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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) Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Jurnal Sains Sosio Humaniora 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 Jurnal Konseling Pendidikan Islam International Journal of Innovation and Education Research REGISTER JOURNAL Al-Hayat: Journal of Islamic Education LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Profetika: Jurnal Studi Islam
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 Dwi Marisa Illa; Annisa Astrid; Husnaini Husnaini
Wiralodra English Journal 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 Muhamad Chalik Chairuman; Annisa Astrid; Deta Desvitasari
Wiralodra English Journal 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.
THE CORRELATION BETWEEN READING INTEREST AND READING COMPREHENSION OF JUNIOR HIGH SCHOOL STUDENTS IN PEDAMARAN Nabila Febiola; Annisa Astrid; Deta Desvitasari
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.453

Abstract

The aim of this study was to examine the relationship between reading interest and reading comprehension of ninth-grade pupils. Students from two junior high schools participated in the study, which employed a correlational approach. A reading test and a questionnaire on reading interest were used to gather data. The Pearson Product-Moment Correlation was used to analyze the relationship between the two variables. The findings revealed a substantial correlation between reading interest and reading comprehension, with a p-value of 0.001 (<0.05). A somewhat positive correlation was indicated by the Pearson correlation coefficient of 0.519. Additionally, a regression test with a p-value of less than 0.001 verified a significant positive relationship. The results showed that students' enthusiasm in reading had a beneficial impact on their comprehension of texts, as it explained 26.9% of the variance in reading comprehension. Fostering reading interest may enhance comprehension abilities, according to this study, which offers insightful information about the relationship between reading interest and understanding. Other approaches to collect more accurate data and expand on these findings should be investigated in future studies.  
POW+TREE STRATEGY ON HIGH SCHOOL STUDENTS’ WRITING ACHIEVEMENT IN MUNTOK, INDONESIA Mutmainah, Riany; Astrid, Annisa; Riznanda, Winny Agustia
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i1.14579

Abstract

The purpose of this study was to determine whether: (1) there was a significant improvement in the twelfth-grade students' writing achievement before and after treatment using the POW+TREE strategy, and (2) there was a significant difference between students who were taught using the POW+TREE strategy and students who did not at SMAN 1 Muntok, Bangka Barat. The writing test was administered using a pre- and post-test in a quasi-experimental design. An experimental group was taught using POW+TREE, and a control group was taught through a strategy that is usually used by the teacher. The results showed a substantial improvement in the writing ability of the experimental group students after the implementation of the POW+TREE strategy, as well as significant differences between the experimental and control groups. This study also fills an empirical gap, as previous research on POW+TREE has focused mainly on lower grade levels under Curriculum 2013, whereas this study examines twelfth-grade students in the Merdeka Curriculum context. The findings of this research indicated that the POW+TREE strategy is effective in helping students improve their more structured, organized, and communicative writing skills.
Strengthening IRE Teacher Competencies for Character Education and SDGs Realization Endang Switri; M. Sirozi; Annisa Astrid; Rozi Irfan Rosyadi; Meguellati Achour; Hamidah; Muhammad Torik
Profetika: Jurnal Studi Islam Vol. 26 No. 03 (2025): Profetika Jurnal Studi Islam 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v26i03.14854

Abstract

Objective: This study aims to examine the role of Islamic Religious Education (IRE) teachers' competencies in integrating character education to support the achievement of Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions), in Ogan Ilir Regency. Theoretical framework: The study draws on Lickona’s character education theory (cognitive, affective, conative dimensions) and Muslich’s teacher competency framework (pedagogic, professional, personality, social aspects) for integrating character education into IRE learning. Literature review: Previous research underscores the importance of character education, its integration challenges, and the essential role of IRE teachers as moral role models, though competencies in character education vary. Methods: A mixed-methods approach was used, involving quantitative (competency tests) and qualitative (interviews, observations, document analysis) data from 70 IRE teachers in Ogan Ilir Regency. Data were analyzed with SPSS and thematic coding. Results: The study found that IRE teachers' competencies in planning and implementing character education were generally adequate, but significant gaps existed in the evaluation of character education. Most teachers demonstrated sufficient competencies in integrating character values during planning and implementation phases, but the evaluation of character education was weak, with limited use of standardized assessment tools. Implications: The study highlights that IRE teachers face challenges such as limited time, resources, and training. Novelty: This research is among the first to analyze IRE teachers' competencies in integrating character education in Ogan Ilir Regency, offering new insights into how teacher competencies support sustainable development goals in education.
SCROL Strategy and Reading Comprehension Achievement: A Quasi-Experimental Study of Seventh-Grade Students in Indonesia Ulandari, Fuspita; Astrid, Annisa; Salsabila, Mirrah
Jurnal Sains Sosio Humaniora Vol. 10 No. 1 (2026): Volume 10, Nomor 1 January - June 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jssh.v10i1.55772

Abstract

This study investigates the effect of the SCROL (Survey, Connect, Read, Outline, Look Back) strategy on the reading comprehension achievement of seventh-grade students at SMP Negeri 2 Tanjung Batu, Ogan Ilir, Indonesia. Many junior high school EFL students in Indonesian contexts continue to struggle with identifying main ideas, interpreting supporting details, and engaging independently with written texts challenges inadequately addressed by the Project-Based Learning (PBL) approach currently mandated under the Merdeka curriculum. This study aimed to determine whether SCROL instruction significantly improved students' reading comprehension and whether a significant between-group difference existed compared to conventional instruction. A quasi-experimental non-equivalent control group design was employed with 60 seventh-grade students (experimental: n=30; control: n=30). Data were collected through validated and reliable multiple-choice reading comprehension pre-tests and post-tests. Paired samples t-tests confirmed significant within-group improvement in the experimental group (t = −28.016, p = 0.000), and independent samples t-tests confirmed a significant between-group difference in post-test scores (t = 11.600, p = 0.000). These findings demonstrate that the SCROL strategy is an effective, structured instructional approach for junior high school EFL learners. English teachers are encouraged to integrate SCROL explicitly into reading instruction, particularly in contexts where students lack strategic comprehension frameworks.
THE IMPACT OF THE TIKTOK APP ON STUDENTS' BEHAVIOR TOWARD TEACHERS Fitriyanti Fitriyanti; Rahayu Suprapti; Annisa Astrid; Arvin Efriani
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1281

Abstract

This study aims to describe the intensity of TikTok application use and analyze its influence on the morals of ninth-grade students toward teachers at SMPN 1 Talang Kelapa. The background of this research stems from the increasing use of TikTok among teenagers, which has the potential to affect behavior and moral values in interactions with teachers. The study uses a quantitative approach with a descriptive-correlational method. The sample consists of 60 students selected through purposive sampling techniques. Data were collected through a Likert-scale questionnaire that had been tested for validity and reliability, then analyzed using Pearson correlation and simple linear regression with the help of SPSS version 26. The results show that the intensity of TikTok use is categorized as high (mean = 78.45), while students’ morals toward teachers are categorized as fairly good (mean = 68.12). The correlation test resulted in r = -0.612 (p = 0.000), indicating a significant negative relationship between the two variables. The regression results show R² = 0.375, meaning that TikTok usage influences 37.5% of students’ morals. Thus, the higher the intensity of TikTok use, the lower the students’ morals toward teachers. Cooperation among teachers, parents, and the school is needed in character development and digital literacy so that social media can be used positively.
PLEASE Strategy in Writing: An Experimental Study in EFL Senior High School in South Sumatra Fatimah Azzahra; Annisa Astrid; Winny Agustia Riznanda
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 2 (2025): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i2.975

Abstract

Writing remains one of the most challenging skills for English as a Foreign Language (EFL) students, particularly in organizing ideas coherently and expressing them clearly. In Indonesian senior high schools, students often struggle with paragraph development due to limited strategic guidance and reliance on standard teaching techniques. To address this issue, this study investigated the effectiveness of the PLEASE (Pick–List–Evaluate–Activate–Supply–End) Strategy in improving the writing achievement of eleventh-grade students of MAN 2 Palembang. A quasi-experimental method with a quantitative approach was applied, involving two groups: one experimental group receiving PLEASE strategy instruction and one control group with teacher’s strategy. The writing test was administered before and after the treatment and evaluated through descriptive and inferential statistical analyses, including independent and paired-sample t-tests. The results revealed a significant improvement in the experimental group and a notable difference between the experimental and control groups. These findings indicate that the structured and metacognitive nature of the PLEASE strategy effectively enhances students’ ability to plan, organize, compose, and refine paragraphs. Future research may explore its application across different writing genres or integrate it with digital media to optimize writing instruction in diverse EFL contexts.
The Effect of POSSE Strategy on Students’ Reading Comprehension Viewed by Their Reading Interest Saras Puspita Anggraini; Annisa Astrid; Husnaini Husnaini
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 7 No. 1 (2026): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v7i1.1119

Abstract

Reading strategies are widely used to assist students in enhancing their reading comprehension. Additionally, reading interest is a critical factor in motivating students to use reading strategies effectively. However, many students still struggle to apply reading strategies, and research analyzing the impact of reading interest on the implementation of POSSE strategies is lacking. Therefore, the objective of this study is to examine the utilization of POSSE strategies to improve students’ reading comprehension, the impact of their reading interest levels on the reading comprehension scores, and the impact of students’ reading interest levels on the implementation of POSSE strategies to enhance reading comprehension. This quantitative experimental method employed a factorial design. The population consisted of eighth-grade students at SMPN 02 Belitang Mulya, and samples were selected using purposive sampling. Data were obtained from a reading comprehension test and a reading interest questionnaire, both tested for validity and reliability. The data were analyzed using two-way ANOVA. The findings reveal that: (1) the POSSE strategy significantly improved students’ reading comprehension; (2) students with high reading interest outperformed those with low interest; and (3) there was a significant difference between teaching strategy and reading interest. The findings showed that effective reading instruction involves integrating the POSSE strategy and cultivating reading interest, alongside differentiated support tailored to students' motivational levels, to enhance comprehension outcomes.
TAGANA thematic textbook: Cultivating junior high school students English proficiency with HOTS-PBL integration Syafryadin Syafryadin; Safnil Safnil; Noermnzah Noermnzah; Dian Eka Chandra Wardhana; Abdul Gafur Marzuki; Annisa Astrid; Shynta Amalia
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.33904

Abstract

This study explores the effectiveness of Themed English Teaching Materials, specifically integrating Higher Order Thinking Skills (HOTS) and Problem-Based Learning (PBL) within a TAGANA (short for Taruna Siaga Bencana, or Disaster Preparedness and Response Volunteer Team) theme to bolster junior high school students motivation and proficiency in English. Addressing the need for innovative educational methods in English teaching, this research fills an existing gap by developing and assessing TAGANA-themed materials that incorporate a HOTS-PBL approach. The study carefully selected 24 English teachers from Bengkulu, Indonesia, using purposive sampling to ensure diverse representation in qualifications, experience, and teaching methods. This study evaluates the materials content validity and instructional efficacy using the five-stage ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The results show that incorporating HOTS and PBL into thematic teaching materials greatly enhances students English proficiency and motivation, especially with themes like TAGANA. Expert validation affirmed the strong content validity of the materials, and data from both the experimental and control groups demonstrated significant improvements in learning outcomes. The integration of HOTS and PBL into thematic teaching materials provides valuable insights into global educational practises. By fostering students higher-order thinking and problem-solving skills and incorporating the theme of TAGANA, this approach offers a progressive methodology for English education. This model makes significant contributions to educational practises globally.
Co-Authors Abdul Gafur Marzuki Abdullah Idi Aghor Aqdam Ahmad Zainuri Ai Yeni Yuliyanti Alamsyah Harahap, Alamsyah Amalia Hasanah Amalia Hasanah Arrofiq, Ahmad Latif Arvin Efriani Basri, Tiffanie Chairuman, Muhamad Chalik Cindi Oktavianti Cukup Islamiarso Darmanto Deta Desvitasari Devi Sofiani Dewi Warna DEWI, JUITA SARI PUSPITA Dian Eka Chandra Wardhana Dian Eka Chandra Wardhana Dian Erlina Dika Sakina Dwi Amrina , Rizqy Dwi Marisa Illa Dwi Saputri, Mar'atul Latifah Eko Saputra Eko Saputra Eko Saputra Eko Saputra Endang Switri Erisa Ardika Prasada Erlina, Dian Fatimah Azzahra Ferianto Firmansyah Firmansyah Fitri Alya Okta Sukma Fitri Alya Okta Sukma Fitriyanti Fitriyanti HAMIDAH Haryani Haryani Hasanah, Amalia Heru Purwansyah Hikmah Endraswati Holandyah, Muhammad Holidi Holidi Husnaini Husnaini Husnaini Husnaini Ida Ayu Putu Sri Widnyani Ihwanah, Al Irja Putra Pratama Istikomah Istikomah Juita Sari Puspita Dewi Karoma, Karoma Khofifah Indah Sari Lenny Marzulina, Lenny M. Raditya Ramadhani Dirgantara M. Sirozi Maryamah Meguellati Achour Melis Melis Meshy Berliana Fathonah Mirrah Salsabila Muhamad Chalik Chairuman Muhamad Chalik Chairuman Muhammad Torik Mutmainah, Riany Nabila Febiola 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 Rahayu Suprapti Rahman, Putri Ramadani Nur Renny Kurniasari Ridha Ilma Ridha Ilma Ridha Ilma, Ridha Rizqy Dwi Amrina Rizqy Dwi Amrina Rozi Irfan Rosyadi Sabrina, Alra Safnil Safnil Salsabila, Mirrah Saras Puspita Anggraini 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 Syafryadin, Syafryadin Tiara, Hellen Ulandari, Fuspita Widya Karamina Widya Karamina Winny Agustia Riznanda Yuliana Yuliana Yurika Sari, Putri Zuhdiyah Zuhdiyah