Article Per Year (5 Year)
p-Index From 2021 - 2026
2.87
P-Index
This Author published in this journals
All Journal English Review: Journal of English Education English Education Journal Journal on Education Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Jurnal Perspektif ELT in Focus Jurnal Abdidas International Journal of Global Operations Research JEPAL (Journal of English Pedagogy and Applied Linguistics) Jurnal AbdiMU Frasa: English Education and Literature Journal EJOIN : Jurnal Pengabdian Masyarakat Indonesian Journal of Community Empowerment ETERNAL: English Teaching Journal Journal of Research in English Language Teaching and Linguistics
Arifin, Riyadh Ahsanul
Universitas Ma'soem
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

Published : 19 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 19 Documents
Search

 1   2 
PEMAHAMAN MEMBACA UNTUK SISWA SEKOLAH MENENGAH PERTAMA BINAR ILMU (FOKUS PADA MENGULAS PARAGRAPH): Fokus Pada Mengulas Paragraph Arifin, Riyadh Ahsanul
EJOIN : Jurnal Pengabdian Masyarakat Vol. 1 No. 12 (2023): EJOIN : Jurnal Pengabdian Masyarakat, Desember 2023
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/ejoin.v1i12.2038

Abstract

Reading Comprehension adalah skill atau kemampuan untuk memahami apa yang dibaca. Dalam membaca, terkadang siswa kesulitan memahami apa yang disampaikan oleh penulis dari teks yang sudah disusun. melalui kemampuan ini, seseorang dapat memahami apa yang dimaksud oleh penulis, kemudian ia membangun makna dan pemahaman bacaan sendiri. Sebagai contoh, seseorang membaca sebuah artikel di internet mengenai di balik kesehatan minum air putih. Dari artikel tersebut, pembaca menemukan beberapa teks yang sulit dipahami. Hal itu bisa berupa kosakata baru atau makna di balik teks. Melalui reading comprehension, perlahan-lahan pembaca dapat memahaminya dengan baik dan menuliskan ulang artikel tersebut sesuai dengan pemahamannya. Seperti yang sudah disebutkan sebelumnya.
Penguatan Kemampuan Fonologi Bahasa Inggris Siswa SMA melalui Media Audio Interaktif Sri Widianingsih, Ayang Winda; Nurfithri, Nurfithri; Arifin, Riyadh Ahsanul; Khotimah, Lani Miftahul
Jurnal Abdidas Vol. 6 No. 6 (2025): Desember
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdidas.v6i6.1283

Abstract

Kegiatan pengabdian masyarakat ini bertujuan mengatasi rendahnya kemampuan fonologi (pengucapan) siswa SMA Binar Ilmu , yang disebabkan oleh fokus pembelajaran yang masih menitikberatkan pada tata bahasa dan kosa kata, serta minimnya pemanfaatan media interaktif. Sebagai solusi, program ini menggunakan Media Audio Interaktif yang dirancang khusus untuk penguatan fonologi, dengan konten yang berfokus pada latihan minimal pairs dan word stress. Metodologi pelaksanaan menggunakan pendekatan partisipatif yang diawali dengan analisis kebutuhan fonologi siswa, diikuti implementasi program yang menempatkan siswa sebagai subjek aktif. Siswa didorong melakukan praktik pengucapan mandiri, self-correction, dan membandingkan pelafalan menggunakan fitur rekam suara pada media. Hasil evaluasi akhir (post-test) menunjukkan bahwa media audio interaktif sangat efektif dan mampu meningkatkan kemampuan fonologi serta akurasi pengucapan siswa SMA Binar Ilmu secara signifikan. Keberhasilan ini membuktikan bahwa media interaktif yang menyediakan latihan berulang dan umpan balik akustik sangat direkomendasikan sebagai solusi pedagogis yang tepat guna untuk mengatasi permasalahan pengucapan di tingkat SMA.
Navigating Challenges: Students’ Strategies for Overcoming English Speaking Difficulties Riyadh Ahsanul Arifin; Revi Nur Ridwan; Eva Meidi Kulsum
Journal on Education Vol. 7 No. 2 (2025): Journal on Education: Volume 7 Nomor 2 Tahun 2025 In Progress (Januari-Februari
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i2.8292

Abstract

This study investigates the strategies used by junior high school students to overcome difficulties in speaking English. Through qualitative interviews with twelve eighth-grade students at a junior high school in Bandung, this research identifies common strategies employed by students to address these challenges. The strategies include preparation before speaking, expanding vocabulary through music, reading English texts, studying grammar, and integrating information and communication technology (ICT) tools like Duolingo. The findings suggest that preparation helps students organize thoughts and reduce anxiety, while vocabulary expansion and grammar study are key for effective communication. ICT, particularly Duolingo, plays a significant role in enhancing speaking skills by providing interactive and engaging platforms for practice. These results inferred that educators can use these insights to adopt more effective teaching methods, while students can apply these strategies to boost their confidence and speaking abilities.
The effect of extensive reading on EFL students’ vocabulary size Riyadh Ahsanul Arifin; Nguyen Ngoc Huy
Journal of Research in English Language Teaching and Linguistics Vol 1 No 1 (2025): June 2025
Publisher : Early Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65431/jrell.v1i1.6

Abstract

This study examines the impact of extensive reading (ER) on vocabulary size among English as a Foreign Language (EFL) learners, highlighting the significance of vocabulary development as a core component of language fluency. While existing research underscores the benefits of ER in enhancing various language skills, there remains limited empirical evidence isolating its effect specifically on vocabulary size in structured, monitored contexts. The current state of the art emphasizes ER’s role in incidental vocabulary acquisition; however, few studies systematically measure vocabulary growth using quantifiable outcomes like vocabulary size before and after intervention. The primary aim of this research is to investigate whether sustained, extensive reading over a ten-week period significantly increases vocabulary size among EFL students. Employing a quasi-experimental design, the study involved 60 participants—divided equally into experimental and control groups—who were enrolled in intermediate English courses at a private Indonesian university. Data collection involved pre- and post-tests measuring vocabulary size, alongside reading logs to monitor reading volume. Data analysis was conducted using independent samples t-tests to compare vocabulary gains between groups and Pearson correlation analyses to explore the relationship between reading volume and vocabulary growth. Findings revealed that the experimental group demonstrated a statistically significant increase in vocabulary size compared to the control group. A positive correlation was identified between the amount of reading and vocabulary gains, supporting the hypothesis that increased reading volume facilitates lexical development. These results underscore the effectiveness of ER as a pedagogical approach that fosters natural vocabulary acquisition, especially when integrated consistently into language curricula. The study suggests that educators should emphasize extensive reading practices to enhance vocabulary development, thereby improving overall language proficiency. Future research could explore long-term retention and expand to diverse learner populations, providing broader insights into ER’s role in language learning.
INVESTIGATING THE RELATIONSHIP BETWEEN STUDENTS’ SPEAKING CONFIDENCE AND FOREIGN LANGUAGE CLASSROOM ANXIETY IN INDONESIAN UNIVERSITY EFL SETTINGS Riyadh Ahsanul Arifin; Eva Meidi Kulsum; Revi Nur Ridwan; Rina Mutiarawati
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 1 (2026): Vol7 No.1 March 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i1.5696

Abstract

This study examines the relationship between students’ speaking confidence and Foreign Language Classroom Anxiety (FLCA) among Indonesian university EFL learners. While previous studies have often investigated confidence and anxiety separately, limited research has explored their relationship at the tertiary level in the Indonesian context using a mixed-methods approach. To address this gap, the study employed a sequential explanatory mixed-methods design (QUAN ? qual). The participants were 24 English Education students selected through purposive sampling. Quantitative data were collected using a speaking confidence questionnaire and the Foreign Language Classroom Anxiety Scale (FLCAS), which demonstrated acceptable to excellent reliability (? = .704 for the FLCAS and ? = .933 for the confidence scale). Descriptive statistics and Pearson correlation analysis were conducted, followed by semi-structured interviews to confirm the questionnaire results. The findings showed that most students reported high speaking confidence while experiencing moderate classroom anxiety. Correlation analysis revealed a strong and significant negative relationship between confidence and anxiety (r = –0.657, p < .05), indicating that higher confidence was associated with lower anxiety levels. Interview data were consistent with the quantitative findings and confirmed students’ self-reported levels of confidence and anxiety. These results suggest that confidence and anxiety coexist in EFL speaking contexts rather than functioning as opposing states. Pedagogically, the study underscores the need for confidence-building speaking tasks and supportive classroom practices to help learners manage anxiety and sustain oral communication.
Evaluating the Implementation of Kurikulum Merdeka in Senior High School English Classes Using the CIPP Model Eva Meidi Kulsum; Riyadh Ahsanul Arifin; Windriani Lutfiah Azzahra
Jurnal Perspektif Vol 10 No 1 (2026): Jurnal Perspektif
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jp.v10i1.399

Abstract

This study evaluates the implementation of Kurikulum Merdeka in English language teaching at senior high schools in Kabupaten Bandung, using the CIPP (Context, Input, Process, Product) evaluation model. A mixed-methods design was applied, involving 131 participants from four schools, including principals, vice principals, teachers, and students. Data were collected through questionnaires, observations, and interviews, with instruments tested for validity and reliability. Findings show encouraging progress alongside key challenges. In context, schools (93.33%) and teachers (85.83%) affirmed strong alignment with institutional vision and policy, while students (72.93%) found lessons more engaging and relevant. Input results indicated sufficient training and facilities (80–85%), though students rated this lower (73.49%). The process dimension reflected strong implementation by schools (85%) and teachers (88.12%) through differentiation, project-based learning, and feedback, but student engagement was weaker (71.20%). In terms of product, schools (80%) and teachers (80.83%) observed improved performance, yet only 58.79% of students felt personal progress. Overall, the curriculum shows contextual relevance, resource readiness, and positive outcomes, but student experiences vary. Challenges include inconsistent transfer of teacher training to practice, supervision that often feels administrative, and student concerns over workload and confidence. Strengthening teacher capacity, fostering meaningful supervision, and building learner confidence are crucial to ensuring that Kurikulum Merdeka not only aligns with policy but also delivers deeper benefits to students.
IMPLEMENTASI METODE SKIMMING DAN SCANNING DALAM MENINGKATKAN KEMAMPUAN READING COMPREHENSION DI SMP BINAR ILMU Riyadh Ahsanul Arifin; Ahmad Tauchid; Ayang Winda Sri Widianingsih; Nayla Nurliani
MAJU : Indonesian Journal of Community Empowerment Vol. 3 No. 1 (2026): MAJU : Indonesian Journal of Community Empowerment, January 2026
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/maju.v3i1.2244

Abstract

Reading Comprehension is the skill or ability to comprehend what is read. When reading, students sometimes have difficulty understanding what the author is conveying from a text that has been prepared. Through this ability, a person can understand what the author means, then construct their own meaning and understanding of the reading. For example, someone reading an article online about the health benefits of drinking coconut water. In the article, the reader encounters several difficult-to-understand texts. This could be new vocabulary or the meaning behind the text. Through reading comprehension, the reader can gradually understand it well and rewrite the article according to their understanding. As previously mentioned.
Pemanfaatan Media Interaktif Berbasis Web dalam Meningkatkan Literasi Digital Siswa Revi Nur Ridwan; Riyadh Ahsanul Arifin; Windriani L. Azzahra
Jurnal AbdiMU (Pengabdian kepada Masyarakat) Vol. 6 No. 1 (2026): Mei
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The rapid development of digital technology has made digital literacy an essential competency for students in the 21st century, yet many learners still lack the ability to critically evaluate online information and practice responsible digital behavior. This situation was also identified among students at MTS Asy-Syifa, where digital devices are frequently used but digital literacy skills remain limited. This community service program aimed to introduce and implement Web-Based Interactive Media (WBIM) as an interactive learning tool to improve students’ digital literacy, particularly in evaluating digital information, understanding digital ethics, and recognizing cybersecurity risks. The program applied a Participatory Action Research (PAR) approach combined with experiential learning, involving needs analysis, development of WBIM modules, teacher training, and interactive workshops where students engaged in scenario-based digital literacy activities. The results indicate that WBIM created a more engaging learning environment that encouraged students to actively analyze digital content, reflect on ethical aspects of online communication, and develop greater awareness of digital security. These findings suggest that integrating interactive web-based learning media into educational activities can effectively support the development of critical, responsible, and digitally literate students.
Students' Voices on the Implementation of Gen-AI Feedback in EFL Writing Classroom Abdul Ayiz; Ahmad Tauchid; Riyadh Ahsanul Arifin; Nani Hidayati; Muhammad Reza Ainun Najib; Ismi Islamia R Iswari
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.3644

Abstract

The proliferation of generative artificial intelligence (Gen-AI) in English as a Foreign Language (EFL) writing instruction has sparked considerable scholarly interest, yet the subjective experiences and voices of learners who engage with AI-generated feedback remain insufficiently explored within the extant literature. This qualitative study investigates students' voices concerning the implementation of Gen-AI feedback in an EFL writing classroom, specifically examining their perceptions, patterns of engagement, development of feedback literacy, and the inherent tensions between learner autonomy and technological dependency. Adopting a qualitative research design, data were collected through four focus group discussions involving 30 purposively selected undergraduate students enrolled in an EFL writing course at a private university in Surakarta. Thematic analysis of the transcribed discussions, conducted in accordance with Braun and Clarke's (2006) framework, yielded five interrelated themes: perceived usefulness of Gen-AI feedback, patterns of feedback engagement, development of feedback literacy, tension between autonomy and dependency, and emotional and ethical responses. The findings reveal that students perceived Gen-AI feedback as highly useful for enhancing writing quality, revision efficiency, and idea generation; however, they did not passively accept all AI-generated suggestions but rather demonstrated selective engagement, critically evaluating feedback based on its relevance to higher-order writing concerns, including content and organization. Additionally, participants reported developing feedback literacy over time, evidenced by increased awareness of their writing weaknesses and improved capacity to interpret and strategically utilize AI feedback. Nevertheless, uneven development across participants indicated that feedback literacy does not emerge automatically through mere exposure to Gen-AI tools. A critical tension also emerged between learner autonomy and dependency, with several students expressing over-reliance on AI for revision tasks. Emotional and ethical responses included heightened confidence alongside scepticism regarding AI accuracy and concerns pertaining to academic integrity. The findings suggest that the pedagogical effectiveness of Gen-AI feedback is not determined solely by its technological affordances but is significantly mediated by learners' engagement, critical awareness, and feedback literacy. This study contributes to the literature by demonstrating that understanding students' voices is crucial for developing context-sensitive and pedagogically sound AI integration strategies, with implications for educators and curriculum designers seeking to implement Gen-AI feedback in effective, ethical, and learner-centred ways.
Co-Authors Abdul Ayiz Abdurrahman Faridi Ahmad Tauchid Ahmad Tauchid Dini Utami Mulyaningsih Ervan Fauzan Eva Meidi Kulsum Handi Pratama Shadam Hussaeni Ismi Islamia R Iswari Khotimah, Lani Miftahul Mayang Sari Nirmala Dewi Muhammad Reza Ainun Najib Mustika, Rispa Nani Hidayati Nayla Nurliani Nguyen Ngoc Huy NURFITHRI Putri, Rizka Rahil Putri, Wulandari Rahma Sakina Revi Nur Ridwan Revi Nur Ridwan Rina Mutiarawati Rina Mutiarawati Salsabila, Vina Aini Sri Yunita Syaepul Uyun, Aip Widianingsih, Ayang Winda Sri Windriani L. Azzahra Windriani Lutfiah Azzahra Wulansari, Devi Indah