Article Per Year (5 Year)
p-Index From 2021 - 2026
3.055
P-Index
This Author published in this journals
All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra Journal of Education and Learning (EduLearn) ELTIN Journal: Journal of English Language Teaching in Indonesia Jurnal Ilmiah Universitas Batanghari Jambi Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing Jurnal Onoma: Pendidikan, Bahasa, dan Sastra REiLA: Journal of Research and Innovation in Language SALEE: Study of Applied Linguistics and English Education Media Husada Journal Of Nursing Sciences Kode : Jurnal Bahasa Indonesian Journal of EFL and Linguistics Jurnal Cakrawala Ilmiah Journal of Educational Sciences Riset Informasi Kesehatan Leksema: Jurnal Bahasa dan Sastra Bharasumba Jurnal Multidispliner Science: Indonesian Journal of Science
Noprival Noprival
Universitas Jambi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Transportation Other

Published : 22 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 22 Documents
Search

 1   2   3 
Experiences of EFL Lecturers Using Collaborative Teaching in Speaking Classes at the Higher Education Level Raja Mahendra Tanjung; Mukhlash Abrar; Noprival
Jurnal Multidisipliner Bharasumba Vol 5 No 03 (2026): BHARASUMBA: Jurnal Multidisipliner
Publisher : Pusat Studi Ekonomi, Publikasi Ilmiah dan Pengembangan SDM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62668/bharasumba.v5i03.2712

Abstract

This study investigates the factors contributing to EFL students’ reluctance to speak English during classroom discussions and explores the strategies they use to overcome this issue. A qualitative case study was conducted with eight students from the English Education Study Program at a public university in Jambi Province, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s (2006) thematic analysis. The findings reveal three major factors underlying students’ reluctance: linguistic factors (limited vocabulary, pronunciation difficulties, and grammatical constraints), psychological factors (fear of making mistakes, criticism, nervousness, low self-confidence, and low self-esteem), and learning-related factors (unsupportive learning environments, difficult course materials, and limited speaking practice). To address these challenges, students employed strategies such as rehearsing before speaking, writing ideas beforehand, seeking peer assistance, and actively listening during discussions, which helped reduce anxiety and improve confidence.
Language Learning Strategies in the Writing Process: A Qualitative Inquiry of Senior High School Students' Experiences Ranti Setia Putri; Marzul Hidayat; Noprival Noprival; Hadiyanto Hadiyanto; Mukhlash Abrar
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.206-221

Abstract

Writing in English as a Foreign Language (EFL) presents persistent cognitive and metacognitive challenges for Indonesian senior high school students. Despite growing evidence that Language Learning Strategies (LLS) mediate writing performance, the specific strategies students employ across different stages of the composing process remain underexplored at the secondary level in Indonesia. This qualitative case study investigates the LLS employed by six purposively selected Grade XI students (two per achievement level: high, mid, and low) in Jambi City during the English writing process and examines their perceptions of the role those strategies play in supporting writing development. Data were collected through semi-structured interviews analyzed using thematic analysis following Braun and Clarke's (2021) six-phase framework and Oxford's (1990, 2017) LLS taxonomy. Results reveal differentiated strategic profiles across participants: higher-achieving students deployed broad, metacognitively orchestrated repertoires across all writing stages, while lower-achieving students relied predominantly on compensatory and translation-based strategies with limited metacognitive engagement. The study underscores the critical role of metacognitive strategy use in EFL writing and calls for explicit, contextualized strategy instruction integrated into the process writing curriculum at the Indonesian secondary level.
Co-Authors Aal Inderajati Adika , Dimas Adika, Dimas AGUS AGUS Akhmad Habibi, Akhmad Alfian Alfian Alfian Alfian Amirul Mukminin Anita Rusjayanti AZ, Rasyidah Azhari, Rasyidah azhari Berliana, Idea Dais, Exsos Grend Deasi Primasari Diana Rozelin Eko Pranoto, Budi Eliza Trimadona Exsos Grend Dais Hadiyanto Hadiyanto Henry Trias Puguh Jatmiko Heri Kuswoyo Hidayat, Firdaus Inderajati, Aal Isti Harkomah Lisa Anita Sari Maimunah Maimunah Marzul Hidayat MASBIROROTNI - Maylina Sari, Rian Mohammad Yusuf, Mohammad Mukhlash Abrar Mukhlash Abrar Nely Arif Nofrida Saswati Nuraeni, Ardianna Raja Mahendra Tanjung Ranti Setia Putri Rasyid, M. Nur Akbar Robi Soma Robi Soma Robi Soma Rusjayanti, Anita Setiawati Sutarno Sutarno Wildan Mahir Muttaqin Yelia