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All Journal Journal of English Education, Linguistic and Literature Abdi Masyarakat Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Formosa Journal of Sustainable Research (FJSR) Journal of English Education and Literature
Sri Ariani
Universitas Pendidikan Mandalika
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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STUDENTS’ SPEAKING PERFORMANCE USING YOUTUBE IN LEARNING sri Ariani
Journal of English Education and Literature Vol. 1 No. 4 (2024): Journal of English Education and Literature Vol.1 No.4 (2024)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.v1i4.78

Abstract

The study emphasizes the usage of integrating multimedia resources, such as YouTube, into language education curricula. By exposing students to a diverse range of authentic, engaging, and pedagogically sound video content, the learning experience was enriched, allowing for more contextualized language practice and the development of practical communication skills. This research intends to find out how the speaking performance of first-grade students after using YouTube as a learning tool on their speaking performance. A total of 30 students of MTS Negeri 3 Lombok Barat were chosen as participants. The method applied in the research was descriptive qualitative method which employed speaking test and interview to find out the students speaking performance in using YouTube.  Speaking test was conducted to assess the students’ English Speaking performance. It revealed the students excellence in content, pronunciation, and vocabulary. However, the students’ performance in grammar and fluency was categorized as good rather than excellent. The researchers assessed the students' speaking scores and categorized their performance into five levels: poor, fair, average, good, and excellent. The results revealed that 42% of the students reached the excellent level, while both the average and good levels accounted for 25% each. The fair and poor levels each represented 4%. Overall, the average students’ speaking performance after learning using YouTube was deemed good, reflecting the students' cognitive and mental readiness.
ENCOURAGING DAILY ENGLISH SPEAKING TO BOOST STUDENTS’ CONFIDENCE Sri Ariani
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.2 (Juli, 2025)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.vi.98

Abstract

This research aims to find out does the implementation of daily English speaking activities increase students’ confidence in speaking English? It is focused on implementation a structured program of daily speaking activities designed to create a supportive learning environment where students can practice and improve their speaking skills without the fear of judgment. The study involved 50 students of the second semester students of English Department of Mandalika University of Education. Over a semester, participants engaged in various speaking activities, including pair conversations, group discussions, and role-playing scenarios. Data were collected through pre- and post-program surveys, measuring students' self-reported confidence levels and fluency in English speaking. Results indicated a significant increase in student confidence, with the percentage of students feeling assured in their speaking abilities rising from 30% to 70% after the program. Additionally, qualitative feedback revealed that students valued the opportunity to practice speaking regularly and reported a decrease in anxiety associated with language use. This research highlights the importance of integrating daily speaking practices into language education curricula to foster a positive learning atmosphere. By encouraging active participation and providing consistent opportunities for speaking, educators can help students overcome barriers to communication, thus enhancing their overall language proficiency and confidence.
INVESTIGATING THE ROOT CAUSES OF LOW ENGLISH-SPEAKING PERFORMANCE: A CASE STUDY AT ENGLISH EDUCATION DEPARTMENT OF MANDALIKA UNIVERSITY OF EDUCATION Sri Ariani
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.4 (December, 2025)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.vi.127

Abstract

This study aims to investigate the root causes of low English-speaking performance among students at the English Education Department of Mandalika University of Education. Despite years of formal instruction, many students still face significant challenges in achieving oral fluency and accuracy. This research employed a qualitative case study approach to gain an in-depth understanding of the phenomenon. Data were collected through semi-structured interviews, classroom observations, and questionnaires involving a selected group of students and speaking lecturers. The findings reveal that the low speaking performance is attributed to a complex interplay of internal and external factors. Internally, psychological barriers such as high levels of anxiety, fear of making grammatical errors, and a lack of self-confidence significantly hinder students' willingness to communicate. Externally, the lack of a supportive English-speaking environment outside the classroom, limited opportunities for authentic interaction, and traditional teaching methods that overemphasize rote memorization of grammar rules contribute to the problem. Furthermore, linguistic issues, particularly limited vocabulary and poor pronunciation, remain primary obstacles. This study concludes that addressing low speaking performance requires a holistic approach, including the implementation of more communicative and interactive teaching strategies, the creation of an English-speaking zone on campus, and the integration of psychological support to build students' confidence. These findings provide valuable insights for curriculum designers and lecturers at Mandalika University of Education to enhance the quality of English-speaking instruction.
Co-Authors Ahmad Hanan Aprianoto, Aprianoto Ardian Nuri Bq Zuhrotun Nafisah Heri Hidayatullah I Made Permadi Utama Khairi Iswandi Muhamad Zaenul Husna Muhammad Arief Rizka Ni Wayan Prami Wahyudiantari Ni Wayan Prami Wahyudiantari Putri Denaya Side Ayu Siti Nurhidayati Siti Syafiyatul Qomariyah Tawali Tawali Tri Setianingsih Wiwik Handayani