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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Language and Education Journal TELL - US JOURNAL
Paulina Novarita
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Analysis of the contextual meaning Expression of the word ‘Cry’ from the Children’s book written by Enid Blyton Paulina Novarita; Wahyu Satya Gumelar; Syifa Sonia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.6550

Abstract

This study aims to analyze the contextual meaning of the word "cry" found in the texts of children's books by Enid Blyton and to explore how this word is translated into Indonesian. Using a qualitative descriptive approach, this research employs semantic analysis to understand the variations in meaning and emotional nuances contained in the use of the word "cry" across different narrative contexts. The qualitative semantic method allows the researcher to delve into the meanings of words within social and cultural contexts, as well as how these meanings can shift depending on the situation and the emotions of the characters. Data were collected from four purposively selected stories, and analysis was conducted on ten sentences containing the word "cry." The findings reveal that "cry" is a polysemous word that conveys a range of meanings, including expressions of joy, fear, and mockery, all of which are influenced by the narrative context. This study emphasizes the importance of understanding contextual meaning in literary analysis and translation, as well as the challenges faced in preserving emotional nuances when translating polysemous words.
The Influence of English Youtube Videos on The Disoriented Language of The Mother Tongue Among Young Children on Their Language Development Process Paulina Novarita; Wahyu satya Gumelar; Nur Ainun
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.6401

Abstract

This study investigates the influence of prolonged exposure to English-language YouTube videos on the disruption of mother tongue development among young children in Indonesia. Set within the growing relevance of digital media in early language acquisition, this qualitative research adopts a case study design involving seven children aged 3 to 7 years who are currently receiving speech therapy in Bandung. Data were obtained through in-depth interviews with parents and non-participant observations of the children's communicative behaviors. Findings indicate a recurring pattern of language interference, including frequent code-mixing between English and Bahasa Indonesia, limited mastery of native vocabulary, and dependence on non-verbal cues such as gestures or incomplete phrases. For instance, several children were observed substituting basic Indonesian words with English counterparts (e.g., “open” instead of buka), or forming syntactically incorrect sentences influenced by English structure. These disruptions are closely associated with the predominance of English-language input during daily screen time and a marked reduction in native language interaction—particularly during the COVID-19 lockdown period. The study underscores an imbalance in bilingual exposure, wherein English increasingly replaces Bahasa Indonesia in daily expression, potentially contributing to expressive language delays and syntactic confusion. To address these challenges, the research recommends increased parental mediation, purposeful mother tongue engagement at home, and implementation of media literacy programs tailored to early childhood contexts. While the study provides valuable insights into media-induced linguistic shifts in multilingual settings, it is limited by its small sample size and specific geographic focus. Future research should explore longitudinal outcomes and include diverse socio-cultural contexts to enhance generalizability.
The Effectiveness of Project Based Learning in Classroom Activities to Develop Skimming Skills in Improving Reading Comprehension of Descriptive Texts Among VII Grades M. Andriana Gaffar; Paulina Novarita; Khopipah Indar Parawansyah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.6419

Abstract

This quasi-experimental study examined the effectiveness of Project-Based Learning (PBL) in developing Grade VII students' skimming skills for descriptive text comprehension at SMPN 18 Bandung over four weeks. A total of 62 students participated in the study, divided equally into an experimental group (n=31) and a control group (n=31). Both groups were assessed using pre-test and post-test instruments. The experimental group, which received instruction through the PBL approach, showed a statistically significant improvement in their reading comprehension scores—from a pre-test average of 27.387 to a post-test average of 40.354 (gain = 12.967). In contrast, the control group, which received conventional instruction, improved from 25.354 to 36.387 (gain = 11.032). The results indicate that the PBL approach is more effective than traditional methods in enhancing students’ skimming skills and comprehension of descriptive texts. It is suggested that English teachers consider implementing Project-Based Learning as an alternative instructional strategy to improve reading comprehension and overall academic achievement.
The Analysis of the contextual meaning Expression of the word ‘Cry’ from the Children’s book written by Enid Blyton Paulina Novarita; Wahyu Satya Gumelar; Syifa Sonia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.6550

Abstract

This study aims to analyze the contextual meaning of the word "cry" found in the texts of children's books by Enid Blyton and to explore how this word is translated into Indonesian. Using a qualitative descriptive approach, this research employs semantic analysis to understand the variations in meaning and emotional nuances contained in the use of the word "cry" across different narrative contexts. The qualitative semantic method allows the researcher to delve into the meanings of words within social and cultural contexts, as well as how these meanings can shift depending on the situation and the emotions of the characters. Data were collected from four purposively selected stories, and analysis was conducted on ten sentences containing the word "cry." The findings reveal that "cry" is a polysemous word that conveys a range of meanings, including expressions of joy, fear, and mockery, all of which are influenced by the narrative context. This study emphasizes the importance of understanding contextual meaning in literary analysis and translation, as well as the challenges faced in preserving emotional nuances when translating polysemous words.
THE CORRELATION BETWEEN THE USE OF STUDENT-CENTERED STRATEGIES AND STUDENTS’ UNDERSTANDING OF ENGLISH VOCABULARY TESTS IN ELECTRICAL ENGINEERING CLASSES Paulina Novarita; Leny Saily Rahmah; Ramadhani, Fauzan
Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v10i2.151

Abstract

Effective vocabulary acquisition is essential for students to engage with technical materials and succeed in professional environments in vocational education. This study investigates the correlation between student-centered learning strategies and students’ understanding of English vocabulary in electrical engineering classes at SMKN 6 Bandung. Using a quantitative correlational method, data were collected from 36 tenth-grade electrical engineering students through a structured questionnaire and a vocabulary comprehension test. The instruments were validated, and reliability was confirmed with a Cronbach’s Alpha value of 0.729.  To analyse the data, descriptive statistics and Pearson’s correlation were applied. The results revealed a strong positive correlation (r = 0.852, p < 0.001) between the implementation of student-centered strategies and students’ performance on the vocabulary test. Moreover, 69.5% of students scored at or above the 70th percentile, with 36.1% achieving perfect scores. These findings are consistent with Gagné’s instructional model, indicating that a structured and student-centered learning approach enhances cognitive processing and promotes better vocabulary retention. The study concludes that incorporating student-centered strategies in technical English instruction significantly improves student outcomes and recommends further research across diverse vocational disciplines to confirm the generalizability of these results.
ASSESSING EFL STUDENTS’ WORD RECOGNITION AND READING ALOUD USING INFORMAL READING INVENTORIES Afifah Nurul Syifa; Hamdan Hidayat; Paulina Novarita
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10031

Abstract

Reading is one of the skills that plays a role in expanding vocabulary, mastering reading content, and sentence structure. Word recognition skills, reading accuracy, and reading rate are aspects that need to be improved. Therefore, teachers can find out the abilities of each individual student through various assessment media. This study aims to determine whether the Informal Reading Inventory (IRI) can assess students' word recognition and reading aloud abilities, as well as determine how many words students can say in one minute. The author used a qualitative method with a descriptive research design involving 32 eighth-grade students as participants. Data were obtained through interviews with English teachers, oral reading tests, and students' perceptions of the IRI implementation. The results showed that some students still had difficulty recognizing words, and many students made pronunciation errors on words they were less familiar with. The word recognition assessment results indicated that 17 students were still at the Frustration level. In terms of reading accuracy, all students had difficulty reading the word “Frightened.” Regarding reading comprehension ability, 15 students scored below 50%, while in terms of reading speed, students were at the second level. This study concluded that the use of IRI is effective as an assessment media to identify students' individual reading abilities. This study emphasizes the importance of training and providing varied learning media to improve students' word recognition and reading aloud abilities.
Co-Authors Afifah Nurul Syifa Gaffar, Muhammad Andriana Hamdan Hidayat Khopipah Indar Parawansyah Leny Saily Rahmah Nur Ainun Ramadhani, Fauzan Syifa Sonia Wahyu Satya Gumelar