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All Journal Jurnal Abdidas JEPAL (Journal of English Pedagogy and Applied Linguistics) Frasa: English Education and Literature Journal Verba: Journal of Applied Linguistics
Ridwan, Revi Nur
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 1 
THE INFLUENCE OF VOCABULARY MASTERY AND GRAMMAR ON STUDENTS' READING COMPREHENSION OF NARRATIVE TEXTS Ridwan, Revi Nur
Verba: Journal of Applied Linguistics Vol. 3 No. 2 (2024): Verba: Journal of Applied Linguistics
Publisher : ANFA MEDIATAMA

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

Abstract

This study investigates the influence of vocabulary mastery and grammar on students' reading comprehension of narrative texts among 12th-grade students in Bandung. Using a quantitative approach and ex-post facto design, data were collected through vocabulary tests and grammar surveys from a sample of 60 students selected via stratified proportionate random sampling. The results revealed a significant positive correlation between the independent variables (vocabulary and grammar mastery) and the dependent variable (reading comprehension). The correlation coefficient was 0.864, and the regression equation obtained was Y = -14.070 + 0.135X1 + 0.129X2. The findings indicated that vocabulary mastery contributed 48.2% to reading comprehension, while grammar mastery contributed 33.73%. These results suggest that students with higher levels of vocabulary and grammar proficiency have better comprehension of narrative texts. The study highlights the importance of both vocabulary and grammar in reading comprehension and suggests that educational stakeholders, including teachers, school administrators, and parents, should emphasize the development of these skills. Providing a supportive learning environment, enhancing teaching methods, and supplying appropriate resources can further improve students' language proficiency, leading to better academic outcomes. The research contributes to the understanding of how language skills, specifically vocabulary and grammar, are crucial for reading comprehension in the context of English as a foreign language.
Enhancing Students’ Receptive Vocabulary Knowledge through Word Mapping Strategy Ridwan, Revi Nur
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 5 No. 2 (2025)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v5i2.1221

Abstract

This study aims to enhance junior high school students' receptive understanding by utilizing word mapping strategies. This research employs a quantitative method with a quasi-experimental design. The study focuses on second-grade students in public junior high schools in Bandung, totaling 382 students spread across 10 classes. After randomizing the classes, class B was selected as the experimental class, and class A was the control class. The data collection techniques used in this study were a pretest and a posttest. The data analysis technique used in this study was a statistical analysis of Chi-Square to compare pre-test and posttest values.  The results of the hypothesis test showed that the value of Tcount was 4 > 2.64 (Ttable), then H0 was rejected and Ha was accepted, meaning there was a significant difference in receptive vocabulary mastery between students who used conventional learning techniques and word mapping strategies. Thus, teachers could use word mapping strategies to improve vocabulary learning for institutions, teachers, students, and future researchers effectively.
TOEFL Basic Skills Training for Students at State Islamic University of Bandung Ridwan, Revi Nur
Jurnal Abdidas Vol. 6 No. 1 (2025): February 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdidas.v6i1.1103

Abstract

This community service aims to improve basic TOEFL skills for State Islamic University of Bandung through structured training. This program is carried out through several stages, preparation, implementation, independent training, and evaluation. At the preparation stage, a need analysis is carried out to prepare relevant training materials, followed by the formation of an implementation team and recruitment of participants. The implementation of the training includes the delivery of material on the TOEFL format, question strategies, and practice through intensive training. Participants were also given modules to support independent training to strengthen their understanding and abilities individually. In the evaluation stage, a TOEFL test simulation is used to assess the improvement of participants' abilities, which are then analyzed and discussed in discussion sessions to provide feedback and suggestions for improvement. The results of the program show that this training has succeeded in increasing students' understanding, skills, and confidence in facing the TOEFL test. This program also creates awareness of the importance of English mastery for academic and professional needs, as well as making a positive contribution to the development of student competencies
THE IMPACT OF VOCABULARY KNOWLEDGE AND GRAMMAR MASTERY ON STUDENTS READING COMPREHENSION IN NARRATIVE TEXTS OF UNIVERSITY ENTRANCE EXAMS Nur Ridwan, Revi
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.4937

Abstract

This study aims to analyze and test the truth of the hypothesis regarding the influence of Vocabulary and Grammar Mastery on Students' Reading Comprehension in Narrative Texts. The research hypotheses tested include: 1) The influence of Vocabulary and Grammar Mastery together on Reading Comprehension in Narrative Texts. 2) The influence of Vocabulary Mastery on Reading Comprehension in Narrative Texts. 3) The influence of Grammar on Reading Comprehension in Narrative Texts. The study was conducted using a survey method. The population was grade XI students of State Senior High Schools in Bandung City with a sample size of 60 students, with the sampling technique used being random sampling. The research instrument used was a multiple-choice test with 30 options that had been tested for normality with a sig. 0.200 > 0.05. Data analysis used multiple linear regression analysis. The results of the hypothesis testing obtained the following conclusions: 1) There is a significant influence of vocabulary and grammar mastery together on students' reading comprehension in narrative texts. This is evidenced by Fcount = 150.500 and Sig. 0.001 < 0.05. 2) There is a significant influence of vocabulary mastery on students' reading comprehension in narrative texts, this is evidenced by tcount = 8.517 and Sig. 0.001 <0.05. 3) There is a significant influence of grammar on students' reading comprehension in narrative texts, this is evidenced by tcount = 6.059 and Sig. 0.003 <0.05. The results of this study are useful for improving the quality of vocabulary mastery and improving English grammar at the high school level.
The Influence of Vocabulary Mastery and Grammar on Students' Reading Comprehension of Narrative Texts Ridwan, Revi Nur
Verba: Journal of Applied Linguistics Vol. 3 No. 2 (2024): Verba: Journal of Applied Linguistics
Publisher : ANFA MEDIATAMA

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

Abstract

This study investigates the influence of vocabulary mastery and grammar on students' reading comprehension of narrative texts among 12th-grade students in Bandung. Using a quantitative approach and ex-post facto design, data were collected through vocabulary tests and grammar surveys from a sample of 60 students selected via stratified proportionate random sampling. The results revealed a significant positive correlation between the independent variables (vocabulary and grammar mastery) and the dependent variable (reading comprehension). The correlation coefficient was 0.864, and the regression equation obtained was Y = -14.070 + 0.135X1 + 0.129X2. The findings indicated that vocabulary mastery contributed 48.2% to reading comprehension, while grammar mastery contributed 33.73%. These results suggest that students with higher levels of vocabulary and grammar proficiency have better comprehension of narrative texts. The study highlights the importance of both vocabulary and grammar in reading comprehension and suggests that educational stakeholders, including teachers, school administrators, and parents, should emphasize the development of these skills. Providing a supportive learning environment, enhancing teaching methods, and supplying appropriate resources can further improve students' language proficiency, leading to better academic outcomes. The research contributes to the understanding of how language skills, specifically vocabulary and grammar, are crucial for reading comprehension in the context of English as a foreign language.
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