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All Journal Journal of Vocational Education and Information Technology (JVEIT) EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Karnedi
Universitas Persada Bunda Indonesia
Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mechanical Engineering

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Assessing Students' Teaching Competence and Perceptions of the English Language Teaching Course in Preparing Future English Teachers Karnedi; Lelly Zuyana Asril; Diana Zuriati
Journal of Vocational Education and Information Technology (JVEIT) Vol. 7 No. 1 (2026): Jurnal JVEIT : Vol 7 No 1 2026
Publisher : Lembaga Pengembangan dan Inovasi Universitas Dharmas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56667/jveit.v7i1.2422

Abstract

The English Language Teaching (ELT) course is designed to equip prospective English teachers with the pedagogical knowledge and practical teaching skills required for effective classroom instruction. This study aimed to evaluate students’ teaching competence during microteaching practice, investigate their perceptions of the ELT course’s contribution, and examine the relationship between teaching competence and students’ perceptions. A quantitative descriptive design with correlational analysis was employed. The participants were 20 English Education students enrolled in the ELT course. Data were collected using a Teaching Competence Assessment Rubric and a Student Perception Questionnaire. Descriptive statistics and Pearson Product–Moment Correlation were used for data analysis. The findings showed that students demonstrated a very good level of teaching competence (M = 4.21, SD = 0.31). The highest competency was Teaching Process (M = 4.36), while Assessment and Feedback received the lowest mean score (M = 4.08). Overall, 15% of the participants achieved an Excellent category, 60% Very Good, and 25% Good. Students also reported very high perceptions of the ELT course’s contribution (M = 4.36, SD = 0.45). The highest-rated indicator was Overall Contribution of the ELT Course (M = 4.55), whereas Assessment Skills received the lowest rating (M = 4.12). Pearson correlation analysis revealed a strong positive and statistically significant relationship between teaching competence and students’ perceptions (r = 0.684, p = 0.001). These findings indicate that the ELT course effectively enhances prospective English teachers’ pedagogical competence, confidence, and teaching readiness
Challenges and Roles of English Public Speaking Courses for Students at the University Karnedi; Lelly Zuyana Asril; Arif Alexander Bastian
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 1 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/rw49nx79

Abstract

This research examined students’ levels of difficulty and their understanding progress in English Public Speaking, key areas of focus include grammar, fluency, vocabulary, comprehension, and accent. Data were taken from 45 students of the English Literature Study Program, Persada Bunda Indonesia University, Pekanbaru, Riau. The mixed research used a questionnaire as an instrument of data collection. The qualitative data in this study complemented the quantitative data, providing a deeper understanding of how and why the Public Speaking course affects students' speaking abilities, particularly in terms of their experiences, attitudes, and perceptions. Overall, the findings indicated that prior to taking the Public Speaking course, students experienced a high level of difficulty in all aspects of English public speaking. The overall mean score of 3.55, categorized as Strongly Difficult, shows that grammar, fluency, vocabulary, comprehension, and accent posed substantial challenges. These results highlight the need for structured public speaking instruction to support students’ English-speaking development. After completing the Public Speaking course, students demonstrated a very high level of understanding across all English public speaking indicators. The overall mean score of 3.63, categorized as Very High, indicates substantial improvement in grammar, fluency, vocabulary, comprehension, and accent. These findings suggest that the Public Speaking course was effective in enhancing students’ English-speaking competence and overall communicative performance.
Co-Authors Arif Alexander Bastian Diana Zuriati Lelly Zuyana Asril