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All Journal Journal of English Language and Pedagogy ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Bakti Sekawan : Jurnal Pengabdian Masyarakat Jurnal Multidisipliner Kapalamada
Hira, Salma
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GRAMMATICAL OMISSION IN ENGLISH DESCRIPTIVE TEXTS: INSIGHTS FROM SECOND SEMESTER EFL LEARNERS Dewi, Ekka Zahra Puspita; Ngaisah, Siti; Muliawan, Anugrah Adi; Hira, Salma; Darmanto, Darmanto
Jurnal Multidisipliner Kapalamada Vol. 4 No. 02 (2025): JURNAL MULTIDISIPLINER KAPALAMADA
Publisher : Pusat Studi Ekonomi, Publikasi Ilmiah dan Pengembangan SDM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62668/kapalamada.v4i02.1672

Abstract

This study investigates grammatical omission errors in descriptive writing by second-semester EFL students at Madani Indonesia University. Using a descriptive qualitative approach, the research analyzed 45 student-written essays from a mid-term exam. Data were examined using Surface Strategy Taxonomy, focusing specifically on omission errors. The results revealed 239 total omission errors categorized into five types: articles (33.05%), pluralization (21.75%), punctuation (21.33%), verb phrases (12.97%), and conjunctions (10.87%). Article omission emerged as the most frequent. These errors often disrupted clarity, coherence, and grammatical accuracy. Findings highlight the influence of L1 interference and a limited grasp of basic grammar rules. The study underscores the need for focused instruction on articles, plurality, and structure to enhance students’ English writing accuracy and fluency.
AN ANALYSIS OF STUDENTS' READING COMPREHENSION IN USING IRAS (INTERACTIVE READ ALOUD STRATEGY) Hira, Salma; Ngaisah, Siti; Dewi, Ekka Zahra Puspita
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v5i3.6482

Abstract

Reading means opening a text that presents information, whether in print or non-print media. Students are always required to understand the material taught by their teachers. Currently, many students are very reluctant to read texts, especially books. They lack interest in reading textbooks or English books. Reading materials such as comics, novels, and short stories are more popular with today's students. Therefore, as researchers, we strive to gather information directly from students to gather data. This data relates to how students learn to read in English classes and what techniques English teachers use to engage them. Here, the researchers analyzed the use of interactive read-aloud strategies. The subjects of this study were English teachers and first-grade students at Al Islah Islamic Elementary School. The research method used was a qualitative case study design. The case study in this research has unique subjects: first-grade students at Al Islah Islamic Elementary School, who are still in the transition from Early Childhood Education to Elementary School. Naturally, their ability to comprehend texts is still not optimal. Therefore, they need guidance from their English teachers to improve their mastery of reading texts. The informants for this study were teachers and first-grade students of SDI Al Islah, using interviews, observation sheets, and documents as instruments. The observations revealed that English teachers used the following steps: creating lesson plans, developing strategy rules, developing strategy materials, developing learning media, evaluating, and providing feedback. Based on the explanation above, the interactive read-aloud strategy contributes to students' reading comprehension. This strategy can improve students' listening skills, recognize expressions, enrich vocabulary, motivate students to read English texts, and improve reading comprehension. ABSTRAKMembaca berarti membuka suatu teks yang menyajikan informasi baik dalam media cetak maupun non cetak. Kegiatan membaca selalu dibutuhkan oleh siswa untuk memahami materi yang diajarkan oleh gurunya. Saat ini banyak siswa yang sangat enggan untuk membaca teks apalagi buku. Mereka kurang berminat untuk membaca seperti buku pelajaran atau buku bahasa Inggris. Bacaan seperti komik, novel dan cerpen lebih diminati oleh siswa masa kini. Itulah sebabnya sebagai peneliti kami berusaha menggali informasi dari siswa secara langsung untuk mencari data. Data ini terkait dengan bagaimana siswa belajar membaca di kelas bahasa Inggris dan teknik apa saja yang digunakan guru bahasa Inggris untuk membuat mereka tertarik. Di sini peneliti menganalisis penggunaan strategi membaca nyaring interaktif. Subjek penelitian ini adalah guru bahasa Inggris dan siswa kelas satu di Sekolah Dasar Islam Al Islah. Metode penelitian yang digunakan adalah kualitatif dengan rancangan studi kasus. Studi kasus dalam penelitian ini memiliki subjek yang unik yaitu siswa kelas I SD Islam Al Islah yang kebetulan masih dalam masa transisi dari Pendidikan Anak Usia Dini ke jenjang Sekolah Dasar. Tentunya kemampuan dalam memahami suatu teks masih belum optimal. Sehingga mereka membutuhkan bimbingan dari guru Bahasa Inggrisnya dalam meningkatkan penguasaan teks bacaan. Informan penelitian ini adalah guru dan siswa kelas I SDI Al Islah dengan menggunakan instrumen wawancara, lembar observasi dan dokumen. Dari observasi tersebut ditemukan data bahwa guru Bahasa Inggris menggunakan langkah-langkah yang terdiri dari: membuat rencana pembelajaran, aturan strategi, materi strategi, media pembelajaran, evaluasi dan umpan balik. Berdasarkan penjelasan di atas, strategi membaca nyaring interaktif berkontribusi pada pemahaman siswa terhadap bacaan. Strategi ini dapat meningkatkan keterampilan mendengarkan siswa, mengenal ungkapan, memperkaya kosakata, memotivasi siswa untuk membaca teks bahasa Inggris, dan berhasil dalam pemahaman bacaan.
Developing a differentiated learning approach using smartphone applications to reduce learning loss and enhance students’ motivation in English language learning Ngaisah, Siti; Hira, Salma; Dewi, Ekka Zahra Puspita; Yulianto, Edi
Journal of English Language and Pedagogy Vol 8 No 2 (2025): Journal of English Language and Pedagogy
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i2.20816

Abstract

This study aims to develop an English language learning model based on a differentiated instruction approach utilizing smartphone applications to reduce learning loss and enhance students' learning motivation. The development model adopted follows the ADDIE framework by Borg & Gall, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The analysis stage was carried out through classroom observations, interviews, and questionnaires to identify learning needs, motivation levels, and students' access to technological resources. The design stage involved developing differentiated learning scenarios in terms of content, process, and product, integrated with smartphone applications such as YouTube, Pinterest, Wemoji and Quizzes for the "Hobby" topic. In the development stage, instructional materials and evaluation instruments were prepared and validated by experts. The implementation was conducted in an English class at a junior high school. This research involved 10 participants as preliminary testing and then 50 students (25 girls and 25 boys) as the main field testing. The students were grouped according to their abilities and interests. Formative and summative evaluations indicated a significant improvement in post-test scores compared to pre-test results, signaling a reduction in learning loss. Furthermore, questionnaire and observational data revealed increased student motivation, particularly in terms of active engagement and sustained interest in learning activities. These findings suggest that differentiated instruction integrated with smartphone applications is an effective and innovative strategy for English language learning, especially in the context of post–learning loss recovery.
Workshop Interactive Whispering Games untuk Meningkatkan Kemampuan Pronunciation Siswa SMPI Anharul Ulum di Lingkungan Pesantren Anharul Ulum Blitar Dewi, Ekka Zahra Puspita; Ngaisah, Siti; Hira, Salma; Safitri, Ana; Maharani, Wening Pangesthi; Wijaya, Ade Taruna; Wulandari, Recavery Dwi; Jamil, Awaludin; Muarifah, Siti; Alfin, Charumin; Atmaja, Adi Tri; Musaiyaroh, Ati; Meinina, Rafiqa Ilma; Haryuni, Nining
Bakti Sekawan : Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): Juni
Publisher : Puslitbang Sekawan Institute Nusa Tenggara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35746/bakwan.v6i1.924

Abstract

This community service program aimed to improve the English pronunciation skills of students at Anharul Ulum Islamic Junior High School, Blitar Regency, particularly in a pesantren-based educational context. Prior to the program, by conducting a pre-test, the students demonstrated moderate to low pronunciation proficiency, characterized by limited accuracy in segmental and suprasegmental features, low fluency, and a lack of confidence in oral production. To address these issues, the program was implemented through three stages: introduction, implementation, and evaluation. During the implementation stage, Interactive Whispering Games were employed as a game-based learning strategy to promote active participation, collaborative learning, and reduced speaking anxiety. The effectiveness of the program was evaluated through pre-test and post-test assessments involving 53 students, complemented by observation and reflective feedback from students and teachers. The results revealed improvements across all assessed pronunciation aspects, with the highest increase observed in fluency, indicating enhanced spontaneity and confidence in oral production. Qualitative findings further showed increased student engagement, motivation, and positive attitudes toward pronunciation practice. Overall, the program demonstrates that Interactive Whispering Games are an effective, low-technology, and contextually appropriate approach for enhancing pronunciation skills in pesantren-based junior high schools and offer a practical model for similar community service initiatives. Overall, the program highlights the effectiveness of game-based learning strategies for supporting pronunciation development in a pesantren-based junior high school environment and offers a practical model for similar community service initiatives.
Co-Authors Alfin, Charumin Ana Safitri Ati Musaiyaroh, Ati Atmaja, Adi Tri Darmanto Darmanto Dewi, Ekka Zahra Puspita Jamil, Awaludin Maharani, Wening Pangesthi Meinina, Rafiqa Ilma Muliawan, Anugrah Adi Ngaisah, Siti Nining Haryuni Siti Muarifah Wijaya, Ade Taruna Wulandari, Recavery Dwi Yulianto, Edi