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All Journal ELTE Journal (English Languange Teaching and Education) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Holistics Journal Journal of English Language and Education International Journal of English and Applied Linguistics (IJEAL) Jurnal Bahasa Inggris Terapan International Journal of Research in Vocational Studies (IJRVOCAS) Aptekmas : Jurnal Pengabdian Kepada Masyarakat
Sri Endah Kusmartini
Politeknik Negeri Sriwijaya
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RELATIONSHIPS AMONG SELF-ESTEEM, MOTIVATION, COMMUNICATIVE APPROACH, AND SPEAKING ACHIEVEMENT OF THE STUDENTS Sri Endah Kusmartini
HOLISTICS Vol. 12 No. 1 (2020): HOLISTICS JOURNAL HOSPITALITY AND LINGUISTICS
Publisher : Politeknik Negeri Sriwijaya

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Abstract

Abstract: This research is aimed to find out the relationships among self-esteem, school motivation,communicative approach, and speaking achievement of the students. The data were collected throughquestionnaires and speaking test. The data were analyzed by using Pearson Product Moment CoefficientCorrelation and Multiple Regression Linear. The results show that there is a positive and significantrelationship between self-esteem and speaking achievement of the students (r = 0.474); there is a positiveand significant relationship between school motivation and speaking achievement of the students (r =0.561); there is positive and significant relationship between communicative approach and speakingachievement (r = 0.679); there is a positive and significant relationship between self-esteem and schoolmotivation (r = 0.567); there is a positive and significant relationship between school motivation andcommunicative approach (r = 0.510); there is a positive and significant relationship between self-esteemand communicative approach (r = 0.590); there is a positive relationship between self-esteem added toschool motivation and communicative approach towards speaking achievement (R = 0.723).Simultaneously, there is a significant influence of independent variables towards dependent variable ofthe research. The contribution of self-esteem, school motivation, and communicative approach towardsspeaking achievement of the students is 45.5%.
Anxiety and Its Effects on Listening and Speaking Achievements of Engineering Students Sri Endah Kusmartini
HOLISTICS Vol. 13 No. 2 (2021): HOLISTICS JOURNAL: HOSPITALITY AND LINGUISTICS
Publisher : Politeknik Negeri Sriwijaya

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The study investigated the anxiety and its effects on listening and speaking achievement of engineering students, Sriwijaya State Polytechnic. It was quantitative research. The samples were 109 students of the electrical engineering study program. The researcher used Foreign Language Classroom Anxiety Scale with some adaptation to collect the data about anxiety and took the data about the listening and speaking achievements of the students from listening and speaking tests. The researcher used descriptive statistics, Pearson Product Moment Coefficient Correlation, and linear regression to analyze the data. The negative correlation between student foreign language classroom anxiety and the listening achievement of the students was significant. Next, student foreign language classroom anxiety also correlated negatively towards student speaking achievement. Finally, there were some contributions of foreign language classroom anxiety towards student listening and speaking achievements. Keywords: Foreign language classroom anxiety, listening, speaking
PEMANFAATAN FLASHCARD DALAM PENGENALAN VOCABULARY PADA SISWA TK AL-AQOBAH II Sri Endah Kusmartini
Aptekmas Jurnal Pengabdian pada Masyarakat Vol 5 No 4 (2022): APTEKMAS Volume 5 Nomor 4 2022
Publisher : Politeknik Negeri Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36257/apts.v5i4.6368

Abstract

The importance of developing students' skills, including English skills was realized by the teachers of TK Al-Aqobah II, but they experienced problems when trying to introduce the vocabulary to students. The writer offered training regarding the use of flashcards to introduce vocabulary to the students of kindergarten. The following were the steps: first, the writer made preparations regarding the training; next, the writer gave a pre-test; based on the results of the pre-test, the writer delivered the training; finally, the writer gave the post-test. The results showed that the teachers understood the benefits of flashcards and they had the capabilities to use these flashcards in order to introduce vocabulary to the students with a mastery level of 80%. A slight obstacle faced by the teachers was the educational background of the teachers who were not from English Education. These obstacles can be overcome with training and mentoring conducted by the writer.
Contribution of Multimedia and Self-Efficacy towards Students’ Speaking Performance: Correlational Study Sri Endah Kusmartini
Jurnal Bahasa Inggris Terapan Vol 8 No 2 (2022): Oktober 2022
Publisher : Jurusan Bahasa Inggris - Politeknik Negeri Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35313/jbit.v8i2.4622

Abstract

This current research regarding the contribution of multimedia in academic context and self-efficacy towards students’ speaking performance was a quantitative correlational study. The population of the research was engineering students of State Polytechnic of Sriwijaya in the academic year of 2021-2022. The number of the sample were 140 respondents. The data were collected through questionnaire, interview and speaking test. The data were analyzed by using descriptive analyses, Pearson Product Moment Coefficient Correlation, Linear Regression, and Compare Means. The result showed that multimedia and efficacy contributed significantly to students’ speaking performance. The result also showed that there was no significant mean difference in self-efficacy of engineering students on the basis of gender. Some points need to be considered. First, support the students with suitable media for each learning process. Second, facilitate them with reliable multimedia that can increase the interactions and interest to learn English, especially speaking. Third, warn them about the misuse of multimedia and remind them the function of multimedia in the learning process. Fourth, all parties involved in the learning process of speaking must do their best to improve the students' speaking performance. Fifth, simultaneously consider the variables of multimedia usage and self-efficacy to improve the students' speaking performance.
Contribution of Skill-Based Approach on Reading Achievement of EFL Students Kusmartini, Sri Endah; Simanjuntak, Tiur
International Journal of Research in Vocational Studies (IJRVOCAS) Vol. 4 No. 2 (2024): IJRVOCAS - August
Publisher : Yayasan Ghalih Pelopor Pendidikan (Ghalih Foundation)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53893/ijrvocas.v4i2.294

Abstract

People can acquire valuable information for their lives if they have reading skills. Each individual has his own unique goal in reading. Therefore, some considerations need to be made to improve the skills especially regarding the approaches that can be used. One of the approach that can be applied in teaching reading is skill-based approach. Quantitative correlational study was employed to explore the contribution of skill-based approach on reading achievement of EFL students. The number of the respondents were eighty-one which were taken randomly from the students of Sriwijaya State Polytechnic semester two on the academic year 2023-2024. The questionnaire regarding skill-based approach and their reading scores were used to collect the data; and they were analyzed by using descriptive statistic, Pearson coefficient correlation and linear regression. Students’ perception regarding skill-based approach showed that 35.80% of the respondents have moderate perception; 45.68% have high perception, and 18.52% have a very high perception. In terms of reading achievement, 9.88% of respondents were sometimes able to comprehend; 56.79% were often able to comprehend reading; and 33.33% were usually able to comprehend reading. There was a significant but moderate correlation between the variables (R=0.493). The influence was significant and the contribution was 24.3%.
Context-Based Learning and its Influence on Pupils Reading Accomplishment Kusmartini, Sri Endah
Holistics (Hospitality and Linguistics) : Jurnal Ilmiah Bahasa Inggris Vol. 16 No. 1 (2024): HOLISTICS JOURNAL: HOSPITALITY AND LINGUISTICS
Publisher : Politeknik Negeri Sriwijaya

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Abstract

In academic classes and professional settings, some researchers have indicated that context-based learning can affect students' academic success. Unfortunately, it was difficult to find research on the connection between the approach and students' reading achievement. Therefore, the researcher aimed to investigate how context-based learning affects students' reading success. It was a quantitative correlational research that included 63 individuals from the State Polytechnic of Sriwijaya. The data on context-based learning were collected from the viewpoints of the students The data regarding the dependent variable were collected through the score of the tests. The research found a strong and significant link between context-driven learning and achievement in reading (R = 0.679). The R-squared value was 0.462. It means that the contribution of contextual learning to students’ reading success was 46.2%. Additional variables not included in this model impacted the remaining 53.8%. Keywords: Context-based learning, reading accomplishment, reading fluency, reading comprehension
MOTIVATION AND SELF-CONFIDENCE AS PREDICTORS OF SPEAKING FLUENCY AND ACCURACY IN EFL CONTEXTS KUSMARTINI, SRI ENDAH
Holistics (Hospitality and Linguistics) : Jurnal Ilmiah Bahasa Inggris Vol. 17 No. 1 (2025): HOLISTICS JOURNAL: HOSPITALITY AND LINGUISTICS
Publisher : Politeknik Negeri Sriwijaya

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Abstract

Effective communication is vital for humans as social beings, especially in EFL contexts. Speaking skills such as fluency and accuracy are essential, and emotional factors like motivation and self-confidence significantly influence learners’ performance. Although these predictors are widely recognized, their relationships with speaking proficiency are interpreted differently across studies, indicating a need for further research to develop an effective instructional model. This study adopted a quantitative correlational approach to investigate the associations between motivation and self-confidence as predictor variables, and speaking fluency and accuracy as outcome variables, both individually and collectively. Data were collected from 60 respondents through questionnaires and analyzed using descriptive statistics, Pearson correlation, and linear regression. Results indicated a moderate correlation between motivation and speaking fluency (r = 0.406), and between self-confidence and fluency (r = 0.559). For speaking accuracy, motivation showed a low correlation (r = 0.324), while self-confidence had a moderate correlation (r = 0.491). Simultaneously, the predictors showed moderate correlations with fluency (R = 0.559) and accuracy (R = 0.493). The influence values were 0.313 for fluency and 0.243 for accuracy, indicating that motivation and self-confidence contributed 31.3% and 24.3% to students’ speaking fluency and accuracy, respectively.
Innovation Technology and Pedagogy in English Language Classroom: Opportunities and Challenges in Vocational Education Beni Wijaya; Darmaliana Darmaliana; Zakaria; Sri Endah Kusmartini; Eli Yeny; Amalia Hayyu Alditria; Nafizsha Donna Rienvillia; Syavira Riski Eriyanto
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10645

Abstract

As vocational English emphasizes authentic workplace communication and digital literacy, this study examined integration of innovation technology and pedagogy in a vocational school. It investigated how vocational English teachers used technology innovation in the classroom, the opportunities it offered to help students become more proficient in the language, and the challenges encountered when putting it into practice. Fifteen English teachers of SMKN 2 Palembang, Indonesia, became the participants. A descriptive qualitative method was used as interviews, observations in the classroom, and documentation were conducted to gather data. The results of thematic analysis demonstrated how they incorporated interactive learning platforms, internet applications, and multimedia presentations into their lesson plans. Furthermore, it facilitated real-world, student-centered learning opportunities related to professional communication requirements and vocational contexts. There were still a number of issues, such as inadequate technology resources, inadequate training for teachers, erratic internet access, and disparities in students' digital competence. This study contributes to vocational English education by showing how innovative technology and pedagogy improve students' communication skills, learning engagement, and workplace preparedness while addressing the implementation challenges.
Navigating Technology-Supported English Learning in Vocational Higher Education: Insights from the First-Year Indonesian Polytechnic Students Beni Wijaya; Sri Endah Kusmartini; Darmaliana Darmaliana; Eli Yeny
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2749

Abstract

Despite the growing integration of digital technology into English language instruction in vocational higher education, little research has explicitly looked at how technology-supported learning affects learner autonomy, English proficiency, and learning challenges among Indonesian vocational college students. This study examined how first-year students at Politeknik Negeri Sriwijaya, Indonesia, learned English with the aid of technology based on their patterns of technology use, perceptions, contributions and challenges. Data from 474 students were gathered via an online survey utilizing a descriptive quantitative methodology, and descriptive statistics were used for analysis. The results showed that students regularly employed digital technologies to help them learn English (M=3.79, SD=0.95), with online videos, mobile applications, artificial intelligence (AI) tools, and online resources being widely used. Additionally, students showed positive perceptions of technology-supported English learning (M=3.98, SD=1.01), especially with regard to simple access to educational resources, heightened enthusiasm for learning, and enhanced comprehension of lessons. Additionally, it was believed that technology improved English language proficiency (M=3.92, SD=0.98), particularly speaking, listening, and reading. Additionally, the results demonstrated that technology fosters learner autonomy (M=3.81, SD=0.96) by allowing students to autonomously access resources, participate in self-directed learning, and assume more accountability for their educational journey. Despite these advantages, students reported a number of difficulties (M=3.40, SD=0.98), such as the need for more teacher supervision, inadequate internet access, technological difficulties, and learning distractions. Overall, the study shows that technology significantly improves vocational higher education students' English learning experiences, language growth, and learner autonomy. To optimize the advantages of technology-supported English learning, the results emphasize the significance of efficient technology integration, sufficient infrastructure, and pedagogical support.
Unveiling the Final Report Writing Journey: A Phenomenological Study of Final-Year Vocational EFL Students Beni Wijaya; Zakaria; Munaja Rahma; Darmaliana; Sri Endah Kusmartini; Eli Yeny
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.8928

Abstract

For final-year English as a Foreign Language (EFL) students, producing final reports is an important academic milestone. However, little research has been done on how students feel about this process in vocational higher education settings. The purpose of this study was to look into the actual experiences of final-year Diploma III EFL students when preparing their final reports. Twelve final-year students from Politeknik Negeri Sriwijaya's English Study Program participated in semi-structured interviews to gather data using a qualitative phenomenological approach. Thematic analysis was then used for analysis. Academic and research-related difficulties, emotional experiences, sources of support, coping mechanisms, and academic and personal development were the five main themes that emerged from the findings. Finding pertinent references, writing literature reviews, analyzing data, structuring ideas, and using academic writing conventions in English were all challenges faced by the participants. Stress, perplexity, frustration, exhaustion, anxiety, and self-doubt frequently accompanied these difficulties. However, students were able to handle them and maintain their motivation with the help of peers, family, supervisors, and online resources. Goal-setting, time management, asking for help, sticking to regular work schedules, and self-motivation were among the coping mechanisms used by them. The final report writing process was seen as a life-changing event that improved research competency, academic writing skills, critical thinking, independence, resilience, confidence, and problem-solving abilities despite the obstacles. The study comes to the conclusion that writing final reports is a significant learning experience that advances students' academic, personal, and professional development in addition to being a graduation requirement.
Co-Authors Alditria, Amalia Hayyu Amalia Hayyu Alditria Darmaliana Darmaliana Darmaliana Darmaliana Darmaliana Darmaliana _ Eli Yeny Eriyanto, Syavira Riski munaja rahma Nafizsha Donna Rienvillia Rienvillia, Nafizsha Donna Risa - Risa Risa Risnawati Risnawati Risnawati _ Sunani - - Syavira Riski Eriyanto Tiur Simanjuntak Wijaya, Beni Zakaria Zakaria Zakaria Zakaria