Article Per Year (5 Year)
p-Index From 2021 - 2026
1.048
P-Index
This Author published in this journals
All Journal EDULITE: Journal of English Education, Literature and Culture JEES: Journal of English Educational Study Dialectical Literature and Education Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) International Journal of Advances in Educational Research Indonesian Journal of Social Science and Education
Handi Pabriana
Department of English Education, STKIP Bina Mutiara, Sukabumi, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
THE ANALYSIS OF SUNDANESE LANGUAGE TO STUDENTS' ENGLISH CONSONANT PRONUNCIATION CONDUCTED IN SMA MUTIARA PALABUHAN RATU Alawiyyah, Anisa; Pabriana, Handi
Dialectical Literature and Educational Journal Vol. 5 No. 1 (2020): Dialectical Literature and Education Journal
Publisher : Department of English Education, Universitas Panca Sakti Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51714/dlejpancasakti.v5i1.17.pp.13-21

Abstract

In this modern era, we are forced to be able to communicate with people around the world. Communication related with language that every country has their language. English as most spoken English in the world made it become an international language. Learning English as foreign language has many problem especially with their mother tongue. The connection of both language is influence each other especially English. For sure Sundanese as the second most spoken language in Indonesia. Many Sundanese native learnt English especially students. The different structure both of language was influenced especially the consonant differences The relation between English and Sundanese is in their different structure of consonants sound especially in the pronunciation both of languages. This research has aims to know the main appearances of Sundanese language to student English consonant pronunciation, fricative English sounds pronounced by Sundanese student, and new variant that appear in student English consonant pronunciation. This research used descriptive qualitative research as the method of the research. The instruments of this research are questionnaire, test and interview which are conducted to 42 samples of SMA Mutiara Terpadu Palabuhanratu. This research found that 100% sample transformed the sound ð to d or t, 100% sample transformed the sound ‘?’ to ‘s’, 100% sample transformed ‘?’ to ‘c’, 96% sample transformed the sound ? to d or g, 98% sample transformed ? to ‘s’, 94% samples transformed ‘f’ to ‘p’, 100% samples transformed sound ‘v’ to ‘f’ or ‘p’, 100% samples transformed sound ‘?’ to ‘t’, and 100% samples transformed ‘z’ to ‘s’ to ‘j’. Beside that, the double consonant in a word was banned, such as: ‘around’ to ‘aroun’, and ‘almost’ to ‘almos’. The conclusion of this research is the unknown consonant of Sundanese in English transformed to Sundanese similar sound, and the rule of English pronunciation was equalized with Sundanese rules.
English young learners’ HOTs barriers in learning online with digital storytelling Handi Pabriana; Anisa Septia Megawati; Jeni
International Journal of Advances in Educational Research Vol. 1 No. 3 (2025): January
Publisher : Pelita International Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62941/ijaer.v1i3.111

Abstract

Currently, the advancement of technology in education has accelerated, particularly in teaching methodologies. Online or blended teaching has gained popularity in Indonesia. However, barriers persist in teaching English to young learners online, particularly in promoting Higher Order Thinking Skills (HOTs) through digital storytelling. Consequently, this research aims to investigate the barriers faced by English Young Learners (EYL) in acquiring HOTs through online learning with digital storytelling. This qualitative research design employed with case study design in online classroom observation and interviews as research instruments. The analysis revealed that EYL learners encounter difficulties with teaching instruments, technology issues, their English proficiency, and the implementation process. Therefore, it is advisable for future researchers to prioritize and address these barriers.
Using task based learning to improve junior high school speaking skill on procedure text Pabriana, Handi; Muziyawanti, Meily; Megawati, Anisa Septia; Jeni
International Journal of Advances in Educational Research Vol. 2 No. 1 (2025): July (In Progress)
Publisher : Pelita International Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62941/ijaer.v2i1.166

Abstract

This study evaluates the efficacy of Task-Based Learning (TBL) in enhancing students’ English speaking proficiency, particularly in delivering procedure texts, and identifies the most pronounced pronunciation improvement. Conducted at SMP Negeri 1 Cikakak, ninth-grade students were randomly assigned to an experimental class using TBL or a control class receiving conventional instruction. The speaking assessment evaluated fluency, accuracy, pronunciation, and idea organization. This study addresses the research gap by analyzing pronunciation aspects, unlike previous studies that focused solely on TBL for teaching procedure texts at the junior high school level. The experimental class showed a substantial improvement, with a mean score surge from 57.80 to 80.50, while the control class experienced only a modest improvement from 55.67 to 62.33. The N-Gain score of 51.94 for the experimental group was effective, while the control group’s gain of 14.06 was ineffective. Statistical tests confirmed a significant disparity between the groups. Students also showed a favorable response to the TBL method, supporting the assertion that TBL effectively enhances speaking skills and engages students in learning.
PENGGUNAAN APLIKASI CAKE UNTUK MENINGKATKAN PENGUCAPAN BAHASA INGGRIS SISWA Neng Wafa Nurmayesti; Handi Pabriana; Anisa Septya Megawati
Indonesian Journal of Social Science and Education (IJOSSE) Vol. 2 No. 1 (2026): Vol 2 No 1: Edisi Januari 2026
Publisher : JCI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/ijosse.v2i1.2169

Abstract

Studi ini menyelidiki efektivitas aplikasi Cake dalam meningkatkan keterampilan pengucapan bahasa Inggris siswa dan mengidentifikasi aspek kefasihan pengucapan mana yang menunjukkan peningkatan terbesar. Dengan menggunakan pendekatan kuantitatif, penelitian menggunakan desain pre-test dan post-test dengan 60 siswa kelas 11 di SMAI Nurul Huda, dibagi menjadi kelompok eksperimen dan kontrol. Pengumpulan data melibatkan tes pengucapan dan kuesioner, dianalisis melalui statistik deskriptif, N-Gain, dan Wilcoxon Signed-Rank Test. Temuan ini mengungkapkan keuntungan yang signifikan dalam kelompok eksperimen, dengan skor meningkat dari 46,67 menjadi 81,73, dibandingkan dengan kelompok kontrol, yang hanya meningkat dari 50,93 menjadi 57,70. Siswa juga mengungkapkan persepsi positif tentang aplikasi Cake, mencatat peningkatan kefasihan dan kepercayaan diri mereka selama latihan pengucapan. Secara keseluruhan, penelitian ini menegaskan bahwa aplikasi Cake secara efektif meningkatkan keterampilan pengucapan bahasa Inggris siswa.
OVERCOMING PRONUNCIATION IN ENGLISH LANGUAGE LEARNING USING BINGO GAMES Warda Anggraeni; Handi Pabriana
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.5215

Abstract

Pronunciation remains a persistent challenge for Indonesian EFL learners, particularly for Sundanese-speaking students who often struggle to distinguish English phonemes such as /p/, /f/, and /v/ due to first language interference. While previous studies have highlighted the benefits of game-based learning, there is limited research on the use of Bingo games specifically for targeted phonological intervention in this context. This study aims to bridge this gap by investigating the effectiveness of Bingo games in improving the pronunciation skills of fifth-grade students in West Java. Employing a mixed-method Classroom Action Research (CAR) design, the study involved 19 students and was conducted in two cycles, each comprising planning, acting, observing, and reflecting phases. Pronunciation assessments (pre-test and post-test), along with observational notes and additional documentation, were utilized to gather data. The results demonstrated significant improvements in students’ ability to distinguish and pronounce /p/, /f/, and /v/ after the Bingo game intervention, with average post-test scores increasing in both cycles. Observation data further revealed enhanced student engagement, enthusiasm, and classroom participation, especially in the second cycle following instructional refinements. These findings suggest that integrating Bingo games into English lessons can effectively address specific pronunciation difficulties while fostering a more interactive and motivating learning environment. The study recommends that teachers adopt game-based strategies like Bingo to support pronunciation development and calls for further research into long-term impacts and adaptations for diverse learner needs
Barriers and breakthroughs in implementing higher-order thinking skills (HOTS) during teaching practicum: Experience of English pre-service teachers Handi Pabriana
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.450-470

Abstract

Global challenges and 21st-century skills drive education to prioritize higher-order thinking skills (HOTS) over rote memorization. Educational reforms, including those in Indonesia, emphasize HOTS; however, their successful implementation depends on teachers' abilities. Pre-service teachers recognize the importance of HOTS but struggle to incorporate them into teaching. This study addresses a vital gap in the existing literature by exploring the experiences of six English language pre-service teachers at an Indonesian university who completed a five-month teaching practicum. Utilizing a narrative inquiry approach, the research sought to elucidate the educational experiences of these pre-service teachers and to offer valuable insights into the effectiveness of the pedagogical models employed. Through in-depth, semi-structured interviews and reflective journals, comprehensive and detailed accounts of personal and professional meaning-making processes were obtained. The findings indicated that the implementation of HOTS involves not only cognitive and technical challenges but also an emotional and identity-formation journey. While lecture notes in university courses help students catalogue theoretical concepts, they often encounter a disconnect between theory and classroom practice, leading to cognitive dissonance as they navigate multiple professional identities. Furthermore, pre-service teachers encountered significant systemic and linguistic constraints, notably students’ limited English vocabulary, strict time constraints, and an exam-oriented educational culture. They had devised strategies to address these challenges, including pedagogical adjustments such as shifting from generic textbook examples to localized, contextualized, and culturally relevant topics, as well as engaging in structured reflection on emotional challenges in collaboration with supportive mentor teachers. The insights gained from this research can inform teacher education programs in planning targeted interventions and methods and may prompt policy revisions aimed at producing graduates equipped with higher-order thinking skills. 
The Impact of English Teachers' Feedback Style on Students' Speaking Confidence at Smp Mutiara Terpadu Palabuhanratu Lela Agustina; Handi Pabriana; Anisa Alawiyyah
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2639

Abstract

Speaking confidence remains a persistent challenge in EFL classrooms, as many students remain reluctant to communicate orally despite the growing demand for English communication skills in the twenty-first century. Students' fear of making mistakes and receiving negative evaluation often limits their participation in speaking activities, underscoring the need to examine the role of teacher feedback in shaping learners' confidence. This study aimed to investigate the characteristics of teacher feedback styles and to explore students' perceptions of how feedback influences their speaking confidence. A qualitative comparative case study design was employed, involving two English teachers and students from Grade VII and Grade VIII at a junior high school. Data were collected through classroom observation and semi-structured interviews and analyzed using Braun and Clarke's (2006) thematic analysis. The findings revealed four major feedback types: corrective, epistemic, suggestive, and combined feedback. Corrective feedback was the most frequently used type overall, whereas supportive feedback practices were more evident in Grade VIII classrooms. Five themes describing students' speaking confidence also emerged: Anxiety-Driven Silence, Authoritative Feedback as Confidence Suppressant, Supportive Feedback as Confidence Catalyst, Recast and Epistemic Feedback as Preferred Intervention, and Teacher as Architect of Speaking Confidence. Students who received supportive feedback demonstrated greater willingness to communicate, more active participation, and higher confidence in speaking English. These findings imply that effective feedback should balance linguistic accuracy with emotional support to foster both speaking development and confidence. The study was limited to a single school context involving two teachers, which constrains the transferability of the findings to other educational settings.
Co-Authors Alawiyyah, Anisa Anisa Septia Megawati Anisa Septya Megawati Jeni Jeni Lela Agustina Megawati, Anisa Septia Muziyawanti, Meily Neng Wafa Nurmayesti Warda Anggraeni