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All Journal Tell : Teaching of English Language and Literature Journal Journal of Education Action Research EduReligia : Jurnal Pendidikan Agama Islam Klasikal: Journal of Education, Language Teaching and Science Journal of English Language and Education International Journal of Research in Education (IJRE)
Rusli, Tri Indah
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Klasikal: Journal of Education, Language Teaching and Science

 1 
PRE-SERVICE TEACHERS PERFORMANCE IN IMPLEMENTING TEACHING METHODS AT TEFL CLASS Maulina, Maulina; Rusli, Tri Indah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 1 No 1 (2019): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (381.407 KB) | DOI: 10.52208/klasikal.v1i1.6

Abstract

This study aimed to describe the implementation of microteaching activity by pre-service teachers in TEFL 2 class as well as to get an overview of the problems faced during microteaching so that they are able to improve the competence of teaching English later in both schools and other educational institutions. In this study, the method used was descriptive qualitative. The subject of the study were taken purposively by considering the achievement gained in previous subject namely in TEFL I class they reached the average value of 90 out of 100 with the number of subjects four (4) pre-service teachers. Data were collected through observation using video recording and field note as well as semi structured-interview. Aspects to be analyzed were methods used from opening, main, and closing activities by considering the characteristics of the method applied. The results of this study showed that Grammar Translation Method (GTM) and Audio-Lingual Method (ALM) became a method preference during the microteaching. Pre-service teachers showed no hesitation and well prepared in applying the methods. Translation activities, dialogue memorization, repetition technique, word pair technique, and game grammar technique were occurred. Problems faced were the gap between the theories and the practice of teaching methods such as lack of skills in facial and body expression, classroom management, and stresses with noises from classmates as the students
EFL TERTIARY STUDENTS’ CHALLENGES AND COPING STRATEGIES ON DUOLINGO ENGLISH PRACTICE TEST : A REFLECTION JOURNAL Nirmala, Nirmala; Maulina, Maulina; Rusli, Tri Indah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1252

Abstract

This study examined the challenges faced by college-level EFL students in taking the Duolingo English Practice Test and the strategies they used to overcome them. The study utilised the journal reflection method, where participants recorded their experiences while taking the test. Data were analysed qualitatively to identify patterns of difficulty and adjustment mechanisms used. The results showed that students faced challenges in listening comprehension, time management, and psychological pressure during the test. To overcome them, they applied various strategies, such as intensive practice, the use of additional applications, and stress management techniques. These findings highlight the importance of developing self-directed learning strategies for EFL students in the face of digital-based exams. In conclusion, although the Duolingo English Practice Test presents challenges for EFL students, effective adaptation strategies can help them improve their performance. This study recommends the integration of technology-based training in the curriculum to improve students' preparedness for online exams.
STUDENTS’ HABIT OF WATCHING ENGLISH MOVIES IN ACQUIRING VOCABULARY Yanti, Mentari Sukma; Syarif, Andi Rachmawati; Rusli, Tri Indah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1262

Abstract

The study explores the impact of English movies on students' vocabulary acquisition in Indonesia, focusing on how students acquire vocabulary through their habits of watching English movies. Using a descriptive qualitative approach, the research analyses the relationship between movies and English language learning. The findings reveal that regular watching English movie improved vocabulary, particularly difficult words. Participants felt more confident using new vocabulary in daily conversations and understood the meaning of words contextually. Additionally, this study identifies several key themes that contribute to vocabulary acquisition: input experience and understanding, the influence of subtitles, challenges and strategies in understanding dialogue, visuals as learning support, reflection and learning experience, and the impact of the habit of watching movies. The findings support Krashen’s Input Hypothesis theory, suggesting that movies can be used as an effective learning tool to expand vocabulary. However, the study has limitations, such as its limited sample size and the focus on one movie genre. Future research should involve more diverse participants, explore different movie genres, and use mixed methods to obtain more comprehensive data.
SELF-CONFIDENCE FACTORS OF EFL STUDENTS IN SPEAKING CLASS: A CASE STUDY IN HIGHER EDUCATION Asnaini, Ami; Tohamba, Citra Prasiska Puspita; Rusli, Tri Indah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1263

Abstract

Students’s confidence in speaking English is a crucial factor in the language learning process, particularly for English as a foreign language (EFL) students. However, many students struggle to develo their confidence when contributing to their lack of confidence in speaking English. Using a qualitative approach with Miles and Huberman’s analytical method, data were collected through guideline-based interviews with four EFL students selected using purposive sampling. The findings indicated that low self-confidence among students is influenced by several factors, including mastery experience, vicarious experience, social persuasion, and psychological and emotional states. These four factors are interconnected and collectively shape students’ perceptions of their speaking abilities. The findings highlight the need for greater attention to psychological aspects and the learning environment to support the development of students’ confidence in speaking English.
Co-Authors Ahmad Baiquni Anastasya, Santika Arnita, Ayu Arsam Arsam Asnaini, Ami Citra Prasiska Puspita Tohamba, Citra Prasiska Puspita Filandari, Frizka Hadania, Hadania Juhardin, Juhardin Kabiba, Kabiba Kholida, Lely Maulina Maulina, Maulina Mawaddah, Sakina Nasrullah, Rahmat Nirmala Nirmala, Nirmala Pahenra, Pahenra Rasyiid, Rizal Nur Restipa, Indri Resueňo, Celso P. Ririn Syahriani Sain, Yulianah Sain, Yuliyanah Saranani, Muhammad Safiuddin Sitti Salma, Sitti Syarif, Andi Rachmawati Yanti, Mentari Sukma