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Lena Sastri
Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi
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The Correlation Between Students’ Language Anxiety and Their English Speaking Performance at MAN 3 Agam Alia Ardilla; Eliza; Lena Sastri; Veni Roza
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 2 (2026): Juni 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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English speaking performance is one of the key aspects of English process of acquiring a language brcause Students can effectively convey their ideas, opinion, and iformation clearly through spoken communication. Nevertheless, expressing themselves in English can remain challenging for many learners, particularly when they experience language anxiety. The correlation between language anxiety and students’ English speaking performance at MAN 3 Agam is investigated in this studi. A quantitatif corelational design was adopted to investigate the correlation between the variables. The study involved 32 tenth-grade students who were selected using a simple random sampling technique. The Foreign Language Classroom Anxiety Scale (FLCAS) and an English speaking test were administered for data collection, and then analyzed using the Spearman rank correlation test usig spss version 26. The findings revealed that a correlation between language anxiety and English speaking performance, with a p- value of 0.000 (p < 0.05). The analysis yielded a correlation coefficient of -0.583 indicated that the correlation between the two variables was moderate in magnitude and indicating a negative relationship. A negative correlation between language anxiety and students’ speaking performance was identified from the findings. Creating a supportive classroom environment may help teachers alleviate students’ language anxiety. The results contribute to the current understanding on affective factors in English language learning by providing evidence of how language anxiety relates to speaking performance among students at the Madrasah Aliyah level.
English Learning Through Animation Videos: An Analysis Based on Keller’s ARCS Model Intan Zahara; Elsi Amiza; Melyann Melani; Lena Sastri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
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English learning requires instructional media that can facilitate meaningful classroom learning experiences. Although animation videos had been implemented in English learning at the eighth grade of SMP Jam’iyyatul Hujjaj Bukittinggi, several classroom conditions were observed, including limited student participation, students’ dependence on teacher guidance during learning activities, and the lack of analysis of English learning through animation videos based on the ARCS Model. Therefore, this study aimed to analyze English learning through animation videos based on the ARCS Model at the eighth grade of SMP Jam’iyyatul Hujjaj Bukittinggi. This study employed a qualitative case study design. The participants consisted of thirteen eighth-grade students selected through total sampling and one English teacher as a supporting informant. Data were collected through three classroom observations and semi-structured interviews and analyzed using the interactive model of Miles, Huberman, and Saldaña (2014), consisting of data condensation, data display, and conclusion drawing and verification. The findings revealed that the four components of the ARCS Model were reflected during English learning through animation videos. Attention was reflected through students’ interest and focus, although participation was not consistently reflected. Relevance was consistently reflected through the usefulness, meaningfulness, and connection of the learning materials to students’ daily experiences. Confidence was generally reflected, although participation confidence was not consistent. Satisfaction showed the most consistent findings, as students enjoyed the learning activities, expressed satisfaction with the learning process, and demonstrated willingness to continue learning through animation videos. Overall, the findings provide contextual insights into English learning through animation videos based on the four components of the ARCS Model.
Reframing Classroom Realities: Exploring Teaching Skill Deficiencies Among Efl Student-Teachers In Practicum Contexts Leonisa; Widya Syafitri; Genta Sakti; Lena Sastri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
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While the transition from theoretical knowledge to classroom practice remains a critical juncture in English as a Foreign Language (EFL) teacher education, micro-level pedagogical execution during field practicum is often under-examined. This study investigates the implementation of core teaching skills among EFL student-teachers during their field teaching practicum (Praktik Pengalaman Lapangan). Employing a descriptive qualitative design, this research examined ten EFL student-teachers using a structured document analysis matrix synthesized from contemporary instructional models, comprising 43 behavioral indicators across ten essential teaching dimensions. The thematic findings revealed significant instructional gaps: a critical omission of learning objectives during lesson openings, a lack of educational reprimands leading to sub-optimal classroom management, and a heavy reliance on monotonous visual media (PowerPoint) at the expense of interactive tools. Furthermore, a pronounced linguistic compromise was observed, where student-teachers predominantly code-switched to Indonesian during core instructional delivery, questioning, and reinforcement. These deficiencies highlight a disconnect between pedagogical training and real-time classroom adaptation. The study implies that current EFL teacher preparation programs must pivot toward intensive simulation-based classroom management and bilingual instructional agility. This research contributes a nuanced framework for teacher training institutions to reform practicum supervision and curriculum design in outer-island or localized Indonesian contexts.   Abstrak Meskipun transisi dari pengetahuan teoretis ke praktik kelas merupakan fase krusial dalam pendidikan guru Bahasa Inggris sebagai Bahasa Asing (EFL), eksekusi pedagogis tingkat mikro selama praktik lapangan sering kali luput dari kajian mendalam. Penelitian ini menyelidiki implementasi keterampilan mengajar inti mahasiswa praktikan EFL selama mengikuti Praktik Pengalaman Lapangan (PPL). Dengan menggunakan desain kualitatif deskriptif, penelitian ini menguji sepuluh mahasiswa praktikan EFL melalui matriks analisis dokumen terstruktur yang disintesis dari model instruksional kontemporer, yang terdiri dari 43 indikator perilaku di sepuluh dimensi pengajaran esensial. Temuan tematik menunjukkan adanya kesenjangan instruksional yang signifikan: pengabaian kritis terhadap penyampaian tujuan pembelajaran saat membuka kelas, minimnya teguran edukatif yang menyebabkan manajemen kelas kurang optimal, dan ketergantungan yang tinggi pada media visual yang monoton (PowerPoint) sehingga mengesampingkan alat bantu interaktif. Lebih lanjut, ditemukan kompromi linguistik yang kentara, di mana mahasiswa praktikan secara dominan melakukan alih kode (code-switching) ke Bahasa Indonesia selama penyampaian materi inti, sesi tanya jawab, dan pemberian penguatan (reinforcement). Kesenjangan ini menegaskan adanya ketidakselarasan antara pelatihan pedagogis dan adaptasi kelas secara real-time. Penelitian ini mengimplikasikan bahwa program penyiapan guru EFL harus berorientasi pada manajemen kelas berbasis simulasi intensif dan ketangkasan instruksional bilingual. Penelitian ini berkontribusi pada kerangka kerja bernuansa bagi lembaga pencetak tenaga kependidikan untuk mereformasi supervisi praktikum dan desain kurikulum dalam konteks lokal.
Using Two Stay Two Stray Technique to Improve Students’ Reading Comprehension Enjelita Enjelita; Veni Roza; Reflinda Reflinda; Lena Sastri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 3 (2026): September 2026
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The present study focused toward enhancing ninth-grade pupils' reading comprehension of narrative texts in Class IX.3 of SMP Negeri 7 Bukittinggi by applying the Two Stay Two Stray (TSTS) technique.The research was motivated by students’ low reading comprehension, particularly in identifying main ideas, specific information, vocabulary in context, references, and inferences. Students also showed limited participation during the learning process, while classroom instruction remained predominantly teacher-centered. The research utilized Classroom Action Research (CAR) based on the Kemmis and McTaggart framework, which included four phases: planning, action, observation, and evaluation. The study was conducted in two phases involving 30 students from Class IX.3.Data were collected through reading comprehension tests, classroom observations, field notes, and documentation, and were analyzed using descriptive quantitative and qualitative analysis. The application of the TSTS method led to improved student outcomes in reading comprehension.The students’ mean score increased from 65.50 in the pre-test, with 37% achieving the Minimum Mastery Criterion, to 75.00 in Cycle I, with 57% achieving the criterion, and reached 83.50 in Cycle II, with 100% achieving the criterion. Furthermore, the TSTS technique improved students’ participation, cooperation, classroom interaction, and engagement during the learning process. Therefore, the Two Stay Two Stray (TSTS) technique improved students’ reading comprehension of narrative texts in Class IX.3 at SMP Negeri 7 Bukittinggi.
Students Perception in Learning English with Nonnative English Speaking Teachers (NNESTs) at English Academy by Ruang Guru Bukittinggi Rofidah Nur Salamah; Lena Sastri; Absharini Kardena; Elsi Amiza
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
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Many students perceive Non-Native English-Speaking Teachers (NNESTs) as less competent than Native English-Speaking Teachers (NESTs), particularly in pronunciation and language proficiency. These perceptions may influence students’ attitudes toward English learning. Therefore, this study aimed to analyze students’ perceptions of the strengths and weaknesses of learning English with NNESTs at English Academy by Ruang Guru Bukittinggi. This study employed a descriptive quantitative design involving 20 students selected through a total sampling technique. Data were collected using a questionnaire and analyzed through percentage calculations to identify students’ perceptions regarding NNESTs’ strengths and weaknesses. The findings revealed that students generally held positive perceptions of NNESTs. The strengths indicator achieved a score of 93%, categorized as very high, indicating that students highly appreciated NNESTs’ ability to understand learners’ difficulties and their commitment to supporting the learning process. Meanwhile, the weaknesses indicator obtained a score of 75%, categorized as high, with pronunciation-related aspects perceived as the most prominent limitation. Despite these weaknesses, students continued to value NNESTs’ teaching competence and supportive approach. The study highlights that the strengths of NNESTs are perceived more dominantly than their weaknesses, suggesting their important role in supporting effective English language learning.
Analisis Validitas Butir Soal pada Asesmen Sumatif Bahasa Inggris Kelas VII di SMPN 4 Bukittinggi Nurul Fadila; Eliza Eliza; Lena Sastri; Veni Roza
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
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Content validity is an essential aspect of classroom assessment because it determines the extent to which test items represent the intended learning objectives and instructional content. In the implementation of the Merdeka Curriculum, summative assessments are expected to accurately measure students' achievement based on the Tujuan Pembelajaran. However, preliminary observations at SMPN 4 Bukittinggi indicated that several English summative test items assessed materials that had not been taught and were not systematically developed using a test blueprint. Therefore, this study aimed to analyze the content validity of the English summative test administered to Grade VII students by examining the alignment between the test items and the intended learning objectives. This study employed a descriptive qualitative research design using document analysis. The data consisted of 50 multiple-choice summative test items, which were analyzed using a content validity checklist adapted from Haladyna and Rodriguez (2013). The checklist evaluated four criteria: content relevance, objective clarity, content coverage, and language appropriateness. The findings revealed that 43 out of 50 test items (86%) were aligned with the learning objectives, while seven items (14%) were classified as not aligned. Among the four evaluation criteria, language appropriateness achieved the highest percentage (100%), followed by objective clarity (98%), content coverage (86%), and content relevance (84%). The misaligned items primarily assessed competencies scheduled for Semester II rather than Semester I, reducing the representativeness of the assessment. The findings indicate that the English summative test generally demonstrated a high level of content validity; however, improvements in content relevance and content coverage are still necessary to achieve complete alignment with the curriculum. The study recommends the use of a test blueprint and systematic alignment analysis to improve the quality and validity of classroom assessments.
The Implementation of Using Authentic Material in Teaching English Writing at the Tenth Grade of SMK N 2 Bukittinggi Aulia Tri Oktaviana; Lena Sastri; Syahrul Syahrul; Irwandi Irwandi
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 3 (2026): September 2026
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This research was motivated by challenges in implementing writing skills through authentic materials. Authentic materials were used to bridge the gap between classroom learning and real-life materials, enhance language functionality, and increase student engagement. However, teachers needed to act as effective facilitators by providing scaffolding to help students deal with the difficulty of real-world texts. Therefore, this research aimed to analyze how teachers implemented authentic materials, specifically brochures and food menus, in teaching writing to tenth-grade students at SMK N 2 Bukittinggi. This research employed a qualitative approach with a case study design. Data were collected through observation sheets and analysis of student responses. The participants consisted of nine students from classes X Culinary 1, X Culinary 2, and X Culinary 3. The results showed that the implementation of authentic materials was not yet optimal because the teacher had not fully implemented the preparation stage, particularly material adaptation and scaffolding. Consequently, students encountered several obstacles, including the suboptimal introduction of difficult vocabulary, unclear instructions, and warm-up activities that needed further optimization, resulting in confusion when beginning tasks involving authentic materials. Nevertheless, the identification and selection stage was conducted effectively by selecting brochures and food menus relevant to the students’ culinary major. These findings indicate that the preparation stage is crucial for achieving more optimal learning outcomes through appropriate material adaptation and systematic scaffolding.
A Comparative Study of English Reading Comprehension Among High- and Low-Digital-Multitasking EFL Tenth-Grade Students Mentary Ananda Putri; Lena Sastri; Widya Syafitri; Elsi Amiza
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
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The rapid development of digital technology has increased students' engagement in digital multitasking, raising concerns about its potential influence on their attention and English reading comprehension. This study aimed to determine whether there was a significant difference in English reading comprehension between students with high and low levels of digital multitasking at SMA Negeri 5 Sijunjung. A quantitative approach with a comparative research design was employed. The population consisted of 91 tenth-grade students from three classes at SMA Negeri 5 Sijunjung. Because the population was relatively small, total sampling was employed, allowing all students to participate in the study. Data were collected using a Digital Multitasking Questionnaire and a multiple-choice English reading comprehension test. The data were analyzed using descriptive statistics, normality and homogeneity tests, and an Independent Samples t-test with the assistance of IBM SPSS. The results showed that the Low Digital Multitasking group obtained a slightly higher mean reading comprehension score (52.78) than the High Digital Multitasking group (47.28). However, the Independent Samples t-test indicated that the difference was not statistically significant, with a calculated t-value of 1.354, a t-table value of 1.987, and a significance value of 0.179 (p > .05). Therefore, the null hypothesis was not rejected, indicating that there was no significant difference in English reading comprehension between students with high and low levels of digital multitasking. These findings suggest that digital multitasking alone may not be a determining factor in students' English reading comprehension, as their performance may also be influenced by various cognitive and linguistic factors.
Pelatihan Bahasa Inggris Dasar Berbasis Masjid melalui Media Interaktif dengan Pendekatan Komunikatif bagi Siswa Sekolah Dasar di Jorong Nagari Salareh Aia Utara Fildza Husna Maulani; Lena Sastri
TadrisReach: Journal of Educational Service Vol. 2 No. 1 (2026): Maret 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan - UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/tadrisreach.v2i1.3536

Abstract

Mastering English from an early age was an important skill children needed to meet the demands of global communication, yet children’s exposure to English in Jorong Muaro Tantang, Nagari Salareh Aia Utara, remained limited to formal classroom learning, with minimal time allocated. This activity aimed to introduce basic English vocabulary and expressions to second- and fifth-grade elementary school students through interactive learning media and a communicative approach, conducted at the Istiqamah Muaro Tantang Mosque. The method used was training and a workshop, conducted across three meetings, consisting of a preparation stage, implementation through interactive media and communicative question-and-answer sessions, and evaluation using an interactive quiz at the end of each session. The materials were arranged in levels: greetings and numbers for second-grade students, and vocabulary on body parts, colors, and animals accompanied by simple question-and-answer sentences for fifth-grade students. The results showed an increase in student participation and enthusiasm, marked by a rising percentage of correct quiz answers from the first to the third meeting. The mosque proved capable of functioning as a comfortable and easily accessible non-formal learning space for children outside school hours. This activity recommended continuing the mosque-based English training program by establishing a regular study group managed by the local mosque committee.    
Pengenalan Matematika Praktis untuk Meningkatkan Literasi Numerasi Anak di Jorong Tompek, Nagari Salareh Aia Utara Nur Azizah; Lena Sastri
TadrisReach: Journal of Educational Service Vol. 2 No. 1 (2026): Maret 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan - UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/tadrisreach.v2i1.3540

Abstract

Kemampuan numerasi yang masih rendah pada anak sekolah dasar menjadi salah satu permasalahan yang perlu mendapat perhatian, terutama di daerah pedesaan yang memiliki keterbatasan dalam penyediaan kegiatan belajar di luar pendidikan formal. Kondisi serupa dijumpai pada anak-anak di Jorong Tompek yang termasuk dalam wilayah Nagari Salareh Aia Utara di Kabupaten Agam, yang masih mengalami kesulitan dalam menghubungkan konsep dasar berhitung dengan situasi kehidupan sehari-hari dan cenderung memandang matematika sebagai mata pelajaran yang sulit dipahami. Kegiatan pengabdian kepada masyarakat ini dilaksanakan untuk memperkenalkan konsep matematika praktis, meningkatkan penguasaan numerasi dasar, serta membangun kepercayaan diri anak dalam menyelesaikan soal berhitung sesuai dengan jenjang kelas mereka. Kegiatan berlangsung pada 27 Juni 2026 di Musholla Nurul Ikhlas dengan melibatkan 12 peserta yang berasal dari siswa sekolah dasar dan dibagi ke dalam dua kelompok, yaitu kelas 1–2 dan kelas 5–6. Pelaksanaan kegiatan menerapkan metode pendampingan belajar kontekstual yang dipadukan dengan pendekatan partisipatif melalui sesi tanya jawab, penyampaian materi yang dikaitkan dengan pengalaman sehari-hari, serta evaluasi menggunakan lima soal tertulis pada setiap kelompok. Data dikumpulkan melalui observasi, dokumentasi kegiatan, dan catatan lapangan, kemudian dianalisis secara deskriptif. Hasil kegiatan memperlihatkan adanya peningkatan partisipasi peserta selama proses pembelajaran, bertambahnya rasa percaya diri dalam menjawab pertanyaan, serta meningkatnya kemampuan sebagian besar peserta dalam menyelesaikan soal berhitung sesuai dengan tingkat kelasnya. Keberhasilan kegiatan didukung oleh tingginya antusiasme peserta, dukungan dari pengurus Musholla Nurul Ikhlas, serta pembagian kelompok belajar berdasarkan jenjang kelas yang memungkinkan penyampaian materi lebih sesuai dengan kemampuan peserta. Secara keseluruhan, pendekatan pendampingan belajar kontekstual terbukti efektif dalam mendukung penguatan literasi numerasi anak sekolah dasar pada lingkungan pendidikan nonformal dan memiliki potensi untuk diterapkan secara berkelanjutan di masyarakat.
Co-Authors Absharini Kardena Aditya Gusman Alia Ardilla Aulia Tri Oktaviana Eliza Eliza Eliza Elsi Amiza Elsi Amiza Enjelita Enjelita Fauziah Illahi Febria Sri Artika Fildza Husna Maulani Genta Sakti Gusti Rahmi Putri Hanaan Nazhiifah Maharani Intan Zahara Irwandi Irwandi Leli Lismay Leonisa Mario Lufti Hakim Melyann Melani Mentary Ananda Putri Nadia Tri Cahyani Nur Azizah Nurul Fadila Oktavia Elya Zahra Reflinda Reflinda Risky Ramadhan Putra Rofidah Nur Salamah Sadad D. Alfonso Syahrul Veni Roza Widya Syafitri Yuni Aprila