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All Journal International Journal of Applied and Advanced Multidisciplinary Research (IJAAMR) International Journal of Sustainable Applied Sciences (IJSAS) INTERACTION: Jurnal Pendidikan Bahasa Lingua : Journal of Linguistics and Language
Lababa
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Language Attitudes Towards Written English Slang Variety in Internet Social Media Hamida Halim; Ibrahim Manda; Lababa; Sam Hermansyah
International Journal of Sustainable Applied Sciences Vol. 1 No. 4 (2023): October 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijsas.v1i4.652

Abstract

This research aims to explore variations in slang English used by social media users and responses using slang English. Social media was the subject of this study such as WhatsApp, Facebook, Instagram and TikTok. A descriptive qualitative method was used in this investigation. The subjects of this research are teenagers or social media/internet users in data collection. The questionnaire approach is the data collection strategy employed in this study, namely by chatting on social media. The questions are based on the questionnaire and carrying out documentation as a complement. In this research, 2 data collection techniques were used, specifically, snowball sampling and purposeful sampling.The data collected was then analyzed based on relevant theories about sociolinguistic studies, and about language attitudes and language variations, especially English slang on social media. The findings in this research show that the English slang most frequently used by respondents on social media is WhatsApp and Instagram. In this case, the slang has four types, namely flippant, imitative, acronym, and clipping. Then the slang English abbreviations that are most widely used on social media are Kepo, DM, Btw, Thx, Otw, Gws, Lol, Pap, Fyi, Guys, and Cod. The reason that makes them interested in using slang on social media is because it is a trend following the times, to make it look cool, not awkward, more familiar with friends, and easy to use among teenagers.
Teaching English Vocabulary in Junior High School Students by Using Simulation Games Ghina Salsabila Wahab; Syamsu T; Lababa; Sam Hermansyah; Ernawati
International Journal of Sustainable Applied Sciences Vol. 1 No. 4 (2023): October 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijsas.v1i4.654

Abstract

This study aimed to improve the English vocabulary of the Class Eight A students of SMP Negeri 5 Maritengngae by using Simulation Games.) With a population of 77 students from 3 classes, one class was selected where the Simulation Games were applied. The class which was selected was Class Eight A with 24 students which divided into10 boys and 14 girls. To collect the data, the researcher used tests and non-tests instrument. Tests instruments included pretest and post test and non-tests instruments included questionnaire and documentation. Because the research is mix study (qualitative and quantitative study), that’s why all the data that had been collected, were managed and explained by using quantitative and qualitative techniques. The students' responses were very good. This was shown by their responses to the statements in the questionnaire. There were 19 to 22 students or 79 % to 91.67 % students were Strongly Agree and Agree with the statements, such as: My English vocabulary increase after learning using Simulation Games, Simulation Games motivates me to learn, and so on. Because of the students’ responses were very good, automatically the students enjoyed using Simulation Games in the learning process. The impact of this was the students’ achievement were better after the application of Simulation Games.
Teachers’ Instruction Simulation through Hots in English Writing Ainul Asmah; Syamsu Tang; Lababa; Sam Hermansyah
International Journal of Applied and Advanced Multidisciplinary Research Vol. 2 No. 9 (2024): September 2024
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijaamr.v2i9.2552

Abstract

This research aims to explore how teachers simulate instruction through Higher Order Thinking Skills (HOTS) in English writing, with a focus on English teachers at SMP Negeri 3 Panca Rijang. Using a qualitative research method, the study investigates the strategies teachers use to stimulate students through HOTS in English classes and evaluates the impact and effectiveness of these strategies on students' writing abilities. The findings reveal that teachers encourage students to regularly use English in daily activities and expand their vocabulary through reading. These strategies effectively foster critical thinking, enabling students to analyze problems and approach English writing more systematically. The implementation of HOTS in teaching has a significant positive impact on students' learning outcomes, particularly in enhancing their analytical and creative thinking skills. The research concludes that the use of HOTS greatly improves the English learning process, contributing to the development of students' cognitive and problem-solving skills.
From Challenge to Resource: Understanding Cross-Linguistic Influence in SLA Lababa
Lingua : Journal of Linguistics and Language Vol. 2 No. 2 (2024): June 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v2i2.1031

Abstract

Cross-linguistic influence (CLI) plays a pivotal role in second language acquisition (SLA), reflecting the ways in which first language knowledge shapes subsequent language learning. This narrative review synthesizes findings from studies spanning structural, socio-cultural, technological, and individual dimensions, with the aim of offering a comprehensive understanding of CLI in multilingual contexts. Literature was retrieved from major databases, including Scopus, Web of Science, and Google Scholar, using targeted keywords such as “cross-linguistic influence,” “second language acquisition,” “bilingualism,” and “transfer effects.” Selection criteria included peer-reviewed studies published between 2000 and 2025, encompassing experimental, longitudinal, and qualitative designs. Results indicate that structural factors, such as educational policies and curricula, significantly condition transfer outcomes, with inclusive bilingual policies fostering positive transfer. Socio-cultural environments further mediate CLI by shaping learners’ linguistic exposure and practices, while technological innovations, including computational modeling and AI-driven applications, provide new insights into transfer processes though remain unevenly distributed globally. Individual cognitive traits, including metalinguistic awareness and motivation, strongly determine how learners experience CLI, influencing whether transfer becomes a barrier or a resource. These findings underscore the need for integrated strategies that combine pedagogy, policy, and technology to mitigate negative transfer and leverage positive effects. The review highlights research gaps in longitudinal analysis, multilingual repertoires, and individual differences, suggesting directions for future inquiry. Recognizing CLI as a dynamic, multidimensional process is crucial for advancing equitable and effective SLA in a multilingual world.
An Analysis of the Use of Collaborative Learning Methods in Increasing Students’ Motivation in Learning English Hasrianti; Andi Sadapotto; Lababa; Syahrir L; Sam Hermansyah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2024): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v11i2.1192

Abstract

This study aims to investigate the effectiveness of the collaborative learning method in enhancing students' motivation to learn English, focusing on seventh-grade students at SMPN 7 SATAP MAIWA. Employing a descriptive qualitative approach, the study explores how collaborative learning techniques influence students’ motivation and evaluates their role in improving the English learning process. The findings indicate that the collaborative learning method has a significant positive impact on students’ motivation. Among the 20 students who participated, 16 (80%) reported increased confidence in using English, opportunities to assist each other in overcoming challenges, and improved problem-solving skills when completing assignments. Group interactions further encouraged students to participate actively in learning activities, making the process more engaging and enjoyable. Collaborative learning also fostered stronger peer relationships and provided a supportive environment where students felt more comfortable expressing their opinions and ideas. The study concludes that the collaborative learning method is an effective strategy for boosting students' motivation in learning English. By working together in groups, students not only gain confidence in communication but also develop essential social and cognitive skills. This method encourages students to be more responsible for their learning while promoting mutual support and cooperation. Therefore, collaborative learning can serve as an alternative approach to improving the quality of English instruction, particularly in encouraging student-centered learning and active participation in the classroom.
Examining Students' Skills in Differentiating the Meaning Relations of Homonyms, Homophones, and Homographs Jihan Nurfadillah; Buhari; Lababa; Syamsu T; Sam Hermansyah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2024): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v11i2.1306

Abstract

Students often struggle to distinguish words that look or sound similar but have different meanings. They also face challenges in using these words appropriately, leading to errors in comprehension and language use. This study aims to assess students' ability to differentiate the meanings of homonyms, homophones, and homographs, as well as to identify their level of accuracy and the difficulties they encounter in understanding and using these words in context. Using a qualitative approach, the research was conducted through comprehension tests, interviews, and observations of students. The findings indicate that while students have a basic understanding of these concepts, they still struggle to interpret meanings based on context, particularly with words that share similar pronunciation or identical spelling but have different meanings. Common errors were most frequently related to homophones, suggesting that students' listening and writing skills influence their ability to distinguish these words accurately. Additionally, confidence played a role in students’ responses, as those with higher confidence tended to provide clearer and more accurate answers. Based on these findings, this study recommends strengthening teaching methods that emphasize contextual understanding, improving listening and writing skills, and fostering a more supportive learning environment to help students better differentiate word meanings.
Co-Authors Ainul Asmah Andi Sadapotto Buhari Buhari Ernawati Ghina Salsabila Wahab Hamida Halim Hasrianti Jihan Nurfadillah Manda, Ibrahim Masna Sam Hermansyah Syahrir L Syamsu T Syamsu Tang