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All Journal ELT Worldwide: Journal of English Language Teaching IJIET (International Journal of Indonesian Education and Teaching) POLYGLOT Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature IJORER : International Journal of Recent Educational Research Journal Corner of Education, Linguistics, and Literature Jurnal Metalanguage: Ilmu Bahasa dan Sastra Indonesia Linguistics Initiative Indonesian Journal of English Teaching Asshika: Journal of English Language Teaching and Learning Journal of Linguistics, Literacy, and Pedagogy
suseno, edy
IKIP Widya Darma
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Utilizing Communicative Grammar and Comic Strip Techniques to Assist Primary Students in Developing their Speaking Skills Edy Suseno; Dian Novita; Fika Megawati
Asshika: Journal of English Language Teaching and Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v3i1.430

Abstract

Presenting concepts to elementary school pupils is crucial. It is to improve their capacity to exchange ideas with one another. Fifteen elementary school pupils in a public school encountered difficulties in accomplishing this objective. They voluntarily enrolled in a treatment class to deal with these shortcomings. The teacher began by teaching basic bilingual grammar using the book's supplied vocabulary. After finishing the lesson, the instructor invited the class to complete comic strip activities. They completed the assignments in small groups. They used speaking practice and peer teaching based on the discussed content to make the activity meaningful. To get the teacher's opinion, the pupils then displayed their text and audio creations on the screen. A qualitative analysis of the information acquired throughout the teaching and learning process was then conducted. It has been determined that comic strip techniques and communicative grammar aid in the improvement of primary pupils' speaking abilities. Teachers can use it to teach related subjects, which is beneficial. Additionally, it prompts other researchers to conduct more in-depth observations on similar topics.
Bridging the Motivation Gap: Teachers' Application of AI Gemini in Fostering College Students' Autonomous Reading Habits Edy Suseno; Dian Novita; Fika Megawati
Journal of Linguistics, Literacy, and Pedagogy Vol. 5, No. 1, May 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v5i1.39210

Abstract

This study explores the integration of the Gemini AI model as a "morphological engine" to enhance academic vocabulary acquisition among university students learning English as a foreign language. By employing a qualitative case study of 25 students, the research investigates the efficacy of "Lexical Deconstruction"—systematically breaking down complex Greco-Latinate terms into their constituent roots to bridge the gap between basic communication and scholarly proficiency. Results demonstrate that this AI-mediated workflow increases root retention by 65% and significantly reduces cognitive overload, particularly in STEM fields where jargon functions as a compound language. Crucially, the process of deconstructing and reintegrating vocabulary fostered a sense of "lexical ownership," leading to a 40% reduction in plagiarism compared to traditional translation methods. For teachers, this study offers a scalable, student-led framework to transform AI from a text generator into a cognitive scaffold that promotes linguistic autonomy. For researchers, it provides a methodological template for analyzing human-AI interaction through the lens of etymological genealogy. Ultimately, the findings suggest that mastering the recurring building blocks of English enables students to move from passive decoding to active participation in global academic discourse, ensuring intentionality and integrity in their scholarly voice.
THE GROUPING METHOD AS A PEDAGOGICAL STRATEGY TO ENHANCE JUNIOR HIGH SCHOOL STUDENTS' PROFICIENCY IN CONSTRUCTING SIMPLE PRESENT TENSE SENTENCES [METODE PENGELOMPOKKAN SEBAGAI STRATEGI PEDAGOGIS UNTUK MENINGKATKAN KEMAMPUAN SISWA SMP DALAM MENYUSUN KALIMAT SINGKAT DALAM BENTUK PRESENT TENSE] Edy Suseno; Dian Novita; Fika Megawati
Polyglot Vol 22 No 1 (2026): January
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v22i1.10583

Abstract

The simple present tense is a fundamental grammar structure in English as a Foreign Language (EFL) learning, yet it remains a source of difficulty for many junior high school students, particularly in relation to subject-verb agreement and sentence construction. This study investigates the effectiveness of the grouping method as a pedagogical strategy to improve students' proficiency in constructing simple present tense sentences. A mixed-methods research design was employed with 60 Grade 7 students from a junior high school in Indonesia. The intervention involved implementing the grouping method in three phases: teaching verbal sentences (Group A: plural/subjects other than third-person singular; Group B: third-person singular), teaching nominal sentences (Group C: to be constructions), and integrating both types of sentences. Data were collected through pre- and post-tests, classroom observations, student questionnaires, and semi-structured interviews. Results indicated a significant improvement in students' accuracy in constructing simple present tense sentences, a reduction in cognitive load, and an increase in motivation and confidence. The findings suggest that the grouping method is a valuable strategy for EFL teachers to enhance students' grammar proficiency and engagement. Abstrak Bahasa Indonesia  Simple Present Tense merupakan struktur tata bahasa fundamental dalam pembelajaran Bahasa Inggris sebagai Bahasa Asing (EFL), namun tetap menjadi sumber kesulitan bagi banyak siswa SMP, khususnya terkait dengan kesesuaian subjek-predikat dan konstruksi kalimat. Studi ini menyelidiki efektivitas metode pengelompokan sebagai strategi pedagogis untuk meningkatkan kemampuan siswa dalam menyusun kalimat Simple Present Tense. Desain penelitian metode campuran digunakan dengan 60 siswa kelas 7 dari sebuah SMP di Indonesia. Intervensi melibatkan penerapan metode pengelompokan dalam tiga fase: pengajaran kalimat verbal (Kelompok A: jamak/subjek selain orang ketiga tunggal; Kelompok B: orang ketiga tunggal), pengajaran kalimat nominal (Kelompok C: konstruksi "to be"), dan pengintegrasian kedua jenis kalimat tersebut. Data dikumpulkan melalui tes pra dan pasca, observasi kelas, kuesioner siswa, dan wawancara semi-terstruktur. Hasil menunjukkan peningkatan yang signifikan dalam akurasi siswa dalam menyusun kalimat Simple Present Tense, pengurangan beban kognitif, dan peningkatan motivasi serta kepercayaan diri. Temuan ini menunjukkan bahwa metode pengelompokan merupakan strategi yang berharga bagi guru EFL untuk meningkatkan kemampuan tata bahasa dan keterlibatan siswa.
Co-Authors Dian Novita Fika Megawati Oikurema Purwati Oikurema Purwati OIKUREMA PURWATI Syafiul Anam Syafiul Anam