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All Journal RETORIKA: Jurnal Ilmu Bahasa Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) International Journal of Linguistics and Discourse Analytics (ijolida) Lexeme : Journal of Linguistics and Applied Linguistics Jurnal Riset Rumpun Ilmu Bahasa (JURRIBAH) JAKADARA: JURNAL EKONOMIKA, BISNIS, DAN HUMANIORA Litera : Jurnal Bahasa dan Sastra Educational Dynamics: International Journal of Education and Social Sciences
Yohanes Octovianus L. Awololon
Dhyana Pura University
Arts Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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The CLT Approach and Its Influence on Speaking Proficiency Awololon, Yohanes Octovianus L.; Purwaningsih, Lilik
LITERA : Jurnal Bahasa Dan Sastra Vol. 11 No. 1 (2025): LITERA: Jurnal Bahasa dan Sastra
Publisher : LPPM Universitas Dhyana Pura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36002/litera.v11i1.3942

Abstract

The objective of this study is to investigate the influence of the Communicative Language Teaching (CLT) approach on the speaking ability of first-grade students. A quantitative method was employed, specifically a quasi-experimental design. There were two classes selected: one as the experimental group (X) and the other as the control group (Y). The participants were the first-grade students of SMAN 2 Kupang in the 2024/2025 academic year. Class A and Class B were chosen as the samples using purposive sampling. A questionnaire was administered to assess the perceptions of the experimental group regarding the implementation of the CLT approach. In addition, tests were conducted to measure students’ progress in speaking ability, and classroom observations were carried out to monitor student engagement during the application of the CLT approach. Based on the comparison between pre-test and post-test results, students’ post-test scores were higher than their pre-test scores. The results of the hypothesis testing showed that the calculated t-value is 12.503, which exceeded the critical t-value of 1.701 (tₐ ≥ tₜ). Therefore, the null hypothesis (H₀) is rejected and the alternative hypothesis (Hₐ) is accepted. These findings indicated that the implementation of the CLT approach was effective in improving the speaking ability of first-grade students.
English Consonant Errors Pronounced by Seventh Grade Students in Dwijendra High School Yohanes Octovianus L. Awololon; Ni Made Diana Erfiani; Ni Luh Desy Suari Dewi; Komang Satria Wirasa
Jurnal Riset Rumpun Ilmu Bahasa Vol. 4 No. 1 (2025): April : Jurnal Riset Rumpun Ilmu Bahasa (JURRIBAH)
Publisher : Pusat riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurribah.v4i1.4477

Abstract

The study aimed to identify and analyze the errors made by seventh-grade students at SMP Dwijendra Denpasar in pronouncing certain English consonants, which are essential components of their target language learning. The study specifically focuses on the student’s articulation of six English contoid consonants: [ʃ], [ʧ], [θ], [ʒ], [ʤ], and [ð]. A qualitative descriptive method was applied in this research, involving several stages: collecting data from the students as research subjects, organizing and constructing the data for analysis, interpreting the results, and drawing relevant conclusions. The research findings revealed that no students could pronounce the targeted consonants accurately according to standard English pronunciation norms. The articulation errors were mainly caused by various influencing factors, including interlingual transfer, where the students’ first language interferes with their pronunciation of English sounds, and intralingual factors, which refer to difficulties arising from the complexities within the English language. However, the mispronunciation of key consonant sounds created misunderstandings and affected the clarity of their spoken language. As a result, these errors posed a challenge in achieving effective oral communication as a critical aspect of mastering a second language. The findings emphasized the importance of addressing these pronunciation challenges through targeted interventions and improved teaching strategies to enhance students’ language proficiency and communication skills.  
A Comparative Analysis of English and Lamaholot (Eastern Adonara Dialect) Consonants Awololon, Yohanes Octovianus L.; Erfiani, Ni Made Diana; Dewi, Ni Luh Desy Suari
JAKADARA: JURNAL EKONOMIKA, BISNIS, DAN HUMANIORA Vol. 4 No. 1 (2025): JAKADARA: JURNAL EKONOMI, BISNIS, DAN HUMANIORA
Publisher : LPPM Universitas Dhyana Pura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36002/jd.v4i1.3954

Abstract

This study presents a contrastive phonological analysis of consonant sounds between English and the Lamaholot language, focusing on the Adonara Timur dialect spoken in Desa Riawale. The study aims to examine the articulatory and distributive differences in consonant phonemes and their implications for English pronunciation acquisition by Lamaholot speakers. Employing a comparative phonetic methodology, data were gathered through systematic linguistic observations and recordings of native speakers. Findings indicate that several English fricatives (/v/, /θ/, /ð/, /ʃ/, /ʒ/) and affricates (/ʧ/, /ʤ/) are absent from the Lamaholot consonant inventory, posing potential challenges for learners in accurately pronouncing English. Meanwhile, common consonants such as bilabial stops and nasals exhibit varying distribution patterns across both languages. The bilingual and multilingual competence of Lamaholot speakers appears to mitigate some pronunciation difficulties. Pedagogical implications include recommending phonetic and dual-language instructional approaches, supplemented by audiolingual techniques, to effectively address learners’ specific phonological challenges. This study enriches applied linguistics by offering targeted strategies for second language teaching tailored to speakers of minority indigenous languages.
An Analysis of Students’ Pronunciation Errors at Bilingual Community School Dewi, Ni Putu Nia Krisna; Laba, I Nengah; Awololon, Yohanes Octovianus Lesu
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 9 No 6 (2025): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA)
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v9i6.5882

Abstract

This study analyzes English pronunciation errors among Year 1 students at a Bilingual Community School in Bali, driven by the need to understand how learners’ first languages influence their ability to articulate English consonants. The aim is to identify recurring errors in voicing, place, and manner of articulation, and to examine the impact of native language interference in a bilingual learning context. The research objectives were achieved by employing a descriptive quantitative research design. Data were collected from 15 bilingual students through pronunciation tests consisting of 70 words, semi-structured interviews to probe linguistic background and pronunciation challenges, and video recordings to observe articulatory movements. Results revealed that, while most students mastered familiar English consonants, persistent errors were noted with sounds absent from their native languages, particularly /θ/, /ð/, /v/, /z/, and /ʃ/. The most frequent errors were characterized by the replacement of unfamiliar English sounds with closer native equivalents, especially in voicing contrasts and tongue placement. These systematic errors were found to be largely attributable to first language interference rather than random mistakes. New insights were provided by focusing on young bilinguals in a dual-language environment, demonstrating that complex interactions between multiple languages shaped distinct pronunciation difficulties. The findings highlighted the necessity of tailored phonetic instruction and focused classroom strategies to address language-specific pronunciation challenges in bilingual settings.
Critical Media Literacy in the Age of Disinformation: Equipping Students with Tools to Counter Fake News Yohanes Octovianus L. Awololon; Meenu Sharma
Educational Dynamics: International Journal of Education and Social Sciences Vol. 1 No. 4 (2024): October: Educational Dynamics: Journal of Education and Social Sciences
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/educationaldynamics.v1i4.262

Abstract

This study investigates the effectiveness of media literacy training in enhancing high school students’ critical evaluation skills in the digital era. The research is motivated by the growing challenges of disinformation and fake news, which often influence young people’s perception of news and their decision-making processes. The objective of this study is to examine how structured media literacy training can transform students’ ability to critically analyze information, recognize fake news, and construct well-founded arguments. A qualitative research approach was employed, using content analysis of training materials, classroom workshops, observations, and reflective interviews or questionnaires to gather data. The participants were purposively selected high school students engaged in the media literacy program. The findings reveal significant improvements in students’ ability to identify the characteristics of fake news, verify information through reliable sources, and analyze media messages more systematically. Before the training, students tended to accept information uncritically, struggled to differentiate between facts and opinions, and relied heavily on social media as their primary source of information. After the training, however, they demonstrated more reflective and cautious behavior, cross-checking information from multiple credible sources and presenting arguments that linked news content with broader socio-political contexts. The study concludes that media literacy training plays a crucial role in equipping students with critical thinking skills necessary to navigate the complexities of the digital information landscape. Furthermore, it emphasizes the need for integrating media literacy into school curricula, supported by teacher training and sustainable educational policies, to ensure long-term resilience against disinformation.
Co-Authors Dachi, Elviran Suriani Dewi, Ni Luh Desy Suari Dewi, Ni Putu Nia Krisna I Gede Neil Prajamukti Wardhana I Nengah Laba I Rai Hardika Letizya Cordelia Meyfiany Lilik Purwaningsih Lindawati, Ni Putu Meenu Sharma Modesta Hemal Nawung, Agnes Ni Luh Desy Suari Dewi Ni Made Diana Erfiani Putu Eka Kharisma Dewi Putu Mayra Elke Shafira Satria Wirasa, Komang Sukarsih, Ni Nyoman Tri Valencia Friska Suarliem Zai, Tian Best Dion