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All Journal Berajah Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS) Proceeding of International Conference on Multidisciplinary Research
Helmiyadi
Universitas Bumi Persada
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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Exploring Charades: The Benefits and Challenges of Gamifying English Learning Ainol Mardhiah; Heny Solekhah; Helmiyadi
Proceeding of International Conference on Multidisciplinary Research Vol. 6 No. 1 (2024): ICMR
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/picmr.v6i1.1177

Abstract

This study investigates Charades as a gamified learning tool in English language teaching. It explores how this game improves vocabulary, listening, speaking, and writing skills at various educational levels. The study examines the benefits and challenges of Charades, emphasizing its ability to generate dynamic and engaging learning experiences. Despite its popularity, there has been little scholarly investigation into its specialized use as a gamification tool. This study addresses this need by performing a semi-systematic literature review to investigate the benefits and challenges of Charades. The findings show Charades' effectiveness in improving language skills, such as vocabulary retention and communication abilities. However, time limits and unexpected disturbances in the classroom setting are mentioned as obstacles. This study provides further implications to maximize the positive effects of Charades while overcoming these limitations in educational settings. This study underlines the need for additional empirical research and educational practices to properly exploit Charades' benefits while reducing its challenges for an enhanced and engaged learning experience.
ACEHNESE MORPHOLOGICAL INTERFERENCE IN INDONESIAN LANGUAGE USAGE OF BUMI PERSADA UNIVERSITY STUDENTS Azhari; Sitti Aminah; Helmiyadi
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 2 (2024)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i2.2508

Abstract

Indonesian has a role as the national language as well as the official language of the country, so it needs to be fostered and developed as a standard language. However, this development effort is often hampered by interference or deviation caused by the influence of regional languages, which is still strong in Indonesian society. Even among students, who are supposed to write scientific papers according to official languae rgules, language interference still occurs. This condition can hinder effective communication and should no longer be found in students. This research uses a qualitative approach with a descriptive method to describe the phenomenon under study systematically, factually, and accurately. Data were collected through observation with the help of written texts in the form of free essays. The results showed that there were four forms of Acehnese morphological interference in the writing of Universitas Bumi Persada students who were undergoing teacher practice in Paya Tebang Village. The four words consist of three basic words-Rumoh, Pinto, and mangat-and one repeated word, namely grop-grop. In order to preserve Indonesian as the identity of the nation and the official language of the state, the use of these forms of interference must be avoided. If left unchecked, such interference can undermine the uniformity and accuracy of the Indonesian language in accordance with the applicable rules.
EXPLORING ENGLISH SPEAKING DIFFICULTIES AMONG ENGLISH EDUCATION STUDENTS AT BUMI PERSADA UNIVERSITY: A QUALITATIVE STUDY Helmiyadi; Ainol Mardhiah; Fauzar; Asmaul Husna; Irhamni
Berajah Journal Vol. 5 No. 10 (2025): Berajah Journal
Publisher : CV. Lafadz Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/bj.v5i10.721

Abstract

Speaking is one of the most important skills in English as a Foreign Language (EFL) learning, yet many students still encounter difficulties in oral communication. This study aims to investigate the speaking difficulties experienced by English Education students at Bumi Persada University, identify the factors contributing to these difficulties, and explore possible strategies to overcome them. A qualitative descriptive research design was employed involving ten first-semester students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and questionnaires. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. The findings revealed that students experienced several speaking difficulties, including limited vocabulary, inaccurate pronunciation, grammatical problems, low self-confidence, and speaking anxiety. These difficulties were influenced by both linguistic and non-linguistic factors, such as fear of making mistakes, lack of motivation, limited opportunities for speaking practice, teacher-centered instruction, insufficient lecturer feedback, and negative peer evaluation. To address these challenges, students suggested creating a supportive classroom environment, implementing interactive learning activities, increasing opportunities for speaking practice, and providing constructive feedback. The findings indicate that improving students’ speaking ability requires not only stronger linguistic competence but also learner-centered teaching practices that foster confidence, motivation, and active participation. This study provides practical insights for English lecturers in designing more effective speaking instruction and contributes to a better understanding of speaking difficulties among Indonesian EFL university students.
TEACHERS' PERCEPTIONS ON THE USE OF AI SPEECHACE AS A MEDIUM FOR IMPROVING ENGLISH SPEAKING SKILLS: A CASE STUDY AT A BOARDING SCHOOL IN LHOKSEUMAWE Helmiyadi; Ainol Mardhiah; Asmaul Husna; Mawardi; Cut Anisa
Berajah Journal Vol. 6 No. 4 (2026): Berajah Journal
Publisher : CV. Lafadz Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/bj.v6i4.722

Abstract

This study aimed to investigate teachers’ perceptions toward the use of AI SpeechAce as a medium for improving English speaking skills at Islamic Boarding School in Lhokseumawe. This research employed a descriptive qualitative method involving 20 teachers as the participants. The data were collected through semi-structured interviews, observations, and documentation and were analyzed using thematic analysis following the procedures proposed by Braun and Clarke (2006). The findings revealed that teachers generally had positive perceptions toward the use of SpeechAce, although some of them initially felt nervous and unfamiliar with the technology. After using the platform, teachers considered SpeechAce interesting, easy to use, and helpful in supporting independent speaking practice. Teachers reported perceived improvements in pronunciation, vocabulary, grammar, fluency, and self-confidence after using SpeechAce. In addition, teachers perceived that features such as automatic feedback and conversation practice were beneficial in helping them identify and correct speaking mistakes independently. However, they also reported several technical challenges, including limited access, unstable internet connections, and device-related issues. Overall, teachers perceived SpeechAce as an effective and flexible medium that supports independent English speaking practice and enhances their confidence in using English.
Co-Authors Ainol Mardhiah Asmaul Husna Azhari Cut Anisa Fauzar Heny Solekhah Irhamni Mawardi Sitti Aminah