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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

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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

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

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

Exploring the Relationship between Foreign Language Classroom Anxiety and Speaking Performance among Students in EFL Setting Kulsum, Eva Meidi; Ridwan, Revi Nur

Publisher :

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i2.8291

Speaking in a foreign language can cause anxiety for many EFL students and it can result a big impact on their performances and overall learning experiences. This study aims to explore the level of Foreign Language Classroom Anxiety (FLCA) and the relationship between FLCA and speaking performance among EFL students. This research employed a mix method research design, it is combination between descriptive qualitative and quantitative to explore the level of Foreign Language Classroom Anxiety (FLCA) and its correlation with students’ speaking performance. This research was conducted in one of universities in Bandung. 24 students who are English students were selected using purposive sampling techniques as participants of this study. Additionally, the findings imply that educators and institutions must prioritize strategies to reduce anxiety in speaking classes and highlight the need for awareness among teachers regarding the impact of anxiety on student performance. It is expected that teacher can create a supportive and non-judgmental environment in the classroom, reduce the pressure on individual students, and allow them to practice speaking in a less intimidating context.

Navigating Challenges: Students’ Strategies for Overcoming English Speaking Difficulties Arifin, Riyadh Ahsanul; Ridwan, Revi Nur; Kulsum, Eva Meidi

Publisher :

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i2.8292

This study investigates the strategies used by junior high school students to overcome difficulties in speaking English. Through qualitative interviews with twelve eighth-grade students at a junior high school in Bandung, this research identifies common strategies employed by students to address these challenges. The strategies include preparation before speaking, expanding vocabulary through music, reading English texts, studying grammar, and integrating information and communication technology (ICT) tools like Duolingo. The findings suggest that preparation helps students organize thoughts and reduce anxiety, while vocabulary expansion and grammar study are key for effective communication. ICT, particularly Duolingo, plays a significant role in enhancing speaking skills by providing interactive and engaging platforms for practice. These results inferred that educators can use these insights to adopt more effective teaching methods, while students can apply these strategies to boost their confidence and speaking abilities.

Bridging Youth to Global Education: Workshop on IELTS Awareness and Preparation at SMAN Jatinangor: Bridging Youth to Global Education: Workshop on IELTS Awareness and Preparation at SMAN Jatinangor Ridwan, Revi Nur
CONSEN: Indonesian Journal of Community Services and Engagement Vol. 5 No. 2 (2025): Consen: Indonesian Journal of Community Services and Engagement (In Press)
Publisher : Institut Riset dan Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57152/consen.v5i2.2080

Many high school students in suburban areas lack awareness of international English proficiency tests like IELTS, limiting their access to global education opportunities. To address this, a one-day interactive workshop was held at SMAN Jatinangor using the Participatory Learning and Action (PLA) approach. The program introduced students to IELTS structure, objectives, and test strategies through engaging, student-centered activities. Pre- and post-surveys assessed the impact, with results showing a significant improvement: the percentage of students in the high awareness category increased from 0% to 70%, while the low category was completely eliminated. This demonstrates the effectiveness of targeted educational interventions in bridging global readiness gaps.

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

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 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

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

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.

The Role of HelloTalk in English Education Students’ Autonomous Speaking Sakina, Rahma; Mareta, Finka; Ridwan, Revi Nur; Nugraha, Muhammad Anjar
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 11 No. 2 (2025): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v11i2.2366

Fluent English speaking is essential for English Education students, especially for academic and professional success in global contexts. However, learners often face limited real-life interaction, a lack of feedback, and weak autonomous learning habits. Mobile-Assisted Language Learning (MALL) tools like HelloTalk are increasingly used, yet their specific role in promoting autonomous speaking practice at the university level remains underexplored. This study investigates students’ attitudes toward using HelloTalk to develop autonomous speaking skills and identifies the benefits and challenges they experience. A qualitative descriptive method was used, collecting data through closed-ended questionnaires and semi-structured interviews with English Education students at Ma’soem University who used HelloTalk for at least one month. The findings reveal positive attitudes across cognitive, affective, and behavioral dimensions. Students found HelloTalk motivating, user-friendly, and effective for speaking practice. Key benefits included increased speaking confidence, flexibility, authentic language exposure, and timely feedback from peers and AI. Reported challenges included limited access to premium features, difficulty finding conversation partners, and fluctuating motivation. Overall, HelloTalk supports learner autonomy by providing a flexible, interactive space for language use beyond the classroom. These findings suggest that the integration of MALL tools like HelloTalk into formal curricula can enhance students’ speaking fluency and self-directed learning.

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