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All Journal Scripta-English Department Journal UICELL Conference Proceeding Linguistic, English Education and Art (LEEA) Journal
Burhayani, Burhayani
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : UICELL Conference Proceeding

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A STUDY OF COOPERATIVE LEARNING STAD IN REDUCING EFL STUDENTS’ SPEAKING ANXIETY Savira, Alifia; Setyaningsih, Tri; Burhayani, Burhayani
UICELL No 7 (2023): UICELL Conference Proceedings 2023 (in progress)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

Recognizing the presence of Foreign Language Speaking Anxiety (FLSA), numerous educators have endeavoured to implement various strategies to mitigate this challenge. Student Team Achievement divisions (STAD) is one of cooperative learning strategies that requires small groups of students with various levels of competence to collaborate and achieve a common learning objective. This study aims to find out what factors causing Foreign Language Speaking Anxiety in EFL classrooms and describe how Cooperative Learning STAD reduce EFL’ students speaking anxiety. This study is a mixed method research which combines qualitative and quantitative data through three-day-reflective observation checklists and closedended questionnaire. The main participants in this study were students of eleven grade Accountant student 2 at Vocational High school in Jakarta with the total of 37 students. The result of this study showed that students experienced anxiety due to various factors including interpersonal, personal anxiety, beliefs about learning a foreign language, fear of mistakes, and language exams. It should be noted, using STAD, which includes teaching, team study, testing, and recognition, helped students to improve their understanding, speaking skills, and confidence. Thus, this study concluded that Cooperative Learning STAD significantly reduced students' speaking anxiety. Keywords: Cooperative Learning STAD, FLSA, EFL, Speaking Anxiety
DIGITAL LITERACY LEVEL AMONG ENGLISH PROFESSIONAL TEACHERS Martriwati, Martriwati; Burhayani, Burhayani; Siswana, Siswana
UICELL No 7 (2023): UICELL Conference Proceedings 2023 (in progress)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Digital literacy is the ability to obtain, understand and use information that comes from various sources in digital form (Gilster, 1997). Along with the rapid development of information and communication technology, as well as the demands of the Indonesian Republic law number 14 of 2005, professional teachers are required to not only be able to utilize digital technology but also assess the validity of information obtained from digital sources. Gilster states that there are 4 aspects of competence so that someone is said to be digitally literate, the four aspects are aspects of internet searches, aspects of hypertext direction, aspects of evaluating information content, and aspects of knowledge preparation. This paper aims to analyze the level of digital literacy ability of professional teachers. The study used a quantitative method through Likert- scale questionnaires. The population in this study were all English professional teachers who graduated from a private university. The study found that research participants showed high levels of digital literacy and preparedness to use digital technology. Thus, by integrating digital technology, those professional teachers might meet the digital literacy standards of professional English instructors while also improving the quality of English teaching and learning output. Keywords: Critical-Creative Thinking, Questioning. Young Learners
Co-Authors Ardini, Fauziah Azaria, Almira Afiah Mariyana, Viona Martriwati, Martriwati Savira, Alifia Siswana, Siswana Tri Setyaningsih