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Developing Integrative-Prismatic Interdisciplinary Teaching Materials to Enhance Error Analysis Skills Kholid, M. Ridho; Kholid, M. Fikri Nugraha
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5587

This study aimed to develop and evaluate integrative-prismatic-based interdisciplinary teaching materials for an error analysis course in the English department at a higher education institution. The research employed a three-phase method: (1) design and development of teaching materials, (2) implementation, and (3) data analysis. Participants included 60 English department students, selected through purposive sampling to ensure diverse representation in terms of gender, linguistic background, and academic proficiency. The instruments used were pre- and post-tests, classroom observations, semi-structured interviews, focus groups, and student artifacts such as assignments and reflective journals. Data were collected over a 10-week period, during which the teaching materials were integrated into the course curriculum. Quantitative data from pre- and post-tests were analyzed using paired sample t-tests to assess improvements in students' error analysis skills, while qualitative data from observations, interviews, and focus groups were analyzed thematically to identify changes in engagement, critical thinking, and interdisciplinary learning. The findings revealed significant improvements in students’ abilities to identify, categorize, and correct errors using interdisciplinary approaches, as well as increased engagement and development of critical thinking skills. These results suggest that the integrative-prismatic framework is effective in fostering deeper learning and adaptability among students. The study implies that such interdisciplinary materials can be valuable for curriculum development in higher education, but further research is needed to validate these findings across different courses and contexts to establish broader applicability and effectiveness.

Digital Tools in Language Education: Boosting Listening Skills with Edpuzzle for High School Students Kholid, M. Fikri Nugraha; Kurniawati, Dewi; Nadila, Aulia Ulva Devi
LinguaEducare: Journal of English and Linguistic Studies Vol. 1 No. 1 (2024): LinguaEducare: Journal of English and Linguistic Studies
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/h6q1ak79

This research investigated the impact of the Edpuzzle application on the listening skills of eleventh-grade students at SMAN 1 Sekincau, Lampung Barat. The study aimed to assess whether using Edpuzzle as a digital tool could significantly enhance students' listening comprehension compared to traditional methods. A quasi-experimental design with a pre-test and post-test approach was employed. Two groups were involved: an experimental group that used Edpuzzle for listening practice and a control group that received conventional listening instruction. Pre-tests and post-tests were conducted over six weeks to measure improvements in listening skills, focusing on understanding the main idea, identifying details, and making inferences. Data were analyzed using SPSS version 26, with an independent samples t-test comparing the scores of both groups. Results showed a significant improvement in the experimental group’s listening skills, confirming Edpuzzle's effectiveness in enhancing comprehension. The findings suggest that digital tools like Edpuzzle provide an interactive learning experience, allowing students to learn at their own pace and receive immediate feedback, crucial for developing listening skills. The study implies that educators should integrate digital tools like Edpuzzle into teaching strategies to promote active learning and improve listening skills. It highlights the benefits of combining traditional methods with digital innovations to create more engaging and effective language learning environments. Future research should examine the long-term effects of digital tools in language education and their impact on other language skills.

Investigating the Efficacy of the Papago AI Application in Enhancing Vocabulary Proficiency Among Secondary School Students Kholid, M. Fikri Nugraha; Adillia, Anisa; Suryawati, Sri Suci
LinguaEducare: Journal of English and Linguistic Studies Vol. 2 No. 1 (2025): LinguaEducare: Journal of English and Linguistic Studies
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/lec.2v.1i.64

This quasi-experimental study investigated the efficacy of the AI-powered Papago application in enhancing vocabulary acquisition among tenth-grade students at SMAN 7 Bandar Lampung. The research aimed to address common student difficulties in vocabulary retention and application by leveraging AI's potential for personalized, contextually accurate, and interactive learning. Focusing on five key vocabulary categories—nouns, adjectives, adverbs, verbs, and conjunctions, particularly within the context of descriptive texts—the study employed a quantitative research design to assess Papago's impact. Data were collected via pre-tests and post-tests, supplemented by qualitative feedback from students and teachers regarding the application's usability. Statistical analysis using SPSS 27 revealed a significant difference (p=0.004<0.05) in vocabulary mastery among students who utilized Papago. This outcome supports the alternative hypothesis, indicating that the intervention effectively improved students' vocabulary mastery. The findings suggest that AI applications such as Papago hold considerable promise in surmounting prevalent vocabulary-learning challenges and fostering greater student engagement.

The Art of Expression: Evaluating Speaking Skills Among MTs Riydah El-Ilmi's Eighth Graders Kholid, M. Fikri Nugraha; Salsabila, Indana; Aryanika, Septa
LinguaEducare: Journal of English and Linguistic Studies Vol. 2 No. 1 (2025): LinguaEducare: Journal of English and Linguistic Studies
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/lec.2v.1i.66

This study provides a descriptive qualitative analysis of the English speaking performance challenges encountered by eighth-grade students at MTs Riyadh El Ilmi. Utilizing a multi-method approach, data were gathered through observation, semi-structured interviews, and video documentation. Student speaking proficiency was evaluated across five key components: grammar, vocabulary, pronunciation, fluency, and comprehension, using a standardized rubric. To ensure data credibility, a dual-rater approach and interrater validation were employed for assessing speaking performances and interview responses, respectively. Findings indicate prevalent issues such as limited vocabulary, mispronunciations, grammatical errors, and disfluency among students. Interview data further revealed significant contributing factors, including inhibition, lack of ideas, low participation, and reliance on the mother tongue. These insights align with existing literature on EFL learning challenges, highlighting the need for pedagogical strategies that address both linguistic deficiencies and affective barriers to enhance students' communicative competence

How TikTok Enhances Speaking Skills in 11th Graders at SMAN 14 Bandar Lampung Rini , Yulan Puspita; Kholid, M. Fikri Nugraha; Taliban, Khojin
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 6 No. 1 (2024): JANUARY 2024
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v6i1.41284

This study aims to determine whether TikTok significantly influences the speaking skills of eleventh-grade students in the second semester at SMA Negeri 14 Bandar Lampung during the academic year 2023-2024. TikTok is an application not only for entertainment but also as a learning medium, especially for speaking skills. This study uses a quantitative approach with a pre-experimental design, specifically a one-group pretest and posttest design. The population in this research consisted of 274 students across 8 classes. The sample size was 35 students from the second semester of the eleventh grade at SMA Negeri 14 Bandar Lampung. The material used in this research focused on asking and giving opinions. Data were obtained before and after treatment. The students were given a pre-test to make a conversation involving asking and giving opinions. Then, the students received treatment using TikTok videos as a learning medium. Finally, the students took a post-test with the same material but on a different topic. The data analyzed included the average scores from the researcher as the first observer and the teacher as the second observer. The data were analyzed using a paired sample t-test through SPSS 16. The results obtained from SPSS 16 showed a significance value (Sig.) of 0.000 with α = 0.05, indicating that Ha was accepted because Sig. < α. Therefore, the study shows that TikTok significantly influences the speaking skills of eleventh-grade students at SMA Negeri 14 Bandar Lampung in the academic year 2023-2024.

Developing Integrative-Prismatic Interdisciplinary Teaching Materials to Enhance Error Analysis Skills Kholid, M. Ridho; Kholid, M. Fikri Nugraha
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5587

This study aimed to develop and evaluate integrative-prismatic-based interdisciplinary teaching materials for an error analysis course in the English department at a higher education institution. The research employed a three-phase method: (1) design and development of teaching materials, (2) implementation, and (3) data analysis. Participants included 60 English department students, selected through purposive sampling to ensure diverse representation in terms of gender, linguistic background, and academic proficiency. The instruments used were pre- and post-tests, classroom observations, semi-structured interviews, focus groups, and student artifacts such as assignments and reflective journals. Data were collected over a 10-week period, during which the teaching materials were integrated into the course curriculum. Quantitative data from pre- and post-tests were analyzed using paired sample t-tests to assess improvements in students' error analysis skills, while qualitative data from observations, interviews, and focus groups were analyzed thematically to identify changes in engagement, critical thinking, and interdisciplinary learning. The findings revealed significant improvements in students’ abilities to identify, categorize, and correct errors using interdisciplinary approaches, as well as increased engagement and development of critical thinking skills. These results suggest that the integrative-prismatic framework is effective in fostering deeper learning and adaptability among students. The study implies that such interdisciplinary materials can be valuable for curriculum development in higher education, but further research is needed to validate these findings across different courses and contexts to establish broader applicability and effectiveness.

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