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All Journal Journal of Innovation in Educational and Cultural Research Anglophile Journal PPSDP International Journal of Education
David D. Perrodin
Mahidol University, Thailand
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Factors Contributing to Students’ Speaking Anxiety: A Case Study at Students’ Junior High School Wulandari Santoso; David D. Perrodin
Anglophile Journal Vol 2 No 1 (2021): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v2i1.305

Abstract

This article aimed of investigating the causes of students’ speaking anxiety at a Private Junior High School at Salatiga, Central Java. The method used case study. This study used a set of questionnaires distributed to sixty-six participants from grade 7 to grade 9. The participants were asked to choose the causes of their speaking anxiety offered in the questionnaire items according to their personal opinions. The questionnaire items were developed based on the literature used in this study. After that, the quantitative data were presented and then the data were described and interpreted. The results of this study revealed that the major factor contributing to the participants’ speaking anxiety was the concern about accuracy and grammar. Interestingly, the quantitative data of this study showed that a significant number of participants were less anxious especially when dealing with classroom settings and activities, and teachers. The result of the study was expected to contribute to student teachers and language teachers in general. This study helped them to be aware that speaking anxiety may exist among EFL students, hence they could develop their teaching methods and approaches in teaching speaking to minimize their students’ anxiety and to give more exposure to English for their students. Keywords: Speaking Anxiety, Factor Contributing Speaking, English Language Learning
Religious Education for Schools Within Conflict-Prone Zones: An Inclusive Multicultural Approach Remiswal Remiswal; Martin Kustati; Zulmuqim Zulmuqim; Mahyudin Ritonga; David D. Perrodin; Arham Junaidi Firman
Journal of Innovation in Educational and Cultural Research Vol 3, No 3 (2022)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (340.497 KB) | DOI: 10.46843/jiecr.v3i3.127

Abstract

The multicultural approach plays a vital role in learning religious education in order to recognize the diversity that exists, especially in conflict-prone zone schools. This study aims to describe a multicultural approach in learning religious education in conflict-prone zones. Through exercising Garfinkel’s ethnomethodology analysis, this qualitative research was conducted at SMAN 2 Pasaman and SMAN 1 Luhak Nan Duo senior high schools within conflict-prone zones of West Pasaman, West Sumatra. The dynamics of school philosophy towards inclusive multicultural approaches in religious education for schools in conflict-prone zones indicated that academic culture within said schools must be capable of creating a more harmonious atmosphere among ethnic diversities, mainly that of Javanese, Minangkabaunese, and Bataknese. The application of multicultural approaches in religious education for such schools in conflict-prone zones showed that the planning, implementation, and evaluation of religious education must be carried out while simultaneously considering the diversity of these ethnicities. The employment of an inclusive multicultural approach in association with schools in conflict-prone zones showed that the school’s physical environment is strategic for the interaction of various ethnicities, such as with Javanese, Minang, and Batak ethnicities at SMAN 2 Pasaman and SMAN 1 Luhak Nan Duo. This research is useful as input in making and improving policies by schools and the government regarding the implementation of religious education with a multicultural approach in conflict-prone zone schools.
Students’ Perceptions of Computer-Based National Assessment in Improving Literacy and Numeracy Sudiati Sudiati; David D. Perrodin
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.427

Abstract

The purpose of this study was to evaluate students’ perceptions of Computer-Based National Assessment (ANBK) and how it impacts students’ literacy and numeracy skills. ANBK is one of the government’s efforts to evaluate students’ competencies using information technology. This study was conducted through direct observation and interviews with 30 students in grade V of elementary school. The results showed that the majority of students saw ANBK as an interesting tool and helped them learn. This study concluded that ANBK can help improve students’ basic skills in addition to improving their literacy and numeracy skills, although there were some problems with technology accessibility and students’ mental readiness. In the future, it is recommended to develop training programs and provide better technology facilities in schools to support better implementation of ANBK. Through this study, based on students’ perceptions of ANBK activities, it can be categorized as good or positive where students are able to find information, understand information, and evaluate and reflect in literacy activities, while in numeracy activities students can reason critically by using logic in solving problems in everyday life.
Co-Authors Arham Junaidi Firman Mahyudin Ritonga Martin Kustati REMISWAL REMISWAL Santoso, Wulandari Sudiati Sudiati Zulmuqim Zulmuqim