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All Journal Indonesian Journal of Applied Linguistics (IJAL) PREMISE: Journal of English Education and Applied Linguistics Ta´dib Conciencia EL-IDARE: JURNAL MANAJEMEN PENDIDIKAN ISLAM Vision: Journal for Language and Foreign Language Learning JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JIP: Jurnal Ilmiah PGMI Al Ishlah Jurnal Pendidikan IJoLE: International Journal of Language Education Register Journal Pendas : Jurnah Ilmiah Pendidikan Dasar IRJE (Indonesian Research Journal in Education) Wiralodra English Journal (WEJ) LOYALITAS: Jurnal Pengabdian Kepada Masyarakat ACITYA Journal of Teaching & Education Journal of English Education and Teaching (JEET) Linguists: Journal of Linguistics and Language Teaching SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Educatio FKIP UNMA International Journal of Educational Review Language and Education Journal JOLLT Journal of Languages and Language Teaching Jadila: Journal of Development and Innovation in Language and Literature Education The Art of Teaching English as a Foreign Language (TATEFL) Al-Fikru: Jurnal Ilmiah Fitrah: Journal of Islamic Education Jurnal Inovasi Pengabdian Masyarakat Pendidikan Studies in English Language and Education JELT (Jambi-English Language Teaching) I-PHILANTHROPY: A Research Journal on Management of Zakat and Waqf International Journal of Innovation and Education Research REGISTER JOURNAL Al-Hayat: Journal of Islamic Education LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Annisa Astrid
Universitas Islam Negeri Raden Fatah Palembang
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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DIFFICULTIES IN WRITING OF THE SECOND-GRADE STUDENTS AT JUNIOR HIGH SCHOOLS IN PALEMBANG Illa, Dwi Marisa; Astrid, Annisa; Husnaini, Husnaini
Wiralodra English Journal (WEJ) Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i2.236

Abstract

This study was intended to find out the difficulties in writing faced by students of the second grade at three junior high schools in Palembang. Qualitative research was used and phenomenology was employed as the research methodology. This study was conducted at SMP Patra Mandiri 1 which is accredited A, SMP Nurul Qomar which is accredited B, and SMP Sejahtera which is accredited C. The total participants of this study were nine students taken from the second grade of three junior high schools in Palembang by using purposive sampling. The researcher used observation, documentation, and interview to collect the data. The data were analyzed by using the thematic analysis technique. The results of this study showed that there were some difficulties that second-grade students of three junior high schools faced in writing. There were: 1) difficulty in composing the content of writing, 2) difficulty in organizing their writing, 3) difficulty in choosing the diction in writing, 4) lack of English grammatical competence, and 5) difficulty in using mechanics in writing. Thus, students found it difficult to understand the aspects of writing.
TEACHERS’ CHALLENGES IN IMPLEMENTING DIFFERENTIATED LEARNING FOR STUDENTS OF JUNIOR HIGH SCHOOL LEVEL IN PALEMBANG Chairuman, Muhamad Chalik; Astrid, Annisa; Desvitasari, Deta
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.446

Abstract

This study explores the challenges an English teacher faces in implementing differentiated learning within the framework of the Emancipated Curriculum in a junior high school in Palembang. Using a qualitative case study approach, data were gathered through interview and observation. The findings identified five main problems: difficulties in assessing students; limited planning time; large class sizes; technical disruptions during lessons; and the need for ongoing professional development. Although the teacher demonstrated a strong understanding of differentiation, enhanced through the Teacher Mover program, implementation remained difficult without sufficient support. This study highlights the importance of institutional support, reliable infrastructure, and effective assessment tools to ensure meaningful and sustainable application of differentiated learning. The findings suggest that while teacher commitment and training are crucial, systemic support plays an equally vital role. Further research involving more participants or schools is recommended to deepen understanding and broaden perspectives on differentiated learning practices in Indonesian EFL contexts.
Strategies, Challenges, and Solutions for Learning Islamic Religious Education for Children with Mental Disabilities SLBN Lampung Province Puspita Sari, Nina Ayu; Idi, Abdullah; Astrid, Annisa
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.7873

Abstract

This study aims to analyze the learning strategies, challenges faced, and solutions implemented by teachers in teaching Islamic Religious Education (PAI) to students with mild intellectual disabilities at SLBN PKK, Lampung Province, and SLB Dharma Bakti Dharma Pertiwi, Bandar Lampung City. This research uses a qualitative approach with a multisite type, employing data collection techniques such as observation, in-depth interviews with PAI teachers, and documentation of learning activities. The collected data were then analyzed descriptively and qualitatively through data reduction, data presentation, and drawing conclusions. The results show that PAI learning strategies at SLBN PKK, Lampung Province, and SLB Dharma Bakti Dharma Pertiwi, Bandar Lampung City, emphasize an individual approach, simple methods, direct practice, and habituation of religious rituals to facilitate student understanding. The challenges faced include students' limited cognitive abilities, a lack of engaging learning media, and low parental involvement. To address these issues, teachers applied solutions such as modifying teaching methods, using simple media, adopting a personal approach, and collaborating with parents to reinforce religious values at home. The study concludes that the success of PAI learning for students with mild intellectual disabilities requires adaptive strategies, contextualized media, and synergy between teachers, schools, and families to achieve the goals of religious education optimally.
THE EFFECT OF DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY ON STUDENTS' READING COMPREHENSION DEWI, JUITA SARI PUSPITA; ASTRID, ANNISA; ILMA, RIDHA
Linguists : Journal of Linguistics and Language Teaching Vol 9, No 1 (2023): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v9i1.3881

Abstract

The study aimed to investigate the notable impact of the Directed Reading Thinking Activity (DRTA) approach on the students' reading comprehension. The study was carried out at MAN 2, Palembang. The present study employed a quasi-experimental design utilizing quantitative research methodology. The researchers employed the convenience sampling method to gather data. The data were obtained via a reading comprehension test administered to students in the two classes, experimental and control. The study's findings examining the impact of implementing DRTA before and after utilizing a paired sample t-test indicate that the calculated T value of 27.797 exceeds the t-table value of 3.030. Thus, implementing the DRTA approach enhanced the students' reading comprehension in the experimental group. An independent sample t-test was conducted to examine the outcomes of the disparity between individuals who utilized the Directed Reading- Thinking Activity (DRTA) and those who did not. The findings showed that notable disparities in reading comprehension existed among students who received instruction via DRTA and those who did not. The DRTA technique offers advantageous outcomes for students as it fosters active and critical reading practices. Students enrolled in reading courses that engage in prediction and active reading demonstrates a proactive approach to learning, effectively harnessing their cognitive abilities to acquire knowledge on unfamiliar subjects. Furthermore, DRTA mandates that students maintain a record of their understanding of the text while reading.
Students’ rhetorical structure mastery of the finding and discussion section in English thesis Syafryadin, Syafryadin; Harahap, Alamsyah; Astrid, Annisa; Sudarmaji, Imam
JEES (Journal of English Educators Society) Vol 7 No 1 (2022): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i1.1643

Abstract

This study aimed to determine the rhetorical structure of the finding and discussion chapters on the thesis and their problems. This study applied a mixed method. The sample of this research was 30 parts of the finding and discussion of the theses of Bengkulu University English Education postgraduate students who graduated from 2019 to 2020. This study used a checklist as a research instrument. The data obtained were analyzed qualitatively by applying several stages such as data reduction, data presentation and drawing conclusions, while quantitative data were obtained through SPSS. The results indicated that students' mastery of rhetorical structures, especially in the finding and discussion section, is categorized as high and medium, where in the finding section, the average value of students was 41 which is categorized as high, while the average value in the discussion section is 37 which is included in the medium category. The next finding was that some students had difficulty in writing the finding and discussion chapters. These problems included analyzing data, interpreting data, writing discussion sections, incomplete rhetorical structures in writing, mastery of English including vocabulary and grammar, writing the evaluation section in the discussion, coherence and cohesiveness in writing and personal problems. HIGHLIGHTS : Rhetorical structure mastery in Findings of Thesis was categorized as high. Rhetorical structure mastery in Discussion of Thesis was categorized as medium. Several students faced challenges in mastering rhetorical structure of findings and discussion,especially interpretation, rhetorical structure, and discussion of findings.
The Correlation among Reading Motivation, Reading Anxiety, and Reading Comprehension of Tenth-Grade Students in Palembang Sabrina, Alra; Astrid, Annisa; Desvitasari, Deta
Acitya: Journal of Teaching and Education Vol. 7 No. 2 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i2.4419

Abstract

This study examined the correlation among reading motivation, reading anxiety, and reading comprehension of tenth-grade students in Palembang. A quantitative correlational research design was employed, involving 509 students from SMA Bina Warga 1 Palembang and SMA Negeri 15 Palembang. Using cluster random sampling, 107 students were selected as the sample. Data were collected through a reading comprehension test and two questionnaires measuring reading motivation and reading anxiety. The findings indicated no significant correlation between reading motivation and reading comprehension (r = 0.087, p = 0.375), indicating that motivation to read did not influence students’ understanding of texts. Likewise, no notable correlation was identified between reading anxiety and reading comprehension (r = -0.022, p = 0.824), suggesting that anxiety was not a determining factor. These results revealed that reading motivation and reading anxiety did not have a substantial effect on reading comprehension. This suggests that psychological factors such as motivation and anxiety alone may not serve a decisive role in shaping reading comprehension. Instead, other factors such as teaching methods, students’ backgrounds, individual skills, and the learning environment may contribute to reading comprehension outcomes. The study offers insights for English teachers in designing reading instruction that considers multiple influencing factors. It may also guide future researchers in exploring additional variables affecting reading comprehension.
Higher Order Thinking Skill (HOTs): EFL Students’ Levels and Challenges in Writing Discussion Sections of Theses Syafryadin, Syafryadin; Shah, Shanina Bt. Sharatol Ahmad; Astrid, Annisa
Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8699

Abstract

HOTS is essential to be owned by English education students, especially in writing discussion because it made them being critical in writing their discussion. Thus, tThis study aims to determine the level of HOTS in writing the discussion section of the thesis, the difficulties faced by students in criticizing research results in the discussion section of the thesis and the challenges faced by the thesis supervisor lecturers in guiding students to write critical discussions. This study was motivated by complaints from students who experienced difficulties in writing the discussion section of the thesis, so it was necessary to do research on this matter. One alternative solution that can be done is the implementation of students' HOTS in writing, so that students can better critique the results of research data analysis in the discussion section. This study applies case studies which are part of qualitative research. The samples of this study were 5 student thesis discussions from the University of Bengkulu English Language Education study program. This study uses writing rubrics and interview guides as research instruments. The data obtained was analyzed qualitatively by applying several stages such as data reduction, data presentation and drawing conclusions. The result showed that students implemented HOTS in writing their discussion, but only in the level of analyzing and evaluation. Students could not reach the level of creating. Another result showed that students faced problems in writing their discussion, either technical problems, language problems, or content problems. It is the same as what happened to the lecturer supervisors. They got challenged in guiding students in writing their discussions. Their challenges were students’ language ability in writing, time management, ideas, and sources.
Introducing Culture in EFL Class: The Junior High School Teachers’ Awareness Astrid, Annisa; Okta Sukma, Fitri Alya; Saputra, Eko; Chairuman, Muhamad Chalik
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.4157

Abstract

The integration of culture into language teaching, particularly in the English as a Foreign Language (EFL) class, is widely regarded as an essential aspect of English teaching. The objective of this study is to explore the 7th-grade teachers’ awareness of Junior High school on introducing culture in EFL class. The research employed a quantitative survey in 26 junior high schools located in Palembang, South Sumatra. The data were collected from 115 English teachers who responded to a set of questionnaire items. Subsequently, the data underwent analysis by the use of descriptive statistics. The findings revealed that English teachers at the seventh-grade level are aware of incorporating cultural components within the context of English language teaching. To begin with, it is evident that the teachers possess a comprehensive understanding of the significance of culture and context in interpreting meaning. Furthermore, the teachers have a fundamental experience of the significance of being able to analyze and contrast cultures concerning their shared characteristics and distinctions. Thirdly, the teachers widely acknowledge that cultural learning has a predominantly positive influence within the English classroom. In the realm of English teaching, the teachers have a consensus regarding the significance of incorporating cultural learning activities into the classroom setting. Ultimately, junior high school English teachers exhibit a predominantly favorable disposition towards the significance of including cultural learning activities inside the English instructional setting
Teaching non-traditional students: EFL teacher’s experiences, challenges, and future recommendations Marzulina, Lenny; Erlina, Dian; Holandyah, Muhammad; Herizal; Astrid, Annisa; Putri, Himah Zalifah; Wahyuni, Nurul
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 01 (2025): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i01.43948

Abstract

This qualitative case study aimed to identify the challenges faced by English as a Foreign Language (EFL) teachers at the First Class Correctional Institution for Children in Palembang, South Sumatra, Indonesia, while teaching English to young inmates. The participants included two high school English teachers from this institution. Data collection was conducted through interviews to obtain in-depth descriptions of the difficulties encountered. A thematic analysis was employed to evaluate the data and highlight the specific difficulties faced by the English teachers. The findings revealed four primary challenges experienced by the teachers in their efforts to teach English to young inmates: 1) issues related to time management, 2) students’ negative attitudes, 3) a lack of available textbooks, and 4) inadequate classroom conditions. These challenges significantly impact the effectiveness of English instruction within this unique educational environment.
Creating Full English Atmosphere in Teaching English to Young Learners: Teachers’ Perspectives Astrid, Annisa; Hasanah, Amalia; Syafryadin, Syafryadin
Register Journal Vol 13, No 2 (2020): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (212.986 KB) | DOI: 10.18326/rgt.v13i2.351-370

Abstract

The research had two objectives; 1) to explore teachers’ belief about the use of full English during learning activities, and 2) to determine the factors that affected the use of full English in teaching English to teach English to young learners. Embedded mixed method was used in this study. The quantitative data were gained by distributing 1 set of closed-response questionnaire item to 38 teachers of English who teach English at elementary schools in Palembang, a capital city of South Sumatera Province, Indonesia. Meanwhile, the qualitative data were gained from one-to-one in depth interview to 15 teachers of English who were willing to be interviewed. Students’ responses to each questionnaire item were analyzed by using descriptive statistics analysis by Employing SPSS program. Meanwhile, the qualitative data gained from the interview were analyzed by using thematic analysis. It was revealed from the study that first, teachers shared positive belief about the use of full English while teaching English in the class. Secondly, there are five factors that affected the use of full English during learning activities; 1) The English Proficiency of the teachers; 2) School Policy; 3) The homogeneous level of students’ language performance 4) Teacher’s classroom management skills and 5) Students’ attitude toward English.
Co-Authors Abdul Gafur Marzuki Abdullah Idi Aghor Aqdam Ahmad Zainuri Alamsyah Harahap, Alamsyah Amalia Hasanah Amalia Hasanah Arrofiq, Ahmad Latif Arvin Efriani Basri, Tiffanie Chairuman, Muhamad Chalik Cindi Oktavianti Cukup Islamiarso Darmanto Deta Desvitasari Dewi Warna DEWI, JUITA SARI PUSPITA Dian Eka Chandra Wardhana Dian Eka Chandra Wardhana, Dian Eka Chandra Dian Erlina Dirgantara, M. Raditya Ramadhani Dwi Amrina , Rizqy Dwi Saputri, Mar'atul Latifah Eko Saputra Eko Saputra Eko Saputra Eko Saputra Erisa Ardika Prasada Erlina, Dian Fatimah Azzahra Febiola, Nabila Ferianto Firmansyah Firmansyah Fitri Alya Okta Sukma Fitri Alya Okta Sukma Haryani Haryani Hasanah, Amalia Heru Purwansyah Hikmah Endraswati Holandyah, Muhammad Holidi Holidi Husnaini Husnaini husnaini, husnaini Ida Ayu Putu Sri Widnyani Ihwanah, Al Illa, Dwi Marisa Irja Putra Pratama Istikomah Istikomah Juita Sari Puspita Dewi Karoma, Karoma Khofifah Indah Sari Lenny Marzulina, Lenny Maryamah Melis Melis Meshy Berliana Fathonah Mirrah Salsabila Muhamad Chalik Chairuman Mutmainah, Riany Noermnzah, Noermnzah NURUL WAHYUNI Nurwijayanti Nyayu Khodijah Nyayu Lulu Nadya, Nyayu Lulu Okta Sukma, Fitri Alya Prabowo Lukito Puspita Sari, Nina Ayu Putri, Himah Zalifah Radiyah Radiyah Rahman, Putri Ramadani Nur Renny Kurniasari Ridha Ilma Ridha Ilma Ridha Ilma, Ridha Rizqy Dwi Amrina Rizqy Dwi Amrina Sabrina, Alra Safnil, Safnil Shah, Shanina Bt. Sharatol Ahmad Shanina Bt. Sharatol Ahmad Shah Shynta Amalia Sudarmaji, Imam Suherdi, Didi Sukirman Sukma, Fitri Alya Okta Syafryadin Syafryadin Syafryadin Syafryadin Syafryadin, Syafryadin Tiara, Hellen Widya Karamina Widya Karamina Winny Agustia Riznanda Yuliana Yuliana Yuliyanti, Ai Yeni Yurika Sari, Putri Zuhdiyah Zuhdiyah, Zuhdiyah