Articles
<![CDATA[English Teacher’s Difficulties in Teaching Vocabulary to Students with Learning Disabilities ]]>
<![CDATA[Ulvha Dwi Lestari]]>;
<![CDATA[Dian Erlina]]>;
<![CDATA[Eko Saputra]]>
<![CDATA[ Linguists : Journal Of Linguistics and Language Teaching Vol 8, No 1 (2022): JULY ]]>
Publisher : <![CDATA[Islamic State Institute of Bengkulu (IAIN) Bengkulu ]]>
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DOI: 10.29300/ling.v8i1.6902
<![CDATA[This study investigated teachers' difficulties in teaching English vocabulary to students with learning disabilities and how they overcame the situation at SLB C Karya Ibu Palembang. The researchers used qualitative research with a case study method. This study was conducted at SLB C Karya Ibu Palembang. Purposeful sampling was employed in selecting the English teacher, with the criteria that the subject had an educational background from a particular school and had taught students with a learning disability who has more qualified in learning. In collecting data, the researchers used semi-structured interviews. The data were analyzed by using the thematic analysis technique. The result of the study showed that the teacher at SLB C Karya Ibu Palembang had difficulties teaching English vocabulary to students with a learning disability and some strategies to deal with the problem, such as asking the students to remember English vocabulary, attracting the attention of students, controlling pronunciation of students, managing the learning time, and finding proper strategies.]]>
<![CDATA[TEACHER PERCEPTIONS ON THE USE OF QUIPPER SCHOOL APPLICATION IN TEACHING READING ]]>
<![CDATA[Shasha Gunawan]]>;
<![CDATA[Dian Erlina]]>;
<![CDATA[Eko Saputra]]>
<![CDATA[ Journal of Research on Language Education VOL 4, NO 1 (2023) ]]>
Publisher : <![CDATA[Universitas Teknokrat Indonesia ]]>
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DOI: 10.33365/jorle.v4i1.2159
<![CDATA[This study was focus on the teacher perceptions on the use of quipper school in teaching English reading. The study was conducted at SMA N 1 Kayu Agung. There were two English teachers who became the sample for this study. The aim of this study was to answer this following question; How were the teachers perceptions using quipper school application in teaching reading at SMA N 1 Kayuagung? A qualitative study was used for this study. Based on the result of this study, the English teacher assumed that Quipper School application is very helpful for teaching English reading. However, the researcher hope that the next study can conduct a deepen study on the students’ perception in leaning English reading using Quipper school.]]>
<![CDATA[Teacher’s Strategies In Teaching English Speaking At MAN 2 Palembang ]]>
<![CDATA[Eko Saputra]]>;
<![CDATA[Dian Erlina]]>;
<![CDATA[Syanin Dita]]>
<![CDATA[ Linguists : Journal Of Linguistics and Language Teaching Vol 9, No 1 (2023): JULY ]]>
Publisher : <![CDATA[Islamic State Institute of Bengkulu (IAIN) Bengkulu ]]>
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DOI: 10.29300/ling.v9i1.10671
<![CDATA[The purpose of this study was to determine how a teacher at MAN 2 Palembang taught English to a bilingual class of tenth-graders. Case study qualitative research was used as the research design for this study. The researchers used interviews to gather in-depth information about the English teacher's instructional strategies. The participant was one of the English teachers at MAN 2 Palembang and was selected using a sampling technique known as purposive sampling. The researchers used thematic analysis to analyze the data in order to obtain information about the difficulties in teaching speaking skills at MAN 2 Palembang. The findings revealed that there were three strategies used by the teacher in teaching English: (1) the teacher used a combination of role plays and storytelling; (2) the teacher used a combination of brainstorming, group discussion, and oral presentation; and (3) the teacher used ice-breaking and conversation for teaching English. The teacher utilized the technique because it is straightforward and based on a manual. The teacher also utilized additional methods. It could be concluded that the majority of students enjoy the teacher's strategies.]]>
<![CDATA[Introducing Culture in EFL Class: The Junior High School Teachers’ Awareness ]]>
<![CDATA[Annisa Astrid]]>;
<![CDATA[Fitri Alya Okta Sukma]]>;
<![CDATA[Eko Saputra]]>;
<![CDATA[Muhamad Chalik Chairuman]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v11i2.4157
<![CDATA[The integration of culture into language teaching, particularly in the English as a Foreign Language (EFL) class, is widely regarded as an essential aspect of English teaching. The objective of this study is to explore the 7th-grade teachers’ awareness of Junior High school on introducing culture in EFL class. The research employed a quantitative survey in 26 junior high schools located in Palembang, South Sumatra. The data were collected from 115 English teachers who responded to a set of questionnaire items. Subsequently, the data underwent analysis by the use of descriptive statistics. The findings revealed that English teachers at the seventh-grade level are aware of incorporating cultural components within the context of English language teaching. To begin with, it is evident that the teachers possess a comprehensive understanding of the significance of culture and context in interpreting meaning. Furthermore, the teachers have a fundamental experience of the significance of being able to analyze and contrast cultures concerning their shared characteristics and distinctions. Thirdly, the teachers widely acknowledge that cultural learning has a predominantly positive influence within the English classroom. In the realm of English teaching, the teachers have a consensus regarding the significance of incorporating cultural learning activities into the classroom setting. Ultimately, junior high school English teachers exhibit a predominantly favorable disposition towards the significance of including cultural learning activities inside the English instructional setting]]>
<![CDATA[Introducing Culture in EFL Class: The Junior High School Teachers’ Awareness ]]>
<![CDATA[Annisa Astrid]]>;
<![CDATA[Fitri Alya Okta Sukma]]>;
<![CDATA[Eko Saputra]]>;
<![CDATA[Muhamad Chalik Chairuman]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v11i2.4157
<![CDATA[The integration of culture into language teaching, particularly in the English as a Foreign Language (EFL) class, is widely regarded as an essential aspect of English teaching. The objective of this study is to explore the 7th-grade teachers’ awareness of Junior High school on introducing culture in EFL class. The research employed a quantitative survey in 26 junior high schools located in Palembang, South Sumatra. The data were collected from 115 English teachers who responded to a set of questionnaire items. Subsequently, the data underwent analysis by the use of descriptive statistics. The findings revealed that English teachers at the seventh-grade level are aware of incorporating cultural components within the context of English language teaching. To begin with, it is evident that the teachers possess a comprehensive understanding of the significance of culture and context in interpreting meaning. Furthermore, the teachers have a fundamental experience of the significance of being able to analyze and contrast cultures concerning their shared characteristics and distinctions. Thirdly, the teachers widely acknowledge that cultural learning has a predominantly positive influence within the English classroom. In the realm of English teaching, the teachers have a consensus regarding the significance of incorporating cultural learning activities into the classroom setting. Ultimately, junior high school English teachers exhibit a predominantly favorable disposition towards the significance of including cultural learning activities inside the English instructional setting]]>
<![CDATA[Penyuluhan Literasi Media: Pencegahan Hoax di Media Sosial kepada Masyarakat Desa Cinta Manis lama, Banyuasin 1 Sumatera Selatan ]]>
<![CDATA[Eko Saputra]]>;
<![CDATA[Vivin Noor Azizah]]>;
<![CDATA[Silvia Ananta]]>;
<![CDATA[Chalistha Alfitri Ramadani]]>
<![CDATA[ Aksi Kita: Jurnal Pengabdian kepada Masyarakat Vol. 2 No. 3 (2026): MEI-JUNI ]]>
Publisher : <![CDATA[Indo Publishing ]]>
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DOI: 10.63822/tn0zsw33
<![CDATA[Perkembangan media sosial dan teknologi komunikasi mempermudah penyebaran informasi, namun juga meningkatkan potensi penipuan berbasis hoaks. Masyarakat desa menjadi kelompok rentan akibat rendahnya literasi media dan kemampuan verifikasi informasi. Kegiatan Kuliah Kerja Nyata (KKN) Rekognisi ini dilaksanakan di Desa Cinta Manis Lama, Kecamatan Banyuasin I, Sumatera Selatan, yang masih menghadapi maraknya hoaks dan penyalahgunaan data pribadi. Kegiatan ini bertujuan meningkatkan pemahaman masyarakat dalam memilah, memverifikasi, dan menyikapi informasi secara bijak. Metode yang digunakan adalah pendekatan partisipatif melalui program Literasi, Edukasi, dan Sosialisasi Terpadu (LEST), meliputi penyuluhan literasi media, edukasi etika informasi, dan diskusi interaktif. Hasil menunjukkan adanya peningkatan kesadaran masyarakat terhadap penipuan di media sosial serta kemampuan mengenali ciri-ciri hoaks. Selain itu, terjadi perubahan sikap menjadi lebih kritis dan selektif dalam menerima serta menyebarkan informasi.]]>
<![CDATA[Unpacking the Conscientiousness–Reading Achievement Relationship Among Junior High School Learners ]]>
<![CDATA[Mirna Anggun]]>;
<![CDATA[Renny Kurniasari]]>;
<![CDATA[Eko Saputra]]>
<![CDATA[ Journal of English Education Vol. 4 No. 1 (2026): Journal of English Education ]]>
Publisher : <![CDATA[CV. Doki Course and Training ]]>
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DOI: 10.61994/jee.v4i1.1927
<![CDATA[This research aimed at (i) examining the correlation between conscientiousness personality traits and reading comprehension achievement among students; (ii) investigating the extent to which conscientiousness contributes to reading comprehension achievement. This quantitative research applied a correlational design involving 60 students selected through criterion sampling based on their dominant conscientiousness trait. Data were collected through a conscientiousness questionnaire adapted from Goldberg (1992) and a multiple-choice reading comprehension test covering narrative and recount texts, both of which were tested for validity and reliability prior to the study. The data were analyzed using the Pearson product-moment correlation and simple linear regression. The results indicated that (i) there was a significant positive correlation between conscientiousness and reading comprehension achievement (r = 0.364; p < 0.05) which was categorized as moderate; (ii) conscientiousness contributed 11.8% to reading comprehension achievement, showing a significant yet relatively small effect with other factors likely playing a greater role. In conclusion, the findings emphasize the importance of fostering the six facets of conscientiousness identified by Costa and McCrae competence, order, dutifulness, achievement striving, self-discipline, and deliberation as key personal attributes that can support the improvement of students’ reading comprehension skills.]]>
<![CDATA[Pengembangan Kreativitas Remaja Masjid Dalam Meningkatkan Spirit Keislaman ]]>
<![CDATA[M. Rafli Ihsan]]>;
<![CDATA[M. Zaki Harahap]]>;
<![CDATA[Rangga Prasetio]]>;
<![CDATA[Eko Saputra]]>
<![CDATA[ NuCSJo : Nusantara Community Service Journal Vol. 2 No. 4 (2026) ]]>
Publisher : <![CDATA[Lembaga Penelitian Dan Publikasi Ilmiah (lppi) Yayasan Almahmudi Bin Dahlan ]]>
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DOI: 10.70437/nucsjo.v2i4.356
<![CDATA[Kegiatan Kuliah Kerja Nyata (KKN) Rekognisi merupakan bentuk pengabdian kepada masyarakat yang bertujuan meningkatkan peran mahasiswa dalam pengembangan potensi masyarakat. Salah satu permasalahan yang ditemukan adalah kurangnya kreativitas dan partisipasi remaja masjid dalam kegiatan keagamaan sehingga berdampak pada menurunnya semangat atau spirit keislaman. Penelitian ini bertujuan untuk mengembangkan kreativitas remaja masjid dalam meningkatkan spirit keislaman melalui berbagai program kegiatan edukatif dan religius. Metode yang digunakan meliputi pendekatan pendidikan masyarakat, pelatihan, serta pendampingan kegiatan keagamaan seperti kelas tahfiz, pengajian Al-Qur’an, kegiatan seni Islami, dan praktik ibadah. Hasil kegiatan menunjukkan adanya peningkatan partisipasi remaja dalam kegiatan masjid, meningkatnya kreativitas dalam kegiatan Islami, serta bertambahnya pemahaman keagamaan pada anak-anak dan remaja. Dengan demikian, program KKN ini mampu memberikan dampak positif dalam menumbuhkan semangat keislaman serta memperkuat peran remaja dalam memakmurkan masjid.]]>
<![CDATA[Pengembangan Kreativitas Remaja Masjid Dalam Meningkatkan Spirit Keislaman ]]>
<![CDATA[M. Rafli Ihsan]]>;
<![CDATA[M. Zaki Harahap]]>;
<![CDATA[Rangga Prasetio]]>;
<![CDATA[Eko Saputra]]>
<![CDATA[ NuCSJo : Nusantara Community Service Journal Vol. 2 No. 4 (2026) ]]>
Publisher : <![CDATA[Lembaga Penelitian Dan Publikasi Ilmiah (lppi) Yayasan Almahmudi Bin Dahlan ]]>
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DOI: 10.70437/nucsjo.v2i4.363
<![CDATA[Kegiatan Kuliah Kerja Nyata (KKN) Rekognisi merupakan bentuk pengabdian kepada masyarakat yang bertujuan meningkatkan peran mahasiswa dalam pengembangan potensi masyarakat. Salah satu permasalahan yang ditemukan adalah kurangnya kreativitas dan partisipasi remaja masjid dalam kegiatan keagamaan sehingga berdampak pada menurunnya semangat atau spirit keislaman. Kegiatan ini bertujuan untuk mengembangkan kreativitas remaja masjid dalam meningkatkan spirit keislaman melalui berbagai program kegiatan edukatif dan religius. Metode yang digunakan meliputi pendekatan pendidikan masyarakat, pelatihan, serta pendampingan kegiatan keagamaan seperti kelas tahfiz, pengajian Al-Qur’an, kegiatan seni Islami, dan praktik ibadah. Hasil kegiatan menunjukkan adanya peningkatan partisipasi remaja dalam kegiatan masjid, meningkatnya kreativitas dalam kegiatan Islami, serta bertambahnya pemahaman keagamaan pada anak-anak dan remaja. Dengan demikian, program KKN ini mampu memberikan dampak positif dalam menumbuhkan semangat keislaman serta memperkuat peran remaja dalam memakmurkan masjid.]]>
<![CDATA[Teachers’ Challenges in Teaching Reading Comprehension at Islamic Junior High School ]]>
<![CDATA[Ridwan Hidayat]]>;
<![CDATA[Ridha Ilma]]>;
<![CDATA[Eko Saputra]]>
<![CDATA[ Didascein : Journal of English Education Vol 5 No 1 (2024): March Issue ]]>
Publisher : <![CDATA[Program Pendidikan Bahasa Inggris Universitas Tridinanti ]]>
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DOI: 10.52333/djoee.v5i1.468
<![CDATA[There are many challenges teachers must go through in terms of developing reading comprehension and the benefits can be seen after the teacher implements them, education stakeholders. This study used a qualitative study with a case study research approach to identify teacher challenges in teaching reading comprehension. There were two English teachers from one of the Islamic junior high schools in Palembang which was chosen as the sample by using purposive sampling and the interview was the instrument to collect the data. Thematic analysis was used to analyze the data. The results showed that teachers faced several challenges in teaching reading comprehension, such as (1) challenges in teaching, (2) teaching method, (3) lack of understanding, (4) assessing students' abilities, (5) Students' lack of vocabulary mastery, (6) students' boredom, (7) mother tongue interference. It was hoped that English teachers might help students comprehend the meaning of a given text and choose reading materials that suit their reading level and interests.]]>
