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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Curricula: Journal of Curriculum Development
Yumnaa Taqiyatul Nabillah
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Education Languange, Linguistic, Communication & Media

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Exploring Freshman Students’ Perceptions of Using IPA Symbols in English Pronunciation Class Yumnaa Taqiyatul Nabillah; Diah Kusuma Ningrum; Wahyu Indah Mala Rohmana
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i2.131851

Abstract

This present research investigates the perceptions of freshman English education students regarding the use of IPA symbols in English pronunciation classes. The selection of participants is carried out through purposive sampling. The research employs a descriptive qualitative research approach, focusing on ten students of Class C from the English Education Department at Universitas Islam Negeri Maulana Malik Ibrahim Malang. The data is collected by unstructured interviews via WhatsApp and analyzed using thematic analysis. The results show that Students encounter challenges when attempting to utilize the International Phonetic Alphabet (IPA) symbols, particularly in differentiating between similar sounds and adapting to unfamiliar symbols. However, the majority of students recognized the significant benefits of acquiring and utilizing knowledge of IPA symbols, including enhanced pronunciation accuracy, listening skills, and confidence in speaking English. This study emphasizes the value of integrating IPA symbols into language learning, which can facilitate the acquisition of accurate pronunciation and enhance language proficiency.
The Benefits of Literature in Developing Talent and Self-Confidence for English Club Extracurricular Students in High School Level Yumnaa Taqiyatul Nabillah; Ittaqitafuzi Ittaqitafuzi; Wahyu Indah Mala Rohmana
JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Vol 9 No 01 (2024): JELL STIBA IEC
Publisher : STIBA IEC JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37110/jell.v9i01.198

Abstract

This study investigates the benefits of literature on the talent development and self-confidence of high school students participating in extracurricular English Club. Literature, derived from the Sanskrit word 'shastra', serves as a guide and source of information and includes various forms such as drama, poetry, tales, and speeches. Recognizing the importance of literature in developing talents and self-confidence, this study examines the role of extracurricular English Club in creating a supportive environment for students. Extracurricular activities, including English Club, play an important role in the character and academic development of young people. In response to the growing importance of English proficiency, some educational institutions have introduced English extracurricular programs to showcase students' potential and interests. This study, conducted at MAN 1 Kota Malang, East Java, used a descriptive qualitative approach to assess the impact of English clubs on students' literacy skills, self-confidence and talent development. The results showed that the English club at MAN 1 Kota Malang focuses on improving students' English skills, especially speaking. Through speaking, poetry, storytelling and drama exercises, students develop their imagination, analytical ability and general communication skills. Literature-oriented exercises help students overcome shyness, fear of making mistakes, and anxiety, and improve self-esteem. The study concludes that incorporating literature into extracurricular activities not only improves language skills, but also contributes to the development of talent and self-confidence, which are crucial for future success.
Analyzing the implementation of K13 and Kurikulum Merdeka: Students’ perceptions Shofwatut Tarbiyah; Fitria Zulaika Mahfudza; Nizma Amelia Putri; Diah Kusuma Ningrum; Yumnaa Taqiyatul Nabillah
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.78564

Abstract

The development of the times must always be followed, demanding the formation of the Kurikulum Merdeka, which is expected to prepare students better to keep up with global developments compared to the 2013 Curriculum (K13). This study aims to analyze the implementation of K13 and Kurikulum Merdeka according to student perceptions. A quantitative method with a descriptive approach was used in this study, which involved 41 respondents. The questionnaire includes ten statements related to implementing K13 and Kurikulum Merdeka. The results of the questionnaire are depicted in the form of pie charts. This research shows students' preferences. K13 is superior in final assessment regarding the amount of learning and easy-to-understand material. Meanwhile, Kurikulum Merdeka has higher ratings regarding flexible learning time, active learning, fun teaching methods, and complex material. Students preferred both creative learning and how this curriculum implements projects. The transition readiness from K13 to Kurikulum Merdeka is equal between those who agree and those who are neutral.   Abstrak Perkembangan zaman harus selalu diikuti menuntut pembentukan Kurikulum Merdeka yang diharapkan dapat lebih mempersiapkan peserta didik untuk mengikuti perkembangan global dibandingkan Kurikulum 2013 (K13). Penelitian ini bertujuan untuk menganalisis implementasi K13 dan Kurikulum Merdeka menurut persepsi peserta didik. Metode kuantitatif dengan pendekatan deskriptif digunakan dalam penelitian ini melibatkan 41 responden. Kuesioner mencakup sepuluh pernyataan yang berkaitan dengan implementasi K13 dan Kurikulum Merdeka. Hasil kuesioner digambarkan dalam bentuk diagram lingkaran. Penelitian ini menunjukkan preferensi peserta didik. K13 lebih unggul dalam bidang penilaian akhir, jumlah materi pembelajaran dan materi yang mudah dipahami. Sementara itu, Kurikulum Merdeka memiliki peringkat yang lebih tinggi dalam hal waktu belajar yang fleksibel, pembelajaran aktif, metode pengajaran yang menyenangkan, dan materi yang rumit. Untuk pembelajaran kreatif, peserta didik lebih menyukai keduanya, begitu juga dengan bagaimana kurikulum ini mengimplementasikan proyek. Hasil dari kesiapan transisi dari K13 ke Kurikulum Merdeka adalah sama antara yang setuju dan netral. Kata Kunci: implementasi kurikulum; K13; Kurikulum Merdeka
Co-Authors Diah Kusuma Ningrum Fitria Zulaika Mahfudza Ittaqitafuzi Ittaqitafuzi Nizma Amelia Putri Rohmana, Wahyu Indah Mala Shofwatut Tarbiyah