Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Getsempena English Education Journal Journal Of Academia In English Educations (JADEs)
Agis Andriani
Unknown Affiliation
Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
ENGLISH SPEAKING ANXIETY AMONG INDONESIAN JUNIOR HIGH SCHOOL LEARNERS: IN SEARCH OF CAUSES AND SOLUTIONS Arini Nurul Hidayati; Fuad Abdullah; Agis Andriani; Dewi Rosmala; Novi Nurvianti
Getsempena English Education Journal Vol. 9 No. 1 (2022)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v9i1.1746

Abstract

In the last few decades, foreign language speaking anxiety (hereafter, FLSA) has been a debatable investigative issue among linguists and TESOL practitioners. One of the most salient factors is it generates an incapacitating impact for speakers to communicate orally in English as a foreign language. However, delving learning activities as a cause of FLSA and its solutions, notably in Indonesian secondary school level remains scarce. To fill the void, this study scrutinized the specific learning activities causing learners’ FLSA in the classroom and the solutions to resolve them. Three junior high school learners were recruited as the participants. The data were collected through semi-structured interviews and analyzed thematically (Braun & Clarke, 2006). On the one hand, the findings outlined that the students suffered from FLSA when they engaged in questions and answer session of the classroom English language learning activities and speaking performance activities. On the other hand, the solutions of such FLSA encompassed focusing on the learning process and ignoring the disruptive behaviour of their classmates. Pedagogically, creating a less anxious atmosphere of learning English speaking practices enables students to successfully acquire English language skills (e.g., speaking) and adapt to appropriate social and academic milieu.
Fluent in Many: Navigating English Learning Through Multilingual Identities Agis Andriani; Munadi, Khusni Gusti Nurhasan; Asri Siti Fatimah
JADEs Journal of Academia in English Education Vol 6 No 2 (2025): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v6i2.12259

Abstract

Multilingual identity awareness refers to the ability to recognize and navigate multiple language and cultural identities. Multilingual identity awareness is also closely related to differentiated learning that is in accordance with what students need. Therefore, it is very important to know what factors can influence multilingual identity awareness in learning English as a foreign language. The purpose of this study was to explore what factors can influence multilingual identity awareness in learning English as a foreign language. Data collection uses semi-structured interview and the data analysis used thematic analysis. Based on the results of data analysis, researchers found that there are several factors that can influence multilingual identity awareness in learning English as a foreign language, including educational factors, course assignments, environment, family factors, loves into language, language use, personal challenges and achievements, cultural beliefs and learners’ beliefs. The themes that include these factors include: (1) Experience; (2) Social Factors; (3) Learners’ Attitude Towards Language. Therefore, researchers conclude that in the context of multilingual identity awareness, the above factors can appear in someone who is learning English as a foreign language. The implication of this study is to provide references and knowledge for students who are studying English as a foreign language that multilingual identity is an asset, not an obstacle. For further research, it is recommended to conduct research with wider and more diverse participants, more critical data analysis and wider participant diversity.
Co-Authors Arini Nurul Hidayati Asri Siti Fatimah Dewi Rosmala Fuad Abdullah Munadi, Khusni Gusti Nurhasan Novi Nurvianti