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The research aimed to analyze students' need to learn English phonology at fourth semester students of English Study Program of Islamic university of north sumatera. Phonology is one of lessons that difficult to learn, because the students must concentrate and focus to learn it. To make students more understand in learning English phonology, the researcher need to know what students feeling before studying phonology and what their wish in learning it. Because of that reason, the researcher tried to analyze students' need in English phonology. There were two types of instrument to gather the data; questionnaire and interview. The total students in this research are 83 students, which consist of 41 students in class 2, and 42 students in class 4. The researcher analyzed students answer based on interview. The finding was students need lecturer to be patient to teach them in English phonology, the students need the lecturer explain topic per topic in slowly until they understood, the students need more practice or exercise than theory or discussion.

This article analyzes the importance of data collection and measurement of progress in the English education curriculum. Accurate data collection and effective measurement methods play an important role in evaluating the effectiveness of the English education curriculum. Some of the relevant data collection methods include tests and examinations, use of portfolios, and class observations. Meanwhile, progress measurement methods include grades, performance scales, formative tests, project assessments, and self-evaluations. By using these methods, teachers can get comprehensive information about students' progress in English, which can then be used to design appropriate teaching strategies. Accurate data collection and effective measurement of progress will provide significant benefits in improving students' English learning

In this case the differences that exist in two different languages Pronunciation can be a barrier to communication. A speaker can cause misunderstandings when he mispronounces a word in a foreign language. English has a number and types of sounds that are very different from the number of sounds in that language. Indonesian.Also, a letter with a different word can represent a different sound. The aim of this course is to equip students with knowledge of English vowels so that they can improve the pronunciation of English words to make them better and correct. This training is conducted online via Zoom Media because You are taking the semester through the use of two approaches namely teaching and training.Although not 100% of partners succeed in producing the correct pronunciation, improvements can be seen in the pronunciation of the accompaniment. Partners, meanwhile, had a positive attitude toward the activity through active participation in the training provided and also satisfaction. From the survey data provided by the service team, partners were identified as part of the campaign.Barriers encountered during the activity were due to the partner's lack of confidence and the influence of the partner's mother tongue.

The results showed that 1) The application of the boarding school program to the learning achievement of PAI at SMP Muhammadiyah Banjarnegara was carried out by the first teacher of the worship practice program, namely the midnight prayer in congregation, morning prayer and morning dhikr, rote deposit, congregational midday prayer, afternoon prayer, evening prayer, muroja'ah memorization, maghrib prayer, tadarus and evening prayer. Second, teaching the book, namely the program teaching the book, which proves that students can understand more deeply about the science of monotheism, worship, muamalah, and morals. The four programs for developing English and Arabic skills have been proven to be able to increase PAI learning achievement because more PAI material relates to the Al-Qur'an and Hadith so that mastery of Arabic is important. The learning achievement of Islamic boarding school students is relatively good, this can be seen from the acquisition of report cards which have a value above 80. 2) The obstacle to the application of the boarding school program on Islamic education learning achievement is the existence of scouting activities, the practice of midnight prayers and obligatory prayers which require supervision, low student participation and relatively weak student memorization. 3) Solutions to the constraints of implementing the boarding school program on Islamic education learning achievement, namely dormitory programs and activities carried out regularly, teachers providing assistance in worship, giving awards or rewards to students who are role models for other students, strengthening the physical and psychological aspects of students and the existence of support full of subject teachers and tahfidz teachers for the sake of creating hafidz as the school wants.

This descriptive study aims to investigate the phonological development in acquiring English pronunciation among learners. The research focuses on understanding the process by which learners develop their pronunciation skills in English as a second language. The study employs qualitative research methods, involving data collection through recordings of learners' speech and interviews. The participants are English language learners from various linguistic backgrounds. The findings provide insights into the specific phonological challenges faced by learners and highlight the patterns and stages of their development in acquiring English pronunciation. The study contributes to the understanding of the factors influencing phonological acquisition and offers implications for language teaching and curriculum design.  

This study aims to analyze minimal pairs of consonant sounds in English and explore their significance in language learning and teaching pronunciation. Minimal pairs are two words that differ only in one consonant sound, and this analysis aims to provide an understanding of the important role of minimal pairs in developing phonological awareness and improving pronunciation accuracy in English.This research involved identifying and analyzing minimal pairs of consonant sounds in English, including consonant sounds such as /p/ and /b/, /s/ and /z/, and /t/ and /d/. This analysis includes examining the articulation differences and acoustic characteristics of each minimal pair, with the aim of helping English learners understand the subtle phonetic differences between these consonant sounds. Through a deep understanding of minimal pairs, learners can develop their ability to distinguish and produce consonant sounds more accurately.In addition, this study also reviews the pedagogical implications of using minimal pairs in learning English pronunciation. Activities that involve minimal pairs, such as exercises on understanding and producing consonant sounds, can help learners increase their sensitivity to the different sounds in English. By engaging students in minimal pair practice, teachers can help them improve their pronunciation and increase their clarity of communication in English.

This article aims to explain The Implementation Of Merdeka Curriculum For Formal English Learning. The curriculum becomes very important in educational institutions because the curriculum is the “heart” of education. This study uses a descriptive qualitative approach with library research methods, using synthesis and content analysis. The results of the study show that the Implementation of the Merdeka Curriculum at the Elementary School level prioritizes project-based learning. In the implementation of learning is not only focused on the world of knowledge but emphasizes the mastery of character, literacy, skills, and technology. Implementation of the Merdeka Curriculum in English Learning at the Middle School Level, namely by applying the Project Based Learning method is the application of student-oriented learning (student-centered). Implementation of the Merdeka Curriculum at the English Learning High School level is by implementing a curriculum that is Basic Framework, Targeted Competency, Curriculum Structure, Learning Process, Assessment, Teaching Resources, and Curriculum Tools.

The aim of the study was to describe the English Teachers interpretation, implementation, and the challenges in implementing independent curriculum. The research used a descriptive design with a qualitative approach. The data was collected using interviews, observation, and document study. The subjects of this study were 3 English teachers in the seventh grade of junior high school in Lombok Island. The results showed that the English teachers participating in the study had right interpretation of the objectives of English learning in the independent curriculum. They were familiar with the content of English materials, the method of implementing differentiated learning, and method of conducting learning evaluation using formative and summative assessments. However, these English teachers did not have proper interpretation of the content of learning the six skills, including the implementation of text-based approach and student centered learning. Results of the study show that these teachers did not implement independent curriculum optimally because they lacked knowledge in interpreting the components of independent curriculum. The study yields that the challenges faced by English teachers in implementing independent curriculum included (1) the lack of time to prepare the material and (2) the lack of time to internalize the concept of independent curriculum. Ultimately, participants of the study found some difficulties to implement the learning methods in differentiated learning because they lacked time allocation for addressing and adjusting to the demand of new English teaching-learning model.    

This study deals with the effect of explicit instruction method in ability to make procedure text at class XI in SMA Negeri 2 Lawe Bulan Academic Year 2021/2022. Its objective is to find out whether the use explicit instruction has a significance effect in make procedure text. Population and samples used in this study were all students of class X total 36 students. The method used in this study is an experimental method with a one group as pre-test and post-test design. This study was carried on using quantitative method. The data was analysed by using t-test. The researcher found the pretest mean = 43,05 , deviation standard = 4,48 and experienced an increase in the posttest mean = 80,83, deviation standard = 4,55. From this analysis, writer found that guided explicit instruction method has significance in teaching writing procedure text. It can be proved by the result of the analysis showed that “ ” observed about 35,64 was higher than “ttable” about 2,030 with the level significance is 0,05% it implies that the teacher of English should use explicit instruction method in teaching make procedure text so that the teaching and learning process can be successful.

This study deals with the effect of using clustering technique on students’ ability in writing recount text on the X class of SMA Swasta Darul Iman Academic Year 2021/2022. Its objective is to find out whether the use clustering technique has a significance effect in writing recount text. Population used in this study of class X were 64 and samples used in this study were32 students. The method used in this study is an experimental method with a one group as pre-test and post-test design .This study was carried on using quantitative method. The data was analysed by using t-test. The researcher found the pre-test mean = 54,69 , deviation standard = 5,07 and experienced an increase in the post-test mean = 82,81 deviation standard = 3,09.From this analysis, writer found that guided clustering technique has significance in teaching writing recount text. It can be proved by the result of the analysis showed that “ ” observed about 26,78 was higher than “ttable” about 2,040 with the level significance is 0,05% it implies that the teacher of English should use clustering technique in teaching writing recount text so that the teaching and learning process can be successful.

This study deals with the use video to improve students’ procedure text writing class XI SMA Swasta Darul Iman Academic Year 2021/2022. Its objective is to find out whether the use video has a significance effect in writing procedure text. Population used in this study of class XI and samples used in this study were 64 students. The method used in this study is an experimental method with a one group as pre-test and post-test design. This study was carried on using quantitative method. The data was analysed by using t-test. The researcher found the pre-test mean = 55,39 , deviation standard = 3,26 and experienced an increase in the post-test mean = 80,31 deviation standart = 3,66.From this analysis, writer found that guided video has significane in teaching writing procedure text. It can be proved by the result of the analysis showed that “” observed about 40,85 was higher than “t-table” about 1,998 with the level significance is 0,05% it implies that the teacher of English should use video in teaching writing procedure text so that the teaching and learning process can be successful.

This study deals with the students’ ability to improve reading comprehension by using make a match  assisted by flashcard on the VIII class of SMP IT Madani Academic Year 2021/2022. Its objective is to find out whether the use make a match  assisted by flashcard has a significance improve reading comprehension. Population used in this study of class VIII were 60 and samples used in this study were 30 students. The method used in this study is an experimental method with a one group as pretest and posttest design. This study was carried on using quantitave method. The data was analysed by using t-test. The researcher found the pretest mean = 48,33 , deviation standard = 3,79 and experienced an increase in the posttest mean = 86,67 deviation standart = 4,79. From this analysis, writer found that guided make a match assisted by flashcard has significane in teaching reading comprehension. It can be proved by the result of the analysis showed that “” observed about 34,54 was higher than “ttable” about 2,045 with the level significance is 0,05% it implies that the teacher of English should use make a match assisted by flashcard in teaching reading comprehension so that the teaching and learning process can be successful.

This study aimed at developing the learners’ ability of the English language. Seen from the successfulness of one in studying the language, Non-formal English Course has much contribution to the English language teaching. The Non-formal English course is denoted as the enrichment toward the students that is studying English in junior, senior high school and event in the university. This research constitutes casual comparative study with the main objective is the English students at Hamzanwadi University, Lombok, Indonesia. The numbers of accessible population in this study are 40 students who follow and did not follow Non-formal Course of English. Data was collected using semi-structure interview. The result revealed that the mean score of students’ speaking performance who followed Non-formal English was 78.25. It proved students’ speaking performance who followed Non-formal English course was high. However, after calculating the comparison of the students’ speaking performance who follow and do not follow it, the researcher found only 3.55 of t-test which means the degree of comparison between them was high comparison. In conclusion, this analysis found the students’ speaking performance who followed Non-formal English Course and those who did not has high comparison.

The use of Video Telling Story Media is a method that is applied in the English Dormitory listening comprehension class. This research is qualitative research, by conducting descriptive analysis using primary data and secondary data. This study uses data collection methods in the form of interview, observation, and documentation using data analysis techniques in the form of reduction (data reduction), data display (presentation), and verification (conclusion). Based on the results of research obtained in research and discussion, it is known that the implementation of Media Video Telling Story has a good impact on students, Students' listening skills increased rapidly because in the videos they watched there were subtitles that helped students guess vocabulary that was not heard.

One of the most crucial language components that students should master is vocabulary. It is caused vocabulary is always used in everyday activities. Nevertheless, the students have difficulty when learning vocabulary and the lack of ability of students in remembering new vocabulary in English. Based on the problems, as a resulted to conduct teaching vocabulary mastery by the use of media namely word wall to help students improving their vocabulary mastery. This research was conducted to the seventh grade of SMPN 3 Kec. Pangkalan Koto Baru. In this study, researcher used quantitative method with quasi-experimental design by comparing two classes. The subject of this study was seventh grade, namely VII1 and VII2. VII1 was experimental class with 25 students and VII2 was control class with 25 students. The research instrument was vocabulary test. The data was analyzed by using Independent Sample t-test in SPSS 26. This study indicated that there was significant difference in achievement of students’ vocabulary mastery between the students who were taught by using word wall media and without using Word Wall media. It can be seen from p-value which was smaller than the alpha value (0.000<0.05). From the results of the data, teaching vocabulary mastery through word wall media gave more significant effect to increase students’ vocabulary mastery.

: English Day is one of the programs implemented by the English Education Study Program through a grant from the Ministry of Research and Technology. The purpose of implementing the English Day program is to increase students' interest in learning English at SMP Negeri 5 Percut Sei Tuan. In accordance with the demands of the learning system in the COVID-19 Pandemic Era, students are required to be able to follow the teaching and learning process using various media and applications to support the teaching and learning process to run well. The low interest in learning English at SMP Negeri 5 Percut Sei Tuan has become a concern for English Language Faculty FKIP students as they implement grant funds from the English Day program practice. The implementation of the English Day program has taken 80 days started from July 5th to October 7th, 2021. The results of the implementation of the English Day program showed that students' abilities improve in English based on the results of the comparison of scores on the pre-test and post-test, namely, increase the ability to communicate in daily activities, their vocabulary, reading ability, and writing ability.

Since Covid-19 attacked several parts of the world, students are suggested to do distance learning. However, since New Normal era, students are allowed to do offline learning by implementing health protocol. This research is aimed to describe teaching method with blended learning model namely “Missing Pieces Activities” in English Subject for Seventh Class Junior High School 2 Bendungan Trenggalek-East Java. This teaching method involves various activities, they are: Missing Words for listening, Missing Small Thing speaking, and Missing Sentences for Reading. With this blended learning model, the activities are done by combining the online learning and offline learning. Source of data in this research is activities done by the students during the teaching and learning process. The data was collected through observation and interview. The finding of the research shows that students are more actively involved in the teaching and learning process. Further, they have higher motivation in learning due to the various activities they did in learning process. Therefore, this Missing Pieces Activities can be one of learning methods in New Normal Era to increase students’ activeness and motivation both in distance and offline learning.

Assistance in learning English using the discussion method carried out by KKN Students of the English Language Education Study Program FKIP, University of Subang which was carried out at SDN Kotasari, Pusakanagara aims to foster interest and attractiveness of participants in learning English and to find out the significant effect of the discussion on students' vocabulary skills. For this study, 20 participants participated in 3 experimental groups. A total of 20 participants were tested using the direct discussion method. The data collection used in this activity was that students were asked to write down lists of words that had been determined and then discussed to measure the amount of participant vocabulary mastery and field notes, carried out by documenting the English learning process and photos of activities during the teaching and learning process both before and when the action was carried out. . Based on the mentoring activities that have been carried out, it can be concluded that there was a change in the attitude of the participants from those who were less active, not enthusiastic and less involved to become more active, enthusiastic and willing to interact collaboratively during the mentoring activities the students became more active and enthusiastic about learning English with the method discussion and have a positive impact on vocabulary skills.

Speaking is one of the important skills that must be learned by anyone who wants to master English. In mastering speaking skills, it is necessary to use several strategies. Researchers compiled this thesis with the aim of knowing how the strategies used by tutors in teaching speaking , and students' responses to the strategies used by tutors helped them improve students' speaking skills at Fajar English Course, Pare, Kediri. The research method used by the researcher is a qualitative descriptive method. Researchers obtained data by observing one speaking class program, namely Mentari class. The researcher also interviewed three tutors in Mentari class and two students in Mentari class. Finally, the researcher collected the documentation obtained from the observations in class. The data were analyzed by organizing the data obtained by the researcher. The findings of this study indicate that the strategies applied by tutors are conversation, story telling, presentation, debate, breaking news, and speech.The reason the tutor uses this strategy is because the strategy is considered a fun strategy, gives students confidence to dare to speak in public, motivates students not to be afraid of making mistakes when speaking, and from speaking practice students also gain new knowledge. For students who have difficulty in learning speaking, the tutor encourages and motivates them to practice more speaking both inside and outside the classroom. Because every difficulty in the process of learning speaking is considered to be easy to overcome with a lot of practice.

This research was conducted based on the problems found in the learning process about vocabulary. To understand language well, speak better, or good writing requires a good vocabulary to be successful in any of these areas. Teachers must be good at choosing methods or techniques in learning to be used in teaching, not all methods or techniques can be used, because learning methods are real forms in the form of steps for implementing a lesson in order to achieve learning goals. In this research to teach vocabulary, the researcher choose to use a game. Game is an activity that can help the process of learning and creating students are more active in learning because they feel happy and relaxed in learning. The purpose of this research is to find out whether the Simon Says game is effective or not for use in learning, especially vocabulary. Because what we are going to examine now is the effectiveness of the Simon Says game in increasing student vocabulary. The method used in this research is descriptive qualitative research. Which aims to describe or give an idea of how effective the Simon Says game is for students vocabulary in learning process. The researcher gave vocabulary from descriptive text material and asked students to memorize it. Then the vocabulary will be played in the Simon Says game. The results of this study indicate that the Simon Says game is very effective for teaching vocabulary. Because judging from the many changes after several meetings with students and playing this Simon Says game for learning.