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All Journal LANGUAGE: Jurnal Inovasi Pendidikan Bahasa dan Sastra JELT Journal of English Education, Teaching and Literature
Nurul Fadilah Tambunan
UNIVERSITAS ISLAM NEGERI SUMATERA UTARA
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Listening Difficulties In Children Nurul Fadilah Tambunan; Nadhifa Shofi Andara
JELT : Journal of English Education, Teaching and Literature Vol. 2 No. 2 (2024): October
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v2i2.92

Abstract

That belief most likely developed as a result of a dearth of solid studies that distinguished between speech comprehension issues brought on by weaknesses in language or cognition and those coming from abnormalities in auditory processing. This article states that the term ‘‘listening difficulty‘‘is a catch-all for reported impairments in sound detection or speech understanding, which may be caused by auditory processing problems. Other possible causes include difficulties in language, cognition, and hearing. In order to ascertain the extent to which each possible cause of a child's hearing impairments contributes to their real challenges in life, a summary of the study that has to be conducted is given in the article's conclusion. This work presents a novel conceptual framework for quantifying the impact of various types of auditory processing disorders (APDs) on hearing impairments in children.
SYNTAX IN TIKTOK CAPTIONS: A STUDY OF SENTENCE FORMS AND FUNCTIONS Sabrina Salsabila; Nurul Fadilah Tambunan; Nadhifa Shofi Andara; Celli Geovanni; Siti Ismahani
LANGUAGE : Jurnal Inovasi Pendidikan Bahasa dan Sastra Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/language.v6i1.9084

Abstract

This study examines the syntactic forms and sentence functions found in TikTok captions as a representation of digital language communication. TikTok is a social media platform that integrates visual content and text, in which captions play a significant role in conveying meaning and interaction. This research employs a qualitative descriptive approach based on syntactic theories proposed by Chomsky, Givón, Halliday, O’Grady, and Aarts. The data consist of three English captions taken from the TikTok accounts @beaulinaa, @Rikey, and @lilly3ls. The findings reveal that TikTok captions predominantly use simple sentence structures with a high degree of ellipsis as a strategy of linguistic economy while maintaining acceptable grammatical patterns. In terms of function, the captions demonstrate pragmatic variation, including declarative, imperative, and expressive functions used for self-presentation, social relationship building, and audience engagement. These findings indicate that TikTok caption syntax represents a distinctive register of digital English that balances syntactic simplicity with communicative effectiveness in social media contexts. ABSTRAK Penelitian ini mengkaji bentuk sintaksis dan fungsi kalimat yang terdapat dalam caption TikTok sebagai representasi komunikasi bahasa digital. TikTok merupakan platform media sosial yang memadukan konten visual dan teks, di mana caption berperan penting dalam membangun makna dan interaksi. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan landasan teori sintaksis dari Chomsky, Givón, Halliday, O’Grady, dan Aarts. Data penelitian berupa tiga caption berbahasa Inggris yang diambil dari akun TikTok @beaulinaa, @Rikey, dan @lilly3ls. Hasil analisis menunjukkan bahwa caption TikTok cenderung menggunakan kalimat sederhana dengan tingkat elipsis yang tinggi sebagai bentuk ekonomi bahasa, namun tetap mempertahankan struktur gramatikal yang dapat diterima. Dari segi fungsi, caption menampilkan keragaman fungsi pragmatik, seperti deklaratif, imperatif, dan ekspresif, yang digunakan untuk presentasi diri, pembentukan relasi sosial, serta peningkatan keterlibatan audiens. Temuan ini menunjukkan bahwa sintaksis caption TikTok membentuk ragam bahasa Inggris digital yang khas, yang menyeimbangkan kesederhanaan struktur sintaksis dengan efektivitas komunikasi dalam konteks media sosial.
AN ERROR ANALYSIS OF STUDENTS' GRAMMATICAL MISTAKES BASED ON CONTRASTIVE ANALYSIS Sabrina Salsabila; Siti Ismahani; Nadhifa Shofi Andara; Nurul Fadilah Tambunan; Celli Geovani
LANGUAGE : Jurnal Inovasi Pendidikan Bahasa dan Sastra Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/language.v6i3.11952

Abstract

ABSTRACT Grammatical errors remain a major challenge for English as a Foreign Language (EFL) learners in Indonesian higher education. However, studies integrating Error Analysis (EA) and Contrastive Analysis (CA) to identify the sources of errors in the context of Islamic higher education remain limited. This study aims to analyze the grammatical errors made by EFL students through a combined EA and CA approach. A mixed-methods design was employed involving 20 students from the TBI-3 class of the 2023 cohort at the State Islamic University of North Sumatra (UINSU), Medan. Data were collected through essay-writing tasks and analyzed using both quantitative and qualitative methods. The findings revealed 300 grammatical errors across six major categories, with subject–verb agreement errors being the most dominant. Most errors were influenced by first-language transfer (Indonesian), supporting the predictions of Contrastive Analysis regarding cross-linguistic influence in second-language acquisition. Inter-rater reliability demonstrated a high level of agreement (κ ≥ 0.81). These findings confirm that the integration of EA and CA is effective in identifying patterns of grammatical errors and can serve as a basis for developing more targeted grammar instruction for Indonesian EFL learners.  ABSTRAK Kesalahan gramatikal masih menjadi kendala utama bagi pembelajar bahasa Inggris sebagai bahasa asing (EFL) di perguruan tinggi Indonesia. Namun, penelitian yang mengintegrasikan Analisis Kesalahan (Error Analysis/EA) dan Analisis Kontrastif (Contrastive Analysis/CA) untuk mengidentifikasi sumber kesalahan dalam konteks perguruan tinggi Islam masih terbatas. Penelitian ini bertujuan menganalisis kesalahan gramatikal mahasiswa EFL melalui pendekatan gabungan EA dan CA. Penelitian menggunakan metode campuran (mixed methods) dengan melibatkan 20 mahasiswa kelas TBI-3 Angkatan 2023 di Universitas Islam Negeri Sumatera Utara (UINSU), Medan. Data diperoleh melalui tugas menulis karangan dan dianalisis secara kuantitatif serta kualitatif. Hasil penelitian menunjukkan terdapat 300 kesalahan gramatikal dalam enam kategori utama, dengan kesalahan kesesuaian subjek-predikat sebagai bentuk yang paling dominan. Sebagian besar kesalahan dipengaruhi oleh transfer bahasa pertama (Bahasa Indonesia), sehingga mendukung prediksi Analisis Kontrastif mengenai pengaruh lintas bahasa dalam pemerolehan bahasa kedua. Reliabilitas antarpenilai menunjukkan tingkat kesepakatan yang tinggi (κ ≥ 0,81). Temuan ini menegaskan bahwa integrasi EA dan CA efektif untuk mengidentifikasi pola kesalahan gramatikal serta dapat menjadi dasar pengembangan pembelajaran tata bahasa yang lebih tepat bagi pembelajar EFL Indonesia.
THE IMPACT OF DAILY PRACTICE FREQUENCY ON STUDENT'S ENGLISH SPEAKING SKILL Rismayani Marpaung; Nurul Fadilah Tambunan; Tiara Sani Sinaga; Muhammad Ilham Khanis; Didik Santoso
LANGUAGE : Jurnal Inovasi Pendidikan Bahasa dan Sastra Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/language.v6i3.12650

Abstract

ABSTRACT Speaking is a fundamental skill in learning English as a Foreign Language (EFL). However, despite years of formal instruction, many students continue to experience difficulties in speaking fluently and confidently. Moreover, empirical evidence regarding the benefits of daily English-speaking practice from students' perspectives remains limited. This study aimed to explore students' perceptions of the role of daily English-speaking practice in improving their speaking skills. A quantitative survey design was employed involving 15 students selected through purposive sampling. Data were collected using a structured questionnaire consisting of 15 statements covering pronunciation, fluency, vocabulary mastery, communication effectiveness, self-confidence, motivation, and overall speaking ability. The data were analyzed using descriptive statistics, including frequencies and percentages. The findings revealed that most participants held positive perceptions of daily English-speaking practice, reporting that it improved their pronunciation, fluency, vocabulary, self-confidence, and motivation while reducing their fear of making mistakes during communication. The study concludes that daily English-speaking practice is perceived as an effective strategy for enhancing EFL learners' speaking skills. These findings provide empirical support for integrating regular speaking practice into English language instruction to strengthen learners' communicative competence and improve the quality of EFL speaking instruction. ABSTRAK Berbicara merupakan keterampilan penting dalam pembelajaran Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language/EFL). Namun, meskipun telah mengikuti pembelajaran formal, banyak siswa masih mengalami kesulitan dalam berbicara secara lancar dan percaya diri. Selain itu, bukti mengenai manfaat praktik berbicara bahasa Inggris setiap hari berdasarkan persepsi siswa masih terbatas. Penelitian ini bertujuan mengeksplorasi persepsi siswa terhadap peran praktik berbicara harian dalam meningkatkan keterampilan berbicara. Penelitian menggunakan desain survei kuantitatif dengan melibatkan 15 siswa yang dipilih melalui purposive sampling. Data dikumpulkan melalui kuesioner berisi 15 pernyataan yang mencakup aspek pelafalan, kelancaran, kosakata, komunikasi, kepercayaan diri, motivasi, dan kemampuan berbicara, kemudian dianalisis menggunakan statistik deskriptif berupa frekuensi dan persentase. Hasil penelitian menunjukkan bahwa mayoritas responden memiliki persepsi positif terhadap praktik berbicara harian karena dinilai mampu meningkatkan pelafalan, kelancaran, penguasaan kosakata, kepercayaan diri, motivasi, serta mengurangi rasa takut melakukan kesalahan saat berkomunikasi. Penelitian ini menyimpulkan bahwa praktik berbicara bahasa Inggris setiap hari merupakan strategi yang dipersepsikan efektif untuk mendukung pengembangan keterampilan berbicara pembelajar EFL serta memberikan dasar empiris bagi penerapan latihan berbicara secara berkelanjutan dalam pembelajaran bahasa Inggris.
Co-Authors Celli Geovani Celli Geovanni Didik Santoso Muhammad Ilham Khanis Nadhifa Shofi Andara Nadhifa Shofi Andara Rismayani Marpaung Sabrina Salsabila Siti Ismahani Tiara Sani Sinaga