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STRATEGI MAHASISWA UNTUK MENGHILANGKAN RASA CEMAS KETIKA BERBICARA BAHASA INGGRIS DI KELAS Asrida, Deni
Jurnal Bahasa Lingua Scientia Vol 9, No 1 (2017)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Speaking anxieties become a big problem for the students in learning english nowadays. This paper discusses about students strategies in overcoming speaking anxieties in front of the class and its causing factors. Based on the finding, it is found that there are some factors caused students speaking anxietiesin the class namely students were afraid in making mistakes, they have little confidence in speaking english, they often lose their ideas when speaking in front of the class, they also afraid speaking spontaneously in the class. Meanwhile, it is also found that the students applied some strategies in overcoming speaking anxieties in the class namely the students try to be rilexs during speaking class, make a notes, consider there is no audience seeing his/her performance, practice in front of the mirrorr, practice with their classmate.

INVESTIGATING STUDENTSâ€™ LEARNING STYLE BY USING VAK MODEL Asrida, Deni
Jurnal Bahasa Lingua Scientia Vol 11, No 2 (2019)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.2.

This study was aimed to investigate students learning style of the second semester students of English Department of IAIN Batusangkar in 2017/2018 academic year. The design of this research was descriptive quantitative. In collecting the data, the researcher used questionnaires which was constructed according to the indicators gotten from the theories. Meanwhile, to see the validity and reliability of the questionnaire, it was tried out to some selected respondents. In analysing the data, the researcher used SPSS 21 for descriptive analysis. Based on the data analysis, it was found two students tend to have visual learning style or 3,5%. Meanwhile, 39 students have auditory learning style 68,42% and 16 students have a tendency kinesthetic learning style 28,7%. It is also can be seen that most of students, 68,42%, have auditory learning style as the dominant learning style.

Contributing Factors to The Students’ Speaking Ability Irwan Malin Basa; Deni Asrida; Novria Fadli
Langkawi: Journal of The Association for Arabic and English Vol 3, No 2 (2017)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

The use of English in Indonesia has developed quickly in all of fields. It’s affected by many things in many ways. The need of English has also increased quickly in many parts of indonesians’ life. In order to face its, teaching English at young ages or student seems like the solution. Speaking is one of the skills that should be tough to the student. To get an effective learning, it’s useful to know what are factors contributing to the student speaking development. This research showed that there are some contributing factors to the students’ speaking development. Those factors are: Teacher, Daily Practice, Listening to English Music, Family Support, Watching English Video and Movie, Motivation to Learn, Classroom Environment, Learning Material. Such as a good teacher would provide a good learning. Support of the family would also give an effective outcome for the students development. So, the factors should be known in order to get a better outcome for the students.

STRATEGI MAHASISWA UNTUK MENGHILANGKAN RASA CEMAS KETIKA BERBICARA BAHASA INGGRIS DI KELAS Deni Asrida
Jurnal Bahasa Lingua Scientia Vol 9 No 1 (2017)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2017.9.1.27-40

Speaking anxieties become a big problem for the students in learning english nowadays. This paper discusses about students strategies in overcoming speaking anxieties in front of the class and its causing factors. Based on the finding, it is found that there are some factors caused students speaking anxietiesin the class namely students were afraid in making mistakes, they have little confidence in speaking english, they often lose their ideas when speaking in front of the class, they also afraid speaking spontaneously in the class. Meanwhile, it is also found that the students applied some strategies in overcoming speaking anxieties in the class namely the students try to be rilexs during speaking class, make a notes, consider there is no audience seeing his/her performance, practice in front of the mirrorr, practice with their classmate.

INVESTIGATING STUDENTS’ LEARNING STYLE BY USING VAK MODEL Deni Asrida
Jurnal Bahasa Lingua Scientia Vol 11 No 2 (2019)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.2.237-248

This study was aimed to investigate students learning style of the second semester students of English Department of IAIN Batusangkar in 2017/2018 academic year. The design of this research was descriptive quantitative. In collecting the data, the researcher used questionnaires which was constructed according to the indicators gotten from the theories. Meanwhile, to see the validity and reliability of the questionnaire, it was tried out to some selected respondents. In analysing the data, the researcher used SPSS 21 for descriptive analysis. Based on the data analysis, it was found two students tend to have visual learning style or 3,5%. Meanwhile, 39 students have auditory learning style 68,42% and 16 students have a tendency kinesthetic learning style 28,7%. It is also can be seen that most of students, 68,42%, have auditory learning style as the dominant learning style.

USING DEBATING ACTIVITIES TO FOSTER STUDENTS’ COMMUNICATION AND CRITICAL THINKING SKILL DENI ASRIDA
Ta'dib Vol 15, No 2 (2012)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v15i2.227

This article discusses about the use of the debating activities in fostering students’ communication and critical thinking skills. The aims of debating are to enable the students to be active and creative in the classroom. Debating is also assumed as a valuable learning activity for teaching critical thinking and improving communication skills. Debating is an effective pedagogical way because of the level of responsibility for learning and active involvement required by all student debaters. Many teachers realize that the best strategy for motivating the students to communicate in English is by changing the situation in the class. By creating an interesting and motivating environment, the students are expected to be immersed in the activities given by the teachers. Moreover, an ideal teacher should provide opportunities for students to talk by using group work or pair work, and limiting teacher talk. Therefore, the teacher should keep encouraging the students to get involved during the process of learning in the class most of the time.

COMMUNICATIVE ACTIVITIES OF TEACHING SPEAKING FOR THE STUDENTS DENI ASRIDA
Ta'dib Vol 17, No 1 (2014)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v17i1.259

The main objective of learning English is using English as a means of communication. One of the ways for the teachers to make the students use English as a means of communicationis using appropriate techniques which match with the learners’ characteristics in teaching speaking. Unfortunately, the fact shows that many teachers still do not know the appropriate techniques to teach speaking for the students. They frequently teach speaking using translation and memorizing techniques, whereas, those techniques are not appropriate with the characteristics of young learners. In this case, the teachers have to know the applicable techniques for teaching speaking to the students to achieve the main objective of teaching English. Thus, this article will explainsome of communicative activities which can be used by the teachers in teaching speaking.Key words: communicative, activities, speaking

INVESTIGATING STUDENTS’ LEARNING STYLE BY USING VAK MODEL Deni Asrida
Jurnal Bahasa Lingua Scientia Vol 11 No 2 (2019)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.2.237-248

This study was aimed to investigate students learning style of the second semester students of English Department of IAIN Batusangkar in 2017/2018 academic year. The design of this research was descriptive quantitative. In collecting the data, the researcher used questionnaires which was constructed according to the indicators gotten from the theories. Meanwhile, to see the validity and reliability of the questionnaire, it was tried out to some selected respondents. In analysing the data, the researcher used SPSS 21 for descriptive analysis. Based on the data analysis, it was found two students tend to have visual learning style or 3,5%. Meanwhile, 39 students have auditory learning style 68,42% and 16 students have a tendency kinesthetic learning style 28,7%. It is also can be seen that most of students, 68,42%, have auditory learning style as the dominant learning style.

TRANSFORMATIONAL LEADERSHIP IN ISLAMIC EDUCATION INSTITUTION THROUGH SOCIAL MEDIA ENGAGEMENT Asmendri, Asmendri; Sari, Milya; Asrida, Deni; Muchlis, Lita Sari; Febrian, Vicky Rizki; Azizah, Nur
Jurnal Pendidikan Islam Vol 10, No 2 (2024): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v10i2.40221

Transformational leadership in Islamic value-based educational institutions, such as Rumah Tahfidz Qur'an (RTQ), faces challenges in integrating traditional practices with modern innovations to improve academic quality. This study explores the effectiveness of transformational leadership in RTQ Surau Lakuak, focusing on the strategic use of social media. Using a descriptive qualitative approach, the research involves in-depth interviews and document analysis, guided by Kouzes and Posner's (2017) Leadership Challenge framework, which includes five core dimensions: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. The findings indicate that leaders at RTQ Surau Lakuak effectively utilize social media to articulate their vision, enhance transparency, and foster community engagement. Key initiatives, such as digital donation campaigns, symbolic recognition, and community empowerment programs, have strengthened collaboration and ensured the sustainability of Qur'anic education programs. These practices are grounded in Islamic principles like ta'awun (cooperation) and deliberation, providing an adaptable leadership model for contemporary Islamic education. The study highlights the potential of applying the Leadership Challenge framework to address digital-era challenges, offering a replicable and innovative strategy for Islamic educational institutions in diverse contexts.

EFL Practicum Realities: Challenges Shaping Preservice Teachers' Professional Development Asrida, Deni; Syamsudarni, Syamsudarni; Marwan, Syaiful
Journal of English Education and Teaching Vol. 9 No. 4 (2025): Journal of English Education and Teaching (JEET)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.4.534-562

This research aims to discover the experiences of preservice English teachers during their teaching practice in Islamic state universities in West Sumatera Province, Indonesia and the unique difficulties they face. Using a descriptive quantitative design, the researchers gathered data from 150 respondents through the questionnaires in five primary areas: linguistic challenges, teaching difficulties, mentorship and supervision, school support, and school culture. Evidence collected during the research detailed that participants 72% could not explain their lessons in English, and classroom talk was identified to be a significant barrier 68%. Students also experienced difficulties in pedagogy, with respondents reporting low confidence in the use of diverse teaching strategies 61% and a lack of confidence 66% in the use of technology in teaching. In terms of supervision, 70% of respondents did not receive sufficient feedback from their mentors, and 63% of respondents described the lack of dialogues and discussions on teaching and learning strategies. Respondents also described their school as having little support and supervision. Other challenges respondents described included lack of internet 75% and their school was also described as remote (62%). In the area of organizational culture, respondents 78% remarked that the teaching practice was too brief to establish relationships with the teachers, and 67% described the work environment as having little to no participation. These findings highlight significant gaps in language proficiency, pedagogical preparedness, quality of mentoring and institutional coordination which significantly impact the professional growth of preservice teachers.

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