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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Cetta: Jurnal Ilmu Pendidikan Journal La Edusci JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Journal of Linguistics and Social Sciences
M. Ridho Kholid, M. Ridho
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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English Teacher’s Figurative Language in Classroom Teaching Process Utami, Helaza Putri; Kholid, M. Ridho
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.v2i2.23947

Abstract

This study aims to analyze the teachers' use of figurative language in their classrooms. Figurative language plays a crucial role in enhancing communication and fostering a conducive learning environment. The objectives of the research were to describe the kinds of figurative language on English Teachers' on teaching process in classroom at eight grade, the meaning of Figurative Language on English Teachers' on Teaching Process in Classroom at Eight grade at SMP N 3 Bandar Lampung. This research was descriptive qualitative research. The research design involved observational methods to capture and analyze instances of figurative language used by teachers. The subject of the research was the teacher and students at eight grade of SMP N 3 Bandar Lampung. Data was collected through direct observation and recording. The analysis found that from eight figurative languages in the classroom, only two types which included in the learning. They consisted of 2 similes and 15 metaphors. Therefore, irony, personification, hyperbole, allusion, metonymy, and symbol were not found in this research. The findings of this study contributed to understanding the impact of figurative language on classroom dynamics and student engagement, offering valuable implications for educational practices
An Analysis of Students’ Grammatical Error in Impromptu Speaking Umahdi, Kissisina; Kholid, M. Ridho
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.v3i1.26491

Abstract

Grammar is a fundamental aspect of the English language. However, many students continue to make grammatical errors, particularly in speaking. One of the most effective methods for analyzing students' grammatical errors in speaking is through impromptu speech. This study aimed to analyze the types of grammatical errors in students' impromptu speaking and identify the causes of these errors. The research employed a descriptive-qualitative method. The population consisted of fourth-semester English Education students at UIN Raden Intan Lampung, with a sample of 20 students selected through purposive sampling. Data collection involved observing and recording students' impromptu speaking. The recordings were analyzed to identify grammatical errors based on Carl James' classification, which includes morphological and syntactical errors. This study specifically focused on errors related to tense. Additionally, a focus group interview was conducted to determine the causes of these errors using Norrish's framework, which categorizes causes into carelessness, first language interference, and translation. The findings revealed that 19 out of 20 students made grammatical errors related to tense. The errors were classified into morphological and syntactical errors. In terms of morphology, 101 verb morphology errors were identified. In syntax, 33 clause errors were found. The most frequent tense-related errors involved incorrect forms of the simple present and past tense. Furthermore, the interview results indicated that students' grammatical errors were primarily caused by carelessness, first language interference, and translation
Mobile-Assisted Pronunciation Learning: Exploring the Role of Apps in EFL University Students’ Pronunciation Development Kholid, M. Ridho; Reftyawati, Dian
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/qjvh9371

Abstract

This study aimed to investigate the effectiveness of mobile applications in improving English pronunciation skills among university-level EFL learners. As pronunciation remains a persistent challenge for many English as a Foreign Language (EFL) students, especially in non-native speaking environments, the integration of mobile-assisted language learning (MALL) tools has gained increasing attention. This research focused on how mobile applications could support learners in developing clearer and more intelligible English pronunciation. A qualitative approach was employed to explore students’ experiences using pronunciation-focused mobile apps such as ELSA Speak and Say It. Participants consisted of 20 English Education students at UIN Raden Intan Lampung who used the applications over a six-week period. Data were collected through semi-structured interviews, learning journals, and pronunciation performance recordings. Thematic analysis was conducted to identify key patterns related to learner engagement, perceived benefits, and challenges encountered during the mobile-assisted pronunciation learning process. Findings revealed that students generally perceived mobile applications as effective tools for practicing pronunciation independently. Key improvements were noted in segmental features such as vowel and consonant accuracy, as well as suprasegmental features like word stress and intonation. Participants also reported increased confidence in speaking and greater awareness of their pronunciation errors. However, limitations such as inconsistent feedback, technical issues, and a lack of interaction with native speakers were also identified. Overall, the study highlights the potential of mobile apps as supplementary tools in pronunciation instruction and recommends their integration into EFL learning contexts to enhance oral proficiency.
Factors Affecting University Students’ Writing Proficiency in English in An Indonesian EFL Context Hidayat, Agus; Kholid, M. Ridho
Journal of Linguistics and Social Sciences Vol. 4 No 1 (2026)
Publisher : Raden Intan State Islamic University of Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/t8r8b994

Abstract

This study aimed to investigate the factors affecting university students’ writing proficiency in English in an Indonesian EFL context. Employing a qualitative case study design, the research was conducted in 2025 at the English Education Program of Universitas Islam Negeri Raden Intan Lampung. Data were collected through semi-structured interviews with students and lecturers, classroom observations, and document analysis of students’ written works and instructional materials. The collected data were analyzed thematically to identify recurring patterns and relationships among influencing factors. The findings revealed that students’ writing proficiency was shaped by a complex interaction of motivational, strategic, linguistic, pedagogical, and environmental dimensions. Many students demonstrated low confidence and anxiety toward writing, which reduced their engagement in learning activities. In addition, limited use of effective learning strategies, such as planning and revising, hindered systematic writing development. Persistent grammatical and lexical weaknesses further constrained students’ ability to express ideas clearly and coherently. Teaching practices were generally supportive but limited by time constraints and large class sizes, resulting in insufficient individualized feedback. Moreover, restricted access to academic resources and limited extracurricular writing support reduced opportunities for extended practice. Overall, the study concludes that improving students’ writing proficiency requires an integrated approach that addresses affective, cognitive, linguistic, instructional, and institutional factors simultaneously
Co-Authors Agus Hidayat Bujang Rahman Dian Reftyawati Fika Indhiswari Haryanto P, Fika Indhiswari Kholid, M. Fikri Nugraha Risma Margaretha Sinaga Rohmatillah Rosi Agustina, Rosi Umahdi, Kissisina Utami, Helaza Putri Utami, Putri Ayu Imayatul Winarti, Hesti Zakiyah Zakiyah