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All Journal La Ogi : English Language Journal Lingua : Journal of Linguistics and Language
Cromico, Jimmy
Faculty Of Tarbiyah And Teacher Training, Institut Agama Islam Darul A’mal IAIDA Lampung
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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IMPROVING ENGLISH PRONUNCIATION WITH PHONETIC SYMBOLS: A CASE STUDY OF SECOND-SEMESTER STUDENTS IN THE ENGLISH DEPARTMENT AT INSTITUT AGAMA ISLAM DARUL A’MAL IAIDA LAMPUNG Cromico, Jimmy
La Ogi : English Language Journal Vol 11 No 2 (2025): JULY 2025
Publisher : Prodi Pendidikan Bahasa Inggris, FKIP, LP3M Universitas Muhammadiyah Sidenreng Rappang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55678/loj.v11i2.2142

Abstract

This study aims to investigate the effectiveness of using phonetic symbols in enhancing English pronunciation skills among second-semester students of the English Department at Institut Agama Islam Darul A’mal IAIDA Lampung. The research employed a quasi-experimental design, involving two groups: an experimental group that received treatment using phonetic symbols and a control group that was taught using conventional methods. Both groups were pre-tested and post-tested to measure their pronunciation abilities. The findings revealed a significant improvement in the pronunciation skills of the experimental group, as evidenced by the post-test results, compared to the control group. Additionally, students expressed a high level of interest in learning pronunciation through phonetic symbols, with the majority indicating strong engagement and appreciation for this method. The study concludes that phonetic symbols are an effective tool in improving English pronunciation and suggests that they be incorporated into pronunciation teaching methods to support students’ language learning experiences.
Cultural Pragmatics in the Classroom: The Role of Local Markers in Indonesian EFL Discourse Dinihari, Yulian; Boeriswati, Endry; Prima, Anggra; Noviabahari, Jannatul Laily; Cromico, Jimmy
Lingua : Journal of Linguistics and Language Vol. 3 No. 3 (2025): September 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v3i3.1008

Abstract

This study investigates the interactional functions of local pragmatic markers (PMs) in Indonesian English as a Foreign Language (EFL) classrooms. While pragmatic markers such as okay and so are widely documented in global academic discourse, local markers like kan, dong, and sih remain underexplored. The objective of this research is to analyze how these culturally embedded markers support pedagogical interaction and contribute to classroom discourse management. Data were taken from transcripts of six Indonesian EFL classes. A corpus-based approach was applied using the IRF (Initiation–Response–Feedback) model and function-based coding. Marker frequency was normalized per 1,000 words and categorized by speaker role, turn position, and discourse function. To provide comparison, data from the MICASE and ELFA corpora were also analyzed. Results show that local PMs serve both textual and interpersonal functions. Teachers used kan to affirm responses, dong to encourage participation, and nah to mark procedural shifts. These markers enhanced Classroom Interactional Competence by facilitating smoother transitions, reducing student anxiety, and promoting learner engagement. Compared to MICASE and ELFA, which lack these markers, the Indonesian classrooms demonstrated a discourse style shaped by cultural values such as consensus and relational harmony. The findings highlight the pedagogical significance of integrating local pragmatic norms into EFL instruction. Recognizing and leveraging these markers can enhance communicative effectiveness and cultural inclusivity in language education. This study contributes to expanding models of pragmatic competence and affirms the importance of localized discourse analysis in multilingual educational contexts.
A COMPARATIVE ANALYSIS OF GRADE 7 AND GRADE 8 STUDENTS’ CREATIVE THINKING SKILLS USING THE EXPERIENTIAL LEARNING MODEL Sam Hermansyah; Roni Roni; Jimmy Cromico; Firman Saleh
La Ogi : English Language Journal Vol 12 No 1 (2026): JANUARI 2026
Publisher : Prodi Pendidikan Bahasa Inggris, FKIP, LP3M Universitas Muhammadiyah Sidenreng Rappang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55678/loj.v12i1.2602

Abstract

This study aims to conduct a comparative analysis of Grade 7 and Grade 8 students’ creative thinking skills through the implementation of the Experiential Learning model at SMPN 2 Pangsid. The research employed a quantitative approach using a pretest–posttest comparative design. The participants consisted of 20 students selected through purposive sampling, with 10 students from Grade 7A and 10 students from Grade 8A. Data were collected using a creative thinking test based on four indicators: fluency, flexibility, originality, and elaboration. The collected data were analyzed using descriptive statistics, normality tests, and Independent Samples t-Test with the assistance of SPSS software. The findings revealed that there was a significant improvement in students’ creative thinking skills after the implementation of the Experiential Learning model in both grades. Grade 7 students demonstrated a higher and more consistent increase in posttest scores compared to Grade 8 students. The statistical analysis indicated no significant difference in pretest scores between the two grades, while a significant difference was found in posttest results, confirming the effectiveness of the Experiential Learning model in enhancing creative thinking skills. These results suggest that Experiential Learning is an effective instructional approach for fostering students’ creative thinking through active engagement and meaningful learning experiences.
Exploring the Role of Fairy Tale-Based Pedagogy in Developing EFL Students’ Narrative Writing Competence Jimmy Cromico; Intan Trine Chodija
La Ogi : English Language Journal Vol 12 No 2 (2026): 2026
Publisher : Prodi Pendidikan Bahasa Inggris, FKIP, LP3M Universitas Muhammadiyah Sidenreng Rappang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55678/loj.v12i2.3136

Abstract

Writing competence is considered one of the most challenging skills for EFL (English as a Foreign Language) learners due to difficulties in generating ideas, organizing texts, and applying appropriate linguistic features. This study aims to explore the role of fairy tale-based pedagogy in developing EFL students’ narrative writing competence at the English Department of Institut Agama Islam Darul A’mal (IAIDA) Lampung. This research employed a quasi-experimental design involving experimental and control groups. The participants were undergraduate students enrolled in the English Department, who were selected to examine the effectiveness of fairy tale-based instruction in improving their narrative writing performance. Data were collected through writing tests administered before and after the treatment. The experimental group received writing instruction using fairy tales as learning materials, while the control group was taught using conventional writing techniques. The findings revealed that students who received fairy tale-based pedagogy demonstrated significant improvement in their narrative writing competence compared to those who received conventional instruction. Fairy tales provided meaningful contexts, stimulated students’ creativity, enhanced vocabulary development, and helped learners understand the organization and linguistic features of narrative texts. The study concludes that fairy tale-based pedagogy can be an effective instructional approach for improving EFL learners’ narrative writing skills and can be integrated into English writing courses to promote students’ creativity and writing achievement.
Co-Authors Dinihari, Yulian Endry Boeriswati Firman Saleh Intan Trine Chodija Noviabahari, Jannatul Laily Prima, Anggra Roni Roni Sam Hermansyah