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All Journal Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris
Aslimah Nur
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Arts Humanities Education Languange, Linguistic, Communication & Media

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Word Spelling Errors in Messages Yani Lubis; Aslimah Nur; Putri Humairah Sitorus; Queen Latifa Dalimunthe
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 3 No. 1 (2025): March: Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v3i1.1458

Abstract

This research aims to explore the causes, impacts and solutions related to spelling errors in written messages in more depth. With the advancement of technology, spelling mistakes can occur both unintentionally and intentionally, influenced by factors such as technological features, user habits, and social context. This research uses a descriptive qualitative method because this approach allows researchers to explore the phenomenon of spelling mistakes in written messages in depth and contextually. The results show that spelling errors are often caused by inaccurate autocorrect features, small keyboard size, and time pressure when sending messages. In formal contexts, spelling errors can lower the credibility of the message sender and cause confusion in comprehension. To reduce such errors, this study recommends the development of smarter autocorrect systems and digital literacy education to improve the quality of communication.
Students' Perceptions of Stress, Intonation, and Rhythm in English Communication Sifa Askya; Aslimah Nur; Cindy Arianti Damanik; Yani Lubis
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 4 No. 4 (2026): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v4i4.2764

Abstract

Suprasegmental elements such as stress, intonation, and rhythm play a fundamental role in spoken English communication, yet they remain consistently underrepresented in English as a Foreign Language (EFL) teaching and curriculum design. This conceptual paper synthesizes current empirical research to examine how EFL learners perceive these three prosodic features and to explore the pedagogical implications of such perceptions for pronunciation instruction. Drawing on studies in applied linguistics, second language acquisition (SLA), and pronunciation pedagogy, this paper reveals that learners generally acknowledge the communicative significance of stress and intonation, while rhythm remains the least understood and most pedagogically neglected feature across different proficiency levels. A recurring finding across studies is the persistent gap between learners’ theoretical awareness of suprasegmental features and their practical confidence in producing these features during real-time, spontaneous communication. This gap is attributed to limited explicit instruction, the abstract nature of prosodic features, and the influence of learners’ native language rhythmic patterns. The paper further identifies that EFL learners tend to view intonation as the most communicatively important but also the most cognitively demanding suprasegmental feature, while stress receives moderate attention and rhythm is frequently misunderstood or overlooked entirely. Based on these findings, the article advocates for explicit, integrated, and communicatively embedded teaching of suprasegmental features in EFL classrooms. Practical instructional strategies—including shadowing, rhythm-tapping, and discourse-level intonation analysis—are discussed as means to bridge the divide between learners’ suprasegmental knowledge and their oral performance.
Co-Authors Cindy Arianti Damanik Putri Humairah Sitorus Queen Latifa Dalimunthe Sifa Askya Yani Lubis