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All Journal Language Circle : Journal of Language and Literature The Indonesian Accounting Review JPM17: Jurnal Pengabdian Masyarakat EXPOSURE JOURNAL Esteem Journal of English Study Programme MABIS: Manajemen dan Bisnis Education and Human Development Journal Community Development Journal Child Education Journal Community Development Journal: Jurnal Pengabdian Masyarakat Belantika Pendidikan Indonesia Berdaya Nusantara: Jurnal Pendidikan Indonesia Wasana Nyata Journal International Inspire Education Technology (JIIET) Edukasia: Jurnal Pendidikan dan Pembelajaran English Language Teaching Methodology (ELTM) Jurnal Indonesia Sosial Sains Journal of Artificial Intelligence and Digital Business BARAKATI: Journal of Community Service SWAGATI: Journal of Community Service
Djuwari Djuwari
Universitas Nahdlatul Ulama Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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Understanding The Challenges Faced By Junior High School Students In Learning English Vocabulary From Listening Skill N.Z Uyun; N. Authar; T. Saputri; Djuwari Djuwari; S. Zaniar
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 2 (2026): Mei-Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i2.9148

Abstract

Listening skill is one of the most essential components in foreign language acquisition, particularly in supporting English vocabulary development among junior high school students. Through listening activities, students are expected to recognize pronunciation, understand word meaning, and connect spoken language with appropriate contexts. However, many students still experience difficulties in acquiring vocabulary through listening because spoken English often sounds different from its written form. This research aims to identify the main challenges faced by eighth-grade students in learning English vocabulary through listening skill. This study employed a qualitative case study design conducted at a junior high school in Surabaya. The data were collected through classroom observation, semi-structured interviews, and documentation. The participants involved eighth-grade students who had experienced listening-based vocabulary learning activities in English lessons. The data were analyzed descriptively by reducing, presenting, and interpreting the information obtained from the field. The findings show that students faced several challenges, including difficulty recognizing word pronunciation, inability to follow fast speech rates, limited vocabulary mastery, lack of contextual clues in audio materials, and low confidence during listening activities. Students also tended to depend on written texts and teacher explanations rather than using independent listening strategies. These problems affected their ability to understand new vocabulary from spoken input. The study suggests that teachers should apply more contextual and interactive listening activities, provide repeated exposure to audio materials, and use audio-visual technology to support students’ vocabulary learning. These strategies are expected to help students improve their listening comprehension and vocabulary acquisition more effectively.
THE INFLUENCE OF COMMUNICATIVE TEACHING STRATEGIES ON STUDENTS’ MOTIVATIONAL IN LEARNING ENGLISH AS A FOREIGN LANGUAGE Nor Weni Zulmi; Nailul Authar; Savira Zaniar; Djuwari Djuwari
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/c9gmxd47

Abstract

This study examines the impact of communicative teaching strategies on learners’ motivation in acquiring English as a foreign language. It seeks to analyze how interactive instructional practices such as role-play activities, group discussions, and game-based learning contribute to enhancing students’ engagement, classroom participation, self-confidence, and overall learning motivation. A qualitative research design was implemented, involving five private English learners with varying levels of proficiency and motivational backgrounds. Data were gathered through semi-structured interviews and classroom observations, and were analyzed thematically to identify recurring patterns related to learner motivation and classroom interaction. The findings indicate that communicative teaching strategies exert a positive effect on students’ motivational development, reflected in increased engagement, more active participation, improved self-confidence, enhanced speaking performance, and reduced language anxiety. Both intrinsic and extrinsic motivational dimensions were strengthened through meaningful communicative tasks, which encouraged learners to become more involved and enthusiastic in the learning process. These results suggest that interactive and student-centered classroom practices play a crucial role in fostering a supportive and motivating learning environment. The implications of this study are applicable to English language instruction, teacher professional development, curriculum design, and classroom management, particularly in efforts to create more dynamic and engaging learning settings. Furthermore, this research enriches the existing body of literature by offering detailed qualitative insights into learners’ lived experiences and small-group interaction dynamics, illustrating how specific communicative activities shape motivation, engagement, and participation in EFL learning contexts.
Understanding EFL Students' Reading Comprehension Experiences through Vocabulary Knowledge and Reading Motivation: A Systematic Literature Review Nadziroh Nadziroh; Nailul Authar; Savira Zaniar; Djuwari Djuwari; Tiyas Saputri
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 2 (2026): Mei-Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i2.10518

Abstract

This Systematic Literature Review (SLR) investigates how vocabulary knowledge and reading motivation shape English as a Foreign Language (EFL) reading comprehension experiences across secondary and tertiary education levels (Amirah & Wennyta, 2024). Adhering to the PRISMA guidelines, this review synthesizes 20 empirical studies published between 2015 and 2025 sourced from major international databases including Scopus, Web of Science, ERIC, Taylor & Francis, Springer, SAGE, Wiley, and Google Scholar (Amirah & Wennyta, 2024). The synthesis reveals that vocabulary knowledge provides a critical cognitive foundation, acting as a threshold-dependent predictor of text accessibility (Alfiani et al., 2024). Concurrently, reading motivation functions as the primary affective driving force that determines reading engagement and the deployment of self-regulated strategies (Lesiana et al., 2024). The integration of these variables indicates a reciprocal cognitive-affective interaction: rich lexical frameworks enhance task-specific self-efficacy, while high intrinsic motivation prompts sustained engagement with complex vocabulary (Alfiani et al., 2024). Conversely, limitations in these domains lead to cognitive fragmentation, vocabulary constraints, and reading anxiety (Nanda, 2020). This paper identifies critical research gaps, particularly regarding longitudinal moderation dynamics in rural and under-resourced learning environments (Amirah & Wennyta, 2024). It concludes with actionable implications for English Language Teaching (ELT) methodologies, promoting the adoption of balanced, strategy-based instructional designs (Nanda, 2020).
Co-Authors Afib Rulyansyah Agista Putri Setianingsih Ahmadah, Nur Hubba Aluisius Hery Pratono Amri Rasyid, Reizano Andini Hardiningrum Andini Hardiningrum Andini Hardiningrum, Andini Hardiningrum Aquariza, Novi Rahmania Authar, N. Authar, Nailul Ayu Chrestina, Devi Bambang Budiarto, Bambang Basuki, Edi Pujo Berda Asmara BERDA ASMARA Berda Asmara , Berda Asmara Budiana, Kartika M. Destita Shari Destita Shari Dewi Murdiawati Djumadi, Firman Rosjadi Esti Raihana Faela Nur Oktaviani Fifi Khoirul Fitriyah Gunasti Hudiwinarsih Hariadi, Sugeng Idfi Setyaningrum, Idfi Izahrotin Kurnia Devi Jauharotur Rihlah Jauharotur Rihlah Kartika Marta M Adrian Amien Anshari Maisarah Maisarah, Maisarah Marthlin Novten van Harling Meilina, Herlina Mintarti Ariani Muhammad Syaikhon Mujad Didien Afandi N. Authar N.Z Uyun Nadziroh Nadziroh Nailul Authar Nanang Rokhman Saleh Nor Weni Zulmi Nur Suci IMM Pila, Rowena A. Pramudita, Niken Ayu Putra, M.R. Putri Rahmadani, Nabila Putri, Ni Made Ardita Arya Putri, Tarisa Adelia Rahmadani, Nabila Putri Rahmanita, Meiga Rajamin, Irza Meingindra Putri Rizqi Febrian Pramudita Rofiatun Solekha S. Zaniar Saputri, T. Savira Zaniar Silvi Nur Hidayati Sunanto Sunanto Sundari, Made Siti Supriyati . Suroyo Suroyo Susanto, Fajar Annas Susetyo, Sasongko Budi Syaikhon, Mochammad T. Saputri Tatik Suryani Tiyas Saputri Ulayra Nurul Hazizah, Ulayra Nurul Hazizah Zaniar, S. Ziyada Wulan Wulidha