<![CDATA[In Indonesian secondary schools, low student participation and limited classroom interaction remain persistent issues affecting English learning outcomes. This study examined the association between student voice and English achievement among ninth-grade students at SMP Negeri 1 Tanjungsari, South Lampung, Indonesia. Using a quantitative correlational design, student voice was measured through a validated Likert-type questionnaire, and English achievement was taken from school-recorded final scores. Assumptions for Pearson’s correlation were satisfied for the N = 20 analyzable cases. The analysis indicated a small, non-significant association between student voice and English achievement, r(18) = .169, p = .476. Although the correlation was not statistically significant, the findings suggest that student voice may indirectly influence English achievement through motivational and affective pathways, such as self-efficacy, confidence, and engagement. The study contributes empirical evidence from the Indonesian context, emphasizing the need to combine student-voice practices with supportive teaching strategies to enhance English learning achievement.]]>
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