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All Journal TEFLIN Journal: A publication on the teaching and learning of English IJEE (Indonesian Journal of English Education) Script Journal: Journal of Linguistic and English Teaching Cetta: Jurnal Ilmu Pendidikan Ganaya: Jurnal Ilmu Sosial dan Humaniora JEES: Journal of English Educational Study Journal of English Language Teaching and Linguistics Borneo Educational Journal (Borju) Frasa: English Education and Literature Journal JELTEC: Journal of English Language Teaching, Literature and Culture E3L : Journal of English Laguange Teaching, Linguistics and Literature Carmin: Journal of Community Service International Journal of Education, Vocational and Social Science Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Istanti Hermagustiana
Faculty Of Teacher Training And Education, Mulawarman University
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Strategies in Coping with Problems Faced by University Students in Speaking Class Across Different Proficiency Levels Rania Putri Wahyudi; Aridah; Istanti Hermagustiana; Ventje Kalukar; Maria Teodora Ping
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 8 No. 2 (2025): September
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/e3l.v8i2.5316

Abstract

This study aimed to describe the problems faced by university students in English speaking classes across different proficiency levels at one of the universities in East Kalimantan and their strategies to overcome the problems. This research used a quantitative survey method. The data was collected using a questionnaire divided into two sections, speaking problems and strategies, shared using Google Forms. 85 of 100 students answered the questionnaire. The findings revealed that the most prevalent problems were affective-related (68.7%) and linguistic-related (62.0%). Specifically, 83.5% of students reported fear of making mistakes, 82.4% struggled with overuse of their mother tongue, and 75.3% faced insufficient grammar knowledge. Beginner students exhibited the highest frequency of issues, with 100% acknowledging fear of mistakes, while intermediate and advanced students also reported significant affective and linguistic challenges, albeit at slightly lower rates (e.g., 86% and 74% for fear of mistakes, respectively). Coping strategies varied by proficiency level: beginners relied heavily on passive methods like watching movies (75%), while intermediate students incorporated more interactive strategies, such as peer practice (37.9%). Advanced learners demonstrated balanced strategies, including regular speaking practice (52.2%) and peer interaction (60.9%). The study results underline the need for tailored pedagogical interventions to support students’ emotional readiness and language competence, emphasizing the importance of strategic practice environments and personalized feedback.
An EFL Teacher's Perspective on The Implementation of Formative Assessment Ismi Reza Karomah Karomah; Istanti Hermagustiana; Widia Anggraeny Suharno
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/e3l.v9i1.6714

Abstract

This research explored the perspectives of an English as a Foreign Language (EFL) teacher regarding the implementation of formative assessment in teaching-learning activities in the classroom. This research also identified the personal and contextual factors that influenced the teacher’s perspectives. The subject of this research was a teacher from SMPN 17 Balikpapan who had an undergraduate educational background, had completed a teaching certificate program, and had implemented formative assessment for more than two years. This research used a qualitative case study design as its approach. The data were gathered through semi-structured interviews, classroom observations, and document analysis. Methodological triangulation was used to validate the data by cross-checking the interview transcripts, observations, and document analysis results. The findings revealed that the EFL teacher was proactive in viewing formative assessment as an ongoing evaluation process and was aware of the importance of its function, which extended beyond an administrative requirement to helping students achieve learning objectives. Since students were placed at the center of the learning activities, formative assessment functioned as a compass to determine whether the learning process followed the lesson plan, required adjustments, or needed to be changed entirely. This perspective was shaped by personal factors, such as the teacher’s educational background, beliefs, and attitudes, as well as contextual factors, including the school environment, working conditions, and students’ characteristics.
EFL Students' Speaking Anxiety and Strategies in Indonesian Peer Interaction Rhizma Rhizma; Aridah Aridah; Istanti Hermagustiana
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(2), August 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i2.2049

Abstract

This study examines the speaking anxiety experienced by EFL students when interacting in English with their Indonesian peers, as well as the strategies they use to alleviate it. This study employed a qualitative descriptive design involving semi-structured interviews with six Indonesian EFL undergraduates. Data were analysed using thematic analysis. The findings revealed four main factors causing anxiety: fear of negative evaluation from peers (including the proximity paradox, whereby students are actually more anxious around close friends), situational speaking pressure, linguistic insecurity, and internal psychological pressure (including professional identity threat). To manage their anxiety, students employed strategies such as independent practice (including self-recording and ChatGPT), emotional regulation, cognitive reframing of mistakes, and mindful communication (code-switching and language simplification). However, no participant reported that their anxiety had disappeared entirely. This study provides qualitative insight that enhances our understanding of foreign language anxiety in the context of peer interaction. It also offers practical recommendations for developing a more supportive environment for EFL speaking in Indonesian universities.
Co-Authors A.K. Amarullah Aminah Rhasa Wulan Aridah Aridah Aridah Asih, Yuni Utami Audi Risky Ramadhani Bibit Suhatmady Dian Anggriyani Dr. Weningtyas Parama Iswari Dra. Ida Wardani Dyah Sunggingwati Fazah Nadia Fizza Shakila Hengky I Gusti Ngurah Darmawan Ida Wardani Intan Rebecca Siburian Ismi Reza Karomah Karomah Iwan Setiawan Limbong, Effendi Maria Teodora Ping, Maria Teodora Nadirah Febrianti Fitrah Nana Asrianti Noor Rachmawaty Nur Adheliya Septiarananda Nur Amalia Putri Rania Putri Wahyudi Rhizma Rhizma Rusnah Rusnah Safira Amru Rijamil Satyawati Surya Sella Ayu Nindya Selly Nur Maya Sari Sirajuddin Kamal Siti Nurul Jameaah Suci Mulyani Sunardi Sunardi Surjasni Susilo Susilo Syamdianita Syamdianita, Syamdianita Ventje Jany Kalukar Ventje Jany Kalukar Ventje Kalukar Widia Anggraeny Suharno