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Vivit Rosmayanti
Universitas Negeri Makassar, Indonesia

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Addressing English Language Anxiety in High School Students Vivit Rosmayanti
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 4 No 3 (2024): December (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v4i3.275

Abstract

This research study aims to examine the factors that trigger anxiety among students learning the English language in the classroom within a private senior high school setting in Makassar, Indonesia. A qualitative approach was employed whereby data were obtained through semi-structured interviews, classroom observations, and the Foreign Language Classroom Anxiety Scale (FLCAS). A total of 20 students came on board, representing a selection of students at various levels of proficiency. The study outlines learners’ anxiety based on their personal, environmental, and instructional factors. Some of the personal reasons that anxiety is created include fear of negative judgments, low self-esteem, or even previous harsh remarks about an individual; such factors do decrease students’ involvement in the lessons. Some other more global aspects, such as a worry about what others think and competitive environments, aggravated the anxiety felt by the students. So, contradictory to this explanatory factor, a range of focal elements, including how difficult the task was, whether there was a focus on speaking accurately, and the nature of tests targeting particular tasks, also proved to create a high level of anxiety. The FLCAS questionnaire revealed that students did experience quite a bit of test anxiety and also apprehensiveness of test taking. In classroom settings, the researchers were able to notice some behavioral aspects of anxiety, such as the inability to engage verbally and the lack of willingness to maintain eye contact during conversations. The study recommends that instead of making language learning full of competition, instructors should try to find good explanations of the language and assist them in overcoming that language anxiety. Besides, there is a need for an in-depth study of the ways that may help to decrease anxiety in English language classrooms.
Exploring the Use of Padlet in English Language Learning: Students' Perception Vivit Rosmayanti; Andi Asrifan; Luís Miguel Oliveira de Barros Cardoso
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 1 (2025): April (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v5i1.301

Abstract

The incorporation of digital resources in language acquisition has become significantly important in recent years, especially in the domain of English as a Foreign Language (EFL) education. As educational settings progress with technology innovations, technologies such as Padlet provide novel methods to enrich the learning experience. This study examines English education students' impressions of Padlet as a helpful tool in language learning, highlighting its role in enhancing student involvement and collaboration. A mixed-methods study methodology was utilised, with quantitative surveys administered to 150 undergraduate students, and semi-structured interviews with 20 chosen participants. Survey findings revealed that 87% of students regarded Padlet as a beneficial tool in their language acquisition, noting enhanced engagement with classmates and teachers, as well as increased participation in collaborative learning activities. The interviews yielded profound insights, with thematic analysis revealing four principal themes: usability, engagement, collaboration, and obstacles. Students valued Padlet's intuitive UI and multimedia-sharing features, which fostered a more dynamic and inclusive classroom atmosphere. Nonetheless, challenges such as unreliable internet connectivity and technical complications were recognized as impediments to efficient utilization. The results emphasize the necessity for organized support systems, encompassing extensive training for students and educators, as well as investment in technical infrastructure. Ultimately, Padlet possesses significant promise for enhancing EFL instruction, however, its efficacy is contingent upon strategic deployment. This study emphasizes the need to integrate student feedback in the incorporation of digital tools, facilitating more responsive and inclusive educational methods.
The Impact of Project-Based Learning on Students’ Writing Skills in EFL Contexts Vivit Rosmayanti; Muthi'ah
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 2 (2025): August (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v5i2.346

Abstract

This research addresses the impact of Project-Based Learning (PjBL) on learners' writing skills, motivation, and engagement within the English as a Foreign Language (EFL) setting. While it is known that PBL, involving the completion of real-life projects, helps improve writing skills, its motivational impacts, especially concerning the writing capability of EFL students, remain understudied. The study aimed to determine the extent of PBL’s effect on students’ writing skills with a specific focus on grammar, coherence, creativity, argumentation, and motivation toward writing activities. The research used qualitative methods through conducting interviews, document analysis of student projects, and thematic analysis to identify pivotal themes from the gathered data. The findings indicate that these students not only became more creative and skilled in writing, but also became more motivated and engaged as a result of task relevancy, technology, and self-reflection and feedback opportunities. The study found that PjBL has a significant impact on students' writing skills and motivation, while providing tangible phenomena and enriching constructive perspectives on writing lessons within EFL contexts. It strongly suggests that clearer direction on time allocation, genre adjustment, PBL collaborative learning, and ongoing feedback should be employed in future studies.
Co-Authors Asrifan, Andi Luís Miguel Oliveira de Barros Cardoso Muthi'ah