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All Journal Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Linguistics and Elt Journal Indonesian Journal of English Language Teaching and Applied Linguistics PROJECT (Professional Journal of English Education) Journal of Research on English and Language Learning (J-REaLL) Ethical Lingua: Journal of Language Teaching and Literature Indonesian Journal of Cultural and Community Development Community Empowerment Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Indonesian Journal of Education Methods Development Indonesian Journal of Innovation Studies Procedia of Social Sciences and Humanities Journal of Islamic and Muhammadiyah Studies Studies in English Language and Education Inquest Journal Pubmedia Jurnal Pendidikan Bahasa Inggris EJHEAA Teaching, Learning, and Development Indonesian Journal of English Language Teaching and Applied Linguistics Journal of Higher Education and Academic Advancement Academia Open
Dian Rahma Santoso
Program Studi Pendidikan Bahasa Inggris, Universitas Muhammadiyah Sidoarjo, Indonesia
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Perceived Public Speaking Performance Predicts English Communication Confidence Nisrina Mutia Oktavira; Dian Rahma Santoso
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11896

Abstract

General Background: Speaking competence is a central component of communicative proficiency, yet many learners experience anxiety and hesitation when addressing an audience in English. Specific Background: Public speaking tasks require not only linguistic mastery but also psychological readiness, particularly self-belief in one’s speaking ability. Knowledge Gap: While prior research has largely examined how anxiety constrains oral performance, limited attention has been given to how students’ own perceptions of their speaking performance relate to their confidence in English communication. Aims: This study investigates the correlation between students’ perceived public speaking performance and their confidence in communicating in English. Results: Using a quantitative correlational design with 33 Indonesian senior high school students, Spearman Rank-Order analysis revealed a statistically significant positive relationship (ρ = 0.609, p < 0.01). Students with higher perceived performance displayed greater fluency, spontaneity, and reduced anxiety, whereas less confident peers relied more on written scripts and showed hesitation. Novelty: The study foregrounds self-perception as a key psychological factor associated with communicative confidence, extending existing research beyond anxiety-centered explanations. Implications: Findings underscore the importance of structured speaking practice, constructive feedback, and psychologically supportive classrooms to foster both self-belief and communicative competence in English learning environments. Highlights: Positive self-evaluation aligns with smoother delivery, eye contact, and spontaneous responses. Learners with lower assurance depend heavily on prepared texts and exhibit frequent pauses. Supportive instructional settings and guided practice are essential for building communicative self-belief. Keywords: Public Speaking; Self-Perception; Communication Confidence; Speaking Performance; English Communication
U-Dictionary Improves Pronunciation in Narrative Story Learning Intan Meidy; Dian Rahma Santoso
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11898

Abstract

General Background: English pronunciation is a fundamental component of oral communication competence, yet it remains one of the most challenging aspects for EFL learners, particularly in contexts where English phonology differs significantly from the native language. Specific Background: The integration of mobile-assisted language learning tools, such as the U-Dictionary application, offers audio models, phonetic transcription, and translation features that may support pronunciation practice during narrative story activities. Knowledge Gap: Previous research has largely emphasized vocabulary development or alternative media, leaving limited empirical evidence on the use of U-Dictionary for pronunciation within narrative text learning. Aims: This study examined whether the use of the U-Dictionary application significantly improves students’ English pronunciation when learning narrative stories. Results: Using a quantitative one-group pretest–posttest design with 24 ninth-grade students, the mean score increased from 50.00 to 58.13, and a paired sample t-test yielded a significance value of 0.047 (< 0.05), indicating a statistically significant difference after the intervention. Novelty: The study provides focused evidence on mobile dictionary–assisted pronunciation practice embedded in narrative story learning, particularly addressing difficulties with regular and irregular verb pronunciation. Implications: The findings suggest that accessible mobile applications can serve as practical alternative media for technology-integrated language instruction and support independent pronunciation practice in secondary school contexts. Highlights: Learners’ post-intervention scores increased compared with baseline performance. Statistical testing confirmed a meaningful difference after the treatment phase. Audio models with phonetic guidance enabled independent practice during reading tasks. Keywords: U-Dictionary; English Pronunciation; Narrative Story; Mobile-Assisted language Learning; EFL Students
English Movies Increase Students’ Speaking Scores in Vocational High School Gatycha Allar Dezaurna Darmawan; Dian Rahma Santoso
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11922

Abstract

General Background: Speaking is a complex language skill requiring accurate pronunciation, vocabulary, fluency, and confidence for meaningful communication in English as a foreign language. Specific Background: Many high school students experience limited exposure to authentic language input and insufficient opportunities for oral practice, resulting in low speaking performance. Knowledge Gap: Although audiovisual media are widely used, empirical evidence on short English movies as classroom media in vocational high schools remains limited. Aims: This study investigated whether English movies could improve students’ speaking ability in a tenth-grade accounting class at a vocational high school. Results: Using a quantitative pre-experimental one-group pre-test–post-test design with 38 students, the average score increased from 69.47 to 90.26, a gain of 20.79 points, supported by a paired-sample t-test showing a statistically significant difference (p < 0.001). Improvements were observed in pronunciation, vocabulary, fluency, motivation, and confidence during speaking tasks. Novelty: The study demonstrates the pedagogical value of short subtitled English films integrated with recount-text retelling activities in a real classroom setting. Implications: English movies can serve as engaging audiovisual media that promote active participation, provide authentic language exposure, and support communicative competence development in secondary EFL instruction. Highlights: Mean performance rose by 20.79 points between initial and final assessment. Learners displayed greater confidence and participation during oral tasks. Subtitled short films supported clearer pronunciation and richer vocabulary use. Keywords: English Movies; Speaking Ability; Audiovisual Media; EFL Learners; Vocational High School  
ZepQuiz Game-Based Learning for Improving Students’ Narrative Reading Skills: ZepQuiz: Pembelajaran Berbasis Permainan untuk Meningkatkan Keterampilan Membaca Naratif Siswa Dian Rahma Santoso; Pasya Rahma Tamara; Calista Ananda Nabhila; Andini Widia Ningsih; Gita Desire Sujarwo; Nurul Lailatul Qodriatil Fadlilah
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12792

Abstract

General background: Reading comprehension remains a core challenge in English as a Foreign Language (EFL) learning. Specific background: Many high school students struggle to understand narrative text structures and implicit meanings. Knowledge gap: Few studies have investigated the integration of the ZepQuiz platform within Game-Based Learning (GBL) to enhance narrative reading comprehension at the secondary level. Aims: This study examined the use of ZepQuiz as a digital learning medium to improve students’ reading comprehension and motivation in narrative texts. Results: Using a one-group pretest-posttest quantitative design, findings from 35 students showed a statistically significant improvement (p < 0.05) in reading comprehension and motivation scores after ZepQuiz implementation. Novelty: The research highlights ZepQuiz’s ability to integrate gamification elements—leaderboards, instant feedback, and time challenges—to promote engagement and cognitive processing. Implications: ZepQuiz can be applied as an innovative and interactive learning approach to support digital-based English education. Highlight & Keyword• Motivation improvement through gamified reading• Cognitive engagement in narrative comprehension• Technology-based EFL instruction Keywords: ZepQuiz, Game-Based Learning, Reading Comprehension,Narrative Text, English Education
The Implementation of Literacy Culture Programs in Elementary School Vevy Liansari; Wahyu Taufiq; Dian Rahma Santoso
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 8 No. 2 (2021): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v8i2.4481

Abstract

This study aims to describe the implementation of literacy culture programs of elementary school. This study used phenomenology of a qualitative approach. The subjects were the headmaster, teachers, students who were selected by using purposive sampling technique. The validity data test used triangulation techniques by comparing the results of observations, interviews, and documentation. The results showed that: 1) The policy for implementing a literacy culture at elementary school by using the School Literacy Movement program of the government. It is based on Permendikbud No. 23, 2015 focusing on character development. (2) The implementation of literacy culture of elementary school. It is based on the habituation stage that carried out 10 minutes of reading Al Qur’an and storybooks before lessons. The development stage of the activities carried out the respond to the contents of reading books by reading independently, giving appreciation for student literacy achievements, and having a school literacy team. The learning stage is by getting used to reading textbooks and using various strategies that support learning.
Getting stuck: A study of Indonesian EFL learners self-efficacy, emotional intelligence, and speaking achievement Dian Rahma Santoso; Ghozali Rusyid Affandi; Yazid Basthomi
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30969

Abstract

The problems of speaking mastery faced by EFL students in higher education are various. The frequency of making mistakes in completing specific tasks is because of poor communication skills. Students have minimum chances resulting lack of practice that affects their successful performance. Self-efficacy and emotional intelligence were determined to be two essential components to developing and improving learners speaking abilities. This study is purposed to investigate the correlation between self-efficacy, emotional intelligence, and the achievement of students English speaking. This study used a quantitative correlational design. The data are gathered by using a self-efficacy scale expanded from the General Self-Efficacy Skill (GSE), emotional intelligence was measured with the emotional intelligence scale adapted from the Emotional Regulation Questionnaire (ERQ), while the speaking achievement was administered to 100 students in public speaking class. The students performed a seven-minute speech and scored based on the content, proficiency, and delivery method. The data on self-efficacy and emotional intelligence were analyzed by using multiple correlations and multiple regressions. The finding shows a significant correlation between self-efficacy and students speaking achievement (F=9.510; p=0.0030.05), while the effect size of self-efficacy on students speaking achievement is 0.102 or 10,2 %. However, there is no correlation between emotional intelligence and speaking achievement (F=2.861; p=0.0940.05). Due to the absence of a significant relationship between emotional intelligence and speaking achievement then this makes the effect size of the emotional intelligence on speaking achievement very small which is 3.3%. Then, the best model to describe students achievement is by using self-efficacy variables and eliminating emotional intelligence variables (t=3.084; Sig. 0.0030.05). This study contributes to all speaking teachers being able to reveal the students self-efficacy and emotional intelligence toward learning speaking.
Co-Authors Adiningtyas, Widya Affandi, Aditya Krisna Amalia, Rahma Andini Widia Ningsih Anggraini, Nur Ajizah Utami Anisah, Devi Nur Aprilia, Friska Aristanty, Novi Azhar, Sofura Calista Ananda Nabhila Dinda Ayu Edo Wartadinata Erinda Ambarani Fadlilah, Nurul Lailatul Qodriatil Fatmakiyyah, Fatmakiyyah Fauziah, Humairah Febryanti, Wyndis Faradita Gatycha Allar Dezaurna Darmawan Ghozali Rusyid Affandi Gita Desire Sujarwo Intan Meidy Intania Dwiyanti Riduawan Irmayanti, Nunik Joko Susilo Joko Susilo LAILATUL MAGHFIROH Lailul Mursyidah Maharani, Irma Diah Mahendra, Muhammad Fikri Agung Nabhila, Calista Ananda Ningsih, Andini Widia Nisrina Mutia Oktavira Novi Aristanty Nunik Irmayanti Nur Maghfirah Aesthetika Nur Mukminatien Nurani, Sevya Dwi Gita Nurul Lailatul Qodriatil Fadlilah OIKUREMA PURWATI Oikurema Purwati Palupi, Dinar Prasetyaning Pamungkasari, Silvana Desy Pasya Rahma Tamara Ramadhanti, Erina Widya Rani Syahda Hanifa Romatullah, Sitti Safitri, Elisa Bella Sofia Nur Fitri Azizah Sujarwo, Gita Desire Syarafina, Danti Fadiah Tamara, Pasya Rahma Teti Hertanti Vevy Liansari Vidya Mandarani Wahyu Taufiq Wyndis Faradita Febryanti Yazid Basthomi Yunanto, Angga Yuwono, Farah Amaliyah