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All Journal Jurnal Pendidikan Bahasa Inggris Celt: A Journal of Culture, English Language Teaching & Literature Syntax Literate: Jurnal Ilmiah Indonesia International Journal of Communication and Society Jurnal Pendidikan dan Kebudayaan JoTELL: Journal of Teaching English, Linguistics, and Literature Kompetensi: Jurnal Bahasa Dan Seni SoCul: International Journal of Research in Social Cultural Issues JELTEC: Journal of English Language Teaching, Literature and Culture Studies in English Language and Education E-CLUE Journal of English Culture, Language, Literature and Education
Noldy Pelenkahu
Universitas Negeri Manado
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Relationship Between Students Anxiety and Their English Presentation at SMK GKST 2 Tentena: Relationship Between Students Anxiety and Their English Presentation at SMK GKST 2 Tentena Kalepu, Rosliana; Pelenkahu, Noldy; Liando, Nihta V. F
JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 4 No. 3 (2025): JoTELL: Journal of Teaching English, Linguistics, and Literature
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36582/jotell.v4i3.11895

Abstract

This study investigated the relationship between student anxiety and English presentation performance among 32 eleventh-grade students at SMK GKST 2 Tentena. Using a quantitative approach with a correlational descriptive design, the data of this study was collected through a modified Foreign Language Class Anxiety Scale (FLCAS) questionnaire and direct observation of student presentations. Results revealed that 84.4% of participants experienced high anxiety, 12.5% moderate anxiety, and 3.1% severe anxiety when presenting in English. Regarding presentation performance, 40.63% of students demonstrated good performance, 37.5% fair, 18.75% poor, and 3.12% excellent. Pearson correlation analysis yielded a strong positive correlation (r = 0.840) between student anxiety and English presentation performance, indicating that higher anxiety levels significantly impacted students' ability to present effectively in English. These findings suggest that addressing anxiety factors—such as fear of making mistakes, negative evaluation, lack of preparation, and limited language proficiency—could improve students' English presentation skills. The study recommends implementing strategies like adequate preparation, positive mindset development, English skill improvement, creating supportive environments, and teaching relaxation techniques to help students overcome anxiety and enhance their presentation performance.
The Effectiveness of Differentiated Learning Approach within PBL Model to Improve Students’ Critical Thinking Skills Agusmaliani, Agusmaliani; Pelenkahu, Noldy; Oroh, Elisabeth Z.
Journal of English Culture, Language, Literature and Education Vol. 13 No. 1 (2025): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v13i1.8236

Abstract

This study aims to determine the effectiveness of the Differentiated Learning Approach within the Problem-Based Learning (PBL) model in improving students’ critical thinking skills in English, particularly on the topic of analytical exposition text among grade XI students of SMA Negeri 2 Tondano. This study employed a quantitative method using a quasi-experimental design of the Non-Equivalent Group Design type. The sample consisted of class XI A as the experimental group and XI B as the control group, each with 20 students selected through random sampling. Data collection techniques included pre-test, post-test, observations, and documentation. Data were analyzed using the t-test to examine the effect off Differentiated Learning approach within PBL to students’ Critical Thinking. The results revealed a significant difference between the experimental and control classes. Students in the experimental group who received instruction using the Differentiated Learning Approach within the PBL model showed notable improvement. The average pre-test score in learning achievement increased from from 58.45 to 83.20. The t-test showed a significance value of 0.000 (< 0.05. These findings demonstrate that the Differentiated Learning Approach within the Problem-Based Learning model is effective in enhancing students' critical thinking skills, particularly in learning English analytical exposition texts.
Co-Authors Agif Estian Sengang Agusmaliani, Agusmaliani Alloysius Rettob Anggelia Natalsya Emor Bambulu, Dewi Oktaviani Ceisy Nita Wuntu Chrisanto Pontoan Christy Saerang Claudia Nivita Ante Devilito Prasetyo Tatipang Elisabeth Z Oroh Elizabeth Zuska Oroh Ering, Stevanny C. Fitri G. Harun Fridolin J. P Kukus Hiyashinta Ampasenan Klise I Kadek Andi Putra Ignatius Javier C. Tuerah Inka Permatasari Girsang Intan Sigiro Jean Motoh Jenie Posumah joykson haronis Kalepu, Rosliana Kurnia Angel Pinontoan Livianni Lambe Maikel Sanger Matei, Agneria Meity Muntuuntu Misgter Gidion Maru Mokodompis, Daniel Mongkaren, Steve Muhammad Ilham Ali Nadzly W. Didipu najoan, sweetly Nelwan, Silvana Mariana Nihta Vera Frelly Liando Nurmin Samola Olga Rorintulus Paath, Gabrilia M. Paula L Hampp Rawung, Meivi Theresya Reina Saleh Reivi Soreh Ridel Rio Rambembuoch Rinny Rorimpandey Rivaldo Wales Roland Mandagi Sanerita T. Olii Sarah Kamagi Siwy, Harlisa Tamowangkay, Fransisca Priskila Tesalonika Gloria Wuisan Theresia Tesalonika Polii Tini Mogea Tirza A Kumayas Triesye A. Laloan Usman, Herlina VERONIKA NAVA WAROKKA Wijaya, Oey Yofri Karisi