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All Journal English Review: Journal of English Education JURNAL EDUCATION AND DEVELOPMENT Jurnal Basicedu Journal on Education Jurnal Perspektif BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jurnal Abdidas International Journal of Quantitative Research and Modeling JEPAL (Journal of English Pedagogy and Applied Linguistics) Jurnal AbdiMU Jurnal Basicedu CONSEN: Indonesian Journal of Community Services and Engagement Frasa: English Education and Literature Journal Gunung Djati Conference Series International Journal of Linguistics, Communication, and Broadcasting Jurnal Agama dan Sosial Humaniora e-Journal of Linguistics English Review: Journal of English Education
Eva Meidi Kulsum
Universitas Ma'soem
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Exploring the Relationship between Foreign Language Classroom Anxiety and Speaking Performance among Students in EFL Setting Eva Meidi Kulsum; Revi Nur Ridwan
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.v7i2.8291

Abstract

Speaking in a foreign language can cause anxiety for many EFL students and it can result a big impact on their performances and overall learning experiences. This study aims to explore the level of Foreign Language Classroom Anxiety (FLCA) and the relationship between FLCA and speaking performance among EFL students. This research employed a mix method research design, it is combination between descriptive qualitative and quantitative to explore the level of Foreign Language Classroom Anxiety (FLCA) and its correlation with students’ speaking performance. This research was conducted in one of universities in Bandung. 24 students who are English students were selected using purposive sampling techniques as participants of this study. Additionally, the findings imply that educators and institutions must prioritize strategies to reduce anxiety in speaking classes and highlight the need for awareness among teachers regarding the impact of anxiety on student performance. It is expected that teacher can create a supportive and non-judgmental environment in the classroom, reduce the pressure on individual students, and allow them to practice speaking in a less intimidating context.
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.
Phrasal Verbs in George Orwell’s 1984 and Its Arabic Translation Eva Meidi Kulsum
e-Journal of Linguistics Vol. 14 No. 2 (2020): July
Publisher : The Doctoral Studies Program of Linguistics of Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/e-jl.2020.v14.i02.p04

Abstract

n English, phrasal verb comprises of a verb and a particle, so does inArabic. Although both languages have phrasal verbs, it does not meanthat each phrasal verb in English is translated in the same form as aphrasal verb into Arabic. This research aimed to know the translationshift of phrasal verbs in George Orwell’s novel entitled 1984 and itsArabic translations. This research employed a qualitative descriptivemethod using a purposive sampling technique. The result showed thatArabic is a rich vocabulary language. It was proven by more than 50% ofthe English phrasal verbs found in the novel is translated into Arabic inthe same category or grammatical class, not in the form of description.
Integrating Technologies in the New Normal: A Study of Blended Learning Rahma Sakina; Eva Meidi Kulsum; Aip Syaepul Uyun
International Journal of Quantitative Research and Modeling Vol. 1 No. 4 (2020): International Journal of Quantitative Research and Modeling
Publisher : Research Collaboration Community (RCC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijqrm.v1i4.81

Abstract

The objective of this research is to describe how the teacher integrates technologies in blended learning and to analyze students’ perception and challenges in blended learning. The research was conducted in a private senior high school in Bandung and used a qualitative descriptive method. The data were collected through interview and questionnaire. The findings show that the teacher had already integrated technologies to run the process of teaching and learning in the new normal era as a replacement of a face to face learning due to Covid-19 pandemic. In the blended learning, the teacher integrated the variety of technologies in teaching-learning activities, namely zoom meeting and WhatsApp group chatting for the synchronous learning and she utilized google classroom, screencast o matic screen recorder, viva video editor, YouTube, and Quizizz the synchronous learning. The students perceived  blended learning positively and determined that it is it is one of the effective ways of teaching. The biggest challenge overcome by the teacher is more time needed to learn and adapt to this new situation where they must employ technology in our educational culture. For the students, the stability of internet connection also becomes major obstacle in blended learning. Apart from that, blended learning can be an option applied in the learning process in the current pandemic era.
An Analysis of Compound Words in The Novel “The Little Prince” Febriyanti, Aisyah; Meidi Kulsum, Eva
Gunung Djati Conference Series Vol. 63 (2026): The 11th Conference Series Learning Class: Religious and Social Humaniora
Publisher : UIN Sunan Gunung Djati Bandung

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

Abstract

This study aims to examine compound words in the novel The Little Prince, focusing on the classification of compound words into compound noun, compound adjective, compound verb, and compound adverb. The research employs a descriptive qualitative approach to analyze and categorize these compound words. The findings reveal that there are 28 compound words in the novel, consisting of 22 compound noun, 4 compound adjective, 1 compound verb, and 1 compound adverb. Based on the analysis, compound noun are found to be the most frequently used and dominant word type in the novel. This indicates that The Little Prince relies more heavily on compound nouns compared to other types of compound words
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.
EXAMINING RELATIONSHIPS AMONG CIPP COMPONENTS IN SENIOR HIGH SCHOOL ENGLISH CLASSES UNDER THE MERDEKA CURRICULUM Eva Meidi Kulsum; Revi Nur Ridwan; Ayang Winda Sri Widianingsih; Rina Mutiarawati; Astried Intan Aprilliana
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.110

Abstract

With the establishment of the Merdeka Curriculum, education in Indonesia is stepping into a new chapter, aiming to place students at the center of the learning process, encourage differentiated instruction, and strengthen essential 21st-century skills. Despite its promising vision, most existing studies focus mainly on descriptive accounts of policy implementation, offering little empirical evidence on how curriculum implementation relates to learning outcomes remains limited, particularly in senior high school English classes. This study addresses that gap by applying the CIPP evaluation model to explore the relationships among Context, Input, Process, and Product components. Using a mixed-methods approach, data were collected from students and teachers in four senior high schools in Kabupaten Bandung through a questionnaire and semi-structured interviews. The results indicate that, among the three components, process exhibits the strongest relationship with product, followed by input and context. Qualitative findings further indicated that effective classroom practices play a central role in supporting student learning. Overall, the results suggest that the successful implementation of the Merdeka Curriculum in English classes is closely related to supportive learning environments, adequate instructional resources, and well-managed teaching–learning processes.
Co-Authors Acep Yaspi Jamjami Agnia, Sabila Ahsanul Arifin, Riyadh Alfikri Hidayatullah Aliya Nurdayani Arifin, Riyadh Ahsanul Astried Intan Aprilliana Astuti, Riyanti Sri Aufanviga, Putra Aufanviga Azzahra, Windriani Lutfiah Bachrudin Musthafa Devi Indah Wulansari Devi Indah Wulansari Ervan Fauzan Ervan Fauzan Fajriati Prasetya Cahyaning Fitri Fauziah , Fani Febriyanti, Aisyah Fikra, Hidayatul Fitri , Fajriati Prasetya Cahyaning Fitriani Halimatus Sadiah, Alviani Hidayatullah, Al-Fikri Jihan Salma Mubarak Khodijah, Neng Siti Mayang Sari Nirmala Dewi Mimin Mintarsih Muhammad Fikri Taufik Mutiarawati, Rina Neng Siti Khodijah Nur’aeni Putri, Rizka Rahil R. Rahil Putri Al-Hamzah Rahadian , Achmad Rahma Sakina Revi Nur Ridwan Revi Nur Ridwan Revi Nur Ridwan Rina Mutiarawati Rina Mutiarawati Riyadh Ahsanul Arifin Sadiah, Alviani Halimatus Sakina, Rahma Siti Hardiani, Putri Siti Khofifah Sri Widianingsing, Ayang Winda Suloso, Luluk Wiji Asti Syaepul Uyun, Aip Tinanthy Rosse Santosa Wahyudin Darmalaksana Wawa Puja Prabawa Widianingsih, Ayang Winda Sri Widya, Dede Widya Wulansari, Devi Indah Yustika Nur Fajriah