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STUDENTS’ SPEAKING ANXIETY IN BASIC SPOKEN ENGLISH Maulida Rahmah; Faida Azhimia
Intensive Journal Vol 5, No 1 (2022): April
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v5i1.6552

This study aimed to describe about the factors that caused students’ speaking anxiety and the students’ strategies to reduce the anxiety in basic spoken English class. The participants of the study were 18 students who took basic spoken English class in the first semester. The method used in this study was descriptive qualitative. The data were obtained from interviews and observation. The findings revealed that the students’ speaking anxiety in basic spoken English was derived from some factors provoked by both internal and external matters. The first factor was type of task. The task became something that causes anxiety if the students’ were asked to present the activities in front of the class. The second was fear of making mistakes. All the students felt the same thing about their anxious feeling when they made mistakes. The third was the role of language teachers. It was related to how teachers create a classroom atmosphere that was suitable for the teaching and learning process. The fourth factor was self-perception, self-perception in this context is a perception that causes a negative effect on students. The last factor was limited exposure to English. Limited exposure to English in their environment impedes the development of their communicative proficiency. The results of this study also found that there were good strategies which they applied to reduce anxiety. The first was the preparation before learning English, it helped students to feel better because they had material that they could use for the learning. The second strategy was positive thinking. Positive thinking as a psychological factor was needed to cope the language anxiety and to lose a fear of being anxiety in the classroom. The last strategy that they used was peer seeking. It was often done by the students. The students liked to ask a friend if there was something that they did not understand

Animated Stories: It’s Effect on Students’ Scores in Reading Comprehension Score Faida Azhimia
Journal Corner of Education, Linguistics, and Literature Vol. 3 No. 1 (2023): August
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v3i1.160

Teaching English through animated stories bears much potential for effective and meaningful language instruction as animated stories can help to contextualize the new language by providing auditory and visual presentation material. This study investigates the effect of animated stories on students’ reading comprehension skills of narrative texts across different personalities. This quasi-experimental design study involved 63 junior high school students, 32 for the experimental and 31 for the control classes, who were randomly selected. This study employed four authentic animated stories as the theme to teach the narrative text. The treatment was carried out in four meetings, and subsequent to the treatment, the reading comprehension test was conducted. The main data was collected from the post-test and questionnaire. The test is in the form of multiple choice with 20 items and four options. The data analysis result showed a significant effect of animated stories on the student’s reading comprehension skills of narrative texts. The experimental class's mean score was higher than the control class's mean score. Students in the animated stories group achieved higher scores than those in the control group, with a mean difference of 11.431. This finding confirms the theory that multimedia, particularly animated stories, effectively improves students’ reading comprehension.

The Contribution of Language Input, Conducive Learning Environment, and Motivation toward Student’s Speaking Proficiency Faida Azhimia; Tantry Ajeng Parnawati
Journal of Language Intelligence and Culture Vol. 5 No. 1 (2023): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v5i1.122

This study aimed to identify student’s speaking proficiency through the contribution of language input, conducive learning environment, and motivation. This research is qualitative study. Using a case study approach, the research sample consist of a single university student majoring in Business and Management, selected through purposive convenience sampling. Data was collected through interview, which explored student’s speaking ability, the availability of language input, learning environment, and student’s motivation. The findings reveal that the student demonstrated a good level speaking proficiency. Notably, subject's motivation affects her speaking proficiency more than the other aspects; language input and learning environment. Although the student’s exposure to language input is moderate, the learning environment is found as poor. To conclude, the three aspects of language learning: language input, learning environment, and motivation, affect student’s speaking proficiency. The outcomes portray the common experiences of Indonesian language learners as they acquire English as second language.

Challenges Faced by Students When Utilizing Modal Verbs Kurniawan, Gail Aika; Azhimia, Faida; Rahman, Faisal
IJELR: International Journal of Education, Language, and Religion Vol 6, No 1 (2024): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v6i1.8405

Modal auxiliaries, a grammatical category akin to auxiliary verbs, serve to convey notions of truth, prediction, or possibility. This study delves into the challenges encountered by students while grappling with modal verbs during the 2022/2023 academic year at junior high school. The primary objective is to find out the hurdles students face when employing modal verbs in their language acquisition journey. This research employed a mixed-methods focused on a sample group of 17 eighth-grade students. The research tools utilized included questionnaires and structured interviews. The data analysis encompassed three key stages: data reduction, data presentation, and data conclusion. From the comprehensive analysis of the data, it becomes evident that students encounter considerable difficulties when it comes to effectively using modal verbs. These challenges extend to comprehending the function, form, usage, and materials that facilitate modal learning. Upon careful consideration of the questionnaire responses and interview findings, it is apparent that students face notable obstacles in their utilization of modal verbs, particularly in understanding their functions, practical applications, linguistic forms, and the instructional resources necessary to enhance their grasp of this grammatical construct.

The Contribution of Language Input, Conducive Learning Environment, and Motivation toward Student’s Speaking Proficiency Azhimia, Faida; Parnawati, Tantry Ajeng
Journal of Language Intelligence and Culture Vol. 5 No. 1 (2023): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v5i1.122

This study aimed to identify student’s speaking proficiency through the contribution of language input, conducive learning environment, and motivation. This research is qualitative study. Using a case study approach, the research sample consist of a single university student majoring in Business and Management, selected through purposive convenience sampling. Data was collected through interview, which explored student’s speaking ability, the availability of language input, learning environment, and student’s motivation. The findings reveal that the student demonstrated a good level speaking proficiency. Notably, subject's motivation affects her speaking proficiency more than the other aspects; language input and learning environment. Although the student’s exposure to language input is moderate, the learning environment is found as poor. To conclude, the three aspects of language learning: language input, learning environment, and motivation, affect student’s speaking proficiency. The outcomes portray the common experiences of Indonesian language learners as they acquire English as second language.

The Correlation Between Students` Critical Thinking and Speaking Skill in English Class at Diploma 4 of The Health Promotion Study Program Dewi, Indri Puspita; Aisyah, Noor; Azhimia, Faida; Rahmadani, Nur
Journal of Language Intelligence and Culture Vol. 6 No. 1 (2024): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v6i1.145

English is a crucial medium of communication, with fluency in four language skills: listening, speaking, reading, and writing. Speaking is one of the most challenging skills, as it allows students to engage in conversations, express meaning, and express opinions. Thinking is a key factor in developing speaking abilities, as it helps individuals solve issues, make decisions, and achieve goals. This research aimed to measure the correlation between students' critical thinking and their speaking skills. A quantitative study of 14 first-semester students of the Diploma 4 Health Promotion study program at Sari Mulia University found a weak correlation (rho coefficient 0.209, sig. score 0.494). The results reject the alternative hypothesis (Ha), indicating that there is no significant correlation between students' critical thinking and speaking ability, confirming the null hypothesis (Ho), is accepted.

Effects Of Prenatal Yoga Adherence On Postpartum Maternal Mental Health Hasanah, Siti Noor; Azhimia, Faida; Friscila, Ika
JKM (Jurnal Kebidanan Malahayati) Vol 10, No 10 (2024): Volume 10 No.10 Oktober 2024
Publisher : Program Studi Kebidanan Fakultas Ilmu Kesehatan Universitas Malahayati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33024/jkm.v10i10.17790

Latar Belakang: Ketidaknyamanan psikologis pada ibu postpartum atau disebut depresi postpartum jika tida ditangani dapat berdampak pada kondisi yang kronis. Ketidaknyamanan secara psikologis dapat dicegah atau ditangani dengan cara non-farmakologis salah satunya yoga terapi tubuh dan pikiran yang menggabungkan postur fisik (Asana), teknik pernapasan (Pranayama), dan meditasi atau relaksasi.Tujuan: untuk menganalisis pengaruh keaktfian mengikuti prenatal yoga terhadap tingkat kesehatan mental bagi ibu nifas.Metode: Jenis penelitian yang digunakan adalah penelitian deskriptrif kuantitatif untuk mengetahui gambaran kesehatan mental pada ibu post natal dengan kuisioner Edinburgh Postnatal Depression Scale (EPDS), serta dibandingkan dengan metode HADS (Hospital Anxiety and Depression Scale) and CES-D (Center for Epidemiologic Studies Depression Scale).Hasil: skor rata-rata CES-D minggu ke-2, untuk kelompok kontrol (tanpa prenatal yoga) di semua tempat melahirkan adalah 21,00, yang menunjukkan bahwa pada periode awal postpartum, banyak ibu yang mengalami tingkat gejala depresi yang cukup tinggi. skor rata-rata CES-D minggu ke-2 adalah 13,83, menunjukkan bahwa pada awal postpartum, ibu yang mengikuti prenatal yoga memiliki gejala depresi ringan hingga sedang. Skor rata-rata CES-D minggu ke-6 adalah 8,83, yang menunjukkan adanya penurunan signifikan dalam gejala depresi seiring dengan waktu. Skor rata-rata EPDS minggu ke-6 adalah 4,00, jauh di bawah ambang batas 10 yang mengindikasikan risiko depresi postnatal. Ini menunjukkan bahwa sebagian besar ibu yang mengikuti prenatal yoga tidak mengalami risiko depresi signifikan. HADS-A (kecemasan) rata-rata adalah 4,17, yang menunjukkan tingkat kecemasan yang rendah pada ibu yang mengikuti prenatal yoga. HADS-D (depresi) rata-rata adalah 3,50, juga berada dalam rentang normal tanpa tanda-tanda depresi klinis yang signifikan.Kesimpulan: Berdasarkan CES-D, EPDS, dan HADS, ibu yang tidak mengikuti prenatal yoga cenderung memiliki tingkat depresi dan kecemasan yang lebih tinggi selama periode postpartum. Ibu yang mengikuti prenatal yoga menunjukkan penurunan yang signifikan dalam skor depresi dari minggu ke-2 hingga minggu ke-6, terutama berdasarkan skor CES-D. Ini menunjukkan bahwa prenatal yoga dapat membantu menurunkan gejala depresi pada ibu postnatal. Namun, secara keseluruhan, prenatal yoga membantu menekan tingkat depresi dan kecemasan di semua tempat melahirkan.Saran: Diperlukan penelitian kualitatif berdasarkan pengalaman ibu nifas yang telah mengikuti prenatal yoga. Kata Kunci : Ibu Nifas, Prenatal Yoga, Tingkat Kesehatan Mental ABSTRACT Background: Psychological discomfort in postpartum mothers or called postpartum depression if not treated can have an impact on chronic conditions. Psychological discomfort can be prevented or treated in a non-pharmacological way, one of which is yoga body and mind therapy that combines physical postures (Asana), breathing techniques (Pranayama), and meditation or relaxation.Purpose: To analyze the impact of prenatal yoga participation on postpartum maternal mental health.Methods: A quantitative descriptive study was conducted to assess maternal mental health using the Edinburgh Postnatal Depression Scale (EPDS) and to compare the results with the Hospital Anxiety and Depression Scale (HADS) and the Center for Epidemiologic Studies Depression Scale (CES-D).Results: "The mean CES-D score at week 2 for the control group (no prenatal yoga) across all birthing locations was 21.00, indicating a relatively high level of depressive symptoms in the early postpartum period. In contrast, the mean CES-D score at week 2 for the prenatal yoga group was 13.83, suggesting mild to moderate depressive symptoms in the early postpartum period. By week 6, the mean CES-D score for the prenatal yoga group decreased significantly to 8.83, indicating a substantial reduction in depressive symptoms over time. The mean EPDS score at week 6 was 4.00, well below the cut-off score of 10 for postpartum depression risk. This suggests that the majority of mothers who participated in prenatal yoga were not at significant risk for postpartum depression. The mean HADS-A (anxiety) score was 4.17, indicating low levels of anxiety in mothers who participated in prenatal yoga. Similarly, the mean HADS-D (depression) score was 3.50, which falls within the normal range and does not indicate significant clinical depression.Conclusion: Based on CES-D, EPDS, and HADS scores, mothers who did not participate in prenatal yoga tended to have higher levels of depression and anxiety during the postpartum period. Mothers who participated in prenatal yoga demonstrated a significant decrease in depression scores from week 2 to week 6, particularly as measured by the CES-D. This suggests that prenatal yoga may be effective in reducing depressive symptoms in postpartum mothers. Overall, prenatal yoga was associated with lower levels of depression and anxiety across all birthing locations.Suggestions; A qualitative study is needed to explore the experiences of postpartum women who have participated in prenatal yoga. Keywords: Mental Health Level, Postpartum Mothers, Prenatal Yoga

Exploring Undergraduate Students' Experiences with Asynchronous Learning in English for Academic Purpose Faisal Rahman; Faida Azhimia; Rizky Hidayatullah
JELITA Vol 5 No 2 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i2.685

The aim of this research is to identify higher education students’ experience regarding the application of Asynchronous Learning in learning English for Academic Purposes (EAP) so that future improvements can be made. This research method is an analytical survey with an exploratory method and a quantitative approach. The population of this study was 94 students taking EAP course, then 50 people were selected as samples using Simple Random Sampling. The instrument used in this research was questionnaire with 5-point likert scale to gain the data related to students’ experience in the implementation of AL in EAP course. The research results show that students believe that Asynchronous Learning can improve some students learning autonomy, and learning abilities. It is also found that AL can be developed better to help students improve their critical thinking skills, communication skills, social interaction and collaboration between students. Apart from that, students also consider the application of Asynchronous Learning in learning to be enjoyable.

An Analysis of Students Reading Comprehension Difficulties Wulandari, Riski; Azmi, Aulia; Aisyah, Noor; Azhimia, Faida
Journal of Language and Health Vol 6 No 2 (2025): Journal of Language and Health
Publisher : CV. Global Health Science Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37287/jlh.v6i2.6827

Schools, as key educational institutions, play a vital role in fostering 21st-century skills, notably the 4Cs: critical thinking, creativity, communication, and collaboration. Among these, reading ability stands out as a fundamental skill in elementary education, essential for students' overall learning success. This study investigates the reading comprehension difficulties experienced by students at Sekolah Dasar Teologi Kristen Galilea Banjarmasin. The study aims to analyze these difficulties in depth to provide insights into improving reading instruction and enhancing student learning outcomes. Objective to determine the reading difficulties of grade five students at SDTK Galilea Banjarmasin. Quantitative descriptive method research design. The population is the grade five at SDTK Galilea Banjarmasin, with a total sample of fitteen students. This research was conducted by distributing questions to children. Based on the data it can be know that 53,32% students has difficulties in determining main idea, 36,66% of students has difficulties in understanding vocabulary, 29,99% of students has difficulties in finding detail information, 28,33% students has difficulties in locating references, 26,66% students has difficulties in making inferences. Based on the analysis of students’ reading comprehension test result at SDTK Galilea Banjarmasin it can be concluded that students face challenges in various aspects of reading comprehension. They particulary struggle with identifying main idea, identifying references, making references, locating detailed information in the text. These finding suggest that students’ overall reading comprehension is still low, indicating a need for targed instructional strategies to addres these issues in the learning procces.

Pelatihan Master 0f Ceremony Untuk Meningkatkan Kemampuan Public Speaking Kader Di Desa Sungai Rangas Ulu Khadijah, Sitti; Azhimia, Faida; Saputri, Rina; Hakim, Ali Rakhman
Jurnal Pengabdian Masyarakat Wadah Publikasi Cendekia Vol 2 No 2 (2025): Jurnal Pengabdian Masyarakat WPC
Publisher : CV. Wadah Publikasi Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63004/jpmwpc.v2i2.773

Public speaking, sebagai kemampuan untuk menyampaikan pesan secara efektif kepada audiens, menawarkan berbagai manfaat yang signifikan bagi kader dan masyarakat. Salah satu kontribusi utama dari pelatihan public speaking adalah peningkatan keterampilan komunikasi yang dapat membantu individu dalam menyampaikan ide dan informasi dengan jelas dan meyakinkan. Tujuan pelaksanaan program pengabdian kepada Masyarakat adalah memberikan pelatihan komunikasi efektif kepada kader agar dapat berperan lebih selain dari sebagai penyuluhan kesehatan kepada masyarakat. Hasil kuesioner sebagian besar (89%) Kader menyatakan bahwa pelatihan MC/Public Speaking ini sangat bermanfaat. Sebagian besar (78%) Kader menyatakan sangat puas dengan pelatihan ini dan merasakan peningkatan kepercayaan diri yang tinggi (56%) setelah mendapatkan pelatihan MC/Public Speaking ini.

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