Article Per Year (5 Year)
p-Index From 2020 - 2025
1.235
P-Index
This Author published in this journals
All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra EDUCAFL : E-Journal of Education of English as a Foreign Language SPHOTA: Jurnal Linguistik dan Sastra Fakultas Bahasa Asing Universitas Mahasaraswati Denpasar Linguapedia Journey: Journal of English Language and Pedagogy
Ali Wafa
Universitas Islam Internasional Darullughah Wadda’wah
Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
Self-Reflection for English Teachers’ Pedagogical Development Kuzairi; Welly Kuswanto; Agung Is Hardiyana Febry; Ali Wafa
EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 2 (2024): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2024.007.02.02

Abstract

Reflection is a crucial part of teaching quality improvement. Teachers can learn a lot from what they did in the classroom dealing with their instructional activities. It indicates that qualified teachers are those who can evaluate and take meaningful reflection from their teaching experiences. This paper aims to expose the importance of self-reflection for English teachers’ pedagogical development as well as to describe how they carry out this one of the professional development activities to improve their instructions. A survey on investigating the professional development activities was conducted for 30 certified Senior High school English teachers as the technique in collecting the data. In addition, descriptive qualitative design was applied to present the findings of this study. The results show that among the 10 professional development activities that were proposed, Self-reflection was the highest choice with 73.17% of participants indicating that they commonly did it for their professional development. They had Self-Reflection by just asking the students to write comments or suggestions, requesting their students to answer some questions or give opinion on the teaching and learning process. Another simplest way was that teachers imagined on what they had done during the teaching and learning process and they made notes as references to develop their teaching performances. Another way of reflection is through recording the teaching and learning process. Regarding the results, it is recommended to regularly apply self-reflection as one of the essential professional development activities particularly in developing English teachers’ pedagogy
TED Talks Effect on Tenth Grade Students’ Vocabulary Mastery at SMAS GKPI Padang Bulan Zebua, Vilmin Artinia; Tampubolon , Sahlan; Sinaga, Nenni Triana; Wafa, Ali
Linguapedia Vol. 9 No. 1 (2025): May
Publisher : English Education Department, Faculty of Teacher Training and Education, Islamic University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/linguapedia.v9i1.4090

Abstract

The TED Talks Application is an application that features talks on Technology, Education, Design, and various other topics, delivered by experts and professionals from around the world. This study aims to determine whether the TED Talks Application affects students’ vocabulary mastery. This research used an experimental quantitative method involving two classes of tenth-grade students at SMAS GKPI Padang Bulan, Indonesia. Using a purposive sampling technique, the sample consisted of 26 students in the experimental group and 26 students in the control group. Both groups received pre-tests and post-tests to measure vocabulary improvement. The average pre-test score in the experimental group was 40.76, while the post-test average was 57.76. The control group’s pre-test average was 40.38, and the post-test average was 50. Statistical analysis showed Ha was accepted and Ho was rejected, with a t-count of 2.677 greater than the t-table of 2.010. These results indicate that the TED Talks Application has a positive effect on students’ vocabulary mastery, although the effect size was relatively small. The findings suggest that while TED Talks are not ideal as the primary vocabulary tool, they remain useful as a supplementary resource. Further research is recommended to explore additional multimedia tools that may better enhance vocabulary learning outcomes.
Fly Swatter Game Effect on Seventh Grade Students’ Vocabulary at SMP Parulian 2 Medan Safna, Nur Anjelina; Tampubolon, Sahlan; Lumbantobing , Febrina S.L.; Wafa, Ali
Linguapedia Vol. 9 No. 1 (2025): May
Publisher : English Education Department, Faculty of Teacher Training and Education, Islamic University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/linguapedia.v9i1.4097

Abstract

This research examines the impact of the Fly Swatter Game on seventh-grade students' vocabulary proficiency at SMP Parulian 2 Medan. The research employed a true experimental design, categorising students into an experimental group that participated in the Fly Swatter Game intervention and a control group that received traditional instruction. Both groups took pre-tests and post-tests to assess their vocabulary enhancement. The study's findings indicated that the experimental group demonstrated a significant enhancement in vocabulary knowledge compared to the control group. The average score of the experimental group increased from 58.26 (pre-test) to 77.33 (post-test). The t-test analysis resulted in a t-count of ( 3.144,) which was higher than at the level of significance= 0,05 (1,673) or > 3,144 > 1,673. Ha was accepted, whereas Ho was refused. demonstrating a statistically meaningful impact. The findings indicate that employing the Fly Swatter Game as a vocabulary instruction technique can improve students' engagement, motivation, and retention of new lexicon. The game-based learning methodology enables students to engage actively with vocabulary, enhancing both enjoyment and efficacy in the learning process
Story Mapping Technique on Tenth Grade Students’ Writing Ability at SMKS Raksana 2 Medan Tampubolon, Nova Ulina; Sidabutar , Usman; Lumbantobing, Febrina S.L.; Wafa, Ali
Linguapedia Vol. 9 No. 1 (2025): May
Publisher : English Education Department, Faculty of Teacher Training and Education, Islamic University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/linguapedia.v9i1.4099

Abstract

This study aims to determine whether the Story Mapping Technique can significantly influence the ability to write recount texts at the tenth grade of SMKS Raksana 2 Medan. The Story Mapping Technique used in this study is based on the theory proposed by Li (2007). Using purposive sampling technique, the population of this study consisted of all tenth-grade students at SMKS Raksana 2 Medan, totaling 66 students divided into five classes. The results showed a significant improvement in students' writing ability after the implementation of the Story Mapping Technique. Data analysis using the t-test revealed that the calculated t-value was 2.054, while the t-table value was 1.697 at a significance level of p < 0.05. Since the t-calculated> t-table (2.054>1.697), it was concluded that applying the Story Mapping Technique had a significant effect on students' ability to write recount texts in the tenth grade at SMKS Raksana 2 Medan. Therefore, the alternative hypothesis (Ha) was accepted, while the null hypothesis (H0) was rejected. Based on these findings, the Story Mapping Technique is proven to be effective in improving students' ability to write recount texts and can be considered an alternative method for teaching writing at the secondary school level.
English Pronunciation Challenges Among Female Santri of English Intensive Program at Pesantren Annur Probolinggo Wafa, Ali; Khoiriyah, Luluk
SPHOTA: Jurnal Linguistik dan Sastra Vol. 17 No. 2 (2025): SPHOTA: Jurnal Linguistik dan Sastra
Publisher : Fakultas Bahasa Asing (FBA) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/sphota.v17i2.12525

Abstract

This descriptive qualitative study investigates the female santris’ English segmental pronunciation errors, attributed to L1 phonological transfer from the dissimilar sound systems of English and Indonesian. Data from ten participants, collected via audio recordings, revealed systematic substitution and deletion processes affecting consonant and vowel phonemes. Consonantal errors included the substitution of /v/ with [f], /ð/ with [d] or [θ], /θ/ with [t] or [s], /tʃ/ with [c], /ʒ/ with [ʃ], /ʃ/ with [s], and /z/ with [s], alongside the deletion of /k/, /ɡ/, /t/, and /s/ within consonant clusters. Vowel inaccuracies involved alterations in tongue height and length, such as raising /ɪ/ to /i/, shortening /iː/ to /e/ or /ɛ/, and elongating /ʊ/ to /uː/, coupled with centralization and diphthongization processes. The findings indicate that these are not random errors but manifestations of a coherent, alternative phonological system. This system exhibits a preference for voiceless over voiced fricatives, stops over interdental fricatives, a marked simplification of complex consonant clusters, and a reorganized vowel space that avoids peripheral, tense, or distinct lax vowels. The study provides an empirical basis for targeted pedagogical interventions and contributes to establishing a detailed phonological error profile for Indonesian EFL learners in the Pesantren context.
TRANSLATION IDEOLOGY ON VOCATIVE VERBAL EXCHANGES IN PHILLIP PULLMAN’S NOVEL Sipayung, Kammer Tuahman; Wafa, Ali
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 18, No 2 (2023): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v18i2.23592

Abstract

Translation’s core ideology lies in guiding translators' decision-making processes, particularly concerning the social and cultural aspects of source and target texts. This study employed a descriptive qualitative approach. It delved into the translators’ ideological stance in rendering an English novel into Indonesian, focusing on vocative verbal exchanges. The analysis employed Miles and Huberman's interactive data analysis techniques (2014), incorporated Molina and Albir's translation procedures (2002), as well as Newmark's methods (1988). Venuti's theory (2003) was utilized to unveil the translator's ideology. Findings reveal that the translator is inclined towards foreignization at the word and phrase levels. This was juxtaposed with a preference for domestication at the clause and sentence levels. This suggests a nuanced approach, where the translator aimed to preserve the source text's essence in smaller linguistic units while enhancing readability in larger units for the target audience. In essence, the translator strategically positions themselves between the source and target languages, neither leaning too closely towards one nor the other, striving for a neutral stance that upholds the original message while ensuring accessibility for the target readers.
The Effect of Using Cake Application on Students’ Vocabulary Mastery of Junior High School Gaol , Desi Sastria Lumban; Safna , Nur Anjelina; Zebua , Vilmin Artinia; Sipayung , Kammer Tuahman; Wafa, Ali
Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i2.828

Abstract

Cake application is an excellent English-learning tool for mastering English. The study aims to determine whether the Cake app affects students' vocabulary mastery. The present study used a quantitative method of experimental design. The data were collected from forty second-grade students at Junior High School (SMP) HKBP Sidorame Medan, Indonesia. The sample was divided into twenty students in the experimental group and twenty students in the control group, in which pre-and post-tests were given separately to each group and a vocabulary test was taken. The results demonstrate that the average pre-test score for the experimental group in this study was 42.8 points, while the average post-test score was 72. The average pre-test score for the control group was 42.65 points, while the average post-test score was 6.8. It was also found that Ha was accepted. However, Ho was rejected due to the fact that T-count > T-table = 4.41 > 1,686, indicating that this program is highly effective and helpful for learning English vocabulary. These findings suggest that traditional or existing methods may be less effective, highlighting the necessity for innovative approaches to vocabulary learning. Educational policymakers can use these findings to support decisions regarding the integration of successful programs into the curriculum, potentially leading to enhanced English language education standards. Furthermore, the results indicate a need for additional research to identify the specific elements of the program that most significantly impact its effectiveness. This further investigation could facilitate the refinement and optimization of the program to achieve even better outcomes.
Co-Authors Agung Is Hardiyana Febry Gaol , Desi Sastria Lumban Kammer Tuahman Sipayung Kuzairi Luluk Khoiriyah Lumbantobing , Febrina S.L. Lumbantobing, Febrina S.L. Safna , Nur Anjelina Safna, Nur Anjelina Sahlan Tampubolon Sidabutar , Usman Sinaga, Nenni Triana Sipayung , Kammer Tuahman Tampubolon , Sahlan Tampubolon, Nova Ulina Welly Kuswanto Zebua , Vilmin Artinia Zebua, Vilmin Artinia