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All Journal Jurnal Pengabdian Masyarakat Nusantara Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris International Journal of Studies in International Education
Dien Afni Ariyati
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Humanities Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Efektivitas Game English Whisper dalam Meningkatkan Keterampilan Berbahasa Inggris pada Siswa SMP 19 Makassar Dien Afni Ariyati; Rostina Rostina
Jurnal Pengabdian Masyarakat Nusantara Vol. 6 No. 4 (2024): Desember : Jurnal Pengabdian Masyarakat Nusantara
Publisher : Universitas Muhammadiyah Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57214/pengabmas.v6i4.748

Abstract

This study aims to improve proficiency in four English language skills—reading, listening, writing, and speaking—by utilizing the English Whisper game method in English learning. It employs a descriptive qualitative approach, emphasizing observation and the evaluation of student performance throughout the learning process. Data were gathered through direct observation of students' ability to comprehend and communicate information using this game-based method. The research findings indicate that the English Whisper method is effective in improving students' abilities in all four English language skills. In the reading aspect, students demonstrated better comprehension and translation of given sentences. In listening, there was an improvement in understanding orally delivered messages. In writing, students were able to reproduce the sentences they heard more accurately. Meanwhile, in speaking, students became more confident in expressing sentences orally. Besides enhancing language skills, the English Whisper method also creates a more enjoyable, interactive learning environment and motivates students to participate actively in the learning process. Thus, this method can serve as an innovative and engaging learning alternative to improve English language proficiency in the classroom.
Implicature Analysis on Women’s Resistance in The Novel “The Years of the Voiceless” by Okky Madasari Dien Afni Ariyati
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 3 No. 1 (2025): Januari : 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.v3i1.1522

Abstract

This study aims to describe: (1) the meaning of utterances containing conventional implicatures in the novel ‘The Years of The Voiceless’ by Okky Madasari, (2) define the function of utterances containing conventional implicatures in the novel ‘The Years of The Voiceless’ by Okky Madasari, and (3) describe the types of utterances containing conventional implicatures in the ‘The Years of The Voiceless’ by Okky Madasari based on Grice’s theory about implicature. The research method was descriptive qualitative method. The data in this study are sentences in utterances containing implicature. The data in this study were obtained by reading, recording and note-taking techniques. The findings are as follows. There are 8 forms of conventional implicature found. Based on the results of the classification that has been done, there are four intentions, 1 utterance of the intention of commanding, 1 utterance of the intention of pride, 1 utterance of the intention of giving information. Types of utterances that contain conventional implicatures in the novel 'The Years of The Voiceless'. Each implicature has a function. The function of conventional implicatures in the novel can be categorized into three functions, namely 1. implicatures that function as persuasive or persuade, 1 implicature that functions as directive, namely giving advice, 1 implicature that functions as expressive, namely showing hatred. Based on the results of the classification that has been done, there are two classifications, 1 type of declarative speech (statement), 1 type of imperative speech (command).
Implementing Storytelling Method in Teaching English to Primary School Students Rostina Rostina; Dien Afni Ariyati; Sri Hariati Mustari
International Journal of Studies in International Education Vol. 3 No. 1 (2026): International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i1.475

Abstract

Storytelling has been widely recognized as an effective method for teaching English to young learners because it presents language in meaningful and engaging contexts. This study aims to explore the implementation of storytelling in teaching English to primary school students and to examine the perceived benefits and challenges from the teacher’s perspective. The study employed a qualitative descriptive research design involving one English teacher who taught Grade 6 students at SDN 261 Pinrang. The participant was selected through purposive sampling due to her experience in applying storytelling activities in English instruction at the lower primary level. Data were collected through a semi-structured interview and documentation, including lesson plans and teaching materials related to storytelling used in the classroom. The data were analyzed using descriptive qualitative analysis by identifying recurring themes related to classroom implementation, student responses, perceived benefits, and instructional challenges. The findings reveal that storytelling was mainly implemented in listening and speaking activities using simple and familiar stories, visual aids, and follow-up tasks such as comprehension questions and story retelling. According to the teacher, storytelling contributed positively to students’ listening skills, vocabulary acquisition, motivation, and confidence in using English. Students showed higher levels of attention, engagement, and willingness to participate during storytelling sessions compared to traditional teaching methods. However, several challenges were also identified, including difficulty in selecting age-appropriate and culturally relevant stories, limited instructional time, large class size, and the teacher’s need for further training in designing effective storytelling activities. Despite these challenges, the study concludes that storytelling can create a positive and supportive learning environment when it is carefully planned and supported by adequate teacher preparation. The findings highlight the importance of instructional support to maximize the effectiveness of storytelling in primary EFL classrooms.
An Analysis of Midwifery Students' Mastery and Difficulties in Understanding English Medical Vocabulary at STIKES Amanah Makassar Dien Afni Ariyati; Rostina Alimuddin; Sri Hariati Mustari; Amina Ahmad; Syarifah Masita
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.v4i4.2855

Abstract

English medical vocabulary is essential for supporting midwifery students’ academic learning and future professional communication in healthcare settings. However, many students still face difficulties understanding medical terminology because of its specialized nature and limited exposure in language learning contexts. This study aimed to analyze midwifery students’ mastery and difficulties in understanding English medical vocabulary at STIKES Amanah Makassar. A descriptive qualitative design was employed involving ten second-semester Midwifery students enrolled in the English for Midwifery course. Data were collected through a vocabulary task and semi-structured interviews, then analyzed using an interactive qualitative data analysis model. The findings showed varying levels of vocabulary mastery. Five participants demonstrated good mastery, while the others showed average or limited understanding. Students generally understood common medical vocabulary but had difficulty comprehending specialized terms. The main challenges included unfamiliar terminology, pronunciation problems, difficulty remembering vocabulary, and limited exposure to English medical terms. The study concludes that vocabulary mastery is influenced by students’ familiarity with medical terminology and opportunities for contextualized learning. Therefore, integrating discipline-specific vocabulary instruction and pronunciation practice into English for Midwifery courses is necessary to improve students’ understanding and communication competence.
Co-Authors Amina Ahmad Rostina Alimuddin Rostina Rostina Sri Hariati Mustari Syarifah Masita