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All Journal Educatio al-Afkar, Journal For Islamic Studies JURNAL PENDIDIKAN TAMBUSAI Proceedings of ISELT FBS Universitas Negeri Padang International Conference on Languages and Arts Journal On Teacher Education (Jote) Didaktik : Jurnal Ilmiah PGSD STKIP Subang ELTR Journal Journal of Innovation in Educational and Cultural Research Jounal of Education and Teaching (JET) ELP (Journal of English Language Pedagogy) Journal of Language, Literature, and English Teaching (JULIET) Journal of English Language and Education Education Achievement: Journal of Science and Research Austronesian: Journal of Language Science & Literature JURNAL TUNAS PENDIDIKAN Jurnal Masyarakat Madani Indonesia Education: Jurnal Sosial Humaniora dan Pendidikan TOFEDU: The Future of Education Journal Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat PESHUM Jurnal Pendidikan dan Sastra Inggris International Journal of Teaching and Learning (INJOTEL) International Journal of Social and Education (INJOSEDU) Tarbiyatul Ilmu (Jurnal Kajian Pendidikan)
Irwandi
Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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An Analysis of Students’ Speaking Performance Difficulties in Video Task at 8th Grade of SMPN 3 Ampek Angkek Muhammad Abdillah; Syahrul Syahrul; Irwandi Irwandi; Widya Syafitri
Austronesian: Journal of Language Science & Literature Vol. 5 No. 1 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59011/austronesian.5.1.2026.152-164

Abstract

Student video-based tasks have become an essential medium in language learning, particularly in improving students’ speaking performance, as they provide opportunities to practice pronunciation, fluency, and confidence through recording, reviewing, and refining speech. Despite these benefits, preliminary research at SMPN 3 Ampek Angkek revealed that many students experienced difficulties when completing video-based speaking tasks, including pronunciation errors, low confidence, nervousness, and lack of fluency. Some students appeared hesitant, avoided eye contact, spoke in a low tone, and struggled with articulation and clarity. This study employed a qualitative research design to explore these problems in depth, using observations and structured interviews as data collection methods. The data were obtained from students’ video assignments and interviews with students who experienced speaking difficulties. The findings indicated that three main factors contributed to students’ speaking problems: inhibition, nothing to say, and mother tongue interference. Inhibition was reflected in students’ anxiety, fear of making mistakes, and lack of self-confidence, which caused them to limit their speech and hesitate while speaking. The “nothing to say” factor was evident in students’ limited vocabulary mastery and insufficient understanding of the given topics, resulting in frequent pauses and disrupted fluency. Meanwhile, mother tongue interference negatively affected students’ pronunciation and sentence patterns and led to frequent code-switching between English and their first language. These findings suggest that teachers need to provide more structured speaking practice, strengthen students’ vocabulary and topic comprehension, apply confidence-building strategies, and offer focused pronunciation training to improve students’ speaking performance in video-based speaking tasks.
Students’ Perception on the English for Economics Course: An ESP-Based Study Husnil Mubaraqah; Widya Syafitri; Loli Safitri; Irwandi Irwandi
Austronesian: Journal of Language Science & Literature Vol. 5 No. 1 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59011/austronesian.5.1.2026.82-93

Abstract

This study examines students’ perceptions of the English for Economics course at the Faculty of Economics, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Indonesia, within the framework of English for Specific Purposes (ESP). The study aims to investigate students’ perceptions regarding the course’s relevance to academic and professional preparation. A quantitative descriptive design was employed using a survey approach. Data were collected from 89 fifth-semester Islamic Economics students through a 41-item closed-ended Likert-scale questionnaire. The instrument was validated using Aiken’s V coefficient and demonstrated strong internal consistency, with a Cronbach’s Alpha value of 0.875. Data were analyzed using descriptive statistical techniques to determine frequency distributions and perception categories. The findings indicate that students generally hold positive perceptions of the course. Approximately 85.4% of respondents perceived the course as relevant, with 79.8% confirming academic relevance and 77.5% acknowledging career relevance. In terms of language skill development, speaking showed the highest perceived improvement (67.4%), followed by listening (65.1%), reading (64.0%), and writing (61.1%). Overall, 84.3% of students reported positive perceptions of the English for Economics course. These results suggest that the course effectively operationalizes ESP principles by aligning instructional objectives with students’ disciplinary and professional needs. However, the unequal distribution of perceived skill development, particularly the comparatively lower improvement in writing, highlights the necessity for more systematic writing instruction and a more balanced pedagogical integration across language skills. In conclusion, the course is pedagogically effective; however, targeted instructional refinement is required to promote comprehensive language competence among economics students.
Analyzing the Students’ Interest and Ability in Using Chromebook in English Subject at 7th Grade of SMPN 7 Bukittinggi Wiliyono Swinandes; Absharini Kardena; Irwandi Irwandi; Syahrul Syahrul
Jurnal Masyarakat Madani Indonesia Vol. 5 No. 1 (2026): Februari
Publisher : Alesha Media Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59025/s8d5te77

Abstract

This study examines the impact of Chromebook integration on students' interest and ability in learning English at SMPN 7 Bukittinggi. The present study employs a qualitative case study approach, focusing on grade VII students from classes VII3, VII4, and VII5, which collectively encompass a total of 10 participants, with five females and five males. The data presented herein were collected through a combination of classroom observations and interviews with students and teachers. The findings indicate that Chromebooks facilitate interactive, collaborative, and personalized learning environments, thereby enhancing student motivation, English proficiency, and digital literacy. These tools facilitate essential functions, including the facilitation of assignment access, the provision of feedback, the promotion of peer collaboration, the cultivation of critical thinking, and the promotion of self-assessment. The efficacy of teacher facilitation is paramount for the optimal utilization of Chromebooks. In essence, the integration of Chromebooks into pedagogy fosters dynamic, student-centered environments conducive to autonomy and the development of higher-order thinking skills, underscoring the necessity for continual assessment to address a range of digital learning requirements
Investigasi prefrensi siswa terhadap aktivitas speaking dan jenis input pada kelas jurusan tata busana Ella Jeniro Jambak; Widya Syafitri; Irwandi; Eliza
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i1.1167

Abstract

          Speaking skill is an essential component of English for Specific Purposes (ESP) instruction in vocational education, particularly for Fashion Design students, as it supports effective communication in professional and workplace contexts. This study aims to explore students’ preferences regarding speaking activities and input types in ESP classes. The research employed a descriptive quantitative research design. Data were collected through a close-ended questionnaire administered to 67 students of the Fashion Design major at SMKN 2 Bukittinggi. The collected data were analyzed descriptively using percentage analysis.The findings reveal that role play was the most preferred speaking activity (47%), followed by question-and-answer activities (26%), indicating students’ strong preference for interactive and communicative tasks. In terms of input types, authentic audiovisual materials (39%) were most favored, followed by picture-supported monologues (30%) and vocabulary-supported monologues (27%). Additionally, most students preferred medium-length texts (56%), materials sequenced from easy to difficult (57%), and learning materials accompanied by illustrations or tables (80%).These results suggest that ESP speaking materials for vocational learners should be interactive, multimodal, and contextually relevant. This study provides practical implications for ESP teachers and material developers in designing speaking materials that better address the needs of Fashion Design students in vocational education.
AN ANALYSIS OF STUDENTS’ PROBLEM IN LISTENING COMPREHENSION AT THIRD SEMESTER OF UIN SJECH M. DJAMIL DJAMBEK BUKITTINGGI Devri Aldian; Syahrul; Irwandi; Absharini Kardena
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13519

Abstract

This study aim to analyze students’ problems in listening comprehension at the third semester of the English Education Department of UIN Sjech M. Djamil Djambek Bukittinggi. This research employed a qualitative exploratory design. The informants were three lecturers and eight students selected through purposive sampling based on their listening scores. The data were collected through classroom observation and semi-structured interviews, and analyzed using thematic analysis based on Hamouda’s framework. The findings showed that students experienced five major problems: listening material, linguistic features, failure to concentrate, psychological characteristics, and listener factors. Among these, listening material became the most dominant factor, particularly related to long audio duration and unfamiliar topics. Students reported losing concentration when the audio exceeded two to three minutes and encountering difficulty understanding unfamiliar topics such as historical and scientific content. In addition, limited vocabulary significantly hindered comprehension, causing students to miss key information. Psychological factors such as anxiety and lack of confidence also reduced students’ performance. These findings indicate that students’ listening difficulties were influenced by interconnected internal and external factors. Therefore, lecturers are encouraged to provide appropriate materials, improve vocabulary instruction, and create a supportive learning environment to enhance students’ listening comprehension.
AN ANALYSIS OF STUDENTS’ CHEATING BEHAVIOR IN DOING ENGLISH ASSESSMENT AT THE 8TH GRADE OF SMP N 1 TIGO NAGARI Husnul Fatimah; Eliza; Widya Safitri; Irwandi Natsir
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14007

Abstract

Cheating has become a widespread problem in educational settings and is frequently reported as a challenge in the classroom. Students often engage in dishonest practices during assignments, daily tests, and examinations, such as copying, whispering, and asking peers for answers. This behavior not only undermines the fairness of assessment but also hinders the development of honesty and responsibility in learning. The research aims to find the internal and external factors do contibute to students’ cheating behavior in doing English assessment. The research employed a descriptive quantitative approach, utilized a questionnaire as the instrument. The population were seventh grade students, the total of the population was 185 students. To determine the sample researcher used simple random sampling. Data were collected through a questionnaire and analyzed using percentage formula. The researcher distributed a questionnaire to each sample randomly. The total of the sample were 46 of students. The result of this research on students’ cheating behavior in doing English assessments found that 46,3% of students engaging in cheating. The findings revealed that both personal and external factors contributed to students’ cheating behavior. Internal factors included poor decision making, low self-efficacy, self-confidence and, lazy attitud. External factors included peer effect, weak moral education, and teacher factors. The study concludes that students’ cheating behavior in English assessments is influenced by both personal and external factors.
THE STUDY OF STUDENTS’ ATTITUDES OF USING GENERATIVE ARTIFICIAL INTELLIGENCE TOOLS IN EDUCATION AMONG ENGLISH DEPARTMENT STUDENTS AT UIN SMDD BUKITTINGGI Rosana; Syahrul; Irwandi; Leli Lismay
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.14916

Abstract

The rapid development of Artificial Intelligence (AI), particularly Generative Artificial Intelligence (GenAI), has significantly transformed education, especially English language learning. Various GenAI tools such as ChatGPT, Gemini, Grammarly, Perplexity, and Blackbox AI are increasingly used by students to support academic activities including writing, translating, checking grammar, generating ideas, and improving language skills. This research aims to identify students’ attitudes through cognitive, affective, and behavioral dimensions and examine factors influencing these attitudes. This study employed a descriptive quantitative survey design. Data were collected from 91 students in the fifth, seventh, and ninth semesters using a closed-ended questionnaire consisting of 26 items. The data were analyzed using mean score analysis. The findings indicate that students demonstrate an overall positive attitude toward GenAI tools. The cognitive component showed a mean score of 3.5, indicating that students perceive GenAI as beneficial and effective in improving academic performance. The affective component reached 3.4, suggesting positive emotional responses such as comfort and enthusiasm. The behavioral component obtained a mean score of 3.5, indicating frequent use and strong intention for future use. Influencing factors include personal experience, social influence, institutional support, cultural values, mass media and emotional factors. The study concludes that GenAI tools positively support English learning, but ethical guidance is essential to ensure responsible and critical use.
Paradigm of Science and Religion Interconnection in Language Study: The Case of the Origin of Human Language Albert Albert; Irwandi Irwandi; Wedra Aprison
The Future of Education Journal Vol 1 No 2 (2022)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (209.145 KB) | DOI: 10.61445/tofedu.v1i2.48

Abstract

Language is the most important characteristic that distinguishes humans from other animal species. Human language seems to be a unique phenomenon and has long been the object of study. The ability of humans to communicate with one another in intelligent, symbolic, often abstract speech and writing is considered a complete mystery to evolutionists. In fact, they cannot explain how the language originated. Linguists then put forward various theories about the origin of language. Unfortunately, there are also insufficient theories to explain not only how human speech came about, but also why there are so many different languages ​​that have developed in the world. In the interconnection paradigm of science-religion, this can be connected with the exploration of the verses of the Qur'an that discuss human language. As a permanent miracle revealed by Allah to the Prophet Muhammad. The Qur'an in depth talks about human linguistic communication. This paper discusses the theory of the origin of human language based on the perspective of the Qur'an and science. The evidence conclusively implies that God created humans with unique abilities in spoken and written communication, and even taught them to speak.
Co-Authors Abdul Fikri Absharini Kardena Adisti Fauziah Albert Albert Albert Albert Albert Albert Albert Aufa Rahmah Aulia Rahman Chelsy Hanna Primadona Delfita Yulianti Desi Khairani Devri Aldian Dilnar Surya Fransisca Eliza Eliza Eliza Eliza Eliza Eliza Eliza Ella Jeniro Jambak Elsi Amiza Febria Sri Artika Genta Sakti Gusti Milla Quaidy Hamdani Hamdani Hilma Pami Putri Hilma Pami Putri Husnil Mubaraqah Husnul Fatimah Ika Parma Dewi Iswantir M Jalmi Harti Leli Lismay Loli Safitri Loli Safitri Loli Safitri Loli Safitri Melyann Melani Merry Prima Dewi Merry Prima Dewi Muhammad Abdillah Neldawati Neldawati Nur Azmi Alwi Nurhalimatussakdiah Nurhalimatussakdiah Nurtis Solihat Rahayu Malilla Rahmi Rahmi Ratna Sari Reflinda Reflinda Reflinda Reflinda Reflinda Reflinda Riya Arima Rosana Shinta Liberta Sri Deva Syahrul Syahrul Syahrul Syahrul Syahrul Syahrul Syahrul Syahrul Syahrul Syahrul Syahrul Wat Yurismawati Wedra Aprison Widya Safitri Widya Syafitri Widya Syafitri Wilda Fitri Wiliyono Swinandes Wita Purnama Sari Yosi Fimala Yunhendri Danhas Zulmuqim