Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal JURNAL EDUKASI NONFORMAL Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris International Journal Multidisciplinary Science
Faris Fadillah
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Perkembangan Kognitif dan Bahasa Pada Anak Fauziah Nasution; Puspita Maharani; Novita Ritonga; Faris Fadillah
JURNAL EDUKASI NONFORMAL Vol 4 No 1 (2023): Jurnal Edukasi Nonformal
Publisher : Universitas Muhammadiyah Enrekang

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

Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana perkembangan kognitif dan bahasa pada anak menurut para ahli. Metode penelitian yang digunakan pada penelitian ini adalah studi pustaka yaitu mengumpulkan informasi tentang perkembangan kognitif dan bahasa pada anak-anak. Hasilnya adalah secara singkat menurut Jean Piaget seorang ahli psikologi dari Swiss mengartikan perkembangan kognitif anak adalah bertumbuh dan berkembangnya pemahaman persepsi, imajinasi, penangkapan makna, penilaian, dan penalaran pada anak. Perkembangan bahasa anak dipengaruhi oleh faktor-faktor bawaan dan interaksi dengan lingkungan, serta perkembangan kognitif yang memainkan peran penting dalam pemahaman dan penggunaan bahasa.
Analysis of Students Phonological Errors in Pronouncing Vowel Sounds A Case Study of English Learners in Indonesia Yani Lubis; Rahayu Wulandari; Rana Mai Zuhra; Hawa Alfina Salsabila; Faris Fadillah
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 2 No. 3 (2024): Mei : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v2i3.729

Abstract

The purpose of this study was to find phonological errors that students make when they pronounce vowel diphthongs. Researchers also asked what type of vocal diphthong sound students most often said in tenth grade. Grade X students of the 2021/2022 school year are the subjects of this study. This study used a quantitative descriptive approach. Researchers randomly selected 60 samples from 395 individuals. The tool used is the English Vowel Diphthong word pronunciation test, which includes eight types of English vowel diphthongs with two focus words for each type. Furthermore, a voice recorder is employed to capture the students' pronunciation. Findings showed that students made 339 word mistakes. The pronunciation of X graders shows the most frequent types of vowel diphthong errors: Diphhongs [ɔʊ] with the focus word "although" experience 72% of total errors, Diphhongs [ʊə] with the focus word "during" experience 65% of total errors, and Diphhongs [aɪ] with the focus word "sacrifice" experience 61% of total errors.
Language Processing in EFL Learners: A Psycholinguistic Study of Lexical Access and Sentence Comprehension Zahwa Nazhifah Limbeng; Khairun Nisa; Faris Fadillah; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2498

Abstract

This study investigates language processing in EFL learners from a psycholinguistic perspective, with a focus on lexical access and sentence comprehension. Many EFL learners experience persistent comprehension difficulties despite years of formal instruction. This study aims to explain these difficulties by examining underlying cognitive processes rather than surface-level performance. The research employed a qualitative design involving undergraduate EFL students. Data were collected through think-aloud protocols, semi-structured interviews, reading comprehension tasks, and field notes. The analysis applied thematic procedures to identify patterns related to word retrieval, processing strategies, and sentence parsing. The findings reveal five dominant issues: delayed lexical access, reliance on word-by-word processing, difficulty with complex sentence structures, heavy dependence on first-language translation, and low automaticity in language processing. These factors interacted to increase cognitive load and disrupt real-time comprehension. The results indicate that comprehension failure stems primarily from processing constraints rather than insufficient grammatical knowledge. The study highlights the importance of incorporating psycholinguistic principles into EFL instruction. Teaching practices should prioritize processing efficiency, repeated exposure, and incremental sentence comprehension. By aligning pedagogy with how learners process language cognitively, EFL instruction can become more effective and sustainable.
Co-Authors Fauziah Nasution Hawa Alfina Salsabila Khairun Nisa Novita Ritonga Puspita Maharani Rahayu Wulandari Rana Mai Zuhra Yani Lubis Zahwa Nazhifah Limbeng