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All Journal Jurnal Didascein Bahasa Indonesian Journal of Educational Research (IJER) English Community Journal UICELL Conference Proceeding Wiralodra English Journal (WEJ) PROJECT (Professional Journal of English Education) ENGLISH FRANCA : Academic Journal of English Language and Education The Art of Teaching English as a Foreign Language (TATEFL) Journal of English Language and Education Jurnal Pengabdian kepada Masyarakat Bina Darma LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Ridha Ilma, Ridha
Tridinanti University
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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The Correlation Between Students’ Motivation and Their Speaking Achievement Annisa, Rizka; Ilma, Ridha; Sartika, Eka
PROJECT (Professional Journal of English Education) Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, JANUARY 2025
Publisher : IKIP Siliwangi

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Abstract

Speaking is a vital skill in language learning, and a student's motivation significantly influences their willingness and ability to improve their speaking Achievement. This study aimed to determine the significant correlation and influence of students' motivation on their speaking achievement. A quantitative research approach with a correlation design was employed. The population consisted of 246 eleventh-grade students at a private high school in Palembang. The researchers used a cluster random sampling technique to select the sample. Data were collected using the Attitude/Motivation Test Battery (AMTB) questionnaire and a speaking test. The results showed no statistically significant correlation between students' motivation and their speaking achievement, as the obtained correlation coefficient (r-obtained) of 0.106 was lower than the critical value (r-table) of 0.339. Additionally, the two-tailed significance level was .550, indicating that the p-value (.550) exceeded the threshold of .005. Therefore, the null hypothesis (H01) was accepted.
Difficulties in Learning English Speaking of Senior High School Students Jannah, Miftahul; Ilma, Ridha; Yani, Ahmad
IJER (Indonesian Journal of Educational Research) Vol. 8 No. 3 (2023): IJER Special Edition: The 3rd International Conference on Education (Icon 2023)
Publisher : Universitas Islam Negeri (UIN) Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/ijer.v8i3.299

Abstract

The acquisition of speaking proficiency continues to be a significant challenge for a majority of individuals learning the English language. There are various factors that can contribute to students having difficulty speaking in English. The purpose of this research was to find out the students’ problems in learning English speaking skills. A qualitative descriptive method was the design of the study. Two students of the eleventh grade of one of Islamic senior high school in Palembang became the subject of the study, and interview was the instrument to collect the data. The results showed that students’ difficulties consisted of linguistic problem such as lack of grammar mastery, lack of pronunciation mastery and lack of vocabulary mastery, and psychological problem such as fear of making mistake, feeling shy, feeling anxious, lack of confidence and lack of motivation.
The Implementation of Prediction Strategy to Improve Student’s Reading Comprehension Utama, Ade Putra; Ilma, Ridha; Husnaini
PROJECT (Professional Journal of English Education) Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, JULY 2025
Publisher : IKIP Siliwangi

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Abstract

The purpose of this study was to investigate the effects of the Prediction Strategy on the reading comprehension of 40 students at one of Tahfizh Islamic Boarding School in Palembang. Using a nonequivalent group pretest-posttest design, the study used a quasi-experimental design. The Prediction Strategy was taught to the experimental group, and the lecture method was taught to the control group. Multiple-choice questions from pretests and posttests were used to gather the data. The results showed that after learning the Prediction Strategy, the experimental group's reading comprehension greatly increased. The experimental group's mean score skyrocketed from 71.25 to 83.00, whereas the control group's score grew from 75.38 to 80.12. The experimental group's improvement was statistically significant, according to the paired sample t-test (p-value = 0.000). However, the independent sample t-test revealed no significant difference between the two groups' posttest results (p-value = 0.469). The findings demonstrated that the Prediction Strategy helped students. The results showed that the Prediction Strategy was helpful in improving students' reading comprehension skills. As an alternative to teaching reading comprehension, the Prediction Strategy is advised.
The Role of Non-Verbal Communication in Teaching English Speaking Skills: Students’ Voices Ferginan, Yerico; Ilma, Ridha; Desvitasari, Deta
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.12670

Abstract

The purpose of this study was to determine the various forms of nonverbal communication employed by English teachers of a private senior high school in Palembang and their role in teaching speaking skills. This study employed a qualitative approach with observation and interview became the instruments to collect the data. The participants consisted of six eleventh-grade students who were selected based on the variation of their speaking ability: two students with high, two with medium, and two with low ability. The researchers applied thematic analysis  that identified and interpreted patterns in data sets. The results showed that teachers used four primary forms of nonverbal communication: body posture (open, erect), hand gestures (active, illustrative, highlighting vital themes), eye contact (long, short), and facial expressions (smiling, joyful). This nonverbal communication played a role in increasing students' confidence, motivation, understanding, and interest in speaking English. Friendly facial expressions and illustrative hand gestures increased students' confidence, while cheerful facial expressions and hand gestures that emphasized important points enhanced learning motivation. Brief eye contact, open posture, and illustrative hand gestures helped improve comprehension. In addition, upright and relaxed posture and active hand gestures also contributed to increasing students' interest in learning. In short, English teachers needed to effectively employ nonverbal communication to provide a supportive and engaging learning environment.
STUDENTS’ VOCABULARY MASTERY AND THEIR READING COMPREHENSION Lestiana, Siti; Ilma, Ridha; Saputra, Eko
English Community Journal Vol 9, No 1 (2025): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v9i1.6757

Abstract

Vocabulary mastery is one of the important components of language to learn. This study investigated the correlation between vocabulary mastery and reading comprehension and the influence of vocabulary mastery and reading comprehension. A total of the sample in this study was 105 students from eighth grade students. Vocabulary mastery test and reading comprehension test were the instruments to collect the data. The descriptive statistics and Pearson Product Moment correlation coefficient were used to analyze the data in this study. The findings of this study showed that there was a significant correlation (r = 0.243) was higher than r-table (.190). Then, the level of probability (p) significance (sig.2-tailed) was 0.013 was lower than 0.05. Thus, there was a significant correlation between the students’ vocabulary mastery and their reading comprehension. From the results of regression analysis with a degree of significance of 0.013 showed that there was an influence of the vocabulary mastery on the reading comprehension of 5.9%.it could be concluded that mastery of student vocabulary was an important factor in achieving student reading comprehension. 
The Correlation between Socioeconomic Status and Reading Proficiency of English Education Students Oktariani, Meriska; Warna, Dewi; Ilma, Ridha
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.946

Abstract

Socioeconomic status (SES) is often assumed to influence students’ academic achievement, including reading proficiency. However, students from higher socioeconomic backgrounds may still struggle with reading performance. This study aimed to examine the correlation between SES and reading proficiency among sixth-semester students in the English Education Study Program at UIN Raden Fatah Palembang. A quantitative correlational method was employed, using an SES questionnaire and a TOEFL-based reading proficiency test. The results showed that most participants came from middle-class families, yet their reading proficiency was generally low. Statistical analysis revealed no significant correlation between SES and reading proficiency (r = -0.18, p = 0.857). These findings suggest that SES alone may not adequately predict students’ reading performance, highlighting the importance of other factors such as reading motivation, metacognitive awareness, and academic support.
WRITING RECOUNT TEXT IN THE EFL CLASSROOM: AN ANALYSIS OF STUDENTS’ COMMON DIFFICULTIES Siska, Ayu; Ilma, Ridha; Desvitasari, Deta
Wiralodra English Journal (WEJ) 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.
THE EFFECT OF DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY ON STUDENTS' READING COMPREHENSION DEWI, JUITA SARI PUSPITA; ASTRID, ANNISA; ILMA, RIDHA
Linguists : Journal of Linguistics and Language Teaching Vol 9, No 1 (2023): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v9i1.3881

Abstract

The study aimed to investigate the notable impact of the Directed Reading Thinking Activity (DRTA) approach on the students' reading comprehension. The study was carried out at MAN 2, Palembang. The present study employed a quasi-experimental design utilizing quantitative research methodology. The researchers employed the convenience sampling method to gather data. The data were obtained via a reading comprehension test administered to students in the two classes, experimental and control. The study's findings examining the impact of implementing DRTA before and after utilizing a paired sample t-test indicate that the calculated T value of 27.797 exceeds the t-table value of 3.030. Thus, implementing the DRTA approach enhanced the students' reading comprehension in the experimental group. An independent sample t-test was conducted to examine the outcomes of the disparity between individuals who utilized the Directed Reading- Thinking Activity (DRTA) and those who did not. The findings showed that notable disparities in reading comprehension existed among students who received instruction via DRTA and those who did not. The DRTA technique offers advantageous outcomes for students as it fosters active and critical reading practices. Students enrolled in reading courses that engage in prediction and active reading demonstrates a proactive approach to learning, effectively harnessing their cognitive abilities to acquire knowledge on unfamiliar subjects. Furthermore, DRTA mandates that students maintain a record of their understanding of the text while reading.
Voices Unheard: Teachers' Perspectives on Students' Speaking Challenges in the Classroom Harmawati, Fifi; Ilma, Ridha; Amrina, Rizqy Dwi
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 2 (2024): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i2.895

Abstract

This qualitative study examines the challenges that students at a private Islamic junior high school in Palembang encounter when learning to speak, with an emphasis on the viewpoints of the teachers. Data collection involved structured interviews and classroom observations to gather insights into students' challenges. Participants included teachers and students selected through purposeful sampling. Thematic analysis was employed to analyze the data, revealing themes such as students' fear of making mistakes, difficulty in language comprehension, and the use of native language in learning. The importance of fostering a positive and inclusive learning atmosphere where students feel comfortable taking linguistic risks and expressing themselves freely is emphasized in the conclusion. Strategies such as providing targeted instruction in phonetics and vocabulary, and balancing the use of the native language to support English language acquisition, are essential. This research contributes to understanding the complexities of language learning and provides insights for educators to enhance students' speaking skills effectively
Implementing Emancipated Curriculum in English Language Learning: Teachers’ Perspectives Albar, Muhammad Alqowiy; Ilma, Ridha; Okta Sukma, Fitri Alya
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.13440

Abstract

This study explored teachers' perceptions of implementing the Emancipated Curriculum in English language learning at a private junior high school in Palembang. A qualitative case study design was used, involving two English teachers selected through total sampling. Data were collected through semi-structured interviews focusing on indicators such as teachers' views on the curriculum's implementation, benefits, and limitations. The data were transcribed and analyzed thematically to identify patterns and categories related to teachers' experiences. To ensure accuracy, member checking was conducted by sharing transcripts and findings with participants for validation. The results showed that teachers perceived the curriculum positively for its flexibility, student-centered approach, and opportunities for creative instruction. Project-based and differentiated learning were considered effective in encouraging student engagement and autonomy. However, teachers faced challenges, including limited training, reduced English teaching hours, and difficulties accessing relevant learning materials. These findings suggest that the successful implementation of the Emancipated Curriculum depends on strong institutional support, ongoing professional development, and sufficient resources to help teachers apply innovative approaches effectively.
Co-Authors ahmad yani Albar, Muhammad Alqowiy Amrina, Rizqy Dwi Annisa Astrid Dalilan Dalilan Deta Desvitasari Dewi Warna DEWI, JUITA SARI PUSPITA Eka Sartika, Eka Eko Saputra Ferginan, Yerico Hariana Amalia, Hariana Harmawati, Fifi Husnaini husnaini, husnaini Jenny Elvinna Manurung, Jenny Elvinna Lestiana, Siti Manalulaili, Manalulaili Maskana, Nurul Miftahul Jannah Nita Ria, Nita Noviani, Imelda Okta Sukma, Fitri Alya Oktariani, Meriska Rizka Annisa Saputri, Nur Kholiza Eka Shynta Amalia Siska, Ayu Utama, Ade Putra