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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal on Education Jurnal AbdiMU CONSEN: Indonesian Journal of Community Services and Engagement
Revi Nur Ridwan
Universitas Ma'soem
Religion Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Physics Social Sciences Other

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Exploring the Relationship between Foreign Language Classroom Anxiety and Speaking Performance among Students in EFL Setting Eva Meidi Kulsum; Revi Nur Ridwan
Journal on Education Vol. 7 No. 2 (2025): Journal on Education: Volume 7 Nomor 2 Tahun 2025 In Progress (Januari-Februari
Publisher : Mathematics Education Study Program

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

Abstract

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 Riyadh Ahsanul Arifin; Revi Nur Ridwan; Eva Meidi Kulsum
Journal on Education Vol. 7 No. 2 (2025): Journal on Education: Volume 7 Nomor 2 Tahun 2025 In Progress (Januari-Februari
Publisher : Mathematics Education Study Program

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

Abstract

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.
The Efficacy Of Interactive Video Media in Fostering EFL Students’ Listening Comprehension Revi Nur Ridwan; Indra Yusuf Purnama; Riva Andani
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10080

Abstract

This study aimed to investigate the efficacy of interactive video media in fostering EFL students’ listening comprehension. Listening is one of the essential skills in learning English; however, many students experience difficulties in understanding spoken English due to limited vocabulary, lack of context, and low learning motivation. Therefore, the use of interactive video media was implemented to support students’ listening comprehension. This study employed a quantitative experimental research design involving two classes: an experimental class and a control class. Both classes were given a pre-test and a post-test to measure students’ listening comprehension before and after the treatment. The experimental class was taught using interactive video media, while the control class received conventional teaching methods. In addition, a questionnaire was distributed to collect students’ perceptions toward the use of interactive video media in learning listening. The results showed that students’ listening comprehension improved after the treatment. The experimental class mean score increased from 60 in the pre-test to 85 in the post-test, while the control class improved from 60 to 87. The independent samples t-test showed a significance value of 0.002, which indicates a statistically significant difference between the two groups. Furthermore, the questionnaire results revealed that most students responded positively to the use of interactive video media. In conclusion, interactive video media is an effective and engaging tool to support students’ listening comprehension in EFL learning.
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 Revi Nur Ridwan
CONSEN: Indonesian Journal of Community Services and Engagement Vol. 5 No. 2 (2025): Consen: Indonesian Journal of Community Services and Engagement
Publisher : Institut Riset dan Publikasi Indonesia

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

Abstract

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.
Pemanfaatan Media Interaktif Berbasis Web dalam Meningkatkan Literasi Digital Siswa Revi Nur Ridwan; Riyadh Ahsanul Arifin; Windriani L. Azzahra
Jurnal AbdiMU (Pengabdian kepada Masyarakat) Vol. 6 No. 1 (2026): Mei
Publisher : Ma'soem University

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

Abstract

The rapid development of digital technology has made digital literacy an essential competency for students in the 21st century, yet many learners still lack the ability to critically evaluate online information and practice responsible digital behavior. This situation was also identified among students at MTS Asy-Syifa, where digital devices are frequently used but digital literacy skills remain limited. This community service program aimed to introduce and implement Web-Based Interactive Media (WBIM) as an interactive learning tool to improve students’ digital literacy, particularly in evaluating digital information, understanding digital ethics, and recognizing cybersecurity risks. The program applied a Participatory Action Research (PAR) approach combined with experiential learning, involving needs analysis, development of WBIM modules, teacher training, and interactive workshops where students engaged in scenario-based digital literacy activities. The results indicate that WBIM created a more engaging learning environment that encouraged students to actively analyze digital content, reflect on ethical aspects of online communication, and develop greater awareness of digital security. These findings suggest that integrating interactive web-based learning media into educational activities can effectively support the development of critical, responsible, and digitally literate students.
Co-Authors Eva Meidi Kulsum Indra Yusuf Purnama Riva Andani Riyadh Ahsanul Arifin Windriani L. Azzahra