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All Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English SALTeL Journal (Southeast Asia Language Teaching and Learning) IJELR: International Journal of Education, Language, and Religion Community Development Journal: Jurnal Pengabdian Masyarakat INNOVATION RESEARCH JOURNAL Indonesian Journal of Teaching and Teacher Education JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education
Refanja Rahmatillah
Universitas Teuku Umar
Religion Humanities Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Other

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Exploring differences in oral presentation modes: Does video recording really improve students performances? Refanja Rahmatillah; Ana Elvia Jakfar; Firman Parlindungan; Merina Devira
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.38069

Abstract

Video recording has been proven beneficial for learning, and it might help improve students presentation skills and confidence. To examine the assumption related to students presentation skills and confidence, this study explored the differences in English as a foreign language (EFL) students performances, preparations, and preferences between video recording and in-class presentation. Forty college students from various majors enrolling in an English course were randomly sampled to participate in this study. Twenty of them performed presentations through video recording, and the rest in class. The students were given an online questionnaire about their preparations and preferences between the two modes. Their performances and preparation time were compared, and their preferences were analyzed. The results show no significant difference in the overall performances between those two groups of students (M = .1565), t(38) = 1.114, p .272. However, there was a significant difference in the aspect of eye contact and gestures (M = .5250), t(38) = 2.161, p = .037, indicating that the students presented through video recordings were more confident and used more gestures. Moreover, it was found that practice time did not correlate with the students performances r(38) = .025, p = .914. In addition, the students were not consistent with their preferences; while the majority (68.9%) agreed that they were more confident presenting through video recordings, 61.2% expressed a preference for in-class presentations. Therefore, it is recommended that EFL teachers assign a presentation mode that best suits students context since each mode has its strengths and shortcomings.
The Effect of Collaborative Reasoning On Indonesian University Students’ Literacy and Argumentation Skills Firman Parlindungan; Mursyidin; Kurniasih; Refanja Rahmatillah; Rahmad Nuthihar; Said Oussou
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.788

Abstract

Since the global COVID-19 pandemic, traditional classrooms have no longer become accessible for everyone. Most teaching and learning process is conducted virtually. The use of interactive and dynamic pedagogy is needed to maintain the quality of learning, especially that enhance argumentation and literacy skills. This research aims to examine whether there are differences in literacy and argumentation skills of Indonesian university students before and after the implementation of Collaborative Reasoning (CR) approach during online learning. A quasi-experimental one-group pretest-and posttest design was employed. A total of 30 students taking Communication and Gender course were involved in this research. We developed a Reading Comprehension Test (RCT) to collect the literacy scores of the students and Cognitively Based Assessment of, for, and as Learning (CBAL) Argumentation Progression to measure argumentation scores. Using a paired samples t-test, the literacy and argumentation scores of the students before participating in CR were compared to their scores after participating in CR. The literacy and argumentation scores were significantly higher after participating in CR. This finding indicates that there is an increase in literacy and argumentation scores over time that was not likely to be due to chance. It is pivotal then for language educators to consider CR in their classrooms.
Co-Authors Ana Elvia Jakfar Endah Anisa Rahma, Endah Anisa Firman Parlindungan Giovanni Oktavinanda Jusnaini Hasni Khori Suci Maifianti Kurniasih Kurniasih Kurniasih Merina Devira Muhammad Gustian Safrilla Mursyidin Mursyidin Mursyidin Oussou, Said Rahma Hidayati Rahmad Nuthihar Rina Syafitri Rizki Fajrita Rizki Fajrita Rizki Fajrita Said Oussou Samwil, Samwil Veni Nella Syahputri, Veni Nella