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Melyann Melani
Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi
Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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An Analysis of Lexical Error in the English Recount Text Written by 8th Grade Junior High School Students at SMP2 Ampek Angkek Sefri Hanzalni; Reflinda Reflinda; Melyann Melani; Irwandi Irwandi
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Lexical competence plays a crucial role in students’ writing ability, particularly in producing meaningful and accurate recount texts. However, preliminary research conducted at SMP 2 Ampek Angkek revealed that many eighth-grade students experienced difficulties in using English vocabulary appropriately when writing recount texts. Students frequently made errors in word choice, word formation, spelling, and collocation, which affected the clarity and accuracy of their written communication. This study aims to investigate the types of lexical errors and identify the factors causing these errors in students’ recount text writing. The study employed a qualitative descriptive research design. The data consisted of students’ recount texts and preliminary interview data obtained from the English teacher. Data were analyzed using the error analysis framework proposed by Ellis (1997) and James (1998), involving error identification, classification, description, and explanation of error sources. The preliminary findings indicate that students commonly produced lexical errors in the forms of formal errors, semantic errors, collocational errors, spelling errors, and misinformation errors. The findings also suggest that limited vocabulary mastery, first language interference, overgeneralization of English rules, and excessive dependence on direct translation tools contributed significantly to the occurrence of lexical errors. These findings highlight the importance of contextual vocabulary instruction and systematic lexical development in improving students’ writing proficiency and contribute to a better understanding of lexical challenges faced by Indonesian EFL learners.
An Analysis of Students’ Communication Problems in Discussion Activity at LKP Paris English Club (Kampuang Inggris Payakumbuh) Astri Nugraha Baroqah; Febria Sri Artika; Widya Syafitri; Melyann Melani
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Communication plays an important role in English language learning because it enables students to express ideas, share opinions, and interact effectively with others. However, many students still experience communication problems during discussion activities. This study aimed to identify and analyze the communication problems experienced by students during discussion activities at LKP Paris English Club. This study employed a descriptive qualitative research design. The participants were students who participated in discussion activities at the institution. Data were collected through observation, interviews, and documentation. The data were analyzed using the qualitative data analysis model proposed by Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing. The findings revealed four major communication problems experienced by students, namely limited vocabulary, lack of confidence, pronunciation difficulties, and unequal participation. Limited vocabulary made it difficult for students to express their ideas clearly, while lack of confidence caused nervousness and hesitation during discussions. Pronunciation difficulties reduced students’ willingness to speak, and unequal participation resulted in only a few students actively contributing to discussions. These findings indicate that communication problems are influenced by both linguistic and psychological factors. Therefore, teachers and tutors should provide more opportunities for vocabulary development, pronunciation practice, and confidence-building activities to encourage active participation and improve students’ communication skills during discussion activities.
Segmental Pronunciation Errors among Indonesian EFL Undergraduate Students: A Qualitative Case Study Sadad D. Alfonso; Melyann Melani; Febria Sri Artika; Lena Sastri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
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Pronunciation remains one of the most persistent challenges faced by English as a Foreign Language (EFL) learners in Indonesia, particularly at the segmental level, where the phonological system of Indonesian differs substantially from that of English. This study employed a qualitative case study design to investigate the segmental pronunciation difficulties of EFL undergraduate students enrolled in a Pronunciation course at an Indonesian university. Data were collected through an audio-recorded Word List Reading task consisting of 25 target words distributed across three phonetic groups - consonant errors, vowel confusion and diphthong reduction, and final consonant deletion - and analyzed using International Phonetic Alphabet (IPA) transcription together with a standardized error-coding system (C-sub, V-conf, Diph, FC-del). In-depth analysis of two case participants revealed distinct yet overlapping error patterns. The first participant predominantly substituted the interdental fricative /θ/ with /t/ and the labiodental fricative /v/ with /f/, reflecting consonant substitution as the most frequent error type. The second participant produced more frequent vowel confusion, particularly involving the contrasts /æ/-/e/ and /iː/-/ɪ/, as well as diphthong substitution. Both participants exhibited final consonant deletion in words containing coda consonants and consonant clusters. These findings are interpreted as evidence of first language (L1) phonological interference, consistent with the Contrastive Analysis Hypothesis and Flege's Speech Learning Model. The study concludes that segmental pronunciation instruction for Indonesian EFL learners should explicitly target the consonant and vowel contrasts that are absent from the Indonesian sound system.
The Correlation Between Students' Auditory Discrimination Ability and Diphthong Pronunciation Accuracy at SMAN 1 Candung Nadila Oktarita; Irwandi; Reflinda; Melyann Melani
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 2 (2026): Juni 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Within English language learning, oral communication relies heavily on pronunciation accuracy, particularly during the generation of English diphthongs. Speech intelligibility and communicative effectiveness are frequently diminished among Indonesian EFL learners due to persistent difficulties in recognizing and producing correct diphthong sounds. To explore this issue, a study was conducted at SMAN 1 Candung to measure the correlation between students' auditory discrimination ability and their English diphthong pronunciation accuracy. A total of 46 first-grade students participated in this quantitative correlational study, where data were gathered through a pair of evaluations: an auditory discrimination test and a diphthong pronunciation test. Descriptive statistical analysis, tests for normality and linearity, and Pearson Product-Moment Correlation were applied to process the data. Outcomes demonstrated that the mean performance score for auditory discrimination was 63.48, whereas the mean value for pronunciation accuracy reached 69.57. The data satisfied the criteria for normal distribution based on normality testing. Analysis using the Pearson Product-Moment correlation yielded a correlation coefficient of r = -0.196 alongside a p-value of p = 0.191 (p > 0.05), denoting a negative correlation that was both very weak and statistically insignificant. As a result, the null hypothesis was retained due to a lack of support for the research hypothesis. It was determined that an individual's auditory discrimination ability does not bear a significant correlation with their precision in pronouncing English diphthongs. Factors outside of auditory discrimination skill may instead determine students' pronunciation accuracy. These conclusions present empirical evidence regarding the interaction between auditory perception and pronunciation accuracy, offering useful implications for EFL pedagogy by highlighting the combined practice of auditory training and oral pronunciation exercises.
The Effect of Using Exit Ticket Toward Students’ English Achievement Randi Febryanto; Veni Roza; Absharini Kardena; Melyann Melani
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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English instruction in Indonesian junior high schools often faces challenges like large classes and overreliance on summative assessments, leading to passive learning. This study investigates the efficacy of the exit ticket strategy—a brief, targeted formative assessment—in enhancing eighth-grade students' English achievement. Employing a quantitative quasi-experimental design at SMPN 2 Tilatang Kamang, 62 students were divided into an experimental group (receiving exit tickets over three meetings) and a control group (receiving conventional instruction). Data were collected using pre-tests and post-tests covering listening, speaking, reading, and writing skills. Statistical analyses, including paired-samples and independent-samples t-tests, revealed significant findings. The experimental group showed substantial internal improvement from pre-test to post-test (p = 0.000). Furthermore, they significantly outperformed the control group in the post-test (p = 0.000), achieving a mean score of 83.17 compared to the control group’s 74.53. These results substantiate that the exit ticket strategy positively impacts English achievement by providing immediate, actionable feedback and fostering a responsive learning environment. The study recommends integrating this efficient formative assessment into the Indonesian Merdeka Curriculum to improve student engagement and outcomes.
English Learning Through Animation Videos: An Analysis Based on Keller’s ARCS Model Intan Zahara; Elsi Amiza; Melyann Melani; Lena Sastri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
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English learning requires instructional media that can facilitate meaningful classroom learning experiences. Although animation videos had been implemented in English learning at the eighth grade of SMP Jam’iyyatul Hujjaj Bukittinggi, several classroom conditions were observed, including limited student participation, students’ dependence on teacher guidance during learning activities, and the lack of analysis of English learning through animation videos based on the ARCS Model. Therefore, this study aimed to analyze English learning through animation videos based on the ARCS Model at the eighth grade of SMP Jam’iyyatul Hujjaj Bukittinggi. This study employed a qualitative case study design. The participants consisted of thirteen eighth-grade students selected through total sampling and one English teacher as a supporting informant. Data were collected through three classroom observations and semi-structured interviews and analyzed using the interactive model of Miles, Huberman, and Saldaña (2014), consisting of data condensation, data display, and conclusion drawing and verification. The findings revealed that the four components of the ARCS Model were reflected during English learning through animation videos. Attention was reflected through students’ interest and focus, although participation was not consistently reflected. Relevance was consistently reflected through the usefulness, meaningfulness, and connection of the learning materials to students’ daily experiences. Confidence was generally reflected, although participation confidence was not consistent. Satisfaction showed the most consistent findings, as students enjoyed the learning activities, expressed satisfaction with the learning process, and demonstrated willingness to continue learning through animation videos. Overall, the findings provide contextual insights into English learning through animation videos based on the four components of the ARCS Model.
The Effect of Grammar-Focused Writing Instruction on Tenth-Grade Students' Writing Ability Nuraini Putri Sarah; Reflinda Reflinda; Melyann Melani; Leli Lismay
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
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This research aimed to investigate the effect of Grammar Focused Writing Instruction on the writing ability of tenth grade students in composing recount texts at MAN 1 Pasaman Barat. The researcher identified several problems including students difficulties in writing and grammar as well as monotonous learning resources. The research design used a purely quantitative approach with a quasi experimental design specifically a pre-test and post-test experimental and control group design. The population comprised all tenth grade students of MAN 1 Pasaman Barat. The researcher used purposive sampling to select class X.E.1 as the experimental group and class X.E.3 as the control group. Data were collected through a writing test. Furthermore the data were analyzed using non parametric statistical tests specifically the Wilcoxon Signed Rank Test and the Mann Whitney U Test. The results indicate that the post-test scores were significantly higher than the pre-test scores in the experimental group. The mean score of the experimental pre-test was 55.15 and the post-test was 81.67. The Wilcoxon Signed Rank Test for the experimental group showed a significant internal effect with a p value less than 0.001. Furthermore the Mann Whitney U Test comparing both groups resulted in a p value less than 0.001 proving a significant difference. The N Gain score for the experimental group was 0.59 indicating medium improvement compared to negative 0.2 for the control group. It is concluded that Grammar Focused Writing Instruction is highly effective in improving students writing ability compared to conventional methods.
The Effect of Crossword Puzzles on Students’ Vocabulary Mastery at the Eighth Grade Students of SMPN 2 Dua Koto Mutiah Fauzi; Absharini Kardena; Melyann Melani; Irwandi
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
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Mastering vocabulary is essential for successful language learning in students’ ability to communicate effectively in English. However, many students face difficulties in learning and retaining new vocabulary, which hinders their language proficiency. This research was conducted to address the problem of students’ limited vocabulary mastery and to examine the effectiveness of crossword puzzles in language learning as a learning tool. The study aimed to determine whether the use of crossword puzzles significantly affects the vocabulary development of Grade VIII learners at SMPN 2 Dua Koto. This study applied a quantitative approach using pre-test and post-test procedures. The participants of this study were 24 eighth‑grade students who completed vocabulary tests administered before and after the use of crossword puzzles in their lessons. The collected data were examined through a paired sample t‑test to determine the statistical significance of the improvement in vocabulary mastery. The result of paired sample t-test showed a significant efect (t-obtained 17.158 > t-table 2.500 with df 23 and p<0,0001.) The results showed a notable increase in students’ vocabulary scores following the integration of crossword puzzles. Post‑test outcomes were considerably higher than pre‑test scores, confirming that crossword puzzles contributed positively to vocabulary learning. In addition, learners displayed greater motivation and active involvement during the instructional process. These findings suggest that crossword puzzles can be considered an effective strategy for enhancing vocabulary mastery among junior high school students. It is recommended that teachers incorporate this method into their instructional strategies to create a more interactive and engaging learning environment.
An Analysis of the Teaching Process in the Speaking Program at Harau Valley English School (HARVES) Warda Nur Rahmah; Melyann Melani; Veni Roza; Reflinda Reflinda
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
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This study examines the teaching process and the challenges faced by tutors and learners in the speaking program at Harau Valley English School (HARVES), a Kampung Inggris institution in West Sumatra. Previous studies have mainly focused on teaching strategies and tutors’ challenges, with limited attention to the actual teaching process in speaking classes. Using a qualitative case study design, this study involved two tutors and three learners selected through purposive sampling. Data were collected through classroom observations and semi-structured interviews and analyzed thematically. The findings showed that four of five instructional stages were implemented: opening, stimulation, instruction/participation, and closure, while follow-up was not implemented. Tutors used interactive speaking activities, but faced challenges related to limited time, diverse learner proficiency, speaking assessment, and the unpredictable nature of speaking instruction. Learners experienced inhibition, lack of ideas, low or uneven participation, and mother-tongue use. These findings indicate that interactive and organized speaking instruction can support communicative practice, although its implementation is influenced by instructional and learner-related challenges.  
Exploring Students' Self-Regulated Learning in Digital English Classes at the Ninth Grade of SMP N 4 Payakumbuh Jihan Fadilla; Melyann Melani
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
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This study explored the implementation of digital English class and students' self-regulated learning (SRL) strategies at SMP N 4 Payakumbuh. It examined how the digital English class was implemented based on Dalsgaard and Ryberg's (2023) three core indicators (inquiry, construction, and communication), and how students manifested Zimmerman and Martinez-Pons's (1986) fourteen SRL strategies.A qualitative case study design was employed, involving one English teacher and eight students from Grade 9.3. Data were collected through classroom observations, semi-structured interviews, and documentation, then analyzed using Miles, Huberman, and Saldaña's (2014) interactive model.The findings revealed that the digital English class was implemented through the active facilitation of inquiry, construction, and communication activities. However, challenges remained, including over-reliance on AI tools and students' inconsistent critical evaluation of digital sources. Regarding SRL strategies, students with higher SRL consistently applied goal-setting, self-monitoring, and environmental structuring, while students with lower SRL struggled with these strategies and failed to manage digital distractions. Students' perceptions of digital learning were highly influenced by their SRL abilities.This study concludes that explicit SRL strategy instruction is needed to support all learners in digital English classrooms.
Co-Authors Absharini Kardena Astri Nugraha Baroqah Elsi Amiza Febria Sri Artika Intan Zahara Irwandi Irwandi Jihan Fadilla Leli Lismay Lena Sastri Mutiah Fauzi Nadila Oktarita Nuraini Putri Sarah Randi Febryanto Reflinda Reflinda Sadad D. Alfonso Sefri Hanzalni Veni Roza Warda Nur Rahmah Widya Syafitri