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All Journal IJEE (Indonesian Journal of English Education) English Review: Journal of English Education Journal of English Literacy Education Sriwijaya University Learning and Education International Conference English Community Journal Indonesian EFL Journal IRJE (Indonesian Research Journal in Education) Indonesian Journal of English Language Teaching and Applied Linguistics Ideguru: Jurnal Karya Ilmiah Guru ENGLISH FRANCA : Academic Journal of English Language and Education Holistics Journal Journal of English Language and Education Jurnal Karya Abdi Masyarakat Indonesian Journal of English Language Teaching and Applied Linguistics
Hariswan Putera Jaya
Universitas Sriwijaya
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Pengembangan E-Book Interaktif Pembelajaran Kolaboratif Menggunakan Teknologi Cloud Computing pada Mata Kuliah PPDP PPG Prajabatan Jaya, Hariswan Putera; Kurniawan, Dedi; Gafur, Abdul; Nurbuana, Nurbuana; Apriyanti, Apriyanti; Putri, Ermalati; Pratama, Miftahunajah Aditiya
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 1 (2024): Edisi Januari 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i1.774

Abstract

This research aims to develop an interactive e-book for the course "Understanding Learners and Their Learning" with a collaborative learning approach based on cloud computing technology for students in the Pre-Service Teacher Professional Program (PPG) Prajabatan. The research method used is developmental research consisting of three stages: preliminary research, prototype stage, and assessment stage, with a focus on the utilization of cloud computing technology. Data were collected through questionnaires, validity tests, and the effectiveness of the interactive e-book developed through stages designed according to the Akker model. Data analysis was conducted quantitatively and qualitatively. Formative evaluation was carried out to determine the validity, practicality, and potential effects of the product. The validity of the developed e-book reached a score of 3.55 (very high validity) after evaluation by experts in the context of learning design, media, and content. The practicality of the e-book was rated high in one-on-one evaluation (score 3.625) and very high in small group evaluation (score 3.85). Field tests showed an effectiveness rate of 94.4%, indicating that the interactive e-book has high potential effects. This e-book can be implemented effectively for Prajabatan PPG students as a reference source supporting the understanding of learners and learning through a collaborative approach based on cloud computing technology.
Indonesian English Teachers’ Social-Emotional Competence and Students’ English Learning Motivation Anisa, Larasati; Suganda, Lingga Agustina; Jaya, Hariswan Putera
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): 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.v4i1.320

Abstract

This study was carried out to determine the correlation between the social-emotional competence of the English teachers and the English learning motivation of their students. The sample  was 111 students of secondary school. This study provides not only the correlation but also the survey results of teachers’ social-emotional competence and students learning motivation as well as the contribution of the teachers’ competence to their students’ motivation. The instruments used in this study were two questionnaires that were given to the students to assess their learning motivation and the social-emotional competence of their English teachers. The results of the study presented that there was a fairly significant correlation between the two variables, with teachers’ social-emotional competence contributing 23.1% to students’ learning motivation. The results also showed that the self-management of teachers’ social-emotional competence gave the highest contribution to students’ motivation with 16.8% contribution value while the self-awareness gave the lowest contribution with 3.8%.
The Impact of Student-Teacher Relationships toward English-Speaking Performance Nurfadhilah, Annisa; Jaya, Hariswan Putera
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.13400

Abstract

This study investigated how student–teacher relationships relate to English-speaking performance among 154 second-year students at MAN 1 Ogan Ilir. Relationship quality was measured using the 25-item Student–Teacher Relationship Measure (S-TRM) and categorized into Good, Fair, and Poor groups. Speaking performance was assessed through a task on “My Favorite Hobby” using a rubric covering fluency, pronunciation, vocabulary, grammar accuracy, and comprehension, with 33 students (11 per group) evaluated. The results showed a moderate, significant correlation between relationship quality and speaking scores (r = 0.450, p = 0.009). ANOVA confirmed significant differences among the groups (F = 5.180, p = 0.012), with the widest gap between the Good and Poor groups. These findings highlight that positive student–teacher relationships contribute to stronger speaking performance, consistent with Vygotsky’s sociocultural view of learning.
The Correlation Between Stress Level Perceived by Sixth-Semester Students of the English Education Study Program at UIN Raden Fatah and Their Speaking Mastery Pernando, Taura; Jaya, Hariswan Putera
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1833

Abstract

This study employed a quantitative correlational research design to explore the relationship between speaking proficiency and perceived academic stress among sixth-semester students of the English Education Study Program at UIN Raden Fatah University. The data were collected from 48 participants using the ETS Integrated Speaking Rubric to assess speaking proficiency and the Perceived Stress Scale (PSS10) to measure perceived academic stress. Descriptive statistical analysis revealed that most students experienced a moderate level of academic stress, while the majority of speaking mastery scores were classified in the “Good” category. Furthermore, Pearson Product Moment correlation analysis indicated that there was no statistically significant relationship between students’ perceived academic stress and their speaking proficiency. These findings suggest that speaking performance may not be directly influenced by general academic stress but is more closely related to factors such as speaking-specific anxiety, self-confidence, and language learning experience. Therefore, this study recommends that educators place greater emphasis on reducing language-specific anxiety rather than general academic stress to improve students’ speaking proficiency.
Perceived Benefits of Oral Presentations in Helping Students Improve Their Confidence in Speaking Ismail, Nathasa Al Maidah; Jaya, Hariswan Putera
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1454

Abstract

Oral presentations are often used in English courses to improve speaking skills. However, there is still little research about how students see their benefits in building speaking confidence, especially in university settings. This study aims to explore university students’ perceptions of the benefits of oral presentations in English classes. Even though oral presentations can help improve speaking skills, many students still face challenges such as low confidence, anxiety, limited vocabulary, and difficulty in organizing ideas. This research used a descriptive qualitative method with interviews, observations, and documentation as the main data sources. The data were analyzed using thematic analysis to find common patterns. The results show that the main factors affecting students’ oral presentations are speaking anxiety, lack of vocabulary, little experience in public speaking, and fear of making mistakes. To deal with these problems, students used strategies such as repeated practice, using media, managing time, and getting support from lecturers and peers. This study shows the importance of oral presentations in developing speaking confidence and suggests that teachers need to provide better strategies to support students in English learning.
GLOSSOPHOBIA IN ACADEMIC SPEAKING CONTEXTS: PERCEIVED COGNITIVE, EMOTIONAL, AND BEHAVIOURAL EFFECTS AMONG EFL PRE-SERVICE TEACHERS Naurah, Faiza; Putra, M. Hadi Dwi; Tusya'Diah, Syakila; Irsyah, Lyra Vierdha; Mulia, Intan Tri; Jaya, Hariswan Putera
English Community Journal Vol 10, No 1 (2026): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v10i1.10784

Abstract

The college students frequently struggle with glossophobia, also known as public speaking anxiety, particularly those who are in charge of making academic presentations. This study explores the influence of glossophobia on fifth-semester students in the English Education Study Program at Sriwijaya University. A 12-item Likert scale questionnaire evaluating four dimensions, physical symptoms, perceived cognitive and emotional effects, perceived performance effects, and behavioural responses that was used to gather data from 50 students using a quantitative approach. According to the findings, students' anxiety levels ranged from moderate to severe, with cognitive and emotional discomfort showing the most effects. Anxiety nevertheless affected presentation delivery, clarity, and fluency even if the effect on performance was only minor. These findings suggest that glossophobia significantly is perceived to influence students’ perceived academic performance and underscore the need for supportive pedagogical strategies to reduce anxiety and enhance students’ confidence in public speaking.
Co-Authors Alhenri Wijaya Alhenri Wijaya Anggraini, Hesty Wahyuni Anisa, Larasati Apriyanti Apriyanti Dedi Kurniawan dedi kurniawan Dedi Kurniawan Dedi Kurniawan Dwi Maharrani Eryansayah Eryansayah Eryansayah, Eryansayah Fiftinova Fiftinova, Fiftinova Habiba, Habiba Hesti Wahyuni Anggraini Hesti Wahyuni Anggraini, Hesti Wahyuni INTIFADHAH INTIFADHAH Irsyah, Lyra Vierdha Ismail Petrus Ismail, Nathasa Al Maidah Larasati Anisa LINGGA AGUSTINA SUGANDA Lingga Agustina Suganda Mulia, Intan Tri Muslih Hambali Muslih Hambali Naurah, Faiza Nova Lingga Pitaloka Nova Lingga Pitaloka Nova Lingga Pitaloka, Nova Lingga Nurbuana, Nurbuana Nurfadhilah, Annisa Pernando, Taura Pitaloka, Novalingga Pratama, Miftahunajah Aditiya Putra, M. Hadi Dwi Putri, Ermalati Rita Hayati Rita Hayati Rita Inderawati Sari Anggraeni Sujana SOFENDI SOFENDI, SOFENDI Soni Mirizon Sri Agustina, Sri Syamsiar, Syamsiar Tita Ratna Wulan Dari Tusya'Diah, Syakila Wijaya, Alhenri Zuraida Zuraida Zuraida Zuraida Zuraida