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All Journal Jurnal Pendidikan Indonesia English Review: Journal of English Education Indonesian Journal of Learning and Instruction
Vina Agustiana
Universitas Kuningan, Kuningan, Indonesia
Humanities Education Languange, Linguistic, Communication & Media

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Exploring Speaking Anxiety in English Language Learning: Causes and Coping Strategies among University Students Endang Darsih; Vina Agustiana; Wulan Rahmatunisa
Jurnal Pendidikan Indonesia Vol 15 No 2 (2026): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i2.103840

Abstract

Speaking anxiety in English as a Foreign Language (EFL) learning remains a challenge that affects students’ communicative performance, while integrated studies linking its causes and coping strategies are still limited. This study aims to analyze the determinants of speaking anxiety and evaluate the coping strategies employed by second-year university students. Using a qualitative case study design, six purposively selected participants were involved. Data were collected through in-depth interviews and analyzed using thematic analysis. The findings indicate that speaking anxiety is influenced by fear of making mistakes, limited vocabulary, and insufficient preparation, which affect students’ confidence and fluency. To manage these challenges, participants employed strategies such as preparation, relaxation, positive thinking, peer support, and acceptance. The results highlight that while preparation is important, positive thinking plays a more dominant role in alleviating anxiety. The study implies the need to integrate affective strategies, particularly positive mindset development and emotion regulation, into instructional practices to foster supportive and low-anxiety learning environments.
UNIVERSITY STUDENTS' ACADEMIC WRITING ECOLOGIES: HOW STUDENTS COMBINE FORMAL, INFORMAL, AND AI-BASED RESOURCES IN WRITING RESEARCH PAPERS Fahrus Zaman Fadhly; Harun Al Rasyid; Dadang Solihat; Nani Ronsani Thamrin; Wulan Rahmatunnisa; Vina Agustiana; Muhammad Aprianto Budie Nugroho
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.361

Abstract

University students no longer write research papers with a single source of support. They draw at once on formal resources such as courses, supervisors and feedback, informal resources such as peers, online tutorials and digital communities, and AI-based resources such as generative chatbots, paraphrasing tools and AI-assisted search. Yet research has mostly examined these resources in isolation, leaving unclear how students combine them. This article addresses that gap through an integrative review of 50 publications from 2022 to 2026, interpreted through the lens of learning ecology. The review was organised into seven thematic clusters and synthesised across the stages of research paper writing: planning, reading and sourcing, drafting, revising, and citing and submitting. Three findings emerged. First, formal resources remain the anchor of students' writing ecologies, setting standards and legitimising feedback, but they are often limited in time and access. Second, informal and AI-based resources increasingly fill these gaps, offering immediate, low-stakes and personalised support, with AI-based resources concentrated in drafting and revising. Third, students actively orchestrate these resources rather than simply consuming them, but this orchestration produces tensions concerning trust, authorship, academic integrity and equity. The article proposes an Academic Writing Ecology Model that positions the student writer as an orchestrator of three resource layers embedded in institutional and platform ecologies. It concludes with implications for writing pedagogy, institutional AI policy and future empirical research.
AN ECOLOGICAL PERSPECTIVE ON ACADEMIC WRITING ANXIETY AMONG INDONESIAN POSTGRADUATE STUDENTS: A META SYNTHETIC ANALYSIS Harun Al Rasyid; Iis Lismaya; Dadang Solihat; Nani Ronsani Thamrin; Wulan Rahmatunnisa; Fahrus Zaman Fadhly; Vina Agustiana
Indonesian Journal of Learning and Instruction Vol. 8 No. 2 (2025)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Abstract

Students' difficulties in understanding the abstract concept of cells, along with low learning motivation and critical thinking skills, prompted this study. The aim was to examine the implementation of metaphor-based visual learning media on cell material and its effects on the critical thinking skills and learning motivation of 8th-grade students at SMP Negeri 6 Majalengka. The study was conducted from February to April 2025 using a Research and Development (R&D) method with the ADDIE model. A sample of 52 eighth-grade students was selected through proportional random sampling. The media was developed in the form of a video titled "The Cell as a Unique School of Life", integrating everyday life analogies through visual metaphors. Data were collected through expert validation, student and teacher questionnaires, pre- and post-tests on critical thinking skills, and learning motivation questionnaires. Results showed that the media was highly valid (average score of 90.75%), practical to use (teacher response: 93.77%, student response: 87.54%), and significantly improved students’ critical thinking skills (mean rank of experimental group: 33.72; control group: 19.27). Learning motivation also increased, with extrinsic motivation at 92.30% and intrinsic motivation at 90.29%. Pearson correlation analysis indicated that the media had a stronger influence on learning motivation (r = 0.744) than on critical thinking skills (r = 0.609). Metaphor-based visual media effectively helps students understand abstract cell concepts, enhances critical thinking skills, and boosts learning motivation. This approach is recommended for science teachers as a meaningful, contextual learning strategy aligned with the Merdeka Curriculum.
Co-Authors Dadang Solihat Endang Darsih Fahrus Zaman Fadhly Harun Al Rasyid Iis Lismaya Muhammad Aprianto Budie Nugroho Nani Ronsani Thamrin Wulan Rahmatunisa Wulan Rahmatunnisa