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All Journal Indonesian Journal of Educational Counseling Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat
Churnia, Elfi
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Pengembangaan SiMPP-MGBK Sumbar Ver 1 Berbasis Website untuk Mengentaskan Permasalahan Tata Kelola dan Managemen Mitra Ifdil, Ifdil; Sin, Tjung Haw; Taufik, Taufik; Zola, Nilma; Churnia, Elfi; Fadli, Rima Pratiwi
Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Vol 20, No 3 (2020): Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/sb.01140

Abstract

Pengembangan ini bertujuan untuk mengentaskan permasalahan mitra yaitu berkenaan dengan tata kelola dan managemen dalam rangka optimalisasi peningkatan Sumber Daya Manusia. Produk yang dikembangkan adalah sebuah sistem manajemen pelatihan dan pengembangan berbasis website untuk Musyawarah Guru Bimbingan dan Konseling. Metode pengembangan sistem ini menggunakan Waterfall model. Sampel validasi melibatkan tiga ahli program dan uji coba melibatkan lima pengguna (pengurus harian) MGBK SMA/MA/SMK di Sumatera Barat. Dengan menggunakan instrumen validasi program (IVP) dan instrumen ujicoba program (UJP), Analisis yang dilakukan menggunakan analisis kesesuaian, tingkat penerimaan dan ketercapaiaan. Hasil pengembangan menunjukkan bahwa sistem manajemen pelatihan dan pengembangan berbasis website yaang dikembangkan dapat digunakan, Aplikasi ini diharapkan memberikan warna baru dalam tata kelola dan pengembangan organisasi kedepannya.
Communication Anxiety and Speaking Performance in EFL Learners: A Systematic Review of Counseling and Pedagogical Strategies Cahya, Nur; Churnia, Elfi
Indonesian Journal of Educational Counseling Vol 10 No 1 (2026): Vol 10, No. 1, Tahun 2026
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/001.2026101.652

Abstract

Communication anxiety is a persistent affective barrier that significantly hinders English as a Foreign Language (EFL) learners’ speaking performance. This systematic review synthesizes empirical studies published in the past five years to identify key psychological, linguistic, and instructional factors contributing to communication anxiety and to evaluate counseling-based and pedagogical interventions. Guided by PRISMA 2020 procedures, a comprehensive search across Scopus, Web of Science, ERIC, ScienceDirect, DOAJ, and Google Scholar identified 82 eligible studies. Findings indicate that communication anxiety is closely linked to fear of negative evaluation, linguistic insecurity, and low communicative self-efficacy. Teacher-centered instruction, strict error correction, and competitive classroom environments amplify anxiety, whereas supportive pedagogical climates increase learners’ willingness to communicate. Anxiety was consistently shown to disrupt fluency, lexical access, coherence, and spontaneous speech production. Counseling-based interventions including cognitive restructuring, mindfulness, relaxation training, and individual counseling effectively reduced affective symptoms and improved emotional regulation. Pedagogical strategies such as peer interaction, task repetition, scaffolded speaking tasks, and technology-mediated practice also contributed to reduced anxiety and improved oral performance. Integrated approaches that combine psychological and instructional support produced the most stable gains. Overall, the review emphasizes the importance of holistic teaching frameworks that simultaneously address affective needs and communicative competence, offering theoretical and practical insights for designing anxiety-sensitive speaking instruction in EFL contexts.
Co-Authors Cahya, Nur Ifdil Ifdil Nilma Zola Rima Pratiwi Fadli Sin, Tjung Haw Taufik Taufik