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All Journal Journal of English for Academic and Specific Purposes (JEASP) TELL - US JOURNAL
Suparmi, Suparmi -
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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An Analysis of Students’ Anxiety in Speaking Class of English Department, Universitas Putra Indonesia YPTK, Padang Suparmi, Suparmi -
TELL - US JOURNAL Vol 4, No 2 (2018): September 2018
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (616.197 KB) | DOI: 10.22202/tus.2018.v4i2.2789

Abstract

ABSTRACK                                                                                      The aim of this research is to know the type ofanxiety encountered by students in speaking class and toknow the dominant factor of anxiety in speaking class. The type of this research is descriptive research. The respondent of this research are the English Department students of UPI YPTK Padang. Total respondent in this research are 26 students. In collecting the data, the researcher used questionnaire, interview and observation. First, the researcher distribute the questionnaire to the respondent, the questionnaire include 33 items based on the indicator about speaking anxiety. Based on the data from all instruments the researcher concluded that the domnant anxiety encountered by the students is State Anxiety that has high percentage from the other type of anxiety, that is 67%. Then, the dominant factor that influence on students spekaing anxiety is lack of preparation, they feel anxiety because lake of preparation, so they do not know what should be conveyed. Keywords: Speaking, Anxiety, Types of Anxiety, Factors of Anxiety
Students’ Attitudes on Gamification in English Reading Classes: The Use of Kahoot! Suparmi, Suparmi -; Susanto, Alifarga Kresnayoga
Journal of English for Academic and Specific Purposes (JEASP) Vol 8, No 1 (2025)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v8i1.33115

Abstract

This study explores students’ reflective attitudes of using Kahoot! in their reading classes, with a focus on its effects on engagement, motivation, and reading comprehension. A qualitative research design was used to collect data from ten students using semi-structured interviews and classroom observations. The findings show that Kahoot! significantly increasing student engagement by making learning of reading interactive and enjoyable. Students also reported increased motivation and a more positive attitude toward reading, largely due to the game-based nature of the platform. Moreover, Kahoot! was also found to enhance reading comprehension since it assisted students focus on the important points in the text through repeated exposure and immediate feedback. The study also highlighted how Kahoot!’s encouragement of friendly competition and peer interaction contributed to a more dynamic and collaborative learning environment. Nevertheless, technical challenges were identified as a limitation, negatively impacting the platform’s overall effectiveness, particularly those pertaining to internet connectivity. These findings indicate that while Kahoot! provides significant educational benefits, its effective implementation in the classrooms depends on a stable technical infrastructure. The study enhances understanding of the role of game-based learning tools in education and suggests the need for further investigation into students’ long-term effects on academic performance.
Co-Authors Susanto, Alifarga Kresnayoga