Article Per Year (5 Year)
p-Index From 2021 - 2026
1.126
P-Index
This Author published in this journals
All Journal Journal of English for Academic and Specific Purposes (JEASP) Enggang: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya Jurnal Cendekia Ilmiah
Jaya Nur Iman
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
The Impact of Self-correction on the Descriptive Text Writing Achievement of Grade VIII Students in Madrasah Tsanawiyah Aulia Cendekia Palembang Shella Mitha Barida; Jaya Nur Iman; Nike Angraini; Desi Surayatika
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 2: Februari 2025
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i2.6393

Abstract

This study investigates the effect of the self-correction technique on improving descriptive text writing skills among Grade VIII students at Madrasah Tsanawiyah Aulia Cendekia Palembang. A pre-experimental design with a one-group pre-test and post-test was used, involving 42 students. Results showed a significant improvement in students' writing scores, from a pre-test mean of 38.52 to a post-test mean of 64.98. Statistical analysis with a paired- sample t-test (t = -25.563, p < 0.001) confirmed a positive effect. The findings suggest that self- correction enhances students’ awareness of mistakes, promotes learning independence, and improves writing skills.
Language Learning Strategies And Student Thinking Style: A Case Study of Marginal Children at Relawan Anak Sumatera Selatan (RASS) Diana Fridayanti; Jaya Nur Iman; Dita Rizki Anggraini
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 2: Februari 2025
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i2.6549

Abstract

This research explores the relationship between language learning strategies and the thinking styles of marginalized children under the care of the Relawan Anak Sumatera Selatan (RASS) community. The research aims to identify how these students, who face various socio-economic challenges, adopt specific language learning strategies and how their unique thinking styles influence these choices. Through qualitative methods using field Observations and in-depth interviews. Findings show that marginalized students often use social and memory strategies due to resource constraints and external support, and their thinking styles, This research contributes to the broader discourse on inclusive education by highlighting the importance of adaptive teaching methods that address the diverse cognitive and socio-economic backgrounds of students.
The Effectiveness of Using Flashcard to Improve the Vocabulary Mastery of Eight Grade Students at SMPN 38 Palembang Nanda Shenja Lestari; Nike Angraini; Jaya Nur Iman
ENGGANG: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya Vol. 5 No. 2 (2025): JUNI:ENGGANG: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/enggang.v5i2.21656

Abstract

Mastering Vocabulary played a pivotal role in learning English, as it comprised a collection of words that, when used, construct meaningful sentences. Consequently, the more words a student masters, the more effortlessly they could construct sentences and effectively communicate their thoughts. The purpose of the study was to determine the level of use of flashcards in improving student vocabulary and to find out the use of flashcards can provide a significant difference in the mastery of vocabulary of students who use flashcards and those who do not use flashcards among 8th grade students of SMP 38 Palembang. The quantitative technique was used for this study research. The sample of this research VIII.5 and VIII.6 class, each class consisted of 34 students, with a total sample of 68 students. Additionally, the result of an independent sample t-test revealed that at a significance level of 0,05, t-obtained was 6,320 > t-table (df=66) was 1,997. It denoted that experimental and control group means significantly differed. After having the results of the t-test it can be concluded that team- assisted individualization was useful and applicable for enhancing students’ mastery of English vocabulary among eighth-grade students at SMP Negeri 38 Palembang.
Applying Elsa Speak with Mobile-Assisted Language Learning (MALL) to Improve Students’ Speaking Achievement Dini Juniarti; Dio Resta Permana; Jaya Nur Iman
Journal of English for Academic and Specific Purposes (JEASP) Vol 9, No 1 (2026)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v9i1.43354

Abstract

Speaking is one of the most essential skills in English learning; however, many students in English as a Foreign Language (EFL) contexts still experience difficulties in developing speaking proficiency due to limited opportunities for practice and teacher-centered instruction. At SMA Aziziah Palembang, students showed low performance in fluency, pronunciation, and confidence during speaking activities. This study investigated the effectiveness of the ELSA Speak application combined with the Mobile-Assisted Language Learning (MALL) strategy in improving students’ speaking skills. A quasi-experimental design employing a pre-test and post-test control group was applied to two tenth-grade classes. The experimental group received instruction through ELSA Speak-based activities, while the control group was taught using conventional methods. Students’ speaking performance was assessed in fluency, pronunciation, grammar, vocabulary, and comprehension using a rubric adapted from Brown (2004). The findings revealed that the experimental group’s mean score improved from 14.75 to 15.75, while the control group showed only a slight increase from 13.53 to 13.69. The improvement in the experimental group was particularly evident in pronunciation and fluency. Nevertheless, statistical analysis indicated no significant difference between the groups (p 0.05), which may have been influenced by the short treatment duration and limited access to smartphones for practice. Despite this limitation, the study highlights the potential of integrating ELSA Speak and the MALL strategy to support speaking development in EFL classrooms. The study contributes to the growing discussion on technology-assisted language learning and provides implications for future English speaking instruction. 
Co-Authors Desi Surayatika Diana Fridayanti Dini Juniarti Dio Resta Permana Dita Rizki Anggraini Nanda Shenja Lestari Nike Angraini Shella Mitha Barida Yesin Erlin