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First-generation scholar in Indonesian indigenous family tribe: economic, social, and cultural capital Ahmad Juhaidi; Analisa Fitria; Noor Hidayati; Ridha Fadillah
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.27448

Indigenous tribe students have difficulty in their education. Only a few of them managed to complete the tertiary level. This study aims to explore and understand deeply the efforts made by these first scholars in obtaining educational economic, social and cultural capital. This research is qualitative research with a phenomenological approach to understand deeply the economic, social and cultural capital of scholars from the Dayak Meratus Tribe. The data were collected through interviews with 17 participants such as first- generation scholars in the family, their parents, and teachers. The results showed that economic capital was built by parents through great effort on gardening, farming, and trading. Meanwhile, the social and cultural capital built by parents was very limited. Social capital and cultural capital are provided by the extended family, communities and non-profit institutions. Role of school is very limited to build social and cultural capital. The study recommends school administrators implement professional development programs for teachers and counsellors to improve their competence in building student social and cultural capital. Government should decide a policy to support indigenous tribe education not just financial support, but social and cultural capital support, and job opportunity for them in their community.

Tahlīl Niẓām Fiʾāt Al-Tafaʿul Al-Lafẓī (VICS) Fī Taʿlīm Al-Lughah Al-ʿarabīyah. Faisal Mubarak; Ahmad Abdul Rahman; Ismail Suardi Wekke; Raadiatun Nazwa; Ridha Fadillah
ALSINATUNA Vol 5 No 1 (2019): December 2019
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v5i1.2160

This research is focused on the interaction of teachers and students of madrasah stanwiyah in the classroom, the purpose of this study is to know the pattern of learning interaction takes place. Between teachers and students in class that occurred in Madrasah Stnawiyah. Especially in the process of learning Arabic language, which is located in MTs. Barabai. The method of reseach is field research. In terms of theoretical, the results of this study is expected to be a reference, to know how good interaction between teachers and students so as to enhance the activity of learning in the classroom.

Teacher-student interaction in English class at state senior high school in Banjarbaru Fadillah, Ridha; Ridha, Muhammad; Juhaidi, Ahmad
Englisia: Journal of Language, Education, and Humanities Vol 9, No 2 (2022)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i2.10843

This study investigated the interaction happened in English class at State Senior High School 3 in Banjarbaru, South Kalimantan. English teacher and Class 11 students at Senior High school 3 in Banjarbaru were the research subjects. The object of the research was classroom interaction. Purposive sampling was used in determining the research sample. Flanders Interaction Analysis Category as an observation guide and interviews were used to collect the data in the class. The results indicate that two-way communication among teacher, student, and students occurred in English class. The findings revealed that teacher-talk was 42.79% and student-talk was 53.79%, while silence or confusion was 3.40%. It indicated that two-way communication between teacher and students occurred in English Class. It shows that students are the center of learning process and the students are active during English learning process. However, this study differs from previous studies as the Flanders Interaction Analysis Category used here was analyzed according to the perspectives of foreign language anxiety.

The Use of Cell Phones in Accessing Social Media by Students During Learning Process in English Classroom Fadillah, Ridha; Purnawarman, Akhmad Adi
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 13 No. 2 (2024): December
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v13i2.14398

This study investigates a phenomenon in the educational world: using cell phones during teaching and learning in English classes. Cell phones here are referred to as inappropriate use, not as a supportive device in teaching and learning, reducing students' attention span. This research was conducted in 2 high schools, one in Lombok City, West Nusa Tenggara, and one in Banjarbaru City, South Kalimantan. Fifteen students were involved in this research as respondents, and 2 English teachers as informants. Random sampling was used to determine the research sample. Interview techniques were used to collect data. The research results indicated that all respondents used cell phones to access their social media accounts during the teaching and learning process in the class, ranging from 5 minutes to 30 minutes in 1 lesson to reduce boredom in class. A negative impact of using cell phones is that this action can divide and reduce students' attention to the lessons, which can ultimately reduce students' understanding of English subjects. The study recommends that teachers be aware of this phenomenon and always activate the students by presenting appropriate teaching methods and materials.

Foundations of Second Language Acquisition: Strategies and Motivation of Banjarese Young Learners in Learning English as a Foreign Language Ali Kasan, Rusnadi; Fadillah, Ridha; Yusuf, Muhammad
LET: Linguistics, Literature and English Teaching Journal Vol. 9 No. 2 (2019)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v9i2.15758

The study examined the language learning strategies and motivations of EFL learners in Banjarmasin Junior High Schools, South Kalimantan, Indonesia. The researchers used a mixed-method approach, collecting data from 60 student participants across 3 State Islamic Junior High Schools and 3 State Junior High Schools in the region. The data were gathered through a survey questionnaire and semi-structured interviews. The quantitative data were analyzed using SPSS to identify the preferred strategies and levels of motivation. The qualitative data were analyzed using thematic analysis to gain insights into the learners' strategy use and motivations. The findings reveal that the participants utilized a variety of language learning strategies, such as cognitive, metacognitive, social, and affective strategies, to acquire and learn English. The participants were found to be both integratively and instrumentally motivated to learn English, driven by a desire to integrate with the target language community as well as practical reasons, like academic and career prospects. The study offers valuable insights into the language learning behaviors and motivations of young Banjarese EFL learners, which can inform more effective English language teaching and learning practices in the region.

The Use of Personification and Simile in Gibran’s The Broken Wings Fadillah, Ridha
LET: Linguistics, Literature and English Teaching Journal Vol. 15 No. 1 (2025)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v15i1.16469

This study is intended to analyze the language style of Gibran’s The Broken Wings by tracing the novel’s content and to discuss the meaning of Gibran’s clauses or sentences written in personification and simile. In this article, the writer discusses the elements of the novel generally. The method used is descriptive-qualitative. And the finding of the study is that the author’s way of using personification and simile is very much influenced by environment. Analysis reveals that Gibran’s use of figurative language, particularly personification and simile, serves to evoke emotional responses and reflect the social and spiritual conditions of his time. Through personification, nature and abstract concepts are given human traits, creating a deeper emotional resonance. The findings suggest that Gibran’s literary style is deeply rooted in his cultural background, personal experiences, and philosophical beliefs.

Teacher-student interaction in English class at state senior high school in Banjarbaru Fadillah, Ridha; Ridha, Muhammad; Juhaidi, Ahmad
Englisia Journal Vol 9 No 2 (2022)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i2.10843

This study investigated the interaction happened in English class at State Senior High School 3 in Banjarbaru, South Kalimantan. English teacher and Class 11 students at Senior High school 3 in Banjarbaru were the research subjects. The object of the research was classroom interaction. Purposive sampling was used in determining the research sample. Flanders Interaction Analysis Category as an observation guide and interviews were used to collect the data in the class. The results indicate that two-way communication among teacher, student, and students occurred in English class. The findings revealed that teacher-talk was 42.79% and student-talk was 53.79%, while silence or confusion was 3.40%. It indicated that two-way communication between teacher and students occurred in English Class. It shows that students are the center of learning process and the students are active during English learning process. However, this study differs from previous studies as the Flanders Interaction Analysis Category used here was analyzed according to the perspectives of foreign language anxiety.

A STUDY OF ADOLESCENTS’ ANXIETY AND ACHIEVEMENT IN ENGLISH AS A FOREIGN LANGUAGE Fadillah, Ridha
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 5, No 1 (2010): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v5i1.617

This paper aims at investigating whether there is relationship between students’ anxiety and students’ achievement in English as a foreign language among adolescents at Sekolah Menengah Umum Negeri 1 Banjarbaru, South Kalimantan. The sample was 152 students of sixteen and seventeen years old at second grade. The results indicate that the students’ anxiety in learning English as foreign language is at moderate level. There is no significant relationship between English language anxiety and students’ achievement in English as a foreign language as a whole. But a significant negative correlation between test anxiety and students’ achievement is indicated. And the difference of English language anxiety between male and female occurred on communication apprehension, it shows that female is more apprehensive than male in English communication but for overall anxiety, there is no difference in English language anxiety by gender at second grade in this school.

EFL Students’ Perceptions of AI-Powered Feedback in Academic Writing: A Qualitative NVivo Study Fadillah, Ridha; Saadillah
ELITE JOURNAL Vol 7 No 2 (2025): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

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

Artificial intelligence (AI) is increasingly integrated into English as a Foreign Language (EFL) pedagogy, yet little is known about how learners in Southeast Asia perceive its feedback. This study explored Indonesian undergraduates’ perceptions of AI-powered feedback in academic writing. Data were collected through semi-structured interviews with seven students and analyzed thematically using NVivo 12. Four themes emerged: (1) AI was valued for grammar and vocabulary support, though suggestions for coherence and organization were often contested; (2) students reported ambivalent emotions—confidence and motivation alongside anxiety about dependency; (3) a trust hierarchy was evident, with AI trusted for surface-level corrections but distrusted for content-level changes; and (4) learners selectively blended AI and teacher feedback, positioning instructors as the final authority. These findings extend feedback literacy to AI contexts and refine the Technology Acceptance Model, suggesting the need for critical feedback literacy training and institutional policies on ethical AI use.

Self-Confidence and Arabic Language Achievement: The Mediating Effect of Vocabulary Mastery Amrullah, M Kholis; Zein, Umar Najih; Wilailak, Wisatrat; Fadillah, Ridha
Jurnal Al-Maqoyis Vol 12 No 2 (2025)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v12i2.18199

This study tested the influence of confidence on the Arabic Semester Final Assessment through vocabulary mastery in class X students of MA Walisongo Sukajadi. Highlighting the importance of Arabic language mastery and the affective role of self-confidence, this study aims to analyze the direct and indirect influence of confidence on vocabulary-mediated Arabic PAS. Using a quantitative approach with simple path analysis, 101 students were used as purposive sampling samples. Data were collected from confidence questionnaires, vocabulary tests, and PAS scores; The instrument has been valid and reliable. The results of the analysis showed that confidence did not have a significant effect on vocabulary mastery (p=0,117). In addition, neither self-confidence (p=0,418) nor vocabulary mastery (p=0,634) had a significant influence on Arabic PAS. It was concluded that there was no significant mediating evidence of vocabulary mastery in the relationship between self-confidence and the Arabic Semester Final Assessment in this sample.

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