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All Journal Ta´dib Conciencia Edukasi: Jurnal Pendidikan dan Pengajaran IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian Journal of Educational Research (IJER) IRJE (Indonesian Research Journal in Education) Wiralodra English Journal (WEJ) ACITYA Journal of Teaching & Education PROJECT (Professional Journal of English Education) Language and Education Journal ENGLISH FRANCA : Academic Journal of English Language and Education Jadila: Journal of Development and Innovation in Language and Literature Education Jurnal Pengabdian kepada Masyarakat Bina Darma JELT (Jambi-English Language Teaching) International Journal of Innovation and Education Research The Journal of English Literacy Education Genta Mulia
Deta Desvitasari
Universitas Islam Negeri Raden Fatah Palembang
Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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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.  
WRITING RECOUNT TEXT IN THE EFL CLASSROOM: AN ANALYSIS OF STUDENTS’ COMMON DIFFICULTIES Ayu Siska; Ridha Ilma; 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.v9i2.461

Abstract

Writing serves as a fundamental medium for expressing ideas, emotions, and opinions through language. This study investigated the difficulties encountered by eighth-grade students at one of the Islamic junior high schools in Palembang in writing recount text. Employing a qualitative research approach, six students were selected through homogeneous sampling. Data were collected through interviews and analyzed using thematic analysis. The findings revealed five major areas of difficulty such as lack of ideas for content, poor abilities in organizing the structure of recount text, lack of vocabulary, lack of grammar mastery, and lack of mechanical skills. These results are intended to inform English teachers about the specific challenges students face in writing recount text, enabling them to implement more targeted instructional strategies. Additionally, the study suggests instructional strategies to address these challenges. The insights gained from this research are expected to contribute to the improvement of writing instruction in English language classrooms, especially for students at the junior high school level.
TEACHER’S QUESTIONING STRATEGIES DURING THE ENGLISH CLASSROOM INTERACTION Nabila Sri Agustina; Ridha Ilma; Deta Desvitasari
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 11 No. 2 (2024): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v11i2.41

Abstract

Interaction is a crucial component of interactive learning, and teachers often use questions to foster meaningful engagement. This study investigates the questioning strategies employed by an 8th-grade English teacher at one of Palembang's Islamic Junior High Schools. The study used one teacher at that school as a participant due to the focus on gaining a deep, detailed understanding of the questioning strategies employed in a specific classroom context. Using a qualitative case study design, data were collected through non-participant classroom observations and semi-structured interviews. Observations documented the teacher's questioning techniques in various instructional scenarios, while interviews explored their intentions and perspectives. Thematic analysis was used to analyse the data to achieve patterns and to categorize the types of questions. The finding revealed the teacher's three main questioning strategies: procedural, convergent, and divergent. Convergent questions, which required brief or yes/no responses, were the most frequently used, while procedural and divergent questions appeared less often. The teacher employed these strategies to maintain student interest, encourage critical thinking, focus on lesson content, assess understanding, clarify responses, and promote participation. These results emphasize the importance of questioning in fostering classroom interaction and provide valuable insights for enhancing teaching practices.
LECTURERS’ PERCEPTIONS OF ETHICAL ISSUES RELATED TO THE INTEGRATION OF AI TOOLS INTO WRITING ACTIVITIES: A MULTIPLE CASE STUDY Annisa Astrid; Deta Desvitasari; Muhamad Chalik Chairuman; M. Raditya Ramadhani Dirgantara; Fatimah Azzahra
Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v10i2.353

Abstract

This study explores English writing lecturers' perspectives on ethical concerns related to the incorporation of Artificial Intelligence (AI) tools in writing activities for English Department students. A qualitative multiple-case study approach was utilized. The instrument used was semi-structured interviews. The subjects of the study were 12 academics from four colleges with differing accreditation levels who were drawn using purposive sampling. Thematic analysis identified six principal ethical concerns: (1) The imperative to have an ethical attitude; 2) The concerns about privacy and data security threats; 3) The emergence of potential gaps among students; 4) The degradation of academic integrity; 5) The obligation of academic responsibility; and 6) The need for regulations and guidelines for AI use. Lecturers typically endorse AI integration to facilitate idea development and pre-writing tasks; however, they emphasize the necessity of restricting its use to maintain originality, critical thinking, and student accountability. The results underscore the pressing necessity for explicit institutional policies, ethical AI literacy, equitable access, and strategies that reconcile technology advantages with the development of autonomous writing skills. This research provides insights for the development of AI-enhanced writing education that conforms to ethical, pedagogical, and institutional concerns.  
HOW READING MATURITY INFLUENCES READING COMPREHENSION ACHIEVEMENT Robby Rahmad; Ridha Ilma; Deta Desvitasari
Jurnal Genta Mulia Vol. 15 No. 1 (2024): JURNAL GENTA MULIA
Publisher : LPPM Universitas Cipta Mandiri

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

Abstract

One of the most crucial abilities that kids need to develop is reading. Because reading maturity is the achievement of reading abilities and information, having high reading maturity can benefit kids in reading. Thus, utilizing cluster random sampling procedures, this researchers examined the relationship and impact of reading maturity and reading comprehension achievement on a sample of 105 students enrolled in the tenth grade. The reading maturity questionnaire and the reading comprehension accomplishment test were employed in this study, and regression analysis and the analysis employed the Pearson Product Moment correlation coefficient. As a result, the r-value was greater (0.243 > 0.168) than the r-table for df=94. Similar to this, the significance level (p) (sig.2-tailed) was 0.017, less than 0.05 (0.017 < 0.05). It was determined that there was a considerable positive association and influence between reading comprehension achievement and reading maturity.
Co-Authors Aghor Aqdam AISYAH SHAHAB ALMIRAH MEIDA RISFINA Amalia Hasanah Amalia Hasanah Amrina, Rizqy Dwi ANISSA ASTRID Annisa Astrid Arrofiq, Ahmad Latif Ayu Siska Dessi Angreini Dian Erlina Eko Saputra Fatimah Azzahra Ferginan, Yerico Hariana Amalia, Hariana Hasanah, Amalia Heru Saputra husnaini, husnaini Kasinyo Harto M. Raditya Ramadhani Dirgantara Meshy Berliana Fathonah Meyshen Meyriza Meyshen Meyriza Muhamad Chalik Chairuman Nabila Febiola Nabila Sri Agustina Ridha Ilma Ridha Ilma Ridha Ilma, Ridha Riska Amanda Rizkie Mauly Audina Rizqy Dwi Amrina Robby Rahmad Sabrina, Alra Shalehuddin Al Ayubi Shynta Amalia Solihin, Aminus UCI FITRIANI Wulandahri, Desti Yuliana Yuliana