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All Journal Journal of English and Arabic Language Teaching Indonesian Journal of Integrated English Language Teaching JURNAL FARMASI DAN ILMU KEFARMASIAN INDONESIA Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Buana Farma Community Service Journal Of Economic Education
Riza Amelia
Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Syarif Kasim Riau
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Medicine & Pharmacology Physics Social Sciences Other

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Journal : Journal of English and Arabic Language Teaching

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INVESTIGATING STUDENTS’ THINKING PROCESSES DURING GROUP PRESENTATIONS AT A UNIVERSITY IN RIAU Amelia, Riza
Journal of English and Arabic Language Teaching Vol 16, No 1 (2025): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Investigating thinking processes during classroom group presentations can help identify their needs for appropriate guidance on how to deliver a presentation. Therefore, this study investigates the students’ thinking processes during the pre-presentation, presentation, and post-presentation stages in a course conducted in Bahasa Indonesia. Within this context, the participants were asked to describe their thinking processes. The research employed a qualitative descriptive design and involved ten student participants—two males and eight females. Presentations were conducted in one semester, whereas data collection of students’ thinking processes taking place at the end. The instruments used included observations, closed-ended questions, and open-ended questions. The data were analyzed using thematic analysis. Triangulation of different data sources was applied to ensure data validity. The findings identified three main stages of thinking: pre-presentation, during-presentation, and post-presentation that are consistent with Flavel (1979) and Zimmerman (2000) theories. Within each stage, the students reported experiencing complex thoughts while also facing challenges related to cognition, psychological factors, and social interaction. Based on the findings, future studies are recommended to explore topics such as the effectiveness of classroom group presentation training and the development of communication skills through presentations.
AN ANALYSIS OF EFL STUDENTS’ WILLINGNESS TO COMMUNICATE (WTC) IN CLASSROOM AT A PUBLIC UNIVERSITY IN RIAU Amelia, Riza
Journal of English and Arabic Language Teaching Vol 16, No 2 (2025): J/E/A/L/T (December)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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This study examines third-semester EFL students’ willingness to communicate (WTC) in the classroom using MacIntyre et al.’s (1998) WTC Pyramid model as the main framework. A descriptive research design was employed by administering a questionnaire consisting of close-ended items (5-point scale) and open-ended questions to 68 students in an English Education program at a public university in Riau Province, Indonesia. Quantitative data were analyzed descriptively to identify general tendencies across the WTC layers, while qualitative data were analyzed thematically to enrich and explain the quantitative patterns. The findings indicate that students reported moderate to high willingness to communicate; however, their actual classroom participation was often constrained by psychological barriers (e.g., nervousness, fear of making mistakes, and fear of negative evaluation), linguistic unpreparedness, and unsupportive peer responses. Students’ readiness and state self-confidence were higher when interacting with familiar classmates and topics but declined in less familiar contexts. Although students demonstrated strong motivational goals related to fluency development and future opportunities, these motivations did not consistently translate into speaking behavior when situational barriers were dominant. Overall, the results support the WTC Pyramid model by showing that classroom communication is shaped by interactions among multiple layers. Pedagogical implications highlight the importance of fostering psychologically safe classroom environments and strengthening students’ communicative confidence to enhance WTC.
Co-Authors Abdul Rozzaaq, Muhammad Andrian Andrian Choirunissa, Anna Faizal Hermanto Hartyana Sutarna, Titta Harum Natasha Nurul Islamiyah, Alfi Purnamawati Suherman, Linda putriani, Zelly Ramdani, Robby Rizwan, Akmal Sumantyo, Franciscus Dwikotjo Sri Vina Septiani, Vina