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All Journal Journal on Education Jurnal Abdimas Mandiri English Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat ELP (Journal of English Language Pedagogy) Journal of English Development Journal of Research in Social Science and Humanities Global Expert: Jurnal Bahasa dan Sastra Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Ulil Albab
Nike Angraini
Universitas Indo Global Mandiri
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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THE CORRELATION BETWEEN NON-ENGLISH SPEAKING PARENTS’ INVOLVEMENT, STUDENTS’ PERSISTENCE, AND ENGLISH ACHIEVEMENT AMONG EFL HIGH SCHOOL STUDENTS IN INDONESIA Sinar Bulan; Nike Angraini; Dio Resta Permana
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i1.1126

Abstract

         This study investigates the correlation between non-English speaking parents’ involvement, students’ persistence, and their English achievement among EFL high school students at SMA Negeri 11 Palembang, Indonesia. The research aimed to determine whether parents’ involvement and students’ persistence significantly influence students’ English achievement. A quantitative correlational design was employed, using two sets of questionnaires to measure parents’ involvement and students’ persistence, along with an English achievement test. The findings revealed no significant correlation between non-English speaking parents’ involvement and students’ English achievement (r = 0.090, p > 0.05). Similarly, no significant relationship was found between students’ persistence and their English achievement (r = 0.815, p > 0.05). These results suggest that factors such as parents’ limited knowledge of English, low self-efficacy, socioeconomic background, and weak parent–school communication may contribute to the absence of significant relationships. The study highlights the need for schools to strengthen parental engagement programs and to foster students’ motivation and self-regulated learning strategies to enhance English achievement.
DIFFICULTIES ENCOUNTERED BY ENGLISH EDUCATION STUDENTS IN WRITING UNDERGRADUATE THESIS Nadya Salsabila; Nike Angraini; Dita Rizki Anggraini
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i1.1135

Abstract

         Writing an undergraduate thesis is a crucial academic requirement; however, many English Education students face multiple challenges during the process. These difficulties often emerge from academic, linguistic, psychological, and social factors that interact in complex ways. While previous studies have examined these factors separately, few have analyzed them within a single comprehensive framework. This study aims to identify the major difficulties faced by English Education students in writing undergraduate theses and to analyze the contributing factors using Brown’s (2007) psychological, social, and linguistic dimensions. Employing a descriptive qualitative design, data were collected from 132 English Education students at four universities in South Sumatra through a closed-ended questionnaire and structured interviews. Quantitative data were analyzed descriptively, while qualitative data followed Miles and Huberman’s (2013) model. The findings revealed that academic factors were the most dominant (58.13%), followed by linguistic (22.12%), psychological (11.49%), and social (8.26%) factors. Students reported the greatest challenges in topic selection, paraphrasing, and maintaining motivation during supervision. The study underscores the need for stronger academic support, structured writing workshops, and consistent supervisory mentoring. These findings contribute to a more integrated understanding of thesis-writing difficulties and provide practical insights for improving academic writing instruction and supervision in EFL contexts.
Co-Authors Alfiah Nur Annisa Amaliatulwalidain Amaliatulwalidain, Amaliatulwalidain Ambar Wati Amira Wulandari Aprilia Arista Badriyah Ulfah Bobby Halim Desi Surayatika Desi Suryatika Dio Resta Permana Dita Rizki Anggraini Esti Rohida Eza Septy Lesia Hartini Agustiawati Intan Kurniati Zahroq Jaya Nur Iman Jaya Nur Iman Melisa Novianty Nadya Salsabila Ressy Novasyari Rika Pratiwi Rudi Hartono Sinar Bulan Wulandari Octaviani Yolanda Gadis Baroqqah