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All Journal Wanastra : Jurnal Bahasa dan Sastra JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal Jurnal Ilmiah Edunomika (JIE) International Journal of English Education and Linguistics (IJoEEL) ELP (Journal of English Language Pedagogy) Journal of Research in Social Science and Humanities Indo-MathEdu Intellectuals Journal Global Expert: Jurnal Bahasa dan Sastra Tamaddun JELLT (Journal of English Language and Literature Teaching) Jurnal Multidisipliner Kapalamada ENRICH: Jurnal Pendidikan, Bahasa, Sastra dan Linguistik Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora PESHUM
Angraini, Nike
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An Investigation of Canva’s Impact on Narrative Text Writing Skill Wahdania, Wahdania; Permana, Dio Resta; Angraini, Nike
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2026

Abstract

Writing skills are a difficult challenge for many EFL students who have little exposure to real language outside the classroom. Therefore, this research aims to explore the influence of using Canva in teaching narrative text writing to LTI Indo Global Mandiri Middle School students in Palembang and their perceptions of using Canva. The research design used was a quasi-experimental design. The sample for this research was classes VIII.A and VIII.B which consisted of 20 students from class VIII.A and 19 students from class VIII.B. The research design used in this research is a quasi-experimental design. The sampling technique used is purposive sampling, namely selecting certain individuals who are believed to represent the population studied. Data collection was carried out by giving a pre-test and post-test, then analyzed using a t-test (paired sample t-test and independent sample t-test) with the help of the SPSS v.23 program. The results of this research show that the p-value from the paired sample t test of 0.000 is less than 0.05, which means there is a significant increase in students' writing skills after being taught using the Canva application. The results of this research show that the use of the Canva application as a learning media can improve the ability to write narrative texts for class VIII students at SMP LTI Indo Global Mandiri Palembang.
The Effect of Using Reading Aloud Technique in Improving Students’ Reading Comprehension Achievement at SMP Negeri 19 Palembang Herlina, Dini; Angraini, Nike; Angraini, Dita Rizki
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2027

Abstract

Students' reading comprehension in Indonesia was feeble because many students were reluctant to read. Therefore, this study used a reading-aloud strategy to improve reading comprehension in grade 7 students at SMP Negeri 19 Palembang. The research design used a quasi-experimental design, involving two groups of 7th-grade students: an experimental group receiving the reading-aloud intervention and a control group not. The samples in this study were classes VII9 and VII7, totaling 33 students per class. Pre-tests and post-tests were administered to assess reading comprehension levels. The results of this research were (1) there was an improvement in students' reading comprehension achievement after using the reading aloud strategy. (2) There was significant improvement in each aspect of reading comprehension. (3) There was a contribution of each aspect to reading comprehension achievement. (4) There was a significant mean difference between the students who were taught by using the reading-aloud strategy and those who were not taught by the reading-aloud strategy. Based on the results of this research, the reading-aloud strategy was effective in improving students' reading comprehension achievement and enhancing various aspects of reading among the seventh-grade students of SMP Negeri 19 Palembang
Using Digital Media: Beelinguapp Application to Improve Indonesian Middle School Students' Reading Comprehension Achievement in English Satria, Budi; Angraini, Nike; Iman, Jaya Nur
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2199

Abstract

In recent years, integrating digital tools into education has gained momentum, particularly in teaching English as a Foreign Language (EFL). This study investigates the effectiveness of Beelinguapp, a bilingual reading application, in enhancing the reading comprehension skills of middle school learners in Indonesia. A quasi-experimental research design was employed, involving 26 middle school students divided into experimental and control groups. The experimental group used Beelinguapp over six weeks, while the control group followed traditional reading instruction methods. Results reveal a statistically significant improvement in the achievement of reading comprehension in the experimental group. The study underscores the value of leveraging digital tools such as Beelinguapp in EFL classrooms, offering insights into the pedagogical implications of integrating technology to foster engagement, understanding, and motivation in reading activities.
AN ANALYSIS OF PARAPHRASING TECHNIQUE USED BY STUDENT OF ENGLISH DEPARTMENT Lia, Agnes Mejika April; Angraini, Nike; Anggraini, Dita Rizki
JURNAL ILMIAH EDUNOMIKA Vol. 8 No. 4 (2024): EDUNOMIKA
Publisher : ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jie.v8i4.16161

Abstract

Paraphrasing is an important technique in academic writing to avoid plagiarism,understanding the material and convey information in your own language. This research examines the paraphrasing methods employed by English study program students at Indo Global Mandiri University in Palembang using qualitative research, specifically thematic analysis, and data collection techniques including tests and interviews. The study involved 8 out of 16 eighth-semester students. For the test, the participants paraphrased a descriptive text provided by the researcher, and the interview comprised 8 questions related to paraphrasing. The findings revealed that most techniques used by students were changing vocabulary and the obstacles when paraphrasing texts were lack of vocabulary and poor/lack of documentation skills. Moreover, the research found that the conditions for students to use paraphrasing were to avoid plagiarism, avoid direct quotations in writing, increase the clarity of writing, and complete writing assignments during class.
THE CORRELATION BETWEEN NON-ENGLISH SPEAKING PARENTS’ INVOLVEMENT, STUDENTS’ PERSISTENCE, AND ENGLISH ACHIEVEMENT AMONG EFL HIGH SCHOOL STUDENTS IN INDONESIA Bulan, Sinar; Angraini, Nike; Resta Permana, Dio
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i1.1126

Abstract

         This study investigates the correlation between non-English speaking parents’ involvement, students’ persistence, and their English achievement among EFL high school students at SMA Negeri 11 Palembang, Indonesia. The research aimed to determine whether parents’ involvement and students’ persistence significantly influence students’ English achievement. A quantitative correlational design was employed, using two sets of questionnaires to measure parents’ involvement and students’ persistence, along with an English achievement test. The findings revealed no significant correlation between non-English speaking parents’ involvement and students’ English achievement (r = 0.090, p > 0.05). Similarly, no significant relationship was found between students’ persistence and their English achievement (r = 0.815, p > 0.05). These results suggest that factors such as parents’ limited knowledge of English, low self-efficacy, socioeconomic background, and weak parent–school communication may contribute to the absence of significant relationships. The study highlights the need for schools to strengthen parental engagement programs and to foster students’ motivation and self-regulated learning strategies to enhance English achievement.
DIFFICULTIES ENCOUNTERED BY ENGLISH EDUCATION STUDENTS IN WRITING UNDERGRADUATE THESIS Salsabila, Nadya; Angraini, Nike; Rizki Anggraini, Dita
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i1.1135

Abstract

         Writing an undergraduate thesis is a crucial academic requirement; however, many English Education students face multiple challenges during the process. These difficulties often emerge from academic, linguistic, psychological, and social factors that interact in complex ways. While previous studies have examined these factors separately, few have analyzed them within a single comprehensive framework. This study aims to identify the major difficulties faced by English Education students in writing undergraduate theses and to analyze the contributing factors using Brown’s (2007) psychological, social, and linguistic dimensions. Employing a descriptive qualitative design, data were collected from 132 English Education students at four universities in South Sumatra through a closed-ended questionnaire and structured interviews. Quantitative data were analyzed descriptively, while qualitative data followed Miles and Huberman’s (2013) model. The findings revealed that academic factors were the most dominant (58.13%), followed by linguistic (22.12%), psychological (11.49%), and social (8.26%) factors. Students reported the greatest challenges in topic selection, paraphrasing, and maintaining motivation during supervision. The study underscores the need for stronger academic support, structured writing workshops, and consistent supervisory mentoring. These findings contribute to a more integrated understanding of thesis-writing difficulties and provide practical insights for improving academic writing instruction and supervision in EFL contexts.
From Novice to Native-Like: How Diphthongs Are Pronounced? Dari Pemula menuju Kemahiran Seperti Penutur Asli: Bagaimana Diftong Diartikulasikan oleh Penutur? Angraini, Nike
DARMADIKSANI Vol 6 No 1 (2026): Edisi Maret
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v6i1.9641

Abstract

English pronunciation is seen to be one of the most crucial aspects in the English language setting because proper and correct pronunciation creates effective and efficient means of communication. This community empowerment was implemented to investigate the effect of English phonetics transcription instruction, particularly on diphthongs, to boost EFL learners’ English pronunciation. Thirteen participants, of which teemed by female, were taken in such a convenient way. One of orphanages in South Sumatera, Palembang was chosen to be empowered in this activity. To check EFL learners’ English pronunciation achievement, an English pronunciation test was provided as a pre-test and a post-test. The results revealed that English phonetics transcription instruction impacted EFL learners’ English pronunciation attainment, particularly diphthongs. This could be viewed from t obtained value which was much higher than the t table (2.497 > 2.179) and the p value gained was much lower than .05 (.02 < .05). In addition, other instructors, agents of change, future facilitators, and participants were imparted with fruitful implications due to the implementation of English pronunciation instruction to have a native-like communication to some extent.
Co-Authors Anggraini, Dita Rizki Angraini, Dita Rizki Asmiati Asmiati Berliani, Wulandari Budi Satria Bulan, Sinar Damayanti, Alya Dedek Suprihatin, Dedek Dio Resta Permana Hadiansyah, Ario Hartini Agustiawati, Hartini Herlina, Dini Iman, Jaya Nur Islamiati, Meni Lia, Agnes Mejika April Nabila, Zovanka Putri Novasyari, Ressy Novianty, Melisa Oktaverani, Dwi Andrea Rizki Anggraini, Dita Salsabila, Nadya Segara, Bima Surayatika, Desi Wahdania Wahdania Wati, Ambar Winata, Ludovicus Krista