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All Journal PREVENIRE: Journal of Multidisciplinary Science Journal of Educational Management Research MULTIPLE: Journal of Global and Multidisciplinary Jurnal Pendidikan, Bahasa dan Budaya Litera : Jurnal Bahasa dan Sastra Educational Dynamics: International Journal of Education and Social Sciences
Bayu Islam Assasaki
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Medicine & Pharmacology Social Sciences Other

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Journal : Journal of Educational Management Research

 1 
Exploring Managerial Dimensions in Dual Teaching Model for Communicative English Classroom: A Participatory Action Research in West Nusa Tenggara Assasaki, Bayu Islam; Agustina, Emilia
Journal of Educational Management Research Vol. 4 No. 6 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i6.1434

Abstract

The demand for effective English communication skills has surged globally, highlighting the need for innovative teaching models in language education. This study explores the impact of the Dual Teaching Model (DTM) within a Participatory Action Research (PAR) framework to enhance communicative English instruction at Institut Agama Islam Nurul Hakim Kediri, Indonesia. The study aimed to assess the model's effectiveness in improving students' fluency, accuracy, pronunciation, and interactional competence. Data were collected through pre and post-tests, classroom observations, focus group discussions, and teacher journals. The findings revealed significant improvements in all components of communicative competence, with the most notable gains in interactional competence (+16.1) and fluency (+14.9). Qualitative data supported these results, highlighting increased student engagement, confidence, and collaborative learning. The study concludes that the DTM fosters a more dynamic and interactive learning environment, promoting both linguistic and affective development. The research contributes to the field by demonstrating the effectiveness of co-teaching in enhancing communicative English instruction and providing insights into its scalability and adaptability for future digital integration.
Managing Student Stress in English Language Learning: A Case Study at Sunan Doe Institute Assasaki, Bayu Islam
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1535

Abstract

This study investigates the significant sources of stress experienced by students learning English in a non-English-speaking academic environment. Previous research indicates that English learners in EFL settings often encounter psychological, linguistic, and sociocultural barriers that impede the development of proficiency, particularly when institutions mandate English as the medium of instruction. In line with this context, the Sunan Doe Institute has implemented intensive English policies, yet many learners continue to report anxiety and performance pressure. This mixed-method study involved 150 students at three proficiency levels and 10 English lecturers, employing surveys, interviews, focus group discussions, and classroom observations to obtain comprehensive data. Quantitatively, the results reveal that fear of negative evaluation, low self-efficacy, and peer comparison are the most significant psychological stressors. Linguistic challenges, particularly pronunciation accuracy, grammatical mastery, and limited vocabulary, emerged as additional pressure points. Environmental and cultural factors, including limited English exposure, unfamiliar cultural references, and insufficient interactive practices, further elevate students’ anxiety. Qualitative findings reinforce these patterns, showing that low confidence and constrained opportunities for authentic communication hinder progress across proficiency levels. The study contributes to a deeper understanding of stress dynamics in EFL contexts and recommends culturally responsive, supportive, and interaction-rich pedagogical strategies to strengthen learner motivation and well-being.
Co-Authors admin admin, admin Agustina, Emilia Fachry Abda El Rahman M Saleh Yahya Himni Sulhairi Sulhairi Sulhairi