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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris Lentera: Jurnal Ilmiah Kependidikan Jurnal Basicedu EDUKATIF : JURNAL ILMU PENDIDIKAN Edunesia : jurnal Ilmiah Pendidikan Pedagogy : Journal of English Language Teaching Journal of Social, Humanity, and Education AR-RIAYAH : Jurnal Pendidikan Dasar Edusia: Jurnal Ilmiah Pendidikan Asia Jurnal Basicedu Taawun: Jurnal Pengabdian kepada Masyarakat Journal of Linguistics and Social Sciences
Rohmatillah
Universitas Islam Negeri Raden Intan Lampung
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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An Analysis of English as a Foreign Language (EFL) Learners’ Problems in Speaking Skills Based on Their Perception at Senior High School Malik, Emylia; Rohmatillah, Rohmatillah; Rahmawati, Istiqomah Nur
Edunesia : Jurnal Ilmiah Pendidikan Vol. 6 No. 1 (2025)
Publisher : research, training and philanthropy institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v6i1.1106

Abstract

This study examines the factors contributing to speaking difficulties among EFL secondary school learners and offers teachers insights for effectively addressing these challenges. The study aims to augment pedagogical techniques to enhance speaking proficiency results. The study utilized a descriptive qualitative methodology, with 30 class XI students chosen to reflect varied experiences and viewpoints. Data has been collected via open-ended surveys and interviews, using thematic analysis to discern patterns and recurring themes. The results indicate that lacking confidence, restricted vocabulary, and an unsupportive classroom atmosphere substantially impede students' speaking skills. Furthermore, students identified the fear of errors and peer evaluation as significant obstacles. The research emphasizes effective measures for enhancement, including participation in English clubs, consistent practice, and cultivating a supportive teaching environment. These findings underscore the significance of customized instructional strategies and inclusive practices that foster an optimal learning environment. This research highlights the essential function of educators in enabling students to surmount speaking difficulties, enhance self-assurance, and improve communication abilities. By tackling these challenges, EFL learners can cultivate the proficiency required to excel in academic and practical environments.
Empowering Students' English Communication Skills Through Participatory Learning in Pesantren Istiqomah Nur Rahmawati; Nur Syamsiah; Rohmatillah; Nor Rochmatul Wachidah
TAAWUN Vol. 5 No. 02 (2025): TA'AWUN AUGUST 2025
Publisher : Pusat Penelitian Pengabdian Pada Masyarakat Sekolah Tinggi Ilmu Tarbiyah Al-Fattah Siman Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37850/taawun.v5i02.952

Abstract

This community service program aimed to enhance the English-speaking skills of students at Pondok Pesantren Tahfidzul Qur’an Al-Quds in Bandar Lampung through a Participatory Action Research (PAR) approach. Implemented over three months in three action cycles: Look, Think, and Act, the program involved students and pesantren administrators in all phases of contextual, theme-based learning drawn from students’ daily activities such as prayer routines, dormitory interactions, and Islamic value discussions. Evaluation results revealed a 17.2-point average increase between pre-test and post-test scores, alongside affective improvements such as confidence and active participation. Interviews and reflection sessions indicated tangible benefits, including the emergence of peer mentors and an engaging learning atmosphere. These findings affirm that integrating participatory methods with religious and contextual content meaningfully supports students’ speaking skill development in pesantren settings.
A Descriptive Study on Students’ Difficulties in Learning Vocabulary at the Eighth Grade of SMP Negeri 5 Natar Putri, Silvia Anisa; Rohmatillah, Rohmatillah; Kholid, M. Fikri Nugraha
Journal of Linguistics and Social Sciences Vol. 2 No. 2 (2024): Vol 2, No 2 (2024): Journal of Linguistics and Social Sciences
Publisher : Raden Intan State Islamic University of Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jlss.v2i2.24290

Abstract

Vocabulary is one of the components of mastering English as a foreign language. Before students study English skills, they should learn about vocabulary as the first step. Based on the preliminary research, showed that the students still faced difficulties in learning vocabulary namely not knowing the meaning of words, not knowing how to pronounce words, and the written words and how to pronounce the words are not the same. This research only focused on students' difficulties in learning vocabulary and factors that cause students' difficulties in learning vocabulary. Descriptive qualitative research design was employed in this research. Purposive sampling was used in this research. The eighth grade of E was taken as a sample because they had lower scores in vocabulary than other classes. The researcher used questionnaires and interviews to collect the data. The questionnaire was used to find out students’ difficulties in learning vocabulary and the interview was used to find out the factors that cause students’ difficulties in learning vocabulary. The three major phases of data analysis are data condensation, data display, and conclusion drawing. After analyzing the data, the results of the questionnaire showed that there were three difficulties for students in learning vocabulary. The difficulty faced by the students in learning vocabulary was the pronunciation, grammar, and meaning. Based on the students’ interviews, there are three difficulties factors in learning vocabulary. The difficulty factors faced by the students in learning vocabulary was students reluctant to open dictionaries, students less motivation, and students have difficulty concentrating
THE INFLUENCE OF MORPHOLOGICAL AWARENESS INSTRUCTION ON VOCABULARY DEVELOPMENT OF INDONESIAN ESL LEARNERS Waziana, Winia; Rohmatillah, Rohmatillah
Journal of Linguistics and Social Sciences Vol. 3 No. 1 (2025): Vol 3, No 1 (2025): Journal of Linguistics and Social Sciences
Publisher : Raden Intan State Islamic University of Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jlss.v3i1.26528

Abstract

This study investigates the influence of morphological awareness instruction on the vocabulary development of Indonesian ESL learners through a quasi-experimental design. It involved 60 participants divided into an experimental group that received explicit instruction about morphemes—prefixes, suffixes, and roots—and a control group following the conventional vocabulary curriculum. Statistical analyses, including normality tests, homogeneity tests, and t-tests, were employed to assess vocabulary gains. Results indicate a significant improvement in vocabulary scores for the experimental group (M = 78.5, SD = 5.4) compared to the control group (M = 67.2, SD = 6.1) with excellent statistical significance (p < 0.001). These findings suggest that explicit morphological awareness instruction significantly enhances vocabulary comprehension and retention among Indonesian ESL learners, providing insights into effective linguistic strategies that can enrich vocabulary development in language learning contexts
Beyond the Videos: A Narrative Inquiry Study of Student Engagement in a Flipped Classroom Suningsih, Sri; Rohmatillah, Rohmatillah
Journal of Linguistics and Social Sciences Vol. 3 No. 2 (2025): Vol 3, No 2 (2025): Journal of Linguistics and Social Sciences
Publisher : Raden Intan State Islamic University of Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/4gqzra25

Abstract

This study explores student engagement in a flipped classroom within the context of English as a Foreign Language (EFL) learning. Using a qualitative narrative inquiry approach, data were collected from semi-structured interviews and reflective journals of twenty undergraduate students at an Indonesian university. The analysis identified ten main themes: active participation, peer collaboration, teacher support, autonomy and control, emotional engagement, time management challenges, integration of technology, peer teaching, diversity of learning styles, and reflections on individual learning journeys. Findings show that the flipped classroom encouraged students to be more active, collaborate with peers, and take ownership of their learning. Teacher guidance and emotional connection also played a vital role in sustaining motivation. However, challenges such as time management and technological issues were reported. The study concludes that flipped classrooms can positively transform student engagement in EFL contexts when supported by proper guidance, technical resources, and strategies to address learning challenges.
Exemplary leadership practices in early childhood education in preparing the golden generations for Indonesia Usnul Umi Miftahurrohmah; Hasan Hariri; Riswanti Rini; Rohmatillah Rohmatillah
Journal of Social, Humanity, and Education Vol. 1 No. 4 (2021): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v1i4.529

Abstract

Purpose: This study aimed to investigate the ideal quality of inclusive early childhood education, an effective leadership style and five practices of exemplary leadership. Research methodology: This is a review article. The review process began with a search engine (Google Scholar) to search and review early childhood education and leadership articles. Results: The results suggest that it is important to hold quality inclusive early childhood educations since, in this level of education, six developmental areas are well stimulated. The key success of maintaining quality inclusive early childhood education is a collaboration among education parties (government, school, parents and community). A school needs a principal who can perform five exemplary leadership practices to help “Golden Indonesia 2045” become true. Limitations: First, the scope of articles reviewed is still very limited to the literature review in the Indonesian context. This and other limitations will be opportunities for further empirical studies about five practices of exemplary leadership in the Indonesian education area. Contribution: This study can be useful for the early childhood education level.
Co-Authors Agus Hidayat Agus Hidayat Agus Mahfudin Setiawan Bambang Irfani Devi Audina Pratama Devi Audina Pratama, Devi Audina Dian Reftyawati Elbalqis, Putri Evi Fitri Aglina Hariri, Hasan Idris Ahmad Rifai Istiqomah Nur Rahmawati Istiqomah Nur Rahmawati Kania Sausan Kholid, M. Fikri Nugraha M. Ridho Kholid M. Ridho Kholid, M. Ridho M. Sayid Wijaya Malik, Emylia Meisuri Mohammad Ridho Kholid Noka, Isara Abda Nor Rochmatul Wachidah Nunun Indrasari Nur Syamsiah Nur Syamsiah, Nur Nurul Hidayah NURUL HIDAYAH Putri Ayu Imayatul Utami Putri Elbalqis Putri, Silvia Anisa Riswanti Rini Sausan, Kania Septa Aryanika Suningsih, Sri Usnul Umi Miftahurrohmah Utami, Putri Ayu Imayatul Windi Kurniati Winia Waziana Yulan Puspita Rini