Article Per Year (5 Year)
p-Index From 2021 - 2026
5.214
P-Index
This Author published in this journals
All Journal PROSIDING SEMINAR NASIONAL Publikasi Pendidikan Jurnal Sosioteknologi EDUCARE ATIKAN Linguistics and Elt Journal Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) JE (Journal of Empowerment) ACITYA Journal of Teaching & Education TLEMC (Teaching and Learning English in Multicultural Contexts) Jurnal Pengabdian Masyarakat (ABDIRA) Jurnal Warta Desa (JWD) Indonesian Journal of EFL and Linguistics Indonesian Journal of English Teaching Jurnal Pengabdian Sains dan Humaniora Tamaddun TELL - US JOURNAL Journal of Community Empowerment Jurnal Pendidikan Impola Panicgogy International Journal
Jauhar Helmie
Universitas Suryakancana
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Nursing Social Sciences Other

Published : 45 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 45 Documents
Search

 1   2   3   4   5 
PELATIHAN CLASSROOM INSTRUCTION UNTUK PEMELAJAR BAHASA INGGRIS USIA DINI DI KALANGAN GURU MI AN-NUR Kurniawati, Nia; Helmie, Jauhar; Maolida, Elis Homsini; Nurviyani, Vina; Salsabila, Vina Aini; Sofarini, Anisa; Saepuloh, Asep
JE (Journal of Empowerment) Vol 3, No 2 (2022): DESEMBER
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/je.v3i2.2688

Abstract

ABSTRAKDalam upaya mewujudkan keberhasilan pembelajaran bahasa Inggris sebagai bahasa asing, para guru pemelajar usia dini harus dapat memahami kebutuhan siswa mereka. Mereka harus memiliki pemahaman yang menyeluruh tentang perkembangan pembelajar muda pelajaran yang efektif untuk memenuhi kebutuhan siswa. MI An-Nur sebagai salah satu sekolah yang melaksanakan pembelajaran bilingual memerlukan peningkatan kemampuan guru baik bahasa Inggris dan pedagogis. Merujuk pada situasi tersebut, pelatihan bahasa Inggris (classroom instructions) untuk pengajaran para siswa usia dini merupakan sebuah solusi untuk meningkatkan kompetensi guru Bahasa Inggris di MI An-Nur. Pelatihan tersebut dilakukan melalui sejumlah kegiatan simulasi pengajaran yang melibatkan 15 orang guru MI An-Nur beserta para dosen Prodi Pendidikan Bahasa Inggris Universitas Suryakancana. Kegiatan pelatihan tersebut meliputi tiga tahapan, yaitu pra-kegiatan, pelaksanaan kegiatan, dan evaluasi kegiatan. Melalui kegiatan pelatihan ini, para guru MI An-Nur memperoleh wawasan dan keterampilan yang lebih baik tentang pengajaran Bahasa Inggris untuk siswa usia dini terutama mengenai classroom instruction. Dengan demikian, diharapkan para guru di MI An-Nur akan mampu melaksanakan pengajaran Bahasa Inggris yang lebih baik bagi para siswa usia dini. Kata kunci: Classroom instruction; pembelajaran bahasa Inggris; pemelajar usia dini; pelatihan ABSTRACTIn supporting the realization of English as a foreign language learning to young learners, early childhood English teachers must be able to understand the needs of their students. They must have a thorough understanding of the development of young learners in effective lessons to meet student needs. MI An-Nur as a school that implements bilingual learning requires an increase in the ability of teachers in both English and pedagogical. Referring to this situation, English language training (classroom instructions) for teaching early childhood students is a solution to improve the competence of English teachers at MI An-Nur. The training was carried out through a number of teaching simulation activities involving 15 MI An-Nur teachers and lecturers of the Suryakancana University English Education Study Program. The training activities cover three stages, namely pre-activity, implementation of activities, and evaluation of activities. Through this training activity, MI An-Nur teachers gain better insight and skills about teaching English to early childhood students, especially regarding classroom instruction. Thus, it is expected that the teachers at MI An-Nur will be able to implement better English teaching for young learner.
Uncovering Syntactic Features of Student Writing: A Case Study Of Weekly Journals Helmie, Jauhar; Nuviyani, Vina; Vega Nurintan, Siti
Tamaddun Life Vol 24 No 2 (2025): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v24i2.1022

Abstract

Teaching syntactic unit especially clause to students is a crucial issue because clause is an important part in sentence forming. This research focuses on clause patterns that is a part of syntax which is needed by students in improve their ability in English (Basri, Ampa, & Junaid, 2013). This research adopts qualitative descriptive method to analyze seven English clause patterns in students’ weekly journal syntactically. The aims of this study are to know and analyze the types of clause pattern the students use in their weekly journal; to get information about the type of clause pattern that is frequently used by students in their weekly journal; and to gain the data about the way the students write the clause pattern in their weekly journal. This study took place in one of the vocational high schools in Cianjur by involving 32 students from XI AKKUL class. The data were gained from students’ weekly journal entitled Weekly Diary from September 23rd to November 13th 2018. The findings show clause pattern S+V is written in 15 data (6,91%), clause pattern S+V+O is written in 38 data (17,51%), clause pattern S+V+Co is written in 69 data (31,8%), clause pattern S+V+O+O is written in 3 data (1,38%), clause pattern S+V+O+Co is written in 25 data (11,52%), clause pattern S+V+Ad is written in 18 data (8,3%), and clause pattern S+V+O+Ad is written in 49 data (22,58%). From the data collected, it can be seen that the students tend to write their clause with S+V+Co pattern. The students like giving a complement for the subject in their clauses and mostly in form of adjective.
AN ANALYSIS OF DEIXIS IN ENGLISH TEXTBOOKS DIALOGUE FOR CLASS VII Jauhar Helmie; Vina Nurviyani; Neng Asti Nurul Awaliyah
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.5180

Abstract

ABSTRACTThis research paper explores the use of deixis in the English language, specifically focusing on the analysis of deixis found in English Textbooks Dialogue for Class VII students in Indonesia. The study is motivated by the need to understand the historical context of deixis and its practical implications for future linguistic research. The researcher employed a qualitative method to analyze dialogues from chapters 1 to 3 of the textbook "English for Nusantara," published in 2022 under the independent curriculum. The analysis was conducted over one semester, allowing for a comprehensive examination of the types of deixis present in the dialogues. The research methodology included identifying relevant dialogues, classifying the data according to the research problems, and tabulating the types of deixis. The findings revealed various forms of deixis utilized in the textbook, contributing to a deeper understanding of how language functions in social interactions. The study highlights the importance of deixis in facilitating clear communication and expresses gratitude to those who supported the research process. Ultimately, this work aims to inspire further investigations in the field of linguistics and provide valuable insights for educators and researchers alike.Keywords: Deixis, Pragmatic, Textbook, Dialogue, English Language
AN ANALYSIS OF ERROR PHRASES ON INSTAGRAM’S CAPTION (A Study of Syntax) Jauhar Helmie; siti iqlimah
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.5537

Abstract

This research paper analyze error phrases in Instagram captions, focusing on the syntactic structures used by public figures. With the rise of social media, particularly Instagram, the language employed in captions has become a significant aspect of communication, influencing followers and shaping linguistic norms. The study aims to identify common syntactic errors in captions written in English, especially by non-native speakers. Utilizing a qualitative descriptive method, data were collected from 30 Instagram captions of verified public figures with over 100,000 followers. The analysis revealed five types of phrases: noun phrases (NP), verb phrases (VP), adjective phrases (AdjP), adverb phrases (AdvP), and prepositional phrases (PP). The researcher found that there are eighteen noun phrase, verb phrase appeared in five, adjective phrase appeared in six, and prepositional phrase appeared in one. Among these, noun phrases were the most prevalent, highlighting the need for awareness regarding grammatical accuracy in social media communication. The findings suggest that public figures should be more cautious with their language use, as errors can mislead their audience and perpetuate incorrect language forms. This research contributes to the understanding of language use in digital contexts and offers recommendations for improving caption writing among social media users.Keywords: Syntax, Error phrase, Types of phrases, Instagram caption, Public figure.
READING STORYBOOKS ALOUD TO FACILITATE ELEMENTARY STUDENTS’ ENGLISH PRONUNCIATION LEARNING Elis Homsini Maolida; Jauhar Helmie; Rahmalia Irvi Khoerunnisa
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.6021

Abstract

Pronunciation is often recognized as one of the most challenging aspects of English learning and requires instructional approaches that provide interactive and meaningful practice. Reading storybooks aloud offers opportunities for young learners to develop pronunciation through contextualized language use and repeated exposure to spoken English. This study aimed to explore the learning process and students’ responses to learning English pronunciation through reading storybooks aloud. The participants were fourth-grade students at an elementary school in West Java, Indonesia. Employing a qualitative descriptive design, the data were collected through classroom observations and semi-structured interviews. The findings revealed that students’ pronunciation learning through reading storybooks aloud occurred through several interconnected stages. These included pre-reading activities, in which students engaged with storybook covers, titles, illustrations, and key vocabulary; teacher-led reading aloud that provided pronunciation models; guided repetition of sentences; story retelling to reinforce understanding; and pronunciation rehearsal through group and individual reading aloud accompanied by immediate teacher feedback. These stages facilitated students’ engagement with English pronunciation in a meaningful and supportive learning environment. The results indicate that reading storybooks aloud was implemented effectively and created an enjoyable learning atmosphere. Most students demonstrated improved pronunciation accuracy and responded positively to the activities, particularly when using illustrated storybooks. However, a small number of students experienced pronunciation difficulties due to limited focus and insufficient practice. Overall, the study suggests that reading storybooks aloud is a beneficial pedagogical approach for supporting English pronunciation development among elementary school students.
Co-Authors Aan Hasanah Agustina, Meli Aji Mulyana Al Khoeri, Arsyi Fadilah Alfaridz, Luthfi Asep Ramdan Afriyuandi Asep Saepulah Asep Saepuloh Asep Saepuloh Aulia, Fitria Burki, Audrey Bianca D. Nurfajrin Ningsih Dadang Suganda Delvina, Siva Dewi Susilawati Dewi Susilawati Dimas Kusnadiaji Dinni Nurfajrin Ningsih Elis Homsini Maolida Elis Homsini Maoluda Eneng Fitri Amalia Fauziah Fujiyanti Feby Rosella Wijaya Ghefira, Vina Gina Khoerun Nisa Hafifah, Kamila Amelia Halimah Halimah, Halimah Halimatu Syadiah, Siti Nurhayati Halimatu Sya’diah, Siti Nurhayati Heriyanto Heriyanto Iis Ristiani Iskandar, Risda Alena Juliantini, Regis Dwi Laila Sari Manap, Mochammad Muhamad Budi Mulyadi Mulyana, Sherly Saputri Nasihin, Deden Neng Asti Nurul Awaliyah Nia Kurniawati Nisa, Gina Khoerun Nugraha, Euis Nursifa Laila Nuraeni Susilawati Nuraeni Susulawati Nurrina Nurrina Nursuci Gunawan Lestari Nuviyani, Vina Putri, Meilany Mutiara R. Dinda S Nurfadilla S Rahmalia Irvi Khoerunnisa Rahmi Wulandari Wandawati Ramadhiani, Tassya Salsabila Reza Rahman Rizal, Ihsan A Salimah, Siti Salma Salsabila, lya Ismiati Salsabila, Vina Aini Saprudin Saprudin, Saprudin Sayidah, Nur Tsalis Setianingsih, Neng Ajeng Resma Setiawati, Ghina Salsabila siti iqlimah Siti Mutiah Subhan, Ali sugih, Arief Sumitra, Raina Gesthia Susulawati, Nuraeni Susulawati, Nuraeni Taufik, Hikmat Taufik, Muhamad Syamsul Tiara, Suci Trini Handayani TRIYANA GUNAWAN, TRIYANA Utama, Gina Nanda Vega Nurintan, Siti Vina Nurviyani Vina Nurviyani Wandi, Muhammad Saipal Waroka, Tia Siti Yoandita, Puri Eka Zuber, Zuber