifically a non-equivalent control group design. The sample consisted of two classes: an experimental class taught using the Mr. Bob Kampung Inggris podcast on YouTube and a control class taught using conventional listening materials. Both groups were given a pre-test and a post-test in the form of multiple-choice listening tests. The data were analyzed using an independent samples t-test. The result showed that the significance value (Sig. 2-tailed) was 0.740, which was higher than 0.05, indicating that there was no statistically significant difference between the post-test scores of the experimental and control groups. Although the experimental class obtained a slightly higher mean score which was 77.27 than the control class which was 76.52, the difference was not statistically significant. Therefore, the use of the Mr. Bob Kampung Inggris Podcast YouTube Channel has no significant influence on students’ listening skills.

Instructional Strategy: Improving Writing Descriptive Text through POWER Strategy Suci Suryawati, Sri; Aryanika, Septa; Husna, Asmaul; Faridatul Hasanah, Ida
JET ADI BUANA Vol 10 No 01 (2025): Volume 10 Number 01 April 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n01.2025.10028

This study explored the effectiveness of the POWER (Prepare, Organize, Write, Edit, Revise) strategy in improving seventh-grade students' ability to write descriptive texts at MTS Miftahul Ulum Bandar Lampung. Employing a classroom action research approach, the study followed four stages: planning, action, observation, and reflection. It was conducted over three cycles with 20 students from class VII-A during the 2024/2025 academic year. Data were collected using both quantitative and qualitative methods. Quantitative data were derived from written tests administered at each stage, while qualitative data were gathered through observation sheets. The results showed that the POWER (Prepare, Organize, Write, Edit, Rewrite) strategy effectively improved the descriptive writing ability of Grade VII-A students at MTs Miftahul Ulum, Bandar Lampung. The students' average score improved from 50.75 in the pre-test to 80.35 in the post-test in the third cycle, with 85% of the students achieving the KKM score. This strategy helps students to understand the writing process systematically and enhances their independence. Learning becomes more purposeful, interactive and enjoyable. The POWER strategy is recommended as an effective method for teaching descriptive writing.

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