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All Journal ELT-Lectura Journal of English Education, Literature and Linguistics Journal of English Education and Linguistics JEELL (Journal of English Education, Linguistics and Literature)
Pratiwi, Dyah Sih
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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INTROVERT PERSONALITY: CHALLENGING IN SPEAKING CLASS Pratiwi, Dyah Sih; Prihatini, Candraning
Journal of English Education and Linguistics Vol. 4 No. 2 (2023): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v4i2.1628

Abstract

The purpose of this research is to find out the challenges of introverted students in practising speaking skills in speaking class. As we know, an introverted personality usually feels shy to speak something in front of a crowded situation. This research investigated the difficulties and the strategies of introverted students in gaining good performance in speaking class. This research used a purposive sampling technique. The sample of this research is 4 students from one of the universities in Lampung. For gaining the introvert sample, this research used Eysenck’s Personality Inventory (EPI). This research is qualitative. The data collecting technique used interviews. The result indicated that there are many challenges in speaking for introverted students. It is because they must face many difficulties to do well performance in speaking class. There are five challenges in speaking class for introverted students namely having a lack of self-confidence, feeling shy, fear of making mistakes, and lack of knowledge. Based on the interview, all introverted students have the same strategy in gaining good performance in speaking class namely well preparation before performing in speaking class. They do a lot of practice before performing in speaking class.
Grammar Problems Faced by Students in Using Simple Present Tense task Prihatini, Candraning; Pratiwi, Dyah Sih; Kamiliya, Zainina
Journal of English Education, Literature and Linguistics Vol 7 No 1 (2024): Journal of English Education, Literature, and Linguistics
Publisher : STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31540/jeell.v7i1.2977

Abstract

This research is aim to the grammar problems faced by students in learning simple present tense. The participants of this research were students in Universitas Muhammadiyah Lampung who take intermediate grammar class. The samples consisted of seven participants. They are students who take intermediate grammar class. The data collecting technique of this research used observation and students' task to gather data and employed a descriptive design with qualitative analysis to understand and describe the phenomena being studied. This approach is particularly useful for exploring complex behaviors, attitudes, or experiences in depth. Based on the analysis of questionnaire and students’ assignment indicated that this research found that grammar problems faced by students in learning simple present tense were the use; Third-person singular verbs (-s/-es endings) (33 %), Subject-verb agreement (10%), Negative and question forms (5%), Spelling changes with third-person singular (15%), Use of adverbs of frequency (7%), Incorrect use of time expressions (12%), Confusion with stative verbs (8%). Keywords: Grammar Problems, Simple Present Tense, students’ task
INTROVERT PERSONALITY: CHALLENGING IN SPEAKING CLASS Pratiwi, Dyah Sih; Prihatini, Candraning
Journal of English Education and Linguistics Vol. 4 No. 2 (2023): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v4i2.1628

Abstract

The purpose of this research is to find out the challenges of introverted students in practising speaking skills in speaking class. As we know, an introverted personality usually feels shy to speak something in front of a crowded situation. This research investigated the difficulties and the strategies of introverted students in gaining good performance in speaking class. This research used a purposive sampling technique. The sample of this research is 4 students from one of the universities in Lampung. For gaining the introvert sample, this research used Eysenck’s Personality Inventory (EPI). This research is qualitative. The data collecting technique used interviews. The result indicated that there are many challenges in speaking for introverted students. It is because they must face many difficulties to do well performance in speaking class. There are five challenges in speaking class for introverted students namely having a lack of self-confidence, feeling shy, fear of making mistakes, and lack of knowledge. Based on the interview, all introverted students have the same strategy in gaining good performance in speaking class namely well preparation before performing in speaking class. They do a lot of practice before performing in speaking class.
The use of vodcasting in improving students' speaking skills: The use of vodcasting in improving students' speaking skills Efiyani, Susi Efiyani; Pratiwi, Dyah Sih; Syafiq, Ahmad
ELT-Lectura Vol. 11 No. 1 (2024): ELT-Lectura Studies and Perspective in English Language Teaching-in progress
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v11i1.16436

Abstract

Media should be included into learning activities to help teachers and students alike understand the information being taught. The purpose of this study is to ascertain whether employing vodcasting may help class X students at SMK 2 Muhammadiyah Bandar Lampung improve their speaking abilities. Experimental research is the term for this kind of study. Data is collected through tests. It is expected that the study findings could be used as reading material and a basis for further relevant research. It is hoped that the results of this research can be used as an important input for schools, especially for vocational school teachers, where the results of this research can be used as a reference in implementing learning media to improve student learning outcomes; b) for junior high school students, the results of this study are able to create meaningful learning so that it has a strong influence in improving learning outcomes and student motivation. Referring to the calculation results of hypothesis testing, the mean pretest value was 71,72 while the mean post-test was 80,59, thus the Ho hypotension result was rejected and Ha was accepted. Looking at the Sig value 0.00 <0.05, it indicates a significant improvement before and after using vodcasting.
THE CORRELATION BETWEEN ENGLISH SPEAKING ANXIETY AND STUDENT ACHIEVEMENT AT UNIVERSITAS MUHAMMADIYAH LAMPUNG Wijayanto, Danang; Hamdani, Zohri; Pratiwi, Dyah Sih
JEELL (Journal of English Education, Linguistics and Literature) Vol. 13 No. 1 (2026): JEELL Volume 13 Number 1 February 2026
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v13i1.113

Abstract

The purpose of this research was to investigate the impact of English speaking anxiety and academic achievement among second-semester English Education students at Universitas Muhammadiyah Lampung. Despite the recognized importance of speaking skills in EFL contexts, many Indonesian students experience significant anxiety that potentially impacts their academic performance. This research used a quantitative approach. The data were collected from 13 students through the adapted Speech Anxiety Thoughts Inventory (SATI) and speaking assessments evaluated with Brown and Abeywickrama's (2019) rubric. The Pearson correlation analysis showed a strong negative relationship between speaking anxiety and academic achievement (r = -0.876, p = 0.001), with anxiety accounting for 76.7% of the variance in speaking scores. Qualitative analysis of questionnaire responses identified fear of negative evaluation, limited vocabulary, and lack of confidence as primary anxiety sources. While the strong correlation indicates a significant relationship, the study's limitations, including small sample size and correlational design, preclude causal inferences. The finding underscores the need for pedagogical interventions addressing affective factors in language learning and suggests directions for future research with larger samples and experimentally designed.
Co-Authors Ahmad Syafiq Danang Wijayanto Efiyani, Susi Efiyani Kamiliya, Zainina Prihatini, Candraning Zohri Hamdani, Zohri