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Exploring the Indonesian EFL Students' Reading Anxiety and Attitude Before and After Covid-19 Pandemic Iftanti, Erna
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i2.1441

The shifting mode of teaching reading comprehension from offline through online due to Covid 19 pandemic has changed the EFL studentsâ€™ anxiety and attitude of reading. This paper is then aimed at revealing their anxiety and attitude of reading and the implication towards their reading performance. This study was done through distributing online questionnaire to seventy-five students of an English Department at a state Islamic University in Tulungagung East Java Indonesia, who attended reading course through online mode dan had ever joined offline reading comprehension class. The online survey was carried out from Mei -June 2021 when the pandemic was at its peak. The collected data which were qualitatively analysed and interpreted exposed three important points. Firstly, the pandemic that leads to physical and social distancing is believed to be able to reduce anxiety among the EFL undergraduate students when they are reading English. It is also believed to improve their positive attitude toward reading English, even though reading is not anymore perceived as their hobby. Moreover, their reading anxiety and attitude after the pandemic implicates to reducing their performance of reading for some conditions, i.e., the increasing number of school tasks, the time limitation, boredom, and the decreasing focus of online reading. This research results are pedagogically implemented to build positive attitude and reduce anxiety in online or offline reading.

Exploring the Indonesian EFL Students' Reading Anxiety and Attitude Before and After Covid-19 Pandemic Iftanti, Erna
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i2.1441

The shifting mode of teaching reading comprehension from offline through online due to Covid 19 pandemic has changed the EFL studentsâ€™ anxiety and attitude of reading. This paper is then aimed at revealing their anxiety and attitude of reading and the implication towards their reading performance. This study was done through distributing online questionnaire to seventy-five students of an English Department at a state Islamic University in Tulungagung East Java Indonesia, who attended reading course through online mode dan had ever joined offline reading comprehension class. The online survey was carried out from Mei -June 2021 when the pandemic was at its peak. The collected data which were qualitatively analysed and interpreted exposed three important points. Firstly, the pandemic that leads to physical and social distancing is believed to be able to reduce anxiety among the EFL undergraduate students when they are reading English. It is also believed to improve their positive attitude toward reading English, even though reading is not anymore perceived as their hobby. Moreover, their reading anxiety and attitude after the pandemic implicates to reducing their performance of reading for some conditions, i.e., the increasing number of school tasks, the time limitation, boredom, and the decreasing focus of online reading. This research results are pedagogically implemented to build positive attitude and reduce anxiety in online or offline reading.

Communication Styles Among Members of Student Organizations in Indonesian Universities Mila Umil Habibah; Erna Iftanti
Asshika: Journal of English Language Teaching and Learning Vol. 2 No. 1 (2024): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v2i1.347

The article examines the dominant communication styles utilized by student organization members and their impact on organizational effectiveness. This means that the way of conveying opinions or information, commonly known as communication style, can influence an individual's perspective in understanding information The research employs mixed method, use descriptive quantitative and qualitative method, primarily focusing on data collected through surveys and interview administered to students across several Indonesian universities. This method allows for a comprehensive analysis of the dominant communication styles, including Equalitarian, Structuring, and others, as well as the factors influencing their use. . Therefore, the purpose this article is to analyze the dominant communication styles used by student organization members, both when expressing opinions and when carrying out work programs, which certainly influence their actions and thinking patterns about certain ideas or opinions. The results indicate that the Equalitarian Style is the most dominant communication approach among student organization members. This style promotes an inclusive environment where all members feel empowered to express their opinions and contribute to discussions, ultimately enhancing collaboration and mutual understanding. The findings suggest that adopting an Equalitarian communication style significantly improves organizational effectiveness by fostering a culture of openness and respect among members.

Inter and Intra-Culture-Based Group Discussion to Promote Learning Autonomy in A Bicultural Class Erna Iftanti
JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 1 (2019): JEELS May 2019
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v6i1.1195

Learning as a systematic change in knowledge, insights, behavior, and motivation occurs either in-classroom or out-of-classroom context. However, for bicultural class consisting of Indonesian and Thai EFL students in Indonesian context, to achieve such goals of learning is challenging, since the EFL students staying in such a class comprising those from two different cultural backgrounds faced some underlying learning problems. Therefore, to establish learning autonomy is significant. This article is then aimed at exploring inter and intra-culture-based group discussion which proved to be able to promote their learning autonomy. This research conducted qualitatively through observation, interview, and questionnaire revealed that the learning problems found in a bicultural class i.e. learning readiness, learning style, learning habits, and motivation can be solved by building and implementing both inter and intra-culture-based group discussion conducted in and outside classroom settings. This finding can be considered as important insight to create EFL students’ learning autonomy which contributes to prevent them from encountering learning problems in a bicultural class so that the EFL learning goals can be better achieved.

Listening to Students’ and Teachers’ Voices: Online Teaching Practices Leading to EFL Learners ' Demotivation Erna Iftanti; Nany Soengkono Madayani; Nada Mohsen Said Ali Sherif
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.958

This study was conducted in response to the online teaching practices which demotivate EFL learners in learning English from both the teachers' and students' perspectives so that it can provide an equal point of view. The study was done by distributing a questionnaire to 152 students of the State Islamic Madrasah in Tulungagung, East Java, Indonesia to find data related to those who experience demotivation in learning English and interviewing them in depth both directly and indirectly through voice notes in July to September 2022. The in-depth interview was also done to their English teachers. The result of qualitative data analysis revealed that students were demotivated, bored, and lazy during online learning because of two main factors, namely teachers, i.e., uninteresting teaching methods and techniques, lack of online teaching experience, teacher’s personality, and the usage of the online learning application. Meanwhile, the teachers perceive that their demotivating EFL teaching was resulted from students' learning loss, lack of students' learning involvement, and teachers' feeling insecure caused by some factors, namely the variety of online teaching methods, the accessibility of online learning media, family interference, and students' internal lack of motivation. Still, this demotivating online teaching and learning do not significantly implicate the students' achievement of English. These research results are pedagogically implemented to improve the quality of online teaching and learning English, mainly at the secondary levels.

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