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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDUKASI ELS Journal On Interdisciplinary Studies in Humanities BABASAL English Education Journal DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Cakrawala Bahasa Jurnal Bilingual JURNAL PESASTRA ( PENDIDIKAN BAHASA DAN SASTRA) JESASI Indonesian EFL Journal
Magvirah Octasary
Pendidikan Bahasa Inggris, Universitas Khairun, Ternate, Maluku Utara
Arts Humanities Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Physics Public Health Social Sciences Other

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FROM DRILL TO SKILL: EXPLORING THE POTENTIAL OF AUDIOLINGUAL DRILL IN SHAPING SPEAKING SKILL Magvirah Octasary; Lebagi, Destrin; Mbau, Anitha Thalib
Jurnal Pesastra (Pendidikan Bahasa dan Sastra) Vol. 1 No. 4 (2024): Jurnal Pesastra Edisi November 2024
Publisher : PT. CASA CENDEKIA MEDIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/pesastra.v1i4.23

Abstract

This study aims to test the effectiveness of the audiolingual drill method in improving the English speaking ability of tenth grade students at MA Al-Izzah As'Adiyah, consist of 2 parallel classes. This study used quantitative research, methods that employ numerical data for clarifying conclusions. This research design allowed you to compare two groups of students, namely, the experimental group that received audio-lingual drill treatment and control group that received the conventional learning method. The primary outcome of this study indicated that although there was no discernible increase in terms of accuracy or grammar, students in the experiment group spoke with greater confidence. The study's findings support the notion that, when it comes to helping students become better communicators, the audio lingual drill method outperforms the traditional learning approach.
Student Engagement in Academic Reading Viewed through Predicting, Previewing, and Anticipating Processes Magvirah Octasary; Nahdawati; Hujaefa Hi. Muhammad
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9875

Abstract

Academic reading is a fundamental component of higher education, particularly for English as a Foreign Language (EFL) students who are frequently required to engage with complex academic texts. However, many students experience difficulties in understanding such texts due to limited use of effective reading strategies. This study aims to examine students’ engagement in academic reading through the implementation of three pre-reading and during-reading strategies: previewing, predicting, and anticipating. The research employed a descriptive approach involving ten university students as participants. Two instruments were used to collect data, reading comprehension tasks and a questionnaire. The reading tasks were designed to assess how students applied previewing, predicting, and anticipating strategies while interacting with an academic text, whereas the questionnaire measured students’ perceptions of the usefulness of these strategies using a Likert-scale format. The findings indicate that previewing helped most students identify the general topic and activate relevant prior knowledge before reading the text. In the prediction task, eight out of ten students were able to generate reasonable expectations about the content based on textual clues such as the title and accompanying images. Furthermore, the majority of participants successfully anticipated possible outcomes or conclusions after completing the reading activity, suggesting an increased level of engagement with the text. The questionnaire results also revealed generally positive perceptions toward the strategies, with most mean scores exceeding 3.5, indicating that students considered previewing, predicting, and anticipating helpful in supporting their comprehension of academic texts. Nevertheless, some students still encountered difficulties in making precise predictions and consistently applying these strategies throughout the reading process. Overall, the study suggests that integrating structured reading strategies such as previewing, predicting, and anticipating into academic reading instruction can promote more strategic engagement and improve students’ comprehension of academic texts in EFL contexts.
Investigating Phrase Usage Errors in the English Language Education Study Program: A Student-Centered Analysis Magvirah Octasary; Rahmatul Ummu Arifin; Desrin Lebagi
EDUKASI Vol 23 No 1 (2025): EDISI MEI 2025
Publisher : FKIP Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.edu.v23i1.9842

Abstract

The primary objectives of this study were (1) to identify the types of errors made by third-semester students in the use of noun phrases and (2) to determine the most frequently occurring error type. To achieve these objectives, a descriptive qualitative research design was employed. Data were collected using two types of assessments: multiple-choice questions and essay writing tasks. These instruments were designed to elicit various forms of noun phrase usage to allow for a comprehensive analysis of student performance. Based on the data analysis, four main types of grammatical errors were identified (1) omission, addition, misformation, and misordering. Among these, misformation errors were found to be the most prevalent. This suggests that while students may understand the general structure of noun phrases, they struggle with selecting the correct grammatical forms, such as appropriate determiners, pluralization, or adjective-noun order. The high frequency of misformation errors may stem from several interrelated factors, including interference from the students' first language, insufficient grammatical instruction, and limited exposure to authentic English usage
ENHANCING STUDENTS’ ESSAY WRITING SKILLS THROUGH THE IELTS TASK 2 MODEL ESSAY APPROACH Agus Supriyadi; Indry Widyasti Anwar; Magvirah Octasary; Wang Xiaoqian; Eka Wahjuningsih
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i3.52

Abstract

This study investigates the effectiveness of using IELTS Writing Task 2 model essays as a pedagogical tool to enhance students' academic essay writing skills. Recognizing the challenges many learners face in organizing ideas, developing arguments, and using appropriate academic language langusge, this research explorer how exposure to high-quality model essays can improve students' writing performance. A classroom based intervention was conducted with undergraduate English language leaners, incoperating model essays analysis, guided practice, and peer feedback. Pre and post intervention writing assessment, along with student reflections, were used to evaluate the impact. The results of this study indicate that using IELTS Writing Task 2 as a model for essay instruction leads to a statistically and pedagogically significant improvement in students' writing abilities. The mean score for the pre-test was 3.95 (SD=0.78), and the post test mean rose to 4.70 (SD=0.67). The difference was statistically significant with p < 0.001. The finding indicate that students demonstrated notable improvements in coherence, cohesion, cocabulary usage, and task response. Moreover, students reported increased confidence and better understanding of essay structure and argumentation techniques. This study concludes that integrating IELTS Test 2 model essays into writing instruction is an effective strategy for developing students' academic writing competence.
Grammatical Competence in EFL Learners: A Quantitative Study on the Misuse of 'To Be' at University Level Magvirah Octasary; Nahdawati Nahdawati; Indry Widyasti Anwar
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.44320

Abstract

Developing grammatical competence is crucial to mastering the English language because it enables learners to construct precise and meaningful sentences in both written and spoken contexts. The verb to be is one of the most significant grammatical elements since it can serve as a primary verb, an auxiliary verb, or a copula. However, EFL learners frequently struggle to use it appropriately, which frequently leads to errors in sentence construction, tense formation, and subject-verb agreement. Both their general language acquisition development and their academic writing abilities may suffer as a result of these persistent problems. In light of these issues, this study investigates the grammatical competence of university-level EFL (English as a Foreign Language) learners, focusing specifically on the misuse of the verb to be. The research employs a quantitative approach involving grammar tests and written analysis from fourth semester of English education students of Sekolah Tinggi Keguruan dan Ilmu Pendidikan Abdul Mujib Laewang Dampal Selatan. Results reveal frequent errors in subject–verb agreement, tense usage, and sentence structure, with misformation and omission being the most common error types. The findings suggest a need for more targeted grammar instruction and continuous practice in academic writing.
Exploring Academic Reading Skills Challenges and Strategies from the Perspective of Indonesian IELTS Test-Takers Indry Widyasti Anwar; Magvirah Octasary; Aulia Dwiyanti
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.46826

Abstract

Academic reading is an essential competency for EFL learners, especially for those preparing for the IELTS examination, although it continues to create significant challenges. This study examines the issues encountered by Indonesian IELTS candidates in the reading section and analyzes the tactics they utilize to overcome these obstacles. A mixed-method approach was employed to collect data via questionnaires and open-ended responses from 24 participants in an IELTS preparation program in Ternate City. Quantitative data were evaluated using SPSS, and qualitative data were thematically interpreted to enhance the findings. Findings indicate that restricted vocabulary, time limitations, and comprehension challenges are the primary barriers faced by examinees. Participants indicated adopting multiple strategies to tackle these challenges, with skimming, scanning, highlighting important information, and employing contextual hints being the most commonly adopted techniques. The results highlight the significance of strategic instruction and vocabulary enhancement in preparing students for IELTS reading assessments. This study indicates that focused instruction and regular practice can improve learners' reading efficiency and performance in high-stakes language assessments.
Reading Comprehension Challenges and Their Contributing Factors Among EFL Students at SMPN 2 Kota Ternate Novita Duyung; Indry Widyasti Anwar; Magvirah Octasary; Firmansyah Firmansyah
Cakrawala Bahasa Vol 15 No 1 (2026): Edisi Mei 2026
Publisher : FKIP Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.cakra.v15i1.12053

Abstract

Reading comprehension remains one of the most challenging skills for English as a Foreign Language (EFL) learners, particularly at the junior high school level. This study aimed to identify the reading comprehension challenges faced by ninth-grade students at SMPN 2 Kota Ternate and to investigate the factors contributing to those challenges. The study employed a descriptive research design involving 34 students of class IX-1. Data were collected through a reading comprehension test consisting of five reading aspects, namely identifying main ideas, identifying references, making inferences, finding detailed information, and interpreting vocabulary. A questionnaire was also administered to identify linguistic and non-linguistic factors affecting students’ reading comprehension. The findings revealed that the students experienced substantial difficulties in reading comprehension, with an average score of 39.85, categorized as very poor. Among the five aspects assessed, vocabulary was identified as the most difficult aspect, followed by references and main ideas. The questionnaire results indicated that limited vocabulary mastery, insufficient grammar knowledge, lack of effective reading strategies, low motivation, limited background knowledge, and poor reading habits contributed to students’ difficulties. These findings suggest that reading instruction should focus not only on improving linguistic competence but also on developing reading strategies and motivation. More contextualized and interactive reading activities are recommended to support students’ reading comprehension development.
An Analysis of Politeness Strategies in A Youtube Interview with Anies Baswedan Apriani Joni; Magvirah Octasary; Hujaefah Hi Muhamad
Cakrawala Bahasa Vol 15 No 1 (2026): Edisi Mei 2026
Publisher : FKIP Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.cakra.v15i1.12054

Abstract

This study aims to analyze the types of politeness strategies used by Anies Baswedan in a YouTube interview on the podcast What Is Up Indonesia? Episode “The Fault in Our Education, Political Islam, and Gen Alpha Slang.” The study also investigates how these politeness strategies reflect his communication style as a public figure. This research used a qualitative descriptive method with a pragmatic approach. The data were collected from the transcript of the interview video uploaded on YouTube. The researcher analyzed the utterance using Brown and Levinson’s (1987) theory of politeness strategies, focusing on positive politeness and negative politeness. The findings show that Anies Baswedan frequently used positive politeness strategies such as exaggerate, intensify interest to hearer, seeking agreement, avoiding disagreement, joking, including both speaker and hearer in the activity and giving reasons. In addition several negative politeness strategies were also identified, including the use of questions and pessimiistice expressions. The findings indicate that Anies Baswedan tends to create a friendly, respectfull, and inclusive atmosphere during communication. His politeness strategies in digital political communication.
Co-Authors Abdulhalim Daud Agus Supriyadi Anitha Thalib Mbau Anwar, Indry Widyasti Apriani Joni Aulia Dwiyanti Desrin Lebagi Eka Wahjuningsih Firmansyah Firmansyah Hujaefa Hi. Muhammad Hujaefah Hi Muhamad Indry Widyasti Anwar Irmawaty Hasyim Kadir, Anisa Abdul Latif, Taib Lebagi, Destrin Lestari, Sri Ayu Budi Maheri , Selis Mukmin Mukmin Nahdawati Nahdawati Nahdawati Novita Duyung Nur, Asniar U.M Nurhaida Lakuana Nurhaida Lakuana Rahmatul Ummu Arifin Siti Kiftiah Wang Xiaoqian Yetty Yetty Yetty Yetty