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All Journal EFL Education Journal
Andika Hudori, Rizki Febri
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Using Story Mapping Technique To Enhance Senior High Schools' Students Reading Comprehension Rofiq, Ainur; Wahjuningsih, Eka; Andika Hudori, Rizki Febri
EFL Education Journal Vol 9 No 3 (2022): Vol. 9. No. 3 NOVEMBER 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i3.35201

Abstract

This research was intended to enhance the senior high school students’ reading comprehension achievement by using Story Mapping Technique at SMA Muhammadiyah 3 Jember. The design of the research was Classroom Action Research with the research participants were the Grade XI IPS 3. The result of the reading comprehension test in cycle 1 showed that the average percentage of the student who achieved the rarget was higher than before. The results of reading test, there were 25 students (78.11%) achieved the success criteria and 7 students (21.89%) got ≤ 75. Thus, the use of story mapping technique could enhance the eleventh grade students’ reading comprehension achievement. It was suggested for the teachers to use Story Mapping Technique to enhance the sudents’ reading comprehension achievement in reading class. Keywords: Story Mapping Technique, Reading Comprehension, Classroom Action Research
Investigating The Indonesian Senior High School’s English Classroom Anxiety and Its Factors Mahendra, Isnan; Wija Putra, Bambang Arya; Andika Hudori, Rizki Febri
EFL Education Journal Vol 10 No 3 (2023): Vol. 10. No. 3 NOVEMBER 2023
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v10i3.42124

Abstract

The process of learning English as a foreign language is not easy as students face various difficulties and one of them is anxiety. Ketsman, (2012) and Yilmaz, (2011) stated that student's performance and achievement are affected by the teacher's effectiveness, and one of the teacher's roles is to reduce anxiety in the classroom by creating a friendly and supportive atmosphere in the classroom. For this purpose, it is important to know the level of anxiety of foreign language learners. The present study aimed to investigate the students' perceived level of foreign language anxiety among Indonesian high school students based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. The present study was a survey design. This design focuses on describing trends in a large group of individuals (Creswell, 2012). The results of the present study showed that anxious students were quite common in foreign language classrooms within the scope of this study. The participants in the present study had a moderate-level of anxiety, and the three factors included in the research instrument contributed to it to varying degrees.
Students’ Perception on the Implementation Of Online English Learning in the Covid-19 Pandemic Prasojo, Niejaar Fatwa; Wahjuningsih, Eka; Andika Hudori, Rizki Febri
EFL Education Journal Vol 10 No 2 (2023): Vol. 10. No. 2 JULY 2023
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v10i2.40911

Abstract

Abstract This study examines the perceptions of ninth-grade students in a junior high school in Banyuwangi, Indonesia, regarding the implementation of online English learning during the COVID-19 pandemic. Involving 50 students selected through a lottery method, this research focuses on five aspects: technical issues, motivation, time management, social interaction, and teachers’ support and access. The findings indicate that students faced challenges related to technical issues, such as poor internet connectivity and audio/video problems, which disrupted the learning process. Motivation and engagement varied among students, influenced by the absence of face-to-face interaction and distractions in the home environment. Time management was also a concern, with some students struggling to meet the demands of flexible online learning schedules. Limited social interaction and isolation were common experiences, affecting students’ sense of connection and engagement. The lack of access and support from teachers further impacted students’ perceptions of online learning. To sum up, this study underscores the importance of addressing technical challenges, enhancing motivation and engagement, improving time management skills, and fostering social interaction in online English learning. Therefore, further study is suggested to understand the long-term effects of online learning is crucial for identifying gaps and developing targeted interventions. Keywords: perceptions, online English learning, challenges.
Co-Authors Ainur Rofiq Bambang Arya Wija Putra Eka Wahjuningsih Mahendra, Isnan Prasojo, Niejaar Fatwa