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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Pendidikan Edutama PROJECT (Professional Journal of English Education)
Intan Permata Hapsari
Universitas Negeri Semarang
Education Languange, Linguistic, Communication & Media

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Levels of Speaking Anxiety Among English Education Students in Classroom Presentation Activities Nova Herlianah; Intan Permata Hapsari
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.v14i1.10934

Abstract

Speaking anxiety is a common problem for students who learn English as a Foreign Language (EFL), especially when they have to give presentations in class. This study aims to find out the level of speaking anxiety among English Language Education students during classroom presentations and to identify the factors that cause their anxiety. This study used a descriptive quantitative method. The participants were 34 English Language Education students from the fourth, sixth, and eighth semesters at a state university in Indonesia. The data were collected through a questionnaire consisting of 30 statements based on Foreign Language Anxiety Theory, Communication Anxiety, and the Affective Filter Hypothesis. The data were analyzed using IBM SPSS Statistics version 25 through validity and reliability tests, as well as descriptive statistical analysis. The results showed that all questionnaire items were valid and highly reliable. The findings also showed that most students experienced a moderate level of speaking anxiety during classroom presentations. The main causes of anxiety were fear of making grammar mistakes, forgetting vocabulary while presenting, fear of being judged by others, and feeling embarrassed when making mistakes in front of classmates. These findings show that speaking anxiety is still a major challenge for English Language Education students and may affect their confidence and presentation performance. Therefore, teachers should create a supportive classroom atmosphere and provide more opportunities for presentation practice to help students reduce anxiety and improve their speaking skills.
EFL Students' Difficulties in Applying Lexical Inferencing Strategies in Reading Authentic Literary Texts Muhammad Syafrizal Amrul; Intan Permata Hapsari
Jurnal Pendidikan Edutama Vol 13 No 2 (2026): July 2026
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v13i2.5430

Abstract

While lexical inferencing helps EFL learners deduce words, it frequently fails with authentic literature due to figurative language and cultural nuances. This qualitative study investigated the inferencing difficulties of English Education students reading familiar and unfamiliar literary texts. Data from five purposively selected students were gathered via task-based questionnaires and interviews, then analyzed using Miles et al.'s (2018) interactive model and Nassaji's (2003) taxonomy. Results showed that despite using various strategies, students consistently encountered failures. They often fell for false lexical anchors caused by polysemy and rarely self-corrected. Furthermore, strong storyline engagement led to "narrative prediction," prompting students to guess meanings based entirely on plot logic before attempting linguistic analysis. Because these errors persisted across both texts, this study concludes that inferencing breakdowns stem from literary prose complexity rather than text unfamiliarity.
Student Perceptions of Using Spotify’s English Songs as a Medium for Learning Vocabulary in Higher Education University Lathifa Faza Ramadhani; Intan Permata Hapsari
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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Abstract

This study aims to investigate students’ perceptions of using English songs as a medium for vocabulary learning through a digital music platform. The research employed a descriptive quantitative design using a survey method. The participants were 30 second-semester students from the English Department at a state university in Semarang, selected through purposive sampling. Data were collected using a questionnaire consisting of 20 Likert-scale items and analyzed using descriptive statistics in the form of percentages. The findings indicate that students generally have positive perceptions toward the use of songs for vocabulary learning. Most students consider songs to be useful, enjoyable, and effective in helping them understand and acquire new vocabulary. In addition, songs were found to increase students’ motivation and engagement, which contribute to vocabulary improvement. These results suggest that songs can provide meaningful language input and create a more engaging learning experience. Therefore, integrating songs into language learning activities is recommended to support students’ vocabulary development.
Co-Authors Lathifa Faza Ramadhani Muhammad Syafrizal Amrul Nova Herlianah