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All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions LiNGUA: Jurnal Ilmu Bahasa dan Sastra Lingua Scientia Jurnal Inovasi Teknologi Pendidikan PREMISE: Journal of English Education and Applied Linguistics Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Dinamika Ilmu Journal of English Teaching, Applied Linguistics and Literatures (JETALL) ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH JOLLT Journal of Languages and Language Teaching DINAMIKA ILMU: Jurnal Pendidikan JEELS (Journal of English Education and Linguistics Studies) Indonesian Review of English Education, Linguistics, and Literature Indonesian Journal of Multidisciplinary and Educational Researcher Proceeding International Conference on Education
Ary Setya Budhi Ningrum
Sekolah Tinggi Agama Islam Negeri (STAIN) Kediri Alamat Korepondensi: Jalan Sunan Ampel No. 7 Ngronggo Kediri 64127
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
Active Learning: Monopoly as a Media in Teaching Grammar for Eight Grader Students Lestari, Ananda Dewi; Ningrum, Ary Setya Budhi
Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4894

Abstract

The diversity in English performance is quite prominent when viewed from students' grammatical competence. For this reason, grammar learning innovation is needed so that student mastery improves. This study aims to investigate the effectiveness of using board game Engpoly (English Monopoly) in learning grammar for eight-grader students. It also provides reflection on student learning strategies in studying grammar. The design used a quasi-experimental design. For collecting the data, the researchers applied post-test and pre-test as research instruments. It involved two classes as a control group and an experimental group. The ANCOVA test results showed the significance of using Engpoly media in learning grammar. The finding also demonstrated that the use of fun media in the form of games can increase students' interest in learning grammar which was initially considered a very boring lesson by most students. It also encouraged student's active learning. This media has been proven to relate between the characteristics of eighth-grade students at junior high school with the appropriate grammar learning strategies they need. Since the use of Engpoly in grammar learning has a significant contribution, this study recommends that English teachers can develop Engpoly media for teaching grammar not only to eighth-graders but also to several other levels of english proficiency.
Self-Efficacy, Anxiety, and Emotional Intelligence: Do They Contribute to Speaking Performance? Afifah, Masrifatul; Ningrum, Ary Setya Budhi; Wahyuni, Sri; Syaifulloh, Burhanudin
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10798

Abstract

Speaking demands self-confidence and composure when dealing with other people. Furthermore, communicating in English is a big barrier for many students due to self-efficacy, anxiety, and emotional intelligence. This study examined direct and indirect variable contributions. This path analysis study used multiple regression and mediated model. This study involved 128 of the tenth graders students at SMA Senopati, Sidoarjo. To collect the data, the instruments used a closed-ended questionnaire about self-efficacy, anxiety, emotional intelligence and speaking test. This study yielded seven conclusions. First, self-efficacy had a weak effect on speaking performance (estimate =.128, p-value.000). The estimate value of.506, p-value.001, showed that self-efficacy contributes significantly to emotional intelligence. Anxiety's contribution to emotional intelligence was minimal (estimate value -.397, p-value.005). The fourth finding showed that anxiety directly affects speaking performance (estimate value -.069), p-value.000. The fifth finding showed that emotional intelligence had a weak effect on speaking performance (estimate value.034, p-value.004). Significant indirect influence of self-efficacy through emotional intelligence on speaking performance (Sobel test=2.1220>1.96, p-value 0.033<.05). Anxiety indirectly affects speaking performance through emotional intelligence (Sobel test=-.2.0043>1.96, p-value 0.045<.05).
Beyond Gender: How Personality Types Affect Pre-Service EFL Teachers' Speaking Skills Ningrum, Ary Setya Budhi; yatin, Alfi; Aini, Nurul; Orwela, Citra; Hajan, Bonjovi H.
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10885

Abstract

This study examines the impact of gender and personality on the English-speaking skills of pre-service EFL teachers at an Islamic Higher Education institution. The fourth semester of pre-service EFL teachers at an Islamic Higher Education institution who programmed Public Speaking Course are involved in this research. By utilizing an ex post facto with an application of 2 x 4 factorial design, this research involves questionnaire and oral speaking test to collect the needed data. The questionnaire which is taken from standardized personality test by Florence Littauer is used to get the data of students’ types of personality. The results show that gender has a significant impact on English-speaking skills, with females outperforming males. Personality types also have a significant impact on English-speaking skills, with differences observed among choleric, sanguine, melancholic, and phlegmatic pre-service EFL teachers. However, there is no significant interaction effect between gender and personality types on English-speaking skills. These findings emphasize the importance of considering individual differences when designing language learning programs and interventions in EFL teaching and learning.
Co-Authors Addeq, Mona Afifah, Masrifatul Aini Nurul Amin, Samah Samir Abd El Ghany ATIKA NUR FADILLA Atmadja, Dhimas Dwyki Baehaqi Chothibul Umam, Chothibul Darussalam, Gilang Manik Emy Sudarwati Erna Iftanti Fahruriza, Syahrul Erva Gunadi Harry Sulistyo Hajan, Bonjovi H. Herdina, Griseldis Faden Hidayati, Anis Rohmah Ika Setiyarini Iskandar Tsani, Iskandar Khasanah, Rima Khotimah, Laily Mar'atul Lestari, Ananda Dewi Mayasari, Ruhana Mohammad Adnan Latief Mujadid, Alief Jauhar Nany Soengkono Madayani, Nany Soengkono Ningrum, Dyah Ayu Kusuma Nurkholida, Erna Ompumona, Cindona Orwela, Citra Rohmani Nur Indah Sa'adah, Siti Lailatus Saharani, Annisa Aulia Sazali, Mochamad Waluyo Anwar Sholihuddin, Ahmad Siti Nuraini Sri Wahyuni Suci, Dewi Nur Syafi'i, Muhammad Dliya Uddin Syaifulloh, Burhanudin Toyyibah Toyyibah Toyyibah, Toyyibah Uswah, Maulidiyyatul yatin, Alfi Zuroidah, Ninik