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All Journal Jurnal Abdimas BSI: Jurnal Pengabdian Kepada Masyarakat Ensiklopedia of Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Menara Ilmu Jurnal Ilmiah Pertanian ( JIPERTA) JOLLT Journal of Languages and Language Teaching Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Journal of Language and Literature Studies TELL - US JOURNAL
Sri Ariani
FBS UNP
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Cognitive and Social Strategies to Deal With Anxiety in Speaking: Typical Strategies and Application Milanrianto, Bayu Afkar; Permana, Dira; Ariani, Sri
Journal of Languages and Language Teaching Vol. 11 No. 3 (2023): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8441

Abstract

This study aimed to reveal students’ strategies to deal with anxiety in performing speaking at Nurul Hakim Islamic Boarding School. The study was qualitative with case study design. The subjects of this study were eleventh grade students which were chosen through purposive sampling technique. The techniques of data collection were semi-structured interview and documentation. The data were analyzed through data reduction, data display and data verification and conclusion. Methodological triangulation technique was used to provide valid data. The result of this study showed there were five strategies used by eleventh grade students at Nurul Hakim Islamic Boarding school to deal with anxiety: Rehearsal, Preparation, Cooperation, Self-talk and Relaxation. From the five strategies, Rehearsal is the dominant strategies used by students to deal with speaking anxiety. Except Preparation and Relaxation, the other strategies were claimed effective to reduce anxiety. The five strategies were classified into two classifications: Cognitive strategy and Social strategy. Cognitive strategy involves Rehearsal and Preparation, while Social strategy involves Cooperation, Self-talk, and Relaxation. In this study, there were no strategies that represent the Metacognitive strategy.
EFL Learners' Perceptions of Applying Webtoon as a Digital Learning Medium Integrated with Deep Learning Principles in Reading Skills Suhaili, Muhamad; Ariani, Sri
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.6334

Abstract

This qualitative study investigated EFL learners’ perceptions of using Webtoon as a digital learning medium integrated with deep learning principles in reading activities at Islamic senior high schools in East Lombok. The study involved 33 EFL learners and 11 EFL teachers selected through purposive sampling. Data were collected through semi-structured interviews and classroom observations and analyzed thematically. The findings showed that learners generally perceived Webtoon as an interesting, accessible, and meaningful medium that reduced the pressure associated with conventional reading texts. Its multimodal features, including dialogue, illustrations, facial expressions, and sequential panels, supported contextual vocabulary learning, identification of setting and emotion, inferencing, and comprehension. When combined with prediction, character analysis, conflict evaluation, reflection, and evidence-based discussion, Webtoon also encouraged deeper cognitive engagement and more active classroom participation. Teachers confirmed that learners became more willing to express opinions and discuss alternative interpretations. However, the study also identified several challenges. Learners sometimes relied excessively on images, struggled with slang, idioms, cultural references, and complex analytical questions, and found it difficult to justify interpretations in English. Unequal participation in group work, unstable internet access, limited devices, and digital distraction also affected the learning process. The findings indicate that Webtoon is most effective when used as a supplementary medium supported by appropriate content selection, structured tasks, vocabulary assistance, collaborative roles, and teacher scaffolding. The study concludes that integrating Webtoon with deep learning principles can enhance linguistic, cognitive, affective, and social dimensions of EFL reading, provided that pedagogical and technological conditions are carefully addressed effectively.
Co-Authors Aprianoto, Aprianoto Dedi Sumarsono Fauziah, Desna Hanan, Ahmad HENDRITA, RINI Hidayatullah, Heri Marizha Nurcahyani Milanrianto, Bayu Afkar nafisah, bq zuhrotun Permana, Dira Qomariyah, Siti Syafiyatul Setianingsih, Tri Sinaga, Handiko Pasugian Suhaili, Muhamad Susi Susanti Wahyudiantari, Ni Wayan Prami